International · 2020. 8. 25. · Principals’ Instructional Supervision and 92 Teachers’ Efficacy in Public Elementary Schools: Basis for Instructional Supervisory Plan Cheryl

International

Social Science Review

Volume 2

2020

Manuscript Submission Research and Publication Unit (RPU) University Research and Development Center Universidad de Zamboanga Main Campus, Tetuan Zamboanga City, Philippines Region of Southeast Asia Email: [email protected] www.uz.edu.ph Landline: 991-1135 local 255 _______________________________________________ Bi-Annual Publication ISSN 2704-4203 ISSN National Center of the Philippines National Library of the Philippines Manila, Philippines Copyright by Universidad de Zamboanga 2020 Book Cover and Design: Ms. Radzhata K. Sawadjaan All rights reserved. No part of this Research Review may be reproduced in any form without written permission from the publisher or author. Published by: Universidad de Zamboanga Main Campus, Tetuan Printed in the Philippines Universidad de Zamboanga Press The views and opinions expressed by the authors are their own and do not reflect the position of the University Research and Development Center.

International

Social Science Review

http://www.uz.edu.ph/

he advancement and promotion of research and development in the organization brings opportunities for possible grants and recognitions in many different ways as it calls for its mandate to promote wide utilization, dissemination, and publication of various researches conducted and developed. In the new industrial era

referred to as the Industry 4.0, it has given a huge impact and developmental changes in the organizations both in the public or private sectors which contributed a lot in most of the developing countries like the Philippines. The benefit of Industrial Revolution 4.0 includes improving the processes, service delivery to the customers, increases productivity and quality of outputs, reduced labor costs since less human intervention is needed, provides transparent logistics, improved accuracy in inventory and forecasts, and shortens the process of services, among others.

The International Social Science Review (ISSR) of the Universidad de Zamboanga University Research and Development Center (URDC) primarily aims to gather researches from various fields as a way to disseminate the findings for optimum utilization. The ISSR is an international refereed research journal examined by experts from Malaysia, Thailand, Liberia, France, and Saudi Arabia.

The editorial board requires a standardized format and guidelines in the submission of the manuscript for uniformity purposes; (1) minimum of 10 pages and maximum of 15 pages single space using Arial font, (2) inclusive of abstract, objectives/statement, framework, scope, methodology, discussion, conclusion and references/bibliography, (3) list of references/bibliography only those directly cited on the submitted paper, (4) attach Research Ethics Certificate as a standard requirement (5) plagiarism/similarity Index within zero (0) to ten (10) % only, and (6) application of software tools such as SPSS, GIS, etc. must be duly licensed.

All papers submitted for publication will be sent to the panel of reviewers who will scrutinize and examine the manuscripts specifically the contents using sets of criteria. More so, reviewers’ recommendations are taken into consideration for the improvement and revisions of the manuscripts.

EDITORIAL POLICY

T

contents articles Research Competency Among Elementary 1

School Teachers: An Evaluative Assessment for

School Based Action Research (SBAR)

John Clyde A. Cagaanan

Dr. Beatriz D. Gosadan

Correlates of Ethical Conduct and Work Performance 15

Among Public Elementary Teachers in President

Roxas Central District

Faith Marie O. Castillo

A Regression Model of Teachers Performance as 31

Predicted by Strategic Human Resource

Management Practices

Reah Jean B. Daguman

Enhancement of Blended Learning Approach 79

Among Grade 7 Students Through Expanded Time

Commitment from Teachers

Rhede Boy M. Garong

Principals’ Instructional Supervision and 92

Teachers’ Efficacy in Public Elementary Schools:

Basis for Instructional Supervisory Plan

Cheryl P. Barredo

Relevance of the Criminology Review Program of 106

NIPSC Victorino Salcedo Campus:

Basis for The Program Enhancement

Rosario P. Noderama

Science Teacher’s Qualities: Basis for Faculty 121

Sustainable Program

Rommel P. Laguatan

Improving Reading Comprehension Skills of 138

Grade IV Pupils Using Effective Comprehension

Strategy Instruction

Angela L. Inding

Implementing Mother Tongue Based – Multilingual 148

Education (MTB-MLE): Outcomes and Challenges

Peter Jone B. Gaylo

Learning Development of the Sama Dilaut Learners 184

Resley C. Ferrer

Mohammad Alfami A. Abdul

Pedagogical Impact, Implementation and Usability of 193

Culture-Based Language Teaching in the K-12

Basic Education Program

Marjorie P. Ledesma

Developing Essay Writing Skills of ALS Learners 220

Through Peer Teaching

Luisa U. Maliao

Mirasol A. Muñez

Doreen D. Pabonita

Perceived Constraints Among Learners on 235

Alternative Learning System Participation

Rubeneth V. Salazar

Ailiene P. Libres

Maribel G. Calo

Pedagogical Practices and Research Competence of 259

Social Science Teachers in the Schools Division of Iloilo:

Basis for Continuing Development Program

Isabelita P. Alibagon

1

RESEARCH COMPETENCY AMONG ELEMENTARY SCHOOL TEACHERS:

AN EVALUATIVE ASSESSMENT FOR SCHOOL-BASED ACTION RESEARCH (SBAR)

John Clyde A. Cagaanan Dr. Beatriz D. Gosadan

Central Mindanao Colleges

ABSTRACT Teachers have been challenged to become professionally productive through research outputs. DepEd Memorandum no.114 s. 2014 mandated the teachers to conduct action research or assessment within their realm. A yearly congress for School-Based Action Research (SBAR) was done however, the lack of research output remains a problem of every school district. This study aimed to determine the level of research competency among the elementary school teachers in Makilala West and Makilala Central Districts, Cotabato Division. Anchored on Corey’s Theory on Curriculum Development and Research and Lewin’s Theory on Research, this study employed a mixed-method design. On the quantitative strand, 114 elementary classroom teachers were the respondents while 16 schools participated in the qualitative strand of the study. Following the merging of the data, the quantitative and qualitative data showed divergence. Results revealed that the respondents were moderately competent in research. Digging on the problems encountered by the teachers for not conducting any research activity, the findings exposed that the poor background of teachers in research, the problem on schedule, overlapping of activities, and too much administrative work were the reasons behind their failure to submit their research output. To aid teachers in the preparation of scholarly research, an intervention plan was made.

Keywords: Research, competency, intervention plan, mixed-method, Philippines

International Social Science

2

Introduction

esearch competency is the combination of training, skills, experience, and knowledge that a person has and their ability to apply them to perform a task (Van Den Berg,2016). It is the needed skill and experience to do research that could have been developed or enhanced

through schooling, seminars, and similar activities attended (Fuentes, 2017). Competency in research includes the ability to design, apply, and disseminate research.

Research culture is a platform for problem-solving which

needs pivotal thinking among every educational manager and teacher (Mohd,2008). In Malaysia, Subahan (1998) found that research has become transparent in its usefulness since educational managers and teachers have now realized and admitted that research activities are an important element towards achieving excellence. A US study conducted by Buckley (2010) revealed that research experiences across Education Program incorporated fewer research activities than any other discipline. Findings regarding action research and its impact on the development of teaching professionalism have postulated that action research has improved the level of teaching professionalism - teachers have higher self-esteem and autonomy in the classroom context (Bennett 1993), improved their teaching practices (Johnson 1993), and increased job satisfaction from the pedagogical practice of teachers (Widdowson 1984). Implementing collaborative action research in an in-service teacher training program contributes to teachers’ knowledge construction, helps them gain practical teaching practices, and builds up their confidence in teaching English (Chiou-hui, 2010).

Darling-Hammond (2009) has highlighted the

misinterpretation of the role of the teacher as a researcher stating that research is the work of experts in education and that their work is to implement the results of research work in teaching generating situations where teaching is solely based on textbooks. However, in 2013, Savaskan found out that experience with action research showed that teachers were able to do research successfully and can achieve when given opportunities and support. Research encourages teachers critically to identify the problem and solved it. Also, Ado (2013) claimed that to prepare teachers for action research, they

R


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need to address research practice and research time management skills.

Meanwhile, Burns (2011) stated that many teachers have put

off research and declared that theories about teaching did not match reality. According to Atay (2012), it has been observed that teachers do not have sufficient time and training in the conduct of research. Borg (2013) also emphasized that because teachers may have inappropriate or unrealistic notions of inquiry in research, there is a need for them to have awareness in work involving research. Also, teachers wish to research their classrooms however, they are faced with a host of problems. Not least among these are lack of time, lack of expertise or skills in research, lack of support especially from within their institution, and threats to their self-image as a teacher (Allwright, 1993; Burton and Mickan, 1993; Nunan, 1993). Some studies dwelt on obstacles and reasons why teachers have less interest in research. AlGhamdi, et. al. (2013) stated that the obstacles that prevented students from conducting research included lack of professional supervisors, lack of training courses, lack of time, and lack of funding. On the other hand, Jusoh and Abidin (2012) revealed that the enthusiasm to be actively involved in the research is less pronounced; respondent-teacher do not think they learn most when they are fully involved in a research project. Findings in this study also showed that most students think that in their programs, too little time is devoted to the development of research competencies.

DepEd Memorandum no.114 s. 2014 mandated the teachers

to conduct action researches or assessment within their realm to discover or identify a problem in the classroom-based or the management of the school and giving solutions or action to the problem for the improvement of the teaching-learning process to produce quality learning outcomes. Even with the mandate, records indicated that there were only 3 out of 130 teachers at Makilala Central and West Districts in the Cotabato Division who made the School-Based Action Research (SBAR) submitted and approved by the School’s Division Superintendent. The data from Makilala West District showed that teachers did not engage in research which was associated with some factors like the lack of competence to do research. In the same way, Arellano, Morano, and Nepomuceno (2012) also revealed that the majority of the students are not proficient in the lower order research competencies despite research


4

exposure starting from secondary education. Results seem to reveal that students who will soon join the labor market are not fully equipped with research skills for them to engage in research-oriented jobs.

As teachers in the classrooms, the researchers would like to

assess the teachers’ research competency as the basis for the intervention plan with regards to School-Based Action Research (SBAR) outputs.

Framework of the Study

This study was anchored on Corey’s Theory on Curriculum

Development and Research which tells that teachers urged to research their practice scientifically so that they could evaluate their decisions and actions (Corey, 1953). Doing action research according to Corey’s Theory is a process in which participants examine their educational practice systematically and carefully, using the techniques of research.

Another theory that supported this study was Lewin’s

Theory on research in social change which argued that communities that aspired to social change like the school would have to study the impact of their actions and explore their norms and values (Elsevier Inc., 2011). Lewin (1947), revealed that the underlying goal of the researcher is to test a particular intervention based on a pre-specified theoretical framework, the nature of the collaboration between the researcher and the practitioner is technical and facilitatory. The researcher identifies the problem and specific intervention, then the practitioner is involved and they agree to facilitate the implementation of the intervention (Masters, 1995).

Research competency can be described as the combination of training, skills, experience, and knowledge that a person has and their ability to apply them to perform a task successfully. Competence should be seen as an important competent of workplace activities (Atay,2006).


5

Conceptual Framework

Objectives of the Study

The study assessed the level of research competency among the elementary school teachers in terms of 1. framing of research questions and capability of developing instrument; 2. critical review of the literature and comprehensive theoretical knowledge;3. data collection related competencies, and 4.data analysis related competencies. Determining the problems encountered and addressing the issues of the teachers in conducting research was the basis of the study for crafting an intervention plan.

Methodology Research Design The study employed both the Quantitative-Qualitative method of research using the phenomenological tradition. We used the concurrent timing wherein both qualitative and quantitative data were collected at the same time. A descriptive approach was employed to assess the level of research competency among the teachers along with the use of the survey questionnaire as well as Key Interview (KI) and Focus Group Discussion (FDG). The concurrent quantitative and qualitative design in mixed-method was utilized by the researchers to compare or merge quantitative and qualitative results to produce more complete and validated conclusions. We merge the two sets to make an inference or interpretation of the

INPUT

Level of

Research

Competency

PROCESS

Survey Key interview Focus Group Discussion

Treatment of Data Transcribing the

Data

OUTPUT

Proposed

Intervention

Plan for the

School-Based

Action Research


6

results. We opted to use this kind of research design considering the desire to acquire first-hand data from the respondents/participants to formulate a rational and sound proposed intervention plan for the study. Research Site and Respondents

The research was conducted in the 16 Elementary Schools in Makilala West District, Division of Cotabato. A total of 114 elementary school teachers of Makilala West District, Cotabato Division were chosen as respondents of the study using a universal sampling technique. Moreover, in the qualitative data collection, five classroom teachers have undergone Key Interview (KI) and 10 respondents were included in the Focus Group Discussion (FGD). Research Instruments In this research, we utilized a self-made survey questionnaire which was designed which assessed the level of research competencies among the respondents comprised of: framing research questions and capability of developing instrument; critical review of the literature and comprehensive theoretical knowledge; data collection related competencies and data analysis related competencies. The item statement measured each indicator with the use of a 5-point Likert Scale. The instruments were subjected to face and content validity and reliability test. The reliability rating was .968 which means that the instruments were highly reliable. No item was removed or rephrased. Besides, structured questionnaires were also prepared by the researchers for the Focus Group Discussion (FDG) and Key Interview (KI to determine the problems met by the respondents in doing research. Ethics Protocol

The study used informed consent from the respondents and applied the confidentiality of the information. There were letters of permission personally handed to superiors/leaders in the gathering of data. Respondents’ consent involved in the research was considered adequate.


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Data Gathering Procedure A letter seeking permission to conduct the study was then presented by the researchers to the Schools Division Superintendent. In the same manner, a formal letter was given to the school principals of the Cotabato Division. Having been granted permission, the researcher conducted the assessment instrument. The retrieval of the survey tool took a week after its distribution. In the Key Interview (KI) the researcher used their empathy to make the respondents feel more at ease and therefore more willing to tell their story. In the Focus Group Discussion (FGD) the researchers properly observed and recorded all the responses of the participants so that during the analysis, no pieces of observation and reactions will be missed. Their gestures and reactions to the guide questions were also recorded fairly without addition or substitutions any statements. To ensure the trustworthiness of the qualitative study, the researcher strictly observed credibility, transferability, dependability, and conformability of the process. Statistical Techniques The data were analyzed using descriptive statistics like mean, frequency count and percentage to summarize the information.

Results and Discussion Quantitative Strand: Level of Research Competency among Respondents

Indicators Sub-Mean

Description

1. Framing of research questions and capacity of developing instruments.

3.14 Competent

2. A critical review of the literature and comprehensive theoretical knowledge.

3.38 Competent

3. Data collection related competencies 3.24 Competent

4. Data analysis related competencies 3.04 Competent

Over-all Mean 3.20 Competent


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Table 1 displays that the highest result is on the aspects of a critical review of the literature and comprehensive theoretical knowledge with a mean of 3.38, described as competent. The lowest mean is on data analysis related competencies with a mean of 3.04, described as competent. The overall mean level is 3.20, described as competent which implies that the teachers are competent in research. It means that respondents have the mastery of skills needed to understand the research process to design and conduct a systematic, empirical, objective, public, and critical investigation of an identified problem or an issue. The findings of the study conform to Viloria (2015) who stated that research competency can be described as the combination of training, skills, experience, and knowledge that a person has and their ability to apply them to perform a task successfully. He further added that to get the research success the researchers should follow research competencies which are prerequisites for any person who will conduct research. Qualitative Strand:

Themes and Core Ideas on the Problems Encountered in Conducting Research among Participants

Themes Frequency of responses

Core Ideas

Lacks background in research

General Teachers’ comprehensive knowledge of research is low.

Overlapping of activities

General Teachers have lots of tasks to accomplish than teaching.

Time Constraints

General Teachers cannot prioritize research work due to hectic school activities and workloads.

More administrative work

Typical Teachers prioritize school requirements than spending their time to make research.

Table 2 shows the themes and core ideas on the problems encountered by teachers in conducting research. Based on the gathered responses from the participants, it was revealed that teachers need to strengthen their technical knowledge in the field of research aside from the problem of the overlapping of activities, time


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element, and administrative work. Teachers’ involvement in the various co-curricular activities of the department hinders the participants in their failure to produce their research outputs.

Furthermore, an intervention plan was formulated to address issues on the level of research competency among elementary school teachers and the problems encountered by participants in the conduct of research. This may serve as a a guide to administrators in the implementation of the intervention plan.

Proposed Intervention Plan on Problems Encountered by Teachers in Making Research To address the issues and problems encountered by the teachers on the research competency, a proposed intervention plan is presented. Rationale

Research is a part and parcel in the teaching profession.

Doing action research makes every teacher grow professionally and most probably learners will benefit most. Teacher’s actions because of research lead to improve pupil performance, increased motivation, commitment, better behavior. High-quality teaching is now widely acknowledged to be the most important school-level factor influencing student achievement. This, in turn, has focused attention on the importance of the conduct of research by the teachers for the betterment of the teaching-learning process. The teacher must be equipped to conduct their research, individually and collectively, to investigate the impact of particular interventions or to explore the positive and negative effects of educational practice.

Although the findings of the study indicate that the level of

research competency of the teachers was described as competent, there is still a need to improve and enhance the skills for a reason that there were only 3 out of 130 teachers in Makilala West District who complied and passed the School-Based Action Research (SBAR) to the office of the School’s Division Superintendent.


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General Objectives This intervention plan has the following objectives:

1. To provide an opportunity for DepEd officials such as DepEd Secretary, Regional Director, Superintendent, District Supervisor, and School Administrator to review their program on the professional development for teachers specifically on the conduct of Scholl Based Action Research (SBAR).

2. To provide an avenue for the teachers to solve their issues in the conduct of research by participating and attending seminars and training regarding research competency that will improve their efficiency and effectiveness in making School-Based Action Research (SBAR).

3. To pose a challenge to the teachers to look into their plan to address their problems in conducting research.

Area of Concern

Specific

Objective

Activities

Persons’ Involved

Time

Frame

Budget &

Sources of Funds

Output

1. Poor background of teachers in research

To become competent in research.

A seminar-workshop that would enhance their skills in conducting research.

Resource Person Teachers School heads

At the end of every semester. (Oct. 2017) (April 2018)

P20,000 School MOOE

Teachers become competent in conducting research.

2. Lack of time in research due to the overlapping of activities

To use proper time wisely and proper scheduling of activities

A seminar or in-service training on time management and proper scheduling of school activities.


October 2017

P10,000 District MOOE

Teachers manage their time wisely in conducting research.

3. Lack of Training in research

To attend a seminar or training in research that would give equal opportunity for all teachers.

Training/ seminar in research that would come up with a unified format of School-Based


October 2017 and April 2018

P20,000 SEF & MOOE

Teachers acquire knowledge in formulating research design and come-up


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Action Research (SBAR).

with a unified SBAR format.

4. Poor background of teachers in Statistics for research

To become competent in Statistics for research.

A seminar that would give teachers an opportunity for hands-on experience in statistics.

Resource Person Teachers

November 2017

P15,000 School IGP

Teachers become competent in Statistics for research.

5. Too much administrative work which neglects research

To manage and work effectively and efficiently without neglecting research.

A seminar on administrative management for school heads.

Resource Person School heads

October 2017

P10,000 District MOOE

School heads administer their work properly in which research cannot be neglected

6. Framing the research questions and capacity of developing instrument

To formulate research questions and instruments.

A seminar/ workshop that would develop their skills in framing research questions and instruments.


September 2017

P15,000 IGP School MOOE

Teachers develop skills in framing research questions and Instruments.

7. Data collection and analysis

To analyze the data comprehensively and scholarly.

A seminar/ workshop on a research design that would develop their skills in data analysis.

Resource Person Teachers *School heads

August 2017

P15,000 IGP SEF

Teachers enhance skills in analyzing and collecting data for research.


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Conclusions

Based on the findings revealed in the study the following conclusions were drawn.

The teachers were competent in terms of research

competency in the quantitative strand, however, issues and problems encountered in conducting research were revealed in the qualitative strand.

With the merging of the quantitative and qualitative results,

data showed a divergence since quantitative data revealed that the respondents are competent in the research, however, the qualitative data have identified essential factors that hindered the researchers to submit their research outputs.

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15

CORRELATES OF ETHICAL CONDUCT AND WORK PERFORMANCE AMONG PUBLIC

ELEMENTARY TEACHERS IN PRESIDENT ROXAS CENTRAL DISTRICT

Faith Marie P. Castillo Central Mindanao Colleges, Philippines

ABSTRACT

This study was conducted to determine the relationship between teachers’ ethical conduct and work performance. The study used the descriptive-correlational research design with 86 public elementary school teachers in President Roxas Central District as respondents. The respondents were selected using a complete enumeration sampling method. The study made use of a self-constructed questionnaire for the aspect of teachers’ ethical conduct while the Individual Performance Commitment and Review Form (IPCRF) was utilized for the teachers’ work performance. Descriptive statistics were gathered through a survey questionnaire, part one of which described the socio-demographic profile of the teacher-respondents. The data on teachers’ ethical conduct was taken from the respondents’ reply to statements in the second part of the questionnaire that determined their level of ethical conduct of teachers towards students, professional colleagues, practices and performances, and parents and community. The descriptive data were analyzed using frequency, percentage distribution, and mean. Pearson r was used for correlational analysis to determine the relationship between the independent variable and the dependent variable. Hence, teachers’ ethical conduct does not influence work performance. The study implies that teachers can still attain a high level of performance regardless of their ethical conduct.

Keywords: Ethics, ethical conduct, work performance, public school teachers, IPCRF, correlational study


16

Introduction

A teacher who works for the greater benefit of the learner

aims to develop learners who are holistically ready to face the new phases of the path they want to choose sooner. However, school, like any other community, is made up of diverse learners and teachers with different relationships that would alter in achieving this aim. Therefore, a guide as to when an action or a response becomes right or wrong should be established and will serve as the guidelines.

The researcher anchored her study on the Code of Ethics for

educators (2016), which discusses the works of teachers towards their clientele, the learners, administrators, and subordinates. It also elaborates on the practices and performance that teachers should possess bounded with their diversified roles to address the needs of the learners. Further, it is stated that the professional educator assumes responsibility and accountability for his or her performance and continually strives to demonstrate competence.

The idea was strengthened further by the study conducted

by Perumal (2011) on which she stated that teacher’s morale impacts directly on the delivery of the lessons, teacher effectiveness, and leadership, student attitudes, behavior, and discipline as well as the performance of the students. From here, the work performance of the teachers arises.

The 1935 Philippine Constitution stressed that all schools

should aim to develop moral character, personal discipline, civic conscience, vocational efficiency and to teach the duties of citizenship with all these things, the question arises as to how and what extent the teachers are willing to do to achieve what the constitution has stipulated.

Over the last 10 years or more there has been a steady

decline in teachers’ ethical conduct in many public schools in South Africa, which has led to many teachers adopting an apathetic attitude to their profession Perumal (2011) reveals this in her study as she conducted a study in the USA.

Torres (2012), in her study about Leadership behavior, pointed out teachers should be flexible in dealing with the different


17

leadership behavior of their school heads. Teachers must appropriately deal with their superiors to maintain a harmonious relationship.

In the case of Rene P. Valiao vs. CA, NLRC, and Western

Negros College, G.R. No. 146621, July 30, 2004, the supreme court declared that repeated acts of absences without leave and frequent tardiness reflect an indifferent attitude to and lack of motivation in his work. This case shows habitual actions, thus leading to the inability to inefficiently pointed out teachers his duties as a public servant (Sarmiento, 2009).

Hence, it was the researcher’s sincere desire to conduct an intentional study regarding the teacher's ethical conduct towards their work performance, which eventually contributed to the success of the school.

The researcher aimed to evaluate the performance of the teachers based on ethical standards, outlook and addresses the call of their duty to achieve the school’s success. The evaluation of the significant value of the performance ethics towards work is of great importance in this research.


The foundation of this study was grounded on Immanuel

Kant’s theory of deontological ethics, Elger’s theory of performance, Edward Thorndike’s law of effects, and Martin Fishbein’s theory of reasoned Actions together with Icek Ajzen theory of planned behavior.

Kant’s theory of deontological ethics asserts that ethical decisions are not simply one of the morals, but of duty and justice (Penslar, 1995).

This theory suggests that some acts are termed wrong and

some right depending on the outcome of rules. According to Geisler (1971), deontological ethics is concerned with ethical norms or standards as expressed in the rules and standards set by the


18

members of the profession or organization responsible for employing workers.

The deontological theory affirms that people should hold

fast to their obligations and duties when analyzing an ethical dilemma. This means that a teacher follows his or her obligation to students, fellow teachers, or society because upholding one's duty is what is considered ethically correct (Ridley, 1998). Teachers who pursue this theory bring into being very steady decisions since they are based on ethical codes that govern their set of duties (Penslar, 1995). In other words, rules are set to be a standard of what ought to be done, and there is no room for conditions prevailing at the time of executing one’s duties. Therefore, teachers have to dress neatly, use good language, treat students fairly, and respect both students, fellow teachers, and the entire school community as well.

Elger discusses in the Theory of performance that to

perform is to produce valued results. It stresses the involvement of a performer’s mindset, immersion in an enriching environment, and engagement in reflective practice. The theory contends that human beings are capable of doing and having extraordinary achievements. Theory of Performance (ToP) is, therefore, according to Elger, a challenge to all who wish to achieve extraordinary miles in hitting their target.

Edward Thorndike’s (1905) “Law of effect” stated that any behavior that is followed by pleasant consequences is likely to be repeated, and any behavior followed by unpleasant consequences is likely to be stopped. It elaborates further than responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation, and responses that produce a discomforting effect become less likely to occur again in that situation.

Theory of Reasoned Action (TORA) of Martin Fishbein (1980)

stipulates that if people evaluate the suggested behavior as positive and if they think their significant others want them to perform the behavior (subjective norm), this results in a higher intention (motivation) and they are more likely to do so. It also manifests that behavioral intentions are thought to be a result of individual influence and normative influence.


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Individual influence or intention is a person’s attitude towards performing the volitional behavior, while the normative influence on intention is what referred to as one’s subjective norm. Further, Ajzen’s Theory of Planned Behavior (1985) links beliefs and behavior that point outs the predictive power of the TORA by including perceived behavioral control.

Planned Behavior suggests that people are much more likely to intend to enact certain behaviors when they feel they can enact them successfully.

Conceptual Framework


This study aims to understand the respondents’ socio-

demographic and economic profile in terms of age, sex, civil status, and many years of teaching, employment status, and highest

INDEPENDENT VARIABLES

Teachers’ Ethical Conduct:

Towards students

Towards practices and performances

Towards professional colleagues

Towards parents and community

DEPENDENT VARIABLE

Teachers’ Work Performance


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educational attainment. Identify the level of ethical conduct among public elementary school teachers towards students, professional colleagues, practices and performances, and parents and community. Identify the level of work performance among public elementary school teachers. Further, this study also looked into the relationship between the variables of ethical conduct and work performance among public elementary school teachers in President Roxas Central District.

Methodology Research Design

A descriptive correlational design through a quantitative

approach was employed in this study. The survey method was used to derive data necessary to answer the objectives. The time horizon of this study was cross-sectional. All data were taken from a one-time session with each of the respondents. Research Site and Respondents

To meet the required number of respondents, complete

enumeration was used in this study. This method was deemed appropriate since it considered the entire population to be examined considering that the population size (N) of public elementary school teachers in President Roxas Central District was relatively small. The sample size (n) for this study was the 86 public elementary school teachers of the 10 schools from President Roxas Central District and President Roxas, Cotabato. Research Instruments

The study made use of a self-constructed questionnaire for

the aspect of teachers’ ethical conduct. The questionnaire is a four-factor scale consisting of 42 items aiming to measure the four dimensions of teachers’ ethical conduct towards students, professional colleagues, practices and performances, and parents and community. All items were anchored on a five-point Likert-type scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).


21

Table 1 Scales and Interpretation of the Level of Ethical Conduct

Response Scale (5 points Likert

Scale)

Description Interpretative Scale

(Mean Scale)

Interpretation (Level of Ethical

Conduct)

1 Strongly Disagree

1.00 – 1.49 Very Low Level of Ethical Conduct

2 Disagree 1.50 – 2.49 Low Level of Ethical Conduct

3 Neutral 2.50 – 3.49 Average Level of Ethical Conduct

4 Agree 3.50 – 4.49 High Level of Ethical Conduct

5 Strongly Agree

4.50 – 5.00 Very High Level of Ethical Conduct

For the teachers’ work performance, the data were generated from the teachers’ performance ratings in the Individual Performance Commitment and Review Form (IPCRF) for the School Year 2015-2016. The IPCRF is a rating tool based on the Civil Service Commission Memorandum Circular No. 06, series of 2012 that sets the guidelines on the establishment and implementation of the Strategic Performance Management System (SPMS) in all government agencies.


22

Table 2 Scales and Interpretation on Level of Work Performance

IPCRF Rating

(Range)

Adjectival Rating

Description of Rating

Interpretation (Level of Work Performance)

Below 1.499

Poor The performance was consistently below expectations, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas.

Very Low Level of Work Performance

1.500 – 2.499

Unsatisfactory Performance failed to meet expectations, and/or one or more of the most goals were not met.

Low Level of Work Performance

2.500 – 3.499

Satisfactory Performance met expectations in terms of quality of work, efficiency, and timeliness. The most critical annual goals were met.

Average Level of Work Performance

3.500 – 4.499

Very Satisfactory

Performance exceeded expectations. All goals, objectives, and targets were achieved above the established standards.

High Level of Work Performance

4.500 – 5.000

Outstanding Performance represents an extraordinary level of achievement and commitment in terms of quality and time, technical skills and knowledge, ingenuity, creativity, and initiative. Employees at this performance level should have demonstrated exceptional job mastery in all areas of responsibility. Employee achievement and contributions to the organizations are of marked excellence.

Very High-Level Work Performance

To examine the psychometric properties of the research instrument, the questionnaire was subjected to a reliability and validity test. To test the reliability of the scales to be used in data


23

gathering, the questionnaire was tested among 28 teachers in one of the public elementary schools in Matalam District. It was subjected to a test using Cronbach’s alpha, with a value of at least 0.75 to declare reliability.

The result of the test suggested that the research

instrument exhibited very high reliability. As shown in Table 3.4, the internal consistency of the scales had a Cronbach’s alpha value of 0.962, which exceeded the critical value of 0.75. Table 3 Cronbach’s Alpha of the Scales Pre Test

Cronbach’s Alpha Cronbach’s Alpha Based on Standardized Items N of Items

.962 .962 42

Moreover, a post hoc analysis using Cronbach Alpha was

employed to test the data gathered from the respondents of the study. The result of the post hoc test for the instrument’s scales for reliability and consistency of each item had an overall Cronbach Alpha of .926, as shown in Table 3.5. Table 4 Cronbach’s Alpha of the Scales Post Hoc

Cronbach’s Alpha Cronbach’s Alpha Based on Standardized Items N of Items

.926 .926 42

The content validity of the questionnaire was evaluated by 3 external validators with doctoral degrees. Data Gathering Procedure

The researcher used the following procedures in conducting

this study:


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First, data gathering; the researcher sought approval coming from the office of the dean of graduate studies of Central Mindanao Colleges.

Then, the said letter was transmitted to the office of the

Schools’ Division Superintendent of Cotabato Division asking permission for the conduct of the study.

After the approval, another set of letters were handed to the

10 school heads of President Roxas Central District asking permission to conduct the said study in their respective school about the teachers. When school heads approved the said letter and gave the signal to conduct it, the researcher distributed the questionnaires, and specific instructions were given to the respondents. After all the respondents had answered, all the questionnaires were retrieved and accounted for.

Finally, analysis and interpretation followed after all the data

were collected, inspected, tallied, and encoded. Statistical Techniques

For the descriptive portion of the study, measures of central

tendencies such as frequency and percentage distribution as well as the mean, median, mode, and range were used. The Pearson product-moment correlation coefficient or Pearson r was used for correlation analysis. The coefficient of correlation (r) had a numerical value ranging from +1.0 to -1.0 which indicates the strength of the relationship. In general, r > 0 indicates a positive relationship, r < 0 indicates a negative relationship, while r = 0 indicates no relationship or that the variables are independent and not related. Here r = +1.0 describes a perfect positive correlation and r = -1.0 describes a perfect negative correlation. The closer the coefficients are to +1.0 and -1.0, the greater is the strength of the relationship between the variables.

For hypothesis testing, the null hypothesis Ho1 was tested

and analyzed using Pearson r Correlation at a 0.5 level of significance. The decision would be if the p-value were .05 or lesser, the null hypothesis would be rejected; otherwise, it would be accepted.


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Table 5 Hypothesis Testing Decision Grid

Hypothesis Test Decision Value of

r

Strength of

Relationship

Ho1

Pearson r

correlation

If the p value is .05 or

lesser, the null

hypothesis is rejected;

otherwise, it is

accepted

-1.0 to -

0.5 or

1.0 to

0.5

-0.5 to -

0.3 or

0.3 to

0.5

-0.3 to -

0.1 or

0.1 to

0.3

-0.1 to

0.1

Strong

Moderate

Weak

None or very

weak

Results and Discussions

The study described the public elementary school teachers

in President Roxas Central District concerning selected socio-demographic characteristics: age, sex, civil status, and the number of years of teaching, employment status, and highest educational attainment.

There were 86 respondents who returned their

questionnaires. The results for the socio-demographic profile of the teacher-respondents are presented in tabular forms as follows: Distribution of Respondents in Terms of Age

Characteristic Frequency Percent

Age 20 –35 years’ old 36 – 48 years’ old 49 – 65 years old

32 40 14

37.00 46.00 17.00

Total 86 100.00


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Distribution of Respondents in Terms of Sex


Sex Male

Female

8

78

10.00 90.00

Total 86 100.00

Distribution of Respondents in Terms of Civil Status


Civil Status Single

Married Widow/Widower

19 64 3

22.00 74.00 4.00

Total 86 100.00

Distribution of Respondents in Terms of Years in Teaching


Years of Teaching 1 – 3 years

4 – 10 years 11 – 20 years 21 – 30 years

31 years or more

33 17 20 13 3

38.00 20.00 23.00 15.00 4.00

Total 86 100.00

Distribution of Respondents in Terms of Employment Status


Employment Status Regular

Probationary

77 9

89.00 11.00

Total 86 100.00


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Distribution of Respondents in Terms of Highest Educational Attainment


Highest Educational Attainment College Graduate Master’s Degree

Postdoctoral Degree

56 29 1

65.00 34.00 1.00

Total 86 100.00

Level of Teachers’ Ethical Conduct

In determining the levels of ethical conduct towards

students, professional colleagues, practices and performances, and parents and community, an interpretative scale was utilized to measure the frequency of teachers’ agreement or disagreement on statements measuring ethical conduct based on the ethical standard provided to all professional educators. It indicated that public elementary school teachers in President Roxas Central District have High Level of Ethical Conduct towards Students (m=4.306), High Level of Ethical Conduct towards Professional Colleagues (m=4.327), High Level of Ethical Conduct towards Practices and Performance (m=4.252), and High Level of Ethical Conduct towards Parents and Community (m=4.490). Level of Work Performance

The result indicated that public elementary school teachers

in President Roxas Central District have a High Level of Work Performance (m=3.988).

N Mean Standard Deviation Interpretation

Work Performance 86 3.988 .107 High

Significant Relationship between Teachers’ Ethical Conduct and Work Performance

The fourth research question focused on the significant

relationship between the independent variable teachers’ ethical conduct and dependent variable teachers’ work performance.


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Table 4.14 indicates that the independent variable, teachers' ethical conduct towards students, professional colleagues, practices and performances, and parents and community is not significantly correlated with the dependent variable, teachers' work performance.

The test revealed that there is no significant correlation at

.01 level among the variables Teachers’ Work Performance (r=1, p=.000) and Teachers’ Ethical Conduct towards Students (r=.128, p=.240), towards Professional Colleagues (r=.082, p=.451), towards Practices and Performance (r=.070, p=.521), and towards Parents and Community (r=.151, p=.166).

Conclusions

Based on the results and findings of this study, the following

conclusions have been drawn: The Public Elementary School Teachers in President Roxas

Central District possess a High Level of Ethical Conduct and High Level of Work Performance.

Teachers’ ethical conduct does not influence work

performance. Hence the Public Elementary School Teachers in President Roxas Central District can still attain a High Level of Work Performance regardless of what Level of Ethical Conduct they practice towards their students, professional colleagues, practices and performances, and parents and community.


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Kahn, W. A. (1990), Toward an agenda for business ethics research. Academy of Management Review,15(2),314-317

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A REGRESSION MODEL OF TEACHERS PERFORMANCE AS PREDICTED BY STRATEGIC

HUMAN RESOURCE MANAGEMENT PRACTICES

Reah Jean B. Daguman Central Mindanao Colleges

ABSTRACT

This study was conducted to determine a regression model of teachers’ performance as predicted by Human Resource Management (SHRM) Practices. The study used the descriptive-correlational research design with 202 teacher-respondents from President Roxas North Cotabato. The study made use of an adopted and a modified questionnaire developed by Mellenberg, (2008) for the aspect of strategic human resource management practices in terms of recruitment and selection, training and development, compensation and benefits, performance management, and employer relation. For the aspect of teachers’ performance, and adopted and modified questionnaire developed by James H. Stronge, Ph. D (2011); from PINDICS of the Department of Teacher Education National Council of Educational Research and Training (2013) and IPCRF based on the Civil Service Commission Memorandum Circular No. 06 series of 2012. The descriptive data were analyzed using the mean, Pearson r, and multiple regression. Pearson r was used for correlational analysis to determine the relationship between the independent variable and the dependent variable. Multiple regression was applied to test the explanatory and predictive power of the indicators of an independent variable to the dependent variable. The study revealed that public elementary school teachers in President Roxas North Cotabato possess a high level of Strategic Human Resource Management Practices and Teachers’ Performance. It also denotes that public elementary schools in President Roxas North Cotabato are highly implementing SHRM Practices. Moreover, the study revealed that there is a positive significant correlation between strategic human resource management practices and teachers’ performance. Furthermore, it is shown that model number 3 which includes performance management, recruitment and selection, and training and development came out as the strong and high influenced teachers’ performance. Performance management revealed as the strongest and most influenced among the three predictors. Keywords: Strategic Human Resource Management (SHRM) Practices, Teachers’ Performance, recruitment and selection, training and development, performance management, multiple regression


32

Introduction he human resource management and its strategic practices play a vital role to cater to the needs and assess the performance of the unique and diverse important asset of an organization, the human capital. Our academy is facing a demanding and challenging world

towards innovation and competitive 21st-century teaching and learning. Teachers and their exemplary performance are the keys to coping with all these strategic conversion and development in our educational system. Therefore, a particular strategic practice/s of human resource management should be established and harness with teachers' performance in attaining efficient, quality, and globally competitive education.

According to Raymond A. Noe, (2011), an organization performs best when all of these practices are managed well. At companies with effective HRM, employees, and customers tend to be more satisfied, and the companies tend to be more innovative, have greater productivity, and develop a more favorable reputation in the community.

Malaysia in the first half of 2011, reported a decline in the

number of the labor force from 783.7 million in the first half-year of 2010 to 778.1 million in the first half-year of 2011 in the education industry. This may occur due to the education system in an institution. Meanwhile, the turnover rate increase may relate to the Human Resource of their company. Many researchers have determined the relationship between Human Resource practices and employees’ performance and the results of the studies shows a positive relationship between them (Labor Force Survey Report Malaysia, Second Half 2011).

Nowadays, the Philippines in the vision of inclusive growth and development entails investment in human capital, particularly through the provision of quality basic education, competitive technical-vocational skills training, and relevant and responsive higher education as stated in the Philippine Development Plan 2011-2016. The current administration has placed a high regard for education and has pushed for educational reforms that promote inclusive education especially for the marginalized.

T


33

To better understand and appreciate the importance of strategic human resource management practices to teachers’ performance, this study had been conducted to 26 schools of three districts of President Roxas North Cotabato.

Hence, it was within this premise that the researcher found great interest to conduct a study regarding a regression model of teachers' performance as predicted by strategic human resource management practices which eventually benefit the Department of Education, school managers/administrators, teachers, and the learners as well.

Framework of the Study The foundation of this study was anchored on the

Herzberg’s Motivation-Hygiene Theory or the dual-factor theory, Weight’s Humanistic Theory, McClelland Theory of Satisfaction and Theory of Performance Motivation -Hygiene Theory or the Dual-Factor Theory developed by Frederick Herzberg in 1959 which define that people’s job satisfaction depends on two kinds of factors: Factors satisfaction (motivators) and factors for dissatisfaction (hygiene factors). Performance, recognition, job status, responsibility, and opportunities for growth, all fall under motivators/ satisfiers. Hygiene factors are about salary, secondary working conditions, the relationship with colleagues, physical workplace, and the relationship between supervisor and employee. Herzberg claims these factors exist side by side. Taking away the dissatisfaction factors doesn’t necessarily mean employees will be satisfied. To motivate a team using motivation factors, the hygiene factors need to be taken care of first.

Weight’s Humanistic Theory affirms that on a human being’s inner capacity for growth and self- fulfillment with the emphasis on human potential. The early theorists referred to human as being ‘set up’ or ‘pre-programmed’ for growth and fulfillment, unless thwarted by an environment that restricts growth (Weight, 2016). From a humanistic perspective, a positive self- concept is the key to personal happiness and success in life. Moreover, acceptance and empathy help individual nurtures positive feelings about themselves, and that consequently, people develop the capacity to extend and apply


34

positive feelings to others. Overall, a humanistic perspective purports that people are good, and capable of self- improvement.

The theory of Satisfaction (McClelland, 1985) based on

needs aims to describe the depth of the individual’s satisfaction of different needs and values. McClelland added on his Achievement Motivation Theory that there are seven strategies for motivation; positive reinforcement/ high expectations, effective discipline and punishment, treating people fairly, satisfying employee needs, setting work-related goals, restructuring jobs, and base rewards on job performance.

Moreover, the Theory of Performance (ToP) develops and

relates six foundational concepts to form a framework that can be used to explain performance as well as performance improvements. To perform is to produce valued results. A performer can be an individual or a group of people engaging in a collaborative effort. Developing performance is a journey, and the level of performance describes the location in the journey. The current level of performance depends holistically on six components: context, level of knowledge, level of skills, level of identity, personal factors, and fixed factors. Three axioms are proposed for effective performance improvements. These involve a performer’s mindset, immersion in an enriching environment, and engagement in reflective practice.

Conceptual Framework The study focused on a regression model of teachers’

performance as predicted by strategic human resource management practices among public elementary school teachers in President Roxas.

The independent variable in this study is the strategic human

resource management practices using the following indicators: recruitment and selection, training and development, compensation, performance management, and employer relations. Teachers’ performance is considered as the dependent variable as measured in terms of professional knowledge, teaching and learning process, learners’ progress, interpersonal relationship, and professional growth and development.


35

It was conceptualized in this study that strategic human resource management affects teachers’ performance as presented by the arrow between variables.

Figure 1 Schematic Diagram Showing the Relationship between the Independent and Dependent Variable

Objectives of the Study The research study focused on a regression model of

teachers’ performance as predicted by strategic human resource management practices among public elementary school teachers in President Roxas North Cotabato.

Specifically, this study sought to know the following: (1) the level of Strategic Human Resource Management Practices in public elementary schools in President Roxas North Cotabato in terms of Recruitment and Selection, Training and Development, Compensation and Benefits, Performance Management, Employer Relations; (2) the level of teachers’ performance in terms of Professional Knowledge, Teaching-Learning Process, Learners’

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Strategic Human Resource

Management

Recruitment and

Selection

Training and

Development

Compensation and

Benefits

Performance

Management

Employer Relations

Teachers’ Performance

Professional

knowledge

Teaching-Learning

Process

Learners’ Progress

Interpersonal

Relationship

Professional Growth

and Development


36

Progress, Interpersonal Relationship, and Professional Growth; (3) if there is a significant relationship between the strategic human resource practices and teachers’ performance; (4) which among the strategic human resource practices strongly predict teachers’ performance and what regression model can best describe teacher’s performance.

Methodology

Research Design

This study used a descriptive- correlational design in gathering data for analysis and interpretation. Descriptive method was used to determine the level of strategic human resource management practices with the following indicators: recruitment and selection, training and development, compensation, performance management, employer relations and teachers’ performance in terms of professional knowledge, teaching-learning process, learners’ progress, interpersonal relationship, and professional growth and development.

The correlational method was employed to determine the relationship between strategic human resource management practices and teachers’ performance. It also helped to determine which among the indicators highly influence the teachers’ performance. Research Site and Respondents

The study was conducted in 26 schools under three districts

of President Roxas North Cotabato, namely: Bato-bato ES, Cabangbangan ES, Calixta Daguman ES, Datu Inda ES, Datu Sundungan ES, Doña Concordia B. Jayme ES, Egmedio Fernandez ES, F. Canay ES, Greenhills ES, Guinto ES, Hope ES, Ilustre Central ES, Kamarahan ES, Kabinuangan/Lawitan PS, Kisupaan ES, Labuo ES, Lamalama ES, Lebpas ES, Mabuhay ES, New Cebu ES, President Roxas Central ES, Salat ES, Tahongtong PS, Tarinan PS, Tuael ES and Upper Ipuan ES with the total of 202 teacher- respondents.


37

Data Gathering Procedure

The researcher has used the following procedures in conducting this study:

A letter sought for approval coming from the office of the

Dean of Graduate Studies of Central Mindanao Colleges. Then, the said letter was transmitted to the office of the

Schools’ Division Superintendent of Cotabato Division asking permission for the conduct of the study.

After the approval, the researcher furnished a copy to the

district supervisor, and another set of letters was handed to the principals or school heads of respondent schools within the identified respondent district asking permission to conduct the said study in their respective school about the teachers. When school heads approved the said letter and gave the signal to conduct it, the researcher distributed the questionnaires and the specific instructions were given to the respondents. After all the respondents had answered, all the questionnaires were retrieved and conducted. Finally, analysis and interpretation were followed after all the data were collected, inspected, tallied, and encoded. Research Instrument

The research instrument composed of three parts. The first

part obtained data from the teacher’s respondent. The second part focused on the level of strategic human resource management practices and the third part focused on the level of teachers’ performance which validated by the experts.

On the aspect of Strategic HRM Practices, the researcher of the study utilized an adapted and modified survey questionnaire from the human resource management developed by Mellenberg, 2008; to determine the level of strategic human resource management practices. It consists of twenty-five (25) items, measuring the five dimensions of SHRM in terms of recruitment and selection; training and development; compensation and benefits; performance management; and employer relation. All items were


38

anchored on a five-point Likert-type scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Table 1 Scales and Interpretation of the Level of Strategic Human Resource Management Practices

Response Description Interpretative Scale Interpretation

Scale (Mean Scale) (Level of SHRM Practices)

5 Strongly Agree 4.50-5.00 Very High Level of SHRM Practices

4 Agree 3.50-4.49 High Level of SHRM Practices

3 Neutral 2.50-3.49 Moderate Level of SHRM Practices

2 Disagree 1.50-2.49 Low Level of SHRM Practices

1 Strongly Disagree 1.00-1.49 Very Low Level of SHRM Practices

For the teachers’ performance, adopted and modified

questionnaire developed by James H. Stronge, Ph.D. (2011); from PINDICS of the Department of Teacher Education National Council of Educational Research and Training (2013) and questionnaires crafted from IPCRF based on the Civil Service Commission Memorandum Circular No. 06 series of 2012 that sets the guidelines on the establishment and implementation of the Strategic Performance Management System (SPMS) in all government agencies.

The teachers’ performance questionnaire consists of 25

items, measuring the degree of practice in terms of Professional Knowledge; Teaching-Learning Process; Learners’ Progress; Interpersonal Relationship; and Professional Growth of teacher respondents. All items were anchored on a five-point Likert-type scale ranging from 1(Never) to 5 (Always). This is shown in the table below.


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Table 2 Scales and Interpretation of Level of Teachers’ Performance

Scale Description Mean Scale Interpretation

5 Always 4.50-5.00 Very High Level of Teacher’s Performance

4 Often 3.50-4.49 High Level of Teacher’s Performance

3 Sometimes 2.50-3.49 Moderate Level of Teacher’s Performance

2 Seldom 1.50-2.49 Low Level of Teacher’s Performance

1 Never 1.00-1.49 Very Low Level of Teacher’s Performance

Statistical Treatment of Data

The statistical tools used in this study were the following:

Mean was used to describe the level of strategic human

resource management practices in terms of recruitment and selection, training and development, compensation and benefits, performance management, and employer relations. It was also used to describe the level of teachers’ performance in terms of professional knowledge, teaching-learning process, learners’ progress, interpersonal relationship, and professional growth and development.

The Pearson product-moment correlation coefficient or

Pearson r was used to observing if there is a significant relationship between strategic human resource management practices and teachers’ performance. The correlation results between the studied variables were analyzed using Pearson r tested at 0.05 level of significance.

Multiple Regression was also used to identify which strategic human resource management practices strongly predict teachers’ performance.


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Table 3

Hypothesis Testing Decision Grid

Hypothesis Test Decision Value of r Strength of Relationship

Ho1 Pearson r

Correlation

If the value p is

0.05 or

Lesser, the null

hypothesis is

rejected;

otherwise, it is

accepted.

-1.0 to -0.5

or 1.0 to 0.5

Strong

-0.5 to -0.3

or 0.3 to 0.5

Moderate

-0.3 to -0.1

or 0.1 to 0.3

Weak

-0.1 to 0 None or Very Weak

Level of Strategic Human Resource Management Practices The first research question focused on the level of strategic human resource management practices among public elementary schools in President Roxas North Cotabato. Specifically, the following indicators were used to measure the variable: recruitment and selection, training and development, compensation and benefits, performance management, and employer relations. The data and interpretation based on the perception of 202 public elementary school teachers on the implementation of SHRM Practices are shown in table 4. Table 4 Level of Strategic Human Resource Management Practices

Indicators (N) Mean Standard Deviation

Interpretation

Recruitment and Selection 202 4.110 .494 High

Training and Development 202 4.079 .573 High

Compensation and Benefits 202 3.908 .587 High

Performance Management 202 4.068 .455 High

Employer Relation 202 3.968 .629 High

Overall Implementation of Strategic Human Resource Management Practices

4.027

.389

Highly implemented SHRM Practices


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The table 4 shows that public elementary schools in President Roxas have a high level of SHRM Practices as indicated by Recruitment and Selection (m=4.110), high level of SHRM Practices as indicated by Training and Development (m=4.079), high level of SHRM Practices as indicated by Compensation and Benefits (m=3.908), high level of SHRM Practices as indicated by Performance Management (m=4.068), high level of SHRM Practices as indicated by Employer Relation (m=3.968). ). It comes into the overall result that Strategic Human Resource Management Practices is highly implemented in the schools in President Roxas with a mean of 4.027.

The result implies that the recruitment and selection indicators of SHRM practices got the highest of the five indicators. It means that all teachers undergone the same recruitment and selection process set on the guidelines of the Department of Education as indicated in DO 16, s.2005 during their entry into the department. Compensation and benefit got the lowest rating among the five indicators. It means that compensation and benefit is not an issue, teachers are satisfied with their compensation and benefits are given by the government as agreed by the 202 teacher- respondents, what matter most is, they exercise their profession as a provider of quality and efficient education.

This supports with the study of Gamage (2014), that the

quality of the human resource the firm has heavily depended on the effectiveness of these two functions; the recruiting and selecting the wrong candidates who are not capable come with a huge negative cost which businesses cannot afford. Thus, the overall aim of recruitment and selection within the organization is to obtain the number and quality of employees that are required to satisfy the strategic objectives of the organization, at minimal cost (Ofori & Aryeetey, 2011).

The same idea in the study of Drucker (1975) as agreed by

Oladipo (2011) that people are the firm’s most valuable resource. Having the right personnel at the right place and at the right time is of utmost importance to the survival and success of any organization. Oladipo (2011) proclaimed that people are the source of their competitive advantage whether they are technological experts, accommodating customer services expert or visionary managers at a


42

time of unparalleled technology development, it is the human resource that spells success or failure of all firms, and especially entrepreneurial ones (Katz et al 2000).

Other support studies by Syed and Jama (2012) equally shown that implementing an effective recruitment and selection process is positively related to organizational performance. Qureshi et al. (2007) added that HR practices are positively correlated with employee’s performance.

This also attests to the study of Marques (2007) that involvement of the HR department in the hiring process helps to enhance knowledge of the workforce and required skills. It is also helpful for the identification of upgrading skill requirements of the employees. By such involvement, good communication seems to have a synergy effect and helps to unify the workforce. As a result of this communication, negotiations happen in a more positive atmosphere which has an ultimate effect on the quality within the workforce.

Additionally, Tom McMullen (2016), a rewards practice leader at Hay Group is quoted in the Chicago Tribune article by Alexia Elejalde-Ruiz as saying, “We’re turning the corner on organizations knowing that if you want to keep somebody, it’s really about the nonfinancial rewards.” Money is no longer the most important attraction in a job offer anymore. Moving money from one area of an organization’s budget to another can be painful, and it is undoubtedly expensive. However, revamping or updating a professional development program is critical if an organization wants to remain competitive among potential recruits. If an organization wants to be considered in the running for the best talent. Level of SHRM Practices as Indicated by the Recruitment and Selection

Recruitment and selection are integrated factors that affect the performance of the employee. Recruit and select appropriate employees for the suitable position of work have close relationships and connections with the organization's development. Many studies have found a positive relationship between recruitment and selection and employee performance. Table 5 reveals the data on the


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level of Strategic Human Resource Management Practices as indicated by Recruitment and Selection. Table 5 SHRM Practices as Indicated by Recruitment and Selection

Recruitment and Selection

No. Statement Mean Interpretation

1 Job openings in the institution are announced in newspapers, intra/internet, and bulletin boards.

4.237 Agree

2 Criteria for the job positions are set and strictly adhered.

4.143 Agree

3 Teacher applicants are required to take a series of pre-employment tests.

4.128 Agree

4 The interview to thoroughly assess the knowledge, skills, and competence of the applicant is done objectively by a panel.

4.257 Agree

5 A background investigation is conducted on the teacher applicant

3.787 Agree

Overall 4.110 High Level of SHRM Practices as indicated by Recruitment and Selection

Table 5 reveals that the level SHRM Practices as indicated by the Recruitment and Selection with an overall mean of 4.110 interpreted as high. Rated highest was the item, “The interview to thoroughly assess the knowledge, skills, and competence of the applicant is done actively by a panel”, with the mean rating of 4.257 described as agreeing interpreted as a high level of practice. Rated lowest was the item “A background investigation is conducted on the teacher applicant”, with the mean rating of 3.787 described as agreeing.

This implies that all teacher-respondents underwent a series of interviews as part of the preliminary processes of screening and assessment before entering the DepEd family.


44

These findings confirm to DepEd Order No. 7 s. 2015. Hiring Guidelines for Teacher I positions effective school year (SY) 2015-2016, which that specifies, the Division Selection Committee shall interview applicants and ensure that all have equal opportunities to be assessed. Applicants shall be interviewed on topics such as Professional experiences; instructional skills; technology/computer skills; classroom management; classroom discipline; knowledge of content/materials; planning skills; relationships with administration, staff, parents, and students; and personal qualities.

The results of the study are congruent with the pronouncement of Gamage (2014) who said that a systematic recruitment process involves identifying vacancies, job analysis, job description, person specification, and advertising. As against the informal process for recruiting and selecting employees, a systematic selection process involves the recruiting process, gathering information about qualified applicants, evaluating the qualification of each applicant, and making decisions about employment. Recruitment and selection are terms that refer to the process of attracting and choosing the right candidates for employment. The quality of the human resource the firm has heavily depended on the effectiveness of these two functions. (Gamage, 2014) emphasized that recruiting and selecting the wrong candidates who are not capable come with a huge negative cost that businesses cannot afford. Thus, the overall aim of recruitment and selection within the organization is to obtain the number and quality of employees that are required to satisfy the strategic objectives of the organization, at minimal cost as agreed by Ofori & Aryeetey, (2011).

The findings of this study are also related to the findings of Ekwoaba, et al. (2015) on their study about the impact of recruitment and selection criteria on organizational performance, that recruitment and selection criteria have a significant effect on organizations performance. Given the findings, the study suggests that in designing and instituting recruitment and selection criteria quality should not be compromised. This is more so as the right type of labor is hard to come by. Furthermore, given that the organizational environment is ever-changing, the bank’s management is implored to constantly evaluate the bank’s selection methods based on their validity, impartiality, the scope of usage, and cost.


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Table 6 Level of SHRM Practices as Indicated by the Training and Development

Recruitment and Selection

No. Statement Mean Interpretation

1 Teachers are sent to training and development programs that are paid for by the institution

3.693 Agree

2 Teacher development activities are organized within the school/district/division level

4.321 Agree

3 Teachers are provided with opportunities to undertake continuing education courses relevant to their field of interest/specialization.

4.000 Agree

4 The organization facilitates career development activities to help teachers increase their productivity.

4.123 Agree

5 Teachers are sent to training and development “re-echo” their learning when they come back to their respective station/district

4.257 Agree

Overall 4.079 High Level of

SHRM

Practices as

indicated

by Training and

Development

Data on Table 6, reveals the Level SHRM Practices as indicated by the Training and Development with an overall mean of 4.079 interpreted as high. Rated highest was the item, “Teacher development activities are organized within the school/district/division level”, with the mean rating of 4.321 described as agreeing interpreted as a high level of practice. Rated lowest was the item “Teachers are sent to training and development programs that are paid for by the institution”, with the mean rating of 3.693 described as agreeing.

The result implies that all teachers were given equal

opportunity to participate on training and development organized by the organization (DepEd), otherwise personal expense if teachers wanted to attend seminars outside the indicated lists of activities


46

plotted by the department as it was agreed by 202 teacher-respondents where it displayed a High level of SHRM practices.

The findings are substantiated in the study of Denby (2010)

that training is a continuous process, one that is constantly refreshed and renewed according to the needs and requirements of the individuals along /with encouragement to revisit the contents after the training. Training needs vary from industry to industry so one cannot be sure that the particular industry or the organization should conduct training every year, semi-annually or quarterly. The type of trainer depends on the nature of the training as external trainers bring huge, important, and diverse knowledge of the multi-corporate environment to share with trainees and internal trainers as well. So it is advantageous for them to gain knowledge to make jobs easier and effective.

The result of the study is aligned to DO 32, s. 2011 - Policies and Guidelines on Training and Development (T&D) Programs and Activities, specifies that the Department of Education (DepEd) has reviewed and reformulated policy guidelines on designing training and development (T&D) programs and in conducting activities for the capacity and capability building of the DepEd personnel and staff. These policies are implemented in consonance with the existing policies and guidelines prepared by the Civil Service Commission (CSC), National Economic Development Authority (NEDA), Department of Budget and Management (DBM), Commission on Audit (COA), and this Department, among others. The following are the given definition and concept of T&D:

Training and Development (T&D) is the process by which an

organization or institution provides professional development activities to enhance individuals with knowledge, skills, and attitudes to enable them to perform their functions effectively; Activities under this are training, seminars, workshops, conferences, scholarships, and job-embedded learning. Conduct of these activities shall involve a systematic process of competence/needs assessment, planning, designing, resource development, and the actual delivery of the programs.


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Table 7 Level of SHRM Practices as Indicated by the Compensation and Benefits

Compensation and Benefits No. Statement Mean Interpretation

1 Teachers are appropriate salaries according to their experience and qualifications.

3.838 Agree

2 The service award is given to teachers/employees who had stayed in the institution for more than 5 years.

3.500 Agree

3 Salaries are rationalized regularly such as through across the board increases and ranking.

3.816 Agree

4 Uniform allowances are granted to all teachers.

4.653 Strongly Agree

5 Regular schedules of physical/medical/dental examinations are given.

3.737 Agree


SHRM Practices

as indicated

by

Compensations

and Benefits

Based on Table 7, it reveals that the Level SHRM Practices as

indicated by the Compensation and Benefits has an overall mean of 3.908 interpreted as high. Rated highest was the item, “Uniform allowances are granted to all teachers”, with the mean rating of 4.653 described as strongly agree interpreted as a very high level of practice. Rated lowest was the item “Service awards are given to teachers/employees who had stayed in the institution for more than 5 years”, with the mean rating of 3.500 described as agreeing.

The result implies that all teachers were given uniform

allowances as part of the benefits given by the department as shown on the above table with an interpretation of a very high level of practice as strongly agreed by all the respondents. It further implies that not all the teachers were given rightful awards on staying long in the institution, despite unrecognized service and commitment, teachers still value their work. What matters most to them was the Return of Investment (ROI) or the change and fulfillment they brought to their learners.


48

This finding confirms on Batas Pambansa No. 866 Sec. 33, General Appropriation Act of 1985, Annual National Clothing Allowance is given to all public school teachers.

It is further congruent on the Letters of Instructions (LOIs)

LOI No. 998 – On the Purchase of Uniforms for Certain Agencies of the National Government issued March 13, 1980. It was stated that, School Teachers shall be given the option to receive their uniform allowance in the form of cash or the form of material centrally procured by the Ministry of Education and Culture at its head office or the regional office from HERDITEX Incorporated. LOI No. 1414 – Directing the Evaluation of Proposal Intended to Improve Teacher Welfare.

Mondy, K. (2011) lends support by stating in his study that

compensation is the bonuses submitted to the employee due to their services. The compensation process can be divided to direct financial compensation and indirect compensation whether it is financial or nonfinancial. Compensation is a strategic policy in the organization, where it can affect the employer's possibility to attract new applicants, gain employee's loyalty and ensure the maximum level of performance to meet the organization's goal and objective from the employee. Table 8 Level of SHRM Practices as Indicated by the Performance Management

Performance Management No. Statement Mean Interpretation

1 Standardized procedures and objective evaluation instruments are adopted for appraising the performance of teaching staff.

3.838 Agree

2 The service award is given to teachers/employees who had stayed in the institution for more than 5 years.

3.500 Agree

3 Salaries are rationalized regularly such as through across the board increases and ranking.

3.816 Agree

4 Uniform allowances are granted to all teachers. 4.653 Strongly Agree 5 Regular schedules of physical/medical/dental

examinations are given. 3.737 Agree


SHRM Practices

as indicated

by Performance

Management


49

Table 8 presents the data on the Level of SHRM Practices as indicated by Performance Management. It shows that it has an overall mean of 4.068 interpreted as high. Rated highest was the item, “Teaching personnel are evaluated based on clear criteria of performance and delivery of their actual duties and responsibilities”, with the mean rating of 4.193 described as agreeing interpreted as a high level of practice. Rated lowest was the item “Performance ratings are done periodically”, with the mean rating of 3.965 described as agreeing.

The result indicates that every public school teacher is

evaluated according to his/her performance, skills, and responsibilities. This finding was aligned to DepEd Order 2, s. 2015 the implementation of the Individual Performance Commitment and Review Form (IPCRF) and Results-Based Performance Management System (RPMS), a tool based on the Civil Service Commission Memorandum Circular No. 06, s. 2012 that sets guidelines on the establishment and implementation of the Strategic Performance Management System (SPMS) that shall be accomplished by individual employees in all government agencies. The purpose was to ensure the employees focus work efforts towards achieving DepEd’s goal and strategic priorities.

With the findings of the study, Sawchuk (2012), reveals that

teacher evaluation refers to the formal process a school uses to review and rate teachers’ performance and effectiveness in the classroom; the findings from these evaluations are used to provide feedback to teachers and guide their professional development; however, traditionally, teacher evaluation systems relied heavily on classroom observations conducted by the principals or other school administrators, sometimes with the help of rubrics or checklists. Samples of students’ work, teachers’ records and lesson plans, and other relevant factors were also often taken into account.

Since the RPMS and IPCRF results are based on the standard competencies and other teaching performance domains formulated by the Department of Education, the University of Tasmania (n.d) teaching performance expectations framework parallels the DepEd’s RPMS and IPCRF. The University’s framework includes three domains: Excellence in student learning and teaching practice; Excellence in contemporary curriculum design and engagement; and


50

Excellence in Scholarly Teaching. Each of these domains has a range of activities that support the collection of evidence for teaching quality and performance. This framework intends to, among others, provide clear statements of expectations for all academic staff with learning and teaching role; ensure individual accountability for managing self-performance, individual development, promotion and career opportunities in learning and teaching; encourage meaningful career conversations between managers and academic staff; encourage internal and external recognition for high performance but also a guide for supporting underperforming individuals; and encourage mentorship and peer review across academic appointment levels to build capacity to maintain, improve and promote the high standards of learning and teaching.

Furthermore, it assumes that effective supervision in basic

schools is likely to improve the teachers’ professional performance and consequently enhance the general output of pupils in the schools. Many researchers, as postulated by Sergiovanni and Starratt (2010), believe that supervision of instruction potentially improves classroom practices and contributes to student success through the professional growth and improvement of teachers (Baffour – Awuah, 2011). According to Appiah (2010), it could be deduced from the introduction of the educational reforms that the need for effective supervision is more crucial in recent times than ever before. Supervision is an effective method that could help achieve good results as far as teaching and learning are concerned. This means that is very important for teaching and learning procedures to be constantly monitored and reviewed to ensure the total achievement of the objectives. It is for this reason that educational supervision and instruction in basic school is very necessary.

Moreover, supervision is one of the administrative tools

which individuals, as well as groups of people, employed in the day-to-day administration of their work or organizations (Nyarko,2011) and for Segun (2010) the importance attached to school supervision in a modern educational system, requires a lot of attention because many people are currently more conscious than in the past about the essence of education. As a result, there is a great interest in the day-to-day operations of the school system (Bessong & Ojong, 2012).


51

Finally, the overall purpose of instructional supervision is to help teachers improve, and this could be on what teachers know, the improvement of teaching skills, as well as teachers’ ability to make more informed professional decisions (Sergiovanni & Starratt, 2011). For Nolan and Hoover (2012), instructional supervision is a crucial tool used in building effective teacher professional development. It is also seen as an organizational function that seeks the growth of teachers and improvement in teaching performance and greater student learning (Tesfaw & Hofman, 2012). This proves the point that every profession requires continuous improvement in methods and skills that are necessary for employee performance. This means that teacher professional development is vital for the success of every school (Zepeda, 2012).

Table 9 Level of SHRM Practices as Indicated by the Employer Relation

Employer Relation No. Statement Mean Interpretation

1 The health of teachers is properly taken care of while performing their job in the institution.

3.707 Agree

2 Teachers do not feel difficulty in balancing their work and personal life in the institution

3.391 Neutral

3 Teachers are provided tenure (permanent appointment) in the institution.

4.420 Agree

4 Teachers with exemplary performance are given due recognition.

4.207 Strongly Agree

5 Given opportunities to give suggestions on how to improve on the different aspects of work.

4.113 Agree


SHRM Practices

as indicated

by Employer

Relation

Table 9 exhibits the Level of SHRM Practices as indicated by the Employer Relation with an overall mean of 3.968 interpreted as high. Rated highest was the item, “Teachers are provided tenure (permanent appointment) in the institution.”, with the mean rating of 4.420 described as agreeing interpreted as the high level of practice. Rated lowest was the item “Teachers do not feel difficulty


52

in balancing their work and personal life in the institution”, with the mean rating of 3.391 described as neutral interpreted as moderate practice.

The result indicates that every teacher-respondent has its

appointment paper duly signed and approved by the Schools Division Superintendent and authorized official of the Civil Service Commission as a basis that they were hired permanently under the Department of Education. The result further indicates that in reality there are teachers who have difficulty in balancing their personal and professional time. Workloads in the DepEd required most of the time that even the family time would be sacrificed just to fulfill and finish all the school works.

This result strengthens by REPUBLIC ACT NO. 4670. Sec. 2.

Also known as the "Magna Carta for Public School Teachers" shall apply to all public school teachers except those in the professorial staff of state colleges and universities. As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of instruction, on a full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors, and all other persons performing supervisory and/or administrative functions in all schools, colleges, and universities operated by the Government or its political subdivisions; but shall not include school nurses, school physicians, school dentists, and other school employees. Sec. 5, The stability on employment and security of tenure shall be assured the teachers as provided under existing laws to promote and improve the social and economic status of public school teachers, their living and working conditions, their terms of employment and career prospects so that they may compare favorably with existing opportunities in other walks of life, attract and retain in the teaching profession more people with the proper qualifications, it being recognized that advance in education depends on the qualifications and ability of the teaching staff and that education is an essential factor in the economic growth of the nation as a productive investment of vital importance (Sec.1) Level of Teachers’ Performance

The second research question focused on the Level of

Teachers’ Performance in terms of Professional Knowledge,


53

Teaching-Learning Process, Learners’ Progress, Interpersonal Relationship, and Employer Relation. The data and interpretation were based on the degree of the practice of 202 public elementary school teachers in President Roxas North Cotabato as shown in table 10.

Table 10 Level of Teachers’ Performance

Indicators (N) Mean Standard Deviation

Interpretation

Professional Knowledge

202 4.283 .478 High

Teaching-Learning Process

202 4.311 .379 High

Learners Progress 202 4.375 .454 High Interpersonal Relationship

202 4.588 .404 Very High

Employer Relation 202 4.192 .512 High

Overall Teachers Performance 4.350 .341 High Level of Teachers Performance

Table 10, indicates that public elementary school teachers in

President Roxas have a high level of Teachers’ Performance in terms of Professional Knowledge (m=4.283), high level of teachers’ performance in terms of Teaching-Learning Process (m=4.311), high level of Teachers’ Performance in terms of Learners’ Progress (4.375), very high level of Teachers’ Performance in terms of Interpersonal Relationship (m=4.588), and high level of Teachers’ Performance in terms of Employer Relation (m=4.192). ). It comes into the overall result that the public elementary school teachers in President Roxas North Cotabato have a high level of Teachers’ Performance with a mean of 4.350.

The result implies that the Interpersonal Relationship indicator of Teachers’ Performance got the highest out of five indicators. It further implies that 202 teacher- respondents have very high Interpersonal Relationships with their pupils, colleagues, stakeholders, and community as well. However, the Employer Relation indicator got the lowest out of five indicators. It implies that teachers have a high and strong relationship and commitment to the department or organization where they belong.

The findings strengthen the idea of George Casper Homans

(1958) in his Social Exchange Theory, “give and take” forms the basis


54

of almost all relationships though their proportions may vary as per the intensity of the relationship. In a relationship, every individual has expectations from his/her partner. A relationship without expectations is meaningless. According to Social Exchange Theory feelings and emotions ought to be reciprocated for a successful and long-lasting relationship. Relationships can never be one-sided. An individual invests his time and energy in relationships only when he gets something out of it. There are relationships where an individual receives less than he gives. This theory becomes necessary to organizations because it takes two or more people to form a team and a team cannot exist without “give and take” which is the core of any relationship. Therefore, this theory emphasizes the need for a positive interpersonal relationship among the organization’s members in other to achieve its goals.

The findings directly attest to the study of (Silver, 2016), teacher teaching young people can be a fulfilling, yet demanding job. A combination of specific skills, knowledge, and experiences are required to excel in the profession. Teachers need a variety of skills to become proficient in their careers. They need excellent communication skills so they can explain the material in the curriculum in a variety of ways to students who have diverse learning styles. They also need superior interpersonal skills, such as patience and the ability to remain calm in stressful situations. Collaborative skills enable them to work productively with their colleagues. Creativity and presentation skills are important when planning lessons to motivate students and hold their interest. As schools become more technologically advanced, teachers also need basic technological skills for audio-visual presentations and reporting and taking attendance electronically (Silver, 2016).

Apart from the skills mentioned, it is also essential for teachers to have a strong grasp of the material they are teaching. Elementary school teachers must have very good content knowledge in basic numeracy, literacy, social studies, and science. High school teachers, who usually specialize in only one or two subject areas, must have a thorough knowledge and understanding of their area of specialization. Teachers also need to know how children learn. They also need to know a variety of teaching strategies and disciplinary techniques (Silver, 2016).


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In additional support study from Migosi & Musau, (2015), teacher’s qualifications have serious implications on students ‘academic achievements. Some scholars contended that poor pedagogical content knowledge of teachers led to poor academic performance by pupils and that teachers ‘qualifications, teacher self-efficacy, and teacher effectiveness are all correlated. Therefore, it can be said that teachers’ qualifications influence students ‘academic achievement.

The result also affirms to the idea of Mitchell, Skinner &

White (2010), that interpersonal skills robust prognosticator of business and professional triumph as well as an indicator of a decrease in organizational success, and problem-solving. Scholars have indicated a shortage of interpersonal skills in the work setting and the compulsion for leaders to recognize both technical and interpersonal skills to achieve performance goals.

Further, having positive interpersonal skills upsurges the yield in the organization since the number of conflicts is reduced. In an informal situation, it permits communication to be calm and pleased. People with good interpersonal skills can generally control 152 feelings that arise in challenging situations and retort appropriately, instead of being overwhelmed by emotion.

Table 11 Level of Teachers’ Performance in Terms of Professional Knowledge

Professional Knowledge No. Statements

As a teacher, I… Mean Interpretation

1 Effectively address appropriate curriculum standards 4.302 Often 2 integrate key content elements and facilitate students’ use of

higher-level thinking skills in instruction. 4.217 Often

3 base instruction on goals that reflect high expectations and an understanding of the subject.

4.277 Often

4 design general learning activities and the instructional materials.

4.247 Often

5 demonstrate an understanding of the intellectual, social, and emotional development of the age group.

4.371 Often

Overall 4.283 High Level of Teacher’s Performance in terms of Professional Knowledge


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It shows that the level of teachers’ performance in terms of professional knowledge has an overall mean of 4.283 described as often interpreted as high. Rated highest was the item number 5, “As a teacher, I demonstrate an understanding of the intellectual, social, and emotional development of the age group” with the mean of 4.371 described as often interpreted high. Rated lowest was the item number 2, As a teacher, I integrate key content elements and facilitate students’ use of higher-level thinking skills in instruction” with the mean of 4.217 described as often interpreted as high.

The result entails that teachers are open-minded with their

learners’ differences. Having diverse learners is an extra challenge and effort to the part of teachers yet, teachers are versatile to give all the best as they can just to cope with the 21st-century learners’ need.

The findings strengthen the idea in the Theory of Performance (Top) develops and relates six foundational concepts to form a framework that can be used to explain performance as well as performance improvements. To perform is to produce valued results. A performer can be an individual or a group of people engaging in a collaborative effort. Developing performance is a journey, and the level of performance describes the location in the journey. The current level of performance depends holistically on six components: context, level of knowledge, level of skills, level of identity, personal factors, and fixed factors. Three axioms are proposed for effective performance improvements. These involve a performer’s mindset, immersion in an enriching environment, and engagement in reflective practice.

Teaching begins with knowledge: subject matter,

instructional materials, and technologies, of cognitive and social development. But it’s not just that teachers know things. Teaching is using knowledge to foster the growth of others, deep social and emotional activity. You have to know your students and be able to read them quickly. Teachers are an extremely important facet of any society for many reasons and their role in society is both significant and valuable. They play an extraordinary part in the lives of students for the formative years of their development and the importance of teachers is something that cannot be understated. They involve themselves in the molding of their students into responsible citizens of the country. Within a school, if teachers are well educated and if


57

they are intellectually alive and take a keen interest in their job, then only success is ensured (https://janresseger.wordpress.com/2013/12/05/what-is-teaching-all-about-and-why-does-experience-matter/)

Furthermore, Kankan (2013) indicates that the emergence of

the information and knowledge-based society has brought a change of mind-set in learning and that new approaches to learning necessitate new approaches to teaching, which challenge the teacher’s role as a facilitator of learning. This calls for teachers to ensure they undertake continuously and sustained professional development to help improve educational standards

Finally, it affirms with the conclusion of Malik et al. (2010),

that in the era characterized by rapid and continuous change, knowledge capital must be retained for organizations to be productive and responsive to the needs of their stakeholders. Likewise, universities as training and research institutions need to attract, retain and develop their employees Table 12 Level of Teachers’ Performance in Terms of Teaching-Learning Process

Teaching-Learning Process No. Statements

As a teacher, I… Mean Interpretation

1 prepare updated and complete daily lesson plans based on researched principles of effective instruction.

4.564 Always

2 demonstrate content knowledge with conceptual clarity using appropriate examples

4.0.39 Often

3 facilitate learning through the use of varied and innovative teaching strategies per subject area and ICT integration is evident.

3.975 Often

4 use learners' interests and backgrounds to get attention and participation.

4.361 Often

5 praise, elicit and respond to the pupil’s questions. 4.618 Always

Overall 4.311 High Level of Teacher’s Performance in terms of Teaching-Learning Process


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Table 12 displays the Level of Teachers’ Performance in terms of the Teaching-Learning Process. It has an overall mean of 4.311 described as often interpreted as high. Rated highest was an item, “As a teacher, I praise, elicit, and respond to pupil’s questions”, with the mean of 4.618 described as always interpreted as very high. Rated lowest was an item, “As a teacher, I facilitate learning through the use of varied and innovative teaching strategies per subject area and ICT integration is evident”, with the mean of 3.975 described as often interpreted as high. The result implies that teachers’ priority is always their learners, their number one clientele. As much as possible teachers want to give all the innovative teaching styles and techniques through the use of attractive and interesting instructional materials. On the other hand, some teachers were still on the adjusting stage of using technology, some far plunge schools don’t even have electricity but despite all these hindrances, this could not be the reason that teachers can’t do or exercise their noble profession. Results display congruency to the study of Silver (2016) that proved that teaching young people can be fulfilling, yet demanding job. A combination of specific skills, knowledge, and experiences are required to excel in the profession. Teachers need a variety of skills to become proficient in their careers. They need excellent communication skills so they can explain the material in the curriculum in a variety of ways to students who have diverse learning styles. They also need superior interpersonal skills, such as patience and the ability to remain calm in stressful situations. Collaborative skills enable them to work productively with their colleagues. Creativity and presentation skills are important when planning lessons to motivate students and hold their interest. As schools become more technologically advanced, teachers also need basic technological skills for audiovisual presentations and for reporting and taking attendance electronically.

This further supports by the study of Nadarajah, et.al (2012) that emphasizes on Technology Advances. Technologies nowadays are changing rapidly in response to the external environment. Most of the companies are using technology to execute their daily operation such as computers, the Internet, and e-mail to connect


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easily. Thus, appropriate training ought to be given to employees with minimal or lack of computer skills.

Thus, Chaudhary, et.al (2012), accentuates on her study that

both the education system and labor market are influenced by the innovation level that is developed within the institutional context. This arises from new knowledge, especially technological knowledge, which is why it is related to know-how, skills, and organizations' working conditions. In their turn these organizations may provide an innovative environment, especially with investment in research and development was affirmed by WIR (2014).

Table 13 Level of Teachers’ Performance as Indicated by the Learners’ Progress

Learners’ Progress

No. Statements As a teacher, I…

Mean Interpretation

1 regularly administer standardized achievement and criterion-referenced tests.

4.302 Often

2 prepare table of specifications for tests with congruence between content and skills tested.

4.287 Often

3 assess student learning and provide immediate feedback for improving learning and performance

4.500 Always

4 maintain the student profile of learning and performance (record of different tests/assignments/written work/Projects, anecdotes, etc.).

4.420 Often

5 communicate to administrator/parents overall individual student development in cognitive, psychomotor, and affective domains.

4.366 Often

Overall 4.375 High Level of Teacher’s Performance in terms of Learners’ Progress

The table above shows the Level of Teachers’ Performance

in terms of Learners’ Progress. It has an overall mean of 4.375 described as often interpreted as high. Rated highest was the item, “As a teacher, I assess student learning and provide immediate


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feedback for improving learning and performance”, with the mean of 4.500 described as Always interpreted as very high. Rated lowest was the item, “As a teacher, I prepare table of specifications for tests with congruence between content and skills tested. 4.287described as often interpreted as high. The result implies that the teachers always assess their pupils and give necessary feedback and points for improvement to enhance the skills and performance of their learners. They even give remediation and enrichment to those learners having difficulty with their studies. Teachers often do their TOS or Table of Specification as a partner of their summative test given to their pupils. The purpose of this is to give equal strength to the areas of content in every specific subject they tackled in a week or a quarter and if the test question is equally divided on the different areas of content and skills that the learners need. This also used to know the level of learners’ interest in a specific area of content. The result of the study is to align on the strict implementation of the Department of Education on DO No. 8, s. 2015. It is a policy guideline on Classroom Assessment for the K to 12 Basic Education Program (BEP). Classroom Assessment is a joint process that involves both teachers and learners which is an integral part of teaching and learning. Teachers provide appropriate assessment when they aim to holistically measure learners’ current and developing abilities while enabling them to take responsibility in the process. It is a part of day-to-day lessons and extends classroom activities that are already in place in the K to 12 Curriculum concerning the learning standards that comprise content standards, performance standards, and learning competencies.

This supports the study of Griesbaum and Görtz (2010), which describes how feedback is an important instructional tool. It directs learners’ attention to certain aspects of their performance. When learners receive information about how they have performed, they are then in the position to adjust subsequent performances, hopefully moving progressively closer to the desired standard. Instructors should keep in mind that students feel vulnerable when receiving feedback. The feedback should focus on the performance or product, not the person, and, after hearing it, students have a clear idea of how to improve (Sendziuk, 2010).


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Recent work on best practices in classroom assessment has revealed some important characteristics. Among other characteristics, good assessment is “process-oriented” (i.e., focuses on the route to high achievement, not solely on the end goal of achievement itself), “open-ended” (i.e., seeks creative answers), “values contextualized communicative tasks”, “uses criterion-referenced scores”, and involves “individualized feedback” (Kurt, 2014, p. 333). As mentioned, good assessment is often ongoing. If learning is assessed in an ongoing manner, instructors avoid the pitfall of getting to the end of a unit and only realizing after the tests come back that students failed to grasp important concepts according to Nilson, (2010).

Some scholars argue that good assessment is ungraded.

Parkes and Kadjer (2010) discuss how learning goes deeper when students can take risks, which they often feel more comfortable doing on diagnostic, ungraded assessments (in this case, students reflected on their learning processes via video blogs). Sendziuk (2010) argues that good assessment promotes autonomy. When students are aware of expectations and understand the assessment process they become able to assess their work and they are less dependent on the professor. Garland and Kolkmeyer (2011) describe how faculty partnerships can be used to discuss assessment options and improve assessment practices.


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Table 14 Level of Teachers’ Performance in Terms of Interpersonal Relationship

Interpersonal Relationship


Mean Interpretation

1 am approachable to children (without fear and hesitation).

4.663 Always

2 involve students in cooperative learning, project work, individual/group presentations, research assignments.

4.505 Always

3 cooperate and collaborate with the members of the staff in conducting school activities

4.628 Always

4 share ideas and methods with other teachers 4.519 Always 5 participate in community activities such as

cultural and social programs. 4.623 Always

Overall 4.588 High Level of Teacher’s Performance in terms of Interpersonal Relationship

It indicates the Level of Teachers’ Performance in terms of

Interpersonal Relationship. It has an overall mean of 4.588 describes as always interpreted as very high as agreed by 202 teacher-respondents. Rated highest was the item, “As a teacher, I am approachable to children (without fear and hesitation)”, with the mean 4.663 described as always interpreted as very high. Rated lowest was the item, “As a teacher, I involve students in cooperative learning, project work, individual / group presentations, research assignments”, with the mean of 4.505 described as always interpreted as very high.

The result implies that teachers in public elementary schools in President Roxas are child- friendly and approachable individuals. They prioritize the needs of their learners by cooperative teaching and learning approaches, suitable, innovative, and interesting activities that surely boost the curiosity and interest of the learners to attain quality education that learners’ truly deserve. It conforms with the study of Onyemelukwe (2011), reveals that if a student feels a personal connection to a teacher, experiences


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frequent communication with a teacher and receives more guidance and praises than criticism from the teacher, then the student is likely to become more trustful of that teacher show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn.

Individuals need to get along well with their fellow workers

for a positive ambiance at the workplace and also for healthy interpersonal relationships. Individuals need to trust each other in the workplace for better relations. It is almost impossible for employees to work alone. Everyone needs people around to discuss things and reach to better solutions.http://www.managementstudyguide.com/interpersonal-relationship.

Result also fits with the study of Obakpolo Patricia (2010) that states, the performance of members of any organization depends on the ability to effectively interact with their superiors, subordinates, and co-workers within the organization and consumers, suppliers and general public outside. Interpersonal relations, therefore, is a very important issue involving any organization. Most organizations have people problems rather than business problems. People's problems are due to faulty interpersonal relations, which hinder the attainment of organizational goals. Efforts should be made therefore to enhance the interpersonal skills of the people at work. Interpersonal relationships at work have an advantageous impact on both organizational and individual variables.

Additionally, adds support the research of Zagenczyk et al.,

(2010), demonstrates that friendships at work can improve individual employee attitudes such as job satisfaction, job commitment, engagement, and perceived organizational support.


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Table 15 Level of Teachers’ Performance in Terms of Professional Growth and Development

Professional Growth and Development


Mean Interpretation

1 update subject knowledge through self- study. 4.227 Often 2 participate in in-service education programs as per

need and requirement 4.490 Often

3 engage in innovative and research activities. 3.881 Often

4 incorporate learning from professional growth opportunities into instructional practice.

4.143 Often

5 engage in continuing education. 4.217 Often

Overall 4.192 High Level of Teacher’s Performance in terms of Professional Growth and Development

The table above shows the Level of Teachers’ Performance

in terms of Professional Growth and Development. It has an overall mean of 4.192 described as often interpreted as a high level of practice. Rated Highest was the item, “As a teacher, I participate in in-service education programs as per need and requirement”, with a mean of 4.490 described as often interpreted as high. Rated lowest was the item, “As a teacher, I engage in innovative and research activities”, with a mean rating of 3.881 described as often and interpreted as high. The result of this study implies that all teachers in public elementary schools in President Roxas attend /participate in in-service training and activities organized by the institution. Aside from it is obliged by the organization, it is also a factor to enhance and uplift professional and personal aspects of every teacher to cope and a part of the DepEd’s mission and vision, the 21st-century teaching, and learning.

Day (2015) equally stresses, that professional is the process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which, they acquire and develop critically the


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knowledge, skills, planning and practice with children, young people and colleagues through each phase of their teaching lives.

The findings of this study are congruent with the findings of the study of N.A. Aminudin (2012), reveals that the participants have issues with sustaining changes to their practice; they experience external professional development overload while at the same time they are also struggling to create more opportunities for school-based professional development. Also, the findings from this study indicate that the participants want to have some say for their professional learning. Moreover, this study also stresses the need for the participants to experience one professional development program at a time and to have sufficient support and follow-up during that time to ensure that changes in teaching practice are best sustained. On the study of Fullan (2012), he argues that the professional development is the total of formal and informal learning pursued and experienced by the teacher in a compelling learning environment under conditions of complexity and dynamic change. Correlation of Variables

The third research question focused on the significant

relationship between the independent variable Strategic Human Resource Management Practices and the dependent variable Teachers’ Performance as shown in table 16. Table 16 Correlations

SHRM Practices Teachers’

Performance

SHRM Practices Pearson Correlation 1 .456**

Sig. (2-tailed) .000

N 202 202

Teachers’ Performance Pearson Correlation .456** 1

Sig.(2-tailed) .000

N 202 202

Correlation is significant at the 0.01 level (2-tailed).


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Table 16 presents that, the independent variable Strategic Human Resource Management Practices and the dependent variable Teachers’ Performance on public elementary school teachers in President Roxas North Cotabato is highly correlated at 0.01 level of significance. The test reveals that the two variables obtained r value of .456 with a probability value of .000 denotes a high level of significance. The findings imply that strategic human resource management practices are a contributing factor to teachers’ performance. It further implies that the Department of Education has a highly implemented strategic human resource management as indicated in the different practices. These practices are the tool to attain a high level of teachers’ performance. Also, teachers perform well on their duties because the department gives an additional incentive/bonus to those who met the standard in terms of holistic performance set by the department. The result is substantiated on the theory of Motivation-Hygiene Theory or the Dual-Factor Theory developed by Frederick Herzberg in 1959 which defines that people’s job satisfaction depends on two kinds of factors: Factors for satisfaction (motivators) and factors for dissatisfaction (hygiene factors). Performance, recognition, job status, responsibility, and opportunities for growth, all fall under motivators/ satisfiers. Hygiene factors are about salary, secondary working conditions, the relationship with colleagues, physical workplace, and the relationship between supervisor and employee. Herzberg claims these factors exist side by side. Taking away the dissatisfaction factors doesn’t necessarily mean employees will be satisfied. To motivate a team using motivation factors, the hygiene factors need to be taken care of first. Multiple Regression Multiple Regression was applied to test the explanatory and predictive power of the independent variable X, Strategic Human Resource Management Practices to the dependent variable Y, Teachers’ Performance. Using the Multiple Regression Stepwise Method, the following tests were performed first before the different models


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were tested, collinearity test, normality test, homoscedasticity test, and a sufficient number of observations. There are three models generated through the stepwise regression procedure. Among the three models, Model 3 with three significant predictors has the best fit. The predictors of Teachers’ Performance are Performance Management, Recruitment and Selection, and Training and Development. Table 17 ANOVA - Influence of SHRM Practices on Teachers Performance Model Sum of Squares df Mean Square F Sig.

1 Regression 4.458 1 4.458 46.926 .000b Residual 19.001 200 .095 Total 23.459 201

2

Regression

5.737

2

2.869

32.212

.000c

Residual 17.722 199 .089 Total 23.459 201

.000d

3

Regression

6.201

3

2.067

23.717

Residual 17.257 198 .087 Total 23.459 201

a. Dependent Variable: TEACHERS’ PERFORMANCE b. Predictors: (Constant), Performance Management c. Predictors: (Constant), Performance Management,

Recruitment, and Selection d. Predictors: (Constant), Performance Management,

Recruitment and Selection, Training and Development

The ANOVA result corresponding to Model 3 is significant (F= 23.717; p <.00). This supports the rejection of the null hypothesis for the ANOVA which indicates that the amount of variance explained by Model 3 is equal to zero.

The Strategic Human Resource Management Practices indicators strongly predict Teachers Performance in Public Elementary Schools in President Roxas Cotabato.


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Table 18 Model Summary on the Influence of SHRM Practices on Teachers Performance

Model

R

R Square

Adjusted R Square

Std. An error of the Estimate

Durbin-Watson

1 .436a .190 .186 .30823

2 .495b .245 .237 .29842

3 .514c .264 .253 .29523 1.949

a. Predictors: (Constant), Performance Management b. Predictors: (Constant), Performance Management,

Recruitment, and Selection c. Predictors: (Constant), Performance Management,

Recruitment and Selection, Training and Development d. Dependent Variable: TEACHERS’ PERFORMANCE.

Table 18 indicates that three out of five indicators of

Strategic Human Resource Management Practices predict or influence Teachers’ Performance. These are Performance Management, Recruitment and Selection, and Training and Development. Out of three predictors, it came into a result that Performance Management strongly predicts or influences Teachers’ Performance.

The result denotes that the three indicators are the primary factors in attaining high performance on teachers. Properly and well-selected teachers during the recruitment and selection plus the training and development that they gained before and during their entry on the department, the fair and square management of performance contribute a lot to the teachers' performance or have a significant effect on organization’s performance. The result displays similarity to the study of Walton (2012), as he emphasizes the quality of life as employees’ reactions toward their jobs, especially the conditions necessary for satisfying their vocational needs and health. Accordingly, quality of life emphasizes personal growth, working experience, and the ways to improve work to fulfill personal needs.


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A similar study from Gamage (2014), stresses that the recruitment and selection practices will determine who is hired, shapes employee behavior and attitude. If properly designed, it will identify competent candidates and accurately match them to the job. The use of the proper selection device will increase the probability that the right person is chosen to fill a slot. When the best people are selected for the job, productivity increases.

The results of the study are congruent to the findings and

conclusion of Singh and Kassa (2016) that Human resources, which are considered as the greatest asset of an organization, refer to people whose knowledge, skills, and abilities are utilized to create and to deliver effective services. Effective recruitment and selection attract the right quality and quantity of people, develop the knowledge, skills, and abilities of employees, and retain employees within the organization. The department should participate in the selection process as they have different preferences in the candidates. Candidates need to be selected based on requisite skills knowledge, attitude, and qualification using appropriate selection techniques. Besides, the appropriate training program for both academicians and support staff should be organized to continuously improve the skills of employees.

Moreover, a training and management development program should be implemented to enhance the capabilities of employees. Investing in the improvement of the knowledge and skills of employees would enable to develop more productive and effective employees.

Furthermore, a performance appraisal should be guided by

the performance management policy. Employee’s performance should be assessed based on quantifiable standards and feedback be given to employees on their performance. The appraisal system should be explicitly described as a specific purpose of the appraisal. Organizations that clearly state the purpose of the appraisal reduce the confusion and ambiguity of the process. The goal should be that everyone knows why to conduct appraisals. Planning is required to set the stage for effective appraisals. Meaningful and accurate evaluation and feedback require clear goals to be established beforehand. Therefore, a large part of the process should be devoted to determining what actions need to be taken in the future. It is


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harder to correct the results of poor planning than it is to plan correctly at the beginning.

On the study of Majumder (2012), verified strong

relationships between HRM practices and employee satisfaction in Bangladeshi private banks, and Kim and Lee (2012) found evidence that HRM policies and practices improve strategic capabilities and firm performance in management consultant firms in South Korea. The study by Demo (2010) showed a positive and strong relationship between HRM policies and employee performance. Regression Model that Best Described Teachers’ Performance. Table 19 Coefficients on the Influence of SHRM Practices on Teachers’ Performance

Model Unstandardized Coefficients

Standardized Coefficients

t

Sig. B Std. Error Beta

1 (Constant) 3.020 .195 15.465 .000

Performance Management .327 .048 .436 6.850 .000 .000

2

(Constant)

2.570

.223

11.511

Performance Management .265 .049 .353 5.396 .000

Recruitment & Selection .171 .045 .248 3.790 .000

3

(Constant)

2.452

.227

10.811

.000

Performance Management .223 .052 .298 4.316 .000

Recruitment & Selection .147 .046 .213 3.197 .002

Training & Development .095 .041 .159 2.308 .022

a. Dependent Variable: TEACHERS’ PERFORMANCE Table 19 shows the regression coefficients of the predictors

of Teachers’ Performance using a multiple regression approach. It can be seen that the result in Model 3, three (3) SHRM Practices, namely: performance management (B=0.223), recruitment and selection (0.147), and training and development (B=0.095) are found to significantly predict teachers’ performance of public elementary school teachers in President Roxas North Cotabato. Among the significant variables, performance and management revealed as the


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strongest predictor or it influenced most the performance of the teachers.

Looking at the Unstandardized Regression Coefficients from

the coefficients table, the following equation could be formulated:

Equation 1: TP =2.452 (Constant)+ 0. 223(PM)+0.147(RS)+0.095 (PM)

Where: TP- Teachers’ Performance; PM- Performance Management; RS-Recruitment & Selection; TD- Training & Development The above-mentioned equation can be utilized to generate Teachers’ Performance ratings for given Performance Management, Recruitment and Selection, and Training and Development. The application of this equation can be illustrated by generating the mean value for each of the three significant areas and inputting these values to their corresponding variables in the equation.

This implies that proper guidelines followed during recruitment and selection, additional skills, and knowledge gained in training and development plus just performance assessment management resulting in high teachers' performance. Equation 2. TP= 2.452+ (.223) (4.06) + (.147) (4.10) + (.092) (4.079) TP= 2.452+0.90538+ 0.6027 +. 3875268 TP= 4.3476 or 4.348

Based on the result of the calculation above, it can be said that the SHRM Practices on Teachers with a 0.90538 rating on Performance Management, 0.6027 ratings on Recruitment and Selection and 0.3875268 ratings on Training and Development, would likely have Teachers’ Performance rating of 4.348 which can be interpreted as High.

This implies that teachers attain a high level of performance because they were properly recruited and selected, trained, and developed appropriately and their performance is evaluated regularly by the Department of Education. The more influence the teachers by the SHRM Practices, the more they are motivated to teach well to achieve high performance which will be the basis of giving incentives or bonuses of the department.


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Teacher quality is a key element of student academic success. A qualified teacher is crucial in any educational system that is why it is important to ensure that every teacher is academically and professionally qualified. Teacher’s qualifications have serious implications on students ‘academic achievements. Some scholars contended that poor pedagogical content knowledge of teachers led to poor academic performance by pupils and that teachers ‘qualifications, teacher self-efficacy, and teacher effectiveness are all correlated. Therefore, it can be said that teachers’ qualifications influence students ‘academic achievement proved in the study of (Migosi &Musau,2015). Results of the study are related to the study of Gamage, et al (2011) Performance-related compensation is critical in enhancing performance; hence the organization should implement this to motivate those employees who achieve the set targets. Since HRM practices have a significant impact on organizational performance, managers need to implement them in an integrated and coherent manner. Further, Kramarb and Syed (2012) had identified that rewards and incentives are more likely to yield a collaborative approach to performance and thus more effective in reaching the shared goals. Hypotheses Testing Table 20 Results of Hypothesis Tests

Hypothesis Statement Result of Hypothesis Test Decision

Ho1: There is no significant relationship between strategic human resource management practices and teachers’ performance among public elementary teachers in President Roxas North Cotabato Ho2: There is no significant influence of strategic human resource management practices on teachers’ performance. Ho3: There is no significant regression model that strongly predicts teachers' performance.

There is a significant positive correlation at .000 level between the variables SHRM Practices and Teachers’ Performance (r .456 p=<.01 )

Reject Hypothesis


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Ho1: There is no significant relationship between Strategic Human Resource Management Practices and Teachers’ Performance among Public Elementary School Teachers in President Roxas North Cotabato.

To test Ho1, the respondents’ SHRM Practices and Teachers’ Performance were analyzed using Pearson r Correlation. As shown in table 17 and 21, the test revealed that there is a significant positive correlation between Strategic Human Resource Management Practices and Teachers’ Performance at 0.01 level. As such, Null Hypothesis 1 is rejected.

Ho2: There is no significant influence of strategic human resource management practices on teachers’ performance.

To test Ho2, the regression analysis shows that the three SHRM practices have the highest influence on teachers' performance during the study period. These are performance management, recruitment and selection, and training and development. Among the three mentioned, performance management reveals that the most influence HRM practice as shown in tables 19 and 20. Therefore hypothesis 2 is rejected.

Ho3: There is no significant regression model that strongly

predicts teachers' performance.

To test Ho3: The regression analysis shows as indicated in tables 19 and 20, that model number 3 which includes that performance management, recruitment and selection, and training and development signify the strongest predictors of teachers' performance. As such, hypothesis 3 is rejected.

Conclusions

Based on the results and findings of the study, the following conclusions have been drawn:

1. The Public Elementary Schools in President Roxas North

Cotabato possess a High Level of Strategic Human Resource Management Practices and High Level of Teachers’ Performance.


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2. Public Elementary Schools in President Roxas North

Cotabato is highly implementing SHRM Practices.

3. Strategic Human Resource Management Practices as indicated by Recruitment and Selection, Training and Development, Compensation and Benefits, Performance Management, and Employer Relation significantly influence Teachers’ Performance. Three of the five mentioned indicators strongly influence Teachers’ Performance and Performance Management shows as the strongest predictor.

4. The Strategic Human Resource Management Practices

significantly and practically influence Teachers’ Performance in Public Elementary Schools in President Roxas North Cotabato.

5. Recruitment and selection, training and development, and

performance management have the most significant impact on teachers’ performance. Based on the results, the researcher concluded that the effectiveness of implementing SHRM practices in DepEd does indeed have a major impact on teachers’ performance.

6. Training and development is another factor to achieve high

performance. Continuous training and development of teachers in line with their profession and interest increase productivity on their job.

7. Consistency of honest and fair implementation of

performance management gives the strongest significant influence on teachers’ performance. IPCRF or other performance evaluation tool is an effective way to boost teachers to do their job and perform their tasks. The regular assessment of teachers’ performance, the more motivation for teachers to work hard and attain much higher performance results.


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ENHANCEMENT OF BLENDED LEARNING APPROACH AMONG GRADE 7 STUDENTS

THROUGH EXPANDED TIME COMMITMENT FROM TEACHERS

Rhede Boy M. Garong

University of Perpetual Help – Molino Campus

ABSTRACT

Blended learning approaches have been shown to improve student learning outcomes. This improvement, however, varies with different factors such as pedagogy, skills, confidence, and time. The study was done to determine if enhancing the blended learning approach through expanded time commitment from teachers will improve the performance of Grade 7 students in their mathematics subjects after. A quasi-experimental multi-group design was implemented whereby the control and experimental group received the same technology-based learning inside the classroom but learning was extended to the experimental group by the teacher in charge after class using online platforms. Pretest and posttest were administered to both groups and scores were analyzed using descriptive statistics and t-test. There was no significant difference in the pretest score but in the posttest scores of booth groups. Also, a significant difference in the pretest and posttest of the experimental group was observed while no difference was seen in the control group. The study, therefore, claims that the additional time given by the teachers to students using on-line technologies enhances the implementation of blended learning as evidenced by the positive Mathematics performance of the students. Further studies determining the effects of other teacher factors in the implementation of blended learning and the continuing technology-based development of teachers are recommended.

Keywords: Mathematics, blended learning, quasi-experimental multi-group design, Philippines


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Introduction A good teacher affects eternity; he can never tell where his influence

stops. - Henry Adams high mathematical foundation is a cornerstone of every child’s education. This is why the teaching and learning environment is embracing many innovations and some of these involve the use of technology through blended learning. The use of blended learning

is one of many tools to help students to learn in a deeper and more meaningful way. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies (Graham, 2006). In general terms, blended learning is an education program that combines online digital media with traditional classroom methods. It requires the physical presence of both teacher and student, with some element of student control over time, place, part, or pace. While students still attend brick-and-mortar schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery.

Students who were born in the last twenty years are known

as digital natives. Because of the integration into their lives, digital natives are thought to be adept users of technology. With the use of mobile technologies like tablets and cellphones that allows digital natives to access information quickly, blended learning has been an integral part of the digital natives’ learning processes and habits. In Boles’s (2011) article, Using Technology in the Classroom, she encourages teachers to make the best of the technology they are given and use what works in their classroom with students. She states, “It would be a shame in these students those old, smelly mimeo pages.”

Integrating technology into the mathematics classroom is

very important. The NCTM Principles and Standards for School Mathematics (2000) define several principles for school mathematics, one of which is the Technology Principle. It acknowledges, "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning." Technology, such as standard

A


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software programs, and the Internet, can be effectively used to enhance instruction in some ways. While many educators decide to incorporate technology through computer-based reading and math programs, others decide to implement technology through web-based programs that focus more on creativity.

Kintu, Zhu, and Kagambe (2017) stated in their study,

blended learning effectiveness: the relationship between student characteristics, design features, and outcomes, the outcomes under scrutiny in this study include performance, motivation, satisfaction, and knowledge construction. Motivation is seen here as an outcome because, much as cognitive factors such as course grades are used in measuring learning outcomes, affective factors like intrinsic motivation may also be used to indicate outcomes of learning. Research shows that high motivation among online learners leads to persistence

In the study, Development and Evaluation of interactive software for Mathematics Instruction by Garong (2016), he said, software are here to stay. With no foreseeable slowing down of technological advances anytime soon, software dependency and the ability to solve should be complementary. Opportunities to solve manually should be emphasized allowing students to solve using the software. He also added that interactive software is used to engage and motivate students more than anything else.

Today, there are a lot of popular software tools or e-learning

styles that are widely used in mathematics education. But the big question is, is it effective? It is in this context that the researcher will conduct a study about the enhancement of blended learning.


This framework clearly shows that blended learning and

enhanced blended learning through expanded time committed by teachers play a part in the academic performance of the learner. The conceptual model for this study is depicted as follows:


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Figure 1 Conceptual Model


This study will focus on the evaluation of the effectiveness

of enhancing the blended learning approach among Grade 7 students

through expanded time commitment from the teacher.

Specifically, it will seek to answer to following questions:

1. Is there a significant difference in the pre-test score of

the students in the experimental and control groups?

2. Is there a significant difference in the post-test score of

the students in the experimental and control groups?

3. Is there a significant difference in the academic

performance of the students in the control group in the

pre-test and post-test?

4. Is there a significant difference in the academic

performance of the students in the experimental group

in the pre-test and post-test?

The hypothesis that tested for rejection and/or acceptance was that:

1. H(O): There is no significant difference in the academic

performance of the students in the control group in the

pre-test and post-test.

Academic

Performance

Expanded

Time

Committed

(Tutorial)

Blended Learning


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2. H(O): There is no significant difference in the academic

performance of the students in the experimental group

in the pre-test and post-test

Methodology

This chapter presents the research design, sampling

technique, data gathering procedure, instruments used, and

collecting the data, and explains the statistical procedures to be used

in analyzing the data.

Research Design Research Site

To effectively evaluate the effectiveness of enhanced

blended learning, this study used a quasi-experimental multi-group

design utilizing the control and experimental groups. This method is

used to discover facts on which professional judgment could be

based. It involves the try-out of different treatment of two or more

groups of subjects, recording results, analysis, and interpretation of

what it is. As told by Garong (2012), a quasi-experimental method was

used to measure the level of learning showed by the control and

experimental groups. The results were compared and determined

which treatment has better results.

The respondents of the study were the 76 Grade 7 students

enrolled at the University of Perpetual Help Molino Campus in the

school year 2017-2018. There were 6 sections and every section has

more or less 40 students. To select the respondents, a simple random

sampling was used in selecting sections using the fishbowl method.

The respondents were grouped into two – the experimental

and the control groups, each of which was composed of 38 students.

The first group was assigned as the control group while the other one

was assigned as the experimental group. These two groups will be

taught by a full-time teacher who will demonstrate competencies in

teaching mathematics and has enough knowledge to deliver

instruction through enhanced blended learning. The teacher also

used the same course syllabus. The researcher did not inform the


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respondents that they are part of the study. This is to avoid bias in

the result of the study.

Both the experimental group and control group received

instruction integrating blended learning and the classroom

instruction is the same. The only difference is the teacher will commit

expanded time to an experimental group.

Table 1

Distribution of Respondents by Age

Age

Control Experimental Composite

F % F % F %

11 1 2.6 0 0.0 1 1.3

12 12 31.6 8 21.1 20 26.7

13 24 63.2 23 60.5 46 61.3

14 1 2.6 7 18.4 8 10.7

Total 38 100.00 38 100.00 76 100.00

Table 1 shows that most of the respondents in the

control group were 13 years old with an obtained value of 63.2

percent. One or 2.6 percent was 11 years old, twelve or 31.6 percent

was 12 years old. On the other hand, more than half of the

experimental respondents or 60.5 percent were 13 years old. Eight or

21.1 percent was 12 years old, seven or 18.4 percent was 14 years old.

This clearly shows that the age of the majority of the

respondents' age confirmed with the national pattern for Grade 7

students.

Table 2

Distribution of Respondents by Gender

Gender Control Experimental Composite

F % F % F %

Male 21 55 21 55 42 55

Female 17 45 17 45 34 45

Total 38 100 38 100 76 100


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Table 2 shows that 55 percent of the respondents in the

control group were males with an obtained percent value of 6, and

45 percent or 17 were females. While in the experimental group, the

same with control, 55 percent of the respondents in the control

group were males with an obtained percent value of 6, and 45

percent or 17 were females.

Based on the composite, a male was higher than a female

with just 8 respondents, the data show that distribution of

respondents by gender was almost equal, 55 percent were males and

45 percent were females.

Instrumentation

To gather relevant and useful information, this study used

the following research instrument:

1. Test material. 1.1. Pre-test and Post-test. This study used an objective

type of test and the researcher used the multiple-choice type test. The content of the pre-test and post-test was the same. A thirty items test was allotted based on the competencies and learning outcomes provided in the K-12 curriculum for Grade 7. The covered topic was about angles.

Validation. After the draft of the questionnaire was finished,

it was presented to a statistician for comments and suggestions. The researcher incorporated all the corrections in the final draft of the questionnaire. Data Gathering Procedure

All respondents took the pretest before the instruction

started. The topics that after the instruction and the enhanced blended learning were delivered, all respondents took the post-test.

The control group was the first group that received instruction in the traditional lecture format supported by interactive software. The students listened to lectures, took down notes,


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observed the instructor on how he solved the examples or problems. The students worked individually and asked for assistance from the teacher while the teacher observed the students.

The experimental group was the second group that also

received traditional lecture format instruction supported by interactive software. The classroom instruction was the same as the control group. The only difference was the teacher provided a tutorial to the students. Table 3 Time Table in Data Gathering

Stage Activity Control Date Experimental Date

1 Pre-test January 10, 2018 January 11, 2018

2 Implementation January 11-29, 2018 January 11-29, 2018

3 Post-test January 30, 2018 January 30, 2018

Table 3 shows the process of how the data were gathered.

It was started from pre-test, discussion and implementation of software and post-test Statistical Technique

The researcher used the following statistical treatments to

test the hypotheses and for analysis and interpretation: the t-test will be used to test the difference between the two

groups of respondents. The T-test is commonly used with small sample sizes.

Results and Discussions

This chapter presents the analysis of the data based on the statistical treatment applied and interpretations were given to associate meaning in the analysis made.


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1. Significant Difference in the Pre-test Score in the Experimental and Control Groups

Table 4 projects the students’ academic performance in the

control and experimental group during the pre-test.

Table 4 Students’ Academic Performance in the Pre-test

Group M SD T(74) p Remarks

Control 38 4.53 -0.83 0.706 Comparable

Experimental 38 4.61

There was no significant difference in the pre-test of scores

of control group (M = 38, SD = 4.53) as compared to the experimental group (M = 38, SD = 4.53), t(74) = -0.83 and p = 0.706.

Data show that the two groups of respondents may be said

to be comparable. 2. Significant Difference in the Post-test Score in the Experimental

and Control Groups Table 5 projects the students’ academic performance in the

control and experimental group during the post-test. Table 5 Students’ Academic Performance in the Post-test

Group M SD T(74) p Remarks

Control 38 6.76 -5.83 0.001 Significant

Experimental 38 24.5

There was significant difference in the pre-test of scores of

control group (M = 38, SD = 6.76) as compared to the experimental group (M = 38, SD = 24.5), t(74) = -5.27 and p = 0.001.


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3. Significant Difference Between the Performance in the Pre-test and Post-test Score of the Students in the Control Group.

Table 6 displays the significant difference between the

performance in the pre-test score of the students in the experimental and control groups.

Table 6 Significant Difference Between the Performance in the Pre-test and Post-test Score of the Students in the Control Group

Group M SD T(37) P Decision Remarks

Pre-test 38 4.53 -5.346 0.690 Failed to reject HO1

Not

Significant Post-test 38 6.76

There is no significant difference in the pretest of control

group (M = 38, SD = 4.53 as compared to their post test scores (M = 38, SD = 6.76), t(37)= -5.346 and p = 0.690. 4. Significant Difference Between the Performance in the Pre-test

and Post-test Score of the Students in the Experimental Group.

Table 9 displays the significant difference between the performance in the pre-test score of the students in the experimental and control groups. Table 10 Performance in the Pre-test and Post-test Score of the Students in the Experimental Group

Group M SD T(37) P Decision Remarks

Pre-test 38 4.60 -12.68 0.000 Reject HO2

Significant

Post-test 38 4.22

There was a significant difference in the pre-test scores of

the experimental group (M = 38, SD = 4.60) as compared to their post scores (M = 38, SD = 4.22), t(37) = -12.68 and p = 0.000.


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The hypothesis was rejected and therefore, there was a significant difference between the performance in the pre-test and post-test scores of the students in the experimental group. Findings reveal that the control and the experimental group differ in their performance during the pre-test and post-test.

The results of the study The Effectiveness of Computer-

Assisted Instruction in Developmental Mathematics, Spradlin (2009), indicate that developmental mathematics students learn equally well with or without computer-assisted instruction. The mere presence of computers does not improve student learning. Students have an interest in using technology for a variety of purposes including academics. Computers have the potential to be useful tools to improve learning. They provide educators the opportunity to create courses in a variety of alternative formats to the traditional lecture to address the different learning styles and preferences of students. Quality is essential in any mode of instruction.

While according to Ebis, et al, (2018), in their study

intervention of multimedia to the academic performance of the Grade 10 students of the UPH-Molino campus, multimedia is good but is not enough to have it alone. A teacher was still the big factor that contributes to the academic performance of the students. Summary of Findings

Based on the data gathered and presentation, the

researcher came up with the following findings: 1. Students’ Performance in the Pre-test Score in the Experimental and Control Groups

There was no significant difference in the pre-test of scores of control group (M = 38, SD = 4.53) as compared with the experimental group (M = 38, SD = 4.53), t(74) = -0.83 and p = 0.706.

Data show that the two groups of respondents may be said

to be comparable.


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2. Students’ Performance in the Post-test Score in the Experimental and Control Groups

There was significant difference in the pre-test of scores of

control group (M = 38, SD = 6.76) as compared to the experimental group (M = 38, SD = 24.5), t (74) = -5.27 and p = 0.001.

3. Significant Difference Between the Performance in the Pre-test and Post-test Score of the Students in the Control Group.\

There is no significant difference in the pretest of control

group (M = 38, SD = 4.53 as compared to their post test scores (M = 38, SD = 6.76), t(37)= -5.346 and p = 0.690. 4. Significant Difference Between the Performance in the Pre-test and Post-test Score of the Students in the Experimental Group

There was a significant difference in the pre-test scores of

the experimental group (M = 38, SD = 4.60) as compared to their post scores (M = 38, SD = 4.22), t(37) = -12.68 and p = 0.000.

The hypothesis was rejected and therefore, there was a

significant difference between the performance in the pre-test and post-test scores of the students in the experimental group. Control and experimental group differ in their performance during the pre-test and post-test.

Conclusion

Based on the findings of this study, the use of enhanced

blended learning has a great impact on the performance of the students. This study, therefore, claims that the additional time given by the teachers to the students using online technologies enhances the implementation of blended learning as evidenced by the positive Mathematics performance of the students.


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References

Baguio, Anna Lee (2012). Effects of the Singapore Math Method in Solving Word Problem in Algebra: Basis for a Proposed Module. MA Thesis, Rizal Technological University.

Ebis, Julian Ann, et al. (2018). The intervention of Multimedia to the Academic

Performance of the Grade 10 Students of the UPH-Molino Campus. Undergraduate Thesis. University of Perpetual Help Molino Campus

Garong, Rhede Boy (2017), Development and Evaluation of Interactive Software in

Teaching Mathematics. MA Thesis, Rizal Technological University Bonk, C. J. & Graham, C. R. (Eds.) (2004). Handbook of Blended Learning: Global

Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing. www.pfeiffer.com

Bliuca, Ana-Maria, Goodyearb, Peter, and Ellisc, Robert (2006). Research focus and

methodological choices in studies into students' experiences of blended learning in higher education. University of Sydney, Australia

Cracraft, Lindsey (2015). Effect of Blending Learning on Student’s Percent Increase in

Assessment Scores. Research Paper. Northwest Missouri State University Missouri

Department of Education and Early Childhood Development (2012). Blended Learning:

A synthesis of research findings in Victorian education 2006-2011. www.education.vic.gov.au/researchinnovation/

Kaur, Manjot. Blended Learning - Its Challenges and Future. www.sciencedirect.com

Kintu, Mugenyi Justice, Zhu, Chang, and Kagambe, Edmond (2017). Blended Learning Effectiveness: The relationship between student characteristics, design features, and outcomes. https://doi.org/10.1186/s41239-017-0043-4

Singh, Harvi, and Reed, Chris (2001). A White Paper: Achieving Success with Blended Learning

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PRINCIPALS’ INSTRUCTIONAL SUPERVISION AND TEACHERS’ EFFICACY IN PUBLIC ELEMENTARY SCHOOLS: BASIS FOR

INSTRUCTIONAL SUPERVISORY PLAN

Cheryl P. Barredo Western Mindanao State University

ABSTRACT

This study attempted to determine the correlation between school principals’ instructional supervision and teachers’ efficacy in public elementary schools in Baliwasan District, Zamboanga City, Philippines. The survey questionnaires were used to gather data on school principals’ instructional supervision and teachers’ efficacy. Weighted Mean, Pearson product-moment correlation coefficient, and one-way analysis of variance were used in the analysis of data. The findings indicated that the elementary school teachers in Baliwasan District are bachelor’s degree holders with/ Master’s units and a few of them are holders of Master’s Degree, Master’s Degree with doctorate units, and doctorate holders. The teachers manifested a great extent of their teaching efficacy in student engagement, instructional strategies, and classroom management. The instructional supervision of the principal is related to the teaching efficacy of the teachers in terms of student engagement, instructional strategies, and classroom management. The teachers, regardless of educational attainment, length of service, and grade level assignment, have a similar level of teaching efficacy in terms of instructional strategies and classroom management. In the same way, teachers’ teaching efficacy in terms/ of classroom management is similar when they are grouped according to the length of service and grade level assignment. However, teachers’ teaching efficacy in terms of student engagement differs when they are categorized according to educational attainment. Keywords: Administration and supervision, principals’ instructional supervision and teachers’ efficacy, instructional supervisory plan, descriptive- quantitative method of research, Philippines


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Introduction

n any organization, supervision is an essential activity carried out by the manager to ascertain that every employee performs effectively his/her responsibilities. In learning institutions, instructional supervision of classroom instruction is designed to evaluate the teacher’s effectiveness. This

generally involves an administrator observing and evaluating lessons in a classroom, documenting the teacher’s performance, and sharing suggestions for improvement. School principals utilize checklists and narrative documents to record and analyze teacher performance as a supervisory practice. Instructional supervision is accomplished either through monitoring or observing academic instruction in the classroom (Glickman, Gordon and Ross-Gordon, 2001). The process of instructional supervision in schools is conducted by administrators and generally involves face-to-face visits to the teacher’s classroom in an observation and evaluation model. They stressed that certain criteria are observed and recorded and a report is generated as a part of the supervision process in a physical school environment. The report is analyzed and suggestions for improvement are shared with a teacher to enhance teaching performance. The primary objective of the supervision process in public schools is to offer teachers direct assistance to improve their performance toward the goal of increasing student learning. (Glickman et al., 2001).

Teacher efficacy, on the other hand, has been repeatedly associated with positive teaching behaviors and student outcomes (Henson, 2004). According to Gibson and Dembo (2004), efficacious teachers persist with struggling students and criticize less after incorrect student answers and they are more likely to experiment with methods of instruction, seek improved teaching methods, and experiment with instructional materials. They believed that student learning can be influenced by effective teaching and also who have confidence in their teaching abilities In Baliwasan District, school principals periodically conduct instructional supervision in the classroom. After this, a post-conference is held with the teacher to discuss possibilities on how to improve classroom instruction.

I


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This study intended to prove the relationship between the current instructional supervision practices of the principals as perceived by the teachers and teachers’ efficacy in public elementary schools in Baliwasan District.


Conceptual Paradigm of the Study showing the The interplay of the Variables In this study, the magnitude of the relationship between school principals’ instructional supervision and teachers’ efficacy would be established. Furthermore, the profile of the teachers, such as educational attainment, length of service, and grade level assignment as the intervening variables will also be tested. Objectives of the Study

This study attempted to determine the school principals’

instructional supervision and teachers’ efficacy in the elementary schools of Baliwasan District, the school year 2014-2015;


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1. To determine the level of extent of school principals in manifesting their instructional supervision in the classroom as assessed by the teachers.

2. To determine the level of extent of teachers in public elementary schools in manifesting their teaching efficacy in terms of:

2.1 student engagement

2.2 instructional strategies 2.3 classroom management

Research Methodology Research Design

The descriptive - quantitative method of research was employed in this study. This research design is deemed appropriate because it attempted to describe the instructional supervision of the school principals and the teacher's self-efficacy. The methods involved range from the survey which describes the status quo, the correlation study which investigates the relationship between variables, to developmental studies that seek to determine changes over time.

It is quantitative because it dealt with quantified data in the analysis of the research problems. Quantitative research is a formal, objective, systematic process in which numerical data are used to obtain information about the world. This research method is used: to describe variables; to examine relationships among variables; to determine cause-and-effect interactions between variables. It is based on the premise that something is meaningful only if it can be observed and counted. Its key characteristics are numerical data that permits a range of statistical analyses. Population and Sampling Design

The target population of this study was the public elementary school teachers in the seven schools of Baliwasan District. These schools include Baliwasan Central School, Capisan


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Elementary School, John Spirig Memorial Elementary School, Malagutay Elementary School, San Jose Gusu Elementary School, Southcom Elementary School, and Southern Support Command Elementary School.

Table 1 presents the population of the elementary schools in Baliwasan District.

Table 1 Population and Sample of the Study

School N % N

A 76 22.67 41

B 8 2.39 8

C 56 16.72 30

D 15 4.48 15

E 46 13.73 25

F 89 26.57 48

G 45 13.43 24

Total 335 100.00 191

As shown in Table 1, there are 335 public elementary school teachers in Baliwasan District. Among the seven (7) schools, School F has the biggest number of teachers with 89 or 26.57%, followed by School A with 76 teachers or 22.67%. School B has the least number of teachers with 8 or 2.39% of the total population of 335. Data Gathering Tools

The data-gathering tool of this study was a 5 – point Likert questionnaire checklist. The Likert Scale is a popular format of a questionnaire that is used in educational research, especially in the field of special education (Markusic, 2013).

It consisted of three parts. The first part solicited personal data of the respondents, such as name (optional), educational attainment, length of service, and grade level. The second part was on the instructional supervision of the school principals and the last part will be on teachers’ efficacy.


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A. Profile of the Respondents The profile of the teacher – respondents consisted

of the name (optional), grade level, highest educational attainment, and length of service. The grade level consisted of grades I, II, III, IV, V, and VI. The highest educational attainment of teachers is categorized according to BS degree, BS with MA units, and master’s degree holders or better. The length of teachers is grouped according to 10 years and below, 11 – 20 years, 21 – 30 years, and 31 years and above.

B. Instructional Supervision

The instructional questionnaire was adapted from Ebmeir's (2002) Active Principal Supervision Scale. It is a 5 – point Likert type scale and comprises of ten items with five (5) options in each, numbered and described as: 5 – greatest extent, 4 – great extent, 3 – moderate extent, 2 – low extent, and 1 – no extent.

C. Teacher Efficacy

The teacher sense of efficacy is also a 5 –point Likert type questionnaire-checklist. It is divided into three (3) dimensions, such as student engagement (7 items), instructional strategies (8 items), and classroom management (9 items). Each dimension has five options, numbered and described as: 5 – greatest extent, 4 – great extent, 3 – moderate extent, 2 – low extent, and 1 – no extent.

Validity and Reliability of the Research Instrument

The research instruments on instructional supervision and teacher efficacy were subjected to validity test. The copies of the research instruments were submitted to a panel of experts who examined the items in terms of relevance, appropriateness, and suitability to the research questions. The comments and suggestions of the panel were incorporated in the final draft.

For the reliability of the research instruments, 25 copies of the instruments were administered to teachers who were not respondents of the study. The data obtained from them were


98

computed using the Cronbach Alpha and the reliability estimates were 0.872 for instructional supervision and 0.910 for teacher efficacy which implies that both instruments were highly reliable. Data Gathering Procedure

Permission through a letter was sought from the Schools’ Division Superintendent of Zamboanga City. The approved letter was presented to the school principals and schedules of distribution and retrieval of questionnaires were arranged with them. Once approved, the researcher personally administered the gathering of data to the teacher – respondents of the study. She explained the aim of the study. After the teacher – respondents have accomplished answering the survey questionnaires, the data were encoded, collated, and analyzed using appropriate statistical tools using the Statistical Package for Social Sciences (SPSS) version 14. Statistical Treatment

The following are the statistical tools used in the analysis of data on weighted mean. First is the Statistical Package for Social Sciences. This measure was used to determine the extent of school principals’ instructional supervision. This was also used to determine the extent do teachers in public secondary schools manifest their teaching efficacy in terms of student engagement, instructional strategies, and classroom management.

Second is the Pearson Product Moment Correlation Coefficient. This measure was used to determine the magnitude of the relationship between the school principals’ instructional supervision and their teachers’ efficacy.

Lastly, is One – way Analysis of Variance (ANOVA). This measure was used to determine the significant difference in the teachers’ efficacy when categorized according to educational attainment, length of service, and age.


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Result and Discussion This chapter presents the results and discussions of the data obtained from the teacher – respondents using the survey questionnaires. The discussion of the results is carried out according to the sequence of the problems raised in chapter I.

As shown in Table 2, with the 188 teachers who filled out the profile on educational attainment; 135 or 71.8% are BS graduates with master’s units, 32 or 17% are BS degree holders, nine (9) or 4.8% are master’s degree holders, and six (6) each or 3.2% are master’s degree holders with doctorate units and doctorate holders. Analysis suggests that the majority of the elementary teachers in Baliwasan District continuously pursue their graduate studies. They believed that attending a graduate program can help them to become equipped with the necessary knowledge and skills needed for effective teaching. This result is similar to the previous study which indicated that the majority of the elementary grade school teachers are BS degree holders with master’s units (Nabutil, 2012). Table 2 further discloses that out of the 177 teachers who filled out their profile on length of service,76 or 42.9% have 11 – 20 years in service, 52 or 29.4% have 21 – 30 years, 41 or 23 .1% have 10 years and below teaching experience. It can be construed that the majority (11 - 20 years and 21 – 30 years teaching experience) of the teachers in Baliwasan District have been in the service for a quite number of years and a good number of them are new in the service (10 years and below). On the other hand, only a few of them are almost to retire from the service (31 – 40 years). This result is consistent with the study of Nabutil (2012) which indicated that almost the majority of the elementary school teachers have been teaching for 11 to 20 years. Furthermore, the same table reveals that the grade I teachers have the most number of respondents in this study (35 or 18.9% out of 185), followed by teachers assigned in grade IV with 34 or 18.4% and 33 or 17.8% are assigned in Grade III. On the other hand, the Grade II teachers have the least number of teachers with 23 or 12.4% and the grades V and VI teachers with 30 each or 16.2% respectively. It can be inferred that most of the respondents are


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grade I teachers while many of the grade II teachers did not participate in this study. Profile of the Teachers in Terms of Educational Attainment, Length of Service and Assigned Grade Level Table 2 Profile of the Teachers

F %

Educational Attainment

BS Degree 32 17.0

BS with MA units 135 71.8

Master’s Degree 9 4.8

Master’s degree with Doctorate Units 6 3.2

Doctorate Degree 6 3.2

Total 188 100

F %

Length of Service 10 years and below 41 23.2

11 – 20 years 76 42.9

21 – 30 years 52 29.4

31 years and above 8 4.5

Total 177 100.0

F %

Assigned Grade Level Grade 1 35 18.9

Grade 2 23 12.4

Grade 3 33 17.8

Grade 4 34 18.4

Grade 5 30 16.2

Grade 6 30 16.2

Total 185 100.0


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Problem No. 1 To what extent do school principals manifest their instructional supervision in the classroom as assessed by the teachers? Table 1 School Principals’ Instructional Supervision

Statement

Weighted Mean

Description

1. As part of the supervision/evaluation cycle, my principal often helps collect data which I find useful to help me improve my instruction.

4.09

Great extent

2. During a supervision/evaluation conference, my principal is very useful in helping me set goals on which I can work.

3.99

Great extent

3. As a result of my principal’s questioning during supervision/evaluation conferences, I have been stimulated to analyze my teaching.

4.04

Great extent

4. During the supervision/evaluation conferences, my principal asks probing questions that make me think.

3.96 Great extent

5. My principal and I often discuss the instructional strategies used in my classroom.

3.85 Great extent

6. I often look to my principal as a person who can individually help me improve the instruction in my class.

3.99 Great extent

7. My principal offers specific improvements/ suggestions during supervision/ evaluation conferences.

4.05 Great extent

8. My principal encourages me to use more than one instructional strategy when I teach.

4.03 Great extent

9. My principal frequently observes my classroom.

3.87 Great extent

10. When my principal observes my classroom, he/she looks for specific things upon which we agreed.

3.98 Great extent

Average Weighted Mean 3.99 Great extent

4.50 – 5.00 = to a very great extent 3.50 – 4.49 = great extent 2.50 – 3.49 = moderate extent 1.50 – 2.49 = low extent 1.00 – 1.49 = no extent

Table 1 indicates that the ten statements on school

principals’ instructional supervision were rated by the teacher – respondents within the weighted mean of 3.50 – 4.49 described to a great extent. The teachers gave the highest assessment of school principals’ instructional supervision on school principal often helps collect data which teachers find useful in improving instruction. The


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teachers perceived that this is the most observed instructional supervision practice that their school principals carried out. They were convinced that their school principals did this instructional supervision because it can serve as a basis in their efforts to improve classroom instruction. Similarly, teachers described to a great extent (4.05) the school principals’ instructional supervision on offering specific improvement/suggestions during supervision/evaluation conferences. This suggests that teachers perceived that their school principals gave suggestions for improvement during the post-conference in their classroom observation. In the same manner, teachers perceived those school principals to a great extent carried out their instructional supervision on questioning during supervision/evaluation where teachers become stimulated to analyze their teaching. Teachers were convinced that school principals were serious in the exercise of their supervision and evaluation specifically in questioning. The teachers gave the lowest rating (3.85) in their assessment of the school principals’ instructional supervision in the instructional strategies used in the classroom where they and the teachers often discussed. It can be said that school principals to a great extent carry out their function of discussing with teachers the appropriate teaching strategies to be used in the classroom. Furthermore, teachers rated 3.96 described as to a great extent the school principals’ instructional supervision in asking probing questions that make teachers think during the supervision/evaluation conferences. The school principals did this function because they were convinced that it can help many teachers in their teaching performance. The teachers yielded an average weighted mean (3.99) described to a great extent on their assessment of the school principals’ instructional supervision. This suggests that teachers perceived that their school principals were religious in their responsibilities of supervising and evaluating teachers’ pedagogical tasks in the classroom. School principals believed as perceived by their teachers that discharging their instructional supervision can enhance classroom instruction, thus, improve students’ performance. This finding is consistent with the previous study which indicated that the level of instructional supervision of the school principals as perceived by their teachers was to a great extent (Dela Cruz, 2001).


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Problem No. 2 To what extent do teachers in public elementary schools manifest their teaching efficacy in terms of student engagement, instructional strategies, and classroom management? Table 2 Summary Table on Teaching Efficacy

Teaching Efficacy Weighted Mean Description

Student Engagement 4.08 Great Extent

Instructional Strategies 4.06 Great Extent

Classroom Management 4.21 Great Extent 4.50 – 5.00 = to a very great extent 3.50 – 4.49 = great extent 2.50 – 3.49 = moderate extent 1.50 – 2.49 = low extent 1.00 – 1.49 = no extent.

Table 2 shows the teaching efficacy of teachers in three components, such as student engagement, instructional strategies, and classroom management. The teaching efficacy of teachers was determined by computing its weighted mean with the corresponding description. It can be seen in Table 2 that teachers have the highest efficacy level in classroom management. It can be construed that teachers are very confident in managing their respective classrooms. It can be attributed to their knowledge in classroom management and dealing discipline problems of the students. They were also effective in student engagement as shown in the weighted mean (4.08) described to a great extent. It can be inferred that teachers possess the ability to motivate and stimulate students’ interest in learning. They can provide varied classroom activities to sustain the attention of the students in the lesson. Similarly, the teachers to a great extent are efficacious in the use of teaching strategies. They were equipped with knowledge and skills on the different teaching strategies. In other words, teachers can easily facilitate learning to their students. The findings are consistent with the previous study which indicated that the teaching efficacy of teachers in terms of student engagement, instructional strategies, and classroom management is manifested to a great extent (Reyes, 2005; Viola, 2002).


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Conclusions

In light of the discussion, the following conclusions are

hereby made:

The school principals manifested instructional supervision to a great extent.

The teachers manifested a great extent of their teaching efficacy in student engagement, instructional strategies, and classroom management.

The instructional supervision of the school principals is related to the teaching efficacy of the teachers in terms of student engagement, instructional strategies, and classroom management.

The teachers, regardless of educational attainment, length of service, and grade level assignment, have a similar level of teaching efficacy in terms of instructional strategies and classroom management. In the same way, teachers’ teaching efficacy in terms of classroom management is similar when they are grouped according to the length of service and grade level assignment. However, teachers’ teaching efficacy in terms of student engagement differs when they categorized according to educational attainment.


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References

Acheson, K.A. and Gall, M.D. (1997). Techniques in the clinical supervision of teachers: Preservice and in-service applications. New York, NY Longman.

Anderson, T. (2008). Theory and practice of online learning 2nd Ed. Athabasca, AB:

Athabasca University. Bandura, A. (1997). Self-efficacy. The exercise of control. New York: W.H Freeman Gibson, S., and Dembo, M. (2004). Teacher efficacy: A construct validation. Journal of

Educational Psychology, pp. 76, 569-582. Glickman, C.D., Gordon, S.P, and Ross-Gordon, J.M. (2001). Supervision and

Instructional leadership. Needham Heights, MA: Allyn and Bacon Goldhammer, R., Anderson, R.H, and Krajewski, R.J. (2003). Clinical supervision: Special

methods for the supervision of teachers (3rd Ed.). New York: Holt, Rinehart & Winston.

Hackett, G. (2005). Self-efficacy in career choice and development. InA. Bandura (Ed.),

Self-efficacy in changing societies. New York: Cambridge University Press. Hesketh, E.A., and Laidlaw, J.M. (2010). Quantitative Research Education Development

Unit NHS Education for Scotland. Retrieve June 10, 2014, from www.sportsci.org/jour/0001/wghdesign.html.

Markusic, M. (2012). Simplifying the Likert scale. Retrieve July 30,2014from

www.brighthubeducation.com/special-ed-law/13507 Marlatt, A.A, Baer.J.S., and Quigley. A.A (2005). Self-efficacy and Addictive behavior. In

A Bandura (Ed,) Self-Efficacy in changing societies pp.289-316. New York: Cambridge University Press.

Hackett, G. (2005). Self-efficacy in career choice and development. In A. Bandura (Ed.),

Self-efficacy in changing societies. New York: Cambridge University Press. Hesketh, E.A., and Laidlaw, J.M. (2010). Quantitative Research Education Development

Unit NHS Education for Scotland. Retrieve June 10, 2014, from www.sportsci.org/jour/0001/wghdesign.html.

Markusic, M. (2012). Simplifying the Likert scale. Retrieve July 30, 2014, from

www.brighthubeducation.com/special-ed-law/13507

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RELEVANCE OF THE CRIMINOLOGY REVIEW PROGRAM OF NIPSC VICTORINO SALCEDO

CAMPUS: BASIS FOR THE PROGRAM ENHANCEMENT

Rosario P. Noderama

Northern Iloilo Polytechnic State College

ABSTRACT

Higher learning institutions are constantly upgrading and developing learning and teaching to improve licensure examination performance. One of the strategies being adopted is conducting a review program on the campus. This paper examines the relevance of the Criminology Review Program of the Northern Iloilo Polytechnic State College-Victorino Salcedo Campus, Sara, Iloilo, Philippines. Specifically, this descriptive survey-correlational study focuses on the influence of the respondents' demographic profile to the relevance of the review program in terms of the areas of concentrations in the licensure examination and the difficulty they have encountered in the examination. Research findings revealed no significant difference existed between the level of relevance of the review program and the respondents' demographic profile; while a significant difference was noted between the level of difficulty in the area of Law Enforcement Administration and the number of taking of the examination. A significant relationship existed between the relevance of the review program and the difficulty encountered in the actual board examination. In this regard, an action plan was designed to enhance the passing percentage in the Criminology Licensure Examination. Keywords: Education, relevance, review program, difficulty, descriptive design, Philippines, Asia


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Introduction

here are several ways of defining the quality of Higher Education Institutions (HEIs) in the Philippines. One tangible measure commonly used in the country is the performance of an HEI’s graduates in state licensure examinations (Padua, 2003). Through these

examinations, the skills and competencies which are said to be the likely outputs of a quality-assured HEI (Padua, 2012) could be measured to some extent. Thus, higher learning institutions are constantly upgrading and developing learning and teaching to improve licensure examination performance. According to Baang (2016), passing the licensure examinations given by the Professional Regulation Commission (PRC) can be one of the greatest achievements in a college graduate’s life. The examination is intended to prove the graduates’ knowledge, progress, skills, and qualifications in a particular profession. Moreover, the performance of the graduates in an institution who take the licensure examination determines the quality of education the school provides, which eventually guarantees the efficiency and effectiveness of its graduate’s application of the things he or she has learned in his or her chosen profession or career. It was also suggested that a higher standard of performance of the instructional system and consequently, the performance of the students in the licensure examinations reflects the institution’s efficiency as well as the intellectual capacity of the students that the school has cultivated in the period that the students have remained in its portals. The enactment of the Republic Act No. 6506 in 1972 created the Criminologist Licensure Examination (CLE). The examination was aimed to standardize the profession of criminologists in the country. This Act also provides the areas of concentration in the Criminology Board Examination. The following are the six areas of concentration with their respective relative weights: Criminal Jurisprudence and Procedure (20%), Law Enforcement Administration (20%), Criminalistics (20%), Criminal Detection and Investigation (15%), Criminal Sociology, Ethics, and Human Relations (15%), and Correctional Administration (10%). At present, the CLE is conducted twice a year by the PRC. Unlike in other countries, criminology and criminal justice education in the country are not spared from this

T


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criterion. In the Philippines, criminology graduates are required to pass the CLE before they can be considered as criminologists.

One of the strategies being adopted to improve licensure examination performance is conducting a review program on the campus. Bautista and Dicang (2007) who conducted a study on “Course Preparation and Review Program” concluded that relevance and the vital importance of the review program are needed in preparing the examinees for any given examinations. Other researchers, such as Peckley and Natividad (2007), in their study “Motivational Factors among Criminology Reviewers in Attending the Board Review”, have concluded that Review Center plays a very important role in helping would-be examinees in their test-taking endeavor. Likewise, Visco (2015) posed that licensure examination review also has a significant influence on Licensure Examination for Teachers which means that exposure to review programs is also essential preparation for taking the licensure exam. Furthermore, Tan (2016) concluded that the LET review conducted in their Campus has a great impact on the passing performance of those who attended the review. The same was initiated by academicians Pariñas, Obrero & Obrero (2014) by determining the readiness of the students and the relevance of the topics in the clustered subjects in the examination for the criminologists. The College of Criminology of Northern Iloilo Polytechnic State College (NIPSC) – Victorino Salcedo Campus (VSC) in Sara, Iloilo, Philippines has produced CLE passers since 2010 with an institutional passing percentage which are mostly above the national passing percentage. Since then, our graduates in Criminology had to attend the review program in any Criminology Review Centers of their choice in Iloilo. The College started to offer in 2016 the Criminology Review Program, in partnership with the Insight Review Center in Iloilo City, to help its graduates in the board examination. The review program is conducted for four months and scheduled every Saturday and Sunday. Just like in any review centers, the review program covers all the six areas of concentration for the board examination. Since 2016 the institutional passing percentage was consistently higher than the national passing percentage. However, despite this review program, still, some examinees failed in the CLE and no


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investigation has been conducted regarding the review program of NIPSC-VSC hence, this study.

Framework of the Study This study is anchored on the fading theory which contends that the trace or mark a memory etches into the brain is like a path made in the woods when one continually walks along the same route. If one does not take that same path, it eventually becomes overgrown until it disappears (http://faculty.bucks.edu/specpop/memory.htm). In the same way, facts that are learned are forgotten when one does not review them. Another theory where this study can be linked is Stewart's Theory of Prediction which states that factors can also be predictors of a criterion and may be utilized to partly explain the latter (as cited in Consad & Toquero, 2015). In this regard, the relevance of the Criminology Review Program can also be used to forecast its relationship to the performance of the examinees in the actual licensure examination.

Objectives of the Study This study is intended to analyze the relevance of the Criminology Review Program of NIPSC-VSC as perceived by its examinees in December 2017 board examination in terms of its performance in the six areas of concentration discussed by the reviewers. Specifically, it sought to determine the following: 1) the level of relevance of the review program in terms of the areas of concentration in the CLE when respondents were taken as an entire group and classified according to their demographic profile, 2) the level of difficulty encountered by the respondents in the areas of concentration in the CLE when they were taken as an entire group and classified according to their demographic profile, 3) the significant differences between the level of relevance of the review program in terms of the areas of concentration in the CLE and the respondents’ demographic profile, 4) the significant differences between the level of difficulty encountered by the respondents in the


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areas of concentration in the CLE and the respondents’ demographic profile and 5) the significant relationship between the relevance of the review program and the difficulty encountered by the respondents in the CLE. It further aimed at proposing an action plan which could serve as the basis for the enhancement of the review program.

Methodology This study used the descriptive survey-correlational research design. It was conducted in NIPSC-VSC in Sara, Iloilo, Philippines. The respondents of this study were the purposively selected 62 examinees who had attended the review classes conducted at the NIPSC-VSC by Insight Review Center in Iloilo City, Philippines from May 2017 to October 2017 and have taken the board examination in December 2017. They were classified according to sex, age, year graduated, and the number of taking of the CLE. Furthermore, they were categorized as male and female for sex; 21 years old and below, 22-24 years old, and 25 years old and above for age; 2016 and 2017 for year graduated, and first take and second take for the number of taking of the CLE. Finally, the respondents included the following: 42(68%) males and 20(32%) females; 29(47%) 21 years old and below, 22(35%) 22-24 years old, 11 (18%) 25 years old and above; 8(13%) graduated in 2016 and 54(87%) graduated in 2017; 48(77%) were first takers and 14(23%) were second takers. The researcher-made instrument was a questionnaire-checklist that was used to gather the needed data for this study. It was validated by the three faculty of the school. Such an instrument contains the profile of the respondents and checklist on the relevance of the topics of each area of concentration in the CLE discussed during the review classes. Likewise, the checklist contains the difficulty of the topics of each area of concentration which the respondents have encountered on the actual examination conducted by PRC in December 2017. The respondents circled the number that indicated how relevant the topics of each area of concentration in the CLE were discussed during the review classes and how difficult those topics were in the actual examination. For statistical purposes,


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respective numerical weights were assigned to the responses, as follows: 1- Not Relevant/Not Difficult; 2- Slightly Relevant/Slightly Difficult; 3- Relevant/Difficult; 4- Very Relevant/Very Difficult; and 5- Extremely Relevant/Extremely Difficult.

An Informed Consent Form was given to each respondent and he/she was made to understand that his/her participation was voluntary and may withdraw from the study at any time and for any reason and that the responses given will be treated with the utmost confidentiality. Basic information regarding the researcher like the name, contact number, and email address were also reflected in the form.

Frequency count and percentage analysis were used to determine the profile of the respondents and the mean was used to analyze the level of relevance of the criminology review program in terms of the six areas of concentrations of the CLE discussed during the review classes. The mean was also used to analyze the level of difficulty of the six areas of concentration encountered by the examinees in the actual board examination after these were interpreted based on the following scales of means: 1.00 – 1.80: Not Relevant/Not Difficult (NR/ND); 1.81 – 2.60 Slightly Relevant/Slightly Difficult (SR/SD); 2.61–3.40 Relevant/Difficult (R/D); 3. 41 – 4.20: Very Relevant/Very Difficult (VR/VD); 4.21-5.00 Extremely Relevant/Extremely Difficult (ER/ED). The t-test for independent samples was utilized to determine the significance of the differences in the level of relevance of the criminology review program and the level of difficulty encountered by the examinees in terms of the six areas of concentration in two-level categories of the respondents’ profile. Moreover, the One-Way Analysis of Variance (ANOVA) was used to determine the significance of the differences in the level of relevance of the criminology review program and the level of difficulty encountered by the examinees in terms of the six areas of concentration in three-level categories of the respondents’ profile.

Furthermore, Pearson’s Product Moment Coefficient of

Correlation (Pearson’s r) was used to determine the significance of the relationships between the relevance of the criminology program and the difficulty encountered by the examinees in the CLE wherein


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the results were interpreted based on Cohen’s (1998) interpretation as shown in the following: 0.10 -0.29: Small/ Weak; 0.30 - 0.49: Medium/ Moderate; 0.50 – 1.0: Large/ Strong. The .05 alpha level was used as the criterion for the acceptance or rejection of the null hypothesis.

Results and Discussion Relevance of the Review Program

The criminology review program of NIPSC-VSC was perceived by the respondents as very relevant when taken as an entire group (M = 3.78) and classified according to their demographic profile: male (M = 3.71) and female (M = 3.91) for sex; 21 years old and below (M = 3.89), 22-24 years old (M = 3.79), and 25 years old and above (M = 3.45) for age; 2016 graduate (M = 3.89), and 2017 graduate (M = 3.76) for year graduated; first takers (M = 3.74) and second takers (M = 3.92) for the number of taking the CLE. This means that there were many items in the actual board examination which were also covered in the review program. All areas of concentration were viewed as very relevant by the respondents except for Correctional Administration which was viewed as extremely relevant by 2016 graduates (M = 4.25) and second takers (M = 4.21); while Criminalistics and Criminal Detection and Investigation were viewed as relevant by those who were 25 years old and above (M = 3.38) and (M = 3.24) respectively. The results suggest that the items in the area of Correctional Administration during the actual board examination were easier as compared to other areas of concentration. It also implied that Criminalistics and Criminal Detection and Investigation should be given more emphasis during the review.


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Table 1 Level of Relevance of the Review Program

Legend: CJPE Criminal Jurisprudence, Procedure LEA Law Enforcement Administration Crim Criminalistics CDI Criminal Detection and Investigation CSEHR Criminal Sociology, Ethics, and Human Relations CA Correctional Administration Desc Description

Difficulty Encountered by the Respondents

The results show that the licensure examination was difficult as perceived by the respondents taken as an entire group (M = 2.99) and classified according to their demographic profile: male (M = 3.12) and female (M = 2.75) for sex; 21 years old and below (M = 3.14), 22-24 years old (M = 3.00), and 25 years old and above (M = 3.00) for age; 2016 graduate (M = 3.98), and 2017 graduate (M = 2.99) for year graduated; first takers (M = 3.01) and second takers (M = 2.97) for the number of taking the CLE. This means that despite the review program, the actual board examination was still difficult. Such results coincide with the findings of Pariñas, et al. (2014) that licensure examination items were perceived as difficult by their respondents. All areas of concentration were viewed as difficult by the respondents except for Criminal Jurisprudence and Procedure which


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was viewed as extremely difficult by the 2016 graduates (M = 3.41) thus, the result suggests that performance in the area of Criminal Jurisprudence and Procedure tend to be lower for those examinees who have taken the exam years after graduation or later in the schedule. However, Law Enforcement and Administration and Correctional Administration were viewed as slightly difficult by first takers (M = 2.42) and female respondents (M = 2.05) respectively. This may mean that first taker examinees tend to score higher in the area of Law Enforcement Administration than those who are second takers. Likewise, female examinees in this study performed better in Correctional Administration than their male counterparts. This finding corroborates with that of Pascual and Navalta (2011) based on their study in a State University wherein female respondents achieved a higher level of passing rate in the board examination for teachers. Table 2 Level of Difficulty Encountered by the Examinees in the CLE

Differences Between Relevance and Demographic Profile

The t-test results show no significant differences existed between the level of relevance of the criminology review program in terms of the six areas of concentrations and the respondents’ sex,


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year graduated, and the number of taking the exam. The obtained ts(60) were 0.893,0.153, 0.035 and obtained ps were 0.950, 0.269, and 0.280 respectively for the area of Criminal Jurisprudence, and Procedure; for the area of Law Enforcement Administration the obtained ts(60) were 1.49, 0.284, and 0.804 and obtained ps were 0.132, 0.437, and 0.064 respectively; for the area of Criminalistics the obtained ts(60) were 0.934, 0.548, and 1.076 and obtained ps were 0.054, 0.555, and 0.169 respectively; for the area of Criminal Detection and Investigation the obtained ts(60) were 1.737, 0.581, and 1.138 and obtained ps were 0.275, 0.339, and 0.077 respectively; for the area of Criminal Sociology, Ethics, and Human Behavior the obtained ts(60) were 1.362, 0.214, and 0,422 and obtained ps were 0.773, 0.436, and 0.361 respectively; for the area of Correctional Administration the obtained ts(60) were 0.276, 0.774, and 0.934 and the obtained ps were and 0.859, 0.534, and 0.623 respectively for the area of which were all higher than 0.05. This means that whether the respondent is a male or female, 2016 0r 2017 graduate, first taker, or second taker of the licensure exam, his perceptions on the relevance of the review program remain comparable with the rest of the respondents.

The One Way ANOVA results also show no significant differences between the level of relevance of the review program in the six areas of concentration when examinees were classified according to age. The obtained ps were F (2,59) = 1.102, p = 0.339 for Criminal Jurisprudence, and Procedure; F(2,59) = 1.279, p = 0.286 for Law Enforcement Administration; F(2,59) = 0.705 for Criminalistics; F(2,59) = 1.407, p = 0.253; for Crime Detection and Investigation; F(2,59) = 1.95 , p = 0. 151 for Criminal Sociology, Ethics and Behavior; F(2,59) = 0.251, p =0.774 for correctional administration which were all higher than 0.05. This means that whether the respondent is 21 years old and below, 22-24 years old, or 25 years old and above, his perceptions on the relevance of the review program remains comparable with the rest of the respondents. Differences Between Difficulty Encountered and Respondents’ Profile

The t-test results show no significant differences existed between the level of difficulty encountered in the CLE when the respondents’ sex, year graduated, and the number of taking of the


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CLE in the areas of Criminal Jurisprudence, and Procedure, the obtained ts(60) were 1.121, 0.703, and 0.389 and the obtained ps 0.057, 0. 817, and o.985 respectively; for Criminalistics the obtained ts(60) were 2.679, 0.264, and 0.082 with obtained ps 0.179, 0.199, and 0.196 respectively; for Criminal Detection and Investigation the obtained ts(60) were 1.840, 0.666, and 0.229 with obtained ps 0.253, 0.298, and 0.211 respectively; Criminal Sociology, Ethics, and Human Behavior obtained ts(60) were 1.351, 0.007 and 0.424 with obtained ps 0.152, 0.124, and 0.168 respectively; and Correctional Administration where the obtained ts(60) were 2.562, 0.335 and 0.90 and obtained ps 0.076, 0.854 and 0.755 respectively, which were all higher than 0.05. This means that whether the respondent is a male or female, 2016 0r 2017 graduate, or first taker or second taker of the licensure exam, his perceptions on the level of difficulty he has encountered during the exam remain comparable with the rest of the respondents. Moreover, the One Way ANOVA result show no significant differences were noted between the level of difficulty encountered by the examinees when they were classified according to age. The obtained ps were F(2,59) = 0.050, p = 0.951 for criminal jurisprudence, procedure, and evidence; F(2,59) = 0.176, p = 0. 839 for law enforcement administration; F (2,59) = 0.216, p = 0.807 for criminalistics; F(2,59) = 0.487, p = 0.617; for crime detection and investigation; F(2,59) = 0.235 , p = 0. 791 for sociology of crimes and ethics; and F(2,59) = 0.173, p =0.842 for correctional administration which were all higher than 0.05. This means that whether the respondent is 21 years old and below, 22-24 years old, or 25 years old and above, his perceptions on the difficulty he has encountered during the exam remains comparable with the rest of the respondents. In addition to the t-test results, no significant difference existed between the level of difficulty encountered by the examinees in the CLE in the area of Law Enforcement Administration when they were classified according to sex and year graduated. The obtained ts(60) 2.047, 0.047 and ps obtained were 0.238 and 0.651 respectively, which were all higher than 0.05. This means that whether the respondent is a male or female; a 2016 0r 2017 graduate; his perceptions on the level of difficulty he has encountered during


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the exam in the area of Law Enforcement and Administration remain comparable with the rest of the respondents.

On the other hand, a significant difference was noted in the level of difficulty in the area of Law Enforcement Administration when respondents were classified according to the number of taking of the exam. The obtained t(60) was 2.047 and obtained p was 0.013. This means that first takers and second takers examinees perform significantly different from the other in the area of Law Enforcement Administration in the actual board examination. It somehow refutes the findings of Pariñas, et al. (2014) that there exists a significant relationship between the number of times in taking CLE and the area in Law Enforcement Administration.

Table 3 Differences in the Level of Difficulty Encountered in Law Enforcement and Administration and the Respondents’ Demographic Profile

*p< 0.05 Significant at .05 alpha

Relationship between Relevance and Difficulty

Moreover, it was also noted that a positive and strong

significant relationship existed between the relevance of the criminology review program and the difficulty encountered by the examinees in the CLE (r = .544, p = .011. P < 0.05) This means that the relevance of the review program positively and significantly


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influences the performance of the examinees in the actual board examination. It coincides to some degree with the assertion of Bautista and Dicang (2007) that relevance and the vital importance of the review program are needed in preparing the examinees for any given examinations. Likewise, it conforms to the findings of Tan (2016) that the LET review conducted in their Campus has a great impact on the passing performance of those who attended the review and that of Peckley and Natividad (2007) who concluded that Review Center plays a very important role in helping would-be examinees in their test-taking endeavor.

Table 4 Relationship between the Relevance of the Review Program and the Difficulty Encountered in the CLE

Variable(N=62) Difficulty r rprob

Relevance

.544*

.011

*p< 0.05 Significant at .05 alpha

Pr0p0sed Action Plan

To enhance the Criminology review program of NIPSC Victorino Salcedo Campus the proposed action plan is designed based on the results of the study: Table 5 Proposed Action Plan

Key Result

Areas

Objectives

Programs/Projects/Activities

Faculty and

Instruction

To continuously provide

quality education to

produce globally

competitive professionals

Continuous participation of BS Criminology faculty members to seminars, training, and workshops related to the course

Benchmark with the best practices of other colleges and universities offering Criminology program

Regular updating of the OBE syllabi based on the guidelines set by the CHED and PRC

Provide updated, relevant, and adequate library holdings and laboratory facilities and equipment for the use of faculty and students


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Curriculum To adopt a curriculum

which response to global

competitiveness

Conduct periodic review and revision of the curriculum that corresponds to the needs of the community and the industry and meet the requirements of CHED and PRC

Strictly implement admission/retention policy to ensure the quality of the students who are enrolled in the Criminology program

Criminology

Review

Program

To prepare and ensure the

readiness of the students

to take the Criminology

Licensure Examination

Tap lecturer/ reviewer who is expert in the field of Criminology

close monitoring of the students' attendance in the review

Conclusion From the findings of the study, it is concluded that the Criminology review program conducted by the NIPSC-VSC was an effective tool in preparing the students for the licensure examination. As stated by Delizo, et al. (2011) “reviewing is always necessary because of the many factors affecting one’s memory or ability to recall the subjects taken in the undergraduate studies. Therefore, the review program is worthy to be retained to help the examinees pass the Criminology Licensure Examination.

References Baang, M. (2016). Investigating the macro perspective affecting the passing rate in

board examinations: A take-off point in designing a causal model. International Journal of Learning, Teaching, and Educational Research, 15(4),108-120.

Bautista, A., and Dicang, M.(2007). Course preparation and review programs of the

College of Education, University of Baguio. UB Research Journal 2007. UB Baguio City.

Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed).

Hillsdale, NJ: Lawrence Erlbaum Associates, 79-81.

Consad, H. &Tuquero (2015). Predictors of nursing graduates’ performance in the licensure examination. ResearchGate. Thesis. Palawan State University.

Delizo, et al. (2011). Tracer’s criminology reviewer: a guide to passing and topping the

board exam. Trazer. Baguio City. http://faculty.bucks.edu/specpop/memory.htm


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Padua, R. (2003). A Quality-Based Normative Financing for State Higher education institutions in the Philippines. Journal of Philippine Higher Education Quality Assurance 1 (1). Retrieved on June 20, 2018, from http://www.aaccupqa.org.ph/Outputs.html

Padua, R. (2012). Typology-Based QA for Philippine Higher Education Institutions:

Through the Fabric of Instruction, Research, and Extension Functions of HEI’s. IAMURE International Journal of Education 3. doi: http://dx.doi.org/10.7718/ iamure.ije.v3i1.216

Pariñas, M. M., Obrero, R. L., & Obrero, R. L. (2014). The relevance of the topics in the

criminologist licensure examination review program of the university of northern Philippines. UNP Research Journal, 21(1).

Pascua, J., and Navalta, J. (2011). Determinants of L.E.T. performance of the teacher

education graduates in a state university. JPAIR Multidisciplinary Journal. Volume 6

Peckley, (M.F.) and Natividad, T.O. 2007. Motivational factors among criminology

reviewees in attending the board review. UB Research Journal 2007. UB Baguio City.

Republic Act No. 6506 – An act creating the board of examiner for criminologists in the Philippines and other purposes. Retrieved on August 1, 2018, from https://www.chanrobles.com/republicacts/republicactno6506.html#.VVELgo5Viko

Tan, C. (2016). Impact of review on the performance of graduates in the licensure

examination for teachers, 2012-2014. Retrieved on August 2, 2018, from

https://worldconferences.net/home. Visco, D. (2015). Predictors of performance in the licensure examination for teachers

of the graduates of higher education institutions in Abra. International Journal of Management Research and Business Strategy, 4(1), 181-191.

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SCIENCE TEACHER’S QUALITIES: BASIS FOR FACULTY SUSTAINABLE PROGRAM

Rommel P. Laguatan

Bren D. Abad President Ramon Magsaysay State University

Science education is a vital element of a country’s progress. Hence, teachers of Science should be equipped with the indispensable skills to be able to effectively contribute to the development of functionally-literate and scientifically-minded citizens. This descriptive-survey research determined the Science teachers’ qualities which served as baseline information in the crafting of a faculty enhancement program. A total of 22 junior high school Science teachers purposively chosen from various public secondary schools of Southern Zambales, Philippines served as respondents of the study. The results of the inquiry indicated that the teachers’ professional knowledge, professional practice, and professional attribute are very evident. The study found out that Science teachers are deficient in conducting their research and sharing the results with their colleagues. The study recommends that teachers could be encouraged to conduct classroom-based research at least annually to solve Science pedagogy problems towards improving the quality of Science teaching in the country. Moreover, research outputs may be disseminated via fora, research colloquia, and/or learning action cells. The developed faculty enhancement program is hereby recommended for implementation and further validation. Keywords: Science teaching, Science teachers’ qualities, faculty enhancement program, Zambales, Philippines


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Introduction ducation is the most important investment in the world. It plays a fundamental role in the development of humanity, and also to society. Alsharari (2016) concludes that public education is seen as an essential ingredient of improving life’s quality and economic growth in many countries all

over the world. Science education acts as a vital part of every ebullient

nation because it helps every people to improve the worth of living in society, so does it also becomes substantial in third world country. Furthermore, Science education becomes a complex subject that framed different fields such as biology, physics, chemistry, astronomy, and Earth Science. Discoveries are being made every day that contribute to Science knowledge (Zuelke, 2008). Science instruction provides students with the opportunity to know more about living organisms, non-living matter, energy, space and events that occur in daily lives, to develop scientific attitudes such as humility, responsibility, curiosity, objectivity, and intellectual honesty, to generalize and discover scientific principles (Alsharari, 2016). McCall and Conaway (2008) agree that Science education is a complex discipline because it incorporates knowledge from many other disciplines (Mathematics, the Social Sciences, History, and Language Arts) and because it is a discipline that is inherently relevant to society.

Teachers play an indispensable role in the successful

realization of every educational policy initiative, yet in most parts of the world, they are poorly motivated and have a low identity (Agezo, 2010; Cogneau, 2003; Lambert, 2004; Ololube, 2006; Rebore, 2001; Sargent & Hannum, 2005).

Teaching is the greatest profession because teachers are not just teaching children but they have willing hands to touch every student’s heart. Teachers are not just teaching individuals how to count and read but to teach them how to live. Teachers let every individual seek joy and excitement in learning. Every teacher dabbles the heart of every young which inspires them to hope in dreaming such as having a lighter life soon and knowing the real-life in the real world.

E


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Moreover, the teacher plays effervescent roles in society, generally in the instructional environment. Aside from that, according to Ministry of Education (2013), teachers set the role in classrooms such as builders of a warm environment, mentor and nurturer of students, become role models, and listen and look for signs of trouble. All these roles are very significant in giving the knowledge to learners.

Unfortunately, science education is facing bigger challenges

and difficulties that affect the quality of education in the 21st century. There are many constraints facing Science education in Philippine schools which include; (a) shortage of qualified Science teachers, (b) lack of quality textbooks, (c) inadequate equipment, (d) large classes, and (e) lack of support from administrators UP-NISMED (2011).

However, hiring certified teachers in critical shortage subject

areas such as mathematics and science, and recruiting teachers for schools located in poor urban areas to teach mathematics or science is a more difficult task (Zuelke, 2008). Further, recruiting new Science teachers is a short-term solution to the teacher shortage because of the low new teacher retention rate, even the most developed country like the USA is still struggling with a low retention rate of new teachers (Achinstein, 2006).

The concern of teachers’ competencies and credentials,

which can guarantee and take the assurance of their effectiveness has been a great dispute for not only the Science of pedagogy but also for those in charge of conscripting schools with proficient and experienced professionals. As regards this issue, modern studies have revealed that how a teacher carries out his work is determined by the union of his personality traits and acquired knowledge (Liakopoulou, 2011). Teachers’ qualification is stressed that the attitudes, professional knowledge, professional practices, attribute, and the degree that teachers hold are very important regarding on teaching-learning process.

UP-NISMED (2011) clinches that content knowledge refers to

the disciplinary conceptual knowledge of the teacher. Teachers require professional knowledge, which involves all pedagogical aspects learned throughout his/her teaching, also having a creative


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teaching approach, teaching method, strategies, and techniques that will lead to effective teaching of Science subject, UP-NISMED (2011) added.

The present study scrutinized the different qualities of

Science teachers in the 21st-century learning environment. The study served as a basis in developing a faculty enhancement program which could enhance Science teachers’ professional knowledge, professional practice, and professional attribute.

The results of the inquiry helped Science teachers to become

aware of the most essential qualities which could contribute to the success of the instructional process. This paper will likewise help students to appreciate Science as a fun learning adventure as provided by an innovative and enthusiastic Science teacher.


Science Teachers’ qualities are the basic pedagogical requirements before teaching in the field, affects learning within the classroom but also influences future student learning (Sanders & Rivers, 1996), can explain concepts, engage students and summarize major points, and also can make the class interesting and relevant (McCall & Conaway, 2008), and can transfer the content area knowledge to students, develop student creativity, well-organized classroom by planning the lessons and use different techniques to establish and maintain order in the classroom (Alsharari, 2016).

The 21st-century science education entails an educator

possessing professional qualities broke down into professional knowledge, professional practice, and professional attribute which will be framed to be effective in teaching. Science teachers’ qualities become hindrance not only in the teaching profession but also in the learning process where Wayne and Youngs (2003) argued that student achievement is deeply dependent upon the teachers’ experience, capacity, and preparedness.

This study was based on the Human Capital Theory and

Social Learning Theory. Human Capital Theory was popularized by Gary Becker, an economist from the University of Chicago, and Jacob Mincer that refers to the stock of knowledge, habits, social and


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personality attributes including creativity, embodied in the ability to perform labor to produce economic value. Alternatively, human capital; is a collection of traits – all the knowledge, talents, skills, abilities, experience, intelligence, training, judgment, and wisdom possessed individually and collectively by individuals (“Human Capital Theory”, n.d.).

Basic components of the human capital theory provide the

foundation for the conceptual framework explaining a person’s desire to pursue and continue in or leave the teaching profession (Hollas, 2011). Specifically, this theory focuses on the associations within training and education, establishment, and the task of finding a new position concerning returns and investments (Baptiste, 2001; Sweetland, 1996). A major principle of the human capital theory states that the more skills and knowledge one acquires, the lower one’s likelihood to leave that occupation (Ehrenberg & Smith, 2003). Decisions related to turnover are primarily directed by beginning requirements (e.g., licensing) and prospective benefits of a potential job change such as a higher salary, improved working conditions, and job satisfaction (Baptiste, 2001). If the current benefit related to turnover exceeds the costs, the decision to change jobs is much more likely. The benefit of turnover will be greater with the following characteristics: (a) greater benefits from the new job; (b) lesser job satisfaction from the current job; and (c) low instant costs associated with the change (Sweetland, 1996).


This study was intended to determine the teachers’ qualities among Science junior high school teachers of two secondary public schools in Zambales in terms of professional knowledge, professional practice, and professional attribute.


The descriptive survey research design was used in the study

with the use of a survey questionnaire, a Likert scale-typed, as the key tool in collecting the needed data. The instrument was used to


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describe the qualities of Science teachers which include professional knowledge, professional practice, and professional attribute. Respondents

The respondents of this study were the Science teachers of national high schools in Southern Zambales which include Science teachers of Junior High School in Castillejos National High School and Subic National High School. The sampling technique that was used in the study was comprehensive sampling or the universal sampling method. It is also termed as a total population sampling technique. Instrument

The Likert scale-type survey questionnaire served as the

main instrument in collecting the data. The survey questionnaire is composed of four parts and has a total of 91 items.

The survey tool was a researcher-made questionnaire. The

concepts were taken from the Framework for Philippine Science Teacher Education, UP-NISMED (2011). The survey questionnaire has been subjected to construct and content validity. Four experts were tapped to check the consistency of the items in each variable; one assessment expert and three Science experts. There were 10 respondents which are not part of the study from Castillejos Resettlement High School, San Agustin High School, San Antonio National High School, and San Miguel National High School, schools from the Southern Zambales. Data Gathering Procedure

The research questionnaire has been developed and

validated. The research questionnaire was a researcher-made questionnaire wherein concepts were taken from the Framework for Philippine Science Teacher Education, UP-NISMED (2012). Four experts tapped the survey questionnaire for its consistency, validation letter, and validation tool was shown in appendix A. And there were 10 respondents partaken for pilot testing. It also runs in SPSS version 20 for the reliability index. The office of BSED chairperson secured permission and approval from the school


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principals of the two selected schools through the endorsement letter. The permission was given to the two big schools, namely Castillejos National High School and Subic National High school.

The survey questionnaires were piloted to the Science

teachers of each school over three months. The 12 survey questionnaires were gathered from volunteer respondents of Castillejos National High School and 10 survey questionnaires were collected from volunteer respondents of Subic National High School. A total of 22 respondents were pinned and subjected to data analysis. After the data has been gathered and encoded in Excel 2016, then lead to analysis and interpretation through the help of Excel 2016 data analysis tool pack.

Results and Discussion Profile of the Junior High School Science Teachers The Junior high school Science teachers age were at 25 and below (4 or 18.18%), 2 or 9.09% under 26 to 30, 5 or 22.73% aged 31 to 35, 7 or 31.81% under 36 to 40, 1 or 4.55% for 41 to 45 elder, 2 or 9.09% aged 46 to 50 and 1 or 4.55% under 51 to 55.

The total percentage of female respondents was 72.73% (16)

and 27.27% were males (6). Dominant of the Science teachers were Teacher I (12, 54.55%), 5 or 22.73% of them were Teacher II, 1 or 4.55% was a Teacher III, 2 or 9.09% were Master Teacher I and the remaining 2 or 9.09% claimed that they were Master Teacher II.

In terms of length of teaching (7, 31.82%) Science teachers were committed below 5 years in the passion, (7,31.82%) were 5 to 10 years, (5, 22.73%) were 11 to 15 years, and at least (1, 4.55%) were 16 to 20 years, (1, 4.55%) in 21 to 25 years, and (1, 4.55%) in 31 to 35 years for teaching. The distribution of respondents’ profiles in terms of highest educational attainment was 3 or 14.29% of Science teachers are college diploma holders, 5 or 23.81% held master's degree diploma, and the majority held college diploma with master units, 13 or 61.90%.


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Meanwhile, most of the Science teachers held eighth grade (13, 33.33%), others handled ninth grade (10, 25.64%), tenth grade (8, 20.51%), and seventh grade (8, 20.51%). In terms of specialization, 1 or 4.55% of the Science teachers claimed that he/she was a Physical Science for Chemistry major, 4 or 18.18% has specialization in Physical Science for Physics, 8 or 36.36% specialized in Biological Science and common from the respondents were General Science major (9, 40.91%). Science Teachers’ Qualities

As shown in Table 1, the findings revealed that the Science teacher’s qualities in terms of professional attributes observed as “Always” with a general mean of 3.66 and a standard deviation of 0.46. Specifically, they Always manifest the knowledge of Science content (3.61, sd=0.49), knowledge of general pedagogy (3.64, sd=0.49), pedagogical content knowledge (3.71, sd=0.45), knowledge of the curriculum structure and materials (3.68, sd=0.45).

The Science Teacher’s qualities in terms of professional practice are Always manifested with a grand mean of 3.65 (sd=0.49). Especially, they always design sound Science teaching and learning experiences, create and maintain a safe learning environment, engage students in scientific investigations, find and implement students’ understanding, build students’ confidence and capacity, and use a wide variety of strategies.

In general, Science teachers always observed professional attributes with an overall mean of 3.61 (sd=0.53). They always manifest analyzing, evaluating, and refining teaching practices and working with other teachers. Meanwhile, working with other teacher’s sub-variable has the lowest means (3.51, sd= 0.60). Science teachers “Sometimes” conduct their research which can solve challenges encountered in Science teaching.


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Table 1 Science Teacher’s Qualities

Science Teacher’s Qualities N Mean Sd VD

A. Professional Knowledge 1. Knowledge of Science content 22 3.61 0.49 A 2. Knowledge of general pedagogy 22 3.64 0.49 A 3. Pedagogical content knowledge 22 3.71 0.45 A 4. Knowledge of the curriculum structure

and materials 22 3.68 0.45 A

Overall 22 3.66 0.46 A

B. Professional Practice 1. Designs sound Science teaching and

learning experiences 22 3.66 0.50 A

2. Creates and maintains a safe learning environment

22 3.67 0.49 A

3. Engages students in scientific investigations

22 3.60 0.50 A

4. Finds and implements students’ understanding

22 3.64 0.47 A

5. Builds students’ confidence and capacity 22 3.63 0.52 A 6. Uses a wide variety of strategies 22 3.67 0.48 A

Overall 22 3.65 0.49 A

C. Professional Attribute 1. Analyzes evaluate and refine teaching

practices 22 3.70 0.46 A

2. Works with other teachers 22 3.51 0.60 A Overall 22 3.61 0.53 A

Legend: 3.50 - 4.00 Always (A); 2.50-3.49 Sometimes (SO); 1.50-2.49 Seldom (SE); 1.00-1.49 Never (N)

Relationship of the Qualities of Science Teachers

There is a statistically significant correlation among qualities of Science teachers. Inter-correlations revealed that there is a significant relationship between Science teaching and learning experiences (r=0.981; p<0.05); curriculum structure and safe learning (r=0.973; p<0.05); curriculum structure and scientific investigations (r=0.732; p<0.05); curriculum structure and finds and students’ understanding (r=0.983; p<0.05); curriculum structure and students’ confidence (r=0.943; p<0.05); curriculum structure and strategies (r=0.967; p<0.05); curriculum structure and teaching practices (r=0.981; p<0.05); curriculum structure and works with other teachers (r=0.949; p<0.05); Science teaching, and safe learning environment (r=0.982; p<0.05);sound Science teaching, students’ understanding (r=0.988; p<0.05); Science teaching and teaching


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practices (r=0.977; p<0.05). In terms of safe learning, and works with other teachers (r=0.956; p<0.05); students’ understanding, and students’ confidence (r=0.975; p<0.05); students’ understanding, and teaching practices), (r=0.980; p<0.05);students’ understanding, and students’ confidence (r=0.975; p<0.05); students’ understanding, and teaching practices), (r=0.980; p<0.05); students’ confidence and teaching practices (r=0.937; p<0.05); students’ confidence, and works with other teachers (r=0.939; p<0.05); strategies and works with other teachers (r=0.917; p<0.05); and strategies, and teaching practices (r=0.961; p<0.05). Proposed Faculty Sustainable Program The proposed faculty sustainable program is shown in Table 2. Table 2 Proposed Faculty Sustainable Program

Activities Objectives Persons involved Duration Output

Science Teacher’s Symposium: Who am I?

To identify the different qualities of a Science teacher

Pre-Service Science Teachers, Science Head Teachers, Science Teachers Principals

2 Days Reflective Journal

Classroom-based Action Research Seminar

To write a CBAR proposal containing the basic rudiments research

Pre-Service Science Teachers, Science Head Teachers, Science Teachers Principals

3 Days Research Proposal

School-based Research Colloquium

To disseminate the result of completed and ongoing researches

Pre-Service Science Teachers, Science Head Teachers, Science Teachers Principals Research Panelists.

2 Days Research manuscript


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Teaching the teachers; A Content and pedagogy seminar

To demonstrate content and pedagogy knowledge in science through the use of innovative pedagogy approaches

Science Head Teachers

3 Days Documentation of

innovative pedagogical approaches in science

Periodic teachers Evaluation

To assess the science teachers’ qualities by students, peer and supervisor

Students Science Teachers Head Teachers and School head

Quarterly Evaluation Sheet

Science Teacher’s Formation and Team Building

To build a strong sense of camaraderie and unity among science teachers and revisit their professional and personal potentials

Science Teachers, Head Teachers, and Principals

3 days Reflective Journal

Conclusions

Based from the data gathered, it is concluded that: A typical

Science teacher is a female aged 36-40, a Teacher I, serving 1 to 10 years and a degree holder with masters units, handling Grade 8, and with specialization in General Science; Science teachers always manifest their qualities in terms of professional knowledge, professional practice and professional attribute. However, they “sometimes” practice conducting their research and share the results with other Science teachers. There exists a significant positive high relationship among Science teacher’s qualities.

Therefore, it is recommended that State universities and colleges should offer a Bachelor of Secondary Education major in General Sciences to keep abreast of today’s 21st century Science education which is parallel and suitable in the new curriculum, the K 12 program. The proposed faculty sustainable program is also


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recommended to implement by public secondary schools. Finally, further studies may be conducted to validate the results of this study and to discover other variables on science teachers’ qualities.

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IMPROVING READING COMPREHENSION SKILLS OF GRADE IV PUPILS USING

EFFECTIVE COMPREHENSION STRATEGY INSTRUCTION

Angela L. Inding Bag-ong Borbon Primary School

ABSTRACT

The study aimed to investigate the effect of Effective Comprehension Strategy Instruction (ECSI) on (1) improving the learners’ reading comprehension skills, (2) learners’ mastery learning and (3) teacher’s pedagogical delivery in Grade 4 pupils of Bag-ong Borbon Primary School, Buug, District, Zamboanga Sibugay Division. Quantitative and qualitative methods were both employed in this study. Observations on pupils’ behavior towards the lesson and the results of the formative assessment test through the experimental method were also gathered and used to analyze results. Interviews were also conducted to come up with results for the pedagogical delivery of the teachers. The test was conducted to the eighteen (18) Grade IV pupils and also to three (3) teachers of the school. SPSS software was used to analyze data. T-test was run to determine the effect of the ECSI on improving learner’s comprehension skills.

Significant findings revealed that learners who have undergone lessons with ECSI strategy have significantly higher scores than those lessons without ECSI strategy. ECSI is, therefore, an effective strategy to develop learners’ reading comprehension which should be employed by the teachers in the classroom.

Keywords: Effective Comprehension Strategy Instruction, reading comprehension skills, mastery learning, pedagogical delivery


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Introduction eading is a very important skill for learners to attain to be functionally literate in today's organization. It develops the capabilities of an individual that will help him contribute meaningfully to society. (Davis, 2016)

The Department of Education has implemented different

programs and projects that will help learners improve reading skills. One of the programs implemented is the Every Child A Reader program (ECARP). ECARP has initiated tools that can describe a learner’s reading level and the development of skills. One of the tools that were being adopted by the Department of Education is the Philippine Informal Reading Inventory (Phil-IRI) which is used to measure reader’s reading levels. Phil-IRI tool is very important for teachers because this tool can reflect how learners are performing in terms of their word recognition, comprehension, and critical analysis.

In elementary, it is a common problem that learners have

shown a good reading performance by reading the text literally and do not have good reading comprehension. Many learners do not acquire an appropriate reading ability level. (Krashen, 1988). It is sad to note that these learners also lack the skills to think critically and have difficulty in engaging higher-order thinking tasks. Lack of skills to think critically is associated with poor reading comprehension.

Learners just settle to learning to read even without

comprehension. This is a very alarming issue since the learners must be able to read comprehensively to become successful towards the next grade level. (Swanson, 1999, & Clay, 1985)

Teachers have exerted effort to teach the learning competencies yet still there is still an issue with the alarming data of the learners having poor reading comprehension skills. Aside from the programs being implemented, DepEd also has allocated funds for the continuing professional development of the teachers through teacher-training and provision of additional instructional materials for every grade level.

However, using the DepEd funded instructional materials in

the school and along with different teacher-training programs, the

R


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results of the Phil-IRI of the Grade IV pupils of Bag-ong Borbon PS revealed in their Phil-IRI pre-test that only two (2) pupils are in the independent level, two (2) falls on an instructional level and fourteen (14) pupils are in the frustration level.

For this reason, it can be concluded that the level of reading comprehension skills of the pupils in Bag-ong Borbon Primary School lag behind the standard level since only four (4) or 22% are at standard level. This is a manifestation of poor performance across all learning areas since all of the subjects are delivered in English as a medium of instruction.

There is still a need to engage in improving the reading

comprehension skills of the pupils through effective communication strategy instruction.

(Anders, 125) stated that reading comprehension is a natural co-developing process, which can (and often must) be improved by an appropriate strategy instruction. There is a need for teachers to select an effective strategy that will help with improving learners’ reading comprehension skills since learners have individual differences and multiple intelligences (Gardner, 2000).

Reading comprehension skills can be improved using activities that are developmentally appropriate for the pupils since there are so many factors that affect a learner’s ability to grasp the meaning of the text. Factors include (1) motivation (2) vocabulary/word knowledge/background knowledge (3) automaticity of decoding (4) fluent reading (5) understanding and use of strategies employed by effective readers (6) the nature of the text itself (difficulty and interest) (7) the type or genre of text (e.g., fiction, nonfiction, poetry) and; (8) the amount of reading done. (Duke and Pearson 2002).

Teachers must be able to implement a strategy that fits

within the interest and individual differences of the pupils which can be effective in improving reading comprehension skills.

Elementary learners need to develop their interest in reading and improving their ability to grasp the meaning of every text.


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An intervention must be introduced to support learners with poor reading comprehension skills. The Effective Comprehension Strategy Instruction (ECSI) is a kind of strategy where teachers must implement by using a series of activities as part of their daily lesson plan for teaching reading.

This strategy was proposed to improve pupils' reading comprehension and was adopted from the study of Duke and Pearson, “Strategies that work”. This strategy consists of developmentally appropriate activities that will be prepared by the teacher to improve the reading comprehension skills of the pupils. Some of these activities include: (1) identifying reading purposes (2) texts previewing before reading (3) making predictions and inferences before or during reading (4) activating relevant prior o background knowledge for reading (5) thinking aloud while reading (6) using text structure to support comprehension (7) creating visual representations (8) determining the important ideas in the text (9) summarizing reading (10) generating questions about text (11) handling unfamiliar words during reading by unlocking (12) monitoring reading comprehension during reading, and; (13) using fix-up strategies (Duke and Pearson 2002, 235)

This study, therefore, aimed to address the poor reading comprehension skills of the pupils using the Effective Comprehension Strategy Instruction (ECSI). Table 1 Total Enrolment of the Grade IV pupils

Grade IV pupils Male Female Total

7 11 18


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Framework of the Study Figure 1 Observed Poor Reading Comprehension Skills of the Pupils

It is hereby theorized that if the poor reading

comprehension skills be addressed in every lesson using the intervention, the reading comprehension skills of the pupils shall be improved thus, resulting to achieving the standards of reading level, therefore making learners independent, critical thinkers who are always ready to be engaged in higher learning activities as they go through their next grade levels.


This study will implement the different activities of the Effective Comprehension Strategy Instruction. Specifically, it aimed to:

1. Determine the reading comprehension level of the pupils; 2. Plan a daily lesson log in reading using the activities of the

Effective Comprehension Strategy Instruction; 3. Reflect on and discuss data gathered whether the strategy

was effective in improving the reading comprehension skills of the pupils;


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Materials and Methods A combination of the quantitative and qualitative methods

was utilized in the study. For qualitative data, observations and interviews were done with the teachers and for the quantitative data pupils were given a test taken from the Division-initiated compilation of story tests with the five levels of comprehension. The test has ten items that were resourcefully compiled by the Zamboanga Sibugay English Team. An experimental method was utilized to determine the effectiveness of the intervention to the pupils’ reading comprehension. The subject of the study was the 18 pupils of Bag-ong Borbon Primary School. Two groups of eight pupils were used (9 in the control group and 9 in the experimental group). The control group was exposed to a reading lesson with the traditional reading activities and the experimental group was exposed to reading lessons with the ECSI activities. After the lesson, a 10-item test shall be given to the pupils (both the control and experimental group) and the results were used to generate findings of the study.

To determine the level of reading comprehension of the pupils, this study has made use of the results of the Philippine Informal Reading Inventory (Phil-IRI) pretest results. The Phil-IRI is the standardized tool for determining the reading level of the pupils.

The PHIL-IRI was created to provide teachers a tool for assessing, measuring, and describing the reading performance of the learner. It is an assessment tool that consists of graded passages given to learners.

The T-test was also run to determine if there are significant

differences in the scores of the two groups. The level of significance was set at .05 alphas which is a liberal estimate for educational researches. SPSS was used to generate statistical computations.


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Results and Discussion Table 2 Phil-IRI Pretest Results of the Grade IV Pupils

Subject Independent Instructional Frustration Remarks

English 2 2 14 Below standard

level Percentage 11% 11% 78%

Table 2 shows the pupils’ level of reading comprehension.

The data were taken from the Phil-IRI results in the pre-test administered on June 11, 2018, by the teachers. The data showed that the reading comprehension performance of the pupils is below the standard level. Table 3 Mean Scores of the Two Groups in the 10-Item English Test

Groups

N

Mean Std.

Deviation

control 9 4.11 1.62

experimental 9 6.55 1.42

Table 3 shows the mean scores of the two groups. This

shows that scores of the experimental group who were exposed to ECSI activities with 6.55 performed higher than the control group with 4.11. The experimental group has performed better than the control group. This implies that pupils who have undergone the reading lesson with the ECSI strategy have higher mastery learning compared to pupils who did not receive the intervention. Table 4 Comparison of the Scores of the Two Groups in the 10-Item English Test

Groups N t Df p

control 9 -3.41 16 .004

experimental 9

The t-test was used to determine the significant difference

between the scores of the two groups. The result shown in table 4


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reported that there is a significant difference in the scores of the two groups. This implies that ECSI is a strategy that is effective for improving the reading comprehension of the pupils in Bag-ong Borbon Primary School. Results of the Strategy on Teacher’s Pedagogical Delivery

Interviews were done to determine the strengths and

weaknesses of the strategy on teachers’ pedagogical delivery. It was found out that teachers need to have more time to plan for the reading lesson plan since the teachers in the elementary are generalists that they have to teach all subjects in a day. Teachers need to plan eight lessons in a day. It was good that teachers were trained for teaching reading lessons that they were not able to find any difficulty in applying the ECSI. Teachers have found out that the ECSI is just nearly similar to what the Department of Education Early Language Literacy and Numeracy training has recommended developing pupils’ reading comprehension.

Conclusions

From the results and findings of the study, the following conclusions were drawn:

1. The Grade IV pupils’ reading comprehension is below the

standard level.

2. The scores of the formative assessment of the experimental group who were exposed to ECSI activities with 6.55 performed higher than the control group with 4.11. The experimental group has performed better than the control group.

3. There is a significant difference in the scores of the two

groups. Thus, ECSI is a strategy that is effective for improving the reading comprehension of the pupils in Bag-ong Borbon Primary School. This study concludes that a strategy used in especially in

reading strategies, in particular, can help learners improve their


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reading comprehension skills. It implies in this aspect that teachers need to take their learners’ ability in reading and exert effort to recognize and select appropriate strategies to support learners who have difficulty incomprehension. Teachers can determine and select developmentally appropriate strategies through observations, questionnaires, interviews, anecdotal records, and so on. Through this, teachers will be able to assist learners to recognize, identify, and improve interest in the different learning strategies in reading.

Through strategies, teachers can help their learners to

develop their motivation to continue learning which will eventually help them to become lifelong learners.

References

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Campbell, K.U. (2000). Effects of a reading fluency intervention for middle schoolers

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Clay, M.M. (1985). The early detection of reading difficulties (3rd ed.). Auckland, NZ: Heinemann

Duke, Pearson. (2005) Effective practices for developing reading comprehension.

Retrieved from http://www. ctap4. org/infolit/trainers/comprehe_strategies. pdf

Kissau, S. & Hiller, F. (2013). Reading Comprehension Strategies: An international comparison of teacher preferences. Retrieved from https://journals.sagepub.com/doi/pdf/10.2304/rcie.2013.8.4.437

Nilgun, A. & Buket, K. (2009). A descriptive study: Reading Comprehension and cognitive awareness skills. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042809001529/pdf?md5=72083e8ca4bb6bac396f1d9953ac3d16&pid=1-s2.0-S1877042809001529-main.pdf

Papatga, E. & Ersoy, A. (2017). Improving Reading Comprehension Skills through the

SCRATCH program. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/148

Pado, F.E. (2015). Lecture resources and video presentations during the Ten-Day

National Training for Early Literacy and Numeracy for K to 3. Ipil, Zamboanga Sibugay


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Zare, P. & Othman M. (2013). The Relationship between Reading Comprehension and

Reading Strategy Use among Malaysian ESL learners. Retrieved from http://www.ijhssnet.com

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IMPLEMENTING MOTHER TONGUE BASED–MULTILINGUAL EDUCATION

(MTB-MLE): OUTCOMES AND CHALLENGES

Peter Jone B. Gaylo

Department of Education-Division of Zamboanga Sibugay

ABSTRACT

With the prevalent sentiments on the effects of Mother Tongue Based – Multilingual Education (MTB-MLE), this study investigated the lived experiences of the Key Stage 1 teacher in an elementary school setting which focused on outcomes and challenges to capture the invariant structure of lived experiences common to all study participants within Schools Learning Cluster 3 (SLC-3) in the Zamboanga Sibugay Division. The study participants were only eight (8) teachers who had at least five years of experience in teaching about Mother Tongue – Based Multilingual Education (MTB-MLE) under the K to 12 Basic Education Curriculum. This research endeavor employed both qualitative and quantitative designs. It is qualitative in the sense that it utilized Colaizzi’s phenomenological research design. Eventually, it is also quantitative because it investigated the significant difference between the Grade 3 pupils’ academic performance of central and non-central schools. Results revealed that after merging all reflected themes the whole structure of the phenomenon “MTB-MLE Impacts, Challenges and Key Stage 1 teachers’ Coping Mechanism towards Implementation” and it was also found that there was a significant difference between the Grade 3 pupils’ academic performance of central and non-central schools. This concluded that despite the MTB-MLE impressive outcomes, Key Stage 1 teachers experienced challenges in implementation. Keywords: Mother Tongue Based – Multilingual Education, Key Stage 1 Teachers’ Live Experiences and Pupils’ Academic Performance, Colaizzi’s Phenomenological Research Method and Quantitative Design, Buug, Zamboanga Sibugay, Zamboanga Peninsula, Philippines


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Introduction

he greater part of the 7000 world dialects is in peril of getting to be wiped out. The factors causing this are invasions, colonization, and globalization (UNESCO, 2003). In the Philippines, there are 187 dialects recorded, 183 are

living and four are extinct. In those living languages, 175 are indigenous and eight are non-indigenous. From these living dialects, 41 are institutional, 72 are developing, 45 are vigorous, 14 are in trouble and 11 are dying (Simons & Fennig, 2017).

There is surely a reason why languages live or die. As Mufwene (2004) explains, languages change further like species than like organisms, particularly in the manner that they are “born” and in the manner, they “die”. Accordingly, when the speaker always does a permanent shift of the language instead of his first language (L1), there is atrophy. This means that a speaker who does not use his first language frequently – the language proficiency goes astray. Therefore, “languages do not destroy languages”, but only the language utterers destroy them.

Since several languages continue to shatter, the birth of the use of vernacular languages (known as mother tongue) in education has started to emerge. In 1953, the United Nations Educational, Scientific and Cultural Organization (UNESCO) published a report on the utilization of native tongues in the educational arena.

According to UNESCO, mother-tongue instruction is now given more importance in Multilingual Education and this is supported by several countries. It emphasized that teaching using the native tongue (mother tongue) should be made at the start of formal education for social, cultural, and pedagogical regard (UNESCO, 2003).

UNESCO promotes and supports the mother tongue because of the three basic principles. The first principle states that the native or mother tongue is a way to improve the quality of education by creating and developing upon the knowledge and experience of the learners and teachers. The second principle stresses that the mother tongue is a way to push and support both gender and social fairness and as a solution of linguistically diverse

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societies. Lastly, the third principle asserts that the mother tongue as a language is a fundamental element of “intercultural education” that gives confidence of perceptivity among diverse groups of people and assures reverence for basic rights (UNESCO, 2003).

The MTB-MLE continues to gain worldwide interest due to several studies on academic achievement (Barron, 2012; Ocampo, 2006; World Bank, 2005). It has been found that the use of mother tongue developed students’ self-esteem and cultural identity (Barron, 2012; Ocampo, 2006; Kuper, as cited in Ouane, 2003; Benson, 2001), and made learning more fun (Ocampo, 2006). Also, Kosonen (2005) reported that when the mother tongue was employed, children valued learning and succeeded in school.

Moreover, Ball (2010) stresses that once their mother tongue is the main language of instruction in schooling in the early years the learning ability of children to second language (L2) will not be affected. Otherwise, if children used the second language (L2) instead of their first language (L1), the first language acquisition is weakened. Moreover, their confidence and attention as participants in learning will decrease, resulting in a decrease of interest, academic disappointment, and untimely school parting.

Finally, research has revealed that mother tongue-based schooling significantly develops learning (Trudell, 2005; Summer Institute of Linguistics, 2006; UNESCO, 2006; Young 2009) because the usage of a known dialect (language) to educate a child is effectual than a “submersion system” in which a child employs psycholinguistic guessing strategies to learn how to read and write (Benson, 2004). This implies that children can utter and scribble the words and can connect sounds with the symbols because of facilitating understanding. Baldauf and Kaplan (2004) stressed that to keep the learners’ understanding there should be more time spent in educating the child through wider communication of the language.

Mother Tongue Based Multilingual Education (MTB-MLE) is one of the trends in the Basic Education Curriculum under the K-12 program. The introduction of MTB-MLE starts as early as Kindergarten. In Grades 1, 2, and 3, the mother tongue is an additional subject area and a medium of instruction across the different subjects except for Filipino and English. MTB-MLE provides help to


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the aim of Every Child-A-Reader and A-Writer as early as Grade 1 (UNESCO, 2003). Thus, MTB-MLE is an avenue to sustain the Filipinos’ literacy wherein language is an important factor in an integrated course of academic studies which is the curriculum. The child can express confidently his/her feelings and ideas using the first language. Moreover, the child as a learner can raise clarifications about what they misunderstood. Wigglesworth and Simpson (2008) stress that the child’s language is essential in learning how to think and ask questions. The fear of expressing one’s ideas and misunderstanding of concepts can be eliminated. Gacheche (2010) also stresses that through MTB-MLE, there is a decrease in the rates of dropouts, failures, and repetitions.

The researcher as part of the K stage 1 (Kindergarten, Grades 1,2 and 3) implementers of MTB-MLE had observed that at end of every school year, few pupils were retained in a grade level while few were forced to be promoted even if mastery of competencies was not attained. This only showed that there were early graders who had difficulty in their academic subjects even if they were taught in the mother tongue. This contradicted the findings of the studies conducted in Rizal, Iloilo, and Lubuagan that claimed that MTB-MLE had resounding academic benefits. Due to this inconsistency, the researcher had embarked in this study to find out the extent of MTB-MLE implementation, ideas, descriptions, thoughts, feelings, images, difficulties, and challenges of the Key Stage 1 MTB-MLE implementers in some schools in the Division of Zamboanga Sibugay. Moreover, the researcher would also like to discover the enabling factors that made the study participants overcome their problems and their motivations to support the MTB-MLE. Finally, the researcher would also like to look into the academic performance results of central schools and non-central schools to find out if MTB-MLE has consistent results in different school settings. Background of MTB-MLE in the Philippines

In the Philippine setting, there were series of mother tongue experimental studies done. These were the first and second Iloilo Experiment (1948-1954 and 1961-1964); Rizal Experiment (1960-1966); First Language Component Bridging Program (FLC-BP) in 1986-1993; the Lingua Franca Education Pilot Study (1999-2002); and the Lubuagan Kalinga Multi-lingual Education Program (Young, 2011).


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In the first Iloilo Experiment, the experimental group of Grades 1 and 2 pupils were taught the subject matter utilizing Hiligaynon as the language of instruction, whereas the control group utilized English instruction. Results revealed that pupils in the experimental group were significantly superior in proficiency (language and reading tests) and subject matter (arithmetic and social studies tests) compared to the control group (Young, 2011).

In the Rizal Experiment, the instruction was centered on English and Tagalog. The teaching materials for the Tagalog-based lessons were grounded on the English materials. When tests were given to Grade 6, the English group revealed higher levels of proficiency in English, Social Studies, Health and Science, and Arithmetic. The results were significantly greater than the achievement of the groups that used the Tagalog language (Young, 2011).

The Iloilo Experiment II revealed that the best language of instruction to introduce Tagalog and English gradually in Grade 1 is Hiligaynon. The utilization of Hiligaynon as the language of instruction helped the learning process by introducing ideas or concepts to the pupils in the language they were familiar with.

In the First Language Component Bridging Program (FLC-BP), the principle adopted in Ifugao was to teach and learn using the child’s first language during Grades 1 and 2. The program utilized the child’s cultural model of the world to help process information, introduce new concepts and skills that build on existing knowledge structures (Hohulin, 1995). The “explicit and implicit bridging” was employed by teachers to help pupils transition from the Tuwali mother tongue to Filipino and English. The posttests revealed bigger improvements in English, Filipino, Grammar, and Mathematics among the pupils in pilot schools compared to the traditional (bilingual English and Filipino) schools in the division (Walter & Dekker, 2011).

In 1999, the Department of Education, Culture, and Sports (DECS) initiated the Lingua Franca Education Pilot Study. There were 32 schools (16 experimental and 16 control) chosen from the 15 regions that participated. The experimental group utilized one of three lingos (Tagalog, Ilokano, or Cebuano) as the language for


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teaching Grades 1 and 2. The control group employed Tagalog-based (Filipino) and English as languages for teaching. The outcome of the pilot study was encouraging because the result in all subjects was better in contrast to the control group (Gonzalez, 2001). Moreover, Young (2002) stresses that it is better to develop the basic concepts through first language (L1) instead of using both Filipino and English.

Meanwhile, the Lubuagan program involved several schools in Kalinga Province aimed to address educational impediments through sequential steps of creating the native language (Lilubuagen) and the culture of the learners (Walter & Dekker, 2011). Filipino and English were taught through the mother tongue, rather than through immersion. When oral proficiency in Filipino and English was achieved, literacy in these languages was established. The content subjects were taught in the first language integrating culturally-appropriate concepts. The result showed that the Grade 1 pupils in the experimental group who were taught using Lilubuagen performed better than the Grade 1 pupil in the control group in their reading comprehension tests in all three languages — Lilubuagen, Filipino, and English (Dumatog & Dekker, 2003). It was also reported that utilization of mother tongue enhanced involvement among parents, showed greater pupil engagement in class, and increase attendance. In 2008, tests were administered in Reading, Mathematics, English, Social Studies, and Filipino for the experimental and control groups of Grades 1, 2, and 3. The experimental group scored 21 to 22 percentage points higher than the control group. Among all the pupils, 80 percent of the top 40 pupils were in the experimental classrooms, while 90 percent of the lowest-performing pupils came from the traditional English-Filipino classrooms (Walter & Dekker, 2011).

Those experimental studies were done during the

administration of DECS Secretary Br. Andrew Gonzalez. Two of the studies caught his attention: these were successful experimental studies in Lubuagan and Iloilo. Since then, these studies received considerable support from non-government organizations (NGO). In 2009, MTB-MLE was formally institutionalized by the Department of Education (DepEd) along with its DepEd Order No. 74 series of 2009 during the time of Department of Education Secretary Jesli A. Lapus. In this order piloting of MTB-MLE policy was continued in the school year 2010-2011 in selected pilot schools (DepEd Develops Learning


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Supplements Using Mother Tongue, 2011; Martin, 2011) and school year 2011-2012 in 921 pioneer schools all over the country. Ocampo (2006) stated that the new policy of learning the language helped establish a strong foundation for education and literacy development.

In 2012, DepEd Secretary, Brother Armin A. Luistro FSC released DepEd Order No. 16, s., 2012 for the pioneer schools involved in the initial years of implementation. It ordered that the MTB-MLE was to be fully implemented in all school systems. DepEd believed that MTB-MLE can develop the following areas: language improvement and lifelong learning; cognitive improvement centered on Higher Order Thinking Skills (HOTS); academic improvement which trained and prepared the children to obtain mastery of learning competencies in every subject area; and socio-cultural understanding which increased the tradition, custom, language and way of life of every learner (DepEd Order No. 16, s. 2012). Inclusion to that order was the mandate to use the 12 mother tongue languages. The other seven mother tongue languages were added in 2013 (DO No. 28, s. 2013).

In 2013, the K to 12 Program became a law through Republic

Act No. 10533 known as “The Enhanced Basic Education Act of 2013”. The K to 12 basic education program has salient features. The first is to strengthen early childhood education. The second is to build proficiency through language. Lastly, to provide specialized upper secondary education (Lim, 2014). This lifts the condition of MTB-MLE and also connects it with other significant reforms. Since then, the mother tongue as part of the curriculum was widely implemented across the nation. Benefits of MTB-MLE

The mother tongue plays a vital role in building the potential of learners to access and create knowledge (Ndamba, Van Wyk & Sithole, 2017). Prah (2000) emphasized the benefits of learning in the mother language by saying that “the value of mother-tongue instruction is incontestable.”

Pflepsen (2011) reported that MTB-MLE had significant outcomes for the education system, teachers, parents, and pupils.


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These outcomes were improved access to education, facilitated learning a second or foreign language, improved reading, and learning outcomes, improved children’s self-concept, and identity, improved internal educational efficiency, and lastly, supported the local culture and parental participation.

In another study, Okal (2014) found that knowing two or more languages helps a person to interact in different contexts and enhances intellectual perceptivity and creativeness. It is also found that it bridges the understanding of diverse customs. Moreover, it offers a viable advantage in the work industry and builds state harmony.

Moreover, Baker (2000), Cummins (2000), and Skutnabb-Kangas (2000) revealed that even if you learned two languages, it had already an advantage outcome on language and academic development. They also revealed that if a child’s first language (L1) was proficient there is also a possibility that the second language (L2) will do the same. Also, it was emphasized that by the use of the mother tongue, it helped to develop a child’s potential in the majority school language. Finally, utilization of the mother tongue will not affect the child’s academic performance instead it will be a bridge to perform better.

According to Dalvit, Murray, and Terzoli (2009), the easiest means to learn a foreign language is to have it as a language of instruction. Given that, Brock-Utne (2010) asserted that it is a mistake to believe that learning in English first helps learn to speak, read, and write English better. The same observation by Benson (2005) who also confirmed that there is no evidence that the second language must be used as the medium of instruction to be learned well. However, it is through first language learning one can learn the second language.

Education Sector Analytical and Capacity Development Partnership (2014) revealed that children who have access to mother tongue-based - multilingual education (MTB-MLE) develop better language skills in their mother tongues as well as national languages. When knowledge of a second language (L2) is added to a rich knowledge of a first language (L1), a child forms complex knowledge networks. They also revealed that the benefits of using the mother


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tongue are improved academic achievement, increased pupil’s attendance, and social-cultural benefit.

Butzkamm (2003) revealed that when the mother tongue was used by the children, they learn to think, speak, and gain grammar understanding. Furthermore, learning the mother tongue was peoples’ assets that bridged to foreign language learning. This showed that the mother tongue is the “master key” to foreign language learning. Careful use of the mother tongue in particular tasks will provide effectiveness in both the first language (L1) and second language (L2) (Hammerly, 1991).

Deller and Rinvolucri (2002) emphasized that the idea to use

the mother tongue will help increase grammar development. Also, if the mother tongue is permitted in the classroom setting, the early graders will progress at a faster pace.

Bialystok (2001), Cummins (2000), King and Mackey (2007) also reported that those pupils in multiple languages education developed and improved in their thinking skills in contrast to mono language education. Lastly, Kosonen (2005) found that if the mother tongue is the language of instruction, children love to enroll and most likely to achieve in school. Challenges of MTB-MLE

Williams, Metila, Pradilla, and Digo (2014) revealed that challenges were visible in language, materials, instruction, and programs. First, there was the inconsistency of both the teacher’s guides and learner’s materials. Second, associated with the perception is that the mother tongue is not as challenging to learn than Filipino or English. Third, children were not familiar with several mother tongue orthography and some teachers admitted that they had inadequate support and training. Fourth, teachers viewed that there was an overlap between mother tongue and Filipino competencies and found difficulty identifying spiraling of learning outcomes in these subjects. Fifth, they accepted migrant students whose mother tongue was different from the majority population in their place. Lastly, teachers used their own money and time to develop and produce teaching materials.


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Another challenge was the limited number of teachers who were trained in the first language (L1) based teaching and in producing functional instructional devices for every native tongue or dialect. This means that only a few were selected and trained per district (Rubagumya, 2009).

According to the Education Sector Analytical and Capacity Development Partnership (2014), implementing MTB-MLE will encounter the following challenges:

Limited Resources - Creating materials in the language of instruction for teachers and pupils includes design, piloting, and evaluation which requires the commitment of important resources. It is also costly to prepare when the languages lack a writing system.

Parental Resistance - Parents may question why their children are being given mother-tongue instruction instead of the national or international language that would improve their learning opportunities and enhance their socioeconomic status.

Political Ambivalence - Governments will find it difficult to prioritize learning outcomes and sensitive issues concerning language use in education.

Human Resources - Teachers proficient in mother tongue languages must be “identified and trained”. To train teachers will require support, supervision, and monitoring which added costs for the government. There will be a need for massive training for human resources for them to be proficient in the language they speak, write, and communicate. Human resources should be equipped and capable of teaching the mother tongue. Otherwise, the mother tongue will ineffective if human resources are not trained.

Lastly, Lartec et al., (2014) revealed that despite the resonant effects of MTB-MLE, there were challenges found in the implementation of Mother Tongue Based-Multilingual Education. The following were the challenges:

Absence of books and dictionaries written in Mother

Tongue - This challenge can impede the success of the implementation of Mother Tongue - Based instruction because the


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teachers were not proficient in several mother tongues of their learners. So, the production of mother-tongue textbooks and dictionaries is a must.

Lack of vocabulary - The teachers’ and pupils’ vocabulary was insufficient because they were not familiar with those other words in the mother tongue. Though some could understand, few had a limited understanding of the language. More than that, there are words of Filipino and English that have no equal words in the mother tongue. This challenge hindered teachers’ capability of teaching the mother tongue.

Lack of teachers’ training - Teachers were not prepared to teach their learners using the mother tongue as their medium of instruction taking into account that their pupils did not speak only one mother tongue since one class was composed of different mother tongues. Minority and majority languages existed. Teachers can only speak their mother tongue and have limited capability of speaking other mother tongues. This challenge requires teachers’ training to address this limitation. Framework of the Study

Shown in Figure 1 is the framework which represents the flow of the study. The framework shows that implementing Mother Tongue Based – Multilingual Education (MTB-MLE) yields positive outcomes (academic achievement) depending on how the MTB-MLE is implemented and those positive outcomes of MTB-MLE will depend on how the “challenges” are being addressed. Figure 1 The Research Framework


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For the qualitative part of this research study, the explicit grand tour question (Agoncillo, 2012) that guided this research to generate the required data about the outcomes and challenges of the participants on Mother Tongue-Based Multilingual Education (MTB-MLE) implementation was: How do you find teaching using the mother tongue?

Since this study employed the qualitative design where the researcher would like to know the lived experiences of the Key Stage 1 implementers of the MTB-MLE program as well the academic performance of the pupils, the following questions served as to guide the researcher in describing the phenomenon of interest:

1. What are the ideas, concepts, and descriptions of the study

participants of their experiences including their thoughts, feelings, and images when they implemented the Mother Tongue Based Multilingual Education?

2. What are the study participants’ insights about their experiences?

3. What are the difficulties and struggles experienced by the study participants when they implemented the Mother Tongue Based Multilingual Education?

4. What are the enabling factors that made the study participants overcome the problems?

5. What motivated the study participants to support the Mother Tongue Based Multilingual Education?

6. What is the level of the Grade 3 pupils’ academic performance based on the summative test?

7. Is there a significant difference between the Grade 3 pupils’ academic performance of central and non-central schools?

Scope and Limitations of the Study

This study focused on the challenges faced by Kindergarten and Grade 1 to Grade 3 teachers (Key Stage 1 teachers). The research was limited only to School Learning Center 3 (SLC-3). From that SLC 3, only three central and three non-central schools in the Division of Zamboanga Sibugay involved in this research venture.


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The names of schools and Key Stage 1 teachers were not disclosed for ethical consideration on the part of the participants of the study. However, the names of the districts and types of schools were justified where the participants came from. Nevertheless, many teachers per school were not needed because there were criteria for the selection of the participants of the study.

The scope of the challenges relied on what was generated from the study. The data collected were limited to academic year 2017-2018 as well as the data from the Kindergarten up to Grade 3 teachers that were deduced thereafter. The measure of the level of the Grade 3 pupils’ academic performance was based on the summative test, the Language Assessment for Primary Grades (LAPG) was used. It was limited only for three subjects: Mother Tongue, Filipino, and English. The LAPG was designed to measure the Grade 3 pupils’ academic performance for the three subjects only.


The researcher employed the qualitative method research design grounded on the phenomenological tradition (Creswell, 2008) in revealing the lived experiences of the study participants. The phenomenological qualitative design focuses on probing the depths of human experiences through the verbal descriptions and explanations of a particular phenomenon in the life experiences of the participants (Garcia et al., 2011). It is descriptive because fact-finding inquiries are involved (Kothari, 2004). Moreover, qualitative phenomenological research attempts to expose how people construct meaning or understanding about their real experiences (Cohen, Manion & Morrison, 2000; Neuman, 2006; Oakley, 2005; Polit & Beck, 2006; Bayod, 2016). Thus, this study revealed the experiences which include the ideas, descriptions, feelings, images, thoughts, difficulties and challenges, and the coping mechanisms and motivations of the Key Stage 1 implementers of MTB-MLE.


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Eventually, phenomenological research exposes the in-depth meaning of certain experiences through dialogue and reflection of the ideal meaning of the experiences. Holstein and Gubrium (1994) stressed that words and language are viewed as the primary symbol system through which meaning is both constructed and conveyed.

Moreover, phenomenological type of qualitative research, the method banks on two supreme principles: “back to the things themselves” and the absolute elimination of all presuppositions that are unproven and unjustified (Quito, 2001). This study employed the qualitative first and quantitative gathering was done after it to support the findings of the qualitative study. The researcher gathered the necessary information through interview of the study participants to get the “what” and the “how” teacher teaches mother tongue as a subject and use it as a language of instruction. It also gathered the difficulties and struggles that they had faced as well as the enabling factors that made them surmounted the challenges. After this, tests were conducted in those schools involved and only samples of pupils were included. Nevertheless, this study would not forbid any data that can be exposed in this study. Hence, any probable positive and negative data that will be extracted are considered in the analysis (Husserl, 2012).

The research design was purely qualitative and the quantitative design was employed as supplemental to verify if the challenges affected the outcomes. Since it was observed that in some schools in the Division of Zamboanga Sibugay there were pupils who struggled academically and did not master the learning competencies. Research Locale

Given that the study focused on the implementation of the Mother Tongue Based Multilingual Education Curriculum, the research conducted in the School Learning Cluster (SLC) 3 with 71 public elementary schools. School Learning Cluster 3 refers to three neighboring district schools. These are the district schools of Buug, Diplahan, and Malangas. Buug district has 25 public elementary schools, Malanga's district has 24, and Diplahan district has 22 public elementary schools. There are three central schools and 68 barangay


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public elementary schools. The study focused on three central and three non-central public elementary schools in the Division of Zamboanga Sibugay. The researcher used to draw lots in the selection of the schools when the permission was granted by the principals or school head. Participants of the Study

The key participants in this study were the teachers handling

Kindergarten until Grade 3 where Mother Tongue Based Multilingual Education has been implemented. There were eight participants only involved after they qualified on the inclusion and exclusion criteria set for this study. Since the participants of the study were selected based on certain criteria, purposive sampling was employed. Purposive sampling is extensively utilized in qualitative research to identify and select participants who are linked to the phenomenon of interest. Even though there are more than a few different purposive sampling strategies, criterion sampling (Palinkas et al., 2013) was employed in this research journey. Research Instruments

The researcher employed interviews as a way of gathering

data as these are acceptable in doing a qualitative study (Garcia et al., 2011). The interview was conducted to find out the Key stage 1 MTB-MLE implementers’ descriptions, ideas, insights, feelings, images, and thoughts regarding the implementation of the MTB-MLE. Moreover, the difficulties and challenges, as well as the enabling factors that made them overcome their challenges, were also explored. The interview was the main instrument employed to unfold the established patterns of lived experiences among the participants in this research. The researcher prepared the interview protocol to guide him in the conduct of the interview. To measure the level of the Grade 3 pupils’ academic performance based on the summative test, the Language Assessment for Primary Grades (LAPG) was used. The LAPG was utilized to obtain the Mean Percentage Scores (MPS) based on the summative test result.


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Data Gathering Procedure Data collecting cannot be realized if there was no permission

from the authorities. The researcher complied with the legal process in asking permission to ensure the smooth conduct of the study. A letter requesting for permission was sent to the Division Office of Zamboanga Sibugay addressed to the Schools Division Superintendent. After being approved, letters to the school principals or school heads and participants were prepared. The chosen participants were asked if they could be part of the study. For this reason, consents were required from the participants before the interview commenced.

The Collecting of data from the participants of this study was done through a semi-structured interview. Their responses were recorded with their consent. The responses of the study participants underwent analysis. During the analysis phase, the real meaning of what the members utter can be lost in the translation due to the academic terms that the researcher used in the study (Stake, 1995). To avoid this to happen, participants’ narratives were included to clarify the explanation. The recorded interviews were transcribed by the researcher to analyze information. Transcription was done to guarantee that the transcript was precise and inclusive as possible. Additionally, to complete the transcribing of the interviews the participants’ body language including gestures in a particular question was also observed and took into consideration. Lastly, interviews cannot be separated from looking and attending to emotions underneath the actual interview words or answers (Ely, Anzul, Friedman, Garner, & McCormack-Steinmetz, 1991).

To guarantee that transcriptions were correct, valid, and reliable, I met again the participants so that interview transcripts were reviewed. Comments and suggestions were gladly accepted. Lastly, they affixed their signature as a confirmation of the interview transcripts. Data Analysis

The data gathered from the research participants’ answers

based on the five questions that dealt with the implementation of MTB-MLE were analyzed through the phenomenological method. All


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transcriptions were in English included those who shared their experiences in their dialect.

The use of the phenomenological method has a universal

problem which is the generation of a large quantity of data (Lester, 1999). These data originate from interview notes and tape recordings. Yet, according to Lester (1999), there is a method of analysis. With the aid of the method of analysis through coding, theme clusters and emergent theme in the data will be identified. This was employed in this study to catch textural descriptions that captured their lived experiences.

Given that there were many ways to analyze data from the lived experiences of the participants, the researcher chose to have Colaizzi’s process of phenomenological data analysis to achieve the description of Key Stage 1 teacher lived experiences. Sanders (2003), Speziale, and Carpenter (2007) coined that Colaizzi’s process sequence of data analysis was based on the seven steps. The process covered data extracting and placing significant statements and meanings were formulated. Subsequently, a group of theme clusters was made to capture the final theme. All final themes were analyzed to come up with the fundamental structure of Key Stage 1 teachers’ lived experiences. While the significant difference between the Grade 3 pupils’ academic performance of central and non-central schools was analyzed through SPSS. Role of the Researcher

The researcher’s role in this research journey was as an interviewer who actively listened and responded to the unfolding of participants’ stories from their experiences. The researcher considered the comfort of the participants to enable them to share openly. Moreover, the researcher also considered the following attributes as part of the researcher’s role. These were the following:

Trustworthiness. To ensure the quality of research, the qualitative research design is frequently questioned by Cohen, Manion, and Morrison, (2000); Bassey (2002) and Neuman (2006) because it is believed that the research process tends to bias and


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contamination resulting in the findings that are not accurate and which lack trustworthiness. To guarantee the trustworthiness of this study, I constructed a valid interview guide with the panel members and the adviser’s assistance. The constructed interview guide was utilized to gather data on the participants’ experiences in the MTB-MLE curriculum implementation. Moreover, according to Poffley (2006) that during the interview, the skills of listening with empathy and acceptance, unconditional positive view of the participants, patience, and ability to work devoid of clear structures and processes should be considered. This way of listening skills was employed in this study to gain trust and confidence.

Credibility- To uphold the credibility of this study, I consulted my adviser and I considered the suggestions of the dissertation panel members in improving my interview guide questions. As I conducted the interview, I made sure that the results were precise narrations of the participants’ lived experiences of the phenomenon under this study. I also used semi-structured interviews and casual conversations as a friend to the participants of this study. Through casual conversations with them, I had checked the consistency of their answers based on the interview questions.

Transferability- Transferability is the degree to which the research can be transferred to other contexts and settings (Merriam, 1996). To guarantee that the findings of this research can also be applied in other settings and contexts (Stake, 1995; Gomm, Hammersley & Foster, 2000), I followed the proper protocols and guidelines in the conduct of qualitative research. I made sure that descriptions of the participants’ experiences and feelings were lucid and graspable so that people who experienced the same phenomenon can resonate with the experiences of the participants.

Dependability- In this research, the researcher was being

trusted by the participants as they freely narrated their experiences and feelings with consent. The researcher made use of semi-structured interviews, and casual conversations in gathering germane information and in checking the consistency of their information (Golafshani, 2003; Brewer & Hunter, 1989).

Confirmability- In providing a detailed methodological description, the researcher enables the reader to determine


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confirmability, showing how the data, constructs, and theories that emerge can be accepted (Shenton, 2004). Confirmability refers to the objectivity of the researcher in getting the information of the participants (Shenton, 2004). To guarantee the objectivity of analysis and interpretation of the information that was shared by the participants, the researcher employed the audit trail and kept the record of interview transcripts that served as an explanation of the themes. Ethical Considerations

In every research endeavor, there are ethical standards to

follow. In this research journey, the researcher made a written communication justified the purpose or intention to conduct the study which was addressed to the Department of Education authorities. A letter of consent or agreement was written and purposely given to participants containing the agreement on the confidentiality and anonymity of their involvement in the research. The researcher allowed the participants to withdraw their engagement in the research anytime if they do not want to be part of the research as part of ethical considerations. On the side of the researcher, I followed ethical standards by adhering to the exercise of integrity, honesty, and sensitivity. I ensured that everything found in this paper was solely based on reliable sources.

Results and Discussion

This part contains the discussions of the information shared by the study participants as well as my analysis and discussions of the themes that emerged from the participants’ descriptions of their lived experiences and final structure of the phenomenon. Teaching using Mother Tongue resulted in Effective Classroom Instruction

For all study participants, they claimed that using Mother Tongue in teaching subjects was effective in classroom instruction as teaching and learning made easy. Teachers stressed that teaching using Mother Tongue was effortless, assistance providing, an enhanced strategy, trouble-free, easy and relaxed teaching which


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yielded understanding the concepts/knowledge of their lessons because it allowed their pupils to master the intended learning skills (P1, P2, P3, P4, P5, P6, P7 & P8). Most of the study participants find it a big help in their daily lesson discussion, where some of them shared their observation…..

“It helps me a lot in my daily lessons. It helps me elaborate my discussions and attains the objectives of my lessons (P3,p.1, L 1-4).”

Also, using Mother Tongue offered an opportunity to slow

learners to catch up with the least learned skills. Among the study participants, one had shared her experienced.

“It is a big help for slow learners as it would be now easier

for them to understand the lessons (P7,p.1, L 1-3).” However, despite prevailing positive observation, teaching

using Mother Tongue faced problem possibility.

“Teaching using the Mother Tongue is easy because it is our first language at home but there are English terms in some subjects in which the Visayan translation causes confusion and misunderstanding (P1,p.1, L. 1-5).”

This confirms the findings of Williams, Metila, Pradilla, and

Digo (2014) that challenge is noticeable in classroom materials (textbooks). This concludes that the Mother Tongue structure used in textbooks may not appear the same as the language acquired or used by the teachers and pupils in their locality. The orthography variation results in perplexity to both. Thus, even MTB-MLE has resounding effects that contribute to effective classroom instruction; confusion and misunderstanding should not just be in silence and leave everything unresolved.


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Ideas, Concepts, and Descriptions of the Study Participants of Their Experiences including Their Thoughts, Feelings, and Images when They Implemented the Mother Tongue Based Multilingual Education (MTB-MLE) Teaching using Mother Tongue resulted in Teaching and Learning Impacts

The Teaching and Learning Impacts encompass theme

clusters. These are Develop Pupils Understanding and Increase Class Participation, Essentials in Classroom Teaching and Pupils Learning, Complexity of Language Structure, and Positive Feelings towards Teaching. Having Mother Tongue as the means of teaching and learning the subjects, the study participants came up with common thoughts. These were easy to teach, tool or bridge for teaching and learning, pupils actively participative as they can relate to the discussion, helpful and useful as it worked on their classes, pupils understood easily, and they can freely express their ideas (P1, P2, P3, P4, P5, P6, P7 & P8). These statements classified as Develop Pupils Understanding and Increase Class Participation. I noticed that they expressed their thoughts….

“Based on my experiences as Kindergarten teacher, my

pupils can easily understand the lessons. They love to participate in class and attend school because the language used is their mother tongue (P5,p.1, L.12-17).”

“The use of the mother tongue is like a bridge that helps

pupils understand the lessons correctly (P7,p.1, L.5-7).”

“My thought about teaching mother tongue is that the pupils can understand the lesson very well. They love to engage in classroom learning activities because they can freely express their ideas or answers in their language (P8,p.1, L.5-10).”

This confirms the study of Benson (2004) that children can

utter and scribble the words and can connect sounds with the symbols because of facilitating understanding. Likewise, understanding leads pupils to involve themselves in-class discussion


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as they don’t have reason to fear in expressing their thoughts or ideas.

Their thoughts also conform to why they like Mother Tongue in teaching. In their expressed statements, it was stressed, they liked Mother Tongue because teaching concepts was easy, everything was comprehensible, and helped them delivered their lessons (P1, P2, P3, P4, P5, P6, P7 & P8). These significant statements were classified as Essentials in Classroom Teaching and Pupils Learning. These were the relevant statements.

“What I like about teaching using the mother tongue is

that it is easier to teach and transfer the learning to the pupils because the language used is familiar to them (P1,p.2, L.21-24).”

“What I like most in teaching mother tongue is that pupils

can easily relate their own experiences to those subjects or the concepts that we are teaching to them (P2,p.1, L.11-14).”

“What I like most in teaching using mother tongue is that

my pupils can easily understand the lessons. Because of that, they are more participative in my class. They ask questions if they do not understand the lessons. They are not afraid to ask question because we use mother tongue (P6,p.1,L.7-13).”

This confirms the studies of Trudell (2005), Summer Institute

of Linguistics (2006), UNESCO (2006), Young (2009) mother tongue-based schooling significantly develops learning because the utilization of a familiar language to educate children.

Conversely, teaching using Mother Tongue was never been easy since language structure may differ from one place to another place which may hinder the teaching and learning process. This was classified as a Complexity of Language Structure. Study participants disclosed that the language structure of some terms was unfamiliar and identified as new words to both teachers and pupils (P1, P2, P3, P4, P5, P6, P7 & P8). Most of their statements showed that the issue of language structure was evident in their instructional materials such as textbooks, the teacher’s manual, and the learner’s manual. In fact in their statements…


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“What I don’t like is the translation of words especially in Mathematics and Mother Tongue subjects itself because its Sinugbuanong binisaya and our dialect is not Sinugbuanong binisaya. It is another form of bisaya. There are words which are unfamiliar for both the pupils and me. The pupils easily forget what these words mean (P3,p.1, L15-22).”

“What I dislike in teaching mother tongue is the use of

difficult words/terms. Sinugbuanong Binisaya is different from Sibugaynon so some terms are different (P6,p.1, L.14-17).”

Although there were dislikes in teaching using Mother

Tongue, as I continued my encounter with the study participants, they shared their feelings about Mother Tongue utilization. They feel that there just at home with the pupils, confident, good, comfortable, happy, grateful, and pleased with the use of Mother Tongue. This classified as Positive Feelings towards Teaching. Study Participants’ Insights about Their Experiences Mother Tongue Based – Multilingual Education yields Evocative Learning Environment Looking into their deep perception in the situation, the study participants had shared different points of their experiences of Mother Tongue. They emphasized that using Mother Tongue as a language of teaching yields a conducive learning atmosphere. During my interview, it was repeatedly mentioned by study participants that when they started to use Mother Tongue in teaching both teachers and pupils benefited. They even shared that having this language had underlying effects on the classroom setting to the teachers teaching lessons and as well as to pupils understanding the lessons. The study participants pointed out that using the common language –their first language, shared common realization that Mother Tongue contributed to positive learning environment like made teaching easy or easy imparting knowledge, turned pupils into independent learners, simplified complicated lessons, decreased absenteeism rate, increased class engagement, motivated in attending classes, pupils were inquisitive, and pupils learned at a faster pace (P1, P2, P3,


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P4, P5, P6, P7 & P8). Some of the uplifting statements of the study participants were...

“I realize that the pupils in our school have become independent learners. They have gained confidence, increased their level of comprehension, and improved their least learned skills in all subject areas because of the use of the mother tongue in teaching and learning (P2,p.2, L.26-32).”

“I realized that using mother tongue brings a good effect

to me and my pupils. Despite the hindrances, I am still grateful because they learn faster the lesson I prepared for them and pupils involve themselves in the learning activities provided. They are active and participative in class. Their class engagement is high and evident (P8,p.2, L.31-38).”

“It is the only now that I realize the importance of using

the mother tongue as I see changes in my pupils. Participation has increased because they understand the discussion and absenteeism is minimized because of this as well (P5,p.2, L.41-46).”

This confirms the study of the Education Sector Analytical

and Capacity Development Partnership (2014) that using the mother tongue improved academic achievement and increased pupils’ attendance. This corroborates the findings experienced by both teachers and pupils. The increased number of attendance is also an indication that pupils participated in class structured learning activities. Difficulties/Struggles Encountered as Mother Tongue Based -Multilingual Education Implemented Study participants revealed that when the MTB-MLE has been implemented, Schools Preparedness should be considered. In the given statements of study participants, the theme cluster was identified Language Diversity and Instructional Materials Accessibility. This theme cluster aligned with the findings on their respective given statements that most schools had similar difficulties facing toward language diversity and accessibility of instructional


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materials (P1, P2, P3, P4, P5, P6, P7 & P8). This showed the schools were not fully prepared for the implementation. The study participants had raised their statements…

“I have difficulty with some terminologies used in textbook.

Aside from, books are lacking; not all subjects have books. We also don’t have instructional materials for this curriculum, so we are sharing our resources (instructional materials) with other teachers (P4,p.2, L. 35-37;43-46).”

“There are two languages used at home and the dominant

language will be adopted by the child. So the struggle happens when the first language is different from the mother tongue used in the school (P5,p.3, L. 58-62).”

This confirms the study of Williams, Metila, Pradilla, and Digo

(2014) that challenges are evident in language and materials. Study participants revealed that children were not familiar with several mother tongue orthography and some teachers confessed that they had inadequate support and training. They also accepted migrant pupils whose dialects were different from the majority population in their place. Enabling Factors to Cope with the Difficulties/Struggles The study participants described that they need Staff Development. From the given statements shared by study participants, two theme clusters were found. These were Strategic Intervention Initiatives, Work Commitment, and Interpersonal Attachment. These theme clusters served as their enabling factors to face the difficulties as referred to as challenges in MTB-MLE implementation. This proved that teachers looked alternatives to respond to the challenges encountered in their school setting. As I listened to their sentiments, I even felt that they even sacrifice their own time and financial resource just to address the identified difficulties in teaching and to ensure that pupils were learning from them. They also shared that it was being more than a public servant teacher that you laid your greatest effort and initiatives to the best interest of the pupils under their care in their statements.


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“For those pupils who have difficulty in words or terms, I do unlocking the words activity. This is a guided activity where pictures and related words are provided as clues for the uncommon words or terms. Moreover, despite the use of the mother tongue, there are still slow learners in class. So, what I usually do, I offer more time and give remedial intervention after lunchtime and after the afternoon classes (P2, pp. 3-4, L. 42-51).”

“I conduct remedial classes and remind the parents to do

the follow up at home although Kindergarteners are actively more in playgroups. But for those transferees who struggle with the language, I gradually introduce mother tongue by using pictures as aids in teaching. I also constantly encourage them through reward system so they will feel motivated (P5,p.3, L63-71).”

“For difficult words, I ask the assistance of my colleagues.

I use my own money to reproduce MAPEH book and learner’s manual. For my minority pupils, I have to double my time with them because they have different mother tongue (P7,p.2, L.43-47).”

The reactions of teachers towards difficulties in teaching

using MT place teaching and learning at stake since not all teachers were trained from MTB-MLE which they diverted their attention in looking alternative solutions just provide better learning. This confirms the study of Rubagumya (2009) that there is a limited number of teachers who are trained in the first language (L1) based teaching. From the statements of study participants exposed that it seemed that only a few were selected and trained per district since teachers basically asked the help of people around them and always see remediation as a sort of their solutions. This urged teachers to look always remedies to address their predicaments. Inner Desire to Support Mother Tongue Based-Multilingual Education

The study participants expressed that they support MTB-MLE because of Academic Benefits and School Readiness. It is added that school readiness is a requisite, essential to the implementation.


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There were three theme clusters emerged that represented the final theme. These were Facilitate Learning and Improve Academic Success, Cognitive and Social Aspect Development, Instructional Materials Accessibility, Contest Language Alignment, and Human Resource Development.

The study participants emphasized that they supported MTB-MLE because of academic benefits and suggested that schools should be ready in terms of implementation. They claimed that using MTB-MLE did not only develop the cognitive aspect of the pupils but also the social aspect. It was also mentioned that learning must be facilitated to improve pupils’ academic performance. Most of their statements reflected that...

“Yes, for me MTB-MLE has a big help despite my limitation in my teaching. They no longer have absences. They have confidence in asking questions if they do not understand. They scored high in formative and summative test (P3, pp. 3-4,L. 68-69;71-75).” “One practical effect that I have observed in teaching using mother tongue is that the mean percentage score for all subjects is higher compared to the results in the previous years (P2, p.3, L.59-63).” “There are several advantages. First, majority can understand the lesson so expectedly they can master the skills of the lessons. Secondly, pupils enjoy the learning process because classroom participation is easier. They feel that they are just at home because the language being used is Binisaya. Lastly, their grades are good except in English because they are still in transition period (P7,p.3, L.52-60).”

These statements affirmed the reason why study

participants supported MTB-MLE. This confirms the study of Pflepsen (2011) that MTB-MLE has significant outcomes for the education system, teachers, and pupils. These outcomes are improved learning outcomes and improved children’s self-concept. Nevertheless, the same finding found also by Education Sector Analytical and Capacity Development Partnership (2014) that utilization of Mother Tongue increased pupils' attendance.


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Table 1 Mean Percentage Score of Central and Non-Central Schools

Mother Tongue Filipino English MPS

Central Schools 83.9 82.4 78.5 81.60

Non-Central Schools 77.17 75.90 72.34 75.14

Table 1 shows that Central Schools had a total mean

percentage score of 81.60 which can be interpreted as Satisfactory Performance while Non-Central Schools had 75.14 which can be interpreted as Fairly Satisfactory (Descriptors for interpretation based from DepEd Order No. 8 s. 2015). This result showed that Central Schools performed better compared to Non-Central Schools. The finding of this summative test conducted with the use of LAPG also conformed to the actual pupils’ performance in different contests. Thus, Central School pupils outperformed Non-Central pupils. Significant Difference between the Grade 3 Pupils’ Academic Performance of Central and Non-Central Schools Table 2 Significance Difference between the Grade 3 Pupils’ Academic Performance of Central and Non-Central Schools

Independent Sample Test

Levene’s Test for Equality of Variances

F Sig. t df Sig. (2-tailed)

Subjects Equal Variances Assumed

4.237 .040 12.963 724 .000

Equal Variances Not Assumed

12.963 714.072 .000

Table 2 shows the extracted image from SPSS result, that there was a significant difference between the Grade 3 Pupils’ Academic Performance of Central and Non-Central Schools since the significance (p-value) of Levene’s test was 0.040 which value was less than to a level for the test (usually 0 .05). This explained that Grade 3 Pupils’ Academic Performance of Central Schools differs from Non-


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Central Schools. Eventually, the result can be also interpreted that Central Schools performed better compared to Non-Central Schools. Implications for Policy and Practice

This study provides relevant data needed for future research

reference for the curriculum leaders of the Department of Education. The findings of the lived experiences of the teacher implementers will serve as bases for policymakers and policy implementers to revisit and assess the implementation of MTB-MLE at the school level.

It is crucial in the educational system that we have to heed

different feedbacks/sentiments across different schools because this is the only way that we can validate and address the challenges they are facing. It is not only essential but it is indeed produced dominoes effect on the teaching and learning process if the Department of Education is open for sentiments described by MTB-MLE implementers.

Given its contemporary implementation, however, the linguistic and cultural diversity of Mindanao particularly in the province of Zamboanga Sibugay brings complexity in terms of its implementation if challenges continue and are not seriously taken. The researcher hopes that the Department of Education will not only focus on the benefits of MTB-MLE but also in the presence of challenges face by Key Stage 1 implementers. The researcher urges the DepEd to take necessary steps to address the sentiments at the school level for the success of the implementation. To this, the researcher is so grateful to discover and hear the lived experiences of study participants who were shared with consent.

For future research, a study must also be done to the different provinces of the Philippines to determine their feelings, struggles, dreams, and aspirations. This study can also be a reference in other studies relevant to MTB-MLE implementation.


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Conclusions

Listening to the lived experiences of Key Stage 1 teacher provides a blend of feelings. My encounter with them creates an openness to their personal experiences with fear and hesitation as they are fearful to say negative opinions and facts. However, it provides individual perceptivity toward individual development (Bridges, 2001).

My journey to the study participants gives me occasion to listen and reflect on their various and exclusive experiences about the MTB-MLE implementation. All of them describe the phenomenon as MTB-MLE Impacts, Challenges, and Key Stage 1 Teachers’ Coping Mechanism Towards Implementation. This phenomenon stresses that despite the prevailing impacts of MTB-MLE, teachers confronted with challenges with the implementation and rise from challenges through their coping mechanism initiatives. The Key Stage 1 teachers prove their dedication and commitment to carry the program under K to 12 Curriculum of the Department of Education regardless of the challenges of its implementation. The government labels the teachers as “system soldiers” to implement the orders (Shohamy, 2006).

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LEARNING DEVELOPMENT OF THE SAMA DILAUT LEARNERS

Resley C. Ferrer Mohammad Alfami A. Abdul

Mindanao State University

ABSTRACT

This study aimed to determine the learning development of the Sama Dilaut learners in Bajao Village Learning Center as sponsored and enrolled in different schools in Bongao, Tawi-Tawi, Philippines. Specifically, it sought to determine the factors that influence the Junior High School Sama Dilaut learners to go to school, areas of learning they profoundly developed, and how culture and language affect them in their social interaction with others to raise awareness to other people about their skills and competencies. This study utilized an ethnographic-qualitative research design conducted to 10 Sama Dilaut learners enrolled in different Grade levels. It was conducted at Bajao Village Learning Center, located at Luuk Bangka, Barangay Pag-asa, Bongao, Tawi-Tawi, where they cater to the educational needs of the Sama Dilaut learners. It utilized Interview Guide questions prepared by the researchers and validated by the panel of experts. The data collected through interviews were transcribed, thematically analyzed, and presented in a matrix form. Based on the findings of the study, the factors that influenced the Junior High School Sama Dilaut learners to go to school were their scholarship; happiness; the equal opportunity is given; peer influence and professional influence. They profoundly developed in areas of learning such as English and Filipino; writing and speaking skills; and joining extracurricular activities in school. Their culture and language positively affect them in their interaction with other people by adapting and adjusting to others’ culture and language, hence, positive and meaningful learning occurs. It is therefore concluded that the said learners manifested a positive outlook towards their studies, hence, they became competitive and performing in school. Further, they received equal opportunity to learn despite being labeled as Bajao. Moreover, they established a strong appreciation and devoid discrimination towards their identity as Bajao, thus, changed the perception of others towards them as illiterate and inferior.

Keywords: Culture and Language, Learning development, Social Interaction, Sama Dilaut, Bajao, and Sinama


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Introduction

very learner has his or her development; so much as they enter school. However, many Sama Dilauts have been deprived of their livelihood and most especially their learning capabilities as they are discriminated. The Department of

Education or DepEd as the government organization that promotes Education for All provides free, accessible, and quality learning to all Filipino citizens regardless of race and culture. The DepEd is enriched with indigenous support materials suited to their learning needs (De Leon, 2005)

Sama Dilaut shows little interest in education as they were

thinking more about their survival every day. Bajao children according to Bobon (2003) are brought up by their living at an early age. Schooling is not their priorities though they know its relevance to their lives. The parents do not know how to tutor their children in their studies because they are also uneducated

The Sama Dilaut, usually known as boat-dwellers, sea

nomads, or sea gypsies, regards the sea as their haven and lifeblood. It is the core of their existence. As the most maritime of all the peoples of the Sulu Archipelago, they do not own any land. What they have are regular mooring places, communities of stilt-houses, and a few islands where they bury their dead. Although over the last century many have been absorbed into land-dwelling neighboring groups, those who continue to identify themselves as Sama Dilaut still organize their lives primarily by the sea. (Bracamonte, 2005)

A missionary group of the nun, the Daughters of Charity (DC) of St. Vincent the Paul, formed the mentoring program called Bajao Village Learning Center that is in connection to the mission and vision of the institution. The institution launched the mentoring program to the Sama Dilaut to provide the learners with guidance and knowledge as they face the challenges of school life. They cater as early as a child in their Daycare and Kindergarten School and sent them to school to elementary, high school, and college they prefer to study is linked to the DepEd schools. Initially, it was a program to help the Bajaos or the Sama Dilaut who willingly go to school with the help of the congregation who never cease supporting in pursuit of their studies.

E


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Sama Dilaut Learners/respon

dentsInterview

Learning Development of the Sama Dilaut

Leaners

With much interest in the study of the Sama Dilaut concerning the learning, capabilities have been aroused the attention of the researchers. And to change the perception towards the Sama Dilaut as their culture perceives by some people and the effect of culture and their language- Sinama, in their social interaction, the researchers want to break through the learning development of the Sama Dilaut as they were actively participating in the community and has the capability in their intellectual and social aspects towards the society.


The conceptual framework shows the process of how the

researchers observed the learning development of the respondents. Through an interview on factors that influence the Junior High School Sama Dilaut to go to school; areas of learning they profoundly developed; and how culture and language affect them in their social interaction with others. The main concern of the study was to break through the learning development of the Sama Dilaut learners.


The main purpose of the study was to determine the learning development of the Junior High School Sama Dilaut learners at Bajao Village Learning Center. Specifically, (1) to determine the factors that influence the Junior High School Sama Dilaut learners to go to school, (2) to know the areas of learning they profoundly developed, and (3) how the language and culture affect them in their social interaction with others.


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Methodology

The study utilized the ethnographic-qualitative research design to give feedback about the learning development to include the culture and language that affects their social interaction. By using the design, the researchers were able to determine the dependent variable of the respondents at the latter time. The chosen respondents of the study were the Sama Dilaut learners in Junior High School. They were composed of 10 learners of different Grade levels such as Grade 7, Grade 8, and Grade 9 who were selected using the non-probability- purposive sampling.

It was conducted at Bajao Village Learning Center, located at Luuk Bangka, Barangay Pag-asa, Bongao, Tawi-Tawi. The said center has a Feeding-Canteen where they use to feed the Sama Dilaut learners every school day and their tutor every Saturday. It has Academic building- composed of two rooms divided by a folded wall for activities. Attached to its side is the library room. It has also a stage and three Study Centers made of nipa hut. It is headed by three Daughters of Charity sisters, two professional teachers with the numbers of pupils: one hundred thirty-six Pre-school, ninety-nine Grade school, sixteen Junior high, one Senior high, and one College student.

The study used an Interview Guide, prepared open-ended questions, and observation as the main instrument to gather data. The said instrument was prepared by the researchers and validated by the panel of experts in terms of relevance and suitability of the questions. The researchers also used recording material to preserve the data while interviewing the respondents.

The researchers asked a letter of request from the Office of the Dean of the College of Education. Then, they sought permission from the Head of the Bajao Village Learning Center. Upon granting the request, the researchers selected 10 respondents who were best qualified to achieve the objectives of the study. Afterward, they immediately administered the interview and observation to the selected respondents and follow up interviews on the other day for clarification and justification. The data gathered consequently were subjected to further analysis and interpretation.


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Result and Discussion Table 1 Factors that Influence the Junior High School Sama Dilaut Learners to Go to School

Variable Result Description

Are you a working student/ scholar? Who supports your studies? What is your parents’ occupation?

Scholarship They were all scholars and their parents’ occupations are mostly housewives and carpenters.

How did you feel about studying at this school?

Provides them Happiness

They were happy since learning is important for them.

Did everybody treat you well? Explain.

Equal Opportunity The majority of their answers were yes, their classmates are friendly and nice. Everyone treats them equally as their kind.

What motivates you to come to school?

Peer Influence They were motivated to go to school because they were influenced by their peers and have dreams in their life that they wanted to achieve so that they can help their parents.

What do you want to become in the future?

Professional Influence Majority to them wanted to become a teacher and some want to serve in the country as military forces.

Sama Dilaut learners attended classes regularly because

they were all scholars. All their school needs were provided by Bajao Village Learning Center. Hence, they were eager to go to school. They find learning interesting and they were happy since their studies are very important to achieve their dreams. They felt that there is an equal opportunity to learning in school because they were treated well by their classmates and friends, hence, create peaceful and meaningful learning in school.


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The Sama Dilaut learners were influenced by their peers to achieve their dreams, their way to abolish poverty and help their parents. They believed that they need to go to school to become professionals like their teachers to serve and protect people in the future. This was supported by the study of Panelo et al. (2016) that Badjao learners in the elementary learned the different traits and values inside and outside the classroom in a way that they were taught and nurtured by their teachers, classmates and from the influence of people around them.

Table 2 Areas of Learning They Profoundly Developed

Variable Result Description

What was your favorite subject? Why?

English and Filipino subjects

Mostly, English was their favorite subject. Because they want to know how to speak English since it’s the universal language. But they found it difficult in that subject.

What subject are you good at? Why do think so?

Filipino, because it’s easy for them to understand. They got a higher grade on this subject.

What micro-skills are you good at? Why?

Writing and Speaking skills Some of them were good at writing skills. Since, they were writing journals and letters, that something leads by their curiosity. And others were good at speaking skills that they also participating in an oral contest in school.

How do you enhance your skill as a learner?

Extracurricular Activities

They would enhance their skills through practice and continues writing in participating in other related activities.

Have you joined any extracurricular activity/is in your school? How do they affect you in your learning development?

Yes, they join some extracurricular activities as part of the school because it helps them to improve their learning skills, talents as learners.


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The Sama Dilaut learners liked English subject because they wanted to learn to speak the language. Filipino subject is where they are good at since they found the subject easy to understand. They were also good at writing and speaking skills as their way of expressing their emotions, feelings, and thoughts towards learning. And they joined extracurricular activities to improve their skills and boost their self-esteem as well. With the support of the study of Panelo, et al. (2016) it showed that the majority of the intermediate Bajao learner excelled more in English subjects and found more difficulties in science and mathematics.

The findings of this study were also supported by Cañedo, et al. (2014) that the literacy level of the Bajau learners is mostly at the progressive stage which posed an important implication on the need to scaffold their learning process through a better learning environment.

Table 3 Culture and Language Affects them in their Social Interaction

The culture and language of the Sama Dilaut learners

positively affect them in their social interaction with others in a way they adapt and adjust to the language dominantly used in school as


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well as socializing with others tolerating differences and appreciating diversity. This was supported by Barnouw (2000) stated that when a culture of society changed, its members tend to adapt to the new development that leads to changes in personality and even in culture. Hence, educators are agents of positive changes within the school and the community.

The culture and language of the said learners also positively affects them in their social interaction with others by showing respect to one another. Their culture and language do not discriminate against them from others because they were treated equally and with respect, hence, develop positive and meaningful learning in school.

Conclusions

Based on the findings of the study, it can be concluded that the Junior High School Sama Dilaut learners manifested a positive outlook towards their studies, hence, competitive and performing in school. It is further concluded that they received equal opportunity to learn despite being labeled as Bajao. Furthermore, they established a strong appreciation and devoid discrimination towards their identity as a Bajao, thus, they changed the perception of the other individuals as illiterate and inferior.

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PEDAGOGICAL IMPACT, IMPLEMENTATION AND USABILITY OF

CULTURE-BASED LANGUAGE TEACHING IN THE K-12 BASIC EDUCATION PROGRAM

Marjorie P. Ledesma Iloilo State College of Fisheries

ABSTRACT

Primarily, this study focused on the pedagogical impact, implementation, and usability of Culture-Based Language Teaching in the K-12 Basic Education Program. The respondents are the 178 English teachers representing various Districts in the Schools Division of Iloilo. The study employed a mixed-method of research. Respondents were categorized as to teaching position, length of service, educational attainment, and district. The results reveal that the pedagogical impact is “very high” while the level of implementation is “high”. Further, Culture-Based Language Teaching is found to be very useful. Regardless of categories, there is no significant difference existing in the levels of pedagogical impact, the extent of implementation, and degrees of usability of Culture-Based Language Teaching. Negligible correlation is found to exist between pedagogical impact and level of implementation of Culture-Based Language Teaching in the K-12 Basic Education Program. While low positive correlation exists between pedagogical impact and degree of usability of Culture-Based Language Teaching in the K-12 Basic Education Program. Focus Group Discussion reveals four themes as regards the facilitating factors and three (3) themes as regards the problems encountered during the implementation of Culture-Based Language Teaching in the K-12 Basic Education Program.

Keywords: Pedagogy, implementation, usability, culture-based teaching, language teaching, K-12 Basic Education Program


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Introduction

anguage and culture are widely accepted as being inseparable, and yet most language teaching bears little relation to the socio-cultural context. The traditional reason

for studying a language was to enable one to read its literature, and thus become a cultured person (Brown, 2014).

Bush (2007) mentioned that when needs changed and the purpose of language learning was communication, many turned away from the literary study as from a thing defiled; those who sanctioned its continued use justified it based on its being an excellent guide to the learning of culture. There are still those who want merely to read the literature of another people in the original language; there are those who want to communicate in all four aspects listening, speaking, reading, and writing; those who are interested in only one aspect; and those who are interested in the entire spectrum of possibilities.

As in any classroom, there are certain expectations of language lessons. Both teachers and learners have expectations about the content and the method of English language learning. Often these expectations are not articulated explicitly, or, where they are specified, only the teacher likely verbalizes them, either to colleagues or directly to learners, often as an introduction to a subject (Bada, 2014).

Less obvious, perhaps, are the expectations and

assumptions of what language is and how it is or should be, used. Where such expectations are congruent, or at least close, language learning will probably be that much easier. If the expectations are very diverse they may well constitute barriers to learning. This is especially likely to be the case when very different expectations are not recognized by teachers or learners (Omaggio, 2016).

On the other hand, the dialectical connection between

language teaching and cultural integration has always been a concern of teachers and educators. Whether or not the culture of the target language is to be incorporated into language teaching has been a

L


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subject of rapid change throughout language teaching history (Sysoyev & Donelson, 2002).

Recent studies focus on the seamless relationship between

teaching English and target culture teaching, especially over the last decade. People involved in language teaching have again begun to understand the intertwined relation between culture and language (Pulverness, 2013).

According to Bada (2000), “the need for cultural literacy in

English Language Teaching arises mainly from the fact that most language learners, not exposed to cultural elements of the society in question, seem to encounter significant hardship in communicating meaning to native speakers.” Also, nowadays the culture is presented as an interdisciplinary core in many curricula designs and textbooks (Sysoyev & Donelson, 2002).

Although the ground of discussion on language and culture

has been cleared for ages, it is not until the 80s that the need for teaching culture in language classes became popular. For instance, Pulverness (2003) asserts that due to the undeniable growth of English as an international language cultural content as anything other than a contextual background was begun to be included in language teaching programs. Although by the mid-80s, various advantages of teaching culture in English classes were virtually universally accepted, and culture was widely taught in language classes, there were still problems with what should be taught and how culture could be taught most beneficially. These questions were faced more and more in the 1990s (Kitao, 2010).

Ethnocentricity limits the self, hence individuals have to look

at themselves from a different perspective to surmount such limitation; thus, culture classes are vital in enabling individuals to see themselves from a different point of view. Similarly, Pulverness (2014) stresses this point by stating that just as literature ostracizes the familiar object to the self –e.g. Russian literary critic Viktor Shklovsky explained how Tolstoy ostracized the familiar object- culture class ostracizes the learner to him, which helps him to see himself from a different perspective.


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As argued above, most people are so ethnocentric that when they begin to study another language their restrictedness in their own culture prevents them from seeing the world via different ways of looking. Overcoming the limits of the monocultural perspective and reaching the realm of different perspectives could be facilitated by studying another culture. To sum up, culture classes have a humanizing and a motivating effect on the language learner and the learning process. They help learners observe similarities and differences among various cultural groups.

Felipe, et.al (2010) said that today, most K-12 students and

other kinds of learners around the world live in a monolingual and monocultural environment. Consequently, they become culture-bound individuals who tend to make premature and inappropriate value judgments about their as well as others’ cultural characteristics. This can lead them to consider others whose language they may be trying to learn as very peculiar and even ill-mannered, which, in turn, plays a demotivating role in their language learning process. Some experts, however, approach the issue of teaching culture with some kind of reservation. They are involved in a constant effort to project particular identities consisting of elements of the parental or ancestral traditions and elements of the new society.

The trend of this research is to examine the culture of

teaching and the processes of schooling. Analyze how teachers and learners make sense of the classroom; what counts as teaching and learning; how intelligence, morality, learning, and knowledge are socially constructed; how learners are socialized into school and subsequently into society through culturally responsive strategies; thus, this study is hereby conceptualized. Framework of the Study

The challenge with cultural perspectives lies in the fact that

values, beliefs, and attitudes are intangible, and therefore cannot be easily introduced by a teacher. Textbooks also rarely contain any information on values, attitudes, and beliefs in culture, making the teacher’s task even more challenging. One of the challenges teachers face when introducing cultural products or practices is that delivered information, such as bits of trivia, can appear to be disconnected, and


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possibly lead to stereotypes. By using the 3P cultural framework in their planning, teachers can ensure that culture is explored systematically and contextually, as well as allow for some flexibility. Also, this framework helps teachers tie together the disparate knowledge about products and practices while helping students begin to relate products and practices to perspectives and acquire a deeper understanding of culture overall (Kowalski, 2002).

Along with the theoretical ideas mentioned, the researcher

found it necessary to determine the extent of the pedagogical impact, level of implementation, and degree of usability of Culture-Based Language Teaching in the K-12 Basic Education Program. The diagram below shows the relationship between the variables as a conceptual paradigm of the current study.

Figure 1 Relationship of variables of the study on the extent of the pedagogical impact, level of implementation and degree of usability of Culture-Based Language Teaching in the K-12 Basic Education Program

Antecedent Independent Dependent Variables Variable Variables


This study aimed to ascertain the extent of the pedagogical

impact, implementation, and usability of Culture-Based Language Teaching in the new curricular landscape of the country- the K-12 Basic Education Program.

Teaching Position

Length of Service


District

Culture-Based Language

Teaching in the K-12 Basic Education Program

Implementation

Usability

Pedagogical

Impact


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Knowing for a fact that the Department of Education has implemented the K-12 Basic Education Program to improve the educational system in the country, the researcher wanted to find out the level of pedagogical impact, the extent of implementation, and degree of usability of the Culture-Based Language Teaching in the K-12 Basic Education Program as well as the differences and the relationships among these variables.

The results of this study will help in enhancing Culture-Based

Language Teaching under the new curriculum design.

Methodology

This quantitative and qualitative research was adherent to the gathering of information about prevailing conditions or situations for description and interpretation. This type of research method does not only deal with collecting and tabulating facts but includes proper analyses, interpretation, comparisons, identification of trends, and relationships. Mixed methods research was employed in collecting and analyzing both quantitative and qualitative data in the context of this study. Specifically, the Explanatory Sequential Mixed Methods was used. In this method, quantitative research was conducted first. Results were analyzed and then built upon to explain them in more detail with qualitative research. The survey was used in the first phase to gather data on the pedagogical impact, extent of implementation, and degree of usability of Culture-Based Language Teaching in the K-12 Basic Education Program. The research questions involved levels of familiarity and agreement with various provisions on the implementation of Culture-Based Language Teaching.

The result of the survey was explained further with the

result of the interviews using focused-group discussion to uncover rich descriptive data on the challenges experienced by the participants in the second phase of data gathering. Sampling Design and Technique

The respondents of the study are the 178 randomly selected

Senior High School English Teachers in the Schools Division of Iloilo. They were categorized into a teaching position, length of teaching


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experience, highest educational qualification, and district. Slovin’s formula was used to determine the total number of respondents.

The respondents were made aware of the nature and purpose of this study, that the data collected would be used for scientific purposes only, and that their responses would be considered confidential and their identities anonymous. Table 1

Distribution of Respondents

Category N %

Entire Group 178 100

Teaching Position

Teacher I 17 9.55

Teacher II 100 56.18

Teacher III 34 19.10

Master Teacher I 10 5.62

Master Teacher II 17 9.55

Length of Service

0-5 years 59 33.14

6-10 years 36 20.22

11-15 years 41 23.03

16-20 years 17 9.55

21-25 years 16 8.99

26 years and above 9 5.06


Bachelor’s Degree 99 55.62

Master’s Degree 70 39.33

Doctorate Degree 9 5.05

District

First 36 20.22

Second 28 15.73

Third 49 27.53

Fourth 30 16.85

Fifth 35 19.67

Data Gathering Procedure

This study utilized the descriptive design to collect, analyze,

and classify data. As the initial step, the researcher identified the respondents.

The identification of teacher-respondents was based on the teaching


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position, length of service, highest educational attainment, and district.

The researcher constructed a rating scale designed to determine the extent of the pedagogical impact, level of implementation, and degree of usability of Culture-Based Language Teaching in the K-12 Basic Education Program.

A letter was prepared to ask permission from the Schools

Division Superintendent and school principals to conduct the study in

the identified schools. The data-gathering instrument was personally

distributed by the researcher to the respondents, giving them three

to five days for accomplishment. The data gathered were then tallied

and subjected to statistical analysis.

The second phase was the qualitative data collection. At this phase, in-depth data from the chosen participants were gathered through Focus Group Discussion (FGD).

Further, selected participants of each school were informed

through written communication of the ethical considerations in

doing Focus Group Discussion. They were invited to participate in the

FGD regarding their perceptions and assessment as regards Culture-

Based Language Teaching. The FGD lasted for more than an hour and

was based on a semi-constructed protocol with two (2) core

questions. These questions were assigned to elicit participants’

perceptions of the benefits and/or drawbacks of being the facilitator

of knowledge in the language classroom. The researcher briefed the

respondents on the potential pitfalls in the FGD process like going

off-topic, and how to avoid biased responses, for example through

verbal and non-verbal cues. The Focus Group Discussion was

conducted in a quiet place where the researcher and participants

could have privacy. One individual at a time was asked to share

his/her opinions and insights about the questions asked. FGD was

conducted until theoretical saturation was met. In the results, the

researcher highlighted the facilitating factors in the implementation

of Culture-Based Language Teaching, practices, issues, and problems

as regards to Culture-Based Language Teaching.


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Lastly, data obtained from the quantitative and qualitative phases in this study were combined statistically and textually analyzed and interpreted.

Statistical Data Analysis

To determine the appropriate statistical tools used for the

inferential statistics, the data had passed through the test of

normality and homogeneity. The Kolmogorov Smirnov test was used

to measure the normality of the data. The data for the pedagogical

impact of Culture-Based Language Teaching had obtained a p-value

of 0.920; the implementation of Culture-Based Language Teaching

had a p-value of 0.35 and the usability of culture-based language

teaching had a p-value of 0.73. All p’s> 0.05. No significant differences

obtained showed that the distribution was normal.

The Levene Statistics was used to test the homogeneity of

variances of the data. The results revealed that the data for

pedagogical impact had a p-value=0.073, implementation had a p-

value=0.062, and usability of Culture-Based Language Teaching in the

K-12 Basic Education Program had a p-value of =0.092. All p’s > 0.05.

No significant differences noted showed that the data was

homogeneous. Thus, the researcher used the parametric test.

The mean was used to find out the extent of the pedagogical impact, level of implementation, and degree of usability of Culture-Based Language Teaching in the K-12 Basic Education Program.

Standard Deviation was utilized to find out the variability of

the respondents’ responses from the mean. The One-Way Analysis of Variance was used to find out the

significant difference in the responses of respondents according to a teaching position, length of service, highest educational attainment, and district. The level of significance was set at .05 alpha.

Pearson-r was used to determine the significant relationships

among pedagogical impact, level of implementation, and degree of usability of Culture-Based Language Teaching in the K-12 curriculum.


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Statistical Package for Social Sciences (SPSS) and Microsoft Excel software was used in getting statistical computations.

Research Instrument

The data-gathering instrument used in the study was a researcher-made questionnaire –checklist which was subjected for validation by the experts, pilot, and reliability testing.

The instrument consisted of four (4) parts. Part One requires

personal data such as name, teaching position, length of service, highest educational attainment, and district. Part Two is the instrument proper which contains 15 questions on the pedagogical impact of Culture-Based Language Teaching in the K-12 Basic Education Program. Part Three is the instrument proper which contains 15 questions on the level of implementation of Culture-Based Language Teaching in the K-12 Basic Education Program and Part Four is the instrument proper which contains 15 questions on the degree of usability of Culture-Based Language Teaching in the K-12 Basic Education Program.

There were five levels to be determined in the extent of the

pedagogical impact, these are Very High, High, Moderate, Low, and Very Low.

“Very High” means that the respondents considered culture

to be the greatest influence on language teaching and learning in the classroom. The response of the teachers is “Extremely Agree”.

“High” means that the respondents considered culture as an

important influence on language teaching and learning in the classroom. The response of the teachers is “Agree”.

“Moderate” means that the respondents considered culture

as a somehow important influence on language teaching and learning in the classroom. The response of the teachers is “Somewhat Agree”.

“Low” means that the respondents considered culture as a

less important influence on language teaching and learning in the classroom. The response of the teachers is “Disagree”.


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“Very Low” means that the respondents considered culture as an unimportant influence on language teaching and learning in the classroom. The response of the teachers is “Extremely Disagree”.

In determining the results an arbitrary scale was used:

Scale of Mean Description Interpretation 4.21 - 5.00 Extremely Agree Very High 3.41 - 4.20 Agree High 2.61 - 3.40 Somewhat Agree Moderate 1.81 - 2.60 Disagree Low 1.0 - 1.80 Extremely Disagree Very Low

There were five levels to be determined in the level of

implementation of Culture-Based Language Teaching in the K-12 Basic Education Program, these are Very High, High, Moderate, Low, and Very Low.

“Very High” means that the respondents considered culture

to be very evident in language teaching and learning in the classroom. The response of the teachers is “Very Evident”.

“High” means that the respondents considered culture to be

evident in language teaching and learning in the classroom. The response of the teachers is “Evident”.

“Moderate” means that the respondents considered culture

as somehow evident in language teaching and learning in the classroom. The response of the teachers is “Somewhat Evident”.

“Low” means that the respondents considered culture as

less evident in language teaching and learning in the classroom. The response of the teachers is “Fairly Evident”.

“Very Low” means that the respondents considered culture

as not evident at all in the language teaching and learning in the classroom. The response of the teachers is “Not Evident”.


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In determining the results an arbitrary scale was used: Scale of Mean Description Interpretation 4.21 - 5.00 Very Evident Very High 3.41 - 4.20 Evident High 2.61 - 3.40 Somewhat Evident Moderate 1.81 - 2.60 Fairly Evident Low 1.0 - 1.80 Not Evident Very Low

There were five levels to be determined in the degree of

usability of Culture-Based Language Teaching in the K-12 Basic Education Program. These are Very Useful, Useful, Somehow Useful, Less Useful, and Not Useful.

“Very Useful” means that the respondents considered Culture-

Based Language Teaching to be highly significant to the K-12 Basic Education Program. The response of the teachers is “Always”.

“Useful” means that the respondents considered Culture-

Based Language Teaching to be significant to the K-12 Basic Education Program. The response of the teachers is “Often”.

“Somehow Useful” means that the respondents considered

Culture-Based Language Teaching to be somehow significant in the K-12 Basic Education Program. The response of the teachers is “Sometimes”.

“Less Useful” means that the respondents considered Culture-

Based Language Teaching to be less significant to the K-12 Basic Education Program. The response of the teachers is “Seldom”.

“Not Useful” means that the respondents considered Culture-

Based Language Teaching to be not significant to the K-12 Basic Education Program. The response of the teachers is “Never”.

In determining the results an arbitrary scale was used:

Scale of Mean Description Interpretation 4.21 - 5.00 Always Very Useful 3.41 - 4.20 Often Useful 2.61 - 3.40 Sometimes Somehow Useful 1.81 - 2.60 Seldom Less Useful 1.0 - 1.80 Never Not Useful


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To interpret the level of correlation among variables the following scale was used. Size of Correlation Interpretation 0.90 to 1.0 Very High Positive Correlation 0.70 to <0.90 High Positive Correlation 0.50 to <0.70 Moderately Positive Correlation 0.30 to <0.50 Low Positive Correlation 0.00 to <0.30 Negligible Correlation

Results and Discussion Table 2 Means and Standard Deviations of Pedagogical Impact of Culture-Based Language Teaching in the K-12 Basic Education Program

Category N SD Mean Interpretation

Entire Group 178 .46 4.24 Very High

Teaching Position

Teacher I 17 .62 4.01 High

Teacher II 100 .46 4.22 Very High

Teacher III 34 .39 4.32 Very High

Master Teacher I 10 .39 4.28 Very High

Master Teacher II 17 .47 4.19 High

Length of Service

0-5 years 59 .46 4.23 Very High

6-10 years 36 .42 4.22 Very High

11-15 years 41 .51 4.25 Very High

16-20 years 17 .39 4.12 High

21-25 years 16 .42 4.29 Very High

26 years and above 9 .70 4.41 Very High


Bachelor’s Degree 99 .48 4.25 Very High

Master’s Degree 70 .44 4.22 Very High

Doctorate Degree 9 .47 4.22 Very High

District

First 36 .52 4.23 Very High

Second 28 .31 4.18 High

Third 49 .40 4.19 High

Fourth 30 .60 4.29 Very High

Fifth 35 .46 4.26 Very High


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Table 3

Means and Standard Deviations of the Level of Implementation of Culture-Based Language Teaching in the K-12 Basic Education Program


Entire Group 178 .44 4.18 High

Teaching Position

Teacher I 17 .40 4.11 High

Teacher II 100 .45 4.16 High

Teacher III 34 .36 4.20 High

Master Teacher I 10 .46 4.00 High

Master Teacher II 17 .41 4.27 Very High

Length of Service

0-5 years 59 .44 4.20 High

6-10 years 36 .38 4.18 High

11-15 years 41 .43 4.21 Very High

16-20 years 17 .47 4.04 High

21-25 years 16 .45 4.10 High

26 years and above 9 .62 4.33 Very High


Bachelor’s Degree 99 .47 4.21 Very High

Master’s Degree 70 .39 4.14 High

Doctorate Degree 9 .46 4.12 High

District

First 36 .39 4.27 Very High

Second 28 .36 4.09 High

Third 49 .41 4.17 High

Fourth 30 .61 4.13 High

Fifth 35 .44 4.17 High


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Table 4 Means and Standard Deviations of the Degree of Usability of Culture-Based Language Teaching in the K-12 Basic Education Program


Entire Group 178 .48 4.26 Very Useful

Teaching Position

Teacher I 17 .46 4.04 Useful

Teacher II 100 .50 4.23 Very Useful

Teacher III 34 .41 4.30 Very Useful

Master Teacher I 10 .32 4.19 Useful

Master Teacher II 17 .40 4.40 Very Useful

Length of Service

0-5 years 59 .48 4.35 Very Useful



16-20 years 17 .49 4.18 Useful

21-25 years 16 .47 4.12 Useful

26 years and above 9 .84 4.08 Useful


Bachelor’s Degree 99 .46 4.29 Very Useful

Master’s Degree 70 .51 4.19 Useful

Doctorate Degree 9 .40 4.41 Very Useful

District

First 36 .44 4.35 Very Useful

Second 28 .40 4.38 Very Useful

Third 49 .49 4.18 Useful

Fourth 30 .61 4.20 Useful

Fifth 35 .44 4.26 Very Useful


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Table 5 One-Way ANOVA Result of Significant Difference in the Pedagogical Impact of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to Teaching Position

Sum of

Squares

df Mean

Square

F Sig

Between

Groups

1.53 11 .31 1.48 .20

Within Groups 30.13 163 .21

Total 31.66 174

P>.05, Not Significant

Table 6 One-Way ANOVA Result of Significant Difference in the Pedagogical Impact of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to Length of Service

Sum of

Squares

df Mean

Square

F Sig

Between

Groups

.47 11 .09 .44 .82


Total 31.66 150


Table 7 One-Way ANOVA Result of Significant Difference in the Pedagogical Impact of Culture-Based Language Teaching in K-12 Basic Education Program When Classified as to Educational Attainment

Sum of

Squares

df Mean

Square

F Sig

Between

Groups

.03 4 .02 .07 .93


Total 31.66 174



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Table 8 One-Way ANOVA Result of Significant Difference in the Pedagogical Impact of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to District

Sum of

Squares

Df Mean

Square

F Sig

Between Groups .24 8 .06 .28 .89


Total 31.66 174


Table 9 One-Way ANOVA Result of Significant Difference in the Level of Implementation of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to Teaching Position

Sum of

Squares

Df Mean

Square

F Sig

Between Groups 1.10 8 .22 1.17 .33


Total 28.52 174


Table 10 One-Way ANOVA Result of Significant Difference in the Level of Implementation of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to Length of Service

Sum of

Squares

df Mean

Square

F Sig



Total 28.53 174



210

Table 11 One-Way ANOVA Result of Significant Difference in the Level of Implementation of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to Educational Attainment

Sum of

Squares

df Mean

Square

F Sig



Total 28.53 174


Table 12 One-Way ANOVA Result of Significant Difference in the Level of Implementation of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to District

Sum of

Squares

Df Mean

Square

F Sig



Total 28.53 174


Table 13 One-Way ANOVA Result of Significant Difference in the Degree of Usability of Culture-Based Language Teaching in K-12 Basic Education Program When Classified as to Teaching Position

Sum of

Squares

Df Mean

Square

F Sig

Between Groups 1.67 5 .33 1.48 .20


Total 34.46 174



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Table 14 One-Way ANOVA Result of Significant Difference in the Degree of Usability of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to Length of Service

Sum of Squares Df Mean Square F Sig

Between Groups 1.00 5 .20 .87 .50


Total 34.46 174


Table 15 One-Way ANOVA Result of Significant Difference in the Degree of Usability of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to Educational Attainment

Sum of Squares df Mean Square F Sig

Between Groups .53 4 .27 1.16 .32


Total 34.46 174


Table 16 One-Way ANOVA Result of Significant Difference in the Degree of Usability of Culture-Based Language Teaching in the K-12 Basic Education Program When Classified as to District

Sum of squares df Mean Square F Sig.



Total 34.46 174



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Table 17 Correlations between Pedagogical Impact and Level of Implementation of Culture-Based Language Teaching in the K-12 Basic Education Program

Variable Pedagogical Impact

r-value p-value

Level of Implementation .23 .01

P<.05; Significant Relationship

Table 18

Correlations between Pedagogical Impact and Degree of Usability of

Culture-Based Language Teaching in the K-12 Basic Education Program

Variable Pedagogical Impact

r-value p-value

Degree of Usability .30 .00

P<.05; Significant Relationship

Qualitative Data Analysis Facilitating Factors in the Implementation of Culture-Based Language Teaching In the conduct of Focus Group Discussion, there are three (4) themes revealed as regards the facilitating factors in the implementation of Culture-Based Language Teaching in the K-12 Basic Education Program. These are (1) Customizing Teaching and Learning Processes, (2) Capacitating the Teachers (3) Forging Linkages and Partnership and (4) Initiating Policies to Promote Culture-Based Language Teaching Customizing Teaching and Learning Processes

On this particular theme’ teachers’ ways of designing appropriate teaching-learning strategies like documentation and conduct of researches relevant to cultural practices of the community to capture the rich culture in the community was highlighted. Further, the manner on how the teachers familiarized


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themselves and integrated culture in language teaching and the existence of local history and culture to the lesson and on how the teachers translated the framework of the curriculum to real practice like intensifying the spirit of nationalism and patriotism among the learners.

Capacitating the Teachers

On this particular theme, the ideas on upgrading /updating the teachers through various seminars, training, and conferences to further enhance their understanding of Culture-Based Language Teaching, conducting of regular observation of teachers’ actual teaching, investing on teacher’s potentials and capabilities like in the field of research and advanced education were considered based on the responses of the participants. Forging Linkages and Partnership

On this particular theme, the respondents said that school today cannot effectively teach culture in language classes not unless there are collaboration and partnership with other agencies and entities who have programs and services which can promote culture-based teaching. Initiating Policies to Promote Culture-Based Language Teaching

On this theme, the respondents said that there must be tangible and workable programs and policies that put into action the integration of culture in language teaching and other fields. In this manner, the teaching will be more comprehensive and the appreciation of the learners towards the lesson will be achieved. This can be done by proposing school programs and activities that will promote the effectiveness of Culture-Based Language Teaching and participating in community-based activities that encapsulate the importance of local history and culture to teaching languages. Problems Encountered in the Implementation of Culture-Based Language Teaching In the conduct of Focus Group Discussion, there are three (3) themes revealed as regards the problems encountered during the


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implementation of Culture-Based Language Teaching in the K-12 Basic Education Program. These are (1) Advent of the new technology and the new way of thinking, (2) Unavailability of relevant learning resource materials to teach culture and language, and (3) Incompatible and irrelevant teaching-learning practices. The advent of New Technology and the New Way of Thinking

On this particular theme, the participants cited the

influences of foreign ideas that reduce the degree of nationalism and patriotism, the easy access to all forms of social media which shapes the perception and thinking of learners and the issues on the sustainability and flexibility of teaching languages and culture due to globalizing ideas. Unavailability of Relevant Learning Resource Materials to Teach Culture and Language

On this particular theme, the ideas related to teaching oral traditions which were not supported by tangible artifacts and relics of the past were considered as one of the problems. Further, other problems noted were (a) Culture-Based Language Teaching is not directly crossing disciplines, (b) textbooks and other resource materials were very limited, and (c) there is no in-depth researches and studies to explain the local history and culture.

Incompatible and Irrelevant Teaching Learning Practices

On this particular theme, the respondents highlighted the idea that many teachers just teach away from the content and context while the Culture-Based Language Teaching is not enriched. This was added by the notion related to a lack of passion to teach in a more “filipinized” context. As an entire group, the pedagogical impact of Culture-Based Language Teaching in the K-12 Basic Education Program is “very high”. As to teaching position, Teacher I and Master Teacher II are “high”, while Teacher II, Teacher III, and Master Teacher I are also “high”. As to the length of service, only those who have served for 16-20 years are “high” while the rest are “very high”. The results also showed that regardless of educational attainment the respondents


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consider Culture-Based Teaching to have a “very high” pedagogical impact in the -12 Basic Education Program. Further, as to the pedagogical impact of Culture-Based Language Teaching in the K-12 Basic Education Program, the results show that when respondents are categorized as to district, only two (2) districts consider it as “high”. These are the Second and Third districts. The three (3) other districts consider it as “very high”.

As an entire group, the level of implementation of Culture-

Based Language Teaching in the K-12 Basic Education Program was “high”. When categorized as to teaching position, Master Teachers II perceive the level of implementation as “very high”. While Teacher 1, Teacher II,

Teacher III and Master Teacher I see it to be “high”. As to the

length of service, two (2) groups of respondents namely 11-15 years and 26 years and above in service say that it’s “very high”. All the rest reveal it to be “high”. As to educational attainment, the Bachelors’ Degree holders reveal it as “very high”, while the Masters’ Degree and Doctorate Degree holders prove it to be “high”. When the respondents are classified as to district, the results show that only those in the First District say that the implementation of the Culture-Based Language Teaching in the K-12 Basic Education Program is “very high”. The rest say that it is highly implemented.

The respondents as an entire group reveal that the Culture-Based Language Teaching is “very useful” in the K-12 Basic Education Program. As to teaching position, those who occupy Teacher I and Master Teacher I consider Culture-Based Language Teaching to be “useful” while Teacher II, Teacher III, and Master Teacher II say that it is “very useful”. As to the length of service, the results reveal that those who have been in service from 0-5 years, 6-10 years and 11-15 years say that it is “very useful”. Those who have served from 16-20 years, 21-25 years, and 26 and above years consider Culture-Based Language Teaching as “useful” in the K-12 Basic Education Program. As to educational attainment, those who have a master’ Degree say that it is “useful”. While the Bachelors’ Degree and Doctorate Degree reveal it to be “very useful”. As to district, the results reveal that those in the Third and Fourth districts say that it is “useful”. The respondents from First, Second, and Fifth districts prove that Culture-


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Based Language Teaching is “very useful” in the K-12 Basic Education Program. The results reveal that there is no significant difference in the pedagogical impact of Culture-Based Language Teaching to the K-12 Basic Education Program when respondents are classified as to teaching positions; thus, the null hypothesis is accepted. The results reveal that there is no significant difference in the pedagogical impact of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to the length of service; thus, the null hypothesis is accepted. The results also reveal that there is no significant difference in the pedagogical impact of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to educational attainment; thus, the null hypothesis is accepted. The results also reveal that there is no significant difference in the pedagogical impact of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to district; thus, the null hypothesis is accepted. The results also reveal that there is no significant difference in the levels of implementation of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to teaching positions; thus, the null hypothesis is accepted. The results also reveal that there is no significant difference in the levels of implementation of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to the length of service; thus, the null hypothesis is accepted.

The results also reveal that there is no significant difference

in the levels of implementation of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to educational attainment; thus, the null hypothesis is accepted.

The results also reveal that there is no significant difference in the levels of implementation of Culture-Based Language Teaching


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in the K-12 Basic Education Program when respondents are classified as to district; thus, the null hypothesis is accepted.

The results also reveal that there is no significant difference in the degrees of usability of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to teaching positions; thus, the null hypothesis is accepted.

The results also reveal that there is no significant difference in the degrees of usability of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to the length of service; thus, the null hypothesis is accepted.

The results also reveal that there is no significant difference in the degrees of usability of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to educational attainment; thus, the null hypothesis is accepted.

The results also reveal that there is no significant difference in the degrees of usability of Culture-Based Language Teaching in the K-12 Basic Education Program when respondents are classified as to educational districts; thus, the null hypothesis is accepted.

The results also reveal that there is a significant relationship in the pedagogical impact and level of implementation of Culture-Based Language Teaching in the K-12 Basic Education Program; thus, the null hypothesis is rejected.

The results also reveal that there is a significant relationship in the pedagogical impact and degree of usability of Culture-Based Language Teaching in the K-12 Basic Education Program; thus, the null hypothesis is rejected.

There are four themes revealed as regards the facilitating factors in the implementation of Culture-Based Language Teaching. These are (1) Customizing Teaching and Learning Processes, (2) Capacitating the Teachers, (3) Forging Linkages and Partnership and, (4) Initiating Policies to promote Culture-Based Language Teaching.

There are three (3) themes revealed as regards the problems encountered during the implementation of Culture-Based Language


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Teaching in the K-12 Curriculum. These are (1) Advent of the new technology and the new way of thinking, (2) Unavailability of relevant learning resource materials to teach culture and language, and (3) Incompatible and irrelevant teaching-learning practices.

Conclusions

Given the findings, the following conclusions are deduced.

In the DepEd Curriculum, Culture-Based Language Teaching proves to be a vital component of language learning and teaching, as reflected to have a very high pedagogical impact on the findings of the study.

Culture-Based Language Teaching is highly implemented. Though only one district in the Schools Division of Iloilo has a very high implementation level, it could be noted that the implementation of Culture-Based Language Teaching would be taken into consideration since it was implemented only three years ago.

Teachers find Culture-Based Language Teaching very useful. This means that the integration of culture plays a great part in teaching and learning a language.

The length of service, educational attainment, teaching

position, and district has no significance with the pedagogical impact, implementation, and usability of Culture-Based Language Teaching in the K-12 Basic Education Curriculum.

Pedagogical impact, implementation, and usability of Culture-Based Language Teaching are interrelated with one another. This means that the implementation of Culture-Based Language Teaching is very useful in the educational system, especially in the K-12 Basic Education Program.


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References

Bada, E. (2000). Culture in ELT. Cukurova University Journal of Social Sciences (6), 100-110.

Brown, K. D. (2014). Teaching in color: A critical race theory in education analysis of the

literature on preservice teachers of color and teacher education in the US. Race Ethnicity and Education, 17(3), 326-345.

Bush, M. D. (2007). Facilitating the integration of culture and vocabulary learning: The

categorization and use of pictures in the classroom. Foreign Language Annals, 40(4), 727-745.

Creswell, J.W. (2007). An introduction to mixed methods research. Thousand Oaks,

California: Sage Publications, Inc. Creswell, J.W. (2014). Qualitative, quantitative and mixed methods approaches (Fourth

Edition). Thousand Oaks, California: Sage Publications, Inc. Creswell, J., Fetters, M., Ivankova, N. (2004). Designing and conducting mixed

methods research. Thousand Oaks, CA: Sage Publications Felipe, A. et. al. (2010). Length of School Cycle and Quality Education. Philippine

Education Research Journal Kitao, K. (2000). Teaching Culture in Foreign Language Instruction in the United States. Kowalski, C. (2002). Storytelling in the language classroom. Selected Papers from the

Eleventh International Symposium on English Teaching/Fourth Pan Asian Conference, 387-394.

Omaggio, A. C. (2016). Teaching language in context: Proficiency-oriented instruction.

Boston: Heinle & Heinle. Pulverness, A. (2003). Distinctions & Dichotomies: Culture-free, Culture-bound. Online

documents at URL http://elt.britcoun.org.pl/forum/distanddich.htm. [17.06.2004]

Pulverness, A. (2004). Here and There: Issues in Materials Development for

Intercultural Learning. Sysoyev, P. V. & Donelson L. R. (2002). Teaching Cultural Identity through Modern

Language: Discourse as a Marker of an Individual’s Cultural Identity.

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DEVELOPING ESSAY WRITING SKILLS OF ALS LEARNERS THROUGH PEER

TEACHING

Luisa U. Maliao Mirasol A. Muñez

Doreen D. Pabonita Division of Cagayan de Oro City

ABSTRACT

The main purpose of this study is to establish if peer teaching is a useful instructional intervention to promote shared learning between peers, with learners as peer teacher and peer learner in Alternative Learning System East 1 District specifically in the three sessions of the District ALS Coordinator and two Mobile Teachers. Learners provide as skilled teachers to produce significant learning probability and enhance ability in essay writing with peer learners. Findings revealed a positive result on the use of peer teaching in essay writing as an instructional intervention. The researchers assess the pre-test and the post-test outcome of the learners and identified the definite criterion where the learner finds it difficult to organize in writing an essay. The title of the essay was taken from the lessons discussed in every session. All learners were given thirty- minutes bound to time in writing an essay. On the other hand, the researchers evaluate the learner’s outcome base on the revised rubric. The researchers choose this instructional intervention to help improve and boost the writing skills of the low achiever learner. The researchers use T-Test to evaluate the results of the pre and post-test after using the intervention. The positive effect of this study would facilitate the development of the writing skills in every learner. Repercussion and expectation of peer teaching as a technique in improving learners' capability in writing an essay are discussed.

Keywords: Essay, Writing, Peer teaching, and ALS learner


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Introduction eer teaching is one of the strategies being implemented by teachers nowadays. Peer teaching involves more than one learner teaching other learners in a particular topic. This strategy benefits both the peer teacher and peer learner

because in teaching we learn twice (Whitman 1998). The assistance one gets from their peer allows them to be more independent which also enhance their learning. It enables learners to develop a sense of responsibility among their peers. Alternative Learning System of East I District aims to develop the life-long learning skills of each learner to ensure the quality education they get out of the training they’ve experienced and will be experienced in attending every session. Thus, an action plan will help in achieving the target goal for the learners as well as the ALS Implementers. General Objectives:

To develop positive social and emotional interactions.

To improve learners' achievement through different interventions conducted by the ALS Implementers.

To boost their thinking skills and come up with good ideas.

To develop life-long learning skills. Specific Objectives: 1. Develop a sense of responsibility in decision-making. 2. Develop confidence and socialization. 3. Achieve the goal in developing the skills in writing

The researchers used the pre-test result as the basis to identify the peer teacher and the peer learner. After identifying, the researchers gathered all peer teachers and were given orientation on how to help their peer learners as they work by pair. The peer teacher and peer learner shared and exchanged ideas about the topic given by the ALS facilitator. If the peer teacher is absent, the peer learner may work together with the other peers. In every session, it was expected that each learner would submit one essay within 30 minutes to capture their learning. The intervention lasted for two (2) months or approximately eight (8) weeks which focused on the sessions of two mobile teachers and the district coordinator in the

P


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east 1 district (Sto. Niño Community Learning Center, Gusa Barangay Hall and District ALS Center inside East City Central School). After the eight weeks of intervention, the researchers conducted another essay writing to the same set of learners which served as their post-test. Each learner was given 30 minutes to finish the composition writing.

In ALS, peer teaching is important to help peers increased their learning in essay writing both for the learner being helped (peer learner) as well as the one giving the help (per teacher).


This study intends to assess the outcome of the essay writing of ALS A&E Secondary learners in East 1 District, in the Division of Cagayan de Oro City for the Calendar Year 2016 and 2017. It sights to answer the following questions; demographic

1. What is the demographic profile of the participants? 2. What is the performance of the ALS learners in writing an

essay before and after the intervention? 3. What are the learning experiences during the intervention?

Methodology This chapter presented the fundamental elements of the research process, methods, and procedures used in the study. It includes the discussion of the following: sampling procedure, data collection, ethical issues, and plan for data analysis. a. Participants and other Sources of Data and Information

Seventy-five (75) out-of-school youths (OSY) and out-of-

school adults (OSA) enrolled in Accreditation and Equivalency Program starting in January and year-round. These learners came from the focused sessions of the three ALS implementers. The writers will use probability sampling particularly stratified random sampling given the limitation of the size of the target participants.


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The samples were taken from East I District under the sessions of the Mobile Teacher (MT) and District Alternative Learning System Coordinator (DALSC) in East I District, one (1) DALSC, and two (2) MTs. Each facilitator identified the bottom 5 and top 5 learners on the writing level in their pre-test for both out-of-school youth (OSY) and out-of-school adults (OSA). The top 5 will serve as peer teachers while the bottom 5 would be their peer learner. As a whole, there are thirty (30) respondents, 15 of which will be the peer teachers while the other 15 would be the peer learners. Table 1 Participants

Participants

Peer Teacher Peer Learner Total 15 15 30

b. Data Collection

The researchers used the Pre-Test result of the learners in selecting fifteen (15) peer teachers and fifteen (15) peer learners. Each peer used a strategy in formulating ideas in writing an essay specifically brainstorming. The peer teacher guide and motivate the peer learner to come up with a good essay result. Two months after the intervention, the researchers conducted another essay writing to the same set of learners which served as their Post-test. The essay titles will be taken from the lessons discussed in every session. Every learner was given 30 minutes only to finish the composition writing. However, to validate the essay writing coming from the learners, the researchers will check their output based on the revised rubric. c. Ethical Issues

There are many ethical issues with regards to research when

dealing with humans as subjects of research like confidentiality, dignity, benefit-to-risk ration, and informed consent. The study includes the following;

1. Right to conduct research The researchers secured a permission letter to the Schools Division Superintendent of Cagayan de Oro City Division in conducting this study to ensure the legality of this action.


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2. Informed consent from participants The researchers also wrote a letter of consent to the participants which stated the purpose of the study. Through this, the participants have personal liberty in making their own decision in the participation of the research procedure for the purpose.

3. Secrecy and obscurity The researchers assured that vital secrecy of the data gathered during the study. All data from the participants remain kept for protection and safety reasons.

d. Statistics analysis

Data analysis is used in the study to convey order, structure,

and meaning to the accretion of collected data. The study involved both quantitative and qualitative analysis to consider the data organization. The researchers used the T-Test to compare the results of the pre-test and post-test after the intervention.

Results and Discussion 1. The Demographic Description of the Participants. Table 2 Demographic Profiles 1.4.1 Age Frequency Percent Valid Percent Cumulative Percent

15-19 19 63.3 63.3 63.3

20-24 8 26.7 26.7 90.0

25-29 2 6.7 6.7 96.7

30-34 1 3.3 3.3 100.0

Total 30 100.0 100.0


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Table 1.4.1 displays that the most number of participants have aged 15 to 19 with 63.33% and only 3.33% or 1 learner whose age is above 30 years old. This was being supported by the study of Punongbayan (2014) that older ages tend to stop schooling for they prefer to work for a living (Teenage Pregnancy: The untangling Cause and Effect). 1.4.2 Gender

Gender Frequency Percent Valid Percent Cumulative Percent

Male 12 40.0 40.0 40.0

female 18 60.0 60.0 100.0

Total 30 100.0 100.0

Table 1.4.2 shows that there were more female participants

(60%) than the male with 40%. This claim was being strengthened with the results showed in Functional Literacy, Education and Mass Media Survey (FLEAMMS, 2015) that the proportion of out of school youth was higher among females than males in all regions. 1.4.3 Status

Status Frequency Percent Valid Percent Cumulative Percent

Single 28 93.3 93.3 93.3

Married 2 6.7 6.7 100.0

Total 30 100.0 100.0

Table 1.4.3 shows that 93.3% of the participants were single

and only 6.7% were married. In support of this data, Klinenberg believed that in the age of increasing digital media and rising connectedness, being single suggests a lucid benefit like more uplifting privacy. More alone time helps out people determine who they are and what gives their life meaning and purpose. "Living alone helps us pursue sacred modern values — individual freedom,


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personal control, and self-realization — whose significance endures from adolescence to our final days," Klinenberg wrote. 1.4.4 Employment

Status Frequency Percent Valid Percent Cumulative Percent

Employed 22 73.3 73.3 73.3

Not employed 8 26.7 26.7 100.0

Total 30 100.0 100.0

Table 1.4.4 divulges that only 26.6% of the participants were employed. This is also true based on the Health of Adolescents in the Philippines 2008, the force participation rate of the population aged 15-19 was 32.2% it means more adolescents were unemployed within the age bracket. 73.3% of the participants were still dependent on their parents. 1.4.5 Educational Attainment

Year Level of

Education

Frequency Percent Valid

Percent

Cumulative

Percent

Elem. graduate 3 10.0 10.0 10.0

Grade 7/1st yr. 7 23.3 23.3 33.3

Grade 8/2nd yr. 8 26.7 26.7 60.0

Grade 9/3rd yr. 12 40.0 40.0 100.0

Total 30 100.0 100.0

Table 1.4.5 reveals that most of the participants 40% reached

third year/Grade 9, 26.6% reached 2nd Year/Grade 8, 23.33% reached 1st Year/ Grade 7 and only 10% graduated elementary. This varied educational attainment of learners in one session is the most difficult to handle. Teaching in the multilevel session both challenging and rewarding (Roberts 2007).


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1.4.6 Socioeconomic

Socioeconomic

Income

Frequency Percent Valid Percent Cumulative Percent

mababa 6 20.0 20.0 20.0

Sakto 24 80.0 80.0 100.0

Total 30 100.0 100.0

Table 1.4.6 reveals that participants enrolled in ALS had a

socioeconomic income belong to a moderate level or “sakto lang” This proved the report of NEDA (National Economic and Development Authority in 2014 that the Philippines, through its new government achieved inclusive growth through transparent and responsive governance, massive infrastructure investment, increased competitiveness, improved access to financing, improved social services, a stable macroeconomic environment, ecological integrity, quality education, appropriate science and technology appropriations, and advanced peace process alongside improved national security. It means that nowadays, every Filipino family had its own enough income to support their needs.

1.4.7 Previous School Attended Before Enrolled in ALS

Kind of School Frequency Percent Valid Percent Cumulative Percent

Private 3 10.0 10.0 10.0

Public 27 90.0 90.0 100.0

Total 30 100.0 100.0

Table 1.4.7 shows that 90% of the participants enrolled in

public school and 10% enrolled in a private school before they enter the Alternative Learning System. Because of this data, Most local Filipino children attend public schools, which are funded by the government and free to attend. The quality of education at public school was getting better and better through a series of seminars,


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training, and workshops to meet the global competitiveness through k-12 program of the Department of Education (DepEd website).

1. On the performance of the ALS learners in writing an essay before

and after using the intervention.

Table 1.5 Pretest and Posttest Mean per Criteria

Criteria Pretest Mean

Standard Deviation

Posttest Mean

Standard Deviation

Mean Increase

Nilalaman 2.73 0.74 4.1 0.96 1.37 Organisasyon 2.8 0.81 3.8 0.71 1 Mikaniks 2.8 0.76 3.6 0.89 .8 Oras na nagugol

2.5 0.57 3.9 0.83 1.4

Total 2.72 0.60 3.86 0.75 1.14

Table 1.5 shows that there is a significant increase in all mean

scores of every criterion. Moreover, Oras na nagugol which is equivalent to 1.4 is the highest increase which is the lowest mean in the pretest, followed by Nilalaman with an increase of 1.37, 1 for the Organisation, and .8 for Mekaniks. Also, the most changeable of all the criteria is the Nilalaman which is s= 0.96 with a mean of 4.1 in the posttest while Organisasyon in the pre-test which is s=0.81.

According to Farivar and Webb in 1994, “Help from peer’s

increases learning both for the students being helped as well as for those giving help. For the students being helped, the assistance from their peers enables them to move away from dependence on teachers and gain more opportunities to enhance their learning. For the students giving help, the cooperative learning groups serve as opportunities to increase their performance. They have the chance to experience and learn that “teaching is the best teacher.” Lord in 2001 also stated students perform better on tests, particularly concerning reasoning and critical thinking skills when they are with peers or in a group.


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Table 1.6 Comparative Pretest and Posttest Result

Pretest Posttest

Remarks Frequency Percentage Frequency Percentage

Passed 15 50 26 86.6

Failed 15 50 4 13.3

In table 1.6 shows that there is only 50% pass the pretest and

50% fail in writing an essay before the intervention. It also shows that from 50%, it goes up to 86.6% which is equivalent to 26 participants from fifteen in the pretest with an increase of 36.6% which is equal to 11 participants also after the intervention. Additionally, only four out of thirty fail in the post-test. According to Tighe in 1971 page 22, real learning is not a solitary task. One person cannot be expected to find out the diverse interpretations of a piece of literature but with other people, it can be. Learners can examine his/her ideas to those with other peers. Thus, the result is much better than by himself/herself only.

“Recommendations from current literature include the following: learning may occur when students work cooperatively, both peer teachers and peer learners learn, and learning may increase with a blend of situations in which professors are present and are not present.”(Whitman & Fife) Table 1.7 T-Test Results

Test Mean P-value

Level of Significance

Df t-critical

Standard Deviation

Pre 2.72 0.0496 0.05 29 2.05 0.60 Post 3.86 0.75

Table 1.7 reveals the relevant effect of the intervention, the

null hypothesis is rejected since p<0.05 (in fact p= 0.0496).There is a strong evidence (t = 2.05, p = 0.0496) when ɑ= 0.05 that the peer teaching intervention improves learner’s score. It further shows improved results on average at about 1.14 from 2.72 in the pre-test to


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3.86 in the post-test. This confirms that peer teaching is basically important not just statistically significant.

According to Tang in 2006, Spontaneous Collaborative Learning is not exclusively controlled by the teacher but more of the learners. Slavin (1996) also said that learners were highly motivated when teaching other learners. The accessibility of peer support leads to higher levels of participation in the learning process. Student/learners' self-esteem was increased. Accountability expectations raise achievement. 3. On the Learning Experience during the Intervention. Data analysis of the interviewed respondents suggested two (2) develop themes.

1. Exchanging of ideas 2. Time Consumption

These themes were given further details from their answers in the interview. Exchanging of ideas

Exchanging of ideas is one of the themes that the respondents/learners emphasized. It is said that sharing ideas is something that one’s perception, observation, feelings, and experiences that is shared with one or more people that results in an enjoyable discussion or writings. Participants said:

Mas madali kung dalawa kaysa isa para kung anong alam niya, malaman ko rin at kung anong alam ko ay ma e-share ko rin sa kanya. Nagpapalitan ng ideya na isinusulat sa sanaysay.

Pagbibigay ng tulong sa ideya na dapat isusulat.

Gugustuhin ko pong may kasama para may tumulong sa akin sa paggawa ng pangungusap at sanaysay.

Exchanging of ideas was a very good experience that the respondents experienced during the application of peer teaching.


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Short, Less Time Consumption

The second theme is time-consuming; it is the amount of time used in a certain activity. These were the significant points they stated;

“Ang karanasan na tumatak sa akin, ay maganda kung dalawa dahil nagtutulungan sa isang proyekto o sanaysay, napapadali ito kaysa ako lang mag-isa.” “Mas madali kong natapos ang aking ginawang sanaysay dahil natutulungan akong maintindihan kung ano ang dapat kong isulat.”

“Ang pagkakaroon ko ng partner sa paggawa ng sanaysay ay napapadali ko na ang pagsulat dahil may mga ideya siya na wala ace, nakakatulong na madagdagan at medaling napupuno ang aking naisulat sa papel.”

“Ang ideya na nae-share sa aking kasama ay nagpapadali ang aking ginawang sanaysay.”

Short/Less time consumption is very important in writing an essay, especially in the National A&E Test because a taker must finish the essay within 30 minutes. Thus, these two themes lead to participants' positive outcomes as they performed in the making of their essay writing. Gradually as they tackled different essay titles, participants tend to write essays easier and easier.

“Peer teaching can enhance learning by enabling learners to take responsibility for reviewing, organizing, and consolidating existing knowledge and material; understanding its basic structure; filling in the gaps; finding additional meanings, and reformulating knowledge into


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Conclusions

1. The researchers conclude that female participant was more

focused and determined than males in leveling upon their performance in achieving the needed skills in writing an essay using Peer Teaching strategy.

2. The researchers also conclude that participants’ performance

increased when working with peers particularly reasoning and critical thinking skills. Having learners work with each other is an effective line of attack because it forces learners to be active and to utter through the way of perception in their expressions. There are many differences in how peer teaching can be used to improve learning in the learning sessions. Learners experience in their hold situations in different ways.

3. Learners who work with peers achieve better in their essays, mostly in constructing or creating ideas to write. Participants’ effort with their peers is an effective means because it helps them to be vibrant and have different ways of perception in their expressions or other words they can write anything with their ideas after exchanging thoughts on the essay title given. It is an opportunity for them to facilitate their knowledge. Learners improved a better understanding of the topic given in their essays. This intervention enhances not just their performance but also the social side in appreciating the exchanging of ideas.

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http://www.neda.gov.ph/2015/03/13/socioeconomic-report-2014/(8/26/2017)

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PERCEIVED CONSTRAINTS AMONG LEARNERS ON ALTERNATIVE LEARNING SYSTEM

PARTICIPATION

Rubeneth V. Salazar Ailiene P. Libres Maribel G. Calo

Division of Cagayan de Oro City

ABSTRACT

This study was conducted to identify the influential factors that affect the learner’s involvement in Alternative Learning System (ALS) programs in the Division of Cagayan de Oro City. To gather relevant data, a validated researcher-made questionnaire based on the findings of other research publications, thesis, journals, and books was used in the survey and focused group discussion (FGD) was conducted to support and validate the findings. Descriptive analysis results reveal that employment and poverty is the most perceiving factor in learner’s participation. However, acknowledging some constraints on educational system-related and learner’s behavioral issues. A suggested plan was created to conduct education cum livelihood, entrepreneurial, or other relevant skills training to improve the learners’ participation in ALS programs. The researchers mentioned performing an action research to deal with the challenges related to ALS educational system, improving ALS facilities, and give interventions for behavioral issues.

Keywords: participation constraints, employment, and poverty, educational system, behavioral issues


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Introduction

he framers of the 1987 Philippine Constitution (Article XIV, Section 1) stipulated that “it is the constitutional right of all citizens in the country to have access to quality education at all levels “. The government had exerted all resources to achieve

Education for All (EFA) in the Philippines but based on the UNESCO report the country still needs to achieve some of the EFA goals in the coming years. It includes non-formal schools in the Alternative Learning System (ALS) to deliver Basic Literacy for zero literates and functional literacy (Accreditation and Equivalency) for elementary and secondary out-of-school learners. Furthermore, it also provides that the State shall establish, maintain, and support a complete, adequate, and integrated system of education, relevant to the needs of the people and society. The State shall encourage non-formal, formal, informal, and indigenous learning systems, as well as self- learning; independent and out-of-school study programs particularly those that respond to the community needs. (paragraphs. 2 and 4, Section 2, Article XIV)

The responsibility of leading the effort to eliminate illiteracy

among Out-of-School Youth (OSY) and Out-of-School Adult (OSA) falls through the previous Bureau of Alternative Learning System (BALS) under the umbrella of the DepEd. It has presented and established profitable different learning strategies to attain adult functional literacy using regional dialects such as Filipino and English. Despite the limited budget allocation for basic education and the learning facilitator-to-learner target ratio of 1:75, the bureau has developed a curriculum comparable to that of the formal basic education system which has been subsequently used as the basis for its annual elementary and secondary level accreditation and equivalency tests until the academic year 2018.

In 2018, DepEd hired enumerators to identify the number of

out-of-school youth and adults in the communities in every division. The report shows that in 79 barangays mapped there are approximately eight thousand eleven (8011) OSY and OSA in the Division of Cagayan de Oro. Based on the DepEd Learner Information System (LIS), only three thousand nine hundred twenty-eight (3928)

T


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enrolled in the ALS Basic Education Program wherein 109 were Basic Literacy (BL) and 3819 under Accreditation and Equivalency (A&E). Furthermore, there are about 72.71% (2856 out of 3928) completed the program. Indeed, ALS learning facilitators extend miles of efforts and time to help these special people to access basic education even in the far-flung areas using community learning in different delivery modes. Unfortunately, the reality scenario shows that there were still problems in the participation of learners in the program.

Constraints research investigates factors that are perceived or experienced by individuals inhibiting participation and enjoyment in leisure activities (Jackson, 2000). This study investigates the role of perceived constraints specifically to the basic education program participation among ALS learners. The study findings will contribute to develop and enhance strategic plans and policy formulations to improve access to education that will help the institution to persuade these special people to finish and undertake basic education through ALS. Literature Review

The fundamental review in the theory of Andragogy deals to

explore, discover, and identify the survival, sustainability, and growth of Alternative Learning System learners. Thus, Conner (2004) defined Andragogy, initially as “the art and science of helping adults learn,” has taken on a broader meaning since Knowles’ first edition. It refers to learner-focused learning for all ages of people. Thru this, various existing out-of-school time programs provide valuable supports to the positive development of children and youth. And such programs can aid to foster emotional, social skills, and most academic achievements of learners. Hence, survey studies of Terzian, et. al (2009), gave financial problems as the primary reason for being out of school. Factors that contributed to financial difficulties included poverty, prioritization of education for other siblings, and high tuition fees. Also, family problems were commonly cited, and these included parents' separation, parental neglect and abuse, the conflict between child and parent, and child rebellion. Other participants were out of school because their parents or persons providing support died, developed an illness, or were disabled, and they then had to take care of younger siblings or start working. Some participants had to work and recuperate from illnesses themselves.


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Some participants cited personal problems that constrained the continuation of their studies, such as laziness, lack of readiness or interest, and early motherhood. Some gave negative peer influence and pressure as a reason for discontinuing their studies. Moreover, a dissertation result study of (Ortega, 2011), concluded that there is a need to upgrade the program’s infrastructure such as the computers which are already out of date. Further, District Supervisors should supervise strictly the implementation of the program this can be done by providing them with travel allowances during their monitoring, evaluation, and implementation on their districts as well as providing feedback to the Division ALS in-charge.

All factors mentioned above were noted as a basis for this

study to further understand the various challenges learners face as they join ALS programs in the Division of Cagayan de Oro. This also helps the implementers, partners, and stakeholders view to innovate and create sound assistance towards strengthening the implementation for its sustainability. It also ensures that no Filipino will be left behind because they were being served and attended carefully as to their needs despite the innumerable reasons for their participation in the sessions conducted.

Objectives of the Study Some research findings indicated that factors like poverty,

family issues, peer relationships, self-perspective, time constraints, session venue, and curriculum affect the participation rate of the out-of-school youth and adults. Identifying factors that affect ALS program participation is particularly important to effectively engage our OSY and OSA in alternative delivery of basic education. It also provides implementers better feedbacks for their planning designs. The purpose of the existent of this study was to find answers to the following research questions:

1. What is the profile of the learners considering the following:

1.1. Age; 1.2. Gender; 1.3. Civil Status; 1.4. Learner’s Employment Status; 1.5. Estimated Family Monthly Income;


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1.6. Parents’ Employment Status; 1.7. Highest educational attainment; 1.8 No. of Years stopped from formal school ; 1.8. Number of times attended ALS programs; and 1.9. Reasons for Dropping Out?

2. What are the factors that affect the learner’s participation in ALS basic education programs from the learner’s perspective relative to? 2.1 Employment and Poverty; 2.2 Family; 2.3 Behavioral Issues; 2.4 Educational System; and 2.5 Environment Concerns?

3. Based on the results, what action plan can be made in facilitating the participation of learners in the ALS programs?

Methodology

This part presents the important components of the

research methods employed in the study. It includes the discussion of the following: research design, research locale, respondents, data analysis, sampling procedure, and data collection. a. Selection Process

a.1 Sampling

The respondents for the study included 150 randomly selected out-of-school youth and adults enrolled in the three (3) districts. The total samples were distributed evenly in each district with fifty (50) participants per district in East 2, North 1, and West 2.

a.2 Sampling Procedure

The numbers of respondents were allocated equally with fifty (50) respondents in each district and divided into three levels: Basic Literacy, A & E Elementary, and A & E Secondary.


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Table a.1. Detailed Distribution of Respondents per Level

District Basic Literacy A & E Elementary A & E Secondary Total

East 1 7 5 38 50

North 1 1 9 40 50

West 2 0 3 47 50

Total 8 17 125 150

The respondents were identified through drawing random

excel selection in all enrolled learners under the District ALS Coordinator among the three districts.

a.3 Sampling Site

The respondents were drawn from the enrolled learners under DALSC from the three (3) districts of Cagayan de Oro City namely; East 2 (Bugo Central School), North 1(North City Central School), and West 2 (Bulua Central School) located on the map (figure 1) below. Figure 1 Locators Map of Bulua Central School (West 2), North City Central School (North 1) and Bugo Central School (East 2)


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b. Data Collection b.1 Tool

The 4-point Likert scale adopted instrument was used for the

data in participation while revised ALS Form 1 (Enrolment Profile) for the learner’s demographic profile. The survey questionnaire constructed was based on the findings of other research publications, thesis, journals, and books. The items with response categories ranging from “Strongly Agree” to “Strongly Disagree” were designed for the tool translated to the Filipino language. And the last part of the questionnaire is an open-ended question also in the same language. There are twenty-five (25) items stated and categorized each for every five items with Employment and Poverty, Family, Behavioral Issues, Educational System, and Environment Concerns accordingly. b.2 Procedure

The purpose of the study was explained to the respondents

with a letter of consent, and their voluntary participation was requested. Printed survey tools were administered to the respondents during the session for twenty (20) minutes in different schedules. The survey questionnaire was collected and ten (10) selected respondents were interviewed to validate their responses in a separate schedule of administering the questionnaire. The timetable was followed to identify the most appropriate date and time of data collection. The researchers visited the respondents at the three (3) learning centers stipulated during the conduct of the data collection. b.3. Moral Concerns

In every study conducted research ethics is very important

this deals with the changing aspects of decision making concerning what is right and wrong. Research morals include requirements on day-to-day work, the security of subjects’ self-worth, and publishing the research information. The following principles are needed for ethical concerns:


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b.3.1 Reverence to Head Authority The Division Office under the Division Research Coordinator

gave us the indication to start the conduct of the research through a memorandum signed by the Schools Division Superintendent. b.3.2 Informed consent

The respondents were informed of the purpose of the study

for the development of the ALS institution. The respondent’s right was protected with their liberty and reliability. Consent was given to each individual to participate in the research voluntarily and informed them about the possible risks and benefits of the research. b.3.3 Respect for anonymity, privacy, and confidentiality

The researcher is responsible to "maintain the

confidentiality that goes beyond ordinary loyalty". The researcher assured that utmost confidentiality was maintained throughout the study. Data from the respondents remain reserved for the protection and security reasons even in the random excel selection no names of respondents will be shown only the number list with age and literacy level of the respondents were attached. b.4 Plan for Data Analysis

All collected instruments were checked for any missing data

entry or errors. The collected data was organized and examined using descriptive analysis.


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Results and Discussion The outcomes of this research study are organized based on

the research questions. To simplify, the result is tabulated and organized in table form. On the Demographic Profile of the Learners Table 1.1 Age, Gender and Status

Status

Age Bracket

Total

6 - 11 12 - 15 16 - 24 25 – 29 30 - 39 40 - 49 50 & above

Male 0 9 71 14 6 0 0 100

Single 0 9 71 7 3 0 0 90

Married 0 0 0 7 2 0 0 9

Widowed 0 0 0 0 0 0 0 0

Separated 0 0 0 0 1 0 0 1

Female 0 8 26 8 5 1 2 50

Single 0 8 25 2 0 0 0 35

Married 0 0 1 4 3 0 0 8

Widowed 0 0 0 0 0 1 2 3

Separated 0 0 0 2 2 0 0 4

Total 0 17 97 22 11 1 2 150

Age The age brackets are adopted from the ALS age group.

The table above shows that majority of the learners both male and female age profiles is 16-24 years old with a percentage of 64.67% (97 out of 150) since the age group belongs to the teenage level predisposed to the influence of friends and able to work part-time jobs already. There are few numbers of learners with age 40 years above with a total of 3 out of 150 approximately 2% due to start of old age and the age group is preoccupied already with family concerns, “Nahihiya na silang pumasok dahil matanda na sila at hindi sila


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nagpapa-enrol dahil iba ang pagkaka-alam nila sa ALS” and other said, “may pamilya na at naghahanapbuhay na sila.”

Gender Table 1.1 shows that most of the learners enrolled are

male with a percentage of 66.67% (100 out of 150) and there are only fifty (50) females approximately 33.33% which means that males have a big tendency to become a drop-out in school than females according to an answer, “Dahil ang mga lalaki ay maraming kaaddikan na laro na basketball at dota kaya hindi na natapos sa pag-aaral.”

Civil Status Table 1.1 indicates that most of the learners in

both male and female are single with a total of one hundred twenty-five (125) approximately 83.33% for the reason that most of them are youth and eager to continue their dreams and ambitions despite the circumstances they have encountered in their daily life. There are significant numbers of married learners with 11.33% (17 out of 150) and few are widowed and separated with 2% (3 out of 150) and 3.33% (5 out of 150), respectively. This implies that their present civil status did not hinder them to continue their basic education which is opposite to the perspective of other adults who doesn’t want to finish basic education due to other issues related to being married, widowed and separated, according to the FGD result, “Sa tingin ko marami ang single kasi busy na ang mga married sa kanilang life sa pagbabantay ng kanilang mga anak”, and, “Ang single ay nakapag-aaral ng mabuti kasi wal silang binubuhay na pamilya.”


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Table 1.2 Learner’s Employment Status, Estimated Monthly Family Income, and Parents’ Employment Status

Learner’s/ Parents’ Employment Status

Estimated Family Monthly Income Total

below 1000

1000-3000

3001-5000

5001-7000

7001-9000

above 9000

Employed Learners 0 0 15 23 8 20 66

Parents are also employed

0 0 19 18 8 25 70

Parents are unemployed

5 10 3 2 0 0 20

Unemployed Learners 10 23 20 16 4 11 84

Parents are also employed

7 18 16 4 3 0 48

Parents are unemployed

3 5 4 0 0 0 12

Total (Family Income) 10 23 35 39 12 31 150

Total Parents are also employed

7 18 35 22 11 25 118

Total Parents are unemployed

8 15 7 2 0 0 32

Learners in Employment The table above indicates that

there is a greater number of unemployed learners with 56% (84 out of 150) due to working-age qualification and some can only work on a contractual basis while significantly, there are 66 out of 150 or 44% employed on contractual, household and other laboring jobs. According to the interview result, “Kasi ‘yong may trabaho nadodoble na ang panahon kapag nag-aaral pa sila.”

Estimated Family Monthly Income The result above shows that most of the estimated family income of the learners fall under P3001-P7000 with approximately 49.33% or 74 out of 150 which falls under basic wage salary income and only 10 or 6.67% falls below P1000 due to part-time, laboring and income in selling products in markets or other places.

Parents’ Employment Status Table 1.2 shows that the

utmost 78.67% of the parents of the learners are employed and only 21.33% are not employed either father/mother or both. This means


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that most of the parents were occupied with their work and/or don’t have enough financial capacity which is a contributory factor to their children’s dropped-out. And, “Ang iba ay may problema sa pamilya at nabusy sa trabaho.”

Table 1.3 Highest Educational Attainment

The result of Table 1.3 shows that majority of the learners in

elementary level has highest educational attainment of elementary graduate with 15.33%, 23 out of 150 and 5.33% or 8 out of 150 were below Grade 4 level which means that students stopped schooling after Grade 3 for some family concerns. While secondary level result shows that the highest educational attainment was Grade 9 or Third Year but there is no big difference among Grade 7/1st Year and Grade 8/2nd Year level. It implied that the majority of the youth and adults who stopped schooling were secondary level which is vulnerable to issues in family and environment. And based on the FGD result, “kakulangan sa sikap at tiyaga at hindi sapat ang kinikita ng magulang para tustusan ang pag-aaral ng anak sa high school.”

Level Frequency Percentage

Kinder 1 0.67%

Grade 1 2 1.33%

Grade 2 1 0.67%

Grade 3 4 2.67%

Grade 4 3 2.00%

Grade 5 14 9.33%

Elem Graduate 23 15.33%

Grade 7/1st Year 33 22.00%

Grade 8/2nd Year 31 20.67%

Grade 9/3rd Year 38 25.33%

Total 150 100%


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Table 1.4 No. of Years Stopped from Formal School and Number of times attended ALS programs

Years stopped

Number of Times Attended ALS Program

Total Percentage First Time

Twice Thrice More than

Thrice

less than 1 year

4 0 0 0 4 2.67%

1 year 32 0 0 0 32 21.33%

2 years 15 10 0 0 25 16.67%

3 years 12 10 2 0 24 16.00%

4 years 9 4 1 0 14 9.33%

5 years 16 3 0 0 19 12.67%

more than 5 years

27 5 0 0 32 21.33%

Total 115 32 3 0 150 100.00%

The result above shows that the majority of the learners

stopped from formal school in one or more years with 97.33% and only 2.67% stopped for less than a year. This means that those youth and adults who dropped-out from formal school decided to go back to school in alternative delivery mode through ALS after a year.

Looking at table 1.4 indicates that the majority of the learners are just enrolled in ALS program with 76.67%, 115 out of 150 while 21.33%, 32 out of 150, were repeaters and few or 2%, 3 out of 150, were thrice already. More than 75% of the learners decided to pursue immediately after a year to enroll in ALS, one of the reasons wherein there were many first time learners in the program and few or 22.33% decided to retake the program even though they failed twice or thrice. According to the result of FGD, “ Nahihiya na silang pumasok sa paaralan kasi mataas na ang kanilang edad o di kaya may pamilya na sila.”


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Table 1.5 Reasons for Dropping Out

Reasons Frequency Percentage

No school in Barangay 3 2.00%

School too far from home 6 4.00%

Needed to work to help family 30 20.00%

Unable to pay school expenses 19 12.67%

Due to illness/sick 4 2.67%

Early marriage/pregnancy 10 6.67%

Influenced with friends 42 28.00%

Obsessed with computer games/social media 11

7.33%

Involvement in any forms of gambling 8 5.33%

Lack of interest in coming to school 16 10.67%

Others 1 0.67%

Total 150 100.00%

The result above shows that majority of the learners' reason

why they stopped school is due to influenced by friends with 28% or 42 out of 150 followed by needed to work to help the family with 20% or 30 out of 150. According to FGD, “Dahil siguro laging absent at sumasama sa barkada kasi masayang kasama ang barkada lalo sa pagbabasketball at pagdula sa dota.” 2. The Factors that Affect the Learner’s Participation in ALS Basic Education Program from the Learner’s Perspective:

Results are computed based on a five-point scale (see

appendix for the raw data) adopted from the Likert scale wherein the equivalent points were Strongly Agree = 4, Agree = 3, Disagree = 2, and Strongly Disagree = 1. Tabulated findings below were interpreted based on the given mean interval scale:

Mean Interval Scale Description

3.26-4.0 Strongly Agree 2.51-3.25 Agree 1.76-2.50 Disagree 1.00-1.75 Strongly Disagree


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Table 2.1 Employment and Poverty

Factors/Challenges Mean Standard Deviation

Description

Employment and Poverty

1. Lack of finances to support our daily food needs

2.70 1.02 Agree

2. Prioritize work to gain income for everyday living

2.99 1.02 Agree

3. Selling goods in different places to earn income

3.10 0.97 Agree

4. Do not have enough money to buy school supplies like bag, notebook, ballpen, and other necessary materials

2.71 1.05 Agree

5. Lack of interest to study due to workplace issues like limited time for day-off or works at night shift and others

2.52 1.01 Agree

Over-all 2.81 1.04 Agree

Table 2.1 on employment and poverty, the learners agreed

that selling of goods in different places to earn income was one of the influential reasons that thwarted their participation to ALS program with the most dispersed standard deviation of 0.97 which means that the result was closer to the mean of 3.10. It was succeeded by prioritizing work to gain income for everyday living which a standard deviation of 1.02, to 2.99 mean. And the smallest mean (2.52) among the agreed factors was lack of interest to study due to workplace issues like limited time for day-off or works at night shift and others with a dispersion of 1.01. In general, the findings show that respondents agreed that employment and poverty is a major factor that affects their participation in ALS basic education programs with a mean of 2.81 and standard deviation of 1.04 which implies that the respondents chose to be employed due to financial needs, “kinahanglan magtrabaho ma’am kay para makatabang ko sa among gasto kada adlaw” and another said, “kailangan ng kita ma’am para makatabang sa akong plete og balon sa pag-eskwela.”


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Table 2.2 Family Concerns

Factors/Challenges Mean Standard Deviation

Description

Family Concerns

6. Parents are separated or always quarreling 2.25 1.06 Disagree

7. Lack of parents support or don’t care about my studies

2.59 1.13 Agree

8. Parents are not convinced with ALS program

2.39 1.07 Disagree

9. Look after the siblings/child because nobody else is capable to do so or baby-sitter

2.57 1.10 Agree

10. Lack of guidance from elders due to parents are working at other places/abroad (OFW) or parents are deceased.

2.59 1.05 Agree

Over-all 2.48 1.09 Disagree

The table above shows that the learners disagree on the two

factors namely; parents are separated or always quarreling and parents are not convinced with ALS program with a mean of 2.25 and 2.39, respectively, and a standard deviation of 1.06 and 1.07, correspondingly. This indicates that the majority did not agree that the factors mentioned earlier were reasons that hinder them from joining the programs. The other three ranked challenges resulted to agreed viz. lack of parents’ support and lack of guidance from elders due to parents are working at other places/abroad (OFW) or parents are deceased with both mean of 2.59 and standard deviation of 1.13 and 1.05, respectively, followed, look after siblings/child with 2.57 mean and standard deviation of 1.10. It denotes that those three factors affect their participation in the ALS program. Generally, the result on family factors marked disagreed with a mean 2.48 and dispersion of 1.09 which signified that to some degree reasons it’s part of the cause but not the core factors as the result of the FGD, “ rason siya usahay ma’am kay maka-absent ko mao kadugayan dili nako ganahan mobalik eskwela” and some said, “pero if gustohon jud mam nga moeskwela mapngitaan man pamaagi” or “if gugustuhin mo maring paraan pero kung talagang ayaw maraming dahilan kay ako mani nga kinabuhi mam.”


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Table 2.3 Behavioral Issues

Factors/Challenges

Mean Standard

Deviation Description

Behavioral Issues

11. Addicted to vices due to peers 2.64 1.03 Agree

12. Loses interest due to bullying and shyness 2.63 1.05 Agree

13. I am not convinced that ALS programs could

help me eventually 2.28 1.02 Disagree

14. Did not complete ALS due to laziness and

other priorities 2.65 1.06 Agree

15. ALS program is boring 2.46 1.10 Disagree


Table 2.3 on behavioral issues shows that two factors i.e. and

the ALS program is boring and the learner is not convinced that ALS programs could help them gained an outcome disagree with 2.46 mean and 2.28 with 1.10 and 1.02 standard deviation, respectively which means that the learners are convinced that ALS programs can help them and the class session is inspiring as one said, “ malingaw mi sa class mam kay nay mga lain-lain nga activities og galibrehon mi samo teacher og snacks og pagkaon dayon tagaan mi usahay og reward pag nay extra si mam nga kwarta.” And the rest of the three factors resulted to agreed i.e. did not complete ALS due to laziness and other priorities is the highest among the rank of the agreed responses with a mean 2.65 and a deviation of 1.06 which implies that it is closest to the cause of their low participation to the programs, as result to the group discussion, “kapuyan ko eskwela usahay mam labi na daghan problema og gihuna-huna.” It is followed by addicted to vices due to peers then, loses interest due to bullying and shyness, “gakatintal ko sako mga friends og laag-laag” og “maulaw mam kay kantiyawan mam.” In summary, behavioral issues resulted to a description agreed with a mean of 2.53 and a dispersion of 1.06 which implies that most behavioral issues to some extent are reasons that influenced the participation and retention of the learners, “Sa tan-aw namo mam kung batasan na nga tapulan jud na gusto lang og relax-relax mam mao nga makaapekto jud sap ag-eskwela” og “ Labi na og nay bisyo drugs or computer na makabuang jud mam dili na ganahan magpa-enroll dayon.”


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Table 2.4 Educational System

Factors/Challenges

Mean Standard

Deviation Description

Educational System Related

16. ALS Center is far from our place or no ALS Center available in the locality

2.48 1.09 Disagree

17. Lack of information about ALS programs 2.74 1.02 Agree

18. Lack of facilities inside the learning center 2.61 0.95 Agree

19. Lack of reward system (incentives) for those who enrolled and/or finished the ALS program

2.93 0.98 Agree

20. Lack of interactive activities to sustain my interest as a learner

2.70 0.93 Agree


In table 2.4 about the educational system, the learners

agreed that the four factors of the educational system are reasons of the low participation in ALS program namely; lack of reward system (incentives) for those who enrolled and/or finished the ALS program with a mean of 2.93 and responses are dispersed at 0.98 which indicates that they want to receive reward or incentive in completing or enrolling in the program especially if they finished it but did not pass the accreditation test, “mas ganahan mi mam kung nay incentive mi madawat labi na makapasar sa exam kay para pud maka-feel mi nga nag-effort jud si mam para makapasar mi sa exam.” It is then followed by lack of information about ALS programs one answered, “ Naa mi silingan mam nga dili siya mo-enrol sa ALS kay wala daw siya kabalo unsa ng ALS wal daw klaro ingon sila” which means that ALS needs to intensify advocacy on the program. Lack of interactive activities to sustain my interest as a learner, and the lowest in ranked is lack of facilities inside the learning center with lowest dispersion of 0.95 on the mean of 2.61, “kapoy kayo ang room nga walay CR mam og gusto pud unta mi makabalo og computer.” This means that the learners want to have necessary and conducive facilities for a better learning process to happen and to maintain their interest in joining the program. The result also shows that there is an accessible ALS learning center available in the locality. Most of the responses disagreed on no available learning centers in the locality


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with a mean 2.48 and dispersion of 1.09 which indicates that it’s not a factor that affects the participation and retention of the learners. Generally, the learners agreed that the educational system is a major reason that hinders their participation and retention in the program with a mean of 2.69 and a standard deviation of 1.00. Table 2.5 Environment Concerns

Factors/Challenges

Mean Standard Deviation

Description Environment Concerns

21. Scared to attend the session because the location of the learning center is not secure

2.37 0.92 Disagree

22. The learning center is dirty, crowded and stingy because it is situated in a market, under the bridge and others

2.40 0.93 Disagree

23. There is always conflict in our place or community

2.31 1.02 Disagree

24. The learning center is an open space, warm and visible to another person who passes by.

2.45 0.97 Disagree

25. The community is prone to flood, landslide, and typhoons.

2.33 0.99 Disagree

Over-all 2.37 0.97 Disagree

The table above states that learners did not agree that

environmental concerns are a factor that prevents their participation and retention to ALS programs with an overall mean of 2.37 and the responses were closer to the mean with a dispersion of 0.97. Table 2.6 Summary of Factors

Factors/Challenges Mean Standard Deviation Description

Employment and Poverty 2.81 1.04 Agree

Family Concerns 2.48 1.09 Disagree

Behavioral Issues 2.53 1.06 Agree

Educational System Related 2.69 1.00 Agree

Environment Concerns 2.37 0.97 Disagree



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Table 2.6 summary of factors shows that among the five categorized challenges, employment and poverty is the most influential factor that affects the participation of the learners in the program which means that economic status and daily living is the most critical issues that need to be addressed to help the out-of-school youth and adult participants in basic education programs. Educational system related, behavioral issues and family concerns, to a certain extent, were also a contributory factor to the participation concerns that needs to resolve. And environment concerns based on the result are the lowest in ranked which contributes to the low participation in the ALS program. Altogether, the five factors gained 2.59 mean with a standard deviation of 1.04 that resulted in a description of agreed in the perspective of the learners. 3. Based on the Results, an Action Plan was then Created in Facilitating the Participation of Learners in the ALS Programs.

Based on the result, among the five categorized challenges employment and poverty is the most influential factor that affects the participation of the learners in the basic education programs of ALS. Hence, an action plan is being created to contribute to making policies and solutions for the above problem.

The plan suggested conducting livelihood skills training to address employment and poverty issues. This will help the learners to acquire or enhance skills techniques at the same time completing the ALS basic education programs.


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Findings The following represent the summary of results.

1. The greater number of the age profile of the respondents belongs to the bracket 16-24 years old with 64.67% (97 out of 150) and most were male which is 66.67% (100 out of 150). The majority, 83.33% (125 out of 150), was single, and unfortunately, most of the respondents were unemployed which is 84 over 150 (56%). The estimated family monthly income of the respondents falls under P3000-P7000 with approximately 49.33% or 74 out of 150 while most of their parents are employed, 118 over 150 or 78.67%. Commonly the respondents' educational attainment was secondary level which ranges from elementary graduate to grade 9 (third year) which is 125 out of 150 (83.33%). It also revealed that the majority (97.33%) of the respondents stopped from formal school one or more years and just attended or first time to enroll ALS programs with 76.67% or 115 out of 150. Influenced with friends and needed to work to help families were the top two reasons for the respondents in dropping out of school.

2. The respondents agreed that the most influential factor or

challenge that affects the participation of the learners in ALS

Focus Area

Specific Objective

s

Activit

ies

Expected Outputs

Participants/ Beneficiaries

Time Frame

Persons Respons

ible

Funding Requirements

Estimated Cost

Source

Learner’s Development

Improve the delivery of basic and A&E System through livelihood skills integration

Increase

participation of out-of-school youth and adult

Conduct livelihood skills training

Reproduction of hard copy materials

To acquire or enhance skills techniques at the same time completing the ALS basic education programs

Learners January-December

DALSC Mobile Teacher Educ. Prog. Specialist PSDS

720,000.00 45,000.00

DEPED, LGU, Other partners and stakeholders


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programs was employment and poverty, educational system related, and behavioral issues while family and environment-related concerns challenges revealed a disagreed result which means that it’s not a significant contributory factor to low ALS program participation.

3. To improve the participation of the learners in ALS program

an action plan was created as a suggestion in making policies and possible solutions to the problem. The plan suggested conducting livelihood skills training to address employment and poverty issues. This will help the learners to acquire or enhance skills techniques at the same time completing the ALS basic education programs.

Conclusions

The researcher presented the following conclusions based on the results and findings of the study.

1. First, most of the respondents were male youth (16-24 years

old) which are single and unemployed. The majority of their parents were employed and an estimated monthly family income of a minimum wage salary earner (P3000-P7000) which means that most of the respondents had economic status concerns. It also revealed that most of them were secondary level and stopped for a year or more in school which gave an implication that as a result of income stability they need to stop or drop from school due to influenced by friends and needed to work to help a family.

2. The findings also revealed that the top three most significant

factors or challenges that affect the participation of the learners in ALS programs were employment and poverty, educational system related, and behavioral issues which mean that if these concerns will be addressed, it will give a big impact to basic education especially to out-of-school youth and adult. On the other hand family and environment-related challenges revealed a disagreed result which means that might also a causal factor to the ALS program's low participation but not totally the main core reasons.


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3. The researcher, therefore, concluded that poverty and

employment must be given priority to address the problem of low participation of out-of-school youth and adults in ALS programs which leads to the suggested plan of action from the researcher which was conducting a livelihood skills training for the learners. The purpose would be to acquire or enhance skills techniques at the same time completing the ALS basic education programs.

Dissemination and Advocacy Plan

Researches were made to help resolve problems so, this study is being conducted to support the Local Government Unit (LGU) particularly the barangay level and the entire Department of Education Specifically Division of Cagayan de Oro.

Hence, it is necessary to disseminate and advocate the findings of this study. In the barangay level, it should be publicized during sessions, flag raising, and assemblies. Division of Cagayan de Oro will be notified through conference and during the research study presented to support in formulating policies and designing the plan for the improvement of ALS program participation. And most of all, ALS implementers and learners of the Cagayan de Oro City division must also be informed through conference or presentation of the research findings for their references in conducting action research studies.

Purpose Place of Dissemination

Persons Involved

Activities Remarks

To inform the result of the study

Barangay

Researchers, Brgy. Officials, Constituents

Attend barangay sessions, flag raising, and assemblies

Used for policy planning

Division Office DepEd-Division Officials

The conference, presentation of

research and submit a copy

To inform learners and implementers

and for action research references

District ALS Learning Centers

and other CLC

ALS Field Implementers and Learners

The conference, presentation of

research


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References Children and Youth Foundation of the Philippines. (1998.). Retrieved from

https://openknowledge.worldbank.org/bitstream/handle/10986/14406/231320PH0white1portunities01public1.pdf?sequence=1

Department of Education Alternative Learning System. (2017). Retrieved from

http://www.deped.gov.ph/als Giesen,L.,B.A.,Mbwana,K.,M.P.P.,Terzian,M.,Ph.D.,M.S.W. (2009,JULY). Why Teens

Are Not Involved in Out-of-School Time Programs: The Youth Perspective. Retrieved from http://www.childtrends.org/wp-content/uploads/2013/04/6.pdf

Human Development Unit East Asia and Pacific Region. (2003). Retrieved from

https://openknowledge.worldbank.org/bitstream/handle/10986/14406/231320PH0white1portunities01public1.pdf?sequence=1

Marianna, M. (2011). What are the Major Ethical Issues in Conducting Research?

Retrieved from http://www.hsj.gr/medicine/what-are-the-major-ethical-issues-in-conducting-research-is-there-a-conflict-between-the-research-ethics-and-the-nature-of-nursing.pdf

Ortega, E. (2011). The Implementation of the ALS A&E Program –Secondary, Division

of Cagayan de Oro City 2008-2010. Xavier University- Ateneo de Cagayan, Cagayan de Oro City.

Rebuya, E. (2014, (August). Factors Affecting Out of School Youth in Barangay 175

Bagong Silang: Causes and Effect. Retrieved from https://prezi.com/hlc--sfog-1i/factors-affecting-out-of-school-youth-in-barangay-176/

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PEDAGOGICAL PRACTICES AND RESEARCH COMPETENCE OF SOCIAL SCIENCE TEACHERS IN THE SCHOOLS DIVISION OF ILOILO: BASIS FOR

CONTINUING DEVELOPMENT PROGRAM

Isabelita P. Alibagon Iloilo State College of Fisheries

ABSTRACT

This descriptive correlational research was conducted to determine the relationship between pedagogical practices and research competence among Social Science teachers in the Schools Division of Iloilo. Forty-four (44) teachers were involved as respondents in the study through multistage sampling. A researcher-made questionnaire was utilized. Descriptive data analysis using means, standard deviations, frequency count, and percentage were utilized. The t-test, Analysis of Variance (ANOVA), and Pearson’s r were utilized for inferential statistics with an alpha level of 0.05. The findings of the study described “Very High” level of pedagogical practices and “Low” and “Moderate” on the level of research competence of forty-four (44) Social Science teachers in the Schools Division of Iloilo when classified as to age, sex, marital status, educational qualification and length of service. On the other hand, findings revealed no significant difference in the levels of pedagogical practices and levels of research competence as to variables. Pearson r results revealed no significant relationship between pedagogical practices and research competence as to variables in the study. Thus, a continuing development program was the output based on the findings of the study.

Keywords: Social science, pedagogical practices, research competence, descriptive correlational research, school division of Iloilo


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Introduction

ith the trending globalization, the nationalization of the Department of Education in the context of learning strategies and writing research has become increasingly crucial. The teaching of Social Science disciplines in the curriculum sounds

perceptible if facilitators are deficient in assimilating new trends in teaching and innovations through research in the classroom. Currently, teachers in the Schools Divisions in the Philippines are required to use “research-based” approaches and materials in their classrooms, yet they often see academic research as adding little to their classroom practice so that school researchers and classroom teachers can create common pedagogical practices that will counterbalance students’ academic performance.

Social Science teachers help students become active participants in society and government. They lead discussions on current events, global culture, and behavioral trends in contemporary society. Also, Social Science educators instruct their students about history, geography, and anthropology and how these fields have shaped different groups of people, resulting in cultural, linguistic, and social differences. On the other hand, it is comprised of a variety of disciplines and subject areas meant to educate individuals on various areas of society-related studies and can include curriculums devoted to sociology, history, political science, anthropology, economics, and geography. The social sciences see educators and researchers use both quantitative and qualitative research methods and studies to explore and introduce questions and issues about people, culture, and politics (Borges & Benayas, 2019).

DepEd Order 39, s. 2016, adoption of the basic education research agenda, states that all Schools Divisions, adopt the Basic Education Research agenda which guides the Department of Education and its stakeholders in the conduct of education research and the utilization of research results to inform the Department’s planning, policy, and program development aligned with its vision, mission, and core values. The Research Agenda shall build on gains from existing research, generate new knowledge on priority research areas, focus the Department of Education’s attention on relevant


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education issues, and maximize available resources for research within and outside the Department.

The United Nations Sustainable Development Goals 2015–2030 Goal 4 states that “obtaining a quality education is the foundation for creating sustainable development.” In addition to improving quality of life, access to inclusive education can help equip locals with the tools required to develop innovative solutions to the world’s greatest problems. Over 265 million children are currently out of school and 22% of them are of primary school age. Additionally, even the children who are attending schools are lacking basic skills in reading and math. In the past decade, major progress has been made towards increasing access to education at all levels and increasing enrollment rates in schools, particularly for women and girls. Basic literacy skills have improved tremendously, yet bolder efforts are needed to make even greater strides for achieving universal education goals. For example, the world has achieved equality in primary education between girls and boys, but few countries have achieved that target at all levels of education. The reasons for lack of quality education are due to lack of adequately trained teachers, poor conditions of schools, and equity issues related to opportunities provided to rural children. For quality education to be provided to the children of impoverished families, investment is needed in educational scholarships, teacher training workshops, school building, and improvement of water and electricity access to schools.

Moreover, Mbang et al (2014), sought to explore the appropriate pedagogy that can be employed for the teaching and learning of Social Studies and Civic Education by the Social Studies teachers in the Nigerian school curriculum. Most of the educators in the state attributed this to a lack of well-trained teachers, characteristics, and teachers’ ineffective adoption of appropriate teaching pedagogy necessary for effective teaching and learning of the disciplines. It is against this background the work is beamed on the concept of Social Studies, and the concept of pedagogy.

Assessing the effectiveness of Social Studies and Civic Education teaching pedagogy is important in the junior secondary schools that can achieve excellence in Social Studies and Civic Education using teaching as inquiry pedagogy.


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In the Schools Division of Iloilo, positive impacts on teacher educator knowledge, skills, and attitudes related to content and pedagogical knowledge, use of participatory teaching and learning activities in the classrooms are observed. The continued success of the implemented strategies for the subject brought better learning outcomes to the students. The visibility and importance of pedagogical practices in the classroom are some of the main sources of students’ progress. Teachers are expected to be knowledgeable in both subject matter and pedagogical practice; have a thorough understanding of how content and pedagogical knowledge are inter-related since different subjects have different content structure, and bring a unique factor into their teaching as individuals thus, advocate that pedagogy is a significant component in the teaching and learning process.

This is supported by the Department of Education, in Content and Pedagogy of the K to 12, teachers will be better able to prepare for lessons and will be more relaxed in executing lesson plans; implement developmentally-appropriate teaching methods that respect the individual differences of learners. Additionally, they can jointly craft learning goals in collaboration with their students. Content and performance standards and learning competencies must be mastered by teachers so that they can plan lessons, deliver instruction effectively, and assess the learning that resulted from their teaching.

Contrary to the pedagogical practices and research, the researcher opted to validate the discussion of the above concepts. Thus, the dissertation is undertaken to determine the levels of pedagogical practices and research competence; it would be interesting to know which among the pedagogical practices and research competence are generally significant to the Department of Education trends. The result of the study would serve as the basis of a continuing development program to be generated out from the results of the study.


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This study aimed to find out the relationship between pedagogical practices and research competence among Social Science teachers in the Schools Division of Iloilo for the school year 2018-2019.

Specifically, this study sought to answer the following questions:

1. What is the level of pedagogical practices of the respondents as a whole and when grouped as to sex, age, marital status, educational background, and length of service?

2. What is the level of research competence of the respondents as a whole and when grouped as to sex, age, marital status, educational background, and length of service?

3. Are there significant differences in the level of pedagogical practices of the respondents as a whole and when grouped as to sex, age, marital status, educational background, and length of service?

4. Are there significant differences in the level of research competence of the respondents as a whole and when grouped as to sex, age, marital status, educational background, and length of service?

5. Is there a significant relationship between pedagogical practices and research competence of the respondents as a whole and when grouped as to sex, age, marital status, educational background, and length of service?

6. What continuing development program can be developed out of the results of the study?


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The study conceptualizes the independent variables such as age, sex, marital status, educational background, and length of service, whereas, the dependent variables are pedagogical practices and research competence, and continuing development program would be the output of the study.

Figure 1 Schematic Presentation of the Hypothetical Relationship among the Study Variables

Pedagogical Practices Owens (2017) discussed his study, through examining teachers' pedagogical responses to their implementation of prescribed literacy curriculum as well as implementation their pedagogical practices. There is a lot of criticism of teachers who rely upon their pedagogical practices instead of complete implementation of the prescribed literacy curriculum. Complete implementation of a prescribed literacy curriculum is a followed procedure that is mandated by teachers; thus, the researcher’s


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definition of a prescribed literacy curriculum is not expected to align with teachers’ definition of the prescribed literacy curriculum. Also, because some have argued that teachers resist the prescribed literacy curriculum by reporting how teachers individualize their pedagogical practices in favor of their own practices research, results in this study are reflective of teachers’ interactions with both general and special education students. Teachers are reporting that they use a prescribed literacy curriculum; however, they are modifying the prescribed literacy curriculum to fit their pedagogical preferences that are grounded in their professional knowledge of teaching and learning for both general and special education students that are included in their classrooms. The prescribed literacy curriculum often does not address difficulties situated within teachers’ instructional contexts of their classroom. Perceived instructional contexts are more closely encountered and acknowledged by teachers, as they demonstrate their pedagogical practices when addressing academic content. According to Ernest, et al. (2011), instructional context also relates to both social skills and academic methods that teachers demonstrate during literacy instruction. Based upon teachers’ pedagogical preferences, they use visual, tactile, and auditory stimuli to demonstrate their professional knowledge of students’ needs and interests and academic content. On the other hand, prescribed literacy curriculum materials are sequenced instruction based on short-term research-based assessment instruments for low-performing both general and special education students; which is the definition this study is working from (Ernest, et al., 2011). This was supported by Maskiewicz and Winters (2012), which states that a problem begins to persist when research reports that there are gaps between teachers’ professional development training and what teachers implement in their classrooms. Therefore, research rests in saying that teachers’ practices are inappropriate for student learning because they are implementing their pedagogical practices as opposed to complete implementation of the prescribed literacy curriculum. Maskiewicz and Winters (2012) reported that teachers’ implementation of their pedagogical practices integrated with prescribed literacy curriculum methods results in "less sophisticated" literacy instruction and moves further to suggest that this is why students are failing in the area of literacy.


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Moreover, Morris (2016) in his qualitative study, explored the lived experiences of Florida alternative education teachers concerning their pedagogical practices and preparation of students for mastery of the Florida Standards Assessment and their perceptions concerning the meaningfulness and essence of the experience. The results of the semi-structured interviews with 10 teachers provided an understanding of the lived experiences of their preparation of students and their implemented pedagogical practices. Findings included teachers addressing the challenge of a new assessment standard. Also, the central theme that emerged from the study revealed feelings of frustration with the lack of resources available, however, the participants relied on their self-efficacy to overcome these challenges. Educational stakeholders may use the findings of this study to implement successful professional development programs addressing pedagogical practices for preparing students for standardized assessments and teacher preparation programs on building self-efficacy. Recommendations for future research include conducting a similar study using mixed methods or quantitative approaches, with a larger sample of participants for greater generalizability. This study adds to the body of knowledge regarding teacher self-efficacy, preparation, pedagogical practices, and standardized assessment.

Mbang (2014), on his paper, sought to explore the appropriate pedagogy that can be employed for the teaching and learning of Social Studies and Civic Education by the Social Studies teachers. Although the two disciplines, Social Studies and Civic Education, are newly introduced in the Nigerian school curriculum in the early 19’s and late 19’s. The problem of the poor performance of students in these disciplines had led to the outcry of the state ministry of education, policymakers in education, and stakeholders. Most of the educators in the state attributed this to a lack of qualified and well-trained teachers, inexperienced teachers, unprofessionally-trained teachers, lacks instructional materials, declining instructional quality, teachers’ characteristics, and teachers’ ineffective adoption of appropriate teaching pedagogy. This research work, therefore, calls for the need for Social Studies teachers to adopt the necessary teaching pedagogy for effective teaching and learning of the disciplines. It is against this background that the work is beamed on the concept of Social Studies, the concept of Civic Education, and the concept of pedagogy. The paper also focuses on teaching as inquiry


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pedagogy, which has to do with focusing inquiry, teaching inquiry, and learning inquiry. Factors to be considered by the Social Studies teacher in selecting pedagogy for the teaching of Social Studies and Civic Education in junior secondary school, assessing the effectiveness of Social Studies and Civic Education teaching pedagogy in junior secondary schools and how we can achieve excellence in Social Studies and Civic Education using teaching as inquiry pedagogy in junior secondary schools were also considered. Furthermore, he added, research concerning pedagogical practices in teaching state standards in alternative settings is an area that needs to be explored. Educational researchers need to consider the need for such a critical population and explore the role of teacher self-efficacy in improving the performance of at-risk students in alternative settings. The implications of such a study can inform pedagogical practices and improve teaching and learning outcomes. The discussion above supported by Protheroe (2008) found that teachers were more successful in meeting high standards when they believed they could positively affect student learning; also, these teachers were more likely to exhibit teaching behaviors supporting the goals of high standards. VanTassel-Baska and Johnsen (2016) interviewed several teachers and noted teachers had to make adjustments to their instructional practices to prepare students for the demands of the new Common Core State Standards. Some of the pedagogical practices teachers implemented were the restructuring of questions to mirror the assessment standards and providing differentiated instruction for gifted learners. Based on the implications of the study, teachers need to understand the structure, demands, platform, and components assessed to prepare students for mastery of a new assessment standard. Along with this, constructivism is a learning theory developed by Jean Piaget with contributions from philosophers such as John Dewey, Lev Vygotsky, Jerome Bruner, and David Ausubel; the premise of the theory is on the construction of learning. According to Thirteen Ed Online (n.d.), constructivism is focused on both teaching and learning as active components in knowledge sharing; as applied to research, the researcher accepts the role of the teacher


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and the participants as students. Based on this framework, the researcher serves as a facilitator of learning by encouraging participants to think about and express their experiences in preparing students for a standardized assessment. The researcher is not the expert and relies upon the information presented by the participants to gain new insight into the subject of inquiry. The theory of constructivism also applies to the focus of the study; to understand the experiences of teachers preparing students for a standardized test also yields implications in the role of pedagogical practices. In interviewing participants, the researcher may gain new knowledge regarding best practices necessary in preparing students for achieving learning goals and demonstrating competence. Also, critics conclude that social constructivism supports group thinking; the collaborative aspects of constructivist classrooms may put the focus on a few students’ voices or interpretations dominating the group’s conclusions, and dissenting students are forced to conform to the emerging consensus. There are many benefits to the constructivism learning theory according to Constructivism requires actively involved learners to enjoy learning and learn more as opposed to passive listeners. Education focused on thinking and understanding, rather than rote memorization, yields successful results. Constructivist learning is transferable; knowledge gained by creating organizing principles can be applied to other settings. Constructivism gives students ownership of what they learn and therefore they can retain new knowledge and transfer what they have learned to real life. Natural curiosity is emphasized and encouraged in constructivism by grounding learning activities in an authentic, real-world context, which leads to engaged and stimulated students. Constructivism promotes social and communication skills by creating an environment focusing on collaboration and idea exchange, and students also learn to negotiate. Wyatt (2016) states that pedagogical practices encompass the art and science of teaching. For teachers to affect student performance positively, they must implement pedagogical practices aimed at increasing student performance. Pedagogical practices can help educators improve their instruction which may lead to increased student performance; also, teaching, and learning implications. In the study of Jenkins (2016), he discussed that teachers and the education system have a direct responsibility to effectively


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prepare students for the career path of their choosing. Ensuring all students have professional, reflective, and ever-improving teachers should be the number one goal for all education systems and educational leaders. Just as students should have the opportunity for quality education, teachers should have the opportunity to provide input into their professional learning to improve instructional praxis. The study used a non-experimental quantitative research design to determine if teachers and administrators perceive reflective conversations as beneficial to improving classroom instruction. Further, the current study investigated who should be guiding reflective conversations and how often they should take place. Finally, the current study explored if reflective conversations should provide opportunities for discussion of strengths and improvements, the establishment of professional goals, development of action steps, and identification of professional development options that lead to improved classroom instruction. Although the level of agreement between campus administrators and classroom teachers was often significantly different, a researcher-designed survey revealed there was overwhelming agreement that reflective conversations are beneficial to improving instructional practice. Of the campus administrators responding, 96% agree to strongly agree that reflective conversations are beneficial to improving instructional practice. While only 80% of the classroom teachers agreed similarly with the campus administrators, 95% responded with some form of agreement from somewhat agree to strongly agree. The level of agreement between the classroom teachers and campus administrators was also different for certain aspects of the conversations, such as whether opportunities are provided to discuss strengths and weaknesses, set goals for improvement, identify action steps to meet goals, and identify professional development specific to meeting the goals. Recommendations have been made for further research on the effectiveness of reflective conversations about the fidelity of implementation structure of the conversation, relationship with improved student achievement, and impact on teacher evaluation. Notgrass (2012), states that, for the education system to improve, teachers and instructional leaders must begin to develop a continuous system where professional conversations are part of a culture of learning and professional growth. “Teachers stated they made changes that led to an improvement in their teaching as a result


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of the feedback from post-observation conversations.” Reflective conversations on classroom practice are an essential tool for self-evaluation and professional improvement.

Despite years of critical analysis of the education domain and the preparation of teachers, attempts to improve schools and institutions that train them have continued to generate more research than concrete answers. There was no organized teaching profession or one single pattern of teacher preparation during the 19th century.

Kelly (2014), documents a teacher’s efforts to scaffold and support his students’ investigations of modern world history and their interactions with the critical history pedagogy he implements in a diverse tenth-grade classroom. Using teacher research methods to generate descriptive quantitative and qualitative data, the study explores the role of the teacher, the students, and local contextual factors in the teaching and learning process. In particular, the teacher-researcher details his attempts to mediate the influences of curriculum and assessment measures in a high stakes accountability context, while equipping his students with powerful disciplinary tools aimed at deepening their understanding of the past and developing in them a capacity to shape those meanings. The data suggest that the teacher-researcher faced considerable challenges in implementing an inquiry-based approach to learning about the past. The breadth of the Virginia Standards of Learning (SOL’s) meant that in-depth learning centered on the analysis of conflicting sources and the interpretation of competing perspectives necessarily contended with coverage demands associated with SOL test preparation. These external constraints became background concerns when the teacher-researcher focused more on the internal knowledge-based constraints that were impeding student learning. In addition to the cultural, linguistic, and academic diversity of the learners in his classroom, the teacher was challenged by his students’ lack of experience analyzing historical sources, exploring multiple perspectives, and writing evidence-based arguments. Study findings indicate that two main factors contributed to the growth of historical thinking and writing among study participants. First, the history domain’s cognitive practices were progressively introduced and learning supports were designed


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to meet the range of aptitudes and skill levels present in this diverse public school setting.

Although some students experienced more in the way of skill development than conceptual growth, evidence demonstrates a range of students’ experienced progression. Second, the teacher-researcher learned to utilize traditional classroom structures in the context of open-ended inquiries and directed these practices toward more meaningful encounters with historical knowledge. Although elements of his instructional pedagogy seemed to align with more conventional practices, a disciplinary thread was woven throughout the fabric of the world history course. The study of Thornton (2013) on teaching practices states that the purpose of this qualitative narrative case study was to explore the impact of Standards-Based Reforms as perceived by highly effective teachers, specific to teaching pedagogical practice.

This study was conducted to answer the following research question: To what extent have standards-based reforms impacted highly effective teachers’ art of teaching? For this study, the “art of teaching” was defined as a reflective form of practice “informed by the imagination that employs techniques to select and to organize expressive qualities to achieve ends that are aesthetically satisfying” for both the learner and the teacher. This was supported by Nordyke (2011). He discussed the models of teaching are systematic tools that allow teachers to vary their classroom pedagogical practices to meet the needs of all learners in their classroom. This study was designed to determine key factors that influence teachers’ decisions when determining a model of teaching for classroom instruction and to identify how teacher training on the models of teaching in a pre-service or in-service program affects teachers’ fidelity to these pedagogical practices. In this mixed-method study, participants responded to both survey and interview questions to determine their understanding and usage of the models of teaching. Results indicated that teachers trained in the models of teaching in a pre-service program were more likely to use the models correctly in classroom instruction. Additionally, the findings suggested that teachers identified similar factors that influenced their selection of


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pedagogical practices for classroom instruction regardless of the period in which they were trained in the models of teaching. The interview results found that teachers indicated student ability level, allotment of time for the lesson, lesson objectives, academic content standards, and the group of students being taught as the factors that greatest influenced their decision when selecting a model of teaching for classroom instruction. A foundation in the models of teaching as use for pedagogical practice ensures a teacher will be more likely to use the varied frameworks for classroom instruction. Joyce (2017) discussed that pedagogical theory guides classroom instruction. Different theories steer our perceptions about learning, specifically they define how students learn. If pedagogical learning theory is to guide learning, subsequently it should also influence instruction. In early American education, the essence and features of the teacher’s knowledge were straightforward. Looking at early teacher certification assessments, it was apparent that teachers were expected to know the content and have some understanding of the pedagogical practice. As systematic programs of research on teaching began to emerge in the 1960s, attention shifted to various teacher characteristics and behaviors associated with increased student achievement. Although this research did not directly examine the knowledge or thinking of teachers, it was grounded in the assumption that knowledge of relationships established through systematic research could provide a foundation for teaching. Teachers do not have a strong pedagogical background due to factors influencing their choice when selecting a pedagogical model for instruction. Teachers need to be able to assess their students’ needs and efficiently and effectively develop instruction that will meet the needs of the diverse learners in their classrooms (Joyce et al., 2007). Teachers vary from one another in learning style, pedagogical practices, and personality traits. Research has been conducted in several teacher education disciplines to determine the characteristics that are most likely to influence teachers. Teachers are expected to be knowledgeable in both subject matter and pedagogical practice. Schulman (1986) introduced the phrase pedagogical content knowledge to highlight the types of knowledge teachers must possess: (a) content knowledge of the teaching curriculum and (b) knowledge of pedagogical practices. He


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argued that traditional teacher education programs were presenting a disservice to teachers when they treated pedagogical knowledge separate from content knowledge. Shulman believed that teachers should have a thorough understanding of how content and pedagogical knowledge are inter-related since different subjects have different content structures.

Cochran-Smith & Zeicher (2005), suggested, teachers bring a unique factor into their teaching as individuals who have experienced the schooling process and therefore have preconceived notions of teaching and the idea of teaching. Teachers tend to teach like that in which they were taught. Often the first exposure a preservice teacher has to pedagogical practice is in a teacher education pre-service program. Teacher education programs advocate that pedagogy is a significant component of their programs; however, it is pragmatic to presume that teacher education programs are not consistently producing teachers who are steeped in pedagogical knowledge.

Moreover, in terms of teacher preparation of critical pedagogies, once prospective teachers have adopted the neo-Marxian philosophical position that schools are sorting mechanisms, it becomes "imperative" to teach for social change through "liberatory praxis", praxis means that it is not enough to raise consciousness about oppressive social circumstances through a "language of critique" rather, liberation, or emancipation can only occur through changed social situations. Gyles (204), opines, the purpose of this intrinsic case study was to understand the perceptions and experiences of a purposefully selected group of social studies teachers regarding their pedagogical practices. Piaget’s cognitive constructivism regarding learners’ constructed and acquired knowledge provided a theoretical framework for the interpretation of findings. Semi-structured interviews of 8 Social Studies teachers were recorded, transcribed, and inductively coded and analyzed. The findings were member checked for credibility and rich thick descriptions indicated that student disengagement and resistance, inclusion of Common Core, teacher evaluation systems, and socioeconomics were intertwined with the teachers’ pedagogical practices. The primary recommendation was to reengage, reorganize, and redesign the


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roles of teachers, students, and curriculum in social studies classrooms. These recommendations align with the cognitive constructivist approach to divert students from simply learning information to creating authentic experiences, allowing for real-world applications, and encouraging teachers to create positive and collaborative learning environments. These findings contribute to positive social change by informing educators charged with developing and preparing curriculum, lesson plans, and professional development programs to support evidence-based instructional practices in the social studies classrooms. Thus, students will be motivated to learn various topics in social studies and, as a result, score well on mandated tests. Cherbacao (2008), states that empirical inquiry into some of the ways enactments of Whiteness in the pedagogical practices of white faculty who have been recognized as successful teachers serve to reproduce or transform White hegemony in the university classroom. My effort is both descriptive and pragmatic: I illustrate racialized pedagogies by reviewing prior writings on this topic, create a categorization system of racially reproducing and transforming pedagogical practices, and apply this system to interviews with 18 white faculty talking about their racial identities and pedagogical practices. I use this analysis of the 291 enactments of Whiteness in the pedagogical practices of this group of white faculty to suggest that: reproducing enactments reinforce and transforming enactments challenge White hegemony, both reproducing and transforming enactments of Whiteness are present in pedagogical practice, and that together these enactments act as forces of the agency that support and alter the White hegemonic influences in this institutional space of Higher Education. I offer some insight into the intersections of gender and discipline with Whiteness, especially in the struggles of translating transforming pedagogy into practice. This dissertation contributes to 1) the sociology of race and critical White studies by identifying ways Whiteness is constructed through reproducing and transforming enactments of Whiteness that, respectively, reinforce norms of Whiteness and, through a re-articulation of Whiteness, challenge their hegemonic influence. This dynamic offers insight into the long-standing sociological inquiry into the interplay between structure and agency by identifying mechanisms that demonstrate how agency both supports and alters larger social structures, and how structures constrain this movement.


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The struggles translating transforming pedagogy into practice described by the white faculty in this study provide an opportunity to examine these points of movement where agency starts to push against the structure. This research also contributes to the field of higher education by identifying transforming pedagogical practices that can inform and facilitate the incorporation of anti-racism pedagogy by individual white faculty or through larger faculty development efforts at this level of educational attainment.

Moreover, educational expert Marzano (2004a) maintained students’ ability to learn new content is dependent on several factors other than inquiry-based educational practices. Dynamics such as teachers’ experiences or skills, students’ interest, content rigor, and expectations influence the acquisition and retention of information. Marzano further stipulated prior knowledge about the subject is a strong indicator of learning. Research conducted by Hoover (1996), Marzano (2004a), and Morphew (2002) supported a correlation between students’ prior knowledge, achievement, and impact on life after schooling. There were, however, discrepancies between some teachers’ ability to develop teaching practices tapping into prior knowledge and integrating the metacognitive skills used in inquiry. As the nation embraces economic and technological changes, schools throughout the world have shifted instructive practices to prepare students for the 21st-century workplace (Friedman, 2007). It is no longer adequate for high school graduates to know simple facts and skills. Instead, the nation needs skillful decision-makers with the ability to problem solve in a democracy. Thus, a charge of social studies educators in the United States is to equip individuals with strong decision-making skills. Some academicians using constructivist ideals promote learning environments by moving students beyond lower levels of cognitive development Teachers in this study indicated students’ cognitive levels and responses to active learning activities influenced the use of pedagogical practices in their classrooms.

Zohar’s (2004) research has shown that teachers perceive activities involving lower-order thinking skills to be more appropriate for lower achievers. In many classrooms, to get students to perform challenging activities, teachers scaffold activities from low to high order of thinking. Tapping into lower-level abilities provided a


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foundation for pedagogical practices with a major emphasis on developing higher-order thinking in low and high achievers.

According to Reid (2006), teachers, in some instances, may challenge theories based on pedagogical practices due to convenience, perceived beliefs, and educational values. Some of the teachers described using traditional methods as a part of their practice to improve college readiness. Educators who failed to connect their practices with their educational values, run the risk of replacing one problem for another. The possibility exists that many students will not be college-ready or will never attend. Reasons for Choices of Pedagogical Practices

In several instances, personal experiences motivated teachers’ choices of learning activities. There appears a gap in research focusing on how teachers’ personal experiences influence frameworks for instructions. Research, however, has demonstrated teachers’ beliefs critically influence pedagogical practices contended that many of the teachers’ viewpoints originate from personal experiences as students, family values, culture, observations from administrators or evaluators, professional development, and literature. Putnam (2003) further added experiences in the classroom, limitations, and opportunities encountered in schools define beliefs. Defined, redefined, and made unclear or used to interpret information in a variety of ways from multiple sources and context, beliefs, thus, become a filter for learning and pacing of instruction. Engrained in knowledge and experiences gained and used to develop personal theories over the years of teaching, beliefs make it difficult for change to occur (Donovan & Bransford, 2005a; Lortie, 1975). Tarman (2012) stated beliefs significantly affect the use of current practices, judgments, and willingness to adapt to new ideologies. It is the teachers’ beliefs that also influenced the perceptions of themselves and their students. The findings of the study concluded the perceptions and experiences of students’ approaches and responses to learning situations influenced the teachers’ choices and the use of pedagogical practices in their classrooms.


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The study of Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018) states that teachers are expected to accommodate an increasingly heterogeneous student population. However, teachers often feel ill-prepared and, hence, may be apprehensive toward the inclusion of students with special education needs (SEN) in regular classrooms. This paper concerns factors associated with the successful implementation of inclusive education. More specifically, it considers teacher characteristics that may facilitate--or hinder--the inclusion of students with SEN. The paper first discusses teacher competencies concerning the accommodation of students with SEN in regular classrooms, not only as a determinant of effective inclusive practice but also about teacher attitudes toward inclusive education. Second, we investigate to what extent teachers' attitudes, both toward students with SEN and inclusive education, may affect teaching behaviors and (positive) action toward students with SEN. The paper further discusses (training) methods that could be applied to increase teacher competence and foster positive attitudes in an attempt to strive to a more equitable educational system. The study supported by Ediyanto, E., Mulyadi, A., Supriatna, A., & Kawai, N. (2018) discussed the provision of inclusive schools in Indonesia requires the fulfillment of several aspects of Inclusive Education. The fulfillment of these needs includes curriculum, facilities and infrastructure, teachers, and learning by the principles of Inclusive Education. Teachers in inclusive classes must have the competence to teach students with special needs. Also, inclusive classes require Special Guidance Teachers as instructional design or as a team teaching. However, the training program for Special Guidance Teachers has not been developed in a general, comprehensive, and integrated manner. So that in this article an education and training program was developed for the teacher competence development guidelines in Indonesian inclusive school. If every school requires at least one Special Guidance Teacher, then at the elementary formal education level, junior high, high school, and equivalent schools, the total number of Special Guidance Teachers is 259,244 teachers. While for the kindergarten level the number of teachers is 85,499 teachers. Competency Standards for Special Guidance Teachers refer to Minister of National Education Regulation No. 16 of 2007 - Academic Attainment Standards and Competencies of Teachers and Minister of National Education


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Number 32 of 2008 - Academic Qualification Standards and Competencies of Special Education Teachers. In general, four competencies must be mastered by Special Guidance Teachers, namely Personality, Social, Pedagogic, and Professional Standards. The title of this program is “The Education and Training Program Guideline for Special Guidance Teacher Competence Development.” This program divided into three main subjects, namely general training subjects, basic training subjects, and supporting training subjects with the number 47 subject and 450 hours. This program has not been validated and field-tested yet. In the next research step, it is necessary to validate it by experts and to do a field test to determine the level of validity and effectiveness of the program. Llorent-Vaquero, M., Mac Fadden, I., & Llorent-Bedmar, V. (2018) stated that in today's society it seems to be essential to invest in education for active citizenship that favors social cohesion, through the global development of the person. In this sense, educational agents have the responsibility to promote active learning that puts the importance of socio-emotional skills at the forefront. In this direction, socio-emotional education -oriented to learn to know, to do, to live together, to be- seems to offer the tools for the full development of the person. The main objective of this article is to deepen the current situation of socio-emotional competences in school contexts. For this, a pilot study has been carried only in two Secondary Education Institutes of Seville, where the final participant sample has reached 44 professors. It should be noted that this study is being carried out within the framework of the secondary school research project (Baccalaureate) in Morocco and Spain, funded by the Ministry of Foreign Affairs. The study of Bejes (2012) revealed that many students disliked Social Studies finding it uninteresting and extraneous. Social Studies teachers have detailed experiences of students being unwilling to take out notebooks, take notes, practice, do homework, or plan once they have left the classroom environment. The teachers perceived these factors have had some effects on student achievement and influenced the use of pedagogical practices in their classrooms. Further, Kiewra (2005), states that evidence suggested only 1% of words spoken during a lecture were recorded in students’ notes


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and a small fraction of information stored short term memory. Based on their experiences with student achievement as defined by scores on the New York State social studies Regents examinations, credit accumulation, and graduation rates, the teachers have incorporated methods involving constant review of previous topics or subjects discussed in prior lessons. Despite this attempt to increase the retention of information, teachers perceived many of the students did not retain the information given beyond the 45 minutes spent in the classroom. The short term retention of information advertently influenced test scores on Regents examinations and overall student achievement in social studies. Gibson (2012) said that Social Studies teachers, also, perceived a variety of other factors influencing the use of pedagogical practices in their classrooms. Consequently, neither a single impact nor compilations of pedagogical practices made learning impossible. By employing flexibility and creativity in curriculum and lesson designs, the teachers attempted to overcome their perceptions of extenuating factors. The teachers agreed that how students learn, what they learned, and how they demonstrate learning must take place in a flexible and positive learning environment.

Additionally, visible in the learning environment should be evidence of collaboration among teachers who share common goals and an understanding of how instructional practices and assessments drive student achievements. The teaching profession needs to be viewed and treated like many other scholarly activities in which innovative thoughts, beliefs, and ideas are open freely to scrutiny, discussions, and debates. In this manner, each teacher should have the forum to make assessments and extract from the collective wisdom and insights of their colleagues. This becomes vital to making classrooms more efficient and effective with pedagogical practices designed to help students become more accountable for their learning.

Additionally, teachers can use the findings of this study as an opportunity to augment their discussions and debates. Moreover, professionals charged with developing and preparing curriculum, lesson plans, and professional development programs can use the


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findings to support instructional practices and changes in the social studies classrooms.

Secretary of Education Arne Duncan, stated that America faced three great educational challenges that made the need to improve teacher preparation programs all the more urgent. Among these challenges is the realization that the status quo of teacher preparation programs will not adequately prepare future teachers to enter the profession and work with students of diverse backgrounds (Duncan, 2009). One reason for such a high turnover rate is teachers' lack of pedagogical knowledge about the students they will encounter in the classroom. The researcher focused on the effects of demographic variables on the teacher's perceptions of five components of pedagogical practices: teacher efficacy, resiliency, cultural responsiveness, learning styles, and parental involvement.

Brown (2010) examined the influence of demographic variables on the perceptions of teachers regarding selected components of effective pedagogical practice. Specifically, the study was concerned with the independent and combined effect of the variables teacher preparation, ethnicity, and years of teaching on five components of effective pedagogical practices: self-efficacy, resiliency, cultural responsiveness, learning styles, and parental involvement. He further discussed that today's teachers face an increasing variety of classroom conditions, including the inclusion of state-mandated programs as well as the need for increased knowledge and skills in such diverse areas as portfolio assessment, technology, cooperative learning, and a wide variety of specific instructional strategies. The perception teachers have of their pedagogical knowledge base may often contradict the skill and knowledge base necessary for teacher success. Teachers that have a high sense of self-efficacy have confidence in their ability to promote student learning. Teachers expect students to learn, and they hold themselves. For years researchers have studied the learning styles of teachers and students.

Teachers vary from one another in learning style, pedagogical practices, and personality traits. Moreover, from their experiences, teachers construct views on what they believe or observe to be good and bad teaching, what practices enhance


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student achievement and what makes the learning environment overall more enjoyable. Woods (2010) discussed that the personality of the teacher also plays a role in the decisions a teacher makes in the classroom with regards to pedagogical practices. Teachers can choose pedagogical styles that can influence students learning or acquisition of beliefs.

Researcher Zeichner (2005) has argued that teachers' personalities and life experiences play a major role in shaping the kind of knowledge they develop about teaching, calling this knowledge "personal practical knowledge.” Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they can make choices based on what is relevant to them.

Tomlinson (2000) examined differentiation based on different learning modalities and found that research had proven that students were more successful when lessons were based on their readiness levels, interests, and learning profiles. This differentiation for students is not based on multiple activities. However, it takes an effort on the part of the teacher to integrate different modalities and ways of learning the same concept to meet the needs of all learners. Teachers who teach all of their students are accountable when students do not learn to their maximum capacities. Learning is a partnership between the teacher and the student. The teacher creates a classroom environment in which both the student and the teacher experience success. Shaping the classroom environment around both student and teacher needs involves teachers who possess cultural competence, a competence that contributes to their developing culturally responsive classrooms in which the teacher and the student engage in a partnership approach towards student academic success. Students' academic success effectively stay focused on teaching challenging academic content but vary the materials and strategies they use.

Hall (2007) said that classroom teachers with a traditional view of intelligence believe some students perform better than others because of different intellectual capabilities that are fixed and unchangeable.


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Currently, teachers have adopted different viewpoints of intelligences that incorporate learning styles or multiple intelligences. Dunn and Dunn (1978) indicated that learning styles were approaches to learning and studying. Keefe (1982) defined learning styles as characteristic cognitive, affective, and psychological behaviors that served as relatively stable indicators of how learners perceived, interacted with corresponding to the learning environment. Dunn, Dunn, and Perrin (1993) believe the learning style of the student is the way they begin to process and retain new information.

However, the interaction with new and difficult information may occur differently depending on the individual.

Gilbert and Han (1999) and Gilbert (2000) asserted that learning preferences facilitated the way individuals learned when the learning environment considered the various learning styles of students, thereby impacting the comprehension of materials presented.

Felder, et al. (2002) indicated that learning styles were often reflected in the varying strengths, weaknesses, skills, and interests in the academic setting.

According to Felder, et al. (2002), teaching through a balanced instruction approach that takes into account the various learning styles of students is an important facet for the curriculum to be effective. Teachers can tailor the curriculum to meet the needs of the individual learning styles of students. The learning style impacts students beyond the classroom. According to research by Dunn and Griggs (1995), respondents reported the following: a) Learning style, as a dimension of diversity, encouraged everyone to respect and accept a variety of appropriate behaviors in the teaching and learning process. b) Teachers became self-motivated to internally reflect on their philosophies of education as they impacted everyday interactions with students and colleagues. c) Staff awareness was sensitized to the point that it increased self-directed autonomous learning.


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d) Students accepted responsibility for their learning regardless of their instructor's teaching style. e) The concept made the delivery of subject matter value-driven and personal. f) The concept promoted a sense of social justice and equity. g) Knowledge of style and brain processing inevitably reduced bias (p.354).

Duncan and MaeBaker (2007) state that, multiple intelligences influence the way students learn and how information is best presented to these students for assimilation. Introducing and assessing newly acquired learning should take place in the context of a student's dominant style of learning while enhancing that intelligence in which they may be weak. Each student learns differently and his or her differences relate to those teaching strategies which best address their intelligence.

Furthermore, students' academic performance and attitude toward school improve when a teacher delivers content in a way that matches the strength of the student. Exposing students to differing learning styles requires the teacher to recognize the need for diverse strategies in teaching that will complement the individual differences in children one of the key ways to meet the needs of varied learning styles is through differentiation of instruction. Differentiation is modified instruction that helps students with diverse academic needs and learning styles master the same challenging academic content.

Tomlinson (2000) pointed out that research had proven that students were more successful when they were taught based on their readiness levels, interests, and learning profiles. These learning profiles are the modalities that serve as entry points for student learning. Differentiated instruction is an approach that assumes a diversity of learners in every classroom and assumes that those learners can be reached if a variety of methods and activities is used. The three major components of differentiation are varying the materials, varying the learning process, and varying the assessment based on the needs of the learners in the classroom. Differentiated instruction has become part of every school systems' lexicon, but without learning styles as its cornerstone, no one knows how to differentiate instruction or on what to base differentiation. Few educators are trained in the effective implementation of any styles


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other than conventional teaching. Teacher training must include clear processes for differentiating instruction based on learning style so that each individual is taught effectively. Research Competence

Innovations are one of the means to support the teaching-learning process, particularly around the implementation of the new pedagogies in the Department of Education (Ramillard, 2005). Furthermore, much of this work has been conducted at the high school level. Researchers are still examining and measuring teacher capabilities, particularly in research where innovations are being scaled. The teacher and school context are recognized as intermediaries between the innovations and student outcomes. If the teacher innovates instructional materials and have researches which are applicable in the learning process, then the outcomes are recognized (Raudenbush, 2007). Moreover, a growing innovation of researchers acknowledges that teachers made adaptations to the materials and curriculum support teachers in this way. Teaching is, therefore, a design activity where teachers, relying on available resources, construct and shape the learning experiences in their classrooms (Brown, 2002).

Research, according to Newman, (2006), is simply defined as a process of going about finding the answer to unresolved problems and questions emerging from natural and artificial phenomena within our society and environment through systematic and logical procedures and techniques. About the study on capabilities, researches conducted by teachers can help to answer students’ scholastic needs, specific observations can be made, and out from the results of the study-specific solution will apply to the problems.

Anyhow, teachers are critical to student learning in the classroom, and just like students, teachers perform better when they can make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master’s in Curriculum and Instruction program


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at one Midwest College. It examined teachers’ perceived lasting benefits of conducting action research, the elements they continue to implement, and the supports of and limitations to a continuation of the practice. As part of a mixed-method study, a researcher-developed survey was first used. Seventy-seven teachers responded to the online survey. Fifteen survey participants volunteered to offer a narrative elaboration of their responses in a follow-up telephone interview.

The compiled data included totals and percentages from the survey and themes and quotations from the teachers’ narrative responses. Together, the findings revealed that 98% of the teachers felt they benefited from conducting action research. They perceived the greatest professional benefits of conducting action research to be thinking more reflectively, positively impacting student learning, and inquiring more about their practice. Teachers were continuing to conduct action research based on the impact they perceived the practice had on their students’ success in the classroom. The elements they continued most often were identifying a focus, collecting and analyzing data, and reflecting on the process. This practice allowed them to learn from evaluating the effectiveness of their implementations and realize there were rigor and relevance to what they were doing. With 92% of participants desiring to continue action research, two major factors were given as the greatest support for continuation. Teachers desired a combination of collaboration with peers on issues that mattered to them and time in the school day to collaborate and conduct action research.

Teachers are innovators; they serve as “gatekeepers” of the classroom, making decisions on what innovations to do for the good of the students. According to Brown (2002), teachers’ ability to use capabilities in innovating instructional materials and other resources to produce researches has a positive and productive learning environment brought to students in the classroom. It can help build teachers' commitment to service. Teachers believed that innovations could support understanding the content of pedagogy.

Mendoza (2008) identified the research competency level of the accounting editors in all the research processes used in history in his study to be a “practitioner” level. These revealed that average research knowledge and are capable and ready to use their


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competency but lack the speed and flexibility of the proficient researcher. Thus, further skills enhancement in the form of training is necessary to transform the respondents to an expert level. Moreover, each of the research processes in the study can be explored and learned as an individual topical area and may not be studied collectively and in any sequential fashion. In other words, a fragmented structure can be adopted as the modality for competency enhancement for accounting editors. Of the five research processes, data collection has the highest mean which implies that they are adept with the various techniques of gathering data necessary to provide empirical support in answering research questions. Based on the findings and conclusions, the following are the recommendation from the study: capacity building programs in research for accounting educators, research framework development in the accountancy profession, core research competency identification, the inclusion of research as a component for accreditation, formulate institutional research program and agenda, government support to research in accounting edition and inclusion of research in accounting education in national conventions.

Another researcher, Musa (2013) stated that research has been identified as the life wires not only in the field of the teachers in the Department of Education but also in other fields of endeavor as it contributes to the growth and development of every profession. It could be argued that the only and best way to pursue knowledge development is through research. Kyvik (2003) also suggested that research and writing are important to the continued scholarly development of any institution.

According to Love, (as cited by Fenske, 1992) over time, teachers in the field of innovations have come to recognize the value of producing instructional materials and research, and today, it is critical survival factor which argues everyone in the field, not only for the top positions but for all teachers, to take part and be active in the said endeavor not only for the development of the new body of knowledge of the field. This was also reiterated by Sulo, et al. (2012) in their study that concluded that research plays a significant role in the formation and dissemination of new knowledge and at the same time contributes to the existing body of knowledge.


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The study was supported by Leder, S. (2018) in his findings on research prospects and policy implications for translating Education for Sustainable Development (ESD) into pedagogic practice. I argue that the educational discourse of ESD if implemented has the potential to fundamentally challenge the reproductive mode of pedagogic practice in the case of geography education in India over time, as it subverts cultural values, norms, and constructions of teaching and learning. Despite this, if ESD is framed as transformative pedagogic practice, it can contribute to gradually revising current geography teaching contents and methods toward promoting learner-centered teaching, critical thinking, and argumentation skill development. However, the discrepancy between institutional objectives, structural conditions, and pedagogic practices needs to be addressed. Currently, there is little space for teachers’ agency to allow the recontextualization of ESD principles, for example, to adapt natural resource governance topics to students’ perspectives and to include an argumentative approach to local water conflicts. Syllabi, textbooks, and examinations need new selection and evaluation criteria that emphasize knowledge which promotes argumentation skills. This would allow integrating ESD through critical thinking on natural resource use into existing forms of pedagogic practice. To encourage innovation in curriculum design, syllabi, and textbook development, cooperation between educational institutes, teaching methodology research, and, most of all, teachers’ agency needs to be strengthened. Discretion, opportunities, and support are necessary so that teachers can respond to the unique needs of their students. Also, Symonides, J. (2018) states that the current stage of society's development is a constant demand for future professionals of research skills in the relevant field; As practitioners, researchers should be able to analyze the situation with which they are accessed by clients, to identify the reasons that led to this situation, to predict various variants of the development of the event under certain conditions and methods of correction, direct or indirect impact. Psychologist and conflictologist must also own the methodology of the research, know the main stages of the research, be able to plan, organize and carry out research in the social sphere, describe and visualize its results, without forgetting the ethics of the research. In this chapter is analyzed the structure of students-psychologists' and


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conflictologists' scientific research competence, the content of its main component is described. The study of Hall (2018) aims to gain a greater understanding of the concept of intercultural competence in the context of secondary education. To provide an answer to the research question according to current research, how can teachers of English on a secondary level enhance intercultural teaching? Research from the field of interculturality is included and explored. The focus is on strategies and methods promoted by researchers as well as on the potential challenges that could lie ahead. The findings suggest that there are three main strategies and methods to keep in mind- focus on internal processes, inclusive tasks, and authentic encounters. Respectively, two main challenges are described by current research- attitudes and a lack of knowledge. In the study of Sundberg and Tahirsylaj (2018), the study confirms that this paper aims to provide a synthesis of the state of the art about educational research that focused on competency-based education and curricula covering 20 years – starting with 1997 as the first year after UNESCO’s Jacque Delors report in 1996 (Delors, 1996). It is relevant to undertake the study as very little is known from the educational research perspective on how curriculum implementation and assessment of key competencies have been shaped under CBE approaches within and across national education systems, or what research questions have been addressed when examining the competence-based curricula. As Davies (2000) has argued, educational policy and practice gain much from systematic reviews and research syntheses. A similar study conducted by Van Boxtel, J. M. (2018), states that, a collaborative technical assistance project, which was co-constructed by the Ministry of Education (MINED) of El Salvador and the author, to support the advancement of inclusive education through culturally responsive professional development. This research-based project is presented as a model of culturally responsive professional development using the lens of intercultural competence. The author describes each phase of the project through the lens of intercultural competence that includes: (a) initial planning, (b) content proposals, (c) content development, and (d) content delivery. Implications and future research questions for those


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engaging in culturally responsive professional development-based technical assistance work are provided. Another study by Zhao, et. al. (2018) states that the graduate students will go on to be future scholars in sustainability, and the ability to design and execute research projects is necessary skills for them to build scholarship. In response, many STEM programs, including construction engineering, civil engineering, and architectural engineering, provide graduate-level courses in research design and methods. Graduate students learn the skills in research methodology either formally from such a course or informally from their advisor(s). However, little to no evidence has been obtained to quantify such learning outcomes. This paper reports a case study that was designed to assess graduate students’ understanding and implementation of research methodologies. To do so, a mixed research methods approach was conducted. The work applies mixed research methods. Data were collected from the Michael Horman Sustainability Symposium, a forum for faculty and students from multiple U.S. universities focusing on the discussion of sustainability topics. The attendees (N = 53) were required to prepare a statement to detail their research plan and associated research method and to present in a focus group setting. The authors evaluated the statement in the topic (i.e., merit, impacts, originality, and relevance) and methodology (i.e., rationale, feasibility, creativity, and scalability) using a 5-point Likert scale. The evaluation criteria are based on ASCE journal reviewing standards. Both quantitative analyses on the evaluation scores and qualitative analysis of the focus group notes were performed. Results reveal that graduate students know how to identify emerging research problems in sustainability, yet cannot select appropriate research methods to support the intended investigation. The findings help better understand the research methodologies required for conducting sustainability studies and illuminate teaching strategies that can strengthen students’ capability of problem-solving. Suriyankietkaew and Hallinger (2018) emphasized that education for sustainable development becomes a mantra for scholars worldwide. Yet, empirical research in the field of education for sustainable development is underdeveloped, especially in an emerging Asian economy of Thailand. Thailand has progressed toward education for sustainable development with its sufficiency-


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based school movement to advance sustainability in education. It aims to develop and promote a whole-of-school approach to apply sufficiency thinking for sustainable development to all school activities from management and student activities to community partnerships. Sufficiency thinking is based on a framework of Sufficiency Economy Philosophy” (SEP)—an alternative approach to sustainable development, as advocated by UNDP and resonated with UN SDG Goals. To advance the limited knowledge in the field, this research paper empirically investigates what school management practices/factors, based on the SEP theoretical framework, can significantly predict enhanced education for sustainable development in schools. Survey data stem from 240 schools in Thailand. Based on the results of factor analysis, a research model for educational sustainability was emerged and proposed. Findings from multiple regression analysis suggest that SEP principles, namely virtues, prudence, stakeholder focus, and enabling culture, are significant predictors of enhanced education for sustainable development in Thailand, possibly applicable in other countries.

Uerz, Volman & Kral (2018) underscore that teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators' competences in preparing their students to teach with technology. A literature search yielded 26 relevant research articles. Four domains of competence were identified: technology competences, competences for pedagogical and educational technology use, beliefs about teaching and learning, and competences in professional learning. The literature focuses on teacher educators’ competences in using technology for teaching. Research on the competencies that teacher educators need and have as second-order teachers is lacking. Recommendations for future research are discussed. Eaton (2018) discussed his paper to provide students with educational research with clear guidance on how to choose high-quality sources for research papers and theses. Methods: Using an information-analysis approach, this evidence-based guide draws from social sciences research methodology literature. It addresses a gap in the literature by offering pragmatic guidance on how to engage in an informed decision-making process about what types of literature are appropriate for inclusion in educational research


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reports. Results: The primary outcome of this work is a clear, plain-language guide for students to help them build their understanding of the kinds of sources to include in a literature review. Implications: As a result of better understanding the types of sources that constitute a credible literature review, students may develop both their competence and confidence in selecting appropriate sources for their research writing. Although written for an educational research audience, researchers in other disciplines may find it applicable. School Support

School support is a very important aspect of innovation. Without the administration and the school heads’ help, instructional materials and researches would not materialize. From the national level, the act as a liaison by providing information on sources of funds from government agencies and the private sector, promoting grant applications and processing of requests for research funds, organizing negotiations between research sponsors, and the researcher on behalf of the school.

The school supports teachers in the innovations of

instructional materials and their conduct of research by giving school grants. They are given free hours to make and write instructional materials and institutional completed research. Incentives are given to faculty members who have published research results in reputable journals, whether institutional, national level, teachers who had also presented their research outputs in research for a conference, and teachers whose research outputs were cited by professionals and book authors. School support is also extended through budget allocation for instructional materials and research. These are spent on the programs and activities that support the conduct of the aforementioned innovations and in research capability training, in-house reviews, and the like.

According to Maruyama (2012), a researcher commences on his or her research work once he or she had availed of research funds. Moreover, Whitson (2012) said that universities are given large funds because they also conduct fruitful research, they had excellent research facilities, and they employed competent research staff and enrolled graduate students. As such, one can deduce that the


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research grants given to a university would also influence their capacity to be research capable.

Creswell (2002) acknowledged the importance of institutional support and the research culture within an institution to the faculty’s research productivity. Faculty members doing research are more productive when they are employed by an established university that gives incentives and rewards research and lets the faculty conduct his or her research in his or her institution in the researcher’s own pace and time. Bland, et al. (2002) strengthen the impression as they believed that the output of faculty in research depends on how research-conducive his or her institution is. Most of the faculty members aspire to work on his or her research with enough funds to finance his or her research work. Research is a vital issue for Australia as a whole, as both politicians and scientists are concerned that their country has not reached the top-ranked of the world’s universities. They wondered what they still need to do to have even just one institution in the global rankings.

Support for innovations, instructional materials, and researches vary for different schools in the country. From a technical and general point of view, the ideal and main reason for innovating instructional materials and research, according to Sitienei and Ocholla (2010) is essential. Teachers in the Schools Division of Iloilo need to innovate to give solutions to challenges and situations affecting school development. On a more practical basis, research and instructional materials are done to fulfill, and basically to satisfy personal and professional needs.

In research and innovations, the Philippines, through the Department of Education (DepEd) has issued DepEd Order no. 39, s. 2016 to all of its school heads, supervisors, and teachers for the adoption of the “Basic Education Research Agenda” which promotes the “conduct of action research” (DepEd, 2016) in the country. The purpose of this is to identify teachers' and department’s concerns and problems and to recommend solutions based on the results and findings made. With professional growth and development as one of the key result areas for the individual teacher’s performance commitment and review, doing action research has already become part of the annual performance appraisal for all teachers. It comprises five percent of the total score in the individual teacher’s


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evaluation. However, doing action research in the Philippine public elementary and secondary schools may not be that popular as a number of these teachers are not equipped with the necessary knowledge on what action research is and how to do it. The Department of Education has been doing significant ways to update and inform the public school teachers about the importance of doing research, but many teachers in both elementary and secondary schools were uninterested and demotivated. Factors like tight teaching timetable and heavy teaching workload (Morales, 2016; Kutlay, 2012) are just a few of the reasons why some public school teachers are not motivated and have no interest to do research.

Contrary to this, Dewey (1910), a progressive educational theorist, discussed the premise of action research. He believed knowledge is derived not from what we have “assumed without question” but from what is “revised and extended” from our doubts and uncertainties.

Dewey further discussed the perception of experience. It can either be empirical, routine, and limiting; or it can be experimental, open, and growing. Empirical experiences lack the depth of understanding of why or how and can lead to false conclusions. Experimental, or scientific, experiences allow for analysis and synthesis to offer greater certainty and preparedness for novel situations.

Dewey (1910) argues education should provide experimental experiences to provide an opportunity for reflection and growth.

Another study explores teachers’ perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, the Philippines about doing research. Methodologies used were survey questionnaire, and group and individual interviews. Findings revealed that teacher-respondents had a positive perception of doing research and its benefits to their teaching practice and students’ learning process. Thus, job promotion is the motivating factor of why teachers did research. However, reported challenges such as lack of research knowledge and skills, heavy teaching loads, and lack of financial support from the schools obstructed them from doing it. Attending and participating in research training, receiving research incentives, and having a lighter


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teaching timetable were what the teachers perceived they need to do research. The implication is for the policymakers, researchers, and school officials to consider the findings of this study and address the needs of these teachers to create a community of teacher-researchers.

The study of Keulen (2018) employed a model of basic qualitative research that explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semi-structured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples and then provided a reflection on how they implemented this curriculum. The data showed that these teachers understood the value of providing a culturally-responsive pedagogy in their classrooms. Despite this, for numerous reasons, teachers struggled to develop and then apply culturally responsive pedagogy that aligned with models described in the literature. Teachers on Research The research demonstrated standards-based reform yielded increases in student achievement and equality in education. Clark (2008) discussed that while professional development has often provided the tools to empower teachers in times of change, the current climate of high-stakes testing has returned many professional development programs to a means/end model that rejects academic research while colonizing the results and terminology of that same research. The study examined how a research-based professional development program that investigates student responses to the National Assessment of Educational Progress (NAEP) creates a hybrid space for a dialogue between researchers and practitioners that might counterbalance the dominant discourse while contributing to a refined sense of practitioner empowerment. The mixed methodological study drew on pre/post survey data and observations of two phases of researcher and practitioner dialogues: 1) the dialogue between the


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university researchers who developed the program and teacher educators who will facilitate the program; 2) the dialogues between the teacher educators, now speaking as researchers, and classroom teachers participating in the program. The survey collected data that measured how the program may have contributed to practitioners’ empowerment as indicated by shifts in their beliefs and attitudes related to teacher efficacy, mathematical beliefs, and a critical awareness of the impact of high-stakes testing. The observation data were analyzed using a theoretical framework that was informed by third space theory, the communicative action theory. Building on research relating to the historic tension between academic researchers and classroom teachers in school-university partnerships, this study identifies ways in which researchers and practitioners might articulate their differences and step-in-to the worlds of the other without resorting to traditional hierarchy related to their professions. By providing a professional development model that values diversity while intentionally provoking disequilibrium and disagreement, the study provides insight into how these kinds of researcher and practitioner partnerships may become more productive and opens new avenues for teacher learning and empowerment through critical dialogue.

Methodology Research Design The descriptive-correlational research design was used to determine the relationship between pedagogical practices and research competence. Data were gathered from multiple variables and correlational statistical techniques were applied to the data. Thus, correlational research is a bit more complicated than descriptive research; after the important variables were identified, the relations among those variables are investigated. Correlational research investigates a range of factors, including the nature of the relationship between two or more variables and the theoretical model that might be developed and tested to explain these resultant correlations (Lomax and Li, 2013). The locale of the Study


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The study was conducted in the Schools Division of Iloilo in the Province of Iloilo, where there are secondary schools. These schools are located strategically in different congressional districts and municipalities in the Province of Iloilo. The schools in the Schools Division of Iloilo are supervised by the Department of Education, offering both the Junior and Senior High School programs. Respondents of the Study Included in the study were the Social Science teachers in the Schools Division of Iloilo. Twenty (20) Social Science teachers from the 1st Congressional District, thirteen (13) Social Science teachers from the 2nd Congressional District, and twelve (12) Social Science teachers from the 4th Congressional District, a total of forty-four (44) respondents in the 3 Congressional Districts. These respondents are handling Social Science subjects both in Junior and Senior High School.

Table 1 Distribution of Schools and Respondents

District Schools No. of % Respondents

1st Guimbal National HS 5 11

Don Felix Serra National HS 3 7 Oton National HS 4 9 Igbaras National HS 3 8

Miag-ao National HS 4 9 2nd Don-Benjamin Jalandoni Mem. NHS 3 7

Daga-Barasan HS 2 5 Zarraga National HS 3 7 Leganes National HS 3 7 Payao National HS 2 5

4th Rufino G. Palbarica National HS 2 4

PD Monfort National HS 2 4 Banate National HS 4 9 Dumangas National HS 2 4 Jose Monfort National HS 2 4 Total: 44 100


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Sampling Technique

To determine the teachers as respondents of the study, the researcher utilized the multistage sampling technique. In this method, the selection of the sample is accomplished in two or more stages. In stage one, the sample was divided according to congressional districts wherein a sample of three congressional districts were drawn using simple random sampling. In the second stage, all schools in the congressional districts were drawn and these were: 1st, 2nd, and 4th Congressional districts. With the use of simple random sampling, schools in the listed congressional districts were drawn. Thus, a sample of five schools was taken from each congressional district. In the last stage, all Social Science teachers were taken from each school sample in the Congressional districts and forty-four (44) teachers were selected as sample size using simple random sampling in the last stage.

David (2016), states that the multistage sampling technique is the selection of the sample accomplished in two or more stages. The population is first divided into many first stage units from which a sample is drawn. Research Instrument

The questionnaire used to get the necessary data needed in the study was composed of Three Parts: Part One, Demographic Profile; Part Two, Pedagogical Practices; Part Three, Research Competence.

Part One was Respondent’s Profile: sex, age, marital status, educational attainment, and length of service.

Part Two of the Questionnaire composed of two (2) sets, Pedagogical Practices, and Research Competence which were composed of 15 items each. Responses to the Pedagogical Practices items were: Very High (5), High (4), Moderate (3), Low (2), and Very Low (1). Very High means the pedagogical practices described in the item is executed or shown by the Social Science teachers almost all the time. High means the pedagogical practices deliberately described in the item is executed or shown by the Social Science teachers almost oftentimes. Moderate only when the situation calls for it, not the usual pedagogical practices observed by the Social


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Science teachers. Low means the pedagogical practices deliberately described in the item is executed or shown by Social Science teachers very rarely. Very Low means the behavior or skill deliberately described in the item is not at all executed or shown by the teachers. Mean scores were described using the following scale:

Scale Description 4.21 - 5.00 Very High 3.21 - 4.20 High 2.61 - 3.20 Moderate 1.81 - 2.60 Low 1.00 - 1.80 Very Low Part Two on Research Competence was composed of 15

items. Responses to the Pedagogical Practices items were: Very High (5), High (4), Moderate (3), Low (2), and Very Low (1). Very High means the pedagogical practices deliberately described in the item is executed or shown by the Social Science teachers almost all the time. High means the pedagogical practices deliberately described in the item is executed or shown by the Social Science teachers almost oftentimes. Moderate only when the situation calls for it, not the usual pedagogical practices observed by the Social Science teachers. Low means the pedagogical practices deliberately described in the item is executed or shown by Social Science teachers very rarely. Very Low means the behavior or skill deliberately described in the item is not at all executed or shown by the teachers. Mean scores were described using the following scale:

Scale Description 4.21 - 5.00 Very High 3.21 - 4.20 High 2.61 - 3.20 Moderate 1.81 - 2.60 Low 1.00 - 1.80 Very Low

The questionnaire was submitted to a panel of three jurors

for face and content validation. The jurors found all the items


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relevant except for some which needed modification for clarity. The jurors are experts in the field of teaching pedagogy and research. Data Gathering Procedure Before the conduct of the study, permission was secured at Iloilo State College of Fisheries from the Office of the Dean of the College of Education. In doing so, a letter containing the intention of the researcher to conduct the study was personally sent. Upon approval of the letter of intent to conduct the study, the researcher immediately scheduled the pilot testing utilizing the researcher-made questionnaire which underwent validity and reliability testing. The findings using the Statistical Package for Social Sciences (SPSS) were 0.7 indicating that the instrument was reliable. The actual administration of the questionnaire was done one at a time in the Schools Division of Iloilo Social Science teachers, considering the sample size of the population utilizing multistage technique from the teachers in the Schools Division of Iloilo. One day was allotted for each school. However, there were cases wherein the desired number of respondents was not available, so the researcher set another session.

Before the administration of the questionnaire, the

researcher sought permission from the Schools Division Superintendent, the School Principal, as well as the consent of the respondent whether he or she wanted to participate in the study. After the administration of the questionnaires, the data were interpreted, coded, and analyzed. Analyses were done employing the Statistical Package for Social Sciences (SPSS) software. Data Analysis Procedure The data that was gathered in this study were subjected to certain computerized statistics.

Raw Scores Mean and Assigned Scales. Raw scores, means, and assigned scales were used in determining the level of pedagogical practices and research competence when grouped


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according to sex, age, marital status, educational attainment, and length of service. Standard Deviations. To determine the dispersions of the means obtained, the standard deviations were utilized.

t-test. This was used to determine if there were significant differences in perceived characteristics of Social Science teachers according to sex, age, marital status, educational attainment, and length of service. Significance was set at .05 alpha level.

ANOVA. This was used to determine if there were significant differences in the level of pedagogical practices and research competence when grouped according to sex, age, marital status, educational background, and length of service.

Pearson r. The Pearson r was used to determine the relationship between pedagogical practices and research competence when grouped according to sex, age, marital status, educational attainment, and length of service. Ethical Considerations In the conduct of the study, the researcher took into account the ethical issues that may arise among the participants of the study. Thus, to protect the participants of the study, the researcher developed trust and confidence with them to instill the integrity of the research, guard against misconduct and any impropriety that can be reflected in their institutions, and cope with new challenging problems. The researcher has shown respect to the informants’ rights, needs, values, and desires. The researcher carefully asked preliminary questions about personal issues before the distribution of the questionnaire. A. Risk-Benefit Assessment Benefits

The participants of this study would surely be benefited because whatever will come out of this study on pedagogical practices and research competence in teaching Social Science, would


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surely help the students. The teachers will be encouraged to improve their teaching practices, research skills, and innovate for the benefit of the students. The study would be beneficial to the respondents, the Social Science teacher in the Schools Division of Iloilo. Risks

There was no intervention given to the respondents during the gathering of data and the conduct of the study. Hence, the respondents’ well-being regarding the results could not be hampered, the risks minimized. The identity of the respondents was kept hidden. The researcher ensured that the respondents were not subjected to any physical harm, discomfort, or psychological distress by holding the conduct of questionnaires in places and time convenient for the participants.

Answering questionnaires might have given a little discomfort to the respondents, but this was temporary and minimal compared to the lifetime benefits they would be receiving.

B. Content, Comprehension, and documentation of Informed

Consent

To safeguard the rights of the respondents in this study, an implied letter form indicating approval by the Dean of the College of Education was given to the respondents together with the discussion of the nature of the research study. Participation in the research study was completely voluntary and agreement to the said research was validated by the respondent’s signature in the consent form. The following provisions were provided in the consent form:

The respondents filled out the informed consent that ensured their voluntary participation in the research undertaking and that they thoroughly understood the nature and purpose of the said undertaking. They were informed/ briefed so that they understood the research undertaking and ensure cooperation to yield a positive outcome or result. In the implied letter, the respondents were asked to participate in the research undertaking, they would answer the questionnaire for approximately 15 to 30 minutes. The questionnaire was conducted among the respondents and took place in their respective institutions.


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It also conveyed the participation of the teachers in the research undertaking. It emphasized that it was entirely voluntary and they may withdraw from the study at any time they wish. It also assured the participants that whatever results from the questionnaires would be held in strict confidentiality. The objectives of the research were thoroughly explained to the respondents to ensure that they understood the consent form and agreed to participate.

Participant status. The respondents in this study were the Social Science teachers of the different schools in the Schools Division of Iloilo. Moreover, their involvement in this study was firmly voluntary; they can withdraw the responses they have made in the middle of the conduct of the study if they feel unsatisfied or not convinced of the objectives of the study.

Study Goals. The general objective of the study was to determine the pedagogical practices and research competence. It also aimed to determine the relationship and impact among variables evaluated. Type of data. The respondents marked check the column based on the respective description and interpretation.

Procedures. Before the conduct of this study, a letter from the Dean of the College of Education was secured. A formal letter was sent to the office of the Graduate School Director for the approval of the conduct of the study and data gathering. Upon taking the approval, another letter was given to the School Head of the identified participating school. When the approval was obtained, the researcher proceeded to her data gathering based on the stated attainment and description of the respondents.

Nature of the Commitment. It was strongly emphasized that the participation was voluntary and at any time the respondent/s can withdraw from the conduct of the study. Further, it considered the time spent in responding to the questionnaire. The interaction process with the respondents took 15-30 minutes of their time.

Sponsorship or Funding of the Study. This study was a requirement in the academic fulfillment of the degree of the researcher. The researcher is a Social Science teacher and a student


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of Iloilo State College of Fisheries (ISCOF). A possibility of publication of the study might arise. Thus, information about the result of the study will be shared with the public to bring about changes in the instructional culture in the Department of Education.

Participant Selection. The involvement of the respondents in this study was done through a multistage sampling technique. The selection also considered the criteria of inclusion and exclusion of the respondents.

Potential Risks. There were minimal risks attached. From the respondents of the study, the only time in answering the questionnaire was demanded. This study brought out the reality of the teachers in the Schools Division of Iloilo. The confidentiality of the identity of the respondents was maintained.

Potential Benefits. Among the identified potential benefits to the researcher is that the results derived from the responses of the respondents will be used as the basis for future improvement of learning and teaching technique, as well as the basis for a continuing development program for Social Science teachers in the Schools Division of Iloilo. On the part of schools and the administration, more benefit will be gained. The designed framework will be undertaken by the students for them to be aware of the positive and negative impacts of the study.

Alternatives. To address the availability of time and comfort of the respondents, the survey questionnaire was left in the office of the school principal so that it can be answered at the respondent’s own time pace.

Compensation. This study was mainly non-monetary. However, appreciating the cooperation and assistance of the person who helped in the distribution of the questionnaire and collection, the researcher gave a simple token of appreciation to the facilitator.

Confidentiality Pledge. The information given will be kept confidential and used in educational publications and presentations.

Voluntary Consent. Participation was strictly voluntary and participants were not forced in any way to participate in the study.


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The Right to Withdraw and Withhold Information. Every respondent of this study has the right to withdraw from participation at any time during the conduct of the study and was treated in the usual and customary fashion. With this, the teachers’ responses will be withheld by the researcher.

Contact Information. It is stated in the consent form that contact information of the researcher and affiliated organization be made available. The researcher provided her contact number and school contact number if ever they have questions, comments, or complaints regarding the conduct of the study. C. Authorization to Access Private Information The recipients of the information concerning this research study were the respondents. They had satisfaction in knowing that they are contributing to the improvement of schools in the Schools Division of Iloilo in terms of pedagogical practices and research competence. The information disclosed to respondents includes the nature of the study, any benefit or risk that was involved, his or her rights as respondents, and how confidentiality will be maintained. In this study, the researcher and the research adviser only have access to the study. D. Confidentiality Procedure The researcher did collect the names or e-mail addresses of the respondents. The data that was taken from them were kept private. The survey questionnaires where their answers were written were kept private. The survey questionnaires where their answers were written were secured in a cabinet with lock; the only one with access to the papers is the researcher. In publishing the results of this study, the researcher would not include any information that would make it possible to identify them as respondents. After the study is finished, all the questionnaires with the data would be shredded to make sure that no data would leak and be used for deceitful purposes.


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E. Debriefing, Communication, and Referrals After the respondents have completed answering the survey questionnaires, they were thanked for their participation and more information about the purpose of the study was discussed. At this point, the respondents were given the option to withdraw their data since they had been fully informed about the intent of the study. They were also requested by the researcher not to disclose the research procedures to anyone who may participate in this study as this could affect the result of the study. During the debriefing process also, the researcher entertained any query and discussed it with them regarding the final report. If they would like to receive a copy when it is completed, they are free to contact the researcher; thus, the researcher’s contact information was given to them. Lastly, the researcher again expressed her gratitude to them for their information. F. Incentives or Compensation It was included in the informed consent that heartfelt gratitude was truly expressed to them for the efforts and time they have willingly shared despite their hectic schedule. G. Conflict of Interest No conflict of interest existed in this study since the researcher’s decisions to whom, how, when, why, and where about the conduct of this study are not influenced by personal interest. This is achieved because the researcher was not able to personally meet the respondents. She only left the questionnaires with the school administrators who acted as mediators. They were the ones who distributed to and collected the questionnaires from the respondents. The researcher only gathered the filled out questionnaires from the school administrators after one week. In this way, the conflict of interest was diminished.


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Descriptive Data Analysis Level of Pedagogical Practices among Social Science Teachers in the Schools Division of Iloilo

The level of pedagogical practices among Social Science teachers in the Schools Division of Iloilo when taken as an entire group and when classified as to variables is reflected in Table 2. Entire Group. Descriptive statistics results when taken as an entire group and when grouped according to sex, age, marital status, length of service, and educational attainment show “Very High” with (M=4.4911, SD=.41345). The result indicates that the pedagogical practices of the respondents play an important role in a student’s educational learning process.

Sex. The results show that both males and females have “Very High” pedagogical practices. Specifically, males have M=4.5188 and SD=.40790; whereas, females have M=4.4764 and SD=.42249. The obtained standard deviations that range from .40790 to .42249 indicate that the respondents are homogeneous in their pedagogical practices in terms of sex. Age. Results show that the respondents in all age brackets have “Very High” pedagogical practices. Those aged 25-30 have M=4.6500 and SD=.36742. Those aged 31-40 have M=4.4625 and SD=.37881. Those aged 41-45 have M=4.4083 and SD=.47411, and those 46 years and above have M=4.7167 and SD=.23629. The obtained standard deviations that range from .23629 to .47411 indicate that the respondents are homogeneous in their pedagogical practices in terms of age.

Marital Status. Results show that the respondents have “Very High” pedagogical practices. Single respondents have M=4.6000 and SD= .41506, married have M=4.4633 and SD=.40746, and widow/widower has M=4.3333 and SD=.53463. The obtained standard deviations that range from .41506 to .53463 indicate that the respondents are homogeneous in their pedagogical practices in terms of marital status.


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Length of Service. Results revealed that when respondents were grouped according to the length of service, all brackets obtained “Very High” pedagogical practices. Respondents with experience 5 years and below have M=4.41133 and SD=.38474; whereas, those who have 6 – 10 years’ experience have M=4.5813 and SD=.38632. Respondents with 11 - 15 years in service have M=4.4417 and SD=.46629, while those with 16 years and above have M= 4.8167 and SD=.17559. The obtained standard deviations that ranged from .17559 to .46629 indicate that the respondents are homogeneous in their pedagogical practices as to their length of service.

Educational Attainment. Results of the respondents when grouped as to educational attainment, revealed “Very High” pedagogical practices. Respondents who obtained Baccalaureate Degree have M=4.8250 and SD=.24749; those with units in Master’s Degree have M=4.3800 and SD=.43133; those with Master’s Degree have M=4.84778 and SD=.41466, and those who have units in Ph.D./EdD have M=4.7389 and SD=.25833. The obtained standard deviations that range from .24749 to .43133 indicate that the respondents are homogeneous in their pedagogical practices in terms of educational attainment. Table 2 Level of Pedagogical Practices among the Social Science Teachers in the Schools Division of Iloilo as to Variables

Variables Mean SD Description

Entire Group 4.4911 .44911 Very High Sex

Male 4.5188 .40790 Very High Female 4.4764 .42249 Very High

Age 25-30 4.6500 .36742 Very High 31-40 4.4625 .37881 Very High 41-45 4.4083 .47411 Very High 46-above 4.7167 .23629 Very High

Marital Status Single 4.6000 .41506 Very High Married 4.4633 .40746 Very High Widower 4.3333 .53463 Very High

Educational Attainment Baccalaureate 4.8250 .24749 Very High With units in Master’s Degree 4.3800 .43133 Very High


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With a Master’s Degree 4.4778 .41466 Very High With units in PhD/EdD 4.7389 .25833 Very High

Length of Service 5 years and below 4.4133 .38474 Very High 6-10 years 4.5813 .38632 Very High 11-15 years 4.4417 .46629 Very High 16 years and above 4.8167 .17559 Very High

Results show no significant difference in the levels of

pedagogical practices among the Social Science teachers in the Schools Division of Iloilo when grouped as to sex, t-value = .258; p = .796 >.05 alpha level. Thus, the null hypothesis stating that there is no significant difference in the levels of pedagogical practices among the Social Science teachers when grouped as to sex is accepted. The result is shown in Table 3. Table 3 Differences in the Level of Pedagogical Practices among Social Science Teachers as to Sex

Compared Means df Mean tvalue sig. (2-tailed)

Male 4.51

42 .258 .796

Female 4.47 p> .05 alpha

Results show no significant difference in the levels of pedagogical practices among the Social Science teachers when grouped as to age, F(3,41) = .955; p = .423 > .05 alpha level. Thus, the null hypothesis stating that there is no significant difference in the levels of pedagogical practices among the Social Science teachers when grouped as to age is accepted. The result is shown in Table 4.


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Table 4 The difference in the Level of Pedagogical Practices among the Social Science Teachers as to Age

Sources of Variations

df Sum of Squares

Mean Square

Fvalue sig.

(2-tailed)

Between Groups 3 .481 .164

.955 .423

Within Groups 41 7.030 .171

Total 44 7.521

p> .05 alpha


pedagogical practices among Social Science teachers when grouped as to marital status, F(2,42) = .693; p = .506> .05 alpha level. Thus, the null hypothesis stating that there is no significant difference in the levels of pedagogical practices among the Social Science teachers when grouped as to age is accepted. The result is shown in Table 5. Table 5 The difference in the Level of Pedagogical Practices among the Social Science Teachers as to Marital Status

p> .05 alpha

Results show no significant difference in the levels of pedagogical practices among Social Science teachers when grouped as to educational attainment, F(3,41) = .2.306; p = .091 > .05 alpha level. Thus, the null hypothesis stating that there is no significant difference in the level of pedagogical practices among the Social


df Sum of Squares

Mean Square

Fvalue sig.

(2-tailed)


.693 .506


Total 44 7.521


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Science teachers when grouped as to educational attainment is accepted. The result is shown in Table 6. Table 6 The Difference in the Level of Pedagogical Practices among the Social Science Teachers as to Educational Attainment

p> .05 alpha


pedagogical practices among Social Science teachers when grouped as to the length of service, F(4,40) = .940; p = .451 > .05 alpha level. Thus, the null hypothesis stating that there is no significant difference in the level of pedagogical practices among the Social Science teachers when grouped as to the length of service is accepted. The result is shown in Table 7. Table 7 The Difference in the Level of Pedagogical Practices among the Social Science Teachers as to Length of Service

p> .05 alpha

In the study of Yilmaz (2018), lifelong learning tendencies of

prospective teachers attending pedagogical formation certificate programs were evaluated. While prospective teachers receiving


df Sum of Squares

Mean Square

Fvalue sig.

(2-tailed)

Between Groups 3 1.086 .362

2.306 .091


Total 44 7.521


df Sum of Squares

Mean Square

Fvalue sig.

(2-tailed)


.940 .451 Within Groups 40 6.875 .172

Total 44 7.521


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pedagogical formation at Bartin University and Mustafa Kemal University formed the population of the research, the sample consisted of 210 prospective teachers selected randomly from the population. The screening model was employed in the research. "Personal Information Form" and 1-6 Likert-type "Lifelong Learning Tendencies Scale" which consisted of 27 items and was developed by Diker-Coskun [17] were applied as data collection tools. The reliability of the scale was tested, and the Cronbach Alpha coefficient was found as 0.72. Independent samples t-test, one-way ANOVA, and Dunnett's T3 test were employed in the study. As a result of the data analysis, lifelong learning tendencies of the prospective teachers receiving pedagogical formation were generally high. Furthermore, a statistically significant difference was observed based on variables of marital status, age, universities being studied at, job status, and level of income. On the other hand, lifelong learning tendencies of the prospective teachers receiving pedagogical formation education did not have statistically significant differences by gender, having child/children, department of graduation, and work experience.

On the other hand, Pelch and McConnell (2016) emphasized that Science Technology Engineering and Mathematics educational reform encourages a transition from instructor-centered passive learning environments to student-centered, active learning environments. Instructors adopting these changes incorporate research-validated teaching practices that improve student learning. Professional development that trains faculty to implement instructional reforms plays a key role in supporting this transition. The most effective professional development experiences are those that not only help an instructor redesign a course, but that also result in a permanent realignment of the teaching beliefs of participating instructors. Effective professional development features authentic, rigorous experiences of sufficient duration. We investigated changes in the teaching beliefs of college faculty resulting from their participation in the Interdisciplinary Teaching about the Earth for a Sustainable Future (InTeGrate) project that guided them in the development of reformed instructional materials for introductory college science courses. A convergent parallel mixed-methods design was employed using the Teacher Belief Interview, the Beliefs About Reformed Science Teaching and Learning survey, and participants’ reflections on their experience to characterize pedagogical beliefs at different stages of their professional development.


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Level of Research Competence among Social Science Teachers in the Schools Division of Iloilo The level of research competence among Social Science teachers in the Schools Division of Iloilo when taken as an entire group and when classified as to variables is reflected in Table 8. Entire Group. The descriptive statistics reveal that when taken as an entire group, the level of research competence among respondents and when grouped according to sex, age, marital status, length of service, and educational attainment is described as “Moderate” (M=2.6189, SD=.82870). The result indicates that research competence among Social Science teachers in the Schools Division of Iloilo plays an important role in students’ educational learning process.

Sex. The results show that both male and female respondents obtained “Moderate” in research competence; males have M=3.0375 and SD=1.09504, described as “High”; whereas, females have M=2.5319 and SD=.75783, described as “Low.” The standard deviations obtained interpreted differently. The homogeneity of the results are as follows: male respondents obtained a standard deviation 1.09504 described as “Moderate” and female respondents .75783 described as “Low.” Age. The results show that the respondents aged 25-30 have M=2.5250 and SD=.67612, described as “Low” research competence. On the other hand, respondents aged 31-40 have M=2.7156 and SD=.69034 described as “Low.” Those aged 41-45 have M=2.6194 and SD=.1.06194, described as “Moderate” research competence. Respondents aged 46 years old and above have M=2.3500 and SD=.17321, described as “Low.” Findings reveal that, when categorized as to age, respondents have “Moderate” research competence.

Marital Status. The results show that single respondents have M=2.8292 and SD=.97128, described as “Moderate”; whereas, the married respondents have M=2.5483 and SD=.81012, described as “Low.” On the other hand, widow/widower respondents have M=2.4833 and SD=.18930, described as “Low.” This means that all


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single, married, and widow/widower respondents’ level of research competence is described as “Low.”

Educational Attainment. Results revealed that respondents who obtained Baccalaureate Degree have M=2.5500 and SD=1.27279, described as “Low”; whereas, respondents with units in Master’s Degree have M=2.4660 and SD=.69022, described as “Low.” Respondents who have Master’s Degree have M=2.6778 and SD=.75916, described as “Low” and respondents who earned units in Ph.D./EdD have M=3.0000 and SD=1.15217, described as “Low.” This implies that all educational attainment variables obtained “Low” except those with units in Ph.D./EdD described as “Moderate” in research competence.

Length of Service. Results revealed that when respondents were grouped according to the length of service, respondents whose length of service is 5 years and below obtained “Low” M=2.5100 and SD=.65770; whereas, respondents who have 6-10 years experience have M=3.0625 and SD=.74582, described as “Moderate.” Respondents who have been in service for 11-15 years have M=2.5528 and SD=.98615, described as “Low.” Respondents who were 16 years and above in service have M=25500 and SD=.90000, described as “Low.” This implies that all the brackets in the length of service of the respondents resulted in a “Low” level of research competence except for the respondents who had 6-10 years length of service who obtained “Moderate” research competence.


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Table 8 Level of Research Competence among the Social Science Teachers in the Schools Division of Iloilo as to Variables

Variables Mean SD Description

Entire Group 2.6189 .82870 Moderate

Sex Male 3.5188 1.09504 Moderate Female 2.5319 .75783 Low

Age 25-30 2.5250 .67612 Low 31-40 2.7158 .69034 Moderate 41-45 2.6194 1.06745 Moderate 46-above 2.3500 .17321 Low

Marital Status Single 2.8292 .97128 Moderate Married 2.5483 .81012 Low Widower 2.4833 .18930 Low

Educational Attainment Baccalaureate 2.5500 1.27279 Low With units in Master’s Degree 2.4660 .69022 Low With a Master’s Degree 2.6778 .75916 Moderate With units in PhD/EdD 3.0000 1.15217 Moderate

Length of Service 5 years and below 2.5100 .65770 Low 6-10 years 3.0625 .74582 Moderate 11-15 years 2.5528 .98615 Low 16 years and above 2.5500 .90000 Low

Results show no significant difference in the levels of research competence among the Social Science teachers when grouped as to sex, t-value = 1.570; p = .124> .05 alpha level. Thus, the null hypothesis stating that there is no significant difference in the level of research competence among the Social Science teachers when grouped as to sex is accepted. The result is shown in table 9.


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Table 9 The Difference in the Level of Research Competence among Social Science Teachers as to Sex

Compared Means df Mean tvalue sig. (2-tailed)

Male 3.03

42 1.570 .124 Female 2.53

p> .05 alpha


research competence among Social Science teachers when grouped as to age, F(3,41) = .201; p = .895> .05 alpha level. Thus, the null hypothesis stating that there is no significant difference in the level of research competence among the Social Science teachers when grouped as to age is accepted. The result is shown in Table 10. Table 10 The Difference in the Level of Research Competence among the Social Science Teachers as to Age


df Sum of Squares

Mean Square

Fvalue sig. (2-tailed)


.201 .895


Total 44 30.216

p> .05 alpha


research competence among Social Science teachers when grouped as to marital status, F(2,42) = .524; p = .595 > .05 alpha level. Thus, the null hypothesis stating that there is no significant difference in the levels of research competence among the Social Science teachers when grouped as to age is accepted. The result is shown in Table 11.


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Table 11 The Difference in the Level of Research Competence among the Social Science Teachers as to Marital Status


df Sum of Squares

Mean Square



.524 .596


Total 44 30.216

p> .05 alpha


research competence among Social Science teachers when grouped

as to educational attainment, F(3,241= .934; p = .433 > .05 alpha level.

Thus, the null hypothesis stating that there is no significant difference

in the level of research competence among the Social Science

teachers when grouped as to educational attainment is accepted.

The result is shown in Table 12.

Table 12 The Difference in the Level of Research Competence among the Social Science Teachers as to Educational Attainment


df Sum of Squares

Mean Square



.934 .433 Within Groups 41 28.284 .690

Total 44 30.216

p> .05 alpha


research competence among Social Science teachers when grouped as to the length of service, F(4,40) = .752; p = .562 > .05 alpha level. Thus, the null hypothesis stating that there is no significant difference in the level of research competence among the Social Science teachers when grouped as to the length of service is accepted. The result is shown in Table 13.


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Table 13 The Difference in the Level of Research Competence among the Social Science Teachers as to Length of Service


df Sum of Squares

Mean Square



.752 .562 Within Groups 40 28.102 .703

Total 44 30.216

p> .05 alpha

Gilliland (2018) underscores that teacher research allows

teachers to learn about their teaching and connect theory to practice through systematic self-study. This report examines eight US-based graduate students’ research projects while they were teaching EAP during a practicum in Thailand. Findings indicate that their projects took different forms, from action research to introspective analysis, which reflected the teacher-researchers’ emerging understandings of their instructional context and perspectives as teachers and researchers. This article presents profiles of three teacher-researchers’ studies to illustrate the varied forms and outcomes of their studies.

Their study designs reflect the teachers’ choices of methods in response to contextual and personal factors.

Moreover, James and Augustin (2018) review the extant literature on action research/teacher-led inquiry and answers the question: How and in what circumstances can action research improve teachers’ classroom practice and therefore what might be the implications for school improvement? A critical analysis of the nature and purpose of action research as a mechanism for school improvement is explored via close examination of definitions, the characteristics of action research, and models of action research. From the literature reviewed, it is noted that action research, whether conducted individually or collaboratively, has been found to contribute to teachers’ ability to investigate their practice to improve students’ outcomes and for school improvement. Nevertheless, the success of action research is predicated on many conditions such as motivation, trust, mutual respect, and resources, particularly time


318

spent within the situational context. Additionally, in educational contexts, action research is generally externally mandated and tends to take place as fulfillment for programs of higher education which are targeted at improving practice in settings such as schools and classrooms. Under these circumstances, action research does lead to school and classroom improvement. Still, these circumstances can be called ideal and as such, the question of institutionalizing action research as part of the routine of schools globally remains a challenge. Still, however, action research has the potential for improvement at both the individual and institutional levels once the conditions are right.

Pearson r results show no significant relationship between

pedagogical practices and research competence with rvalue= .096, p= .530 > .05 alpha level. Thus, the null hypothesis stating that there is no significant relationship between pedagogical practices and research competence is accepted. The result is shown in Table 14. Table 14 The Relation between Variables as Perceived by Social Science Teachers in the Schools Division of Iloilo

rvalue sig. (2-tailed)

Pedagogical Practices .096 .530 Research Competence

Johnson and Golombek (2018) explored on studying the

veteran second language (L2) teacher educators/researchers whose practice and research are grounded in Vygotskian sociocultural theory (SCT); “we unequivocally state that L2 teacher education matters. We argue that L2 teacher education can establish its relevance by grounding itself in the epistemological principles of SCT, thereby functioning as a means of intentionally promoting L2 teacher/teaching expertise. We offer an extended review of research that details how a Vygotskian SCT perspective has been used to both inform and transform the enterprise of L2 teacher education. We document where L2 teacher education currently stands and point the way for its development by detailing an agenda for how SCT research and pedagogy can inform the ecologies of teachers’ inner lives, the


319

teacher development-student learning dialectic, and the teacher cognition-teacher education pedagogy dialectic. It is not only our contention that L2 teacher education matters in theory but that its potentiality in practice can be realized through the interaction of Vygotskian-inspired pedagogy and research by teachers, teacher educators, and researchers.”

Conclusions The following are the conclusions derived from the findings of the study:

A correlation quantitative study was conducted utilizing a multistage sampling technique among Social Science teachers in the Schools Division of Iloilo. Forty-four (44) described the “Very High” level of pedagogical practices, “Low” in some of the variables, and “Moderate” in the level of research competence. The validated researcher-made questionnaire instrument measured the perceived level of pedagogical practices and research competence. Forty-four (44) Social Science teachers identified by the researcher agreed to participate in the study. Statistical procedures were utilized to ensure the validity and reliability of the data. 1. In terms of pedagogical practices in general, the respondents

perceive their responses as a “Very High” level. It can also be noted in the results that scored almost in the indicators when respondents grouped as to variables were all positive and these will bring impact to the student education process. Teachers are expected to be knowledgeable in both subject matter and pedagogical practice, have a thorough understanding of how content and pedagogical practices are inter-related since different disciplines have different content structure, and bring a unique factor into their teaching as individuals, thus, advocate that pedagogy is a significant component/factor in the teaching and learning process of the students in Social Sciences. Teachers’ effective practices enhance student achievement and make the learning environment overall more enjoyable. It is pragmatic to presume that the Department of Education has enhanced related


320

educational programs, thereby, consistently producing teachers who are steeped in pedagogical knowledge.

2. In terms of research competence as perceived by the respondents,

it was found out that responses are both “Low” and “Moderate.” It simply means that not all Social Science teachers are involved in the conduct of research. Musa (2013) stated that research has been identified as the life wires not only in the field of the teachers in the Department of Education but also in other fields of endeavor as it contributes to the growth and development of every profession. It could be argued that the only and best way to pursue knowledge development is through research. This is supported by Kyvik (2003), who also suggested that research and writing are important to the continued scholarly development of any institution. Thus, teachers must be able to continually learn to address the problems of practice they encounter and to meet the unpredictable learning needs of all of their students, and they must take responsibility for contributing what they learn to not only their practice but also that of their colleagues’.

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