COLLEGE OF EDUCATION Student Research Journal Panipad-Sipad

WVSUCOLLEGE OF EDUCATION

Student Research Journal

Vol. XIII, No. 1 September 2015

Panipad-Sipad

Table of Contents

Cultural Memory Banking in Documenting Ilonggos’ Mathematical Concepts in the Production of Ceramics ................................................. 1 Anas, Mary Joy M.

Clarito, Bernadith L. De Los Reyes, Ma. Fely T. Espiso, Famila M.

Mga Kagamitang Biswal at Audio-Biswal sa Paglinang ng Mataas na Antas ng Kasanayan sa Pagkakatuto: Pagbuo at Pagtataya ......................................................... 23 Matt Christopher T. Balangao

Coleen L. Batiao Mechaela Joy C. Calico Dolly Kristel Rae P. Chavez

Annotation of Texts: Its Effects on the Reading Comprehension of English Major Students of WVSU-COE ..................................................... 37 Andhria Rose T. Badinas

Charisse Amor B. Olata Rhedamei A. Palmes

Elygen P. Rodriguez Krischelle D. Sebido

Teachers’ Perception towards Mother Tongue Based Iinstruction in a Mathematics Class ......................... 50

Dawn D. Arañador Desiree E. Espiritu Mart John D. Gabasa Marjie Lyn G. Pineda Clarence Kay D. Soliva

ISSN # 2243-99-00

Competencies of Pre-service Teachers to Teach Grade 7 and Grade 8 Mathematics of the k-12 Curriculum .......................................................... 66 Mary Queen Bascos

John Paul Montialbucio Donna Charm Raña

Nazareth Mae Robide

Parents’ Sign Language Proficiency and Children’s Performance in Examinations ..................... 85

Julliene Claro Ruth Cecilia Galindo Febralyn Perasol

Rona Mae Soribas

Community Stakeholders’ Awareness and PerceptiontowardstheKto12Curriculum .................................... 95

Edcharles John R. Baylon April Love B. Consolacion Jerah B. Espinosa Eunice Ann D. Romualdo

Wilma C. Torilla

Modelo sa Pagtuturo para sa Ikapaat na Markahan sa Ikapitong Baitang: Pagbuo at Pagtataya..................... 115 Chrizl D. Funtanilla

Jonalyn D. Jaen Ma. Ecile Joy T. Nirza Imee Roselene G. Redillas Maisie Kate V. Rizardo

Challenges Experienced by Pre-Service Science Teachers in Teaching the K-12 Program.......................................... 126 Aveissa C. Capatayan

Stephan Jade D.Navarro Ellen L. Navigar The Attitudes of Spiritually Gifted Christian Adults Towards Science as a Subject ..............................146 Shimie Grace A.De Juan

Micron Rey B. Fuego Roxanne C. Golez

Gia Rose C. Plazuela

ResolutionNo.83,S.2001

Approving the publication of a Student Research Journal for all colleges, and approving further that a journal fee of TWO HUNDRED PESOS (Php200.00) shall be collected from the students upon enrolment in their first research course.

Approved

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WVSU - College of Education Student Research Journal

CULTURAL MEMORY BANKING IN DOCUMENTING ILONGGOS’ MATHEMATICAL CONCEPTS IN THE

PRODUCTION OF CERAMICS

Anas, Mary Joy M. Clarito, Bernadith L.

De Los Reyes, Ma. Fely T.Espiso, Famila M.

Ordinario, Merry Joy B.Bachelor of Secondary Education (Mathematics)

Adviser: Dr. Rosemarie Galvez

Abstract

With cultural memory banking as a guide and methodology, this study sought to determine the mathematical concepts found in the production of ceramics. This qualitative research utilized case study, which is anchored on constructionism and symbolic interactionism. It aimed to preserve the local culture and the traditional methods of ceramic production through cultural memory banking. The ceramic artists of Marquillero Pottery Making in Hibao-an Norte, Mandurriao served as the informants of this study. They were chosen through purposive sampling. The researchers used informal interview, observation, and analysis of artifacts to collect data for thematic analysis. The memory bank chart in the result indicates that the mathematical concepts applied by Ilonggo ceramic artists are number sense, measurement, and geometry.

Background of the StudyMathematics is all around us. It is the building block for everything

in our daily lives, including mobile devices, architecture, art, money, engineering, and even sports (Hom, 2013). By making the connection of mathematics to various fields explicit, students in mathematics may be motivated to love this subject that has been considered to be classically difficult.

One way to stress the importance of mathematics is to connect it to the local culture. This is also reflected in the K-12 Curriculum, which includes the learners’ contexts in the framework. “Contexts” refers to beliefs, environment, language and culture that include traditions and

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practices, and learner’s prior knowledge and experiences (Department of Education, 2012).

In the Philippine setting, traditions and cultural activities have defined the lives of the Filipinos. Local handicrafts could also be an entry point in the discussion of mathematics in culture. The Ilonggos, the people of Iloilo, a province in central Philippines, have also paved their way of making handicrafts of their own. For instance, the people of Pavia, Iloilo have showcased their talent in pottery. Their products have been considered for exportation as well (Philippine Commission on Women, 2013).

Aside from those in Pavia, some residents of Mandurriao also showcased Ilonggos’ ingenuity in pottery. Mandurriao is one of the seven districts of Iloilo City and one of the three major commercial areas in Iloilo City, the others being Molo and Jaro. With Mandurriao’s growing reputation in terms of business, the researchers found a small community located at Hibao-an Norte, Mandurriao whose main industry is pottery. The researchers believed that exposing a portion of a community with their local gift of pottery can uplift the industry and also would contribute more on the education of the succeeding generations.

Like Nazarea (1999), the researchers looking into cultural knowledge, skills, and art as embedded in the lives of the people, sought to help document their knowledge in ethnomathematics. With cultural memory banking, the craft of pottery that was handed from generations to generations would be documented and preserved. This way, Ilonggos’ local craft will be given emphasis, and sooner will be shared and will be taught in schools in terms of its relevance to mathematics.

Hence, this study sought to document the Ilonggos’ mathematical practices in ceramics through cultural memory banking. It is also hoped that this study would make mathematics more relevant and fun in the classroom.

Epistemological and Theoretical Research PerspectiveThis study is anchored on the epistemology, constructionism

(Crotty, 1998). This epistemological perspective claims “that meanings are constructed by human beings as they engage with the world they are interpreting.” (p. 43) Symbolic interactionism (Crotty, 1998), as a theoretical stance, also serves as the basis of the construction of meanings. Furthermore, this research made use of the epistemology of mathematics as developed by Matthews in Sarra (2011). This is shown on Figure 1.

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Figure 1. Epistemology of mathematics in the production of ceramics.

According to Matthews in Sarra (2011), mathematics starts from observations in a perceived reality. The observer chooses a particular part of the reality (represented by a rectangle with the sign production of ceramics), and then creates an abstract representation of the real-life situation using a range of mathematical symbols, which are put together to form a symbolic language called mathematics. The observer uses the mathematics in its abstract form to explore particular attributes and behaviors of all real life situations and to communicate these ideas to others. From mathematics, the observer critically reflects on mathematical representation to ensure that it fits with the observed reality. Consequently, the abstraction and critical reflection processes from an important cycle where mathematics and its knowledge are created, developed and refined.

In this study the researchers chose ceramics as the particular part of the reality. Through abstraction, the mathematics found in ceramics was determined. Furthermore, critical reflection enabled the researchers to connect the mathematical concepts to reality.

Statement of the ProblemThrough qualitative inquiry, this study aimed to find the connections

between mathematics and ceramics. Specifically it sought to answer one research question:

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What mathematical concepts were applied by Ilonggo ceramic artists?

Assumptions of the StudyAt the outset, the researchers set assumptions that were anchored

on the assumptions of symbolic interactionism as stated by Blumer in Crotty (1998). First, the researchers acted “toward things on the basis of the meanings that these things have for them”. Second, the researchers interact with the research participants in order to derive mathematical concepts from Ilonggo pottery. Third, these mathematical meanings that the researchers obtained from data collection were modified and revised based on their encounters with the participants.

Methodological PerspectiveThis research is a case study which is an “empirical inquiry that

investigates a contemporary phenomenon within its real-life context, especially when the boundaries between the phenomenon and context are not clearly evident” (Yin, 2003, p. 13).

The purpose of this study is to use cultural memory banking in order to document the mathematics concepts of pottery makers situated in Hibao-an Norte, Mandurriao, Iloilo City. The researchers collected the information in ceramics making and sought to preserve the local knowledge of Ilonggos in the artistic field of pottery making.

This study relied on informants’ account; thus, the investigation was pursued on several dimensions using complementary method of data collection and analysis. The use of multiple methods in research to countercheck and dovetail information is referred to in the literature as triangulation (McNabb in Nazarea, 2001). This is the general strategy followed in the memory banking protocol.

Triangulation is a multi-method research where combining methods and methodologies are useful. It is also based on the assumption that any bias inherent in particular data sources, investigators and methods can be neutralized when used in conjunction with other data sources, investigators, and methods (Clarke, 2005).

With profound knowledge from Nazarea (2001) who created the cultural memory banking protocol, the researchers brainstormed on what tool and process to use in the study and found out that memory banking protocol and triangulation are appropriate for a bias–free and a well-rounded study.

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Context of the StudyResearch locale. As one of the seven districts in Iloilo City, Philippines,

Mandurriao is bounded by Molo to the south and west, City Proper to the south and east, and La Paz to the north. The district is one of three major commercial areas in Iloilo City, the others being Molo and Jaro. Along side the Iloilo City Diversion Road, also known as Ninoy Aquino Avenue, which passes through Mandurriao, one can see many commercial buildings, as well as billboards along the sides of the road. The largest mall in Iloilo City, SM City Iloilo, is located along the Diversion Road. Also on the Diversion Road are many stores and other businesses. The Smallville Business Park along with Boardwalk is the newest bustling commercial and leisure park in the district filled with upscale restaurants, bars and hotels promising an emergence of a modern night life in Iloilo City. Iloilo City’s old domestic airport, Mandurriao Airport, is located in the district, and as such takes its name from it. With the opening of Iloilo International Airport outside of the city, the old airport is set to be converted into a new business development spearheaded by the Megaworld Corporation (Department of Tourism, 2013). In particular, this study was conducted in Hibao-an Norte, Mandurriao – a suburban community that boosts the sprawling pottery industry.

Informants. The informants of the study are the potters of Marquillero’s Pottery Making at Hibao-an Norte, Mandurriao, Iloilo. These potters were chosen as participants for their expertise and experience in pottery industry and because they use the open firing method which is a traditional way of making pots and very rare nowadays. They were chosen through purposive sampling.

Purposive sampling is based on the assumption that the investigator wants to discover, understand, and gain insight and therefore must reflect a sample from which the most can be learned (Merriam, 1998, p.63).

ProcedureThe research process is based on Nazarea’s (2001) procedure that

includes three phases. These phases are documentation, reconstruction and systematization.

Phase I- Documentation. In this study documentation involved the materials used, entry to the site and preliminary observation, and collection of information.

Materials. The materials used to conduct the study are the following: camera, video recorder, cassette recorder, and field notes. These materials were used to develop a systematic database which used to support

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the research results. Information obtained were organized, filed and documented. Interviews were transcribed and coded immediately after the interview.

Another material used was the contact summary sheet which was used to record field notes systematically. It is composed of five parts: (1) Main issues tackled, this includes the main reason and for visiting the place, (2) Summary of information: this part contains the works and information that were collected, (3) Salient, interesting and informative in this contact: in this part the history of the Marquillerro’s Pottery making are emphasized here. (4) What to do or ask next: in this part, the researchers make an interview schedule in order to have a guide in conducting the interview. (5) Concerns: the last part of the contact summary sheet points out the concerns of the last visit. It can either be the lack of information or the need of good conversation.

Entry to the site and preliminary observation. The identification of the informants was done through purposive sampling. The potters who have well-established reputation in Hibao-an were considered. Furthermore, the potters, to be a part of the study, should be the ones who apply the traditional way of pottery making. To gain entry to the site, the researchers started with the preliminary observation of Hibao-an. By informal interviews with the locals, the researchers were led to Marquillero Pottery Making. The researchers also used contact summary sheet. A preliminary observation took place after the researchers found Marquillero’s Pottery Making as the site of the primary informants. Permit to conduct the study was obtained after rapport was established with the Marquilleros. Furthermore, the consent form (see Appendix C) was signed to show that the informants were not forced to participate.

Collection of information. The research team had an informal interview with the owner of the Marquillero’s Pottery Making about their ceramic business. Later, the researchers decided that they were the best participants who can give essence to the study. Then, the research team finally agreed to have them as the informants. Then the team introduced themselves to the owner as well to as the other informants. The research team agreed to have their first informal interview with the chosen informants. Through observation with the use of audio recorder, cameras and field notes, the collection of information and pictures of the different designs of the ceramics were collected and documented. The potter also had given the team a glimpse of the procedure in making the ceramics.

Some of the specific questions were the following:

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How the business started. Sin-o sa inyo nga pamilya ang una nga nag tukod sang sini nga negosyo? [Who among the family members established this business?] Ano na kalawig ang inyo nga negosyo? [How long have you run this business?] Sa diin kamo nagkuha sang inyo nga puhunan para sa sini nga negosyo? [Where did you get your capital for this business?] Sa diin kamo nakakuha sang ihibalo sa pag-obra sang pots (kuron)? [Where did you get the knowledge or idea in making pots?]

Why pottery was chosen. Ngaa sa kadamo sang negosyo ang pottery making gid ang inyo ginsudlan? [Of all the kinds of businesses, why did you choose pottery making?] Nakabulig bala ang pag-obra sang kuron sa inyo pangabuhian? [Did pottery making help you in your source of income?]

How to run the business. Tagadiin ang inyo obreros? [Where did your laborer come from?] Ang mga obreros nyo bala mga professional pottery makers ukon naga-attend sang mga seminar sa paghimo sang kuron (pots)? [Are your laborers professional pottery makers or have they attended seminars in pottery making or ceramics making?] Ano ang mas mabakal nga produkto sa mga tawo? [What product is in demand for the costumers?] Paano ninyo maengganyo ang inyo nga kostumer para mangin suki ninyo? [How did you encourage people to be your loyal customers?]

How pottery was done. Ano ang mga materials nga inyo ginagamit sa paghimo sang kuron? [What are the materials used in making pots?] Sin-o ang gapangita kag gapamakal sang mga materyales? [Who is responsible in finding and buying the materials?] Sin-o ang gadisenyo sang inyo ginapanghimo nga kuron? [Who is responsible in designing the pots you have made?] Paano umpisahan ang paghimo sang kuron? [What is the first step in making a pot?]

Phase II-Reconstruction. The next research step is reconstruction. In this phase, the researchers made sure that the data collected in phase I should be substantiated for analysis. Interviews and observations were still done in this part. Eliciting the life history of the family running the Marquillero’s Pottery Making and getting the informants’ recollections and perspectives on how the pottery evolved then took place.

Life history elicitation. Life history elicitation enabled the research team to reconstruct the history of the business. Also, through memory banking, it provides the researchers wide information on the different ethno mathematics applied in ceramics within the lifetime of the Marquillero’s.

The purpose of the researchers’ questions focused around the experiences and perspectives of the informants on how ethnomathematics was applied in ceramic making.

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Phase III-Systematization. The last step is the systematization. This phase is comprised of triangulation method; grouping the coded transcriptions and finding themes were the steps that are needed to obtain result in this study and construction of cultural memory bank chart.

Finding themes. The researchers had several copies of coded transcriptions in order to cut the texts and combine the related text to one another. For the security of the transcriptions that had been cut into its proper place of compression, the research team made a table that listed down the line numbers of the coded extracts similar to the content. In this grouping of the coded transcription, the researchers determined the main concept or idea of the coded transcriptions that help the research team in analyzing and shaping the theme for the study.

Writing the theme was done after which the coded transcriptions were done. The researchers combined the entire main concept that were cut and collected to create another concept that were related with the whole idea.

Transcribing and coding. The researchers did the transcription by typing the words uttered by the interviewers and the informants as recorded in the video camera.

Coding was also done manually, as described by Miles and Huberman (1994), coding is an analysis that involves reviewing a set of field notes, transcribed or synthesized, and to dissect them meaningfully while keeping the relations between the parts intact.

Triangulation. The researchers made sure that the data were interpreted correctly through triangulation, a technique that involves multiple sources of data and verification of the informants. To verify whether the results were accurate, the researchers went back to Hibao-an Norte, Mandurriao and let Mr. Randy confirm the results.

Construction of cultural memory bank chart. After the themes have been found the researchers provided a memory bank chart as used by Nazarea (1999) to connect the existing relationships of mathematics to the Ilonggos’ production of ceramics.

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Figure 2 shows the schematic diagram of the research process as derived from Nazarea (2000).

Preparation of materials

Phase 1 Entry to the site Documentation Collection of information

Phase II Interview with gatekeepers Reconstruction Life history elicitation

Transcribing and coding

Phase III Finding themes Systematization Triad test / triangulation

Construction of cultural memory bank chart

Figure 2. Schematic diagram of the research process.

Ethical ConsiderationIn every study, researchers must consider the reputation of the

informants. Before going to the site to conduct the study, the researchers made sure they have the consent of the informants. The researchers also followed the suggested two basic principles of House, which includes mutual respect to the respondents and no coercion of the participants (Miles & Huberman, 1994). Trust comes also with respect because of the confidentiality of the respondents’ private life. With mutual understanding, the researchers and respondents had an easy conversation. With these, respondents learned to open up and gave more information. Eventually the researchers had an easy access to the site.

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ResultsThe Marquillero Pottery

The site visit. The Marquillero Pottery Making has been a long established industry in Iloilo. From the ancestors of Randy Marquillero to his family now, the legacy lives on. As Randy said, “Ang lola ko kag lolo ko sa side nila kabalo sila mag-obra pero amo gani ang ginaobra nila sang pikpikkuron, kay kinaray-a na ya nga term mo, sa Pavia, pikpikkuron. [My grandparents and their families worked on pikpikkuron [tappingpots]. In Pavia, we use the karay-a (local dialect) word, pikpik (tap).”

The first time the researchers went to Marquillero’s place, they were amazed with the big pots. The researchers saw the potter’s wheel waiting to be used by the ceramic artists, and the clay products that show the art master pieces. The researchers also saw big jars and figurines shaped as dwarfs, swans, which were all beautiful.

The researchers noticed that the Marquilleros did not make use of pottery only.

Since competition with the other potteries has taken place, they need to have another alternative to earn a living. They decided to have a landscaping business aside from pottery to add more to the family income.

The family behind the business. Randy Marquillero’s father was known for making kalan [stove]. In 1946, when Randy’s mother gave birth to the first born in the family, and his father was forced to look for extra source of income, the Marquilleros made their first jar in the business. His family is situated near Pavia, where the karay-a (local dialect) term pikpikkuron was first used.

Randy remembered the time when his father was digging, three (3) to six (6) feet below the ground, to get clay to be used in pottery. Since clay is abundant in Hibao-an, the Marquilleros did not need to import clay from other places. So, they now established the business without having to pay for the materials. Randy’s father was originally from Maasin, and his mother was from San Jose, San Miguel. Since people from San Jose, San Miguel have long been known to be makers of fine pots, that is where the Marquilleros got the knowledge in pottery making.

Kalan [stove] is easy to make since it involves the use of cement only. Its production is much faster than the production of jars, the latter would take months to cook. Clay stoves were more popular than gas stoves because they were less expensive. So, with the bulk production of these clay stoves, Randy’s parents were able to finance their children’s education.

However, Randy Marquillero despite the pre-knowledge on pottery, chose to study Political Science at the University of San Agustin. His love for

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debate made him pursue this course. After some time, his view on things changed. When his father passed away and most of his siblings had their own family, Randy made a decision to continue the family business with his older brother and his sister. Together, they revived the business established by their father.

The Marquilleros made use of designs that determine the price of their pots.Designed small pots can be sold for 50 pesos at most while ordinary ones are only sold for 10 pesos. If the potter is artistic enough, he can create designs on the pots and sell them at a higher price.

Randy told the researchers that if he had three orders, he may not work for the whole month. There were instances where he received bulk orders, and these are the ones that he must do in one month. Pots are the most in demand ceramics because they are much needed in the household; they can be used as masitera (flower pots), banga (water jug) and many more. Pots are cheaper and selling them may not result to high profit, but they are faster to sell compared to other types of ceramics.

Randy’s life is dependent on pots. Randy said he is proud to carry the pots on the streets to sell them. He shared, “I don’t care kung ano pa da ihambal sang tawo kay putik na ya, ti bisan putik, ano wala man ko gapangayo di ba? [I don’t care what the other people would say about clay, even though it’s mud, I didn’t ask anything from them, right?]”

Tourists visit the Marquillero Pottery Making site to buy pots and use them as their souvenir as they go back to other places. Marquilleros’ costumers are not only the residents of Iloilo but also those of Boracay, Guimaras, Romblon, and Manila. These pots were also brought to these places.

Rice straws were bought by the Marquillero’s from their neighbors who were into farming. Dagami (rice straw) was bought for 500 pesos per pile. However, in the past, Marquillero’s can get it for free. Before, clay was abundant in Hibao-an, in which the Marquilleros just pay people to carry the sacks to their house. Nowadays, they are importing some special clay from the town of San Dionisio. The family also pay their laborers to get the rice straws in the backyard. Some laborers came from Pampanga, however, more workers came and work at Pandak, a local competitor.

Competition in the neighborhood. The Marquillero family had been comparing their business with that of Pandak (a well known manufacturer of pots in Pavia). Ceramic artists in Pandak had been using kiln, but the Marquilleros still stick to the tradition of making pots. Randy said that the open fire method would yield much stronger and more durable pots compared to those, which are cooked in kiln. Kiln could be bought for about

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300,000– 500,000 pesos a piece.Competition in the neighborhood became prominent as the business

grew stronger. Some of Marquilleros’ neighbors started to compete with them by selling also pots bought from other places or made by other manufacturers. With many competitors and sudden downfall of the cost of products, the Marquilleros had to deal with people who haggle. Sometimes the 20-peso pot was sold for 15 pesos leaving them with only a little profit.

Randy estimated that out of all the residents of Iloilo, 40% of them are rich and can afford to buy pots. So, some of the Ilonggos would buy pots from them, and that is how they can obtain profit. As an entrepreneur, Randy must convince his customers that the pots they made are firm and strong. He took pride in the traditional way of making pots, which is the open pit firing method. He also took pride in using rice straw and bamboo that would yield higher temperature.

Mathematical Concepts in Ilonggo Ceramics“Go down deep enough into anything, and you will find mathematics”

(Shlicter, 2011). This statement led the researchers to find out the different mathematical concepts of ceramics. The researchers delved deeper to find out what mathematical concepts had been applied in real life contexts.

Through cultural memory banking, the researchers found out that the mathematical concepts used in ceramics were number sense, geometry, and measurement.

Number sense. Number sense is a person’s ability to use and understand numbers– knowing their relative values, how to use them to make judgments, how to use them in flexible ways when adding, subtracting, multiplying or dividing, and how to develop useful strategies when counting, measuring or estimating.

Time. Time, as what has been treasured as the most precious thing on Earth, is a main concern in ceramics. The time of drying the pots, time of firing, and the time when pots are most in demand, need to be considered by the ceramic artists.

After forming the pots, the artists prepare them for drying. In doing so, time management should be applied. Randy told the researchers that pots should be dried out under the sun for a day if the weather is good and should be repeated if the bad weather comes until the pots will be ready for firing.

Fundamental operation. Basically, fundamental operations are usually and commonly used in everyday living.

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“So, kon duwa ka tawo ang galinas isubtract mo naman na sia o idivide mo sia into 2. [If two persons are mixing, you can subtract it or you can divide it into two.]” Randy said. It is observed that the fundamental operations, specifically subtraction and division, as one of the topics in number sense, were also used in pottery.

As Randy stated, it takes eight (8) hours for a person to mix thirty (30) sacks of clay, but if two persons will do the work, of course it will be done quickly. So if it takes eight (8) hours for a person to mix the clay, eight(8) hours will be divided into two (2) that means four (4) hours will be needed for two persons to mix thirty sacks of clay.

Ratio. Ratio as one of the concepts in mathematics, was also acknowledged by Randy Marquillero. He stated, “One ang black clay, isa ka sako nga ordinary clay, twenty ka sako nga ordinary clay kag mapag-on ang result. [When one sack of black clay is mixed with twenty sacks of ordinary clay, the resulting mixture will be firm.]”

Randy used the word ratio, which is “used to compare quantities” (Mckeague, p. 399). Ratio has been part of the journey of pottery making industry of the Marquilleros. For several years of making pots, the Marquilleros are now skilled in determining the ratio of materials which guarantees them the high quality of the products. This expertise has been the basis of the result of their determination and their perseverance in continuing their business in pottery.

Mathematics has been part of the lives of the people engaged in ceramics. The Marquilleros developed sophisticated methods in dealing with numbers. As Randy said, “Kinahanglan ko na lang pinuhon sa mga kamot ko, may ara man nga kneading ginatawag pero ari ya kumos and kneading. [It is important to make the clay smooth, there is the process called kneading, but I do crumpling and kneading].”

Capital, profit, and loss. In every business endeavor, capital is of prime importance. The capital in ceramic making is not that much according to Mr. Randy. Since clay was abundant in Hibao-an when the business started, capital is mostly spent for bamboos which were imported from other towns.

In firing the pots, the number of bamboos and the capital were determined to calculate the profit. Randy opened up, “Mga 15-20 ka bundle nga pusog, kita mo gasto no? Matag 40 na sia pila? Kundi 50x 40 equals 2000. [Around 15-20 bundles of bamboos are used. That is expensive, right? If one costs 40, then 50 x 40 equals 2000].”

The Marquilleros have employed different designs on the pots for them to gain more profit. He said, “Example ang imo 20 pesos nga pots,

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makaginansya ka na da. [For example,if you have spent twenty pesos on the pots, you can gain profit by putting in designs].” It can be observed from the statement of Mr. Randy that through creative minds and the use of mathematics there can be a big profit.

“Kung magbulad ka sang product, see to it nga wala bagyo, nami ang weather, nami ang init kay kon indi gani nami ang weather kag bigla mag-ulan, ubos gid. Balik ka naman sa puno, daw parehas ka lang imo nga nagtanum kang humay nga ginbagyuhan. [When drying the product, see to it that the weather is good, if it suddenly rains, then the entire product would be wasted, and the potter has to do the work all over again. This situation in the pottery business is like the loss you feel when a sudden storm washes out rice fields that are ready for harvesting].

The weather is the usual cause of failure in pottery making. So, if one has Php 2000 as capital, the same amount will be lost if the potter does the drying of the pots during a bad weather.

Measurements. “Measurements are part of everyday life. It is an essential life skill that can be applied in education, business, health care, and any growing fields. Measurements provide information about where we have been, where we are currently and whether we are changing overtime” (Arellano, Go & Camarista, 2012 p.148). Measurement is not new in pottery making. The Marquilleros used different measurement techniques to make creative pots.“ May measurement gid na sia ya. [There is always a measurement.],” Randy said.

Measurement is essential in making pots that are of different sizes and materials. Ceramic making is not possible without the use of measurements.Figure 5 shows the parts of the pot that are measured.

Figure 5. Diagram showing the parts of the pots as being measured.

The specific measurements of the pots are needed to determine the size of the pots.The Marquilleros have identified a label that corresponds to a particular size. Table 1 shows the pots’ measurements.

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The specific measurements of the pots are needed to determine the size of the pots. The Marquilleros have identified a label that corresponds to a particular size. Table 1 shows the pots’ measurements.

Table 1Different Pots with their Respective Measurements

SizeNumber(smallest–biggest) Parts Measurement

(inches) Image

1. Extra –Extra Small

MouthWaistBaseHeight

3”7½”2”2½”

2. Extra Small

Mouth Waist Base Height

3½”8”2½”3”

3. Small


4”8½”3”3½”

4. Medium


4½”9”3½”4”

5. Large


5”9½”4”4½”

6. Standard FlowerpotMouth Waist Base Height

5½”10”4½”5”

7. Bigger (Flowerpot)


7½”19”5”6½”

8. Trisera


13”31”8”10”

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9. SegundaMouth Waist

Base Height

11”27”7”9”

10. PrimeraMouth Waist

Base Height

9”24”6”8”

Geometry. Geometry stemmed from the word “geo” which means earth and “metri” which means measurement. Therefore, geometry means earth measurement (Oronce & Mendoza, 2010).

“Geometry deals with shapes that we see in the world each day. No scientist, mathematician or artist in the world can draw you a more natural example of a pentagon than is seen in the beauty of a starfish. For you see, the greatest master of geometry is God” (Oronce & Mendoza, 2010).

Pyramid structure. In an open pit firing method, the first thing to do is to set up the bamboos neatly above the holes. The bamboos were set up to look like a wooden floor, and the stones were placed at the sides. The pots were placed to form a pyramid structure. “Kay bal-an mo kung indi sia mag-pyramid kung matumba sia maubos buka ang pots. At least kung matumba man indi sia matanto nga mawas-ag. [The setup is always a pyramid, so that when the structure falls, the possibility of breaking all the pots will be lessened].”

Geometry has a great role in pottery specifically the method of firing in which pots were set up to form a pyramid as seen in Figures 6 and 7. Pyramid is a solid shape which has one base, 5 vertices, 5 faces and 8 edges. This shape is known for perfect balance.

If the entire pots is 30, the structure of pyramid should be 16 pots serving as the base or in the 1st layer, nine (9) pots in the 2nd layer, four (4) pots in the 3rd layer, and one (1) pot on the top or the 4th layer.

After the setup of the pots on the wooden floor, the rice straws are placed above the pots to serve as fuel for firing. Lighting up a fire on the pit will give fire enough space and time to cook all the pots. Pyramiding scheme would also help for it gives equal distribution of heat in the pots to make it cook at the same time.

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Figure 6 shows the arrangement of pots in each layer. It can be seen that the pots have spaces in between so that in the time of firing, the fire is distributed equally in order to achieve perfect quality. The bottom layer has more pots than its upper layers which gives sturdiness to each pot when cooked.

Figure 6. The placement of 30 pieces of pots in a pyramid structure.

Figure 7 illustrates the final image of pots when stacked. It can be seen in the side view that the picture being projected is in the shape of a pyramid.The top view shows the distribution of pots that will enable the cooking of the pots equally.

Figure 7. The placement of the pots.

Geometric designs. Shapes such as circle and rectangle serve as the design of the pots. These are one of the important processes in making pots because this will catch the attention of the buyer. Artists create different shapes to produce unique products. The artistic design will surely make the customers come back and value the product. The beauty of the products does not only depend on the color of the paint but also on the ability of the painter. “So you can create whatever you want, wala man na sang sizes, shapes ang gusto mo kay ang imagination mo galagaw. [You would want to use shapes in the designs because your imagination really works.]” Randy shared. Through creative imagination, a potter could use shapes as part of

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the designs. This way, shapes could beautify the designs eventually attract the buyers to buy the product. Figure 8 shows the process of creating ash tray with symmetrical design.

Figure 8. Randy makes a leaf designed ash tray.

In pottery making, creating extraordinary designs is one of the skills potters must have. Creating a new design can encourage customers to buy more. Geometric designs are usually repeated through translation. Furthermore, the designs usually have symmetry (see Figure 9).

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Figure 9. Pots of different designs created by Mr. Randy. The designs involve geometry.

Cultural Memory Bank ChartWith the use of the memory bank chart of Nazarea (2001), the

researchers found mathematical connections that are interrelated to each other. Three major themes arose in the systematization in the phase III of the study. With the protocol provided by Nazarea (2001), it can be seen that mathematics is alive in Ilonggo ceramic making.

The mathematical concepts were elicited through informal interviews conducted during the site visit of the researchers, compiled memos of each of the researchers, and observations done during the interview and watching of recorded videos.

These mathematical concepts were used by the informants without their prior conscious knowledge that mathematics is already present and existing in their world. Mathematical concepts were constructed by the researchers as they go through the third phase which is the systematization wherein identified codes were utilized as themes in the study.

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Figure 10 shows the cultural memory bank chart.

Figure 10. Memory Bank Chart for mathematics concepts in the production of ceramics.

Mathematics has been acknowledged to be one of the important features in daily life of people. However, the involvement of mathematics in everyday routine was sometimes not recognized because people seem to be always busy with their daily chores. Mathematics, indeed,may just be used unconsciously.

Mathematics is not a careful march down a well cleared highway, but a journey into a storage wilderness, where the explorers often get lost. Rigor should be a signal to the historian that the maps have been made, and the seal explorer has gone elsewhere (Anglin, 2011).

Through cultural memory banking, it was discovered that the mathematical concepts in ceramics are number sense, geometry, and measurements. Number sense was widely used in ceramics making because the ceramic makers used the concepts such as time management, business mathematics, and mixtures. Colors and design, ratio and pyramiding were also used in ceramics under the mathematical concept, geometry.Measurement through the use of dimensions, sizes, and quantities was utilized by Mr. Randy in his profession.

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RecommendationsIn the light of the findings, the following recommendations are

offered:1. The pre-service mathematics teachers need to consider the

importance of local culture in teaching mathematics. They should be prepared to embark in the field of contextualized teaching with ethnomathematics as their guide.

2. Mathematics teachers are encouraged to introduce ceramics in mathematics classes.

3. School administrators and curriculum makers may consider strengthening the application of ethnomathematics in schools.

4. Ceramic artists are encouraged to strengthen their mathematical techniques in the production of ceramics.

References

Clarke, R. J. (2005). Research models and methodologies. HDR Seminar series faculty of commerce spring session 2005.

Crotty,M.(1998). The foundations of social research: Meaning and perspective in the research process. London:Sage.

Departmentof Education, Republic of the Philippines (2012).K-12 Curriculum Guide: Mathematics (grade 1 to grade 10). Retrieved from www.gov.ph/download/2012/01jan/MATHEMATICS-K-12-CurriculumGuide.pdf

Ebreo, B. M. (2012, December 8). DTI regional sees revival of pottery industry in Cagayan. Retrieved from http://books.google.com.ph/books?id=7zWyyLENCzQC&printsec=frontcover&sourc e=gbs_book_other_versions#v=onepage&q=cultural%20memory%20banking&f=f alse page 9. Retrieved fromhttp://books.google.com.ph/books?id=_kVn7WSkSxEC&printsec=frontcover&sourc e=gbs_ge_summary_r&cad=0#v=onepage&q&f=true page 3

Galvez, R. (2012). Quantifying artworks: An analysis of the mathematics principles used by Ilonggo artists (Unpublished dissertation). West Visayas State University, La Paz, Iloilo City.

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Hom, E. J. (2013). What is mathematics? Retrieved from http://www.livescience.com/38936-mathematics.html

Miles, M. & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook (2nded.). Thousand Oaks, CA: Sage.

Nazarea, V. (1999). Memory banking protocol: a guide for documenting indigenous knowledge associated with traditional crop varieties. Retrieved from http://www.amazon.com/Cultural-Memory-Biodiversity-Virginia- Nazarea/dp/0816525471

Philippine Commission on Women. (2013). Molding the pottery-making industry of Pavia: Gender responsive value chain analysis of a women-led pottery enterprise. Retrieved from www.pcw.gov.ph/publication/molding-pottery-making-industry- pavia-gender-results-value-chain-analysis-women-led-pottery-enterprise

Sarra, G. (2011). Indigenous Mathematics: Creating an equitable learning environment. Paper presented at the Australian Council for Educational Research, Camberwell, Australia. Abstract retrieved from http://eprints.qut.edu.au/43819/htm

Yin,R. (2003). Case study research: Designs and methods (3rded.). Thousand Oaks: Sage.

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MGA KAGAMITANG BISWAL AT AUDIO-BISWAL SA PAGLINANG NG MATAAS NA ANTAS NG KASANAYAN SA PAGKAKATUTO:

PAGBUO AT PAGTATAYA

Matt Christopher T. BalangaoColeen L Batiao

Mechaela Joy C. CalicoDolly Kristel Rae P. ChavezChristine Mae M. Zubiaga

Bachelor of Secondary Education (Filipino)

Adviser: Prop. Lorey F. Tanaleon

Abstrak

Layunin ng pag-aaral na ito ang makabuo ng modelo sa pagtuturo ng Panitikang Filipino sa Baitang 7 sa paglinang ng mataas na antas ng kasanayang pangkognitibo gamit ang mga kagamitang biswal at audio-biswal. Ang istadistikang palarawang ginamit ay mean score. Ang naging resulta ng nabuong modelo ay napatunayang napakahusay batay sa pagtatayang isinagawa ng limang piling guro: tatlo mula sa Pamantasang Estado sa Kanlurang Bisayas na (nagpapakadalubhasa sa pagtuturo ng Filipino sa K to 12 Basic Education Curriculum) at dalawang guro na nagtuturo ng Filipino sa ilalim ng K to 12 kurikulum na mula sa magkaibang mataas na paaralang pansekundarya. Ang kinalabasan ng pag-aaral ay nagpapakita ng napakataas na antas ng kahusayan pagdating sa pagbuo ng unang antas o ang Kasanayang Pampagkatuto, ikalawang antas o ang Yugto sa Pagkatuto, ikatlong antas o ang Pamantayan sa Pagganap, ikaapat na antas o ang Aspektong Pisikal at Anyo, at ang ikalimang antas o ang Pamantayang Pangnilalaman, na napapaloob sa nabuong modelo na ang resulta ng pag-aaral ay maaaring gamitin sa aktwal na pagtuturo sa asignaturang Filipino sa ilalim ng programang K to 12 BEC sa Baitang Pito.

Banghay at Batayan ng Pag-aaralHabang ang tao ay nakatutuklas ng mga bagong kaalaman, ang

pagbabago sa lipunan ay patuloy na nagaganap. Ang mga pagbabagong ito ay nagdudulot ng maraming bagay gaya ng teknolohiya, paraan sa panggagamot at pagtuturo, libangan at bukal ng impormasyon gaya ng media at internet.

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Ayon kay Espina (2013), gamit ang mga modernong imbensyon ay mararating ng tao ang lahat ng kagandahan ng kalikasan, mahangaan niya ang kahiwagaan ng daigdig at nabibigyang interpretasyon ang nakikita at kanyang napapanood.

Maging sa sistema ng edukasyon ay mayroong pagbabagong nagaganap. Taong 2012 ay ipinatupad ang K to 12 Basic Education Curriculum. Layunin ng kurikulum na ito na mahubog ang mga mag-aaral na maging buo at ganap na mamamayang Pilipino (DepEd Order No. 31, s. 2012). Ang buo at ganap na mag-aaral ay may kapaki-pakinabang na literasi; kinakailangang malinang sa kanila ang makrong kasanayan sa pakikinig, pagsasalita, pagbasa, pagsulat at panonood. Ang mga mag-aaral ay dapat maging holistically developed na nagtataglay ng mga kasanayan sa ika-21 siglo: multi- literate, multilingual, multi-culture at multi-skilled sa pagkatuto, pananaliksik, kabuhayan, mabisang komunikasyon at impormasyon, media at teknolohiya (Balangkas sa Pagtuturo ng Filipino sa K to 12, 2012).

Ayon kay Ornstein (1992), upang mas lalong mabisa ang pagkatuto ay mahalagang gumamit ng mga kagamitang pampagtuturo na makatutulong sa paglinang ng mataas na antas ng kasanayan sa pagkatuto ng mga mag-aaral, tulad ng mga gawaing nakasentro sa paglalapat, pagsusuri, pagtataya at paglikha.

Ang mga kagamitang biswal at audio-biswal gaya ng larawan, pelikula, video at internet ay may malaking impluwensya sa pagkatuto ng mga mag-aaral sa kanilang pagmamasid, pangangatwiran, pagtukoy ng sanhi at bunga, paghusga, pagpasya, at pagbuo ng konsepto o mga kaisipan.

Ayon kay Adolfo (2012), ang panonood ay isang mahalagang kasanayan na magdadala sa mga mag-aaral na maihanay ang sariling kaisipan sa iskema. Ito ay kasanayang kaakibat sa paglinang ng pagsasalita at pakikinig kung ang mga mag-aaral ay maihahantad sa mga elementong biswal at audio-biswal.

Inilahad ni Dale sa pagkakabanggit ni Mayos (2008) sa kanyang cone of experience na ang mga kasanayang dapat maranasan ng mag-aaral ay inaayos ayon sa degri ng partisipasyon ng bawat pandamang ginagamit. Ayon sa kanya, mas maraming pandama ang ginagamit ay mas magiging mabisa ang pagkakatuto. Kailangang magsimula ang guro sa mga karanasang angkop sa pangangailangan at kakayahan ng mag-aaral sa isang partikular na sitwasyon. Samakatuwid, ang mga karanasang ito ay dapat na iangkop at ilapat sa iba’t ibang gawaing pampagkatuto. Dagdag pa ni Dale na mas nakabubuti kung magkakaroon ng balanse sa pamamagitan ng pagiging kongkreto, abstrak, tuwirang pakikisangkot at simbolikong pagpapahayag ang mga kagamitang pampagtuturo.

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Ayon naman kay Anderson (2001) sa pagkakabanggit ni Garcia (2007), ang mga kagamitang pampagtuturo ay dapat nakabatay sa simulaing pangmag-aaral at pampagkatuto. Makabuluhan at nailalahad nito sa paraang madaling mataya ang inaasahang mga pangkognitibong pangkasanayan.

Upang bigyang katuparan ang mithiin ng K to12 na kurikulum ay kailangang malinang ang kasanayang pangwika ng mga mag-aaral gayundin ang mataas na antas ng kasanayang pangkognitibo.

Kaugnay dito, ang pag-aaral na ito ay naglalayong makabuo ng isang modelo sa pagtuturo ng Filipino sa baitang pito gamit ang mga kagamitang biswal at audio-biswal na makalilinang sa mataas na antas ng kasanayang pangkognitibo na nakapokus sa paglalapat, pagsusuri, pagtataya at paglikha.

Ang modelong nabuo ay tinaya upang matukoy ang antas ng kahusayan para sa makabuluhang pagtuturo ng Filipino sa baitang pito. Ang pagtatayang ginawa sa binuong modelo ang nagtatakda ng kabisaan nito bilang kagamitang pampagtuturo.

Ang iskematikong dayagram ng pag-aaral ay ipinakikita ng Larawan 1.

Antas ng Kahusayan ngKagamitang Pampagtuturo

Pagtataya sa mga PilingKagamitang Biswal at Audio-biswal

ng mga Piling Guro

Pagrebisa at Pagpapakinis

Pagbuo ng mga Piling Kagamitang Biswal at Audio-Biswal

Larawan 1. Larawang nagpapakita ng mga hakbang na sinunod sa pagsasagawa ng pananaliksik.

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Paglalahad ng SuliraninLayunin ng pananaliksik na ito na makabuo ng modelo sa pagtuturo

gamit ang mga piling kagamitang biswal at audio-biswal sa paglinang ng mataas na antas ng kasanayang pangkognitibo ng mga mag-aaral sa baitang pito.

Bilang pagtiyak, sinagot ang sumusunod na mga katanungan:1. Ano-ano ang mga hakbang na sinunod at simulaing isinaalang-alang

sa pagbuo ng kagamitang pampagtuturo sa paglinang ng mataas na antas ng kasanayang pangkognitibo ng mag-aaral batay sa mga sumusunod na aspekto: (a) kasanayang pampagkatuto, (b) mataas na antas ng kasanayang pangkognitibo, (c) yugto sa pagkatuto, (d) pamantayang pangnilalaman, (e) pamantayan sa pagganap, (f) aspektong pisikal at anyo?

2. Gaano kahusay/katumpak ang kagamitang pampagtuturo sa paglinang ng mataas na antas ng kasanayang pangkognitibo ng mag-aaral batay sa mga sumusunod na aspekto: (a) kasanayang pampagkatuto, (b) mataas na antas ng kasanayang pangkognitibo, (c) yugto sa pagkatuto, (d) pamantayang pangnilalaman, (e) pamantayan sa pagganap, (f) aspektong pisikal at anyo?

Disenyo at Layunin ng Pag-aaralAng pag-aaral na ito ay naglalayong bumuo at magtaya ng tatlong

modelo sa pagtuturo gamit ang mga piling kagamitang biswal at audio-biswal sa paglinang ng mataas na antas ng kasanayan sa pagkatuto ng mga mag-aaral batay sa programa ng K to 12 Basic Education Curriculum.

Ang disenyong ginamit sa pag-aaral na ito ay palarawang pananaliksik o diskriptiv. Ayon kay Best (2010), ang palarawang pananaliksik ay naglalarawan at nagpapakahulugan hinggil sa kung ano ang isang bagay.Ito ay nauukol sa ugnayan ng mga tunay na kundisyon, mga opinyon, mga kasalukuyang proseso, namamayaning epekto, o mga nalilinang na kalakaran. Ipinahayag ni Gall (2007), na ang palarawang pag-aaral ay isang kwantitatibong pananaliksik na nangangailangan ng masusi at maingat na pag-uuri-uri sa mga gawaing pagtuturo-pagkatuto.

Ayon kina Fraenkel at Wallen (2010), ang palarawang pananaliksik ay naglalarawan ng isang kalagayan sa lubos na maingat na paraan. Layunin ng paglalarawan na himay-himayin ang mga impormasyon mula sa isang aspekto ng mga bagay o pangyayari upang magkaroon ng tiyak na batayan sa paghuhusga.

Ayon kay Espina (2013), inilalarawan ng palarawang pananaliksik ang tumpak na anyong kasalukuyang kalagayan ng mga bagay-bagay na

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maaaring berbal, grapiko, kwantitatibo istatistikal. Idinagdag ni Espina na ang kahusayan ng palarawang pananaliksik ay nakasalalay sa pagkabalido at pagkamaasahan ng mga datos. Kung kaya ang pag-aaral sa uring ito ay nagkakaroon ng halaga at namumukod tangi ayon sa resulta o kinalabasan, (Best, 2010).

Ito ay disenyo upang ang mga mananaliksik ay makakalap ng mga impormasyon tungkol sa kasalukuyang kalagayan. Nilayon ang pag-aaral na ito na ilarawan ang kalikasan ng isang pangyayari habang ito ay nagaganap sa panahon ng pag-aaral ng masaliksik ang sanhi ng isang tiyak na sitwasyon.

Kaugnay nito, tinaya ng pag-aaral na ito ang kahusayan ng modelo sa pagtuturo gamit ang mga piling kagamitang biswal at audio-biswal sa paglinang ng mataas na antas ng kasanayan sa pagkatuto ng mag-aaral.

Upang matukoy ang kahusayan ng binuong modelo, sumailalim ito sa masusing pagtataya sa pamamagitan ng isang talatanungan na ginawa ng mga mananaliksik na idinaan sa ebalwasyon ng mga eksperto, pagsusuri at balidasyon. Ang pagproseso ng mga kwantitatibong datos ay nagsaalang-alang ng mga sumusunod na pagsusuring istadistikal: katampatangtuos o weighted mean. Ang mga gurong tagataya ay pinili batay o ayon sa kanilang kadalubhasaan sa pagtuturo, paggawa at pagtataya ng mga kagamitang pampagtuturo.

PamamaraanAng mga tagataya. Ang mga tagataya ay tatlong (3) piling mga

guro mula sa Departamento ng Filipino, Panrehiyong Sentrong Wikang Filipino (PSWF) sa Pamantasang Estado sa Kanlurang Bisayas at mga guro na nagtuturo ng asignaturang Filipino batay sa programa ng K to 12 Basic Education Curriculum sa Mataas na Paaralang Pambansa ng Antique at Mataas na Paaralang Pambansa ng Pavia.

Mga kagamitan sa pagtitipon ng mga datos. Ang mga datos na ginamit sa pag-aaral na ito ay nalikom sa pamamagitan ng: (1) Modelo sa Pagtuturong Filipino sa K to 12 Gamit ang mga Piling Kagamitang Biswal at Audio-biswal at (2)Talatanungan sa pagtaya sa kabisaan at kahusayan ng modelo sa pagtuturo sa program ng K to12 BEC.

Ang modelo sa pagtuturo ng Filipino sa K to 12 gamit ang mga piling kagamitang biswal at audio-biswal. Ang ginawang modelo ay nauukol sa mga pamantayan at yugto sa pagkatuto na naaayon mismo sa K to12 Basic Education Curriculum, ang programang ipinanukala ng Kagawaran ng Edukasyon: (1) Pamantayang Pangnilalaman sa (a) Pakikinig, (b) Pagsasalita, (c) Pagbasa, (d) Pagsulat, (e) Tatas, (f) Pakikitungo sa Wika at Panitikan, at (g) Estratehiya sa Pag-aaral; (2) Pamantayan sa Pagganap, at (3) Mga Yugto

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sa Pagkatuto na kinasasangkutan ng (a) Panimulang Pagtataya, Pagganyak at Introduksyon, (b) Presentasyon, (c) Pagpapayaman, (d) Pagpapalawig, (e) Sintesis, at (f) Pangwakas na Pagtataya.

Ang talatanungan. Ang talatanungan sa pagtataya ng ginawang modelo ay ibinatay sa antas ng kasanayang pangkognitibo ni Anderson (2001) at mga batayang kasanayan ng K to12 Basic Education Curriculum. Ito ay binubuo ng mga sumusunod na bahagi: (1)Kasanayang Pampagkatuto, (2) Mataas na Antas ng Kasanayang Pangkognitibo, (3) Yugto sa Pagkatuto, (4) Pamantayang Pangnilalaman, (5) Pamantayang Pagganap, at (6) Aspektong Pisikal at Anyo.

Ang talatanungan ay binubuo ng apatnapu’t limang pangungusap na naglalarawan tungkol sa katangian ng mga aspekto ng ginawang modelo sa pagtuturo gamit ang mga piling kagamitang biswal at audio-biswal sa paglinang ng mataas na antas ng kasanayan sa pagkakatutong mag-aaral. Ang bawat pangungusap sa talatanungan ay sinasagot ng mga tagataya ng mga sumusunod: Napakahusay, Mahusay, Katamtaman, Mahina, na naaayon sa kanilang pananaw at impresyon ng katangiang taglay nito.

Ang “Napakahusay” ay nangangahulugang ang lahat ng aspekto ay saklaw sa modelo at ang pagkagawa ay napakahusay.

Ang “Mahusay” ay nangangahulugang ang karamihan sa aspekto ay saklaw ng modelo at mahusay ang pagkagawa.

Ang “Katamtaman” ay nangangahulugang ang karamihan ng aspekto ay katamtamang natatamo at medyo mahusay ang pagkagawa.

Ang “Mahina” ay nangangahulugang ang karamihan ng aspekto ay hindi na sasaklaw sa modelo at hindi maayos ang pagkagawa.

Ang bawat kasagutan ay binibigyan ng kaukulang puntos para sa istadistikang pagtalakay:

PuntosTugon

Napakahusay

Mahusay

Katamtaman

Mahina

4

3

2

1

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Upang matiyak ang antas ng kahusayan ng ginawang modelo batay sa pagsusuri ng mga tagataya, ang mga sumusunod na iskala at deskripsyon ang ginamit:

Iskala Kahulugan3.26 – 4.00 Napakahusay2.51 – 3.25 Mahusay1.76 – 2.50 Katamtaman1.00 – 1.75 Mahina

ParaanUpang maisakatuparan ang ginawang pananaliksik, sinunod ang mga

sumusunod na hakbang na ipinakikita sa Larawan 2.

Antas ng Kahusayan ngKagamitang Pampagtuturo

Pagtataya sa mga PilingKagamitang Biswal at Audio-biswal

ng mga Piling Guro

Pagrebisa atPagpapakinis

Pagbuo ng mga Piling KagamitangBiswal at Audio-biswal


Pagbuong mga piling kagamitang biswal at audio-biswal. Ang mga mananaliksik na pawang nagmemedyor sa Filipino ay pumili ng isang maikling kuwento at isang tula mula sa lingguhang magasin ng Liwayway at isang maikling kuwento sa panulat ni Genoveva Edroza Matute na naaayon sa tema at batay ang kakayahan ng mga aralin sa ikatlong markahan sa baitang pito. Gayundin ay maingat na pumili ang mga mananaliksik ng mga kagamitang biswal at audio-biswal mula sa internet gaya ng mga awitin, poster, larawan at bidyo clip na naaangkop sa mga akdang tatalakayin at tema sa ikatlong markahan. Buhat sa dalawang maikling kuwento, tula at

30


mga kagamitang biswal at audio-biswal ay gumawa ang mga mananaliksik ng gawain sa pagkatuto.

Ang mga akdang pampanitikan ay masusing binasa at matamang sinuri ang mga kagamitang biswal at audio-biswal ayon sa kaugnayan at kabisaan ng mga ito, pagkatapos ay iginawan ng banghay.

Isinaalang-alang din ng mga mananaliksik ang paggawa ng mga gawain sa pagkatuto sa pamamagitan ng paggamit ng mga umiiral na balangkas ng K to 12 Basic Education Curriculum na binubuo ng mga yugto sa pagkakatuto: (a) Panimulang Pagtataya, Pagganyak at Introduksyon, (b) Presentasyon, (c) Pagpapayaman, (d) Pagpapalawig, (e) Sintesis, at (f)Pangwakas na Pagtataya.

Pagrebisa at pagpapakinis. Bilang pagpapakinis, dumaan sa pagsusuri ng mga guro ang ginawang modelo at kagamitang biswal at audio-biswal.Tiniyak na ang mga gurong tagataya ay dalubhasa sa paggawa at pagtataya ng mga modelo at may kaalaman sa pagbuo ng mga gawain sa pagkatuto ayon sa programang K to 12. Matapos masuri ng mga guro ang ginawang modelo ay nirebisa at binago ang mga ito batay sa ibinigay na mga mungkahi at mga puna. Isinaalang-alang sa pag-aayos at pagbuo ng pinal na porma ang mga ito bago ipataya sa mga piling guro.

Pagtataya sa mga piling kagamitang biswal at audio-biswal ng mga piling guro. Sa prosesong ito, nakahanda na ang modelo para sa pagtataya. Ang mga mananaliksik ay pumili ng dalawang guro na nagtuturo ng asignaturang Filipino batay sa programa ng K to 12 Basic Education Curriculum mula sa paaralang pansekundarya sa probinsya ng Antique, Probinsya ng Iloilo at tatlong dalubguro sa Kagawaran ng Filipino ng Pamantasang Estado sa Kanlurang Bisayas. Tinaya ng mga piling guro ang modelo ayon na rin sa mga katanungang naitala sa talatanungan. Ang resulta ng ginawang pagtataya ng mga piling guro ang siyang nagsilbing kinalabasan ng pag-aaral.

Antas ng kahusayan ng kagamitang pampagtuturo. Sa bahaging ito, sinuri ng mga mananaliksik ang mga nakalap na datos mula sa mga tugon ng mga piling guro sa inilahad na talatanungan.

Resulta/Kinalabasan ng Pag-aaral

Mga Hakbang at SimulainPagbasa, pag-unawa at pagsusuri ng K to 12 Basic Education

Curriculum. Masusing inunawa ng mga mananaliksik ang saklaw at simulain ng programa ng K to 12 Basic Education Curriculum bilang panukalang balangkas sa pagtuturo ng asignaturang Filipino.

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Pamimili ng mga akdang pampanitikan na gagamitin sa modelo.Matapos pag-aralan ang kabuuang saklaw ng K to 12 sa pagtuturo ng Filipino ay binigyang pansin ng mga mananaliksik ang pagpili ng mga akdang gagamitin sa modelo. Ang mga akdang ginamit ay isang tula at isang maikling kuwento mula sa lingguhang magasin ng Liwayway at isang maikling kuwento mula sa aklat. Ang pamantayan sa pamimili ay ang kahusayan ng akda sa paglinang ng karunungan, mga positibong kaisipang ipinahihiwatig nito at higit sa lahat ang pagsasang-ayon sa tema sa ikatlong markahan sa baitang pito sa ilalim ng K to 12 Basic Education Curriculum.

Pamimili ng mga kagamitang biswal at audio-biswal. Mula sa mga napiling mga akda ay matamang sinuri ang mga kagamitang biswal at audio-biswal na ginamit sa modelo. Ang naging pamantayan sa pamimili ay ang kaugnayan nito sa akda at tema sa ikatlong markahan sa baitang pito; gulang, kahandaan at pangangailangan ng mga mag-aaral; haba o span ng pagpapalabas; laki at kulay ng mga larawan; lugar kung saan gaganapin ang pagtuturo at kaangkupan sa layunin. Ang mga kagamitang ginamit ay awitin, poster, larawan at bidyo clip.

Pagsasagawa ng mga gawain sa pagkatuto. Ipinakita sa prosesong ito ang pagbuo ng masusing banghay-aralin na siyang naging mahalagang kasangkapan at batayan sa mabisang paglalahad ng modelo sa pagtuturo gamit ang mga kagamitang biswal at audio-biswal na makalilinang ng mataas na antas ng kasanayan sa pagkakatuto ng mag-aaral batay sa programang K to 12. Kalakip ng pagsunod sa naturang programa ay isinaalang-alang din ang pagbuo ng mga gawain, katanungan at pagtataya ayon sa mga batayan ng taksonomiya ni Anderson (2001) sa paglinang ng kasanayan sa pagkakatuto.

Pagbuo ng balangkas batay sa pamantayan ng K to 12 Basic Education Curriculum. Pagkatapos na makapili ng mga akda at kagamitang biswal at audio-biswal ay bumuo ang mga mananaliksik ng balangkas ayon sa pamantayan ng K to12 sa baitang pito sa pamamagitan ng anim na yugto sa pagkatuto: Ang unang yugto ay ang Panimulang Pagtataya/Pagganyak/Introduksyon o ang pagsukat sa dating kaalaman at pagbibigay buhay sa mga interes ng mga mag-aaral. Ang ikalawang yugto ay ang Presentasyon o ang pagpapakilala o paglalahad ng aralin nang may kalinawan. Ang ikatlong yugto ay ang Pagpapayaman o ang pagpapayaman ng mga natutuhan ng mga mag-aaral at ang paggamit ng kanilang pandama sa pag-unawa ng tinalakay na aralin. Ang ikaapat na yugto ay ang Pagpapalawig o ang pagbibigay ng pagkakataon sa mga mag-aaral na magkaroon ng ganap na interaksyon sa isa’t isa sa pagtalakay ng aralin. Ang ikalimang yugto ay ang Sintesis o ang pagdaragdag sa kaalaman, pagsusuri ng mga kaisipan at

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paglalapat ng bagong natutuhan ng mga mag-aaral. Ang huling yugto ay ang Pangwakas na Pagtataya o ang pagtataya at pagsukat ng natutuhan ng mga mag-aaral pagkatapos ng isang gawaing pagtuturo at pagkakatuto, sa yugto ring ito matatagpuan ang Pagtataya ng Pagtataya sa ikaapat na araw kung saan ang pagkakaroon ng pagtataya sa mga natutunan ng mga mag-aaral sa loob ng tatlong araw na pagtalakay ng aralin. Isinasaad sa bahaging ito ang kritikal na pagsusuri ng guro sa resulta ng isang gawain, pagtatanghal o pagsusulit ng mga mag-aaral, kung magkakaroon ba ng muling pagtalakay o ang ipagpatuloy ang susunod na aralin.

Pagbuo ng mga kagamitan sa pagtataya. Sa bahaging ito ay bumuo ang mga mananaliksik ng isang talatanungan na gagamitin ng mga piling guro upang mataya ang ginawang modelo sa pagtuturo ng Filipino sa K to 12 sa paglinang ng mataas na antas ng kasanayang pampagkatuto ng mga mag-aaral gamit ang mga piling kagamitang biswal at audio-biswal. Naging batayan ng mga mananaliksik ang balangkas ng pagtuturo ng Filipino sa K to 12 Basic Education Curriculum sa baitang pito at ang taksonomiya ni Anderson sa paglinang ng mga kasanayang pangkognitibo ng mga mag-aaral. Ang talatanungan ay pinangkat sa anim na aspekto: una, ang Kasanayang Pampagkatuto; ikalawa, ang Mataas na Antas ng Kasanayang Pangkognitibo; ikatlo, ang Yugto sa Pagkatuto; ikaapat, ang Pamantayang Pangnilalaman; ikalima, ang Pamantayang Pagganap; at ikaanim, ang Aspektong Pisikal at Anyo.

Pagpapasuri sa mga guro ng mga gawain sa pagkatuto, modelo at talatanungan. Sa prosesong ito ipinasuri ng mga mananaliksik ang tatlong modelo sa pagtuturo ng Filipino sa paglinang ng mataas na antas ng kasanayan sa pagkakatuto. Matamang sinuri at inisa-isa ang mga aspektong bumubuo sa modelo upang maging kapani-paniwala at tumpak ang ginawang kagamitang pampagtuturo gamit ang mga kagamitang biswal at audio-biswal.

Pagrebisa at pagpapakinis batay sa ginawang pagsusuri ng mga guro. Matapos masuri ng mga piling guro ang modelo ay isinaalang-alang ng mga mananaliksik ang mga pagwawastong ninais. Sumailalim sa masusing rebisyon ang mga kagamitan at ang ibang mga bahagi ay kakikitaan ng kahinaan na naging dahilan ng maaaring pagbabago o dili kaya’y pagkakaltas. Pinahalagahan din ang mga puna ng mga guro hinggil sa pisikal na anyo ng modelo upang paunlarin pa ito. Isang mahalagang proseso ang ginawang pagpapakinis nang sa gayon ay maging makabuluhan at kapanipaniwala ang paglalahad ng mga aralin alinsunod sa programa ng K to 12 at sa paglinang ng antas ng kasanayan sa pagkakatuto ng mga mag-aaral.

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Pagsasagawa ng pagtataya o ebalwasyon ng mga piling guro. Sa bahaging ito, ang mga modelo ay handa na para sa pagtataya. Pumili ang mga mananaliksik ng tatlong dalubguro mula sa Departamento ng Filipino sa Pamantasang Estado sa Kanlurang Bisayas, isang guro mula sa paaralang pansekundarya sa probinsya ng Antique at isang guro mula sa paaralang pansekundarya sa probinsya ng Iloilo. Gamit ang mga katanungang inilahad sa talatanungan ay tinaya ng mga guro ang mga modelo. Ang resulta ng ginawang pagtataya ng mga piling guro ang siyang nagsilbing kinalabasan ng pag-aaral.

Antas ng kahusayan ng ginawang modelo sa pagtuturo batay sa K to 12 gamit ang piling kagamitang biswal at audio-biswal sa paglinang ng mataas na antas ng kasanayan sa pagkakatuto. Ang nabuong modelo sa pagtuturo gamit ang mga piling kagamitang biswal at audio-biswal sa paglinang ng mataas na antas ng kasanayan sa pagkakatuto ay Napakahusay (M=3.68) sa kabuuan.

Ang mga datos ay nagpapakita rin na ang binuong modelo ay napakahusay batay sa mga resulta ng pagtataya sa iba’t ibang aspekto: Kasanayang Pampagkatuto(M=3.62), Mataas na Antas ng Kasanayang Pangkognitibo (M=3.76), Yugto sa Pagkatuto (M=3.75), Pamantayan sa Pagganap (M= 3.47), Pamantayang Pangnilalaman (M=3.65), at Aspektong Pisikal at Anyo (M=3.84).

Ang mga datos ay inilahad sa Manghad 1.

Manghad 1Antas ng Kahusayan sa Nabuong Modelo sa Pagtuturo Gamit ang mga Piling Kagamitang Biswal at Audio-biswal sa Paglinang sa Mataas na Antas ng Kasanayan sa Pagkakatuto

Kategorya Mean Kahulugan

A. Kabuuan 3. 68 NapakahusayB. Aspekto

Kasanayang Pampagkatuto 3.62 NapakahusayMataas na Antas ng 3.76 NapakahusayKasanayang PangkognitiboYugto sa Pagkatuto 3.75 NapakahusayPamantayan sa Pagganap 3.47 NapakahusayPamantayang Pangnilalaman 3.84 NapakahusayAspektong Pisikal at Anyo 3.65 Napakahusay

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Iskala Kahusayan3.26 – 4.00 Napakahusay2.51 – 3.25 Mahusay1.76 – 2.50 Katamtaman1.00 – 1.75 Mahina

KongklusyonAng modelo sa pagtuturo ay napakahusay ayon sa kinalabasan ng

pag-aaral. Ipinapakita lamang nito na ang ginawang modelo ay nagtataglay ng katangian ng isang mabisang kagamitang pampagtuturo kung kaya’t ito ay nakalilinang sa mataas na antas ng kasanayan sa pagkakatuto ng mga mag-aaral. Ang mga gawain na napapaloob sa modyul ay nakatutulong sa mga mag-aaral sa paglinang ng kakayahang mag-isip, magsuri, maglikha at magtaya ng mga konsepto. Gamit ang mga biswal at audio-biswal na kagamitan ay napupukaw ang interes ng mga mag-aaral sa aralin. Gayundin, maging gabay sa pag-unawa at paglapat ng mga aralin.

Nakamit ng ginawang modelo sa pagtuturo ang inihayag na simulain ni Anderson na ang kagamitang pampagtuturo ay dapat nakabatay sa simulaing pang-mag-aaral at pampagkatuto. Ang mga gawain at pagsasanay ay inihanda at ginawa para sa ikauunlad ng mga mag-aaral. Bukod sa mga mag-aaral, makatutulong din ito sa mga guro upang mapadali ang kanilang pagtuturo ng mga aralin.

Ang mga ginawang modyul ay naglalaman ng mga gawain na nagbibigay ng pagkakataon na mahasa at mapaunlad ang mga makrong kasanayan sa ilalim ng programang K to 12 Basic Education Curriculum lalung-lalo na ang kasanayan sa panonood.

Sa kabuuan, natamo ang layunin ng pag-aaral na ito na makabuo ng kagamitang biswal at audio-biswal sa paglinang ng mataas na antas ng kasanayan sa pagkatuto.

RekomendasyonBatay sa resulta ng pag-aaral inilahad ang mga sumusunod na

rekomendasyon:1. Iminumungkahi ang paggamit ng mga kagamitang pampagtuturo

upang mapadali ang pagkatuto ng mga mag-aaral sa isang aralin. Sa pamamagitan nito ay napapaunlad ang mga kasanayan at kakayahan ng mga mag-aaral na nasa baitang pito.

2. Iminumungkahi ng pag-aaral na ito na gamitin ang nabuong modelo sa aktwal na pagtuturo sa asignaturang Filipino sa ilalim ng programa ng K to 12 sa baitang pito sapagkat malaki ang maitutulong ng modelo na ito sa

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mga guro at mag-aaral.3. Maaaring gumamit ng mga kontemporaryong lunsarang teksto at

huwag lamang umasa sa mga nakahandang modyul na binigay ng Kagawaran ng Edukasyon. Maging malikhain sa pagmomodipika at pag-iisip ng mga gawain na higit na makapupukaw ng interes ng mga mag-aaral.

4. Para sa mga guro na nagtuturo sa K to 12 lalo na sa asignaturang Filipino, patuloy na dumalo sa mga seminar o workshop ukol sa pagbubuo ng mga modyul upang mas maging mabisa ang pagtuturo. Magsaliksik pa ng mga makabagong pamamaraan na makatutulong upang mas maging makabuluhan at matagumpay ang proseso ng pagtuturo at pagkatuto ng mga mag-aaral.

5. Iminumungkahi rin sa mga guro ang higit pang pagsasanay sa paggamit ng mga makabagong teknolohiya upang mas mapadali ang pagbibigay ng kaalaman at makasabay sa pagbabagong nagaganap sa kasalukuyang panahon.

6. Hinihikayat din na pumili ng mga angkop na kagamitang biswal at audio-biswal sa pagtuturo ng mga aralin upang maging tumpak ang kaalamang nais matamo ng mga mag-aaral.

Talasanggunian

Aquino, G.V. (1998). Curriculum planning for better schools. Quezon City; Rex Printing Company, Inc.

Aquino, G.V. (2008). Curriculum innovation. Mandaluyong City: NBS

Badayos, P. (2008). Metodolohiya sa pagtuturo at pagkatuto ng Filipino: mga teorya, simulain at estratehiya. Malabon City: Mutya Publishing House, Inc.

Bilbao, P. P. et al (2008). Curriculum development. Quezon City: Lorimar Publishing Inc.

Cantillang, L.L. (2002) Minsan lang kaming maging bata: Pasulyap sa aming karapatan.

Corpuz, B. B. at Salandanan, G. G. (2007). Principles of teaching 1. Quezon City: Lorimar Publishing Inc.

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DepEd Order No. 31, Series of 2012 “Policy Guideliness of the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective School Year 2012-2013” (DepEd’s powerpoint presentation).

Ornstein, A. C. (1990). Strategies for effective teaching. Caloocan City: Phil Graphic Art, Inc.

Ruedas, P. (2001). Paghahanda ng kagamitang pampagtuturo. Manila: Rex Bookstore.

Santos, R. G. (2007). Advance methods in educational assessment and evaluation. Quezon City: Lorimar Publishing Inc.

Smaldino, S. E. et al (2008). Instructional technology and media for learning. New Jersey: Pearson Education, Inc.

Talumpati ni Bro. Armin A. Luistro, Kalihim ng Departamento ng Edukasyon (DepEd) hinggil sa K to 12.

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ANNOTATION OF TEXTS: ITS EFFECTS ON THE READING COMPREHENSION OF ENGLISH MAJOR STUDENTS OF WVSU-COE

Andhria Rose T. Badinas Charisse Amor B. Olata

Rhedamei A. Palmes Elygen P. Rodriguez Krischelle D. Sebido

Bachelor of Secondary Education (English)

Adviser: Dr. Ma. Asuncion Christine Dequilla

Abstract

This study aimed to determine the effects of annotating texts to the reading comprehension of second year English major students of West Visayas State University, College of Education which was anchored on George Miller’s Information-Processing Theory. 30 students were subjected to pretest about the three stories from Philippine Literature which includes: The Mats, Ibalon, and The Centipede. The results of their pretest became the basis to equally divide them into two: Group A (Conventional Teaching) and Group B (Annotation of Texts). This study utilized the quasi-experimental method. After three succeeding sessions, a posttest was then administered to determine whether there is a positive effect on the results after exposing them to the treatments. Mean and Paired Sample t-test were used to assess the results of the pretest and the posttest. The study revealed that the mean score in pretest of the students taught through Conventional Teaching and Annotation of Texts both belong to the fair level which became the basis of establishing the fact that the two groups were relatively equal in ability prior to the exposure of the treatment. On the other hand, the mean posttest score of the students taught through Conventional Teaching corresponded to the Satisfactory level while the mean posttest score of the students who have gone through Annotation of Texts corresponded to the Excellent level. Although the mean posttest scores of both groups improved after the treatment was established, still the mean posttest score of the students who have gone through Annotation of Texts is higher than that of the students under Conventional Teaching. Consequently, there is a significant difference in the mean gained scores of the students under Conventional Teaching and those who have undergone Annotation of Text.

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Background and Theoretical FrameworkTeachers nowadays, possibly more than before, must prepare

learners to become globally competitive. To be efficient in the 21st century, students must live and compete in an environment in which they must be able to read proficiently, think critically, and communicate effectively through writing and speaking.

For a certain learner to successfully operate in college and in the workplace, now and in the future, they will need to master the cognitive strategies for reading, writing, and thinking in complex situations where texts, skills, or requisite knowledge are not always clearly understood.

The lack of literacy skills will make a tremendous difference in a learner’s ability to comprehend and relate with certain text in order to learn. Likewise, a student’s literacy skill level will have an impact on employability and life chances. This study aimed to determine the effects of annotating texts to the reading comprehension of second year English major students of West Visayas State University College of Education which was anchored on George Miller’s Information-Processing Theory. The theory is based on the idea that human beings process the information they receive, rather than merely responding to stimuli. This perspective equates the human mind to a computer, which is responsible for analyzing information from the environment. According to the standard information-processing model for mental development, the mind’s machinery includes attention mechanisms for bringing information in, working memory for actively manipulating information, and long term memory for passively holding information so that it can be used in the future. Its important implications for improving learning and instruction include: memory stores are extremely limited in both sensory and working memory. The two main strategies that effective learners use to cope with limited capacity are selectively focusing their attention on important information and engaging in as much automated processing as possible. From an educational perspective, it is essential for students to become automated at basic skills such as letter and word decoding, number recognition, and simple procedural skills such as handwriting, multiplication, and spelling.

The researchers wanted to test if annotation of text may also have an impact on the learner’s processing of information leading to better comprehension and learning.

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Conceptual FrameworkThe researchers’ focus was in exploring ways to remedy learners’

failure to acquire reading-to-comprehend skills. During the primary years, schools expect that learners will learn to read. Learners will learn to decode and comprehend a relatively narrow series of texts. Schools and teachers have different expectations of learners from the intermediate grades onwards. However, learners need to have the basic skills necessary for reading to comprehend. With decoding and other essential skills in place, most learners use reading as the most fundamental tool in learning from then on; hence, students need to pay more attention to how and what information is presented. The current investigation seeks to find out the use of a strategic literacy approach called annotation to help students become better readers of content area materials and enhance reading comprehension skills. This strategic literacy approach employs the use of instructional materials and literacy strategies that can support students in getting the meaning of a given text. It is important to prepare learners to read and write more effectively so they can gain more information from their reading materials and eventually perform well in classroom activities, for reading and writing are essential components of a learning endeavor.

Annotation is a reading strategy that students can adopt and use in subjects such as Mathematics, Social Studies, Science, and Literature among others. Annotation is a structured way to mark up text using specified symbols to make it more comprehensive. Students use annotation to emphasize important information within the text. In a study conducted by O’ Donnell (2004), she exposed the learners in an English class to a certain short story and taught them how to annotate through marking every element of the piece with specific symbols she has provided. The result of the study revealed that text marked up through annotation has created a positive effect in their comprehension skills, promoted more active learning and improved their writing skills.

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Paradigm

Class Conventional Reading A Teaching Comprehension

Information Processing

Class Annotation of Reading B Texts Comprehension

Pretest Posttest

Figure 1. Effects of annotating text in the reading comprehension.

Statement of the ProblemGenerally, this study was conducted to determine the effects of

annotation skills on the reading comprehension of second year English major students of WVSU-COE.

Specifically, this study aimed to answer the following questions:1. Is there a significant difference in the pretest reading comprehension

mean scores of students?2. What is the pretest and posttest mean scores in the reading

comprehension of students taught through a. Conventional Teaching and b. Annotation of Texts?

3. Is there a significant difference in the posttest reading comprehension mean scores of students taught through a. Conventional Teaching and b. Annotation of Texts?

4. Is there a significant difference between the pretest and the posttest reading comprehension mean scores of students taught through a. Conventional Teaching and b. Annotation of Texts?

5. Is there a significant difference in the mean gained scores in reading comprehension between the class taught through conventional teaching and the class taught through annotation of texts?

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Research HypothesesIn view of the preceding problem, the following null hypotheses were

formulated:1. There is no significant difference in the pretest reading

comprehension mean scores of students.2. There is no significant difference in the posttest reading

comprehension mean scores of students taught through a. Conventional Teaching and b. Annotation of Texts.

3. There is no significant difference between the pretest and the posttest reading comprehension mean scores of students taught through a. Conventional Teaching and b. Annotation of Texts.

4. There is no significant difference in the mean gained scores in reading comprehension between the class taught through conventional teaching and the class taught through annotation of texts.

Research Design and MethodologyThis quasi-experimental study was conducted to determine the

effects of annotating text to the reading comprehension skills of sophomore English majors of West Visayas State University College of Education. Generally, this study was conducted to determine the effects of annotation skills on the reading comprehension of sophomore English major students of WVSU-COE.

RespondentsThe 30 second year BSED-English Majors of West Visayas State

University College of Education were the respondents of the study. Raw scores were collected from the section as the class was divided into two groups basing on their scores in the pretest with each group having 15 students identified as part of the research activity.

ProcedureSubjects were administered with pretest about three short stories

from Philippine Literature which includes: Ibalon, The Centipede by Ronie V. Diaz, and The Mats by Francisco Arcellana. After which, the class was divided into two groups. Group A had 25 percent of high scores and 25 percent low scores as well as Group B. (High Scores were determined if they got 75%-100% of the total score which is 23-30 points. Low Scores were determined if they got lower than 75% of the total score which is 22-1.) Group A was exposed to annotation of texts while learning stories from Philippine Literature. Group B was taught through conventional teaching. This would be conducted within three sessions. After having all

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the sessions, the subjects would be given same set of test questions that would serve as their posttest. They would be given 30 minutes to complete the test.

MaterialsTwo sets of lesson plan were used in this study. The first set of lesson

plan was structured through conventional way of teaching while the second set was structured with annotation of texts.

A 30-item multiple choice test was given to the subjects of the study. The test was based from the three stories, namely: Ibalon, The Centipede, and The Mats from Philippine Literature that were discussed by the researchers.

Descriptive Data AnalysisThis research study entitled, “Annotation of Texts: Its Effects to

the Reading Comprehension of English Major Students of West Visayas State University” aimed to determine the effects of annotation of texts to the reading comprehension of second year English major students of West Visayas State University and aimed to distinguish whether there is a significant difference in the mean gain scores in reading comprehension between the class taught through conventional teaching and the class taught through annotation of texts.

Descriptive Data Analysis of the pretest and posttest mean scores in assessing reading comprehension of students taught through conventional teaching and the use of annotation of texts was done.

The mean scores for pretest and posttest based the results in the researchers-made scale wherein if the values of the mean were from 1.0 to 7.49, the scores were described as Poor; 7.5 to 14.99 as Fair; 15.0 to 22.5 as Satisfactory; and 22.6 to 30.0 as Excellent.

Table 1 shows the mean score in pretest (13.67) of the students taught through conventional teaching and belongs to the fair level while the mean score in pretest of the students taught through annotation of text is 13.40 which also belongs in the fair level. This became the basis of establishing the fact that the two groups were relatively equal in ability prior to the exposure of the treatment.

On the other hand, the mean posttest score of the students taught through conventional teaching is 21.73, which corresponds to the satisfactory level while the mean scores in posttest of the students taught through annotation of text is 25.93 which corresponds to the excellent level as also revealed in Table 1.

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Table 1Pretest and Posttest Mean Scores in Reading Comprehension of Students

Group Pretest Postest

Conventional Mean 13.67 21.73

N 15 15

Std.Deviation 3.56 2.66

Annotation Mean 13.40 25.93NStd.Deviation

15.99

151.91

Range Description

22.6 to 30.0 Excellent15.0 to 22.5 Satisfactory7.5 to 14.99 Fair1.0 to 7.49 Poor

As the results show, the posttest mean scores of the students under conventional teaching increased in relation to their pretest scores making its way from fair level to satisfactory level. In the case of the students who have gone through annotation of texts, there is also an increase in the posttest scores considering the pretest scores, which progresses from fair level to the excellent level.

Although the mean posttest scores of both groups improved after the treatment was established, still the mean posttest score of the students who have gone through annotation of texts is higher than that of the students under conventional teaching.

Thus, this proves that annotation of texts is highly effective when it comes to improving the reading comprehension and long-term memory skills of second year English major students as supported by the research journal written in Hunter College (2013) which emphasized that annotations make it easy to find important information quickly when looking back and reviewing a text which helped readers familiarize with both the content and organization of what is read; engaging ideas and issues directly through comments, questions, associations, or other reactions that occur when reading.

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In all these ways, annotating a text makes the reading process an active one,not just background for writing assignments, but an integral first step in the writing process and assessment purposes.

Inferential Data AnalysesThe t-test was utilized to determine the significant differences in

the mean gained scores in pretest and posttest of students taught with conventional teaching and annotation of text was set at 0.05 alpha level.

The researchers got the mean scores of the students in the pretest and computed its significant difference, with the value of 0.81; it was proven that there is no significant difference in the scores of the students in the pretest as shown in Table 2.

Table 2T-test on the Significant Difference in the Pretest Scores of Students

Groups Mean N t df Sig(2-tailed)

Conventional 13.67 15 .24 14 0.81

Annotation 13.40 15

Based on the results shown, it is possible to subject both groups to the treatment because they are comparable when their pretest scores are correlated; the mean pretest scores of both groups belong to the fair level.

Changes in the results were anticipated after the treatment for the two groups was established.

As the posttest mean scores of the students taught with conventional teaching and annotation of text were correlated to determine its significant difference, it was proven that there is a significant difference for the scores of both groups with the value of 0.00 as shown in Table 3.

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Table 3 T-test on the Significant Difference in the Posttest Scores of Students

Groups Mean N T df Sig (2-tailed)

Conventional 21.73 15 -4.97 28 0.00Annotation 25.93 15

In relation to the results presented, there is a positive change on the posttest mean scores of the students in both groups after the treatment was employed.

When the scores are correlated, it is proven that there is a significant difference in the scores of both groups in favor to the group who has undergone annotation.

This simply proves that annotation of texts is a highly effective tool as compared to conventional teaching in improving one’s reading comprehension and long-term memory skills.

Table 4 revealed that there is a significant difference between the pretest and the posttest reading comprehension mean scores of students taught through conventional teaching with the value of 0.00.

Table 4Paired Sample Test on Pretest and Posttest Scores in Conventional Teaching


Pretest 13.67 15

Posttest 21.73 15-6.22 14 0.00

As the results show, there is a significant difference in the posttest mean score of the students under conventional teaching in relation to their pretest mean score. After the treatment was established, the posttest mean score settled in the Satisfactory level from the Fair level; in which we can imply that the conventional way of teaching is also an effective way in improving the students reading comprehension skills. As for determining the significant difference between the pretest and the posttest reading comprehension mean scores of students taught through annotation of texts, with the value of 0.00, it was also proven significant as shown in Table 5.

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Table 5Paired Sample Test on Pretest and Posttest Scores in Annotation of Texts


Pretest 13.40 15

-17.50 14 0.00

Posttest 25.93 15

Results reveal that when the pretest mean score and posttest mean score of the students who have gone through annotation of texts were correlated, it is highly significant. After the treatment was imposed, there is a positive change in the scores resulting to a progression of the mean scores from Fair level to the Excellent level.

This justifies that even though there is also a positive change in the mean score of the students under conventional teaching, yet, it was proven that annotation of texts is more effective when it comes to improving the reading comprehension skills of the students.

T-test reveals the significant value 0.005 in comparing the mean gained scores in reading comprehension between the class taught through conventional teaching and the class taught through annotation of texts which was lesser than 0.05, the margin of error, hence there was an enough evidence to reject the null hypothesis as shown in Table 6.

Table 6T-test on the Significant Difference of Mean Gained Scores in Reading Comprehension of Both Groups

Groups Mean N t df Sig(2-tailed)Conventional 8.07 15

Annotation 12.53 15-3.02 14 0.005

Based on the results, there is a significant difference in the mean gained scores of the students under conventional teaching and those who have undergone annotation of texts. This supports the idea that annotation of texts is highly effective when it comes to enhancing the reading comprehension skills of second year English major students of the College

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of Education of West Visayas State University.Consequently, this is supported by the idea of Nist (1991), in which

his studies have shown that annotation is more effective than many other study strategies. For it helps students to isolate main concepts, see relationships between concepts, and synthesize these concepts for the purposes of learning.

ConclusionsBased on the findings advanced and the result of the data analyses

the following conclusions were formulated:Annotation of texts is an effective reading strategy to improve the

reading comprehension skills of the students. Learners learn best if they have established an interaction with the text through the use of symbols which represents certain elements in the story. These symbols helped them to be familiar with the text and enhance not only the students’ comprehension skills but also their retention skills.

Although the traditional method had a positive effect on the reading comprehension skills of the learners, in terms of effectiveness of using the annotation of texts, it was even greater.

The study has shown that the annotation of texts had greater positive effects on the reading comprehension and retention skills of the learners, which corroborates O’ Donnell’s (2004) study that claimed the positive gains of using annotation of texts as a strategic tool in enhancing learning and writing skills.

RecommendationsIn view of the mentioned conclusion, the following recommendations

were formulated:The positive gains in the use of annotations of text in this study have

supported the fact that learners comprehend better with the use of this strategic tool. Students can further try to annotate texts using varied types of symbols which represent certain elements in the story to further develop their comprehension and retention skills.

Language learners especially the BSED English major students can try to come up with teaching strategies and materials integrating the annotation of texts in lessons. Study strategies can be incorporated in lesson plans in preparation to cope with the demands of producing learners who take accountability in their learning especially in the K to 12 curriculum. With the use of this strategic tool, teachers can also enhance or improve their learning materials to be given to the students that would help them

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understand the topics better.Parents and other adult caretakers could likewise help and guide

younger learners in using symbols or the technique of annotating texts especially during study time. The school may take the step to encourage such reading strategy so that reading skills and proficiency in reading different learning areas would be enhanced to help students succeed and excel. This study could help the school uplift its standards of quality education.This study may help the Department of Education improve the learning materials that would cater the needs of the learners and to solve problems related to assessment results.

The present investigation has paved the direction and there can be other related studies in the utilization of other annotation symbols and techniques that may be undertaken by those who may be interested in the same line of inquiry. In fact, further investigation through content analysis can be done to determine specifically how and what works given a reading text. All types of literary genres can also be undertaken vis- à-vis the use of annotations and the engagement of learners in annotating can also be determined to streamline what really can be considered more effective when undergoing reading and learning activities.

References

Arthy, V. & Nagaraj, P. (2012). Enhancing reading comprehension skills through small group interaction techniques: A comparative study. International Journal of Scientific Research. 1, 75-76. Retrieved from http://theglobaljournals.com/ijsr/file.php?val=MjAz

Brown, M. (2007). I’ll have mine annotated, please: Helping students make connections with texts. English Journal, 96, 73-78. Retrieved from http://www.jstor.org/discover/10.2307/30047169?uid=3738824&uid=2&uid=4&sid=21103518872617

Cadena, C. M. (2006). Effectiveness of reading strategies and improving reading comprehension in young ESL readers.

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Pearson, P.D. & Fielding, L. (1991). Comprehension instruction. Handbook of reading research. II, 815–860.

Porter- O’ Donnell, C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. English Journal, 82-89. Retrieved from http://vdp.d91.k12.id.us/Curriculum_Resources/Sheltered%20Instruction%20(SIOP)/Fall%202011%20Class%20%20Where%20Every%20Student%20Learns/Session%2001/Fall%202011/01_Beyond%20the%20Yellow%20Highlighter.pdf

Zywica, J. & Gomez, K. (2008). Annotating to support learning in the content areas: Teaching and learning science. Journal of Adolescent & Adult Literacy, 52, 155-164. doi:10.1598/JAAL.52.2.6

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TEACHERS’ PERCEPTION TOWARDS MOTHER TONGUE BASED INSTRUCTION IN A MATHEMATICS CLASS

Dawn D. Araῇador Desiree E. Espiritu

Mart John D. Gabasa Marjie Lyn G. Pineda

Clarence Kay D. SolivaBachelor of Secondary Education (Mathematics)

Adviser: Prof. Sybel F. Labis

Abstract

This study ascertained the Grade 1 and Grade 2 teachers’ perception towards Mother Tongue-Based Instruction in a Mathematics classroom. A descriptive method of research was used, with teachers’ perception towards Mother Tongue-Based instruction in a Mathematics class as the dependent variable and (a) Grade Level taught, (b) school’s location, and (c) years of teaching experience as the independent variables. The participants of the study were 22 Grade 1 and Grade 2 teachers of the municipality of San Miguel, Iloilo for the Academic Year 2013-2014, who were purposively chosen to ensure each required category would be properly represented. Data were gathered utilizing researcher–made Likert type checklist. The statistical tools used were the means, percentages, standard deviations, Mann-Whitney U-Test, and Kruskal–Wallis Test. A significant difference was detected when the participants were grouped according to grade level taught. However, no significant differences were noted in the perception of teachers towards Mother Tongue-Based Instruction in a Mathematics class when the participants were grouped according to school’s location and teaching experience. Generally, the teachers perceived Mother Tongue-Based Instruction in Mathematics class as beneficial when taken as an entire group and when grouped according to Grade Level taught, and location of the school and years of teaching experience.

Background of the StudyWhether people are educators, policy makers or other members of

the community, they are all looking for the most relevant, applicable and effective ways to improve education for diverse learners, especially those

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who are not well served by present-day education systems. They are all concerned of how the children of the country will be educated. They want to ensure that these children will receive quality education.

For several decades now, Philippines used English as a medium of instruction in educating its citizens. Though Filipino is used in teaching some of the subjects (like Filipino and MAKABAYAN subjects), majority of the subjects are still taught in English.

However, there were issues concerning the performance of the country in the tests conducted by the Trends in International Mathematics and Science Study (TIMSS) since Philippines ranked 2nd from the last for two consecutive years. One of the solutions formulated to remediate this problem was the use of Mother Tongue-Based (MTB) Instruction that was implemented last 2012.

Prior to the implementation of this policy, there have also been arguments about its pros and cons. Its implementation also received both positive and negative reactions, especially in teaching Mathematics.

Problems are often blamed on marginalized learners themselves- they are poor, they do not speak the language of the school, they do not know how to study—but doesn’t the problem really lie with the system itself? If the school does not use a language that learners understand, isn’t the school actually causing the problem?

Some argue that just changing the language of teaching will not solve all the problems of an education system. However, others also defend that a change in the medium of instruction also brings about other changes. It may make the home culture visible. It allows learners to talk about their prior knowledge and experience and link them to new information. It brings the home and the school closer together. It opens up communication between families and teachers. It facilitates communication and participation in the classroom. It helps learners gain self-esteem and a stronger sense of identity. In sum, using the learner’s language goes a long way toward resolving many of the access and quality issues that would lead us closer to reaching Education for All goals (UNESCO, 2008).

The Philippines, being a third-world country, is somehow trying to cope with the advancement in education that has alleviated together with the fast-paced globalization. Implementing the use of mother tongue as a medium of instruction is seen by others as a wrong step of the government. However, they seem to ignore the fact that in a classroom situation, teachers and students need to interact on a here and now basis. Instead they seem to focus on an imagined situation where the future graduates will have to work abroad. They bring into focus the possibility of the young generation

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working with foreign companies in future.They also have this impression that when a person can talk fluent English, he is superior.

On the other hand, formal education in one’s mother tongue is not possible in all countries of the world. More often than not, pupils who need literacy skills and knowledge through instruction are not provided instruction solely in their mother tongue because they belong to a linguistic minority group. Supporters of the Mother Tongue-Based Multilingual Education (MTBMLE) may say that Filipinos are lucky enough that the government has given the effort to initiate the implementation of MTBMLE in educating the Filipino children.

Though the Mother Tongue-Based Multilingual Education is already implemented in line with the K to 12 curriculum, the debate about its efficiency is still a hot issue. This study now aimed to determine the perception of Grade 1 and Grade 2 teachers in using Mother Tongue-Based Instruction in a Mathematics class. The researchers’ goal was to determine what our teachers think of the implementation of MTBMLE. After all, teachers are the implementers of the curriculum. Their perception about the issue may greatly affect the learners and the country’s situation as a whole.

Conceptual FrameworkThe perception of every individual may be affected by various

aspects. The illustration below shows the different aspects that may possibly affect the teachers’ perception towards Mother Tongue-Based instruction in a Mathematics class.

Independent Variables Dependent Variable

Grade Level Taught Grade 1 Grade 2

School’s Location Barangay School Perception towards Mother Central School Tongue-Based Instruction in a Years of Teaching Experience Mathematics Class

0 - 89 -1617 onwards

Figure 1. Paradigm of the study showing the relationship of the independent and dependent variables.

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Statement of the Problem and the HypothesesThis study aimed to ascertain the Grade 1 and Grade 2 teachers’

perception towards Mother Tongue-Based Instruction in a Mathematics classroom in the municipality of San Miguel, Iloilo, Academic Year 2013-2014.

Specifically, this study aimed to address the following questions:1. What is the perception of teachers towards Mother Tongue-Based

Instruction in a Mathematics classroom as a whole and when grouped according to grade level taught, school’s location, and years of teaching experience?

2. Is there a significant difference in teachers’ perception when they are grouped according to: (a) grade level taught, (b) school’s location, and (c) years of teaching experience?

In view of the aforementioned problems, the following hypotheses were advanced:

1. There is no significant difference in teachers’ perception among Grade 1 and Grade 2 teachers.

2. There is no significant difference in teachers’ perception when grouped according to school’s location.

3. There is no significant difference in teachers’ perception when years of teaching experience is put into consideration.

Research DesignThe purpose of this study was to determine the perception of Grade

1 and Grade 2 teachers in using mother tongue as a medium of instruction in a Mathematics class using the descriptive research design.

This study employed a descriptive research design.Calderon and Gonzales (2011) simply defined descriptive method as

a research method that studies the relationship of the variables. This means that descriptive research establishes the link or connection between the variables.

According to Paler–Calmorin (2010), descriptive method in the study focuses at the present situation. The purpose is to find new truth. The truth may have different forms such as increased quantity of knowledge, a new generalization or new law, an increased insight into factors which are operating, the discovery of new casual relationship, a more accurate formulation of the problem to be solved and many others.

The dependent variable in the study was the perception of the Grade 1 and Grade 2 teachers in using mother tongue as a medium of instruction in a Mathematics class.

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The independent variables were the grade level taught, school’s location, and years of teaching experience.

The ParticipantsThe participants of the study were purposively selected Grade 1

and Grade 2 teachers in the municipality of San Miguel, Iloilo. Since the researchers used a non–probability sampling, specifically purposive sampling, the researchers chose the central school and 3 out of 8 elementary schools in the barangays.

The distributions of respondents according to the different variables were presented in Table 1.

Table 1Distribution of Respondents

Category Frequency Percentage

Entire Group 22 100%

Grade Level TaughtGrade 1 12 55%Grade 2 10 45%

School’s Location

Barangay School 12 55%

Central School 10 45%

Years of Teaching Experience

0 –8 8 36%

9 –16 8 36%

17 onwards 6 28%

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Grade 2 n = 10 45% Grade1 n=12 55%

Figure 2. Distribution of the teachers in the municipality of San Miguel when grouped according to grade level taught.

When the respondents were grouped according to grade level taught, 12 teachers or 55% of the participants were teaching in Grade 1 and 10 teachers or 45% were teaching in Grade 2.

Barrio School n=12

45% Central School n=1055%

Figure 3. Distribution of the teachers in the municipality of San Miguel when grouped according to location of school.

When grouped according to location of the school, 10 teachers or 45% of all the respondents were teaching in the central school and 12 teachers or 55% were teaching in a barangay school.

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Figure 4. Distribution of the teachers in the municipality of San Miguel when grouped according to years of teaching experience.

Moreover, when the teachers were grouped according to years of teaching experience, 8 teachers or 36% of the respondents were teachers belonging within the bracket of 0-8 years, 8 teachers or 36% were teachers belonging within the bracket of 9-16 years, and 6 teachers or 28% were teachers belonging within the bracket of 17 onwards.

The Research InstrumentFor the purpose of this study, a researcher-made Likert checklist

for the selected Grade 1 and Grade 2 teachers was used. The researcher – made Likert checklist focused on the questions that uncovered the Grade 1 and Grade 2 teachers’ perception about the use of Mother Tongue-Based Instruction in a Mathematics class.

The items in each part of the Likert checklist were conducted alternately. Some items were negatively and positively stated, taking into consideration the good and bad elements of the use of Mother Tongue-Based Instruction in a Mathematics class. The statements in the Likert checklist were categorized as General, Readiness, and Strategy.

The responses in the questionnaire were classified as: Strongly Agree, Agree, Fairly Agree, Disagree, and Strongly Disagree.

Data Gathering Procedure To determine the perception of grade 1 and grade 2 teachers of

the Municipality of San Miguel towards Mother Tongue-Based Instruction in a Mathematics classroom, the researchers listed down the possible perceptions of teachers as a guide in constructing the Likert checklist.

0.8 yearsn=8

36%

17 onwardsn=6

28%

9 - 16 years n = 8 36%

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The researcher–made Likert checklist was developed based on the literature review and background of this study. It was carefully designed in order to collect quantitative data.

The Likert checklist was subjected to validation before it was used in the study. The content validity of the Likert checklist was examined by experts. The suggestions were taken into consideration and modifications were made. It was also pilot–tested and has undergone a reliability test conducted by an expert before it was used for the conduct of the study. The result of the reliability test shows that it is 0.88 or 88% reliable.

The researchers also prepared a personal data sheet that was accomplished by the respondents to determine the grade level that they teach, school’s location and years of teaching experience.

Upon the approval of the adviser, the permit to conduct the study was prepared. The researchers secured a letter of permission for the district supervisor of the selected elementary schools. Permission was also personally asked through the school principal. The researchers also secured a letter to the respondents.

Then, the researchers personally administered the Likert checklist. The respondents filled out the information needed in the personal data sheet and answered the Likert checklist. They were assured that the information they will provide will be kept confidential. Names will not be disclosed and the outcomes will not have any adverse effect on them.

The respondents were given five choices in answering the items in the Likert checklist as follows: Strongly Agree, Agree, Fairly Agree, Disagree, and Strongly Disagree.

Each response was given its corresponding score as follows:Scale Description5 Strongly Agree4 Agree3 Fairly Agree2 Disagree1 Strongly Disagree

The researchers tallied the responses as a whole and as groups. Thereafter, the data collected were subjected to data analysis.

A professional statistician interpreted and validated the data that were collected.

Statistical data were processed using the Statistical Product and Service Solutions (SPSS) software.

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To interpret the scores, the following mean scale and corresponding interpretations were utilized:

Mean scale Description4.12-5.00 Very Beneficial3.41-4.20 Beneficial2.61-3.40 Fairly Beneficial1.81-2.60 Poor1.00-1.80 Not Beneficial

Descriptive Data AnalysisThe initial descriptive findings of the study revealed the mean scores

of groups under certain category. Frequencies, percentages, standard deviation, and mean scores were utilized as descriptive statistics.

Data in Table 2 indicate that when grouped according to Grade level taught, both Grade 1 and Grade 2 teachers perceived Mother Tongue-Based instruction as beneficial though Grade 1 teachers have higher mean (M=3.76) compared to Grade 2 teachers’ mean (M=3.40). It seems that Grade 1 teachers were more amenable to the belief that children will understand better when mother tongue is used in teaching Mathematics.

As cited by Espada (2012), Nolasco (2010) confirmed that students who speak their home language attain higher Mathematics and Science achievement. Furthermore, the use of first language creates a smoother path for the young learner to understand and acquire basic Math concepts, knowledge and skills because they can easily decode the meaning of the written or spoken words. Since Grade 1 teachers have a higher mean, it can be assumed that Grade 1 teachers are more comfortable and more open to the use of MTB-MLE. Thus, the students are influenced to use same language, too.

A strong evidence of the efficiency of using mother tongue in teaching Mathematics is the action research conducted by the Ministry of Education and Training of Vietnam (2008). Their study showed that in terms of languages, students performed very well in mother tongue. On the other hand, the perception of grade one teachers (SD = 0.376) was more homogenous in nature than grade two teachers (SD = 0.470), although both have scattering of scores around the mean of less than 1.

Meanwhile, when grouped according to school’s location, both teachers in central and barangay schools perceived Mother Tongue-Based instruction as beneficial though teachers in barangay schools have higher mean (M=3.63) compared to teachers in central school (M=3.55). However,

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it seems that teachers in barangay schools are more agreeable to the belief that the use of mother tongue will give the pupils more confidence to participate in class.

In a Philippine Star issue (2009), former DepEd Secretary Jesli Lapus commented that an important consequence of MLE is that Filipinos will facilitate communication and participation in the classroom. It helps learners gain self-esteem and a stronger sense of identity. They will be unburdened with the fear of being humiliated in class because they cannot express themselves in English. Therefore, it can be assumed that students in barangay schools gain more confidence in participating in a Math class since the teachers are more willing to use Mother Tongue-Based instruction.

Furthermore, the perception of teachers in barangay schools is more similar compared to the perception of teachers in central school.

On the other hand, when grouped according to years of teaching experience, teachers perceived Mother Tongue-Based instruction in Mathematics as beneficial.

Nevertheless, teachers having the teaching experience of 8 years and below have the highest mean. It implies that new teachers were the most comfortable or can deliver well the lesson using Mother Tongue Based instruction in a Mathematics class.

However, according to Aquino (2006), a good, effective, successful, exciting, and ideal teacher is the aspiration of each and every teacher whether he/she is new to the profession or has been in it for years. And it means those teachers who can really teach, who can deliver the goods and who can facilitate the attainment by students of specified instructional objectives or desired learning outcomes. It can be stipulated that not only new teachers are comfortable or can deliver the lesson well. It depends in the ways on how a teacher will facilitate his or her class.

In addition, the perception of teachers having a teaching experience of 8 years and below was the most homogeneous.

Generally, the results of the study show that the teachers’ perception towards the use of Mother Tongue-Based instruction in a Mathematics class is beneficial. Their perceptions are observed to be similar.

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Data are presented in Table 2 below.

Table 2Teachers’ Perception as an Entire Group and when Grouped according to

Grade Level, School’s Location and Teaching ExperienceCategory Mean Descriptive Quality n Std. Deviation

Entire Group 3.59 Beneficial 22 0.450Grade Level Grade 1 3.76 Beneficial 12 0.376 Grade 2 3.40 Beneficial 10 0.470School’s Location barangay schools 3.63 Beneficial 12 0.391 central school 3.55 Beneficial 10 0.531Teaching Experience 0 - 8 years 3.72 Beneficial 8 0.382 9 - 16 years 3.40 Beneficial 8 0.465 17 years onwards 3.68 Beneficial 6 0.500

Legend: Mean scale Description4.21-5.00 Very Beneficial3.41-4.20 Beneficial2.61-3.40 Fairly Beneficial1.81-2.60 Poor1.00-1.80 Not Beneficial

Inferential Data AnalysisTo determine the significant differences of perception of teachers

when in grade level taught, school’s location, years of teaching and categories used in Likert checklist, in the academic year 2013-2014, the researcher used the mean ranked test for independent means and Mann-Whitney U- Test was employed to establish the significant difference of the perception of teachers grouped according to grade level, school’s location and years of teaching experience. The inferential statistics were processed through the Statistical Package for the Social Sciences (SPSS) software using the Mann- Whitney U-Test and Kruskal Wallis Test at 0.05 level of significance.

The second statement of the problem sought to answer one of the independent variables was to determine the significant difference in teachers’ perception among Grade 1 and Grade 2 teachers. Based on the results, a significant difference was found in the perception of teachers

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grouped according to grade level, p = 0.044, p 0.05, in favor of Grade 1 teachers. With these results, the null hypothesis that there is no significant difference in teachers’ perception among Grade 1 and Grade 2 teachers is rejected. Results also signify that Grade 1 teachers are more convinced in using Mother Tongue-Based instruction in mathematics than Grade 2 teachers. Thus, it appears that Grade 1 teachers are more confident in teaching Mathematics using Mother Tongue-Based instruction.

This result was strengthened by Beliran’s, et al., (2013) research showing that explicit teaching techniques using mother tongue were particularly effective for comprehension strategy instruction. Since there was a significant difference, according to Surrat (2014), every individual has his/her own perception. Hence, this agrees that there should be a significant difference.

When grouped according to school’s location, there was no significant difference in the perception of teachers grouped according to school’s location, p = 0.644, p >0.05. With these results, the null hypothesis that there is no significant difference in teachers’ perception when grouped according to school’s location is accepted.

Moreover, the study tried to determine the significant difference of the perception of teachers according to years of teaching experience.From the results, there was no significant difference in the perception of teachers grouped according to years of teaching experience, p = 0.352, p >0.05 . With these results, the null hypothesis ―there is no significant difference in teachers’ perception when grouped according to years of teaching experiences, is accepted. Consequently, it is implied that the years of teaching experience of teachers will not determine how Mother Tongue-Based instruction be effective in Mathematics.

The result can be supported by Aquino (2006) explaining that to become a good, effective, successful, exciting, and ideal teacher is the aspiration of each and every teacher, whether he/she is new in the profession or has been in for years. And this means those teachers who can really teach, who can deliver the goods, and who can facilitate the attainment of students of specified instructional objectives or desired learning outcomes. It only shows that long or short stay in teaching profession will not determine how effective Mother Tongue-Based instructions in Mathematics.

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The results with respect to determining whether significant differences exist are presented in Table 3.

Table3Difference in the Perception of Teachers when Grouped according to Grade Level Taught, School’s Location and Teaching Experience

Category

Grade Level Taught Mann–WhitneyU 29.500* Asymp.Sig.(2-tailed) 0.044School’s Location Mann – WhitneyU 53.000 Asymp.Sig.(2-tailed) 0.644Teaching Experience

Kruskal Wallis Test(in terms of x2) 2.088

df 2 Asymp.Sig. 0.352

*p<.05,significant

Findings of the Study

The study yielded the following findings:1. Teachers perceive Mother Tongue-Based instruction in Mathematics

as “beneficial” when taken as a whole and when grouped according to grade level, school’s location, and years of teaching experience.

2. A significant difference was noted in the perception of teachers grouped according to grade level taught.

3. No significant differences were found in the perception of teachers grouped according to school’s location and years of teaching experience.

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ConclusionsWith reference to the findings, the following conclusions were

drawn:1. The teachers’ perception towards the use of Mother Tongue

Based instruction in a Mathematics class as an entire group and when grouped according to grade level taught, school’s location, and years of teaching experience is “beneficial”. It can be concluded that the teachers perceive Mother Tongue-Based instruction as useful in Mathematics class. Moreover, their means are closely–scattered. Thus, their perceptions are almost the same. The teachers in San Miguel, Iloilo use Mother Tongue-Based instruction comfortably and effectively in their class.

2. Both Grade 1 and Grade 2 teachers perceive Mother Tongue-Based instruction as beneficial and seems to believe that children will understand better when mother tongue is used in teaching Mathematics. However, it can be concluded that Grade 1 teachers appear to be more open to the use of Mother Tongue-Based instruction in a Mathematics class.

3. There are no significant differences in the teachers’ perceptions towards the use of Mother Tongue-Based instruction when grouped according to years of teaching experience and school’s location. Therefore teachers in the municipality of San Miguel, Iloilo seem to have a similar perception when years of teaching experience and school’s location are considered.

RecommendationsOn the basis of the findings and the conclusions arrived at this study,

the following recommendations are proposed.1. The teachers’ perception towards the use of Mother Tongue Based

instruction in a Mathematics class as an entire group and when grouped according to grade level taught, school’s location, and years of teaching experience is “beneficial”. Then, the teachers must make this perception observable by (a) using mother tongue as a medium of instruction effectively not just in Mathematics but also in other subjects as well, (b) exerting more effort in improving one’s teaching techniques in using Mother Tongue-Based instruction and (c) help each other when encountering difficulties in MTB – MLE.

2. When grouped according to grade level taught, results showed that Grade 1 teachers acquired a higher mean than Grade 2 teachers. Teachers in all levels should be more exposed on how to use Mother Tongue-Based as instruction in a Mathematics class to be a more effective one. Therefore, authorities must provide more trainings and seminars for

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teachers regarding MTB–MLE not only for the Grade 2 teachers but for all grade level teachers.

3. Although there were no significant differences in teachers’ perception when school’s location and years of teaching experience were considered, teachers should continue to encourage and help each other in improving their efficiency in using Mother Tongue-Based instruction in a Mathematics class.

4. Another study or research should be conducted in a wider scope, like increasing the number of samples and the number of participating schools, to compare their perception towards Mother Tongue-Based instruction and to further substantiate the findings of this investigation. It would be ideal to conduct a similar study for the whole country. The data-gathering may not be limited to Mathematics only but should also include other subject areas like Science and English.

References

Aquino, A. (2009). Facilitating human learning. Manila, PH: Rex Book Store, Inc.

Aquino, G. (2006). Effective teaching (Third Edition).

Beliran, C. M. et al. (2013). Mother Tongue-based big books: Tools for developing reading comprehension skills of a child with mild intellectual disability. Unpublished Undergraduate Thesis. West Visayas State University, La Paz, Iloilo City.

Carcamo, D. (2013). DepEd Adds 7 more Dialects for Mother Tongue Education. The Philippine Star: July 12, 2013.

Corpuz, B. & Salandanan,G. (2003). Principles and strategies of teaching. Quezon City, PH: Lorimar Publishing, Inc.

Glover, P. et al. (2010). How bilingual is bilingual? Mother-Tongue Proficiency and Learning Through a Second Language. International Journal of Early Years Education.

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Ministry of Education and Training (Vietnam) (2008). Action research on Mother Tongue-Based Bilingual Education: Achieving quality, equitable education. Retrieved from: http://www.unicef.org/vietnam

Nolasco, R. M. D. (2010). Why Children Learn Better While Using Mother Tongue. The Philippine Daily Inquirer: September 10, 2010.

Nolasco, R. M. D. (2009). 21 Reasons Why Children Learn Better While Using Their Mother Tongue (MLE Primer). Retrieved from: http://mothertongue-based.blogspot.com/2009/01/mleprimer.html

Surrat, C. (2014). Perception, reaction and mindfulness. Retrieved from: http://psychcentral.com/blog/archives/2013/05/20/perceptionreactionmindfulness/

UNESCO (2008). Improving the quality of mother tongue-based literacy and learning: Case studies from Asia, Africa and South America. Bangkok, Thailand.

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COMPETENCIES OF PRE-SERVICE TEACHERS TO TEACH GRADE 7 AND GRADE 8 MATHEMATICS OF

THE K-12 CURRICULUM

Mary Queen BascosJohn Paul Montialbucio

Donna Charm RañaNazareth Mae Robide

Bachelor of Secondary Education (Mathematics)

Adviser: Dr. Emellie G. Palomo

Abstract

This study aimed to determine the mastered and least-mastered competencies of the pre-service teachers (Student Teachers and Academic Students) in teaching Grade 7 and Grade 8 Mathematics of the K-12 Curriculum and determine whether there is a significant difference between the competencies of these two groups. The respondents of this study are 29 members of the entire group of BSEd 4B (Mathematics major) of West Visayas State University College of Education (WVSU – COE) that are divided into two groups, the Student Teachers and the Academic Students. This study utilized as instrument, a Math competencies checklist adapted from the K-12 Math Curriculum competencies by Dr. Elvira Arellano. This study used means and standard deviation (SD) for the descriptive analysis, and t-test for independent sample for the inferential analysis. The variables used were Academic Status of the pre-service teachers (ACADs and STs) as the antecedent and independent variable and the Mastered and Least- Mastered Math competencies in teaching Grade 7 and Grade 8 Math subjects of the pre- service teachers as the dependent variable. The result identified the mastered and the least-mastered competencies of both the student teachers and the Academic Students and it also implies that there are more mastered competencies of the Student Teachers compared to the Academic Students while the group having the least-mastered competencies was that of the Academic Students. The result also shows that there is a significant difference in the competencies of the pre-service teachers but there is no significant difference in the mastered competencies of the pre-service teachers.

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Background and Theoretical Framework of the StudyChildren can say more than they realize and it is through coming to

understand what is meant by what is said that their cognitive skills develop (Wretsch and Stone,1985).

West Visayas State University (WVSU) has produced a number of graduates that are excellent and capable of doing the best in their own field of interest. Thus, WVSU garnered a lot of recognition in terms of performances of the teachers and the students. WVSU-College of Education (WVSU-COE) offers 4 years of academic teaching and actual training for the pre-service teachers to expose them into real-classroom atmosphere and to cope with the demands and expectations of today’s new era. As time goes, changes in the system of education are being applied to meet and develop the child’s prospect towards intellectual and social development.

K-12 Mathematics describes the competencies and standards of both the students and the teachers. Grade 7 and Grade 8 Math competencies demonstrate the indepth understanding of key concepts and principles of the different branches of Mathematics such as number sense, measurement, algebra, geometry, probability, and statistics. “Mathematics is known as a discipline that is so difficult to teach that it has developed a specific educational sub-discipline with its own paradigms and characters (Mathematics Education)” (Furinghetti, 2000). This difficulty may be the basis of the observation that many secondary mathematics teachers are severely lacking in their ability to provide meaningful explanations of content to their future students, and instead promote a rule-bound base to mathematics (Ball, 1990; Quinn, 2001).

Effective teaching involves much more than a teacher being mathematically competent (Begle, 1968; Eisenberg, 1977); mathematical knowledge alone does not translate into better teaching. According to Thompson (1992), desirable ways of teaching and learning mathematics are influenced by one’s conception of mathematics. This conception of mathematics incorporates not only mathematics content knowledge (rules and algorithms) but a meaningful mathematics content base (knowing the why and how of mathematics) and a teacher’s attitude toward mathematics.

Issues in the Undergraduate Mathematics Preparation of School Teachers“If reform in mathematics education is to be successful, teachers of

mathematics must have an adequate knowledge of meaningful mathematics content knowledge as well as a positive attitude toward the subject.” (Quinn,

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2001). According to Clark and Peterson (1986) and Romberg & Carpenter (1986), how teachers interpret and implement curricula is influenced significantly by their knowledge and beliefs. Phillippou and Chistou, (1998) noted evidence that prospective teachers may bring misconceptions and negative attitudes towards mathematics, but, it seems as if teacher-training programs are able to provide opportunity to influence attitudes positively. Ball (1990) contends that mathematics methods courses can change pre-service teachers’ knowledge, assumptions, and feelings about mathematics, as well as their beliefs concerning their role as teachers in the classroom.

In this regard, the researchers are eager to find the mastered and least-mastered Math competencies of each group of pre-service teachers (Academic Students and Student Teachers) in teaching the K-12 Math Curriculum particularly in Grade 7 and Grade 8 Math subjects. It follows also that the researchers want to determine which of the two pre-service status is better to take first for pre-service teachers.

Framework of the StudyThis study is focused on the mastered and least-mastered

competencies of the Academic students (pre-service teachers) and Student teachers (pre-service teachers) in teaching Grade 7 and Grade 8 Math subjects.

The relationship of the variable in this study is shown in the paradigm below:

Antecedent Independent Variable Dependent Variable

Mastered and Least- Pre-Service Teachers competencies in Teaching

Status (ACADs/ STs) Grade 7 and Grade 8 Mathematics

( ACADs and ST) Subjects of the Pre-service Teachers

Figure1. A schematic diagram showing the relationship of the variables of the study.

This study focused on the mastered and least-mastered Math competencies of WVSU – COE BSED (Math Majors); both academic students and the student teachers, in teaching Mathematics in Grade 7 and Grade 8 level.

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The study sought to answer the following questions:1. What are the mastered mathematics competencies of the

mathematics preservice teachers (Academic students and Student teachers) in teaching Grade 7 and Grade 8 students?

2. What are the least-learned competencies of the mathematics pre-service teachers (Academic students and Student teachers) in teaching Grade 7 and Grade 8 students?

3. Is there any significant difference in the competencies in mathematics of the academic pre-service teachers and the student teaching pre-service teachers?

4. Is there any significant difference on the mastered competencies in mathematics of the academic pre-service teachers and student teaching pre-service teachers?

HypothesisOn the basis of the aforementioned, the following hypotheses were

tested in this study:1. There is no significant difference in the mastered competencies

in mathematics of the pre-service teachers and the student teaching pre-service teachers.

2. There is no significant difference in the least-learned competencies in mathematics of the pre-service teachers and student teaching pre-service teachers.

Research DesignThe study made use of the descriptive survey design and was

conducted at West Visayas State University, during the Academic Year 2013-2014. The study made use of the researchers’–adapted K-12 competencies checklists.

Sampling ProcedureThe participants of this study were the intact group of BSEd 4B

(Mathematics) that was divided into two groups: the ACADS and ST, to find out the Mathematics competencies they mastered and least-learned as pre-service teachers.

Descriptive AnalysisDescriptive Analysis, presents the mastered and least-mastered

competencies of the student teachers and academic students to teach

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Grade 7 and Grade 8 Math Curriculum and the results were expressed in mean, and standard deviation. The descriptive data analysis was based on the computed means of the competencies level of the pre-service teachers taken as an entire group and when classified according to their curriculum status (Student Teachers or Academic Students). The mean was taken from the sum of all scores given by the respondents for each item, which was based on the scale used in answering the researcher-adapted competencies checklist, where 4 is the highest score and stands for “I have a mastery of the competency; I can demonstrate and apply it in my student teaching.”, 3 for “I have adequate competency and need to practice it.”, 2 for “I have inadequate competency and understanding of how to apply it.”, and 1 for “I have no competency and learning at all.”

Comparison of the Competencies of the Pre-service Teachers in Teaching Grade 7 and Grade 8 Mathematics Curriculum

It can be observed in Table 2 that the group of the Student Teachers (STs) has more mastered competencies based from the listed items than that of the Academic Students (Acads). All the listed items were interpreted as satisfactorily mastered and very well mastered for the group of the student teachers. Meanwhile, for the academic students, only items 1 and 2 were interpreted as fairly mastered (FM) and the rest of the items were interpreted as satisfactorily mastered (SM) and very well mastered (VWM). This means that the student teachers are competent enough than that of the academic students in terms of the mastered Mathematics competencies for the Grade 7 and Grade 8 of the K-12 curriculum.

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Table2Comparison of the Mathematics Competencies of the ST and ACADs Group

Academic StudentsMath Competencies Student Teachers (ST) (ACADs) Std. Mean Interpre- Std. Mean Interpre- Dev. (x) tation Dev. (x) tation1. Identifies the key features of 0.38 3.17 SM 0.47 2.27 FM Grade 7 and Grade 8 Mathematics.2. Familiarizes oneself with 0.46 3.28 SM 0.54 2.09 FM standards and curriculum competencies in Mathematics.3. Describes and illustrates well- 0.51 3.44 SM 0.69 3.55 VWM defined sets, subsets, universal set and null set.4. Defines and describes the union 0.62 3.56 VWM 0.67 3.64 VWM and intersection of sets and complements of a set.5. Uses Venn Diagram to 0.62 3.44 SM 0.52 3.45 VWM 1

represent sets, subsets and set operations.6. Solves problems involving 0.62 3.44 SM 0.75 3.18 SM rational expressions correctly.7. Performs fundamental 0.46 3.72 VWM 0.67 3.63 VWM

different properties of the operations on integers.8. Defines, illustrates the 0.62 3.56 VWM 0.70 3.09 SM properties of rational numbers and performs their operators.9. Describes and represents real- 0.57 3.28 SM 0.60 2.82 SM

life situations which involve integers, rational numbers, and square roots of rational and irrational numbers.10.Writes very large or very 0.62 3.50 VWM 0.83 3.09 SM small numbers in scientific notations.11.Solves problems involving 0.51 3.50 VWM 0.69 3.45 VWM real numbers correctly.12.Describes the development 0.54 3.06 SM 0.50 2.63 SM of measurement from the primitive to the present international system of units.13.Estimates or approximate 0.55 3.22 SM 0.75 3.18 SM and use appropriate instruments to measure quantities such as length, weight, mass, volume, time, angle and temperature.

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Continuation of Table 2.

Academic StudentsMath Competencies Student Teachers (ST) (ACADs) Std. Mean Interpre- Std. Mean Interpre- Dev. (x) tation Dev. (x) tation14. Converts measurements 0.65 3.22 SM 0.63 3.00 SM from one unit to another for each type of measurement including the English system.15. Solves problems involving 0.58 3.11 SM 0.79 3.27 SM measurements such as perimeter, area, weight, time, speed, temperature, volume/capacity and utilities usage (meter reading).16. Translates verbal phrases to 0.50 3.61 VWM 0.69 3.55 VWM mathematical phrases and vice versa.17. Differentiates between 0.51 3.56 VWM 0.52 3.55 VWM constants and variables, evaluates algebraic expressions for given values of the variables.18. Gives examples and performs 0.46 3.72 VWM 0.67 3.64 VWM operations of polynomials, monomials, binomials and trinomials.19. Finds inductively using models and 0.51 3.50 VWM 0.54 3.09 SM algebraically the product of two binomials, product of the sum and difference of two terms, square of a binomial, cube of a binomial product of a binomial and trinomial.20.Represents, defines and 0.49 3.67 VWM 0.67 3.36 SM identifies a point, line and plane using concrete and pictorial models and name the subsets of a line.21.Illustrates, names, identifies 0.51 3.56 VWM 0.70 2.91 SM and defines different kinds of angles and derives relationships of geometric figures using measurements and by inductive reasoning such as supplementary angles, complementary angles, equal angles, adjacent angles, linear pairs, perpendicular lines and parallellines.22. Uses a compass and straight 0.62 3.50 VWM 0.70 3.09 SM edge to bisect line segments and angles and construct perpendiculars and parallels.23. Illustrates, names, identifies and 0.70 3.39 SM 0.40 2.82 SM classifies triangles and quadrilaterals according to their sides and angles and derives relationship

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Continuation of Table 2.

AcademicStudentsMath Competencies Student Teachers (ST) (ACADs) Std. Mean Interpre- Std. Mean Interpre- Dev. (x) tation Dev. (x) tation among the sides and angles of a triangle using measurement and inductive reasoning.24. Explains the basic concepts, 0.62 3.50 VWM 0.70 2.91 SM uses and importance of Geometry.25. Represents in a real-life situation 0.65 3.22 SM 0.47 3.27 SM the conversion of units.26. Uses appropriate graphs to 0.51 3.56 VWM 0.92 3.36 SM represent and organize data:pie chart, bar graph,line graph, and histogram.27. Translate the given data into 0.51 3.50 VWM 0.79 3.27 SM mathematical expressions based on the given word problem.28. Evaluate angle measurements 0.57 3.28 SM 0.69 2.55 SM using postulates and theorems involving triangle congruencies.29. Applies in real-lifesituation the 0.59 3.33 SM 0.54 2.91 SM concepts of special right triangles.30. Construct median and angle 0.57 3.28 SM 0.63 3.00 SM bisector of a triangle.

Legend: VWM=Very Well MasteredSM=Satisfactorily MasteredFM=Fairly MasteredNI= Needs Improvement

The data in Table 3 show mastered competencies of the student teachers and academic students. The mastered competencies are classified as satisfactorily mastered and very well mastered. It is observed that the student teachers have a lot of mastered competencies than that of the academic students.

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Table 3Comparison of the Mastered Competencies of the Student Teachers and the Academic Students to Teach Grade 7 and Grade 8 K-12 Math Curriculum

Mastered CompetenciesSM(satisfactorily mastered) VWM (very well mastered)

Student Teachers Academic Students

4. Defines and describes the union 3. Describes and illustrates well- and intersection of sets and defined sets, subsets, complements of a set. universal set and null set.7. Performs fundamental 4. Defines and describes the operations, states and illustrates union and intersection of the different properties of the sets and complements of a set. operations on integers. 5. Uses Venn Diagram to8. Defines, illustrates the represent sets, subsets properties of rational and set operations. numbers and performs their 7. Performs fundamental operations. operations, states and 10. Writes very large or very small illustrates the different numbers in scientific notations. properties of the operations11. Solves problems involving real on integers. numbers correctly. 11. Solves problems involving16. Translates verbal phrases to real numbers correctly. mathematical phrases and 16. Gives examples and performs vice versa. operations of polynomials,17.Differentiates between constants monomials, binomials and and variables, evaluates algebraic trinomials. expressions for given values of 17. Differentiates between the variables. constants and variables,18. Gives examples and perform evaluates algebraic expressions operations of polynomials, for given values of the

monomials, binomials and variables. trinomials. 18. Translates verbal phrases to

mathematical phrases and vice versa.

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19. Finds inductively using models and algebraically the product of two binomials, product of the sum and difference of two terms, square of a binomial, cube of a binomial product of a binomial and trinomial.

20. Represents, defines and identifies a point, line and plane using concrete and pictorial models and names the subsets of a line.

21. Illustrates names, identifies and defines different kinds of angles and derives relationships of geometric figures using measurements and by inductive reasoning such as supplementary angles, complementary angles, equal angles, adjacent angles, linear pairs, perpendicular lines and parallel lines.

22. Uses a straight edge to bisect line segments and angles and construct perpendiculars and parallels.

24. Explains the basic concepts, uses and importance of Geometry.

26. Uses appropriate graphs to represent and organize data: pie chart, bar graph, linegraph, and histogram.

27. Translate the given data into mathematical expressions based on the given word problem.

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It can be seen clearly inTable 4 that Student Teachers have mastered all the competencies needed to teach Grade 7 and Grade 8 Mathematics of the K-12 curriculum. On the other hand, Academic Students are not aware and familiar with the key features of Grade 7 and Grade 8 Mathematics. Likewise, academic students should learn to familiarize themselves of the standard and curriculum competencies in Mathematics.

Table 4.Comparison of the Least-Mastered Mathematics Competencies of the Student Teachers and the Academic Students to Teach Grade 7 and Grade 8 of the K-12 Mathematics Curriculum

Least-Mastered CompetenciesFM(fairly mastered)

Student Teachers Academic StudentsNone 1. Identifies the key features of

Grade 7 and Grade 8 Mathematics. 2. Familiarizes oneself with standards

and curriculum competencies in Mathematics.

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Table 5List of the Top 8 Mastered Competencies of the Pre-service Teachers (Student Teachers) to Teach Grade 7 and Grade 8 Mathematics of the K-12 Curriculum

Competencies Std. Mean

Dev (x) Interpretation

17. Performs fundamental operations, 0.46 3.72 VWM states and illustrates the different properties of the operations on integers.18. Gives examples and performs 0.46 3.72 VWM operations of polynomials, monomials, binomials and trinomials.20. Represents, defines and identifies a 0.49 3.67 VWM point, line and plane using concrete and pictorial models and name the subsets of a line.16. Translates verbal phrases to mathematical phrases and vice versa. 0.50 3.61 VWM4. Defines and describes the union and 0.62 3.56 VWM section of and complements of a set.8. Defines, illustrates the properties of rational numbers and 0.62 3.56 VWM performs their operations.17. Differentiates between constants 0.51 3.56 VWM and variables, evaluates algebraic expressions for given values of the variables.21. Illustrates, names, identifies and defines 0.51 3.56 VWM different kinds of angles and derives relationships of geometric figures using measurements and by inductive reasoning such as supplementary angles, complementary angles, equal angles, adjacent angles, linear pairs, perpendicular lines and parallel lines.26. Uses appropriate graphs to 0.51 3.56 VWM represent and organize data: pie chart, bar graph, line graph, and histogram.

Legend: VWM=Very Well MasteredSM=Satisfactorily MasteredFM=Fairly Mastered

NI= Needs Improvement

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Table 6List of Top 8 Least Mastered Competencies of the Pre-serviceTeachers (Student Teachers) to Teach Grade 7 and Grade 8 Mathematics of the K-12 Curriculum

Competencies Std. MeanDev. (x) Interpretation

12. Describes the development of 0.54 3.06 SM measurement from the primitive to the present international system of units.15. Solves problems involving 0.58 3.11 SM measurements such as perimeter, area, weight, time, speed, temperature, volume/ capacity and utilities usage (meter reading).1. Identifies the key features of 0.38 3.17 SM Grade 7 and Grade 8 Mathematics.13. Estimates or approximates and 0.55 3.22 SM uses appropriate instruments to measure quantities such as length, weight, mass, volume, time, angle and temperature.14. Converts measurements 0.65 3.22 SM from one unit to another for each type of measurement including the English system.25. Represent in a real-life situation 0.65 3.22 SM the conversion of units.2. Familiarizes oneself with 0.46 3.28 SM standards and curriculum competencies in Mathematics.9. Describes and represents real-life 0.57 3.28 SM situations which involve integers, rational numbers, and square roots of rational and irrational numbers.28. Evaluates angle measurements using 0.57 3.28 SM postulates and theorems involving triangle congruencies.30. Constructs median and angle 0.57 3.28 SM bisector of a triangle.


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Table 7List of the Top 8 Mastered Competencies of the Pre-service Teachers (Academic Students) to Teach Grade 7 and Grade 8 Mathematics of the K-12 Curriculum

CompetenciesStd. MeanDev. (x) Interpretation

18. Gives examples and performs 0.67 3.64 VWM operations of polynomials, monomials, binomials and trinomials.4. Defines and describes 0.67 3.64 VWM the union and intersection of sets and complements of a set.7. Performs fundamental operations, 0.67 3.63 VWM states and illustrates the different properties of the operations on integers.3. Describes and illustrates well- 0.69 3.55 VWM defined sets, subsets,universal set and nullset.16. Translates verbal phrases to 0.69 3.55 VWM mathematical phrases and vice versa.17. Differentiates between constants 0.52 3.55 VWM and variables, evaluates algebraic expressions for given values of the variables.5. Uses Venn Diagram to represent 0.52 3.45 VWM sets, subsets and set operations.11. Solves problems involving 0.69 3.45 VWM real numbers correctly.


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Table8List of Top 8 Least Mastered Competencies of the Pre-service Teachers (Academic Students) to Teach Grade 7 and Grade 8 Mathematics of the K-12 Curriculum.

Competencies S.D. Mean (x) Interpretation

12. Describes the development of 0.50 2.63 SM measurement from the primitive to the present international system of units.15. Solves problems involving 0.79 3.27 SM measurements such as perimeter, area, weight, time, speed, temperature, volume/ capacity and utilities usage (meter reading).1. Identifies the key features of 0.47 2.27 FM Grade 7 and Grade 8 Mathematics.13. Estimates or approximates 0.75 3.18 SM and uses appropriate instruments to measure quantities such as length, weight, mass, volume, time, angle and temperature.14. Converts measurements from 0.63 3.00 SM one unit to another for each type of measurement including the English system.25. Represents in a real-life situation 0.47 3.27 SM the conversion of units.2. Familiarizes oneself with 0.54 2.09 FM standards and curriculum competencies in Mathematics.9. Describes and represents real-life 0.60 2.82 SM situations which involve integers, rational numbers, and square roots of rational and irrational numbers.


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Table 9t-test for Independent Samples Showing Significance of Difference in Mathematics Competencies to Teach Grade 7 and Grade 8 by Academic and Practicum Pre-Service Teachers

Inferential Analysis

Group N Mean t-value Sig.(2-tailed) InterpretationST

Acads

18

11

3.42

3.12

2.16 .04 Significant

In T-test for independent samples in Table 9, it was observed from the data that the Student Teachers (ST) had higher mean score (M= 3.42) in teaching Grade 7 and Grade 8 Math compared to the Academic Students (ACADs) counterparts (M=3.12). The result implies that Student Teachers (ST) have more mastered competencies than that of the Academic Students (ACADs). Thus, there is a significant difference between the competencies of the Student Teachers (ST) and Academic Students (ACADs).

It is noted in Table 10 that student teachers (M=3.49) and academic students (M=3.44) have no significant difference between their mastered and the least mastered competencies. This means that the competencies mastered and least mastered by the two groups are not likely to differ from each other.

Table10t-test for Independent Samples Showing Significance of Difference in Mathematics Mastered and Least Mastered Competencies to Teach Grade 7 and Grade 8 by Academic and Practicum Pre-Service Teachers

Group N Mean t-value Sig.(2-tailed) Interpretation

ST 8 3.49 .299 .767 Not

Acads 1 3.44 Significant

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ConclusionsThe pre-service teachers who took practicum teaching have more

mastered competencies than that of the Academic Students. This concludes that since the student teachers are exposed to real-life classroom settings, they most probably have learned and mastered these Mathematics competencies that greatly helped them to become competent Math teachers-to-be.

The pre-service teachers who took academic subjects and are classified as the Academic Students have more least-mastered Mathematics competencies compared to the Student Teachers. This means they were not yet able to acquire these competencies because they were more focused on the academic subjects though they are trained through reporting and demonstration teaching in a particular subject. They are not yet exposed to real-life classroom settings where they were able to interact with the high school students.

There is a significant difference between the Mathematics competencies of the pre-service teachers based on the result wherein the student teachers have more mastered competencies than that of the academic students.

There is no significant difference in the mastered and least-mastered competencies of the pre-service teachers because the result shows that there are items in which the competency of one group is similar to the other group.

It is an advantage for an incoming fourth year student to take up student teaching first in the first semester of the academic year rather than taking up the academic subjects because the students will be exposed in the real-classroom settings with the supervision of a critique teacher. The results implies that the group that has undergone student teaching comprises the mastered competencies and were trained with the aid of these competencies that they can apply to actual teaching and can be further improved. Thus, those who took student teaching have their hands on practicum in the actual classroom environment. For the part of the academic students, they are exposed more in the in-depth understanding of the concepts from their academic subjects, learning new ideas from the higher Math subjects. Thus, academic students focus merely on their academic subjects required in the curriculum.

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RecommendationsTherefore, choosing student teaching first is very much recommended

to enhance the skills and abilities of Math teacher education students in handling Grade7 and Grade 8 Math classes.

Based on the findings and conclusions, the following are recommended:

1. Pre-service teachers should attend trainings regarding K-12 Mathematics curriculum to become familiar with its features and standard competencies.

2. Pre-service teachers should have the initiative to download from the internet materials regarding the K-12 Mathematics curriculum to be familiar and knowledgeable about the K-12 curriculum.

3. Pre-service teachers should be exposed to real-life situations that could enhance their skills and abilities when it comes to inculcating ideas and concepts in practical approaches.

4. Pre-service teachers should be able to enhance and improve the qualities of effective teachers to be.

5. Pre-service teachers should be competent enough in imparting their learning as future teachers.

References

Alpers, (2011). Using mathematical competencies for specifying a mathematics curriculum for engineers. Retrieved from http://www.sefi.be/wp-content/papers2011/T4/77.pdf Arellano,E.(n.d). Adopted K-12 math competencies.

Ball, D.L.(1990). Prospective elementary and secondary teachers’ understanding of division. Journal of Research in Mathematics Education.Retrieved from http://www.k-12prep.math.ttu.edu/journal/curriculum/burns01/article.pdf

Begle, E. (1968). Research and development toward the improvement of education, curriculum research in mathematics, in H. Klausmeier and G.O’ Hearn (eds.), Dembar Educational Research Services, Madison, WI, .Retrieved from http://www.k-12prep.math.ttu.edu/journal/curriculum/burns01/article.pdf

Dunkin, M. (1997). Beyond life history as a student: Preservice teachers’ beliefs about teaching and learning. College Student Journal.

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Romberg, T.A. & Carpenter, T. P. (1986). Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In M.C. Witrock (Ed.), Handbook of Research on Teaching, New York: Macmillan. Retrieved from http://www.k-12prep.math.ttu.edu/journal/curriculum/burns01/article.pdf

Schon, D.A.(1996). Educating the reflective practitioner: Toward a new design for teaching and learning in the profession. San Francisco: Jossey-Bass, Inc. Retrieved from http://EducationCanada.comhttp://en.wikipedia.org/wiki/Pre-service_teacher_education

Wretsch, J.V. &Stone,C.A.(1985). The concept of internalization in Vygotsky’s account of the genesis of higher mental functions. In J.V.Wertsch (Ed.), Culture, communication, and cognition:Vygotskian perspectives.Cambridge, England:Cambridge University Press. Retrieve from http://education.msu.edu/NCRTL/PDFs/NCRTL/ResearchReports/Rr922.pdf

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PARENTS’ SIGN LANGUAGE PROFICIENCY AND CHILDREN’SPERFORMANCE IN EXAMINATIONS

Julliene ClaroRuth Cecilia Galindo

Febralyn PerasolRona Mae Soribas

Bachelor of Secondary Education (Special Education)March 2014

Adviser: Prof. Myra Angelie Oliveros

Abstract

This descriptive-correlational research determined the relationship of parents’ sign language proficiency and children’s performance in examinations. The participants of this study were the twelve (12) parents of Grade II pupils with hearing impairment at SPED-Integrated School for Exceptional Children. A researcher-made questionnaire checklist was constructed to measure the level of parents’ sign language proficiency. The result of the study showed that the scores of the Grade II pupils in second grading examination in English and Mathematics were excellent while very satisfactory in Araling Panlipunan and Science and Health. The result also revealed that the scores of Grade II pupils in third grading examination in English, Araling Panlipunan and Mathematics were excellent while in Science and Health their scores were very satisfactory. On the other hand, when taken as a whole, the result showed that the level of parents’ sign language proficiency of Grade II pupils with hearing impairment was satisfactory. When the participants were grouped according to educational attainment, the result revealed that the proficiency of all the parents in sign language was poor. Generally, the results showed that the parents‘ sign language proficiency has no significant relationship on the second and third grading examination scores of Grade II pupils with hearing impairment at SPED-Integrated School for Exceptional Children.

Background and Theoretical FrameworkWhat does the sense of hearing contribute to human development?

To answer the question, one must ask what the sense of hearing gives the child. Hearing gives the child the acoustic correlates of the physical world:

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approaching footsteps, dog barks, car horns, and the pitter-patter of rain. Children who are born deaf clearly miss a great deal. However, hearing conveys much more to the growing child than the acoustics of the physical world. Hearing is the sensory modality through which children perceive speech—the universe of talk that ties individuals, families and societies together. The primary consequence of childhood deafness is that it blocks the development of spoken language—both the acts of speaking and comprehending (Mayberry, 2002).

The most important function which gets affected due to hearing loss is the natural language acquisition and speech. As cited by Jung (2008), language is vitally and explicitly important to social development- especially during the earliest years of mental development. First, people talk to one another, get things from one another, and help one another--- all through the medium of language. Second, human beings send and receive specific information, learn and teach, and carry out many other thought-related process primarily through the medium of language. Obviously, both of these functions are present on much of the talking people do.

The level of communication between the child and their parents is clearly a big issue for hearing parents of hearing impaired children as they are usually not fluent enough to interact effectively with their children. The first and basic stage of socialization takes place within the family structure (Michael, 2007).

According to Marschark (1997), hearing parents unfamiliar with deafness will have some particular challenges with regard to raising their deaf children. Some will take the initiative and become active in fostering their children’s development, spending extra time with them on school work, language skills, and in play. Those parents will probably learn sign language if their children’s hearing losses prevent early learning of spoken language. Other parents will leave the initiative up to schools and to others ―who should know. Those parents typically will find it much harder to make the time to learn and use sign language, even when it is clearly appropriate and necessary. They simply will not realize how much more they could do to help their children succeed.

In the 1960’s, about 90 percent of hearing parents used only spoken language with their deaf children, while the remainder used one or more of the forms of manual communication. Fewer than half of the children who use sign language in school also sign when they are with their families, and only a small portion of those are able to carry normal everyday conversations with their parents (Marschack, 1997).

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According to Brown (2007), less than 10% of hearing parents with deaf children are fluent signers. Many hearing parents with deaf children cannot converse easily with their deaf child about a variety of topics. One area where communication is difficult includes conversations about everyday events, and many topics are restricted to be discussed.

Controlling for whether a child’s parents were hearing or deaf, signing skills turn out to be the best predictors of reading skill. Apparently, knowing a language—even a manual language with different structure from the language captured in print—is better for learning to read than not knowing any language (Goldin-Meadow et al., 2001).

According to Caritativo (personal conversation, 2013), parents of children with hearing impairment in the SPED- Integrated School for Exceptional Children are given Filipino and American sign language training for the benefit it may offer to the parents especially in interacting with their children. Since parents have prior knowledge on sign language, they are expected to be capable in interacting with their children. Do these parents’ current level of sign language proficiency enough to improve the parent-child interaction and the academic performance of their children? The research had been conducted to determine the relationship of parents’ sign language proficiency and the children‘s performance in examinations. This study was anchored on the Sociocultural Theory proposed by Lev S. Vygotsky. Vygotsky believed that social interaction is the key mechanism for acquiring the language and culture of a community (Moreno, 2010). One of his major ideas was that our specific mental structures and processes can be traced to our interactions with others. These social interactions are more than simple influences on cognitive development—they actually create our cognitive structures and thinking processes (Woolfolk, 2010).

Vygotsky proposed that children learn through interactions with their surrounding culture. This theory states that the cognitive development of children and adolescents is enhanced when they work in their Zone of Proximal Development (ZPD). To reach the ZPD, children need the help of adults or more competent individuals to support or scaffold them as they are learning new things. According to Vygotsky’s theory, children can do more with the help and guidance of an adult or a more experienced person than they can do by themselves. The ZPD defines skills and abilities that are in the process of developing. The ZPD is the range of tasks that one cannot yet perform independently, but can accomplish with the help of a more competent individual. Scaffolding is the structure or guidance of a more experienced person. There are many different ways of scaffolding, including breaking the task down into smaller steps, providing motivation, and

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providing feedback about progress as the person progresses. In conclusion, Vygotsky’s theory of cognitive development states that interactions with other people are essential for maximum cognitive development to occur (McLeod, 2007).

Moreover, Vygotsky believed that children’s thinking is affected by their knowledge of the social community. He also suggested that language is the most important tool for gaining this social knowledge; the child can be taught this from other people via language. He defined intelligence as ―the capacity to learn from instruction, which emphasizes the fact that there is a requirement for a more knowledgeable other person or teacher. He referred to them as just that: the More Knowledgeable Other (MKO). MKO’s can be parents, adults, teachers, coaches, experts/professionals (Lucas, 2007).

Research ParadigmIn this study, the dependent variable was the second and third grading

examination scores in the academic subjects of Grade II pupils with hearing impairment. The independent variable was the parents’ sign language proficiency and the intervening variable is the educational attainment. The relationship of the mentioned variables was set into focus in the following paradigm:

Independent Variable Intervening Variable Dependent Variable

Parents’ Sign Educational 2nd and 3rd GradingLanguage Proficiency Attainment Periodic Exam Scores on the Academic Subjects

Figure 1. A paradigm showing the relationship of the independent, intervening and dependent variables.

Statement of the ProblemThis study determined the parents’ sign language proficiency and

the children’s performance in examinations. Specifically, this study sought answers to the following questions:

1. What are the scores of Grade II pupils with hearing impairment in their academic subjects in their second and third grading examinations?

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2. What is the level of parents’ sign language proficiency when taken as whole and when grouped according to educational attainment?

3. Is there a significant relationship between the parents’ sign language proficiency and the second and third grading examination scores in the academic subjects of Grade II pupils with hearing impairment?

4. Is there a significant difference between the parents’ sign language proficiency and second and third grading examination scores when grouped according to their educational attainment?

Hypothesis1. There is no significant relationship in the parents’ sign language

proficiency and the second and third grading examination scores in the academic subjects of Grade II pupils with hearing impairment.

2. There is no significant difference between the parents’ sign language proficiency and second and third grading examination scores when grouped according to their educational attainment.

Descriptive AnalysesThe second and third grading scores of grade II pupils with hearing

impairment in academic subjects. The result of the study shows that the scores of the Grade II pupils in second and third grading examination in English is considered excellent (M=46.17,SD=4.57). In Araling Panlipunan, the Grade II pupils obtained a very satisfactory rating (M=23.83, SD=7.49). The scores of Grade II pupils in Mathematics is considered excellent (M=57.67,SD=9.09). In Science and Health, the Grade II pupils obtained a very satisfactory rating (M=41.25,SD=9.15) while the scores of Grade II pupils in third grading examination in English is considered excellent (M=40.83,SD=7.12).In Araling Panlipunan, the scores of Grade II pupils obtained an excellent rating (M=19.75,SD=4.81). The scores of Grade II pupils in Mathematics is considered excellent (M=39.08,SD=6.24). In Science and Health, the scores of Grade II obtained a very satisfactory rating (M=30.6,SD=4.42).

The scores in the second and third grading examinations show that children perform well in their academic subject.

Table 1 shows the result.

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Table 1Scores of Grade II Pupils in Second and Third Grading Examination

Second Grading Third Grading

Subject Mean SD Description Mean SD DescriptionEnglish 46.17 4.57 Excellent 40.83 7.12 ExcellentAralingPanlipunan

23.83 7.49 VerySatisfactory

19.75 4.81 Excellent

Mathematics 57.67 9.09 Excellent 39.08 6.24 ExcellentScience andHealth



The level of parents’ sign language proficiency when taken as a whole and when grouped according to educational attainment. The study shows that the level of parents’ sign language proficiency of Grade II pupils with hearing impairment was satisfactory when taken as a whole (M=115.17, SD=53.19).

Under the variable educational attainment, the high school level/high school graduate parents were considered poor (M=84.25,SD=30.28)while the college level/ college graduate parents were rated poor (M=130.63,SD=56.86).


Table 2.Level of Parents’ Sign Language Proficiency when Taken as a Whole and when Grouped According to Educational Attainment

Category Mean SD DescriptionEntire Group 115.17 53.19 SatisfactoryHigh School Level/ High School GraduateCollege Level/College Graduate

84.25

130.63

30.28

56.86

Poor

Poor

Scale Description260-320 Very Proficient195-259 Proficient130-194 Very Satisfactory65-129 Satisfactory64 and below Poor

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Inferential AnalysesThe significant relationship between the parents’ sign language

proficiency and the second and third grading examination scores. There is no significant relationship between the level of parents’ sign language proficiency and second grading examination scores of Grade II pupils with hearing impairment. However, in the third grading examination their scores in two subjects, English and Araling Panlipunan, showed a significant relationship between the level of parents’ sign language proficiency and their attained scores in the examination. Parents were exposed to American Sign Language and Filipino Sign Language. In other subjects such as Science and Mathematics, many terms are not commonly used by parents.

In general, the result showed that there was no significant relationship between the level of parents‘ sign language proficiency and the second and third grading examination scores of Grade II pupils with hearing impairment at SPED-ISEC.


Table 3Significant Relationship Between the Parents’ Sign Language Proficiency and the Second and Third Grading Examination Scores

Parents‘ Sign Language Proficiency N r Sig

SecondGradingEnglish 12 .004 .991Araling Panlipunan 12 .334 .289Mathematics 12 -.032 .923Science and Health

Third Grading 1296

.541English 12 639* .025*Araling Panlipunan 12 -.664* .018*Mathematics 12 -.309 .328Science and Health 12 .329 .297

*Correlation is significant at the 0.05 level ** Correlation is significant at the 0.01 level

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The significant difference between parents’ sign language proficiency and third grading examination scores when grouped according to their educational attainment.

There is no significant difference between the parents’ sign language proficiency and second and third grading examination scores when grouped according to educational attainment. Therefore, the null hypothesis is accepted. This shows that the educational attainment of parents does not directly affect the child‘s academic performance.

Table 4 has the result.

Table 4Significant Difference Between Parents’ Sign Language Proficiency and Third Grading Examination Scores when Grouped According to Educational Attainment

Category Mean Rank U Sig

Parents’ Sign Language Proficiency High School Level/High School Graduate 4.00 6.000 .109 College Level/ College Graduate 7.75 16.000 .441Second GradingEnglish High School Level/High School Graduate 5.38 11.500 .461 College Level/ College Graduate 7.06 21.500 .441AralingPanlipunan High School Level/HighSchool Graduate 4.25 11.500 .461 College Level/ College Graduate 7.63 17.000 .124Mathematics High School Level/High School Graduate 5.00 10.000 .368 College Level/ College Graduate 7.25 20.000 .307Science &Health High School Level/High School Graduate 4.75 9.000 .283 College Level/ College Graduate 7.38 19.000 .234Third GradingEnglish High School Level/HighSchool Graduate 7.50 12.000 .570 College Level/ College GraduateAraling Panlipunan 6.00 48.000 .495 High School Level/HighSchool Graduate 7.50 12.000 .570 College Level/ College Graduate 6.00 48.000 .492Mathematics High School Level/HighSchool Graduate 6.00 14.000 .808 College Level/ College Graduate 6.75 24.000 .733Science &Health High School Level/HighSchool Graduate 8.25 9.000 .283

College Level/ College Graduate 5.63 45.000 .23

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ConclusionsBased on the above findings the following conclusions were derived:1. Children can perform well even if they have disability.2. The sign language proficiency of parents is not a sole factor in the

scholastic performance of children with hearing impairment.3. Educational attainment of parents does not affect the academic

performance of children with hearing impairment.

RecommendationsBased on the findings and drawn conclusions, the following actions

are recommended:1. It is recommended that school administrators hold regular

trainings and seminars that could help parents enhance their sign language proficiency and awareness of the importance of same language policy between the child and the parents.

2. The teachers may involve parents on their school activities which promote parent-child interaction and may encourage parents to attend trainings on sign language.

3. The parents are encouraged to put time in practicing their sign language and keep on attending seminars that could help them improve their sign language skills because there is a bearing on their child’s academic performance.

References

Ashman and Elkins. (1998). Educating children with special needs.

Best & Kahn. (2003). Research in education.

Boyle and Scanlon. (2010). Methods and strategies for teaching children with mild disabilities. Wads worth Engage Learning.

Calderon, R. (2000). Parental involvement in deaf children‘s education programs as a predictor of child‘s language, early reading, and social emotional development. Journal of Deaf Studies and Deaf Education.

Goldin-Meadow and Mayberry, I. (2001). How do profoundly deaf children learn to read?

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Lucas, M. (2007). Facilitating learning: A metacognitive process. Quezon City, PH: Lorimar Publishing, Inc.

Marscharck (1997). Raising and educating a deaf child. New York Oxford: Oxford University Press.

Mayberry, R. (2002). Handbook of neuropsychology, 2nd Edition, Vol. 8, Part II. Elsevier Science B.V.

Merriam Webster‘s Dictionary (2004).

Michael, J. (2007). Social development in deaf and hard-of-hearing children.

Moreno, R. (2010). Educational psychology. John Wiley & Sons Inc.

Woolfolk, A. (2010). Educational psychology. 11th Ed. Upper Saddle River, New Jersey: Pearson Education Inc.

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COMMUNITY STAKEHOLDERS’ AWARENESS AND PERCEPTION TOWARDS THE K TO 12 CURRICULUM

Edcharles John R. BaylonApril Love B. Consolacion

Jerah B. EspinosaEunice Ann D. Romualdo

Wilma C. TorillaBachelor of Secondary Education

Adviser: Dr. Vilma Templora

Abstract

The purpose of the study was to find out the level of awareness and degree of perception of community stakeholders towards K to 12 Curriculum. The respondents were 100 conveniently sampled community stakeholders to include residents, youth groups, LGU’s, NGO’s, stakeholders or employees from an urban community (50 respondents from Brgy. San Antonio, Molo, Iloilo City and another 50 respondents from a rural community which is Brgy. Carmelo, Banate, Iloilo). The data were gathered through the use of two researcher-made inventories validated by a panel of three jurors and pilot tested yielding two Cronbach reliability coefficients (0.96 for awareness and 0.92 for perception) which was both reliable. Statements were translated using Mother Tongue-Based Language for ease of understanding. Responses were tabulated and interpreted through the use of Statistical Package for Social Sciences (SPSS). All statistical computations were set at 0.05 level of significance. Results revealed that community stakeholders have the same level of awareness towards K to 12 Curriculum across age, occupation and socio-economic status. However, there is differing level of awareness across sex and locality. There is a significant difference in the level of awareness of community stakeholders towards K to 12 Curriculum across sex and locality. This goes to show that females are more aware than males and stakeholders living in the province are more aware than those living in the city. Community stakeholders are “moderately convinced” of the K to 12 Curriculum and share the same degree of perception when grouped according to age, sex, locality, occupation and socio-economic status. The degree of perception of community stakeholders does not differ significantly across age, locality, socio-economic status, and occupation, but age does, females have significantly higher degree of perception than males. Lastly,

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there is a significant relationship between the level of awareness and degree of perception of community stakeholders towards K to 12 Curriculum.

Background of the StudyThe society is constantly changing. Therefore, it is cumulative. In

relation with this, the educational system at the forefront of news nowadays, goes with the words “reform”, “improvement”, “transformation” and most commonly associated with the word “change”.

Education is a tool for change, thus, curricular reforms are inevitable. This is the reason why the K to 12 Curriculum is implemented in the Philippine educational system. However, there is a growing need to listen to the “voices” of its community stakeholders to really find out its wide dissemination, its soundness, its acceptability, its responsiveness to the needs of its stakeholders.

Education is the only weapon to fight against poverty-The main reason why many systems were proposed for the betterness of the education system. As how Ghanaian(2001) stated his interpretation, education is a human right with immense power to transform on its foundation rest the cornerstone of freedom, democracy, and sustainable human development.

Stakeholders constantly meet to discuss educational reforms, structure of educational instructions, and curriculum programs. Improvement of the classrooms, school facilities, additional teachers, content to be included in the curriculum, core subjects, are the major focus and concerns in the discussion. The central goal is to increase the capacity in education and academic performance of the students.

In Philippines alone, the educational system includes 6 years of basic education plus 4 years of secondary education. In the new educational system, specifically, the K-12 curriculum covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship (Ganzon, 2012).

The adoption of the program is in response to the need to improve the competitiveness of the country’s graduates as the ten-year basic education cycle is seen as inadequate for work and higher education. In fact, overseas Filipino workers are not automatically recognized as professionals in other countries that view the ten-year education program as insufficient. The Philippines is the only country in Asia and is one of only three countries in the world with a ten-year basic education cycle (Ganzon,2012).

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Education should be given importance to adapt changes in this fast changing society in line with the imposed K-12 Basic Education Curriculum; it also goes with the academic performance of the students as the major concern.

Furthermore, science as perceived by stakeholders contributes a lot because it is anchored with the recent development in the modern society and industry and from a national perspective, may be areas with high priority for development. Consequently, science is included as a core element in secondary levels despite of conceptual complexity and high cost of implementation of the new curriculum. Thus, some of the questions focused on science were included to determine the awareness and perception of community stakeholders about K to 12 Curriculum “Observing perceptions of public education through construction theory allows for better defining groups of individuals that share experiences and that have similar opinions of education’’ (Burr, 1995).

Teachers, administrators and students all play a very important role in the development of every learner and the educational system of the country yet it cannot be denied the fact that all people must be aware of the new curriculum especially parents and other local residents, out of school youth and even ordinary people (street vendor, driver) as part of the community. For instance, does the level of awareness of other stakeholders such as those persons and other community stakeholders affect the way they perceived the new curriculum?

The K to 12 Curriculum is now in its second year of implementation in the country without enough information dissemination especially among community stakeholders and there are different reactions on its implementation. Thus, in order to know the level of awareness and degree of perception of community stakeholders towards the K-12 Curriculum, this study was conducted.

Statement of the Problem and HypothesisThis study intended to find out the community stakeholder’s

awareness and perception towards the K-12 Curriculum.Specifically, the study aims to answer the following questions:1. What is the level of awareness of community stakeholders towards

K to 12 Curriculum when taken as an entire group and classified according to:

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a. sexb. agec. localityd. occupation ande. socio-economic status

2. What is the degree of perception of community stakeholders towards K-12 Curriculum when taken as an entire group and classified according to:


3. Is there a significant difference in the level of awareness of the community stakeholders towards the K to 12 Curriculum when they are classified according to:


4. Is there a significant difference in the degree of perception of the community stakeholders towards the K to 12 Curriculum when classified according to:


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5. Is there a significant relationship between the level of awareness and degree of perception of community stakeholders towards the K to 12 Curriculum?

Independent Variable Dependent Variable

Awareness towards the K to 12 Curriculum

Local Community Stakeholders Sex Age Locality Occupation Socio-Economic Status

Perception towards the K to 12 Curriculum

Figure 1. Schematic diagram showing the relationship between the level of awareness and degree of perception of community stakeholders towards the K-12 Curriculum.

In view of the preceding statements, the following hypotheses were hereby tested:

1. There is no significant difference in the level of awareness of the community stakeholders towards the K to 12 Curriculum when classified according to: a) Sex, b) Age, c) Locality, d) Occupation and e) Socio-Economic Status.

2. There is no significant difference in the degree of perception of the community stakeholders towards the K to 12 Curriculum when classified according to: a) Sex, b) Age, c) Locality, d) Occupation and e) Socio-Economic Status.

3. There is no significant relationship between the level of awareness and degree of perception of community stakeholders towards the K to 12 Curriculum.

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Research Design and MethodologyThis study used the descriptive research. According to Calmorin

(1999), the main purpose in using this method is to describe the nature of a situation as it exists at the time of the study and to explore the relationship between certain phenomenon related to each other in the population of interest. It is concerned with the conditions or relationships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing. Its primary concern is the present, although it often considers past events and influences as they relate to current conditions (Best, 1989). It also involves the collection of data in order to test the hypothesis or to answer questions concerning the current status of the respondents and the phenomenon under investigation. In this case, it is the level of awareness and degree of perception of community stakeholders towards the K to 12 Curriculum.

The questionnaires were validated by the three (3) faculty members of the WVSU-College of Education chosen for their expertise.

The independent variables of the study were the community stakeholders classified according to a) sex, b) age, c) locality, d) occupation, and e) socio-economic status while the dependent variable was the level of awareness and degree of perception towards K to 12 Curriculum.

Respondents of the StudyIn this study, convenience sampling was utilized in choosing the

respondents. According to Fraenkel, et al. (2012), it is a non-parametric sampling that chosen subjects that are needed for the study are merely taken up from those who are at hand. The respondents of the study include community stakeholders such as residents, youth groups, LGU’s, NGO’s, shareholders or employees. There were 100 respondents of the study that were conveniently chosen in two communities: 50 (50%) from urban community (Brgy. Carmelo, Banate, Iloilo) and also 50 (50%) respondents from rural community (Brgy. San Antonio, Molo, Iloilo City). When the respondents were grouped according to age, 24 community stakeholders were from ages 15-25 or 24 percent, 29 community stakeholders were from ages 26-35 or 29 percent, and 47 community stakeholders were from ages 36 and above or 47 percent. When the respondents were grouped according to sex, 35 community stakeholders or 35 percent were male and 65 community stakeholders or 65 percent were female.

When the respondents were grouped according to locality, 50 community stakeholders or 50 percent were from rural area and 50 community stakeholders or 50 percent were from urban area. When

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the respondents were grouped according to occupation, 77 community stakeholders or 77 percent are employed and 23 community stakeholders or 23 percent are unemployed. When the respondents were grouped according to their socio-economic status, 42 community stakeholders or 42 percent have a monthly income of 1,000-5,000, 42 community stakeholders or 42 percent have a monthly income of 5,001-10,000 and 16 community stakeholders or 16 percent have a monthly income of 10,001 and above.

The distribution of the respondents is summarized on the table below:

Table1Distribution of Respondents in terms of Sex, Age, Locality, Occupation and Socio-economic Status

Category F %Entire Group 100 100Age

15-25 4 24

26-35 9 29

36 and above 7 47Sex Male 35 35 Female 65 65Locality Province 50 50 City 50 50Occupation Employed 77 77 Unemployed 23 23Socio-economic status(monthly income) 1,000-5,000 42 42 5,001-10,000 42 42 10,001-above 16 16

Total 100 100

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Research Instrument and Data Collection

This study utilized two researcher-made inventories. The inventories were translated to Mother Tongue-Based Language for better understanding of community stakeholders. It was divided into three parts. The first part is all about the personal data of the respondents. This includes their name (optional), locality (Province, City), occupation (Employed, Unemployed) and for socio-economic status they were asked of their monthly income. The second part is the inventory proper about the awareness and perception of respondents towards K to 12 Curriculum, focusing some of the questions about science as core subject of the Curriculum consisting of 15 items for the awareness and also 15 items for perception and each item was explained by the researchers to the respondents to ensure that all items were answered correctly and gathered through the allotted time. Furthermore, it was translated using Mother Tongue-Based Language for ease of understanding.

For awareness, the following responses were rated as follows:

Numerical scores Response

1 Not aware2 Uncertain3 Partially aware4 Fully aware

In scoring the interpretation of mean scores, the following scales were used.

Scale Description3.26-4.00 Fully aware2.51-3.25 Partially aware1.76-2.50 Uncertain1.00-1.75 Not aware

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Each item was explained by the researcher and the responses were asked to check one of the following responses:

Numerical Scores Description

1 Strongly Disagree2 Disagree3 Uncertain4 Agree5 Strongly Agree

In scoring the interpretation of mean scores, the following scales were used.

Scale Description

4.01-5.00 Highly Convinced3.01-4.00 Moderately Convinced2.01-3.00 Fairly Convinced1.00-2.00 Not Convinced

The ProcedureThe first draft of the two researcher-made inventories was presented

to the adviser. It was then validated by three jurors chosen for their expertise. All suggestions were incorporated to make a final draft that was pilot tested in two communities namely: Brgy. Carmelo, Banate, Iloilo and Brgy. San Antonio, Molo, Iloilo City. The instrument reliability was then computed using Cronbach alpha. The final instrument included 30 statements (15 statements for awareness and also 15 statements for perception) with reliability coefficients (0.96 for awareness and 0.92 for perception) which were both reliable.

Letters of permission to conduct the study were made by the researchers. The letters were delivered personally to the respective barangay captains of Brgy. Carmelo, Banate, Iloilo and Brgy. San Antonio, Molo, Iloilo City. Upon approval of the barangay captains, the inventories were distributed to the respondents which were conveniently chosen by the researchers. Directions were explained clearly to the respondents to ensure that all items were answered correctly and gathered through the allotted time. Responses were tabulated and interpreted through the use

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of Statistical Package for Social Sciences (SPSS). All statistical computations were set at 0.05 level of significance.

Descriptive Data AnalysisThe Descriptive Data Analysis was based on the computed means

of the level of awareness of community stakeholders towards K to 12 Curriculum when taken as an entire group, classified according to sex, age, locality, occupation, socio-economic status. The mean was taken from the sum of all scores given by the respondents for each item. This was used to determine the factors that significantly influenced the level of awareness and degree of perception of community stakeholders towards the K to 12 Curriculum. It was utilized to determine the average ratings as indicated in the scale and the corresponding scale were used to determine the level of awareness and degree of perception of community stakeholders.

Level of awareness of community stakeholders when taken as an entire group and classified according to sex, age, locality, occupation, and socio- economic status. Data in Table 2 show that when taken as an entire group, the community stakeholders are partially aware ( M= 2.90, SD= .83) of the K to 12 Curriculum.

When grouped according to sex, the level of awareness of male community stakeholders towards K to 12 Curriculum is “uncertain” (M=2.50, SD=.85), whereas the level of awareness of female community stakeholders towards K to12 Curriculum is “partially aware” (M=3.12, SD=.74).

When grouped according to age, the level of awareness of community stakeholders ages 15-25 towards K to 12 Curriculum as based on the statement is “partially aware” (M=2.88, SD=.87), the level of awareness of community stakeholders ages 26-35 towards K to 12 Curriculum is likewise “partially aware” (M=2.86, SD=.74), and the level of awareness of those aged 36 and above towards K to 12 Curriculum is at the same level (M=2.94, SD=.88).

When grouped according to locality, community stakeholders in the Province (Rural) are “fully aware” (M=3.29, SD=.78) of the K-12 Curriculum, whereas the level of awareness of community stakeholders in the City (Urban) towards K to 12 Curriculum is partial (M=2.51, SD=.70).

When grouped according to occupation, community stakeholders who are employed towards K to 12 Curriculum are “partially aware” (M=2.83, SD=.87), whereas the level of awareness of community stakeholders who are unemployed is “partially aware” (M=3.12, SD=.64).

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When grouped according to socio-economic status, the level of awareness towards K to 12 Curriculum of community stakeholders who have a monthly income of 1,000-5,000 is partially aware (M=2.88, SD=1.02), the level of awareness towards K to 12 Curriculum of community stakeholders who have a monthly income of 5,001-10,000 is partially aware (M=2.96, SD=.60), whereas the level of awareness towards K to 12 Curriculum of community stakeholders who have a monthly income of 10,001 and above is partially aware (M=2.79, SD=.83).

Table 2Level of Awareness of Community Stakeholders Towards K to 12 Curriculum When Taken as a Group and Classified According to Sex, Age, Locality, Occupation, and Socio-economic Status.

Category Mean SD DescriptionEntireGroup .90 .83 Partially AwareSex

Male .50 .85 UncertainFemale .12 .74 PartiallyAware

Age15-25 8 7 Partially Aware26-35 2.86 .74 Partially Aware36 and above 2.94 .88 Partially Aware

LocalityProvince 29 .78 Fully AwareCity 2.51 70 PartiallyAware

Occupation

Employed 83 .87 Partially AwareUnemployed 3.12 .64 Partially Aware

Socio-economic status1,000-5,000 2.88 1.02 Partially Aware5,001-10,000 2.96 .60 Partially Aware10.001-above 2.79 .83 PartiallyAware

Scale Description3.26-4.00 Fully Aware2.51-3.25 Partially Aware1.76-2.50 Uncertain1.00-1.75 Not Aware

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Degree of perception of community stakeholders towards K to 12 Curriculum when taken as an entire group and classified according to sex, age, locality, occupation, and socio-economic status. Data inTable 3 show that when taken as an entire group, community stakeholders are “moderately convinced” with the general goals and objectives of the K to 12 Curriculum (M=3.72,SD=.96).

When grouped according to sex, community stakeholders are “moderately convinced” with the general goals and objectives of the K to 12 Curriculum (M=3.33, SD=.98), whereas female community stakeholders are “moderately convinced” with general goals and objectives of the K to 12 Curriculum (M=3.93,SD=.88). It also shows that there is a big difference between the computed means of males (3.33) from that of females (M=3.93).

When grouped according to age, community stakeholders ages from 15-25 are “moderately convinced” with the general goals and objectives of the K to 12 Curriculum (M=3.70,SD=1.08). Community stakeholders age 26-35 are also“ moderately convinced” with general goals and objectives of the K to 12 Curriculum (M=3.79,SD=.83), whereas community stakeholders age 36 and above are “moderately convinced” with the general goals and objectives of the K to 12 Curriculum (M=3.68,SD=.98).

When grouped according to locality, community stakeholders from the province (rural) are “moderately convinced” with the general goals and objectives of the K to 12 Curriculum. (M=3.77, SD=1.08). Community stakeholders from the City (Urban) are also “moderately convinced” with general goals and objectives of the K to 12 Curriculum (M=3.66, SD=.81).

When grouped according to occupation, community stakeholders who are employed are “moderately convinced” with the general goals and objectives of the K to12 Curriculum (M=3.70,SD=.96), whereas community stakeholders who are unemployed are also“moderately convinced” with the general goals and objectives of the K to12 Curriculum (M=3.79,SD=.95).

When grouped according to socio-economic status, community stakeholders who have a monthly income amounting to 1,000-5,000, are “moderately convinced” with the general goals and objectives of the K to 12 Curriculum (M=3.57,SD=1.01), community stakeholders who have a monthly income of 5,001-10,000 are “moderately convinced” with the general goals and objectives of the K to 12 Curriculum (M=3.92,SD=.93), whereas community stakeholders who have a monthly income of 10,000 are “moderately convinced” with the general goals and objectives of the K to 12 Curriculum (M=3.60,SD=.84).

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Table 3Degree of Perception of Community Stakeholders towards K to 12 Curriculum when taken as an Entire Group and Classified According to Sex, Age, Locality, Occupation, and Socio-economic Status

Category Mean SD Description

Entire Group 3.72 .96 Moderately ConvincedSex Male 3.33 .98 Moderately Convinced Female 3.93 .88 Moderately ConvincedAge 15-25 3.70 1.08 Moderately Convinced 26-35 3.79 .83 Moderately Convinced 36 and above 3.68 .98 Moderately ConvincedLocality Province 3.77 1.08 Moderately Convincedf City 3.66 .81 Moderately ConvincedOccupation Employed 3.70 .96 Moderately Convinced Unemployed 3.79 .95 Moderately ConvincedSocio-economic status 1,000-5,000 3.75 1.01 Moderately Convinced 5,001-10,000 3.92 .93 Moderately Covinced 10,001-above 3.60 .84 Moderately Convinced

Scale Description4.01-5.00 Highly Convinced3.01-4.00 Moderately Convinced2.01-3.00 Quite Convinced1.00-2.00 Not Convinced

Inferential Data AnalysisIn ascertaining the significant differences in the level of awareness

and degree of perception of community stakeholders towards K to 12 Curriculum when classified according to a ) sex, b) age, c) locality, d) occupation, and e) socio-economic status, the Mann-Whitney U-Test was used for two level category and Kruskall-Wallis Test for three or more level categories. Spearman rho was used to determine the relationship between the level of awareness and degree of perception towards K to 12 Curriculum. All analysis were set at 0.05 level of significance.

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Differences in the level of awareness of community stakeholders towards K to 12 curriculum when classified according to sex, locality and occupation. The Mann-Whitney U-Test in Table 4 below reveals that there is a significant difference in the level of awareness of community stakeholders towards K to 12 Curriculum when classified according to sex (U=659.500, p=.001<0.05) and to locality (U=515.500,p=.000<0.05). The null hypothesis, which states that there is no significant difference in the level of awareness of community stakeholders towards K to12 Curriculum when classified according to sex and locality, was rejected. However, it also reveals that there is no significant relationship in the level of awareness of the community stakeholders towards K to 12 Curriculum when classified according to occupation (U=728.500, p=198>0.05). Thus, the null hypothesis, which states that there is no significant difference in the level of awareness of community stakeholders towards K to 12 Curriculum when classified according to occupation, was accepted.

Table 4Mann-Whitney U-test Result for the Significant Difference in the Level of Awareness of Community Stakeholders towards K-12 Curriculum According to Sex, Locality and Occupation

Category Mean Rank U Sig Remark

Sex Male 36.84 659.500 .001 Significant Female 57.85Locality Province 65.19 515.500 .000 Significant City 35.81Occupation Unemployed 48.45 728.500 .198 Employed 57.33

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Differences in the level of awareness of community stakeholders towards K to 12 curriculum when classified according to age and socio-economic status. The Kruskall-Walllis Test Result in Table 5 below reveals that there is no significant difference in the level of awareness of community stakeholders towards K to 12 Curriculum when classified according to age (X2=.328; df=2; p=.849>0.05) and socio-economic status (X2=.422; df=2; p=.810>0.05). Thus, the null hypothesis, which states that there is no significant difference in the level of awareness of community stakeholders towards K to 12 Curriculum when classified according to age and socio- economic status, was accepted. This indicates that the level of awareness of community stakeholders towards K to 12 Curriculum is similar regardless of their age and socio- economic status.

Table 5Kruskall-Wallis Test Result for the Significant Difference in the Level of Awareness of Community Stakeholders towards K to 12 Curriculum According to Age and Socio-economic Status

Category Mean Rank df Sig Remark

Age15-25 49.88 .328 2 .849 Not Significant26-35 48.3336-above 52.16

Socio-economic status1,000-5,000 51.93 422 2 .810 Not Significant5,001-10,000 50.6310,001-above 46.41

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Differences in the degree of perception of community stakeholders towards K to 12 curriculum according to sex, locality and occupation. The result of the Kruskall-Wallis Test in Table 6 reveals that there is a significant difference in the degree of perception of community stakeholders towards K to 12 Curriculum when classified according to sex (U=697.500;p=.001<0.05). Thus, the null hypothesis which states that there is no significant difference in the perception of community stakeholders towards K to 12 Curriculum when classified according to sex, was rejected.

Table 6 also reveals that there is no significant difference in the degree of perception of community stakeholders towards K to 12 Curriculum when classified according to locality (U=1059.500;p=.189>0.05) and occupation (U=1031.500; p=.132>0.05). Thus, the null hypothesis which states that there is no significant difference in the perception of community stakeholders towards K to 12 Curriculum when classified according to locality and occupation, was accepted.

This indicates that the degree of perception of community stakeholders towards K to 12 Curriculum is similar regardless of their locality and occupation.

Table 6.Mann-Whitney U Test for the Significant Difference in the Degree of Perception of Community Stakeholders Towards K to 12 Curriculum According to Sex, Locality and Occupation

Category Mean Rank U Sig Remark

Sex Male 37.93 697.500 .001 Significant Female 57.27Locality Province 54.31 1059.500 .189 Not Significant City 46.69Occupation Unemployed 49.81 832.500 .664 Not Significant Employed 52.80

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ConclusionsIn view of the findings, the following conclusions were drawn:

As to level of awareness, community stakeholders have the same level of awareness towards K to 12 Curriculum when grouped according to age, occupation and socio-economic status. Results revealed that they are all “partially aware” of the K to 12 Curriculum. Hence, it can be said that, age, occupation and socio-economic status are not determining factors of one’s knowledge related to the level of awareness of community stakeholders towards K to 12 Curriculum. Community stakeholders have different level of awareness when grouped according to sex, males are “uncertain” and females are “partially aware”. One possible reason is that females are more updated with the current trends that are developing in their environment than males. Furthermore, according to Grolier (1998), females have higher verbal skills and a tendency to report something that they know, this makes them more aware of the issue or the things that happen around them compared to males. However, as to the locality, community stakeholders from the province are “fully aware” while community stakeholders from the city are “partially aware” of the K to 12 Curriculum. It can also be attributed to the fact that mothers are the ones who usually attend the Parent-Teacher Assembly and they are also the ones who regularly check their child’s performance. The same trend is observed as to locality where community stakeholders from the province are “fully aware” compared with those coming from the city who are “partially aware” of the K to 12 Curriculum. This one goes with the idea that it is possible that people from the province have close knit ties, are more open to changes, have more time to discuss issues with fellow community folks, are more often hooked to the radio and television compared with their urban counterparts who are tied to their busy schedule in their respective workplaces.

As to the degree of perception, community stakeholders have the same degree of perception towards K to 12 Curriculum when grouped according to age, occupation and socio-economic status. Results revealed that community stakeholder are “moderately convinced” with the K to 12 Curriculum. The result also shows that, regardless of the age, locality, occupation, and socio-economic status of the community stakeholders they still have the same perception about the K to 12 Curriculum. On the other hand, there is a significant difference in the computed value in sex between male and female. The females have higher computed value compared to males. It can be assumed that there is a need for wider dissemination regarding this curricular reform for stakeholders to be fully convinced. As to the level of awareness, there is a significant difference in the level of

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awareness of community stakeholders when grouped according to sex and locality. It would mean that the computed mean of the females is higher from that of the males. Thus, it is significantly related. It can be assumed that female community stakeholders are more updated with the current trends that are developing in their environment than males. Community stakeholders have different level of awareness when grouped according to sex, males are “uncertain” and females are “partially aware”. Hence, it can be said that, age, occupation, and socio-economic status are not a determining factor of one’s knowledge related to the level of awareness of community stakeholders towards K to 12 Curriculum.

As for the degree of perception of community stakeholders when grouped according to sex, it shows significant differences in the mean scores of the respondents, male community stakeholders gained lower mean rank value from that of the female community stakeholders. This would probably mean that females viewed K to 12 Curriculum and are “moderately convinced” than the males. This is parallel to the study of Balayan (2006), when he said that there are issues concerning problems arising from the different role played by men and women in the society. From this, it may be assumed that males possess low verbal skills that make them unaware of something concerning an issue.

However, the study revealed that there is no significant difference in the degree of perception of community stakeholders when grouped according to locality, occupation, age and socio-economic status. It can then be gleaned from the results that locality, occupation, age and socio-economic status are not the determining factors and have no relation to the perception of community stakeholders towards K to 12 Curriculum.

There is a significant relationship in the level of awareness and degree of perception of community stakeholders towards K to 12 Curriculum.Thus, it can be assumed that community stakeholders who are “partially aware” of the K to 12 Curriculum are usually “moderately convinced” with the K to 12 Curriculum. This is parallel to the study of Berstein et al., (1991) which describes that one characteristic of perception which is the knowledge based, means that, according to him, if a person has a background or idea about the things that he perceives, he has also a better perception than those without a background about the thing.

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RecommendationsIn view of these conclusions, the following recommendations were

drawn:The government must allot budget for seminars/conference in the

community for massive information dissemination of the K to 12 Curriculum through print, broadcast and electronic media so that every stakeholder is given equal opportunity to access information and gain awareness of the K to 12 Curriculum.

School administrators along with teachers need to develop and implement initiatives in the promotion of educational awareness of such curriculum to go beyond the four walls of the classroom. Teachers play a significant role in its implementation. This could be done by holding Parent-Teacher Conferences often in a school year so as to establish strong collaboration between home and school environments for the total development of Filipino learners under the new curriculum. In addition, periodic monitoring and evaluation of the curriculum must be conducted to solicit vital feedback on its impact to community stakeholders.

Lastly, related studies may be conducted on the level of awareness and perception of various community stakeholders. Also, conduct a qualitative study to gain insights about the community stakeholders’ sentiments and opinions about the K to 12 Curriculum. The data and information that will be derived from the study may give additional insights and information to the development and wider information dissemination regarding K to 12 Curriculum.

References

Braid, F.R. (2011). Enhanced k+12 education. Retrieved March 2, 2012 fromhttp.www.mb.com

Burr, V. (1995). An introduction to social constructionism. NewYork, NY: Routledge Incorporated.

Caleja, E. (2011). DepEd program on K + 12. Retrieved December15, 2013, from http//www.bulatlat.com

Debonair, D.(2010). K + 12 basic education system. Retrieved December 14, 2013, from http://www.oppapers.com

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Delos Santos, E. (2012, September 13). K-12 changes Philippines educational system. Retrieved July 6, 2013, from http://www informatics.edu ph

Ghanaian, K. (2001). Education program. Retrieved December 14, 2013, from http://www.k12global.com

Grolier (1998). Grolier encyclopedia of knowledge. United States: Grolier

Quinn,H., Schweingruber,H., Keller,T. (2012). A frame work for K-12 science education: Practices, cross cutting concepts, and core ideas.Retrieved February 23,2014, from http://www.nap.edu

Quismundo, J. (2010). Philippine Daily Inquirer.

UP System Information Office in Announcements (2013, August 05).UP Gears up for the impact of the K-12 curriculum and ASEAN Economic Cooperation 2015. Retrieved December 12, 2013,f romhttp://www.up.edu.ph

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MODELO SA PAGTUTURO PARA SA IKAAPAT NA MARKAHAN SA IKAPITONG BAITANG: PAGBUO AT PAGTATAYA

Chrizl D. FuntanillaJonalyn D. Jaen

Ma. Ecile Joy T. NirzaImee Roselene G. Redillas

Maisie Kate V. RizardoBachelor of Secondary Education (Filipino)

Adviser: Prof. Romeo T. Espedion Jr.

Abstrak

Layunin ng pag-aaral na ito na makabuo ng mga modelo sa pagtuturo para sa ikaapat na markahan sa Ikapitong Baitang. Descriptive design o pamaraang palarawan ang disenyo ng pag-aaral. Ang istadistikang palarawang ginamit ay mean score. Ipinapakita ng datos na napakahusay ng nabuong mga modelo batay sa pagtatayang isinagawa ng tatlong piling guro mula sa Panrehiyong Sentro ng Wikang Filipino sa Rehiyon VI at ng dalawa pang guro mula sa Mataas na Paaralang Pambansa ng Lungsod ng Iloilo. Ang resulta ay nagpapakita ng napakataas na antas ng kahusayan pagdating sa aspektong pisikal at anyo, pamantayang pangnilalaman, kasanayang pampagkatuto, yugto sa pagkatuto, at pamantayan sa pagganap na siyang nakapaloob sa nabuong mga modelo na maaaring maging mabisang kagamitan sa pagtuturo ng asignaturang Filipino sa Ikapitong Baitang sa mga paaralang pansekundarya.

Banghay ng Pag-aaralSa panahon ngayon na patuloy ang pag-inog ng modernisasyon ay

nagkakaroon ng mga pagbabagong kinakailangang harapin at yakapin upang maging maayos ang takbo ng pamumuhay ng tao. Kaakibat ng mga pagbabagong ito ay ang pag-asam ng tao ng mataas na kalidad ng pamumuhay at dahil dito ay lumilinang siya ng mga pamamaraan at mga hakbanging makatutulong sa kanya upang matamo niya ang magandang buhay na kanyang inaasam. Kaugnay nito, mahalagang papel ang ginagampanan ng edukasyon upang maitaguyod ang pag-unlad ng isang bansa.

Ang edukasyon ay nagsisilbing susi tungo sa pinto ng karunungan at kadalubhasaan na makapagdadala sa isang tao tungo sa mundo ng oportunidad at magandang kinabukasan. Ang isa sa mga itinuturing na

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pinakapangunahing tagapagtaguyod ng edukasyon ay ang mga guro sapagkat sila ang nagtuturo at tumutulong sa paghubog ng holistikong katangian at pagkatao ng mga mag-aaral upang maging kapaki-pakinabang na mga mamamayan sa lipunan. Dagdag pa rito, ang epektibong pagkatuto ng mga mag-aaral ay nakasalalay din sa epektibong pagtuturo ng guro.

Binanggit ni Nacionales (2008), na malaki ang pananagutan ng guro sa isang matatag at matagumpay na pagtuturo at pagkatuto. Ang buong katauhan, saloobin, panlahat na kaalaman at istilo sa pagtuturo ay maaaring maging sanhi ng pagkakaroon ng interes ng mga bata sa pag-aaral. Nagiging hamon sa isang guro ang pagiging batid, sensitibo at mapaghanap ng paraan na makakatulong sa pag-unlad ng kasanayan sa pag-unawa ng mga mag-aaral. Dahil dito, sinisikap ng bawat guro na maging makabuluhan at kapaki-pakinabang ang ginagawang pagtuturo nang sa gayon ay matatamo ang lubusang pagkatuto ng mga mag-aaral. Isinaalang-alang ng mga guro ang paggamit ng mga makabagong kagamitan at pamamaraan sa pagtuturo.

Malaking papel ang ginagampanan ng guro sa pagpapatupad ng kurikulum kaya nararapat lamang na maging handa at maging flexible ang mga guro sa anumang mga pagbabagong nagaganap sa kurikulum bilang pagtugon na rin sa pagpapaunlad ng sistema ng edukasyon sa bansa. Maituturing na isang malaking hamon sa mga guro ang pagpapatupad ng bagong kurikulum na K-12 Basic Education Program na itinadhana ng Kagawaran ng Edukasyon.

Ayon kay Bro. Armin Luistro (2011), nakapaloob sa K-12 na kurikulum ang pagkakaroon ng mandatory kindergarten at dagdag na dalawang taon sa High School na tinatawag na senior high school. Layunin ng K-12 na kurikulum na mahubog ang holistikong katangian ng mga mag-aaral na nagtataglay ng mga kasanayang pang-21 siglo.

Kaalinsabay ng pagpapabuti ng sistema ng edukasyon sa bansa sa pamamagitan ng K-12 ay ang pagkakaroon din ng problema ng mga guro na magtuturo sa ilalim ng kurikulum na ito hinggil sa pagpaplano ng aralin na alinsunod sa programang K-12. Isa pang problema ng mga guro sa kasalukuyan ay ang pagdebelop ng mga kagamitang pampagtuturo na kanilang gagamitin para sa epektibo at makabuluhang pagtuturo at pagkatuto na naayon sa mga batayang kakayahan na dapat malinang sa mga mag-aaral na nakapaloob sa K-12 na kurikulum.

Nakasaad sa gabay ng guro sa pagtuturo ng asignaturang Filipino sa ikapitong baitang ang mga akdang pampanitikan na karaniwan ay mga akdang kontemporaryo na inakma sa sumusunod na tema ng bawat markahan: (1) Nagbabagong Ako,(2) Nagkakaiba, Nagkakaisa, (3) Mga Tunggalian at (4) Malayang Ako.

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Bunga ng pagnanais na matugunan ang nasabing kakulangan ay tinangka ng mga mananaliksik na bumuo ng modelo sa pagtuturo bilang paglilinaw sa inihaing balangkas ng Kagawaran ng Edukasyon sa pagtuturo ng asignaturang Filipino sa ikapitong baitang na nakatuon lamang sa ikaapat na markahan. Ito ay pagsubok upang masukat ang kakayahan ng mga mananaliksik sa pagbuo ng modelo na makapagbibigay ng malaking ambag sa inobasyon sa pamamaraan ng pagtuturo at pagkatuto at para na rin sa ikatatagumpay ng pagtatamo ng mga competencies sa inaasahang matamo ng mga mag-aaral sa ikapitong baitang sa asignaturang Filipino.

Ang representasyong iskematiko ng pag-aaral na ito ay ipinapakita ng Larawan 1.

Representasyong Iskematiko ng Pag-aaral

Pagtataya sa Modelo ng mga Piling Guro

Antas ng Kahusayan ng Binuong Modelo Batay sa

Pinal a. Aspektong Pisikal at Anyo ng Modelo b. Pamantayang Pangnilalaman c. Kasanayang Pampagkatuto d. Yugto sa Pagkatuto Pagrebisa at e. Pamantayan sa Pagganap Pagpapakinis ng Nilikhang Modelo

Paglikha ng Modelo

Larawan 1. Larawang nagpapakita ng pagbuo at pagtataya ng limang modelo sa pagtuturo para sa ikaapat na markahan sa Ikapitong Baitang.

Paglalahad ng SuliraninAng pag-aaral na ito ay naglayong bumuo ng isang modelong

pampagtuturo para sa ikaapat na markahan sa ikapitong baitang ng batayang antas ng edukasyon. Ang ginawang modelo ay tinaya rin batay sa kahusayan

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at kaangkupan nito.Kaugnay nito, sinagot ng pananaliksik ang mga sumusunod na

katanungan:1. Ano-ano ang mga isinaalang-alang na proseso sa pagbuo ng

modelo sa pagtuturo sa Ikapitong Baitang para sa Ikaapat na Markahan batay sa mga sumusunod na yugto: a) Panimulang Pagtataya / Pagganyak / Introduksyon, b) Presentasyon, c) Pagpapayaman, d) Pagpapalawig, e) Sintesis, at f) Pangwakas na Pagtataya?

2. Sa ginawang pagtataya ng mga piling guro, ano ang antas ng kahusayan ng nabuong modelo batay sa mga sumusunod na kategorya: a) Aspektong Pisikal at Anyo, b) Pamantayang Pangnilalaman, c) Kasanayang Pampagkatuto, d) Yugto sa Pagkatuto, at e) Pamantayan sa Pagganap?

3. Ano ang ranggo ng bawat kategorya sa ginawang pagtataya ng mga piling guro sa mga nabuong modelo sa pagtuturo para sa ikaapat na markahan sa Ikapitong Baitang?

Disenyo at Layunin ng Pag-aaralAng pag-aaral na ito ay naglalayong bumuo at magtaya ng limang

modelo sa loob ng limang linggong aralin sa pagtuturo ng K - 12 sa Ikaapat na Markahan sa Ikapitong Baitang.

Ang disenyong ginamit sa pag-aaral na ito ay descriptive design o pamaraang palarawan. Ayon kay Sevilla, (1990), ang palarawang pagsusuri ng nilalaman (content analysis) ay nangangailangan ng pagkalap ng mga impormasyon sa pamamagitan ng pagsusuri ng mga nasusulat na rekord at mga dokumento upang malutas ang suliranin.

Ang pangunahing layunin ng paraang palarawan ay ang mailarawan ang kalikasan ng isang sitwasyon habang ito ay nagaganap sa panahon ng pag-aaral at masaliksik ang mga sanhi ng partikular na pangyayari.

Ipinaliwanag ni Best (1963) na ang palarawang pananaliksik ay isang imbestigasyon na naglalarawan at nagbibigay-kahulugan sa kung ano ang sinasaliksik. Ito ay may kinalaman sa mga kondisyon ng mga ugnayang nagaganap; mga gawaing umiiral; mga paniniwala at prosesong naganap; mga epektong kalakarang nalilinang.

Dagdag niya, ang palarawang pag-aaral ay naglalarawan at nagbibigay ng pakahulugan sa likas na katangian ng isang bagay, pangyayari o penomenon. Isinasaalang-alang dito ang mga nagaganap na kaugnayan ng kondisyon, ng mga gawi o paniniwala at ng mga prosesong nararanasan sa kasalukuyan. Palarawan ang pag-aaral na ito dahil sumasaklaw sa pagtitipon ng mga datos upang matiyak ang antas ng kahusayan ng binuong modelo sa

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pagtuturo para sa Ikaapat na Markahan sa Asignaturang Filipino sa Ikapitong Baitang. Upang matiyak ang kahusayan ng modelong ginawa ay sumailalim ito sa pagtataya sa pamamagitan ng isang talatanungan na binuo ng mga mananaliksik na idinaan sa ebalwayon, pagsusuri at balidasyon ng mga ekspertong guro mula sa Panrehiyong Sentro ng Wikang Filipino.

Para sa istadistikang pagsusuri ng datos, ang ginamit na deskriptibong istadistika ay katampatang-tuos (mean). Ang mga gurong tagataya ay pinili batay o ayon sa pagkakaroon ng karanasan o kaalaman sa pagtuturo ng asignaturang Filipino sa Ikapitong Baitang.

PamamaraanMga kagamitan sa pagtitipon ng mga datos. Ang mga datos ng

talatanungang ginamit sa pag-aaral na ito ay nalikom sa pamagitan ng: (1) binuong mga modelo sa pagtuturo para sa ikaapat na markahan sa Ikapitong Baitang sa asignaturang Filipino; at (2) talatanungan sa pagtataya sa kabisaan at kahusayan ng limang (5) binuong modelo.

Ang modelo sa pagtuturo ng asignaturang Filipino para sa ikaapat na markahan sa Ikapitong Baitang. Ang ginawang modelo ay nauukol sa anim na yugto ng pagkatuto ng mga mag-aaral at ang pagbuo ng Modelo sa Pagtuturo ay ibinatay sa mga sumusunod na yugto ng pagkatuto: (a)Panimulang Pagtataya/Pagganyak/Introduksyon, (b) Presentasyon, (c) Pagpapayaman, (d) Pagpapalawig, (e) Sintesis, at (f) Pangwakas na Pagtataya.

Talatanungan. Naging gabay ng mga mananaliksik ang Gabay ng Guro sa Filipino sa Ikapitong Baitang upang makabuo ng kagamitan sa pagtataya batay sa kasanayang matatamo ng mga mag-aaral: (a) Pag-unawa sa napakinggan, (b) Pagsasalita, (c) Pag-unawa sa binasa, (d) Pagsulat, (e) Tatas, (f) Pakikitungo sa wika at panitikan sa (g) Pag-aaral at (h) Pananaliksik.

Ang “Lubos na Sumasang-ayon” ay nangangahulugang lahat ng aspekto ay saklaw ng modelo at ang pagkakagawa ng mga ito ay kasiya-siya at mainam. Ang “Sumasang-ayon” ay nangangahulugang ang karamihan ng aspekto ay saklaw ng modelo at ang pagkakagawa ng mga ito ay kasiya-siya at mainam.

Ang “Ang Di-Sumasang-ayon” ay nangangahulugang ang karamihan ng mga aspekto na saklaw ng modelo ay hindi natamo at ang pagkakagawa ng mga ito ay hindi maayos at hindi mainam.

Ang “Lubos na Di-Sumasang-ayon” ay nangangahulugang ang lahat ng aspekto ay hindi saklaw ng modelo at ang pagkakagawa ng mga ito ay hindi katanggap-tanggap.

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Ang bawat kasagutan ay binigyan ng kaukulang puntos para sa istadistikang pagtalakay:

Puntos Tugon 4 Lubos na Sumasang-ayon 3 Sumasang-ayon 2 Di- Sumasang-ayon 1 Lubos na Di- Sumasang-ayon

Upang matiyak ang antas ng kahusayan ng ginawang modelo batay sa pagsusuri ng mga tagataya, ang sumusunod na iskala at deskripsyon ang ginamit:

Iskala Kahulugan3.26 – 4.00 Napakahusay/ Napakataas2.51 – 3.25 Mahusay/ Mataas1.76 – 2.50 Mahina/ Mababa1.00 – 1.75 Napakahina/Napakababa

ParaanUpang maisakatuparan ang ginawang pananaliksik ay sinunod ang

mga sumusunod na hakbang na ipinakikita sa Larawan 2.

Pagbuo ng kagamitan sa Pagpapasuri sa dalawang guro ng pagtataya nabuong talatanungan para sa balidasyon nito (Talatanungan)

Pagbuo ng balangkas batay sa pamantayan ng K to 12 sa Rebisyon at pagbabago ng Ikapitong Baitang sa makaapat talatanungan batay sa pagsusuri na Markahan (Modelo) ng mga guro

Pagsusuri sa mga gawain sa pagkatuto na nakapaloob sa Pagsasagawa ng pagtataya o Gabay ng Guro ebalwasyon ng mga piling guro sa mga nabuong modelo Pagpili ng mga linggo na gagawan ng modelo batay sa Gabay ng Guro sa ikaapat na markahan sa Ikapitong Baitang


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Pagpili ng mga linggo na gagawan ng modelo. Ang mga mananaliksik na kapwa nagpapakadalubhasa sa Filipino ay pumili ng limang linggo na gagawan ng modelo mula sa Gabay ng Guro sa ikaapat na markahan sa Ikapitong Baitang. Hinati-hati ng limang mananaliksik ang limang linggo na gagawan ng modelo gamit ang gabay ng guro na ibinigay ng K-12 sa asignaturang Filipino. Ibinatay ang pagpili ng modelo sa Gabay ng Guro na nagsisilbing tanglaw ng mga guro ng Ikapitong Baitang. Ito ay naglalarawan ng kumpletong mga mungkahing gawain para sa bawat aralin at mga estratehiya na maaaring gamitin ng guro sa kanyang pagtuturo. Ang bawat gawain sa isang aralin ay nakabatay sa apat na araw na pagtuturo sa loob ng 60 minuto bawat sesyon. Nakapaloob din sa gabay ang paghikayat sa mga guro na higit pang pagyamanin ang mga mungkahing gawaing nakapaloob dito upang higit na maunawaan ng mga mag-aaral ang mga aralin.

Pagsusuri sa mga gawain sa pagkatuto na nakapaloob sa Gabay ng Guro. Maingat na kinilatis at sinuri ng mga mananaliksik ang balangkas ng linggo 31 hanggang 35 na nakasaad sa Gabay ng Guro para sa ikaapat na markahan sa Ikapitong Baitang. Binigyang pansin sa bahaging ito ang pagsusuri sa mga gawain sa pagkatuto upang malaman ang mga bahaging kinakailangang linawin at pagyamanin.

Pagbuo ng balangkas batay sa pamantayan ng K to 12 sa Ikapitong Baitang sa ikaapat na markahan (Modelo). Sa bahaging ito ay bumuo ang bawat mananaliksik ng isang modelo hinggil sa araling nakapaloob sa ikaapat na markahan sa Ikapitong Baitang. Binigyang paglilinaw at pinagyaman ng mga mananaliksik ang mga gawain sa pagkatuto na nakapaloob sa Gabay ng Guro sa pagtuturo sa ikaapat na markahan sa Ikapitong Baitang na kina- papalooban ng mga sumusunod na yugto sa pagkatuto: a) Panimulang Pagtataya /Pagganyak /Introduksyon, b) Presentasyon, c) Pagpapayaman, d) Pagpapalawig, e) Sintesis, at f) Pangwakas na Pagtataya.

Pagbuo ng kagamitan sa pagtataya (Talatanungan). Sa prosesong ito, gumawa ang mga mananaliksik ng isang talatanungan na gagamitin ng mga piling guro upang maitaya ang ginawang modelo sa pagtuturo sa ikaapat na markahan sa Ikapitong Baitang. Naging gabay ng mga mananaliksik ang Gabay ng Guro sa Ikaapat na Markahan upang makabuo ng nasabing kagamitan na ipinangkat ayon sa limang aspekto: 1) Ang Aspektong Pisikal at Anyo; 2) Pamantayang Pangnilalaman; 3) Kasanayang Pampagkatuto; 4) Yugto sa Pagkatuto; at 5) Pamantayan sa Pagganap.

Pagpapasuri sa dalawang guro ng nabuong talatanungan para sa balidasyon nito. Sa bahaging ito, ipinasuri ng mga mananaliksik ang kanilang talatanungang ginawa sa dalawang ekspertong guro ng Panrehiyong Sentro ng Wikang Filipino upang makatiyak sa magiging kalidad ng ginawang mga

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modelo. Dito, masusing sinuri at inisa-isa ang bawat aytem ng talatanungan at sinuri din ang aspektong pisikal nito nang sa gayon ay maging maayos at kapani-paniwala ang magiging resulta ng pag-aaral.

Rebisyon at pagbabago ng talatanungan batay sa pagsusuri ng mga guro. Inilahad sa prosesong ito ang anumang pagbabago o rebisyong ninais ng mga gurong nagsuri ng talatanungan. Sumailalim sa masusing pagwawasto ang nasabing kagamitan sa pagtataya at may ilang aytem ng talatanungan ang kinailangang baguhin. Binigyang-halaga din sa bahaging ito ang pagpuna ng mga guro sa pisikal na kaanyuan ng kagamitan. Naging mahalagang proseso ito sapagkat ito ang nagsilbing pagpapakinis sa kagamitang gagamitin sa pagtataya ng mga guro sa ginawang mga modelo sa pagtuturo sa Ikaapat na Markahan sa Ikapitong Baitang.

Pagsasagawa ng pagtataya o ebalwasyon ng mga piling guro sa mga nabuong modelo. Sa prosesong ito, nakahanda na ang limang modelo para sa pagtataya. Ang mga mananaliksik ay pumili ng limang guro na magtataya ng mga binuong modelo. Tatlong guro (3) mula sa Panrehiyong Sentro ng Wikang Filipino sa Rehiyon VI at dalawang guro naman mula sa Mataas na Paaralang Pambansa ng Lungsod ng Iloilo. Itinaya ng mga piling guro ang mga modelo ayon na rin sa mga deskripsyong nakapaloob sa talatanungan. Ang resulta ng ginawang pagtataya ng mga piling guro ang siyang nagsilbing kinalabasan ng pag-aaral.

Antas ng kahusayan ng ginawang modelo sa pagtuturo para sa ikaapat na markahan sa Ikapitong Baitang. Ang resulta ng pananaliksik ay nagpapakita na ang mga nabuong modelo sa pagtuturo ay may Napakataas (M = 3.53) na antas ng kahusayan.

Nang pinangkat ang ginawang pagtataya batay sa iba’t ibang aspekto, natuklasan sa pag-aaral na ang ginawang mga modelo ay napakahusay rin batay sa Aspektong Pisikal at Anyo (M = 3.43), Pamantayang Pangnilalaman (M=3.40), Kasanayang Pampagkatuto (M = 3.57), Yugto sa Pagkatuto (M = 3.60) at Pamantayan sa Pagganap (M = 3.69). Ang datos ay ipinakita sa Manghad 1.

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Manghad 1 Antas ng Kahusayan sa Nabuong mga Modelo sa Pagtuturo para sa Ikaapat na Markahan sa Ikapitong Baitang

Mga Kategorya Mean DeskripsyonAspektong Pisikal at Anyo 3.43 NapakahusayPamantayang Pangnilalaman 3.40 NapakahusayKasanayang Pampagkatuto 3.57 NapakahusayYugto sa Pagkatuto 3.60 NapakahusayPamantayan sa Pagganap 3.69 NapakahusayKABUUAN 3.53 Napakahusay

Ranggo ng bawat kategorya sa ginawang pagtataya ng mga piling guro sa mga nabuong modelo sa pagtuturo para sa ikaapat na markahan sa Ikapitong Bitang. Batay sa resulta na inilahad ng datos, naging pinakamahusay na aspekto ang Pamantayan sa Pagganap (M=3.69) na sinundan naman ng Yugto sa Pagkatuto (M=3.60), Kasanayang Pampagkatuto (M=3.57), Aspektong Pisikal (M=3.43) at Pamantayang Pangnilalaman (M=3.40). Ang datos ay ipinakikita sa Manghad 2.

Manghad2Ranggong Bawat Antas ng Kahusayan ng Ginawang Modelo sa Pagtuturo para sa Ikaapat na Markahan sa Ikapitong Baitang

Ranggo Mean

Pamantayan sa Pagganap 3.69Yugto sa Pagkatuto 3.60Kasanayang Pampagkatuto 3.57Aspektong Pisikal at Anyo 3.43Pamantayang Pangnilalaman 3.40

KonklusyonAng resulta ng pag-aaral ay nagpapakita na tunay na pinalinaw at

pinagyaman ng mga nabuong modelo ang mga araling nakapaloob sa gabay ng guro sa ikaapat na markahan sa ikapitong baitang. Magaling ang antas ng pagtatayang ginawa dahil nagkaloob ito ng katiyakan sa kalidad na tinataglay ng mga nabuong modelo na napatunayang mabisang kagamitang pampagtuturo sa ikapitong baitang sa mga paaralang pansekundarya.

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Sa kabuuan, ang mga nabuong modelo sa pagtuturo para sa Ikaapat na Markahan sa Ikapitong Baitang sa asignaturang Filipino ay malaking tulong upang maituro ng mga guro ang mga aralin sa maayos at epektibong pamamaraan.

RekomendasyonBatay sa resulta ng pag-aaral ay inilahad ang mga sumusunod na

rekomendasyon:1. Iminumungkahi ang paggamit ng mga nabuong modelo at ang

pagbibigay ng sipi ng bawat modelo sa mga guro sa Filipino upang magsilbing patnubay o gabay sa kanilang pagtuturo.

2. Iminumungkahi sa DepED na kung maaari ay maglunsad ng isang seminar patungkol sa wastong pagbuo ng modelo sa pagtuturo sa ikapito hanggang sa ikawalong baitang gamit ang gabay na inilathala sa bawat markahan.

3. Ang mga nabuong modelo sa pagtuturo para sa ikaapat na markahan sa ikapitong baitang ay iminumungkahi sa tagapagtupad ng K-12 na ipaloob sa modyul ng pagtuturo sa ikapitong baitang na ipapanukala ng mga tagapatnubay ng Kagawaran ng Edukasyon sa asignaturang Filipino sa antas sekundarya.

Talasanggunian

Badayaos, P.B. (1991). Metodolohiya sa pagtuturo ng wika: Mga teorya, simulain at estratehiya. Maynila: Grand Water Publication and Research Corporation.

Belvez, P. M. (2000). Ang sining at agham ng pagtuturo: Aklat sa pamamaraan ng pagtuturo sa Filipino. Maynila: Rex Printing Press.

Espedion, R. T. (2009). Mga piling maikling kuwentong Hiligaynon bilang kagamitang pampagtuturo sa paglinang ng kakayahan sa pagbasa: pagbuo at pagtaya. Di- nailathalang Tesis-Masteral ng mga Sining sa Edukasyon (Filipino), West Visayas State University, Iloilo City.

K_to_12_Toolkit INNOTECH. Retrieved: http://www.scribd.com/doc/107026863/K-to-12-toolkit.com

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Nacionales, M.M. (2008). Paglinang at pagtataya ng modyul sa pagbasa. Di- nailathalang Tesis-Masteral. Pamantasang Estado sa Kanlurang Bisayas, Lungsod ng Iloilo.

Nariz, M. et al. Modelo sa pagtuturo ng maikling kuwento sa pamaraang UBD: Pagbuo at pagtataya. Di-nailathalang Tesis-Undergraduate. Pamantasang Estado sa Kanlurang Bisayas, Lungsod ng Iloilo.

Villafuerte, P. et al. (2008). Pagtuturo ng/sa Filipino: Mga teorya at praktikal. Mutya Publishing House.

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CHALLENGES EXPERIENCED BY PRE-SERVICE SCIENCE TEACHERS IN TEACHING THE K-12 PROGRAM

Aveissa C. Capatayan Stephan Jade D.Navarro

Ellen L. NavigarBachelor in Secondary Education (Physics)

Adviser: Prof. Chive Gabasa

Abstract

This descriptive-correlational study examines the challenges experienced by Pre-Service Science Teachers of West Visayas State University in Teaching the K-12 Program in Public School in Iloilo during the school year 2013 – 2014. The respondents were 32 fourth year Bachelor of Secondary Education students majoring in Science, who had undergone their student teaching under the K-12 Program, and were chosen purposively. The instrument used to gather information was a researcher-made checklist. The instrument underwent validation before the conduct of the study. The checklist was used to obtain the profile of the respondents and the challenges experienced. The descriptive statistics such as frequency, mean, and standard deviation were used to describe the dominant challenges experienced by the Pre-Service Science Teachers as a whole, and in terms of the four domains namely, Lesson Planning, Pedagogical Content Knowledge, Lesson Delivery, and Evaluation. t-test, ANOVA and Pearson r were employed to determine the significant difference and relationship in the challenges experienced by the Pre-Service Science Teachers when classified according to sex and field of specialization. The study revealed that there were no dominant challenges experienced by the Pre-Service Science Teachers. All were described as moderately challenging, however, in terms of means, lesson planning domain had a higher mean (X=2.90). Both males and females found all domains as moderately challenging. Furthermore, Biology majors found Domain A (Lesson Planning) as very challenging (X= 3.01) while the Physics majors found Domain B (Pedagogical Content Knowledge) as very challenging (X=3.02). Furthermore, the study revealed that there was a significant difference in the challenges experienced by the Pre-Service

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Science Teachers when grouped according to sex. However, no significant difference was observed when challenges experienced by the Pre-Service Science Teachers were classified according to their field of specialization. The study also showed that there was no significant relationship in the challenges experienced by the Pre-Service Science Teachers when grouped according to sex and field of specialization.

Background of the StudyLast school year 2012-2013 marked the change in the educational

system of the Philippines with the introduction of the K-12 Program. As one of the only three countries in the world (and the only one in Asia) with a ten-year basic education program, the country sees it imperative to improve its educational system. Before the implementation of the K-12 program, the Philippines was under the Revised Basic Education Program (RBEC) which was introduced in 2004. Under the RBEC, enrollment in higher education was relatively high compared with other Asian countries. This trend seemed to be continuing even in the 21st century (Okabe, 2013).

On the other hand, basic education in the Philippines has been a problem. Access to primary schools through the Education For All (EFA) Policy has experienced a setback. Some problems (cited by Okabe, 2013) includes the drop-out rate and congested curricula as a result of the number of courses that schools must cram into their curricula in order to fulfill the mandated educational requirements. But along with the need to increase access to basic education, the Philippines also have to improve qualitatively or pedagogically what students learn.

The K-12 program was a revamp in the educational system of the country. It is “the most comprehensive basic education reform initiative ever done in the country since the establishment of the public education system more than a year ago.” (SEAMEO INNOTECH, 2012). Under the K-12 Program, the length of basic education has expanded. Two more years have been added to the existing four years of secondary education, which will extend basic education to 12 years. The extension of secondary education means that students at the age of 16 or 17 will now be in senior high school, and entry into tertiary education will be at the age of 18.

The learning goal in the new K-12 program is the acquisition of the 21st century skills. The aim is to bring about “holistically developed Filipinos with 21st century skills”(SEAMEO INNOTECH, 2012).

The big change in the Philippine Educational System under the K-12 Program is in secondary education (Okabe, 2013). The K-12 program adapted Jerome Bruner’s spiral curriculum which emphasizes the concept that “even

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the most complex material, if properly structured and presented can be understood by the children” (Bruner, 1960). The curriculum recommends that the early teaching of each subject should emphasize grasping basic ideas intuitively (GTCE, 2006). After that, Bruner believed that curriculum should revisit these ideas building upon them incrementally until the students understand them fully (Bruner, 1960).

Science education in the K-12 program is affected by the spiral curriculum. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing complexity from one grade level to another, thus paving the way to deeper understanding of the concepts (DepEd, 2012). Thus, the K-12 program calls for a science teacher that is “multi-literate and multi-specialist, that is, they must be knowledgeable not only in the subject area they are teaching but in other areas as well so that they can help the learner build up what they gain in classrooms and outside the school and make sense of what was learned” (UNESCO, 2005).

Teacher preparation has been an integral part of the K-12 program (McDermott and Shaffer). Practice teaching is the total immersion of the prospective teacher in the real life of becoming a teacher. Here the pre-service teacher puts into actual practice all that was learned in the content and theory courses, strategies and methods of teaching as well as put into test the pedagogical content knowledge acquired in the related courses prior to Practice Teaching (Experiential Learning Courses Handbook, 2011).

Student teaching also occupies a key role in the program of the teacher education both in elementary and secondary levels. Knowledge and understanding cannot develop into professional expertness unless planned practicum is provided for the students under expert guidance (Aquino, 1989). Student teaching of the pre-service teachers serves as an indicator of their future performance as teachers.

According to Villareal (1996), student teaching provides challenges to the student teachers because this determines student’s weakest and strongest points in meeting actual situations. Yates (1998) said that student teaching is a “tough job”, and failure to teach effectively as a student teacher is always a problem to the beginning teachers (de la Cena, 1989).

Given the salient points presented above, the researchers find it essential to investigate the challenges experienced by pre-service Science teachers in teaching the K-12 program.

Theoretical Framework of the StudyThis study is anchored on the theory of constructivism. It is a theory

of learning based on the idea that knowledge is constructed by the knower

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based on mental activity. It sees learning as a dynamic and social process in which learners actively construct meaning from their experiences in connection with their prior understandings and the social setting (Driver, Asoko, Leach, Mortimer, Scott, 1994).

This study is also anchored on the Experiential Learning Theory which defines learning as the “process whereby knowledge is created through the transformation of experiences”. It emphasizes the role of experiences in the learning process and that knowledge results from the combination of grasping and transforming experience (Kolb, Boyatzis, Mainemelis, 2000). In grasping experience some perceive new information through experiencing the concrete, tangible, felt qualities of the world, relying on the senses and immersing oneself in concrete reality. Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization– thinking about, analyzing, or systematically planning, rather than using sensation as a guide. Similarly, in transforming or processing experience some tend to carefully watch others who are involved in the experience and reflect on what happens, while others choose to jump right in and start doing things. The watchers favor reflective observation, while the doers favor active experimentation (Kolb, Boyatzis, Mainemelis, 2000).

Paradigm of the Study

Figure 1 shows the paradigm of the study entitled, The Challenges Experienced by the Pre-Service Science Teachers in Teaching the K-12 Program.

Independent Variables Dependent Variables

Challenges Experienced by Pre-Sex service Science Teachers l Lesson PlanningField of Specialization l Pedagogical Content Knowledge l Lesson Delivery l Evaluation

Figure 1. Paradigm of the study.

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Statement of the ProblemThis study aimed to determine the challenges experienced by pre-

service Science teachers in teaching the K-12 Program.Specifically, this study sought to answer the following questions:1. What is the most dominant challenge experienced by the pre-

service Science teachers as a whole and in terms of a) lesson planning, b)pedagogical content knowledge, c) lesson delivery, and d) evaluation?

2. What is the most dominant challenge experienced by the pre-service Science teachers when classified according to a) sex and b) field of specialization?

3. Is there a significant difference among the challenges experienced by pre-service Science teachers when classified according to sex?

4. Is there a significant difference among the challenges experienced by pre-service Science teachers when classified according to their field of specialization?

5. Is there a significant relationship between the challenges experienced by pre-service Science teachers when classified according to sex?

6. Is there a significant relationship between the challenges experienced by pre-service Science teachers when classified according to field of specialization?

HypothesesIn view of the aforementioned questions, the following hypotheses

were advanced:1. There is no significant difference among the challenges experienced

by pre-service Science teachers when classified according to sex.2. There is no significant difference among the challenges experienced

by pre-service Science teachers when classified according to field of specialization.

3. There is no significant relationship between the challenges experienced by pre-service Science teachers when classified according to sex.

4. There is no significant relationship between the challenges experienced by pre-service Science teachers when classified according to field of specialization.

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Research DesignThe primary objective of this study was to investigate the challenges

experienced by the pre-service Science teachers in teaching the K-12 program. This study is descriptive-correlational in nature in the sense that it makes use of mean and frequency in comparison with a four-scale rubric designed by the researchers to determine the challenges experienced by the pre-service Science teachers in teaching the K-12 program. It is also correlational because the relationships among two or more variables are studied without any attempt to influence them and it only investigates the possibility of relationships between only two variables (Fraenkel and Wallen, 2006). This is also inferential in the sense that it utilizes inferential statistics to find out the significant difference between variables.

Descriptive research according to Findley and Estabrook (1991) is something known as non-experimental research, dealing with relationships of variables and developing generalizations, principles or theories that have universal validity. It is concerned with functional relationships.

The RespondentsThis study included 32 BSED Biology, Physical Science, and Physics

fourth year students who had undergone their student teaching under the K-12 program. The respondents were chosen “purposively”. According to Fraenkel and Wallen (2006), purposive sampling is used when the researchers have a knowledge of the population and the specific purpose of the research. The researchers believed that, based on prior information, the respondents can provide the data they need. They chose their sample because of their interest in determining the challenges experienced by the pre-service Science teachers in teaching the K-12 program. Nevertheless, the 32 respondents helped and gave all the necessary data to the success of drawing the pool of knowledge derived from this study.

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Table 1 shows the profile of the respondents as an entire group and when taken according to their sex and field of specialization.

Table 1Distribution of the Respondents

Category Frequency Percentage

Entire Group 32 100Sex

Male 12 37.5Female 20 62.5

Total 32 100Field of Specialization

Biology 18 56.26Physical Science 7 21.87Physics 7 21.87

Total 32 100

Figure 2 is the bar chart showing the distribution of the respondents according to sex and field of specialization.

The Research InstrumentThis study utilized the survey-checklist as the primary instrument in

gathering the data from the respondents. The checklist was composed of two parts: Part I is the Personal Data Sheet and Part II is the Checklist for the Challenges Experienced by the pre-service Science teachers in teaching the K-12 Program.

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The Personal Data Sheet was filled in by the respondents to obtain information regarding their personal background, such as sex and field of specialization.

The second part included the researcher-made checklist for the challenges experienced by the pre-service Science teachers in teaching the K-12 Program. It has 25 items closed-ended statements divided into four domains. Domain A for Lesson Planning (six statements), Domain B for Pedagogical Content Knowledge (six statements), Domain C for Lesson Delivery (six statements) and Domain D for Evaluation (seven statements). The instrument was duly validated by experts from the field of Teaching, Assessment and Language.

Domain A (Lesson Planning) covers the statements associated with the challenges experienced by pre-service Science teachers in making and planning for the assigned topics outside their specialization. Domain B (Pedagogical Content Knowledge) covers the statements associated with the challenges experienced by pre-service Science teachers in bridging the gap between theory and practice in developing and delivering the lesson. Domain C (Lesson Delivery) covers the statements associated with the challenges experienced by pre-service Science teachers in delivering the actual lesson plan inside the classroom. Domain D (Evaluation) covers the statements associated with the challenges experienced by pre-service Science teachers in assessing and evaluating the results of the topic delivered.

In scoring the responses, the equivalent scores used were as follows: a score of 1 means that the statement is Not Challenging and the statement poses no challenge at all, 2 means Challenging and the statement poses little challenges of low threat in teaching, 3 means Moderately Challenging and the statement poses many challenges of low threat in teaching, and lastly a score of 4 means Very Challenging and the statement poses many challenges of high threat in teaching.

In the interpretation of the scores, the following scale was used:

Scale Descriptive Rating0 – 1.00 Not Challenging1.01 –2.00 Challenging2.01 –3.00 Moderately Challenging3.01 –4.00 Very Challenging

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Descriptive Data AnalysisThere was no dominant challenge experienced by pre-service Science

teachers since all domains have the same description. However, in terms of the mean, Domain A (Lesson Planning) has the highest value ( = 2.90), while Domain D (Evaluation) has the lowest mean ( = 2.46). This implies that framing lessons in contexts that give facts, meaning and teach concepts that matters to students’ lives are indeed challenging for the pre-service Science teachers. Furthermore, the most dominant challenge experienced by the pre-service Science teachers in Domain A is selecting the appropriate activities/learning experiences for the topics outside their specialization that will ensure maximum student participation (=3.28). There is no dominant challenge experienced by the pre-service Science teachers in Domain B, C, and D.

Challenges experienced as a whole. Table 2 shows the challenges experienced by pre-service Science teachers as a whole. The table shows that no dominant challenge was experienced by pre-service Science teachers since all domains have the same description. However, in terms of the mean, Domain A (Lesson Planning) has the highest value (M =2.90), while Domain D (Evaluation) has the lowest mean (M=2.46). Furthermore, the responses are close together as shown by the standard deviation (SD=0.68).

Table 2 Challenges Experienced by Pre-Service Science Teachers as a Whole

Domain SD Mean DescriptionLesson Planning 0.77 2.90 Moderately ChallengingPedagogical Content 0.70 2.73 Moderately Challenging KnowledgeLesson Delivery 0.79 2.63 Moderately ChallengingEvaluation 0.76 2.46 Moderately Challenging

Challenges experienced in terms of the four domains. Table 3 shows the responses of the respondents to the statements in Domain A (Lesson Planning) taken as an entire group. According to the table, the most dominant challenge experienced by the pre-service Science teachers is selecting the appropriate activities/learning experiences for the topics outside their specialization that will ensure maximum student participation (M=3.28). Furthermore, the responses are close together as shown by the standard deviation (SD=0.77). This is parallel to the result of the study conducted by Cuison (1997) who cited “providing varied learning experiences” as a challenge experienced by pre-service Science teachers.

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Table 3Responses of the Respondents to the Statements in Domain A (Lesson Planning) Taken as an Entire Group

Statement SD Mean Description

1. Gathering information for Moderately the topics outside my 0.95 2.78 Challenging specialization

2. Writing well-organized Moderately lesson plans for the topic 0.94 2.94 Challenging outside my specialization

3. Selecting the appropriate activities/learning experiences 0.88 3.28 Very Challenging for the topics outside my specialization that will ensure maximum student participation

4. Preparing a variety of 0.88 2.78 Moderately teaching aids and Challenging instructional materials for the topic outside my specialization

5. Providing learning 0.88 2.81 Moderately situations that addresses the cognitive, affective and psychomotor domains

6. Providing challenging 0.88 2.78 Moderately tasks and varied problem- Challenging solving tasks so that students will become proficient in science

Table 4 shows the responses of the respondents to the statements in Domain B (Pedagogical Content Knowledge) taken as an entire group. The table shows that there is no dominant challenge experienced by the pre-service Science teachers since all statements were described as Moderately Challenging. However, in terms of mean, the statement learning new topics

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not covered in the undergraduate curriculum (M=2.91), was ranked first. Furthermore, the responses are close together as shown by the standard deviation (SD=0.70). This is also reflected in the literature of Schroeder (2009)which asserted that strong content knowledge combined with knowledge of the strategies that have been proven to work should be integrated to the curriculum of pre- service teachers.

Table 4 Responses of the Respondents to the Statements in Domain B (Pedagogical Content Knowledge) Taken as an Entire Group

Statement SD Mean Description1. Learning new topics not

covered in theundergraduatecurriculum.

2. Choosing theappropriate concepts tobe included inteaching.

0.92

0.80

1.05

0.83

0.93

0.83

2.91

2.56

2.88

2.66

2.72

2.66

ModeratelyChallenging






3. Lacking fullknowledge for thetopics outside myspecialization.

4. Limiting certaintopics without thetendency of overlappingthem.

5. Explaining theconcepts thoroughlyand accurately.

6. Summarizing theconcepts and statingthem clearly.

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Table 5 shows the responses of the respondents to the statements in Domain C (Lesson Delivery) taken as an entire group. The table shows that there is no dominant challenge experienced by pre-service Science teachers since all statements were described as Moderately Challenging. However, in terms of mean, the statement presenting ideas and concepts clearly for the topics outside their specialization ( =2.91) was ranked first. This was also cited by the NRC (2010) that having knowledge for effective teaching is a challenge for pre-service teachers. Furthermore, the responses are close together as shown by the standard deviation (SD=0.79).

Table 5Response of the Respondents to the Statements in Domain C (Lesson Delivery) taken as an Entire Group


1. Presenting ideas and concepts 1.01 2.91 Moderately clearly for the topics outside Challenging my specialization.

2. Using instructional aids, devices, equipment and 0.86 2.47 Moderately apparatus effectively. Challenging

3. Relating the topic outside my specialization 0.93 2.47 Moderately into real life experiences. Challenging

4. Relating and interconnecting previous 0.90 2.44 Moderately and future lessons for the Challenging topics outside my specialization.

5. Posing challenging and thought provoking 0.94 2.84 Moderately questions (HOTS) related Challenging to the topics outside my specialization.

6. Responding effectively to students’ questions. 0.97 2.63 Moderately Challenging

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Table 6 shows the responses of the respondents to the statements in Domain D (Evaluation) taken as an entire group. The table shows that there is no dominant challenge experienced by pre-service Science teachers since all statements were described as Moderately Challenging. However, in terms of mean, the statement constructing examinations for topics outside their specialization ( =2.78) has the highest value. Furthermore, the responses are close together as shown by the standard deviation (SD=0.76). This is supported by the findings of the studies aimed at determine the challenges experienced by pre-service teachers which found out that “using appropriate test” (Cuison, 1997) and “evaluating students’ output” (Gadong, 1997) are challenging.

Table 6Responses of the Respondents to the Statements in Domain D (Evaluation) taken as an Entire Group


1. Correcting students’ 0.93 2.28 Moderately works (e.g. equations, Challenging essays, etc.)

2. Giving appropriate and necessary feedbacks to 0.93 2.28 Moderately students Challenging

3. Rating fairly and 0.98 2.03 Moderately objectively Challenging

4. Requiring assignments and projects suited to the 0.91 2.25 Moderately topic outside my Challenging specialization

5. Choosing the appropriate assessment 1.00 2.44 Moderately tool for topics outside my Challenging specialization

6. Constructing examinations for topics 1.01 2.78 Moderately

7. Computing and 0.74 2.75 Moderately evaluating results of Challenging assessment

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Challenges experienced when taken according to sex. Table 7 shows the responses of the respondents to the statements in each domain when classified according to sex. The table shows that there is no dominant challenge experienced by pre-service Science teachers since all domains were described as Moderately Challenging. It could be attributed to factors such as attitudes and beliefs. Beliefs and attitudes are not only related in teacher decision, there is evidence that teachers’ beliefs and attitudes drive important decisions and classroom practice (Renzaglia et al. 1997). However, both female and male gave Domain A Lesson Planning ( =2.91 and =2.88, respectively) the highest mean. Furthermore, Domain D Evaluation has the least mean for both sexes ( =2.52 for males and =2.34 for females). Furthermore, the responses are close together as shown by the standard deviation (SD=0.54, for the males and SD=0.46 for females).

Table 7Responses of the Respondents to the Statements in Each Domain when Classified According to Sex

Domain SD Mean Description

A Lesson Planning Male 0.63 2.88 Moderately

Female 0.59 2.91ChallengingModeratelyChallenging

B Pedagogical Content Knowledge

Male

Female

0.55

0.512.86

Moderately Challenging ModeratelyChallenging

C Lesson Delivery Male

Female

0.66

0.68 1


D Evaluation Male

Female

0.69

0.60 4


Challenges experienced when taken according to specialization. Table 8 shows the responses of the respondents to the statements in each domain when classified according to field of specialization. The table shows that there is no dominant challenge for the Physical Science group since they described all domains as Moderately Challenging. However, for the Biology group, Domain A (Lesson Planning) was the most dominant challenge since

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it was described as Very Challenging (M =3.01).Furthermore, for the Physics group, the most dominant challenge is

Domain B (Pedagogical Content Knowledge) since it was described as Very Challenging (M=3.02). Furthermore, the responses are close together as shown by the standard deviation (SD=0.48, for the Biology majors, SD=0.41 for the Physical Science Group, and SD=0.63 for the Physics group). It is reflected in the literature that pre-service Science teachers need to have a strong content knowledge combined with the knowledge of methods and strategies that have been proven to work; they should develop the requisite knowledge and teaching strategies to learn across their careers. This indicates that there is a gap between the theory and practice.

Table 8Responses of the Respondents to the Statements in Each Domain when Classified According to their Field of Specialization

Domain Specialization SD Mean Description Biology 0.58 3.01 Very ChallengingA Lesson ModeratelyPlanning Physical Science 0.58 2.76 Challenging Moderately Physics 0.69 2.74 Challenging

B Pedagogical Biology o.47 2.76 ModeratelyContent ChallengingKnowledge Physical Science 0.59 2.36 Moderately Challenging Very Physics 0.45 3.02 Challenging Moderately Biology 0.70. 2.72 ChallengingC. Lesson Delivery Moderately Physical Science 0.43 2.40 Challenging Moderately Physics 0.77 2.60 Challenging Moderately Biology 0.62 2.43 ChallengingD Evaluation Moderately Physical Science 0.34 2.08 Challenging Moderately Physics 0.85 2.65 Challenging

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Inferential Data Analysist-test was used to test significant difference in the challenges

experienced by pre-service Science teachers in teaching the K-12 Program when they were classified according to sex.

Table 9 shows that there is a significant difference in the challenges experienced by pre-service Science teachers in teaching the K-12 Program when they were classified according to sex (t(1) = 22.80, p=0.000). The null hypothesis which stated that there is no significant difference among the challenges experienced by pre-service Science teachers when classified according to sex was rejected.

Table 9The Difference Between the Challenges Experienced by Pre-Service Science Teachers when classified According to Sex

Category N t df Sig. (2-tailed) Decision

Male 12 22.80 1 .000 SignificantFemale 20

*p < 0.05

ANOVA (Analysis of variance) was used to test the significant difference in the challenges experienced by pre-service Science teachers in teaching the K-12 Program when they were classified according to field of specialization.

The results show that there is no significant difference in the challenges experienced by pre-service Science teachers in teaching the K-12 Program when they were classified according to specialization (F(2) = 0.337, p=0.715). This contradicts to the findings in the study of McDermott and Shaffer (2000) which assert that teachers who do not acquire the necessary background for teaching science in appropriate pre-service or in-service courses are forced to rely on short workshops conducted by school districts and on the teacher’s guides that come with the student materials.

The null hypothesis which stated that there is no significant difference among the challenges experienced by pre-service Science teachers when classified according to sex was accepted.

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Table 10The Difference Between the Challenges Experienced by Pre-Service Science Teachers when Classified According to their Field of Specialization

Category N dff Sig. Decision

Biology 18 2 0.337 0.715 Not SignificantPhysics 7Physical Science 7p>0.05

Pearson r was used to test the significant relationship in the challenges experienced by pre-service Science teachers in teaching the K-12 Program when they were classified according to sex and specialization.

Table 11 shows that there is no significant relationship in the challenges experienced by pre-service Science teachers in teaching the K-12 Program when they were classified according to sex. It can be suggested that sex differences in educational achievement arise from sex differences in cognitive ability, with lower cognitive ability in males leading to poorer educational achievement throughout the lifespan (Gibb, Fergusson, Horwood, 2008).

The null hypothesis which stated that there is no significant relationship between the challenges experienced by pre-service Science teachers when classified according to sex was accepted.

Table 11The Relationship Between the Challenges Experienced by Pre-Service Science Teachers when Classified According to their Sex

Category N df r Sig. Decision

Male 12 1 -.086 .639 Not SignificantFemale 20

p>0.05

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Table 12 shows that there is no significant relationship in the challenges experienced by pre-service Science teachers in teaching the K-12 Program when they were classified according to field of specialization. Challenges could be attributed to other factors such as sex, mental capacity, academic background, anxiety, technological competencies, content knowledge, and trainings and length of exposure in the K-12 Program. Teachers’ acquisition of skills in the use of technology remains a problem (Schrum and Glassett, 2006). Pre-service teachers usually had anxiety and were confronted with the causes of anxiety more than an experienced teacher (Alasheev & Bykov, 2002).

The null hypothesis which stated that there is no significant relationship between the challenges experienced by pre-service Science teachers when classified according to specialization was accepted.

Table 12The Relationship Between the Challenges Experienced by Pre-Service Science Teachers and their Field of Specialization

Category N dfr Sig. Decision

Biology 18 2 -.237 0.192 Not SignificantPhysics 7Physical Sciences 7

ConclusionsIn view of the aforementioned findings of the study, the following

conclusions were drawn: pre-service Science teachers find it moderately challenging to plan out the respective lessons outside their specialization when teaching the K-12 Program. This reflects that they encountered many challenges, however these challenges in Lesson Planning poses a low threat.

There was a dominant challenge experienced by pre-service Science teachers in Domain A (Lesson Planning) because the challenge they experienced in this domain varies with the challenges from the other domains. There was no prevalent challenge experienced by the pre-service Science teachers when classified according to gender. This means that the challenges experienced by both gender do not differ in any extent.

Biology majors found Lesson Planning as the most dominant challenge. This reflects that the challenge they experienced in Lesson Planning differs from the challenges they experienced in other domains. On

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the other hand, the Physics group found Pedagogical Content Knowledge as the most dominant challenge. This reflects that the challenge they experienced in Pedagogical Content Knowledge differs from the challenges they experienced in other domains.

The capacity of the pre-service Science teachers is not determined and limited by their specialization. It does not affect the challenges they experienced in teaching the K-12 program. It could be attributed to other factors such as sex, mental capacity, academic background, content knowledge, anxiety and trainings and length of exposure in the K-12 Program.

Furthermore, challenges experienced by pre-service science teachers are not associated with their sex and their field of specialization. Variations in sex and field of specialization do not contribute to the variations in the challenges they experienced. It could be attributed to other variables such as teacher characteristics, self-efficacy, and personality.

RecommendationsBased on the results and findings of the study, the following

recommendations are advanced:1. Pre-service Science teachers may train more in constructing lesson

plans not only in the topics of their specialization but also with the topics outside their specialization.

2. There is also a need to strengthen the skills and competencies of pre-service Science teachers in Lesson Delivery and Evaluation.

3. Education curricula may be subjected to improvisation where additional courses or units on the other fields of Science such as Biology, Chemistry, Physics and Earth Science should be included in the Science Teacher Curriculum as their preparation for the K-12 Curriculum and to improve their capability to bridge theory and practice.

4. Intensive Teacher Trainings about the K-12 Program may be integrated by the College Department during the practice teaching of the pre-service Science teachers by exposing the pre-service Science teachers in different seminars and symposium conducted by CHED.

5. Future researchers may opt to add another domain or statements for each domain which they think would contribute to the challenges experienced by pre-service teachers.

6. Further studies may be conducted in a different setting, different batch of students, or they may opt to use open ended questions to elicit other responses and allow exploration of ideas pertaining to this study to verify the results and conclusions.

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References

Bruner, J.S. (1966). Toward a theory of instruction. London: Harvard University Press. Bruner, J.S. (1971). The relevance of education. London: Penguin Education.

Fraenkel, J.R. and Wallen, N.E. (2006). How to design and evaluate research in education. New York, NY: McGraw Hill.

Gencianeo, R.M. et al. (2011). A phenomenological study exploring the mentoring experience of West Visayas State University Science student teachers. (Unpublished Undergraduate Thesis). WVSU-COE Student Research Journal. Vol. X, No.10, pp. 80-87.

Kahle, J.B. (1998). Measuring progress toward equity in science and mathematics education. Madison, Wisc.: National Institute of Science Education.

National Science Resource Center, National Academy of Sciences, and Smithsonian Institution, Science for All Children: A Guide to Improving Elementary Science Education in Your District. Washington D.C.: National Academy Press, 1997.

Okabe, M. (2013). Where does Philippine education go? The K-12 program and reform of the Philippine basic education. IDE Discussion Paper No. 425. JETRO, Chiba, Japan.

Schroeder, C. M., Scott, T.P., Tolson,H., Huang,T.Y., &Lee,Y.H. (2007). A meta- analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10),1436-1460.

Waghorn, A., & Stevens, K. (1996).Communication between theory and practice: How student teachers develop theories of teaching. Australian Journal of Teacher Education, 21(2),70–81.

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THE ATTITUDES OF SPIRITUALLY GIFTED CHRISTIAN ADULTS TOWARDS SCIENCE AS A SUBJECT

Shimie Grace A.De JuanMicron Rey B. Fuego

Roxanne C. GolezGia Rose C. Plazuela

Bachelor in Special Education (Teaching the Gifted)

Adviser: Prof. Sherbeth Consebit

Abstract

The study aimed to find out the attitudes of spiritually gifted Christian adults towards Science as a subject taken as an entire group and classified according to religion and level of spiritual intelligence as well as the significant differences among their attitudes and the relationship among the level of spiritual intelligence, religion and attitudes towards Science. The participants of this study were 68 spiritually gifted, 27 to 50 years old in Iloilo City for the school year 2013-2014. This descriptive research utilized Spiritual Intelligence Indicator Inventory (SIII-45) and an Attitudinaire towards Science. The SIII-45 was used to determine the level of spiritual intelligence specifically moderately high, high, and very high. The responses in the attitudinaire of only those who belong to these levels of spiritual intelligence were considered. To interpret the data gathered, the means and standard deviation were used for descriptive data analysis. For inferential purposes t-test for independent samples, ANOVA, Pearson’s r and ETA Square were used. The result showed that when classified according to religion and spiritual intelligence, spiritually gifted Christian adults agree towards Science as a subject. There were no significant differences among their attitudes when classified according to religion and spiritual intelligence. There was no significant relationship among the level of spiritual intelligence, religion and attitudes towards Science as a subject.

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Background and Conceptual Framework of the StudyThe world and its inhabitants were created supernaturally in a state

of perfection by a transcendent and personal Creator God (Genesis 1,2 Philippine Bible Society). Because of the willful sin of the first man, Adam, mankind fell and the creation was subsequently cursed by God (Genesis 3). Hence, both man and the universe exist to this day under a law of death and decay (Romans 8:20,21). Nevertheless, God providentially and lovingly sustains both.

In response to God’s commands to subdue the earth and to exercise dominion over creation (Genesis1:28), man has developed science and technology. Science is man’s attempt to observe, understand, and explain the operation of the universe and its inhabitants. Technology is the use of the knowledge gained by scientific research for mankind’s practical benefit, bringing portions of the universe under his control.

In order to understand the created universe truly and to use the knowledge gained from scientific research properly; man must utilize science and technology in the light of the Word of God.

In this period of time, humans are now facing the modern world where everybody is busy making everything for the sake of convenience. Anyway, this is the primary use of Science nowadays. Though this is just the other side of the world’s dimensions, humans never made a point of seeing the other half of it, and that is religion. They all know from the beginning of time that religion and science will never be an ally rather they always collide with each other to contrast their differences. Religion and science can go together if religious leaders and experts of science pursue one goal—integrating the concepts science and religious view in the most positive and effective way.

Spirituality and religion has been a never ending end pole of this world. They are both contrary in nature. Though their commonality is not so clear, there are studies that try to connect the two themes, faith and science. With this issue rise a twentieth century intelligence that seems to make a path for science and religion to converge, spiritual intelligence. Spiritually gifted Christians have perceived science in many ways may it be positive or negative. Spiritually gifted Christian children have characteristics that can also be classified as a manifestation of scientific attitudes. The movement towards integrating science and religion is also supported by many spiritually gifted Christians.

Spiritual intelligence is described to be achieving higher dimension of life which is spirituality and oneness of the person and the universe. Lovecky (1998) in Expressions of Spiritual Giftedness (n.d.) notes that the spirituality

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of gifted children ranges from raising unusual types of questions at a very young age and experiences of transcendent moments. Spiritual Intelligence (n.d) emphasized that spiritually gifted people inclines to do what they feel and will be unifying themselves with everything and everyone.

This study is anchored on Gardner’s Multiple Intelligence Theory. This theory emphasizes and focuses on how the mind is organized and developed. Gardner identified nine (9) intelligences which includes existential intelligence that highlights the spiritual intelligence of a person. According to Treffinger in Hardman et. al (2004), giftedness refers not to only those with high Intelligence Quotients but also to those who have high aptitudes. Spiritual intelligence subsist emotional and Intelligence Quotient. Furthermore, Zohar and Marshall (1999) described spiritual intelligence as “the intelligence with which we address and solve problems of meaning and value, the intelligence with which we can place our actions and our lives in a wider, richer, meaning-giving context, the intelligence with which we can assess that one course of action or one life-path is more meaningful than another.”

Spiritually gifted children have characteristics that manifest the scientific attitudes. Supporting Spiritual Giftedness (2011) mentioned that spiritually gifted children may raise content related questions. Scientific attitudes (2013) noted that questioning techniques are among the skills used by scientists. Also, Maslow’s Hierarchy of Needs where spiritual intelligence is one attribute of the actualized-self. The immediate grasp of mathematical and science concepts, as well as being an abstract and complex thinker are among the characteristics of a self-actualized personality. However, Supporting Spiritually Gifted (2011) claimed that children with high level of inquisitiveness may not ask matters about faith and religion.

Spiritually gifted Christian adults agree with the integration of religion and science regardless of its incomparable foundations. Christianity Oasis Ministry (n.d.) revealed that religions do not necessarily disagree with science but contends additional intervention (not material) of God.

Martin Luther King, a religious leader and a well known spiritually intelligent person, has been quoted by Leaderu (n.d.),“Luther was open to authentic scientific advances of his age. He appreciated the mechanical inventions of his day. He accepted the use of medicine in treating disease and is quoted as having said “It’s our Lord God who created all things and they are good. Wherefore, it’s permissible to use medicine, for it is a creature of God.” Furthermore, a Christian reformist John Calvin motivated

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Christians to learn from nature scientific exploration, because science is the study of God’s creations, Harmony Theory (n.d.). Moreover, many church leaders have confirmed the belief and importance of science principles and theories. CNN Belief Blog (2010) reported the utterances of the pope that to reveal God in the universe is the role of science. Likewise, Linder (2004) mentioned Pope John Paul II in his speech about Big Bang Theory, quoting him. “Thus, with the lack of concreteness of physical proofs, science has confirmed the contingency of the universe and also the well-founded deduction as to the epoch when the world came forth from the hands of the Creator.”

Roberts (2012) explained that science should be engaged (by seminarians) to acknowledge that study of God dives deeper, into the mystical and metaphysical, while science helps to divulge reality in a visible way.

In connection to this undying issue, if science, in general, gained various notions especially on the topics that involves life and/or creation of life, then what really are the attitudes of persons who take the side of the spiritual, like those having spiritual intelligence? It is in this premise that the researchers want to investigate the attitudes of spiritually gifted or having high spiritual intelligence (SQ) towards science as a subject and if the attitude towards science is related to the level of one’s spiritual intelligence. At the same time, the researchers have found out that there were only dearth studies that shows the attitude of spiritually gifted adults towards science as a subject and if the level of intelligence is related to their attitudes towards science as a subject.

This research is also conducted to contribute to the number of researches that explores and supports spiritual intelligence and the fields that it may influence. The findings of this survey can help teachers, the religious, administrators, parents and students to examine their attitudes towards science and find out if it influences their daily activities, decision making, career, clients, and colleagues.

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The paradigm of the study is shown in Figure 1 below.

Independent Variable Dependent Variable

Level Attitude toward of Science of Spiritual Intelligence Spiritually Gifted Christian Adults Religion

Figure 1. This paradigm shows the relationship of variables in the study. The attitude of spiritually gifted towards science as a subject is affected by level of spiritual intelligence and religion.

Statement of the ProblemThis study aims to find out the prevalent attitudes of spiritually

gifted Christian adults towards science as a subject.Specifically, this study sought answers to the following questions:1. What were the attitudes of spiritually gifted Christian adults

towards Science as a group and when classified according to religion (a) Catholics and (b) Non- Catholics?

2. What were the attitudes of spiritually gifted Christian adults towards Science as a subject when classified according to level of spiritual intelligence:(a) Moderately High, (b) High, (c) Very High)?

3. Are there significant differences among their attitudes towards Science as a subject when classified according to religion: (a) Catholics and (b) Non- Catholics?

4. Are there significant differences among their attitudes towards Science as a subject when classified according to level of spiritual intelligence: (a) Moderately High, (b) High, (c) Very High)?

5. Are the levels of spiritual intelligence and religion have significant relationship with attitudes towards Science as a subject?

HypothesesIn reference to the research questions, the following hypotheses

were drawn.1. There are no significant differences among the attitudes of

spiritually gifted Christian adults towards Science as a subject when they were classified according to religion: (a) Catholics and (b) Non-Catholics.

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2. There are no significant differences among the attitudes of spiritually gifted Christian adults towards Science as a subject when they were classified according to level of spiritual intelligence: (a) Moderately High, (b) High, (c) Very High).

3. There is no significant relationship between the level of spiritual intelligence and religion to the attitudes of spiritually gifted Christian adults towards Science as a subject.

Research DesignThe research design of this study is a quantitative research,

specifically descriptive research. This descriptive research is one-shot survey research. Correlational descriptive research is used to look for the components, characteristics, aspects or nature of a phenomenon or situation (Garcia, 2003). It systematically describes an area of interest or situation accurately and factually.

The design is static group comparison such that the process will end into determining if there are differences on the attitudes of participants and, if the level of spiritual intelligence and religion are correlated to their attitudes towards science as a subject.

MethodologyParticipants. The participants of the study were 68 spiritually gifted

Christian adults which includes: priests, pastors, nuns, and teachers within the age range of 27 to 50 years. The said population were classified into two: Catholic and Non-Catholic. The participants were chosen through the result of their respective Spiritual Intelligence Indicators Inventory (SIII-45). The researchers used purposive sampling. The researchers acquired a maximum of 68 participants from schools, churches and convents of the possible respondents. Only participants whose level of spiritual intelligence are moderately high, high and very high, were considered.

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Table 1. Distribution of Participants

Category Frequency Percentage (f) (%)

34 50%Catholics Priests 12 Nuns 10 Teachers 12 Non Catholics 34 50% Pastors/Fiders 16 Teachers 18Total 68 100%

InstrumentsSpiritual Intelligence Indicators Inventory – 45 (SIII-45). This tool

is used to determine qualified Spiritually Gifted Christian Adults which is developed by Sally Itliong-Maximo of Saint Louis University, Baguio City, in October 2006. This tool is a 45- item test that measures nine factors of the construct Spiritual Intelligence (SQ).

These nine factors confirm the hypothesis that the constructs of Spiritual Intelligence are attuned to the requirements of the human spirit and adhere to the sacred.

Factor I – Sensitiveness to Meaning Purpose and ValueThis SQ factor is a characteristic of one who affirms that life has

meaning whether in the extra-ordinary or mundane; whether in his relation with the self, others or with the Divine; whether in joy or in difficult times. Meaning, purpose and value can be drawn in life’s lessons and daily human endeavors.

Factor II – Sense of Harmony/Peace – “Equanimity”This part describes a person who has chosen peace as a way of life and

who has found harmony within the self. It measures a form of intelligence which enables a person to distinguish what is trivial and not; what to let go and when to hold on and even to fight the nature of man to indulge and to retaliate.

Factor III – Nurturance of Faith through Meaningful EncounterThis part includes persons who would score high in Factor III who

seems to have a willingness to learn and grow. It is a reminder of the need to nurture one’s faith and spirituality.

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Factor IV – Openness to Experience/ReceptivityIt measures the degree to which an individual can be mindful of

internal as well as external events.Factor V – Transcendence and the Capacity for Peak ExperiencesThis part conveys the image of a spiritually intelligent person who

can easily recognize these little moments of revelation and use them to affirm the significance of life.

Factor VI – The Practice of Moral VirtuesThis speaks of a person whose spirit has compassion, humor, patience

and courage.Factor VII – Meaningful Work and Involvement in LifeThis elucidates the spirituality of work. It highlights the need to know

that one’s efforts have higher purpose and that one’s work counts.Factor VIII – Sense of FortitudeThe items for this factor indicate a person with high level of tolerance

and resilience.Factor IX – Capacity for Self-IndividuationThis simply illustrates that one condition of spiritual intelligence is

the ability to live by internal standards and not to be trapped by external demands; that is, to find oneself even in the midst of external chaos.

The level of spiritual intelligence was determined after getting the total score of the respondents. The author of the assessment tool has designed the following interpretation.

The interpretation of scores of the Spiritual Intelligence Indicator Inventory (SIII-45).

Score Level of Spiritual Intelligence

45-81 Very Low

82-119 Low

120-156 Moderately Low157-193 Moderately High194-231 High

232-270 Very High

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ValidityThe items came from 86-item survey questionnaire where Construct

Validity (SIII) was tested through Factor Analysis via Principal Axis Factoring Method. A total of eleven (11) factors were extracted accounting to 51.872 of the total variance or 60.32 % of the total variance considering a total of 86 items. Only nine (9) factors were, however, interpreted because of the few heterogeneous nature of the items in Factor X and Factor XI. The researcher computed an alpha coefficient of 0.98 considering the 85-items which loaded the nine (9) factors interpreted in this study.

This very high consistency indicates that the items are highly homogeneous and measure the same construct. Incidentally, higher order factor analysis revealed only one cluster for all nine factors which attests that, indeed, the nine factors are consistently measuring one construct which in that case is hypothesized to be Spiritual Intelligence (Maximo, 2006).

Attitudinnaire. This is a 54-item checklist or questionnaire that contains statements of attitudes related to science as a subject. This checklist was used to determine the attitudes and perceptions of identified spiritually gifted Christian adults toward Science as a subject. The items in the attitudinnaire were adopted from Fraser and validated by experts in the field of Science, Theology, and English grammar and structure. Some items were taken and rephrased with permission from the instrument crafted by Barry Fraser entitled Test of Science Related Attitudes.

Validity of Research Instrument (TOSRA)Test of Science-Related Attitudes (TOSRA) is designed to measure

seven distinct science-related attitudes among secondary school students. These scales include: Social Implications of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adoption of Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. The seven scales are suitable for group administration and all can be administered within the duration of a normal class lesson (Fraser, 1981).

Description of scores of the Attitudinnaire towards Science as a subject:

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Scale Description4.21-5.00 Strongly Agree The respondent is very much agreeable

on how the Science curriculum is implemented, its content, the nature of the subject, and its personal and societal benefits.

3.41- 4.20 Agree The respondent is agreeable on how the Science curriculum is implemented, its content, the nature of the subject, and its personal and societal benefits.

2.61- 3.40 Not Sure The respondent is undecided or partly agreeable on how the Science curriculum is implemented, its content, the nature of the subject, and its personal and societal benefits.

1.81-2.60 Disagree The respondent is opposed on how the Science curriculum is implemented, its content, the nature of the subject, and its personal and societal benefits.

1.00-1.80 Strongly Disagree The respondent is strongly opposed on how the Science curriculum is implemented, its content, the nature of the subject, and its personal and societal benefits.

Descriptive Data AnalysisDescriptive data analysis was based on the computed means of their

responses in the attitudinnaire classified according to religion (Catholic and Non-Catholic), level of spiritual intelligence (Moderately High, High, Very High) and when taken as an entire group. The mean was taken from the sum of all scores given by the respondents for each item. Each item was scored based on the scale set for interpreting the researcher-made questionnaire.

The Attitudinnaire is composed of positive and negative statements. The positive statements are signed with “(+)” and scored according to the scale set where 5 (strongly agree) is the highest score, 4 (agree), 3 (not sure), 2 (disagree) and 1 (strongly disagree) as the lowest while the negative statements are signed “(-)” and is scored in reverse of the scale such that

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where 1 (strongly agree), 2(agree), 3(not sure),4(disagree) and 5 (strongly disagree).

The data in Table 2 revealed that when classified according to religion, Catholics and Non-Catholics, strongly agree that Science lessons are fun (M= 4.29; M=4.29), Science is one of the interesting school subjects (M= 4.29; M= 4.32), and activities in Science develop discovery and exploration skills (M= 4.65; M= 4.44).

Both Catholics and Non-Catholics agree that career is a personal decision and is not influenced by Science subjects taught in schools (M= 2.12; M= 2.59), Science subjects had influenced their career path (M= 3.50;p M= 3.41), God’s creation can be explained by Science topics (M= 3.38; M= 3.51) and schools which emphasize Science subjects and activities are good venues for molding future leaders and productive citizens (M= 3.88; M= 3.97).

Catholics and Non-Catholics are not sure if topics about life discussed in Science classes have more emphasis on faith (M= 3.09; M= 3.38) and if students excel more in Science subjects than in other school subjects (M= 2.62; M= 2.94).

They both disagree that students are more likely to fail in Science subjects (M=3.47; M= 3.53), schools which emphasize Science subjects and activities are venues for unwholesome experiences of children (M= 3.56; M= 4.15), Science topics have nothing to do with one’s lifestyle (M= 3.82; M= 4.00), and Theories and principles in Science subjects are burden to students (M= 3.65; M= 3.62).

Catholics and Non-Catholics strongly disagree that they will disagree if their child/ren or relatives would plan to take up courses related to Science such as Biology, Physics, and Chemistry (M= 4.24; M= 4.29) and Science lessons are a waste of time (M= 4.29; M= 4.32).

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Table 2Mean Attitudes of Spiritually Gifted Christian Adults Towards Science as a Subject taken When Classified According to Religion

Statements C NC M D M D (+) Science lessons are fun. 4.29 SA 4.29 SA

(+)Science is one of the interesting school subjects. 4.29 SA 4.32 SA

(-)Students are more likely to fail in Science subjects. 3.47 D 3.53 D(+) Science activities develop discovery and exploration skills. 4.65 SA 4.44 SA

(-) Career is a personal decision and is not influenced byScience subjects taught in schools.

2.12 A 2.59 A

(-) Schools which emphasize Science subjects and activitiesare venues for unwholesome experiences of children.

3.56 D 4.15 D

(+)Topics about life discussed in Science have more emphasis on faith.

3.09 N 3.38 N

(-)I will disagree if my child/ren or relatives would plan to take upcourses related to Science such as Biology, Physics, and Chemistry.

4.24 SD 4.29 SD

(+)Science subjects had influenced my career path. 3.50 A 3.41 A(-)Theories and principles in Science subjects are burden to students. 3.65 D 3.62 D

(-)Science lessons are a waste of time. 4.29 SD 4.32 SD

(+)Students excel more in Science subjects than in other school subjects.

2.62 N 2.94 N

(+)God’s creation can be explained by Science topics. 3.38 A 3.59 A(+)Schools which emphasize Science subjects and activities aregood venues for molding future leaders and productive citizens.

3.88 A 3.97 A

Table 3 showed the attitude of spiritually gifted Christian adults, with moderately high spiritual intelligence, towards Science as a subject. The data revealed that spiritually gifted Christian adults, when classified as having moderately high, high, and very high spiritual intelligences, strongly agree that topic about life is important in Science classes (M=4.5), and Science subjects are not only for intellectually superior (M=4.17).

They agree that career is a personal decision and is not influenced by Science subjects taught in schools (M= 2.17; M= 2.49; M= 2.2), topics in different Science subjects are related to each other (M= 3.67; M= 3.95; M=

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4.04), attending Science subjects is more worthwhile than watching movies (M= 3.50; M= 3.86; M= 4.08), they would prefer doing an experiment than being told about it (M= 3.50; M= 3.78;M= 3.88), and Science subjects can help the world become a better place (M= 4.00;M= 4.16; M= 4.16).

They are undecided if government fund should be spent more on other educational concerns than in the teaching of Science (M= 3.83; M= 3.16; M= 3.24), Science subjects require more memorization than other subjects (M= 3.33; M= 3.19; M= 3.16), and topics about life discussed in Science have more emphasis on faith (M= 3.17; M= 3.30; M= 3.16).

They disagree that destroying the natural world is the result of studying Science (M= 3.50; M= 4.19; M=3.92), reading about explanation of experiments and activities is more comprehensive than doing experiments (M= 3.67; M= 3.81; M=3.68), and many topics discussed in Science subjects are irrelevant to their everyday experiences (M= 3.67; M= 3.81; M= 4.16).

However, spiritually gifted Christian adults with high and very high spiritual intelligences strongly disagree that they would have enjoyed school more if there are no Science subjects (M= 4.22; M= 4.28).

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Table 3 Mean Attitudes of Spiritually Gifted Christian Adults Towards Science as a Subject when Classified According to the Level of Spiritual Intelligence

Statements MH H VH M D M D M D(-) Destroying the natural is the result of 3.50 D 4.19 D 3.92 Dstudying Science.

(-) Career is a personal decision and is not 2.17 A 2.49 A 2.2 Ainfluenced by Science subjects taught in schools.

(-) Reading about explanation of 3.67 D 3.81 D 3.68 Dexperiments and activities is morecomprehensive than doing.(+) Topics in different Science subjects 3.67 A 3.95 A 4.04 Aare related to each other.(-) Science subjects require more 3.33 N 3.19 N 3.16 Nmemorization than other subjects.(+) Topic about life is important 4.50 SA 4.00 A 4.48 SAin Science classes.

(+) Attending Science subjects is more 3.50 A 3.86 A 4.08 Aworthwhile than watching movies.

(+) Topics about life discussed in 3.17 N 3.30 N 3.16 NScience have more emphasis on faith.

(+) I would prefer doing an experiment 3.50 A 3.78 A 3.88 Athan being told about it.

(-) Many topics discussed in Science 3.67 D 3.81 D 4.16 Dsubjects are irrelevant to my everydayexperiences.

(-) I would have enjoyed school more 3.83 D 4.22 SD 4.28 SDif there are no Science subjects.

(-) Science classes are only for 4.00 D 4.16 D 4.16 Dintellectually superior.

(+) Science subjects can help the world 4.00 A 4.16 S 4.16 Abecome a better place.

(+) More government fund should be 3.83 A 3.41 A 3.44 Aallocated on teaching Science subjects.

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The data in table 4 revealed that the spiritually gifted Christian adults, based on the statements in the questionnaire, strongly agree that Science lessons are fun (M= 4.29), Science is one of the interesting school subjects (M= 4.31), Science subjects are not only for intellectually superior (M= 4.32), activities in Science develop discovery and exploration skills (M= 4.54), and topic about life is important in Science classes(M= 4.22).

Spiritually gifted Christian adults agree that they enjoy learning about principles and theories in Science (M= 3.99), they can relate discussion in Science class to their personal experiences (M= 4.13), Science subjects should be given more attention in schools (M= 3.59), Science subjects had influenced their career path (M= 3.46), God’s creation can be explained by Science topics (M= 3.49), more government fund should be allocated on teaching Science subjects (M= 3.46), and Science classes enhance curiosity and innovation (M= 4.12).

They are not sure that Science topics support their spiritual belief (M= 3.32).

They disagree that Science subjects oppose how God created the universe (M= 3.29), Science activities are more harmful than beneficial (M= 4.19), and other subjects in school are more important than science subjects (M= 3.69).

They strongly disagree that it is impractical to entertain scientific questions (M= 4.15), and they would have enjoyed school more if there are no Science subjects (M=.21).

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Table 4 Mean Attitudes of Spiritually Gifted Christian Adults Towards Science as a Subject taken as an Entire Group

Statements Mean Description(+) Science lessons are fun. 4.29 Strongly Agree(+) Science is one of the interesting 4.31 Strongly Agreeschool subjects.(-) Science subjects oppose how God 3.29 Disagreecreated the universe.(+) I enjoy learning about principles 3.99 Agreeand theories in science.(+) Science subjects are not only 4.312 Strongly Agreefor intellectually superior.(+) I can relate discussion in Science 4.13 Agreeclass to my personal experiences.(-) Science activities are more harmful 4.19 Disagreethan beneficial.(+) Science activities develop discovery 4.54 Strongly Agreeand exploration skills.(-) Other subjects in school are more 3.69 Disagreeimportant than Science subjects.(+) Science topics support my spiritual belief. 3.32 Not Sure(+) Science subjects should be given more 3.59 Agreeattention in schools.(-) It is impractical to entertain scientific 4.15 Strongly Agreequestions. (+) Science subjects had influenced my 3.46 Agreecareer path.(-) I would have enjoyed school more if 4.21 Strongly Agreethere are no Science subjects.(+) God’s creation can be explained by 3.49 AgreeScience topics.(+) More government fund should be 3.46 Agreeallocated on teaching Science subjects.(+) Science classes enhance curiousity 4.12 Agreeand innovation.

Data in Table 5 showed that when taken as an entire group, spiritually gifted Christian adults have positive attitudes towards Science as a subject such that they are agreeable on how the Science curriculum is implemented, its content, the nature of the subject, and its personal and societal benefits (M=3.81; SD=0.40).

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When classified according to religion, both Catholics and Non-Catholics agreed on how the Science curriculum is implemented, its content, the nature of the subject, and its personal and societal benefits (M=3.76; SD=0.37; M=3.85; SD=0.42).

When classified according to level of spiritual intelligence, those who have moderately high spiritual intelligence, high spiritual intelligence and very high spiritual intelligence (M=3.56, 3.81, 3.88) respectively have agreed. These showed that they agree on how the Science curriculum is implemented, its content, the nature of the subject and its personal and societal benefits.

Table 5Means of Attitudes of Spiritually Gifted Christian Adults Towards Science as a Subject taken as an Entire Group and when Classified According to Religion and Level of Spiritual Intelligence

Category Mean Description SD

A. Entire Group 3.81 Agree 0.40B. Religion Catholic 3.76 Agree 0.37 Non-Catholic 3.85 Agree 0.42C. Level of Spiritual Intelligence Moderately High 3.56 Agree 0.29 High 3.81 Agree 0.35 Very High 3.88 Agree 0.46

Inferential Data AnalysisFor independent samples, t-test was used in establishing the

significant difference among the attitudes of spiritually gifted Christian adults towards Science as a subject when classified according to religion.

Results of the tests in Table 6 showed that t = .927 (df = .66 and p= .357). The null hypothesis that there is no significant difference among the attitudes of spiritually gifted Christian adults towards science as a subject when classified according to religion, is therefore, accepted since p=.357 (p> .05) is greater than the significance level set at 0.05.

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Table 6Differences among Attitudes when Classified According to Religion

Levene’s Test for Equality of Variances t-test for Equality of MeansMean 95% Confidence Sig. (2- Mean Std. Error Interval of the F Sig. t df tailed) Difference Difference Difference

Lower Upper

Equal 1.566 .215 .927 66 .357 .0899 .09697 -.10374 .28348variances assumed

Equal .927 65.037 .357 .0899 .09697 -.10380 .28353variancesnotassumed

Analysis of Variance (ANOVA) was used when the respondents were classified according to the level of spiritual intelligence.

As shown in Table 7, the null hypothesis is accepted since p=0.148 is greater than the set alpha value 0.05, which means that there is no significant difference among the attitudes of spiritually gifted Christian adults towards Science as a subject.

Table 7 Differences among Attitudes when Classified According to Level of Spiritual Intelligence

Mean Sum of Mean Squares df Square F Sig.

Between Groups .611 2 .305 1.970 .148Within Groups 10.077 65 .155Total 10.688 67

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Table 8 showed the correlation of the levels of spiritual intelligence and attitudes towards Science as a subject. Pearson’s r was used to find out if there is a significant relationship between the level of spiritual intelligence and attitudes towards Science as a subject. The level of significance was set at the alpha value of 0.05.

The results revealed that p= 0.081 and r = .213. There was no significant relationship between the level of spiritual intelligence and attitudes towards Science as a subject since p=.081 is greater than the 0.05 alpha value, thus the null hypothesis is accepted.

ConclusionsIn view of the findings, the following conclusions were drawn:1. Both Catholic and non-Catholic spiritually gifted Christian adults

have positive position with regards to Science as a subject. Particularly, these two groups of Christian adults believe that Science lessons are fun and Science classes are not waste of time. These attitudes could also be attributed to the spiritual values and experiences developed at home and learned in school. Therefore, these favorable attitudes towards Science as a subject could be a strong factor in influencing the quality of manner of learning and teaching Science subjects, especially for spiritually gifted Christian adults.

2. Individuals of adequate spiritual intelligence which include the moderately high, high, and very high spiritually gifted Christian adults have comparable positive attitudes towards Science. All the three groups of different levels of spiritual intelligence claimed that topics about life make Science very important for them. Likewise, they believed that Science subjects make school more enjoyable in the same way their appreciation of nature especially living things influenced spiritually gifted Christian adults to be more inclined or realized the importance of Science classes. According to Vaughan (2003), spiritual intelligence entails understanding of the connection to each other, to earth and to all beings. Science subjects contain topics that discuss about the preservation and conservation of life or the earth itself. This may be one of the reasons why they enjoy learning Science in school.

3. Moreover, this is supported by the attitude shown by spiritually gifted Christian adults in its entirety. These attitudes prove even more that probing about scientific issues currently becomes a necessity especially with advances in technology in the present times and way of life.

4. The different religious orientation of spiritually gifted Christian adults is not a factor to sound Science as a subject. This could also be

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attributed to their being Christians, be they Catholics or non-Catholics. They altogether know how to appreciate the creation of God through God-given skills including scientificabilities. Thus, the religious differences or their membership on different religious groups or sects may not be an issue in their inclinations towards Science. This also implies that the society revolves in democracy and liberation of ideas and beliefs.

5. The level of spiritual intelligence does not also determine the differences among their attitudes towards Science as a subject. It was further observed that those with high and very high spiritual intelligence have higher scores in their attitudes towards Science. Thus, though the level of intelligence is not significantly a factor to positive attitudes towards Science, it proves to show that the higher the level of spiritual intelligence the better their attitudes towards Science as a subject.

6. Though the role of religion and spiritual intelligence is important in developing and forming attitudes, they are still not vital to their attitudes towards Science as a subject. Other factors could have influenced these attitudes whether positive or negative. In addition to this, spiritual intelligence and religious convictions were not hindrances to the study and preference of Science as a subject.

RecommendationsThe recommendations are hereby presented as premised by the

aforementioned findings and conclusions:1. Attitudes towards Science as subject of the spiritually gifted

Christian adults are positive. Hence, administrators and teachers may decide on establishing partnership with secular institutions which could be a good step on sharing best practices in implementing and evaluating the Science curricula.

2. Attitudes towards Science were formed by their experiences or earlier impressions. Therefore, teachers of the Science subjects should provide more opportunities that promote appreciation and active engagement in Science activities in school.

3. In teaching the Science subjects, teachers may also incorporate more reflective activities such as answering open-ended questions and problem-solving exercises in order to enhance one’s spiritual intelligence.

4. The parents and the students who plan to take up Science-related courses should not fear enrolling their children or themselves in secular institutions because religious orientation does not influence attitudes towards Science as a subject.

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5. The healing and inspiring gifts of the spiritually gifted can be an additional competency that they can share if they engage in scientific pursuits, such as becoming a doctor, a scientist, and the like.

6. A follow-up study may be conducted on other factors or variables affecting the attitudes of the spiritually gifted towards Science as a subject. And it may also consider classifying respondents according to career and age.

References

Breakwell, G. (1992). Gender, parental and peer influences upon Science attitudes and activities. Public Understanding of Science. Volume 1. No. 2. Pages 183-197. University of Surrey, Guild ford GU2 5XH, Surrrey, UK. Retrieved June 21,2013 from http://pus.sagepub.com/content/1/2/183.short

Briggs,D.(2011).http://blogs.thearda.com/trend/featured/religion-and-higher-education-the-effect-on-faith-of-being-smarter-than-a-fifth-grader/

Castro, L. & Galace, J. (2010). Peace education: A path way to a culture of peace.

Center for Peace Education. Pages 15-183. Mirriam College Quezon City, Philippines.

Draper, B. (2010). Spiritual intelligence: a new way of being. Lion UK Publishing. Retrieved June 21, 2013 from http://www.amazon.com/Spiritual-Intelligence-New-Way- Being/dp/0745953212/ref=pd_sim_b_5/177-1381071-4392766

Drees, W. (2011). Classification in contexts. Zygon. Volume 46. No. 1. Joint Publication Board of Zygon. Retrieved July 17, 2013 from http://www.zygonjournal.org/3_11.pdf

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Doherty, J. & Dawe, J. (1985). The Relationship between development maturity and attitude to school Science: An exploratory study. Educational Studies. Volume 11. Issue 2. Retrieved June 30,2013 from http://www.tandfonline.com/doi/abs/10.1080/0305569850110201#.Um3YT_nWblo

Hay, J. (n.d.) Biblical perspectives of Science. Retrieved from http://www.transformingteachers.org/index.php?option=com_ content&task=view&ia=173&Ltemid=180

Kobe,D.(n.d.). Luther and science. Retrieved June 20, 2013 from http://www.leaderu.com/science/kobe.htm

Roberts, K. (2012). Seminaries and science. Patheos. Retrieved July 7, 2013 from http://www.patheos.com/blogs/cultivare/2012/05/seminaries-and- science/

Zohar, D. & Marshall, I. (2000). SQ: connecting with our spiritual intelligence.Bloomsbury, USA. 1stEdition. Retrieved June 24, 2013 from http://www.amazon.com/SQ-Connecting-With-Spiritual-Intelligence/dp/1582340447/ref=pd_sim_b_7

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