TEACHING STRATEGIES OF NURSING FACULTY AND ACADEMIC

PERFORMANCEOF NURSING STUDENTS

A Research Paper

Presented to

The Faculty of College of Nursing and School of Midwifery

Misamis University Ozamis City

In Partial Fulfillment

Of the Requirements of the Degree

Bachelor of Science in Nursing

By

AGUILAR, CHRISTOPHER JOHN D.HERRERA, EDNAGEM M.

PALPAGAN, LOID MEE ANN M.

MARCH 2013

APPROVAL SHEET

This thesis entitled “TEACHING STRATEGIES OF NURSING FACULTY AND

ACADEMIC PERFORMANCE OF NURSING STUDENTS” prepared and

submitted by Aguilar, Christopher John D., Herrera, Ednagem R., Palpagan,

Loid Mee Ann M.in partial fulfillment of the requirements for the degree of

Bachelor of Science in Nursing, has been examined and is recommended for

acceptance and approval for oral examination.

JUDY JANE S. SUPERABLE, MAN

Adviser

Approved by the committee on Oral Examination with grade of ______.

CYNTHIA S. SUPERABLE, Ed. D

Chairman

DENISE KATHERINE A. AMORA, MAN LEAH T. PEPITO, MAN

MEMBER MEMBER

Accepted and approved in partial fulfillment of the requirements for the

degree of Bachelor of Science in Nursing.

Cynthia S. Superable, Ed. DDean, College of Nursing

Date: September

ACKNOWLEDGMENT

The authors of the research study entitled “Teaching Strategies of Nursing

Faculty and Academic Performance of Nursing Students” gratefully acknowledge

the people who have made this study possible.

First, the authors would like to thank to the Holy Triune God, from whom

the gift of life comes and who is the source of our inspiration in body, in soul, and

in spirit towards the making of this research.

The parents, who support the authors in every way they can including their

sacrifices that largely aid the authors in creating this research study attainable

and justify the strength of the authors pursuing this work.

Mrs. Judy Jane S. Revelo with the very best of her abilities for guiding and

assisting the authors in the process of this research. She has given the

researchers significant insights that chip in elements in the research study.

Mrs. Leah T. Pepito who allocates her time with the authors in making the

research more achievable and gives the authors profuse encouragement to fulfill

the research.

Lastly, the authors would like to express their deepest gratitude to the

College Dean, Dr. Cynthia S. Superable for sharing her perceptions, comments,

and suggestions to the authors that help to furnish the entire study.

DEDICATION

We dedicate this research to our beloved:

Parents

ABSTRACT

This study looked into the Teaching Strategies of Nursing Faculty and

Academic Performance of Nursing Students. There were nursing students

selected from 1st year to 4th year through Simple Random Sampling. Research

instrument a modified researcher made questionnaire was developed which have

been used in earlier studies from different articles related to teaching strategies

of nursing faculty and academic performance of nursing students. To analyze for

the data gathered: frequency, percentage and t-test were employed. This study

was conducted from July 22-August 22, 2013.This study revealed significant

findings that there is significant difference on the respondents’ teaching

strategies when grouped according to their profile and there is significant

relationship on the teaching strategies and academic performance of the nursing

students. Moreover, this study concludes that there is significant difference on

the respondents’ teaching strategies when grouped according to their profile

such as the age, educational attainment and length of experience. Meanwhile,

there is a significant relationship on the teaching strategies and academic

performance of the nursing students in which the best suit teaching strategies for

the nursing students is the lecture discussion. This study recommend to the

teachers, students, clinical instructors and to the future researcher.

TABLE OF CONTENTS

Page

TITLE PAGE . . . . . . . . . .

APPROVABLE SHEET . . . . . . . .

ACKNOWLEDGMENT . . . . . . . .

DEDICATION . . . . . . . . ..

ABSTRACT . . . . . . . . . .

TABLEOF CONTENTS . . . . . . . .

Chapter

1 THE PROBLEM . . . . . . . .

Background of the Study . . . . . .

Conceptual Framework . . . . . .

Statement of the problem . . . . . .

Hypotheses . . . . . . . .

Significant of the Study . . . . . .

Scope and Limitations of the Study . . . .

Definition of Terms . . . . . . .

2 REVIEW OF RELATED LITERATURES AND STUDIES . .

Related Literature . . . . . . .

3 RESEARCH METHODOLOGY . . . . .

Research Design . . . . . . .

Research Setting . . . . . . .

Research Respondent . . . . . .

Research Instrument . . . . .

Validation of Instrument . . . . . .

Data Gathering Procedure . . . . . .

Statistical Technique Used . . . . . .

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary . . . . . . .

Findings . . . . . . .

Conclusions . . . . . . .

Recommendations . . . . . .

BIBLIOGRAPHY . . . . . . . ..

APPENDIX . . . . . . . .

A Questionnaire . . . . . .

B Letter of Request . . . . . . .

CURRICULUM VITAE. . . . . . . .

LIST OF TABLES

Table Page

1 Clinical Instructor’s Profile2 Commonly used Teaching Strategies by the Clinical

Instructors as perceived by the Nursing Students3 Nursing Students Academic Performance4 Significant Difference on the Respondents’ Teaching

Strategies When Grouped According to their Profile5 Significant Relationship on the Teaching Strategies and

Academic Performance of the Nursing Students

LIST OF FIGURE

Figure Page

1 Schematic Presentation . . . . . .

Chapter 1

THE PROBLEM

Background of the study

Institutions of higher learning across the nation are responding to political,

economic, social and technological pressures to be more responsive to students'

needs and more concerned about how well students are prepared to assume

future societal roles. Faculty are already feeling the pressure to lecture less, to

make learning environments more interactive, to integrate technology into the

learning experience, and to use collaborative learning strategies when

appropriate. The road toward effective teaching is a continuing educative

process. This becomes a reality when teachers develop total commitment and

dedication to service in their effort to produce productive and good citizens. Due

to their effort in developing professional abilities and skills, they manage to equip

themselves with management, organizational, and teaching skills.

For many years, the lecture method was the most widely used

instructional strategy in college classrooms. Nearly 80% of all U.S. college

classrooms in the late 1970s reported using some form of the lecture method to

teach students. Although the usefulness of other teaching strategies is being

widely examined today, the lecture still remains an important way to

communicate information. According to Walklin (2000) Teachers have different

personalities, and they change overtime. In addition, teaching strategies changes

along with technological, social and cultural changes. Teaching strategies are

worldwide use of different teaching technique.

Hence, this teaching strategies are important for nursing educators

because it contributes a lot in the way the teachers explains certain topics in the

clinical area or in the classroom. Through this strategies the educator may

developed certain traits to strengthen their knowledge, skills and values.

The goal of this study is to determine the different teaching strategies of

the nursing faculty in relation to the academic performance of nursing students’.

Teaching strategies provide a learning environment conducive to students

through the provision of guidance and instructions of all nursing students that will

help maintain a higher grade. It is for this reasons that the researchers find

interest to look into the teaching strategies of nursing faculty and the academic

performance of nursing students. The importance of having varied teaching

strategies is that the learners will be given an opportunity to widen his/her

acquired knowledge. 

Review of Related Literature

This study was anchored from Burns(2000) theory of learning conceives of

learning as a relatively permanent change in behavior with behavior including

both observable activity and internal processes such as thinking, attitudes and

emotions. It is clear that Burns includes motivation in this definition of learning.

Burns considers that learning might not manifest itself in observable behavior

until sometime after the educational program has taken place.

Carl Rogers and Laird (2002) stated the theory of facilitative learning. The

basic premise of this theory is that learning will occur by the educator acting as a

facilitator, that is by establishing an atmosphere in which learners feel

comfortable to consider new ideas and are not threatened by external factors.

In relation to the research study, the theory supports the study by

confirming the facts that learning theory is a pattern of acquiring and processing

information. Learning is based from experiences and produces a relatively

permanent change in the behavior of the students’ attitudes and emotions.

Learning is not an assurance of success rather a milestone to success.

Educators are also a best asset of learning for they provide a quality education to

the learners. The learning’s of the learners are based on how an educator

delivers a certain topic. Establishing a calm environment, may help motivate the

educators achieve their specific learning’s it can bring a more positive state of

mind, helping the learners to keep in track.

Teaching strategies that promote critical thinking engage students in an

active learning process. Thus the following theorist stated important matters

regarding the teaching strategies of nursing faculty.

According to Gregory and Ward (2007) stated that teaching strategies is a

characteristic ways in which each individual collects, organize, and transform

information into useful knowledge. There are also factors that affect the teaching

strategies such as teacher’s different personalities that changes over time. The

teaching strategies that happen to changes along with technological, social and

cultural changes, the development of different disciplines (nursing science,

medicine) has an effect to the content of the teacher’s work and on their personal

experiences of teaching.

Simon’s (2001) study revealed that students indicated a preference for

less lecture and more direct experience; they preferred less authority from faculty

and more student. Furthermore, independence, goal setting, and planning; and,

they preferred peer and instructor students should be involved more in course

and program direction, and more instructor affiliation should be provided to

students. The researcher suggest that service training maybe done to acquaint

faculty with students’ learning strategies and to assist them in evaluating their

own preferred teaching strategies.

Furthermore former advocates the improvement of presentational

methods of teaching (lectures and readings) at a time when other educational

theorists and social critics are challenging the validity of these methods and

finding fault with the passiveness of expository learning. It is also a primary

concern is to help teachers organize and convey large amounts of information

and meaningfully and efficiently as possible Ausubel(2004).

Though lecture discussions are much criticized as a teaching method,

universities have not yet found practical alternative teaching methods for the

large majority of their courses. Critics point out that lecturing is mainly a one-way

method of communication that does not involve significant audience participation.

Therefore, lecture discussion is often contrasted to active learning. Lectures

delivered by talented speakers can be highly stimulating; at the very least,

lectures have survived in academia as a quick, cheap and efficient way of

introducing large numbers of students to a particular field of study.

A case study may be thought of as a story with an important educational

message. They may be based on fictional elements or include real persons and

events, however authentic content typically is preferable. Teaching case studies

can be relatively short and self-contained for use in a very limited amount of time,

or rather long with significant detail and complexity that make them more

appropriate for use over several class sessions. They may utilize diverse

additional materials as well, such as supplementary readings, online materials

and multimedia content. Teaching case studies may take a variety of different

forms and may be supplemented with teaching notes that facilitate their use. (Yin

2000).

Case studies may include lecture components, but are also well suited to

multiple participatory pedagogical approaches for engaging students such as role

play, debate, discussion, and others. They are often ideal for small group

activities and contribute to a shift in faculty and student roles. Faculty may shift

from lecturing to assume the role of participant learner/facilitator, while students

may shift from only listening to lectures to assume other roles and responsibilities

that may involve class work as well as extensive additional work associated with

the case (Stumpff & Smith, 2002)

Many students are more inductive than deductive a reasoner, which

means that they learn better from examples than from logical development

starting with basic principles. The use of case studies can therefore be a very

effective classroom technique. Case studies are have long been used in

business schools, law schools, medical schools and the social sciences, but they

can be used in any discipline when instructors want students to explore how what

they have learned applies to real world situations. Cases come in many formats,

from a simple “What would you do in this situation?” question to a detailed

description of a situation with accompanying data to analyze. Whether to use a

simple scenario-type case or a complex detailed one depends on your course

objectives. Most case assignments require students to answer an open-ended

question or develop a solution to an open-ended problem with multiple potential

solutions. Requirements can range from a one-paragraph answer to a fully

developed group action plan, proposal or decision (Dunne and Books 2004).

Fannie and George (2000) emphasized that role playing as a model of

teaching has roots in both the personal and social dimensions of education. It

attempts to help individual’s find personal meaning within their social worlds and

to resolve personal dilemmas with the assistance of the social group. It allows

individual to work together in analyzing social situations, especially interpersonal

problems, and in developing decent and democratic ways of coping with these

situations.

Role playing is dealing with problems through action; a problem is

delineated, acted out, and discussed. Some students are role players; others

observers. A person puts himself or himself in the position of another person and

then tries to interact with others who are also playing roles. As empathy,

sympathy, anger, and affection are all generated during the interaction, role

playing, if done well, becomes part of life. This emotion content, as well as the

words and the actions, becomes the later analysis. When the acting out is

finished, even the observers are involved enough to what to know why each

person reached his or her decision, what the sources of resistant were, and

whether there were other ways this situation could have been approached.

(Gloria Salandanan 2008)

The essence of role playing is the involvement of participants and

observers in a real problem situation and the desire for resolution and

understanding that this involvement engenders. The role playing process

provides a live sample of human behavior that serves as a vehicle for students

to: (1) explore their feelings; (2) gain insight into their attitudes, values, and

perceptions; (3) develop their problem-solving skills and attitudes; and (4)

explore subject matter in varies ways.

Team teaching is characterized by tapping the expertise of two or more

teachers’ in planning, teaching and evaluating learning of students. The team

capitalizes on the teachers’ special competence in a particular subject matter, a

special training or a strong interest and background in some teaching techniques.

They collaboratively plan learning activities, from the objectives of each to the

various procedures and evaluation measures they have to undertake. (Allan

Ornstein 2001)

The team may include student teachers in their practicum stint and other

professionals like a nurse, dietician or a botanist. On a department basis,

personnel can share expertise on an interdepartmental arrangement. Team

teaching leads easily to a multidisciplinary approach. The advantages of Team

teaching are teaching competence is assured, both subject matter and skills; the

team teachers can serve as models as to their individual teaching approaches,

reliable habits of work, and more importantly their positive attitudes; The spirit of

sharing that will be exhibited is worth emulating; Joint planning and teaching by

the team members enhance their professional growth not only in gaining skills

but also in discovering new contents and trends; The exposure to several

teachers/lecturers provides an enriching experience for the students. A

heightened expectation strengths their motivation and interest in the lesson;

Team teaching can maximize utilization of time, resources and expertise with

large groups as in combining two or three classes taking the same course;

Innovation teaching procedures and up-to-date data and information are

spontaneously generated when teachers come together and readily share, thus

benefiting both; Professionalism is highlighted when several professionals work

together.

Debating is a structured contest of argumentation in which two opposing

individuals or teams defend and attack a given proposition. The procedure is

bound by rules that vary based on location and participants. The process is

adjudicated and a winner is declared. The intent of the strategy is to engage

learners in a combination of activities that cause them to interact with the

curriculum. Debate forces the participants to consider not only the facts of a

situation but the implications as well. Participants think critically and strategically

about both their own and their opponent's position. The competitive aspects

encourage engagement and a commitment to a position. Debates require

students to engage in research, encourage the development of listening and

oratory skills, create an environment where students must think critically, and

provide a method for teachers to assess the quality of learning of the students.

Debates also provide an opportunity for peer involvement in evaluation. (Allan C.

Ornstein and Thomas J. Lasley II, 2000)

Brainstorming is a technique to elicit large numbers of imaginative ideas or

solutions to open-ended problems. Group members are encouraged to expand

their thinking beyond the routine sort of suggestions. Everyone’s suggestions are

accepted without judgment, and only after all the ideas are put before the group

do the members begin to focus on evaluating solutions. Brainstorming combines

a relaxed, informal approach to problem solving with lateral thinking. It

encourages students to come up with thoughts and ideas. Some of these ideas

can be crafted into original, creative solutions to a problem, while others can

spark even more ideas. This helps to get students unstuck by "jolting" them out

of their normal ways of thinking. Brainstorming provides a free and open

environment that encourages everyone to participate. Quirky ideas are welcomed

and built upon, and all participants are encouraged to contribute fully, helping

them develop a rich array of creative solutions. When used during problem

solving, brainstorming brings team members' diverse experience into play. It

increases the richness of ideas explored, which means that it can often find

better solutions to the problem. (Allan C.Ornstein & Thomas J. Lasley II 2000).

A concept map is a diagram that shows relationships between concepts. It

is a graphical tool that designers, engineers, technical writers, and others use to

organize and structure knowledge. A concept map typically represents ideas and

information as boxes or circles, which it connects with labeled arrows in a

downward-branching hierarchical structure. The relationship between concepts

can be articulated in linking phrases such as causes, requires, or contributes to.

A concept map is a way of representing relationships between ideas, images, or

words in the same way that a sentence diagram represents the grammar of a

sentence, a road map represents the locations of highways and towns, and a

circuit diagram represents the workings of an electrical appliance. In a concept

map, each word or phrase connects to another, and links back to the original

idea, word, or phrase. Concept maps are a way to develop logical thinking and

study skills by revealing connections and help students see how individual ideas

form a larger whole. Concept maps were developed to enhance meaningful

learning in the sciences. A well-made concept map grows within a context frame

defined by an explicit "focus question", while a mind map often has only

branches radiating out from a central picture. Some research evidence suggests

that the brain stores knowledge as productions (situation-response conditionals)

that act on declarative memory content, which is also referred to as chunks or

propositions. Because concept maps are constructed to reflect organization of

the declarative memory system, they facilitate sense-making and meaningful

learning on the part of individuals who make concept maps and those who use

them.

A concept map is a visual organizer that can enrich students'

understanding of a new concept. Using a graphic organizer, students think about

the concept in several ways. Concept maps deepen understanding and

comprehension. It helps students organize new information. It helps students to

make meaningful connections between the main idea and other information.

They're easy to construct and can be used within any content area.

A simulation is a form of experiential learning. Simulations are intended to

help learners practice decision-making and problem-solving skills, to develop

human interaction abilities, and to learn psychomotor skills in a safe and

controlled setting. Students get a chance to apply principles and theories they

have heard or read about and to see how and when these principles and theories

work. Simulation technique can be used to achieve many learning objectives. In

the acquisition of communication skills, simulation technique is an almost

unparalleled effective methodology. Students can place themselves in the shoes

of others 9patients, nurses, physicians, families, co-workers, or supervisors) and

learn something about these people’s feelings and how to interact effectively with

them. Simulations permit students to experience the nearest thing to reality. The

purpose of simulations is to enable students to understand the nature of a

problem and how to solve the problem. (Allan C. Ornstein 1995)

Problem-based learning is an approach to learning that involves

confronting students with real-life problems that provide a stimulus for critical

thinking and self-taught content. Problem-based learning is based on the premise

that students, working together in small groups facilitated by an educator, will

analyze a case, identify their own needs for information, and then solve authentic

problems like those that occur in everyday life (Gijbels, van de watering, &

Dochy, 2005). This type of exercise should prepare them to be good problem-

solvers in their future work and condition them to be life-long learners

(Beers,2005).

Quiz down gaming are activities with goals, rules, and rewards. Games

are more informal and cover wide range of situations. Games have been an

important instructional tool in the kindergarten and elementary school dating back

to early nineteenth-century educational pioneers such as Froebel and Pestolozzi

and later, to the play wing of the Progressive movement. Educational games

have social and cognitive purposes and are not designed solely to amuse, but

any game may contribute to learning. Games should be used for teaching

thinking and socialization to students. (Allan C. Ornstein 1995)

Demonstration is a teaching method frequently used to teach psychomotor

skills to nursing students. In this method, the teacher exhibits the procedure by

explaining every step of the procedure in sequence in front of the group of

students, either in a lab or in a real-life setting. The students are then asked to

perform a return demonstration. Return demonstration an instructional method by

which the learner attempts to perform a psychomotor skill, with cues or prompting

as needed from the teacher. Sometimes, return demonstrations may not be

necessary when the group is very large or the time required to perform the return

demonstration is high. Sometimes, a lecture or informal talk may precede the

demonstration to prepare a background for the same. Since Nursing is a

practice-oriented profession, this particular method is quite important to teach

psychomotor skills to the nursing students. It is advisable for clinical instructor

that every procedure must be taught in the classroom followed by practice in the

laboratory then, the students can be allowed to perform it in a clinical setting.

This research study is conceptualized on the teaching strategies of

nursing faculty and the academic performance of nursing students. There are two

types of variables in this study, the independent variable which is the teaching

strategies of nursing faculty while the dependent variable is the academic

performance of nursing students.

Figure 1 the schematic diagram of the study is presented in the next page.

Respondents’ Profile (clinical instructors)

A. Educational Attainment

B. Length of Teaching Experience

C. GenderD. AgeE. Civil Status

Teaching Strategies of Nursing Faculty in the classroom

Lecture Discussion Case study Role playing Team teaching Debate Brainstorming Concept Map Simulation Problem Based Learning Quiz Down Gaming Demonstration and Return

Demonstration

Academic Performance of the

Nursing Students

Figure1. The Schematic Diagram of the Study

Statement of the Problem

The purpose of this study was determined teaching strategies of nursing

faculty and academic performance of nursing student.

Specifically, it’s sought to answer the following:

1. What is the respondents’ profile of the clinical instructors in terms of their

higher educational attainment, length of experience, age, gender, and civil

status?

2 .What are the commonly used teaching strategies by the clinical instructors

as perceived by the nursing students as to lecture discussion, case study, role

playing, team teaching, debate, brainstorming, concept map, simulation, problem

based learning, quiz down gaming, and demonstration and return

demonstration?

3. What is the academic performance of the nursing students?

4. Is there a significant difference on the respondents’ teaching strategies

when grouped according to their profile?

5. Is there a significant relationship on the teaching strategies and academic

performance of the nursing students?

Hypothesis

Ho1: There is no significant difference on the respondents’ teaching strategies

when grouped according to their profile.

Ho2: There is no significant relationship on the teaching strategies and

academic performance of the nursing students.

Significance of the study

The following person or entities will benefit the findings of the study:

Teachers. This study will help in the improvement of their teaching skills,

to know what teaching strategies best suit their personalities and to increase the

student’s performance.

Students. This study will increased their level of performances both on

clinical settings and in the classroom. For them to be interested to the topics to

be discuss by the instructors.

Clinical Instructors. This study will enhance their abilities to use the

different strategies in presenting the topics to the students and to create a good

student-teacher relationship for them to interact easily.

Future researcher. This study will help them identify some of the effective

strategies in teaching, thus it will provide a good perspective for the future

researcher and will improve their skills in teaching.

Scope and Limitations

The study determined the teaching strategies and academic performance

of the nursing students. This study was conducted in the College of Nursing in

Misamis University. There were 19 clinical instructors and 160 nursing student

from the 1st year to 4th year level and was selected through simple random

sampling. This study was utilized the descriptive research design. The study was

also used a modified standardize questionnaire by Peer (2003) to assess the

teaching strategies use by the clinical instructors. The study was conducted from

the month of July to August 2013.

Definition of Terms

The following terms are operationally defined to have a better

understanding on the study:

Academic Performance. This refers to the performance of the nursing

students.

Age. This refers to the clinical instructor-respondents profile.

Brainstorming. This refers to the teaching strategies commonly used by

the clinical instructor.

Case Study. This refers to the teaching strategies commonly used by the

clinical instructor.

Civil Status. This refers to the marital status of the clinical instructors-

respondent profile.

Concept Mapping. This refers to the teaching strategies commonly used

by the clinical instructor.

Debate. This refers to the teaching strategies commonly used by the

clinical instructor.

Demonstration and Return Demonstration. This refers to the teaching

strategies commonly used by the clinical instructor.

Gender. This refers to the clinical instructor-respondents profile.

Highest Educational Attainment. This refers to the clinical instructor-

respondents profile in which their education beyond the secondary level,

provided college or university.

Lecture Discussion. This refers to the teaching strategies commonly used

by the clinical instructor.

Length of Experience. This refers to the clinical instructor-respondents

profile of how long they have experienced in teaching.

Nursing Faculty. This refers to the clinical instructor who educate to the

nursing students.

Nursing Student. This refers to the participants of the study.

Problem Based Learning. This refers of one of the teaching strategies

commonly used by the clinical instructor.

Profile. This refers to store the description of the clinical instructor-

respondents.

Quiz Down Gaming. This refers to the teaching strategies commonly used

by the clinical instructor.

Role playing. This refers to the teaching strategies commonly used by the

clinical instructor.

Simulation. This refers of to the teaching strategies commonly used by the

clinical instructor.

Teaching Strategies. This refers to a teacher’s arrangement and plans to

create a possibility for his students to have learning experience which will modify

their behavior in desirable direction.

Team teaching. This refers of one of the teaching strategies commonly

used by the clinical instructor.

Chapter 2

RESEARCH METHODOLOGY

This chapter presents the research design, setting, respondents of

the study, research instruments, data gathering procedure and statistical

treatment.

Research Design

The study design used descriptive correlational design that involves the

collection of data from the population of interest. This study is a non-experimental

study since the independent variables performance of nursing students was not

manipulated. The design was selected for it allows flexibility in investigating and

describing the relationship among independent variable as to the respondents

profile in terms of age, gender, civil status, educational attainment, and length of

teaching experience, teaching strategies in relation to performance of nursing

students. This study provides a baseline for future studies.

Research Settings

This study was conducted in Ozamis City formerly known as Misamis a

name believed to have been derived from the Subanen word "Kuyamis," a variety

of coconut. However, suggest that the name Misaims came from "Misa" after the

Catholic Mass. The origin and the growth of the old Spanish town, Misaims, was

due to the presence of the Spanish garrison stationed at the stone fort named

Nuestra Senora dela Concepcion del Triunfo which was constructed sometimes

the 18th century in order to control the piratical activities originating in the nearby

Lanao area. In 1850, the town of Misamis became the capital of the District of

Misamis founded by Mr. Jose Ozamis. The city is highly urbanized and the 3rd

large city. Specifically at Misamis university a privately owned, non-sectarian,

non-profit educational institution by the Feliciano family.

Misamis University is the only institution in Northwestern Mindanao that

caters to more than 8,000 students every year in its 7.5 hectares campus in

Ozamiz City and also in Oroquieta City. Dr. Hilarion T. Feliciano and his wife,

Doña Maria Mercado Feliciano, founded the Kolambugan Academy in

Kolambugan, Lanao Del Norte as the first private high school in this part of the

country. Misamis University is located at Feliciano Street Ozamis City. At the

year 1977 the school was granted a university status Dr. Jaime M. Feliciano was

installed the First President of Misamis University. Several courses were offered

by the university.

Bachelor of Science in nursing department (nursing department) in 1977-

1978 the College opened a technical course-Graduate Nurse (GN). This was in

line with the New Society’s encouragement for educational institutions to

increase the “middle level’ courses. It was also designed to meet the country’s

dire need for a technically prepared manpower. Graduates of this course, under

supervision of the professional nurse, were strictly prepared to help meet the

common needs of the Filipinos of those times. The following year, Bachelor of

Science in Nursing (BSN) was opened. This was intended for a Graduate Nurse

(GN) who planned to upgrade his GN status to a bachelor’s degree. At present

the Philippine Association of College and Universities Commission on

Accreditation (PACUCOA) has awarded the college of Nursing a Level II First

Reaccredited Status for the Period October 2009 – October 2014.

Research Respondents

The respondent in this study was 19 clinical instructors and 160 students

who are currently studying at Misamis University in the course of Bachelor in

nursing from 1st year to 4th year students. A simple random sampling was used in

the selection of a possible respondent using the fishbowl method.

Year Level Number of Respondents

1st year 37

2nd year 24

3rd year 43

4th year 56

Total: 160

Research Instrument

A modified researcher made questionnaire was developed which have

been used in earlier studies from different articles related to teaching strategies

of nursing faculty and academic performance of nursing students. Questions

were directed towards gaining information regarding the respondent’s

knowledge. The questionnaire is the primary tool of inquiry.

A. Respondents’ Profile Questionnaire. The professional profile showed

the teachers age, gender, civil status, educational attainment, and length of

experience. Responses to the items to the questionnaire were manifested by

putting the check mark on the space which co response to the teachers profile

and ratings on their teaching strategies.

B. Teaching Strategies Questionnaire. The teachers teaching strategies

as reflected in the effective teaching strategies evaluation for teachers is rated

and interpreted in numerical and descriptive ratings. The continuum below was

used in interpreting the weighted mean:

Weight Continuum Interpretation

5 4.50-5.00 Always (A)

4 3.50-4.49 Often (O)

3 2.50-3.49 Sometimes (SS)

2 1.50-2.49 Seldom (SD)

1 1.00-1.49 Never (N)

C. The Respondents’ Academic Performance. To determine the

respondents’ academic performance, a documentary analysis was used, wherein

the grades were obtained from their classroom adviser. Below is the continuum

used in interpreting the data gathered

Weight Continuum Interpretation

4 95-100 Excellent

3 85-94 Very Good

2 75-84 Good

1 65-74 Poor

Validation of Research Instrument

In this study questionnaire was developed largely from questionnaire used

in previous studies of teaching strategies of nursing faculty and Academic

performance of nursing students. Content validity test for the development of

questionnaire was done by the researchers and her research adviser. After

revising for the draft according to the suggestions and comments from the panel

of the experts and her adviser, the questionnaire was field tested for reliability for

actual data collection begun.

Data Gathering Procedure

Before the actual distribution of the research instrument the researcher

secured permission to the Dean of College of nursing. With the approval of the

request, the researcher distributed personally the questionnaire to the

respondents.

After all the data and information was gathered, the researcher classified,

analyzed interpreted and presented her findings in textual and tabular forms.

Statistical Treatment

The following statistical techniques were used in interpreting the result of

the data collected:

Frequency. This was used to determine the distribution of respondents

response in the category used to describe their teaching strategies. This was

likewise in distribution of teachers teaching performance.

Percentage. This was used to determine the proportion of the

respondent’s response on the teacher’s performance.

Regression analysis. This was used as a statistical technique to

determine the relationship between independent and dependent variable.

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered from the research, its analysis and

implications. Each table presents the data gathered to answer each of the

following problems:

The Respondents’ Profile of the Clinical Instructors in Terms of Their Highest Education Attainment, Length of Experience, Age, Gender, and Civil Status

The Commonly Used Teaching Strategies by the Clinical Instructors as Perceived by the Nursing Students

The Academic Performance of the Nursing Students

Significant Difference on the Respondents’ Teaching Strategies When Grouped According to their Profile

Significant Relationship on the Teaching Strategies and Academic Performance of the Nursing Students

The Respondents’ Profile

The respondents’ profile is classified into age, gender, civil status, highest

educational status, and length of experience. The result of the test is presented

in Table 1.

Age. As to the respondents age mostly of the respondents belongs to the

age group of 41-50 years old with the percentage of 47.4, followed by the age

group of 20-30 years old with the percentage of 26.3, followed by the age group

of 31-40 years old with the percentage of 21.05, and from age group of 51-60

years old.

Gender. Mostly of the respondents are female with the percentage of

73.68 and the rest of the respondents are male with the average of 26.32.

Civil Status. Results also shows that mostly of the Clinical Instructor are

already married with 84.21% and the rest of the respondents are still single with

15.79%.

Highest Educational Attainment. Mostly of the respondents already had

their Masters of Arts in Nursing with the percentage of 68.42 and the remaining

of the respondents had Masters in Nursing with the average of 31.58.Clinical

Instructor in the Misamis University College of Nursing had finished their

Masteral Degree already.

Length of Experience. Moreover Clinical Instructor in the College of

Nursing mostly had their length of experience between 6-10 years with 78.95%.

Then 10.53% of the respondents had length of experience between 11-15years

And Clinical Instructors who had length of experience between months-1years

and 21-25years is only comprised of 5.6%.

Table 1

Clinical Instructor’s Profile

(n=19)

Variable Frequency Percentage

Age20-30 yrs. old31-40 yrs. Old41-50 yrs. old51-60 yrs. old

Gender

Female Male

Civil Status

Single Married

Educational Attainment

BSN MN MAN DOCTORAL

Length of Experience

months-1yrs 2yrs-5yrs 6yrs-10yrs 11yrs-15yrs 16yrs-20yrs

5491

145

316

-613-

1-

152-

26.321.0547.45.3

73.6826.32

15.79 84.21

- 31.58 68.42 -

5.26-

78.9510.53

-

21yrs-25yrs 1 5.26

The Commonly Used Teaching Strategies by The Clinical Instructors as Perceived by The Nursing Students

This part of the study presents the commonly used teaching strategies by

the clinical instructors as perceived by the nursing students. The result of the test

is presented in Table 2.

As shown on Table 2, Lecture discussion and the demonstration and the

return demonstration has a highest t-value than the critical value. Lecture

discussion means that it is the most traditional method associated with teaching

in which the teacher simply convey the knowledge to the students in a one-way

channel of communication and the second one is demonstration and return

demonstration.

According to (Tan 2009) discussion retains some of the features of

lecturing when the teacher still imparts the lessons to the students through

interaction. This time she gives them the opportunity to share their insights or

understanding of the topic. It allows the greater student teacher interaction and or

student to student interaction and the least common teaching strategies used by

the clinical instructors is the simulation which has the average weighted value of

2.71, it is used often on the application and integration of knowledge, skills, and

critical thinking, it also presents that it is not usually used by the Clinical

Instructors.

According to Gignac and Oermann, 2001, student identification of

demonstrates clinical skills and judgments as the most important characteristics

of clinical instructors support previous research on the important of clinical

competency in clinical effectiveness. The importance of clinical competency was

also related to students’ progress in nursing programs.

The rest of the teaching strategies used by the clinical instructors were

perceived to be satisfactory these are on, case study, role playing, team

teaching, debate, brainstorming, concept map, simulation, problem based

learning, quiz down gaming, and demonstration and return demonstration.

Table 2

Commonly used Teaching Strategies by the Clinical InstructorsAs perceived by the Nursing Students

(n=160)

Teaching Strategies AVW QI

Lecture Discussion

Case Study

Role Playing

Team Teaching

Debate

Brainstorming

Concept Map

4.09

3.30

3.31

3.17

3.13

3.09

2.91

Often

Sometimes

Sometimes

Sometimes

Sometimes

Sometimes

Sometimes

Simulation

Problem Based Learning

Quiz Down Gaming

Demonstration and Return demonstration

2.71

3.34

3.0

3.77

Sometimes

Sometimes

Sometimes

Often

The Academic Performance of the Nursing Students

Table 3 shows the academic performance of the nursing students. As

shown in the table, most of the nursing students were given a grade within 75-84

range; there are 50 percent of them. This is followed by those students who got a

grade of 65-74, there are 24.38 percent. Moreover, there are only 23.13 percent

of the nursing students who attained a grade of 85-94 while only 2.5 percent with

a grade of 95-100. The findings reveals that most of the nursing students got a

grade that barely pass, there are also a number of them with a failing mark. Only

few are considered with a very satisfactory to an excellent.

Table 3

Nursing Student’s Academic Performance

Academic Performance Frequency Percentage

95-10085-9475-8465-74

4378039

2.523.13

5024.38

Significant Difference in the Clinical Instructor-Respondents’ Teaching Strategies When Grouped According to Their Profile

To test the significant difference in the teaching strategies of the clinical

instructors when grouped according to their profile, a regression analysis was

used. Result of the test is presented in Table 4.

Table 4

Significant Difference in the Clinical Instructor-Respondents’ Teaching StrategiesWhen Grouped According to their Profile

Variable

Test Statistic

Computed Critical valuet-value

Decision

Age

Gender

Civil Status

Educational Attainment

Length of Experience

2.31

1.31

1.84

2.6

3.05

1.96

1.96

1.96

1.96

1.96

Reject Ho

Accept Ho

Accept Ho

Reject Ho

Reject Ho

Ho: There is no significant different in the clinical instructor-respondents’ teaching strategies when grouped according to their profile.

It is shown in Table 4, that the in the variable of age, educational

attainment, and length of experience are higher that their critical value. Hence,

the null hypothesis is rejected. There is a significant difference in the

respondents’ teaching strategies when grouped according to their age,

educational attainment, and length of experience.

The finding implies that the teaching strategies used by the clinical

instructors are influence by their age, educational status and length of

experience. The finding is consistent Kelly (2007) completed a study to compare

how second and third year nursing students view effective clinical teaching in

diploma an baccalaureate programs. The authors explored what teacher

characteristics and contextual influences impact student learning.

According Kramer (2010) the younger and older clinical instructors have

different level of teaching strategies. Then, the age of clinical instructors is a

factor is may influence his/her teaching skills. As a teacher increases in age,

his/her experience in school also increases. As clinical instructor ages

supervising students they will acquire more experiences, have a lot to share,

particularly in identifying student’s needs and problems. Likewise, clinical

instructors who are young and new in the service may lack experience and have

limited knowledge to share.

Gignac Caille &Oerman, (2001), Hanson & Stenvig, (2008) Lee ET. Al.,

(2002) concur that these clinical experiences are crucial in the development of

competent, skillful, and caring nurses. Johnson et al. (2002) adds that the

relationship between clinical teacher and students impacts student confidence in

their role as a nurse. Because clinical faculty have a pivotal role in the education

and development of nursing students, exploration of effective characteristics is

useful in providing positive student outcomes during clinical performance.

On the other hand the variable of gender and civil status, their computed t-

value is lower than their critical values. Therefore, the null hypothesis is

accepted. There is no significant different in the respondents’ teaching strategies

when grouped according to their gender and civil status. This implies that

whether the clinical instructor is a male or a female, being married or single, their

teaching strategies do not vary.

According to Cook (2005) that unmarried clinical instructors are more

focus in their profession but with married clinical instructors they have restricted

time because of their home and family responsibilities. However, married clinical

instructors are the ones who are well-trained because they have more

experience than young clinical instructors.

Table 5

Significant Relationship on the Teaching Strategies and the Academic Performance of the Nursing Students

Academic Performance Test Statistics Decision

Computed t-value Critical valueAcademic Performance and Teaching Strategies

Lecture DiscussionCase StudyRole PlayingTeam TeachingDebateBrainstormingConcept MapSimulationProblem Based LearningQuiz Down GamingDemonstration and Return demonstration

7.620.310.892.190.730.260.290.881.060.031.26

1.961.961.961.961.961.961.961.961.961.961.96

Reject HoAccept HoAccept HoReject HoAccept HoAccept HoAccept HoAccept HoAccept HoAccept HoAccept Ho

Ho1: There is no significant relationship on the teaching strategies and the academic performance of the nursing students.

As shown in Table 5, the variable of lecture discussion and team teaching

got a high computed t-value than its critical value. Therefore, the null hypothesis

is rejected. There is a significant relationship on the teaching strategies and the

academic performance of the students. The finding implies that the lecture

discussion and team teaching would affect the academic performance of the

nursing students’ either their academic performance would be high or low.

According to Francis Amara (2012) that lecture discussion is still the most widely

used approach to teaching, especially for a large class size. According also to

Berkowitz(2004) lecture discussion has many purposes:  they provide new

knowledge, offers examples of theory in practice, make links to course readings

and activities, and generate notes for later review for exams or coursework.

Rebecca Anderson and Bruce Speck (2004), Team teaching promotes

dialogue/increased participation, and improves evaluation/feedback and also

student gain multiple perspectives in team teaching because two teachers offer

different viewpoints, creating a climate in which ideas can be developed and

freely exchanged. Students are able to see that it was possible to disagree about

fundamental issues and still respect the integrity of your opponent without being

hostile. Modeling by teachers can help students learn how to engage in learning

effectively.

On the other hand the case study, role playing, debate, brainstorming,

concept map, simulation, problem-based learning, quiz down gaming and the

demonstration and return demonstration are the teaching strategies which has

computed t-value is lower than their critical values. Therefore, the null hypothesis

is accepted. There is no significant different in the teaching strategies such as

the case study, role playing, debate, brainstorming, concept map, simulation,

problem-based learning, quiz down gaming and the demonstration and return

demonstration and academic performance of the nursing students. This implies

that whether the clinical instructor used those teaching strategies do not vary.

Chapter 4

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter includes the summary of problem, methodology, and findings

of the study, conclusion based on the significant findings and the

recommendation proposed based on the result of the study.

Summary

This study looked into the teaching strategies of the nursing faculty and

the academic performance of nursing students.

Specifically, it sought to answer the following questions: (1) what is the

respondents’ profile of the clinical instructors in terms of their higher education

attainment, length of experience, age, gender, and civil status; (2) what are the

commonly used teaching strategies by the clinical instructors as perceived by the

nursing students; (3) what is the academic performance of the nursing students;

(4) is there a significant difference on the respondents’ teaching strategies when

grouped according to their profile; (5) is there a significant relationship on the

teaching strategies and academic performance of the nursing students.

There were 19 clinical instructors and 160 students who are currently

studying at Misamis University in the course of Bachelor of Science in Nursing

from 1styear to 4thyear students. A simple random sampling will be used in the

selection of a possible respondent using the fishbowl method.

A modified researcher made questionnaire was developed which have

been used in earlier studies from different articles related to teaching strategies

of nursing faculty and academic performance of nursing students. Questions

were directed towards gaining information regarding the respondent’s

knowledge. It consisted of two parts. The parts sought formation about the

effective teaching strategies use by the nursing faculty. The study was conducted

in the College of Nursing, Misamis University; we conducted last July 22-August

22, 2013. Frequency was used to determine the distribution of respondents

response in the category used to describe their teaching strategies. This was

likewise in distribution of teachers teaching performance.

FINDINGS:

This study revealed significant findings:

1. Mostly of the respondents are female on which are married, mostly are 41-

50 years old, a graduate of M.A.N and has 6-10 years length of

experience.

2. Lecture discussion is the most commonly used teaching strategies.

3. The academic performance of the nursing students belongs with the grade

of 75-84.

4. There is a significant difference in the respondents’ teaching strategies

when grouped according to their age, educational attainment, and length

of experience.

5. The lecture discussion and team teaching would affect the academic

performance of the nursing students’ either their academic performance

would be high or low.

CONCLUSION:

From the salient findings of this study, following conclusions were drawn:

1. The female respondents are in their middle age period, married and

obtained a Masteral degree in nursing.

2. The lecture discussion was the most preferred teaching strategies by

the clinical instructors.

3. The students’ academic performance was observed to be fair.

4. The clinical instructors’ age, educational attainment, and length of

experience is an indicator of the students’ academic performance.

5. The lecture discussion and team teaching influenced the students’

academic performance.

RECOMMENDATIONS

As result of this study, several recommendations are presented.

1. Teachers should allot time for students’ consultation thereby helping them in

their academic performance. And seek what other teaching strategies used in

the classroom.

2. The students should work harder to attain the highest level of academic

performance.

3. The future researcher must be encouraged to identify some of the effective

strategies in teaching, thus it will provide a good perspective for the future

researcher and will improve their skills in teaching.

BIBLIOGRAPHY

A. Books

Allan C. Ornstein (2001). “Strategies for Effective Teaching”. Second Edition.2001

Allan C. Ornstein & Thomas J. Lasley II (2000). “Strategies for Effective Teaching”. Third Edition.2000

Ausubel D.P (2004). “Effective Teaching Practices for Students with and without learning difficulties”.

Carlito D. Garcia Ed.D.“Principles and Strategies of Teaching: A Skills Approach”.2005 Dunne, D. and Brooks, K. (2004) Teaching with Cases (Halifax, NS: Society for Teaching and Learning in Higher Education), ISBN 0- 7703-8924-4 (Can be ordered at http://www.bookstore.uwo.ca/

Gloria G. Salandanan, Ph. D. “Teaching Approaches and Strategies”.2008

Gregorio, M. “Practical Wisdom and the Ethics of Care in Probation Practice”. European Journal of Probation Vol.3 No.3 2011 Herman C. Gregorio. “Principles and Methods of Teaching”. Revise Edition. 1999

Robert K. Yin. Case Study Research: Design and Methods. Fourth Edition. SAGE Publications. California, 2009. ISBN 978-1-4129- 6099-1

Salandanan, Gloria Ph.D. “Elements of Good Teaching.”Chapter 4 – ISBN971-685-679-8-Lorimar publishing

Simon, B.S. (2001). “Educating Everybody’s Children: Diverse Teaching Strategies for Diverse learners”. Second Edition

Stumpff, L. M., & Smith, B. L. (2002.). The enduring legacy Native cases initiative. In Enduring Legacies Native Cases. Retrieved

September 12, 2009, from The Evergreen State College website:  http://www.evergreen.edu/tribal/cases/thinkingaboutcases. htm [Overview of case studies and the Enduring Legacies Case Studies.]

Tan, C. (2009). “The nurse as educator concepts, Principles and strategies in teaching”. First edition.2009

B. Webliography

www.brookes.ac.uk/service/ocsld/archive/theorist.html

Brooks, J 1995 Training and Development Competence: a practical guide Kogan Page, London.

Burns, R. 1995 The adult learner at work Business and Professional Publishing, Sydney.

Burns, S. 1995 'Rapid changes require enhancement of adult learning' HRMonthly June, pp 16-

17.

www.infed.org/biblio/b-learn

Illeris,K. (2002) The Three Dimensions of Learning.

Contemporary learning theory in the tension field between the

cognitive, the emotional and the social, Frederiksberg:

www.web.utk.edu/-rmcneele/learning/theories.html

DeVries, R. (2004).  Why the child’s construction

of relationships is fundamentally important to

constructivist teachers.  Prospects, 34(4), 411-

422. 

www.learningandteaching.info/learning/theories.htm

www.amazon.com/Teaching-Strategies-Guide-Effective

A TEACHER'S GUIDE TO BLOGS, PODCASTS, WIKIS, PAGES, AND

SITES (2008), THE ESSENTIALS OF INSTRUCTIONAL DESIGN (2006),

TECHNOLOGY AND THE DIVERSE LEARNER (2004), and MULTIMEDIA

PROJECTS IN THE CLASSROOM (2002).

APPENDIX “A”

Instruments

TEACHING STRATEGIES OF NURSING FACULTY

AND STUDENTS’ ACADEMIC PERFORMANCE(To be answered by nursing student)

I. Teaching strategies commonly used by Clinical Instructors.

Directions. Please check the commonly used teaching strategies by your Clinical Instructors.

Legend: Responses Interpretation

Weight Responses 5 Always (A) 4 Often (O) 3 Sometimes (SS) 2 Seldom (SD) 1 Never (N)

(A) (O) (SS) (SD) (N)1. Lecture Discussion2. Case Study3. Role Playing4. Team Teaching5. Debate6. Brainstorming7. Concept Map8. Simulation9. Problem Based Learning10.Quiz Down Gaming

11.Demonstration and Return demonstration

II. Student Academic Performance ___

TEACHING STRATEGIES OF NURSING FACULTY AND PERFORMANCE OF NURSING STUDENT

(To be answered by Clinical Instructor)

A. Clinical Instructor Profile

Age Gender___ 20-30 yrs. old ___ Female___ 31-40 yrs. old ___ Male___41-50 yrs. old

Educational Attainment Civil Status

___ BSN ___ Single___ MN ___ Married___ MAN___ DOCTORAL

Length of Experience

___ months-1yrs___ 2yrs-5yrs___ 6yrs-10yrs___ 11yrs-15yrs___ 16yrs-20yrs___ 21yrs-25yrs

APPENDIX “B”

Letter to the Dean

June 21, 2013Dr. Cynthia SuperableDean of College of Nursing and MidwiferyMisamis University, Ozamiz City

Dear Ma’am,

Good day Ma’am!

We, the 4th year students of College of Nursing, will be conducting a research study entitled “Teaching Strategies of Nursing Faculty and Performance of Nursing Students”, here in Misamis University, College of Nursing, for completion for our Nursing Research 2.

In connection with this we would like to ask for your permission to distribute our research made questionnaire to the 2nd and 3rd year randomly selected nursing students.

Hoping for your favorable approval.

Respectfully yours,

(SGD) Aguilar, Christopher John D.(SGD) Herrera, Ednagem R.(SGD) Palpagan, Loid Mee Ann M.Researchers

Noted by:

(SGD)Judy S. Revelo, MANAdviser

Approved by:

(SGD)Cynthia S. Superable, MAN, Ed.DChairman

APPENDIX “C”

Letter for the Respondent

July 17, 2013RespondentNursing StudentMisamis University, Ozamiz City

Nursing Student,

Good day!

We 4th year students of College of Nursing, will be conducting a research study entitled “TEACHING STRATEGIES OF NURSING FACULTY AND STUDENTS’ ACADEMIC PERFORMANCE”, here at Misamis University, College of Nursing.

In connection with this we would like to ask for your cooperation to answer our research made questionnaire.

Your cooperation is highly appreciated.

Respectfully yours,

(SGD) Aguilar, Christopher John D.

(SGD) Herrera, Ednagem R.

(SGD) Palpagan, LoidMee Ann M.

Noted by:

(SGD)Judy Jane S. Revelo, MAN Adviser- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I acknowledge my voluntary participation in the above mentioned research project, conducted by Aguilar, Christoper John D., Herrera, Ednagem R., and Palpagan, LoidMee Ann M. fourth year nursing students of Misamis University,

Ozamiz City. I further allow the researcher to utilize the result of my assessment for research purposes, on condition that the confidentiality thereof is maintained.

Signed on this day ______ of ____________, 2013 Misamis University

Curriculum Vitae

Personal Background

Name : Christopher John D. Aguilar

Address : Bliss, Lapasan, Clarin, Mis. Occ.

Date of Birth : April 19, 1991

Father’s Name : Art Aguilar

Mother’s Name : Josarina Divinagracia Aguilar

Sex : Male

Civil Status : Single

Age : 22

Educational Attainment

College : Misamis University

Secondary : La Salle University Integrated School

Intermediate : Ozamis Montessori Center

Personal Background

Name : Ednagem R. Herrera

Address : Purok 1, Mialen Clarin Mis.Occ.

Date of Birth : June 3, 1994

Father’s Name : Edward M. Herrera

Mother’s Name : Gemma R. Herrera

Sex : Female

Civil Status :Single

Age : 19

Educational Attainment

College : Misamis University

Secondary : Clarin National Highschool

Intermediate : Mialen Central School

Personal Background

Name : Loid Mee Ann M. Palpagan

Address : Purok 3, Lower Rizal, Oroquieta City

Date of Birth : October 17, 1993

Father’s Name : Danilo L. Palpagan

Mother’s Name : Imee M. Palpagan

Sex : Female

Civil Status : Single

Age : 19

Educational Attainment

College : Misamis University

Secondary : Misamis Occidental National High School

Intermediate : Rizal Elementary School