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1
Calaguas, Glenn M. "The Link between Academic Achievement and Academic Expectations Stress." Journal of Education and Vocational Research 1, no. 3 (June 15, 2011): 106–11. http://dx.doi.org/10.22610/jevr.v1i3.16.
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Academic achievements as reflected in the General Weighted Averages (GWAs) of 412 high school students from a state college in the Philippines were correlated with their scores in the Academic Expectations Stress Inventory (AESI). This was done to see if link exists between GWAs and AESI scores. GWA is the average of grades in all subjects taken, whether passed or failed and serves as an indicator of students’ academic achievement in a given school year. It is reflected in the report cards of high school students. On the other hand, AESI is a nine-item inventory with two domains: expectations of teachers/parents and expectations of self. Statistical analyses showed that there are positive significant relationships between GWAs and scores in the AESI and are significant at the 0.01 and 0.05 levels.
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Chen, Bing. "English Proficiency and Academic Achievement in the Philippines ESL Contexts." Asia-Pacific Journal of Humanities and Social Sciences 01, no. 02 (August 25, 2021): 035–47. http://dx.doi.org/10.53789/j.1653-0465.2021.0102.004.
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Bernardo, Allan B. I. "Filipino Students' Reported Parental Socialization of Academic Achievement by Socioeconomic Group." Psychological Reports 105, no. 2 (October 2009): 427–36. http://dx.doi.org/10.2466/pr0.105.2.427-436.
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Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.
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Amanonce, Jay-cen Tamayo, and Ariel Macarubbo Maramag. "Licensure examination performance and academic achievement of teacher education graduates." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 510. http://dx.doi.org/10.11591/ijere.v9i3.20614.
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Teacher education institutions (TEIs) in the Philippines establish their brand of educational quality through their graduates’ performance in the Licensure Examination for Teachers (LET). It is, therefore, necessary for TEIs to align instructional delivery with the competencies in the LET. Thus, this study was undertaken to correlate academic achievement and licensure examination performance of teacher education graduates. Academic achievement is the graduates’ grade weighted average in college and pre-board examination results. The respondents were 1,017 graduates of Bachelor of Secondary Education and Bachelor of Elementary Education in a state university in Cagayan Province, Philippines. The study revealed a significant and strong correlation between the graduates’ grade weighted average in college and LET performance. This is an indication of the effective evaluation procedure of the university since the teachers’ assessment concurs with the graduates’ performance in the LET. A significant relationship was also established between the graduates’ performance in the pre board examination and LET albeit with a weak correlation. This study recommends the development of mechanisms in improving the conduct of pre-board examination review programs in the university. Further validation of the assessment tools used in the pre-board examination is likewise suggested.
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Ancho, Inero. "Quality Assurance And The Philippine Education System: Inputs From Future Filipino School Leaders." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 197. http://dx.doi.org/10.25078/jpm.v5i2.850.
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<table><tbody><tr><td><div><p class="s7"><span class="s10">This study involves future education leaders and managers in the Philippines and their conceptual understanding of “quality” in the context of education, the streams of teaching and learning to be specific. Respondents were enrolled in a graduate program in a teacher education institution based in Manila, Philippines and were asked the following: (1) concepts identified with quality; (2) conceptual understanding of quality assurance; (3) quality assurance mechanisms employed in the Philippine education syst</span><span class="s10">em; and (4</span><span class="s10">) proposed quality assurance mechanisms to uplift the academic achievement of Filipino students. It has been revealed that while future education leaders and managers possess sufficient ideas and knowledge about quality assurance, it is still vital to provide them with technical know-how and discourses on the theoretical-practical connection of quality and students’ academic achievement. Quality assurance mechanisms being implemented are considered to be effective in the Philippine education system. </span></p><div><span class="s10"><br /></span></div></div></td></tr></tbody></table>
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Datu, Jesus Alfonso D., and Allan B. I. Bernardo. "The Blessings of Social-Oriented Virtues: Interpersonal Character Strengths Are Linked to Increased Life Satisfaction and Academic Success Among Filipino High School Students." Social Psychological and Personality Science 11, no. 7 (April 7, 2020): 983–90. http://dx.doi.org/10.1177/1948550620906294.
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Some studies have shown that character strengths positively predicted optimal performance and well-being in Western, educated, industrialized, rich, and democratic (WEIRD) societies which may hold limited generalizability to individuals in non-WEIRD contexts. This prospective study examined the association of selected interpersonal character strengths (i.e., fairness, teamwork, leadership, forgiveness, and kindness) with life satisfaction, teacher-reported academic engagement, Mathematics achievement, English achievement, and overall academic achievement among Filipino high school students enrolled in a public high school in the Philippines ( M age = 14.33). There was a 2-month interval between Time 1 and Time 2 data collection. Results indicate that whereas fairness and kindness demonstrated stronger magnitudes of associations with subsequent life satisfaction, academic engagement, and achievement, teamwork and forgiveness had positive and moderate intensity of relationships to such outcomes. Compared to other interpersonal strengths, leadership showed weaker correlations with life satisfaction and achievement outcomes. Results allude to the benefits associated with interpersonal positive virtues in a non-WEIRD context.
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Labad, Velma, Juse Lyn Hiponia, and Bonifacio Gabales. "Preservice Teachers Entry Credentials, SATT Performance and Academic Achievement: A Discriminant Analysis." Southeastern Philippines Journal of Research and Development 24, no. 2 (September 23, 2019): 21–44. http://dx.doi.org/10.53899/spjrd.v24i2.18.
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This study ascertains the discriminant model that could best explain preservice teachers academic achievement. Using the University of Southeastern Philippines Admission Test (USePAT) and Standardized Admission Test for Teachers (SATT) results as predictor variables, a descriptive-discriminant research design was used involving 771 preservice teachers in a span of 3 school years. Variables entered in the discriminant model were numerical, verbal (SATT constructs), abstract, and general information (USePAT constructs). It is recommended that the University should revisit the USePAT to determine other measures as entry requirements in lieu of the ratings in the content subjects “ English, Math and Science - as these did not figure into the discriminant model.
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Arenas, Joel, and Yiu Kwong Man. "Academic Achievement and Life Satisfaction of Students in Mathematics in Positive Education Intervention." International Journal of Social Sciences and Humanities Invention 7, no. 04 (April 22, 2020): 5910–18. http://dx.doi.org/10.18535/ijsshi/v7i04.04.
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Positive education takes the study of happiness and wellbeing to inspire and help learners, schools and societies to progress. This study investigated the significant differences in the means of the pretest and posttest of students’ academic achievement and their life satisfaction in Mathematics. The relationship of students’ academic achievement and their life satisfaction in Mathematics was also measured. A total of one hundred twenty students (60 in the experimental group and 60 in the control group) from the two secondary schools in Maguindanao, Philippines living in a hostile environment were chosen and involved in the study. Results showed that there is a significant difference in the means of the pretest and posttest results of academic achievement of students in Mathematics both in the control and experimental group. The means of the pretest and posttest results of students’ life satisfaction in Mathematic were only significant in the experimental group of one school. Furthermore, there is no significant relationship between the academic achievement of students and their life satisfaction in Mathematics. The practical implication of the findings suggests that positive education intervention is also an effective strategy to improve academic achievement. Life satisfaction on the other hand is subjective and perceived differently by the learners.
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Zhang, Li-Fang, and Allan B. I. Bernardo. "Validity of the Learning Process Questionnaire with Students of Lower Academic Attainment." Psychological Reports 87, no. 1 (August 2000): 284–90. http://dx.doi.org/10.2466/pr0.2000.87.1.284.
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The Learning Process Questionnaire was administered to 692 secondary school students (308 boys, 380 girls, and 4 unspecified) in the Philippines. The ages of the participants ranged from 14 to 22 years, with an average of 15 yr. An exploratory factor-analysis procedure was conducted for the entire sample, for the lower achievers ( n = 333), and for higher achievers ( n = 359). The factor structure of the Learning Process Questionnaire was uninterpretable with data obtained from students of lower academic achievement.
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Cahapay, Michael B. "Attitudes toward Mother Tongue and Academic Performance: Evidence from Monolingual Context in the Southern Philippines." International Journal of Language Teaching and Education 4, no. 1 (July 31, 2020): 1–12. http://dx.doi.org/10.22437/ijolte.v4i1.9174.
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The influence of language attitude on the academic achievement of young children in the monolingual context has not been explored. Thus, this research ascertained the degree of relationship between attitudes toward the mother tongue and the academic performance of the learners. It entailed correlation research design. The respondents were 20 Grade II pupils in a rural public school considered as monolingual in the southern Philippines. The data gathered were treated using frequency distribution, weighted mean, percentage rate, and Pearson Product Moment Correlation Coefficient. It was found out that there is a significant relationship between attitudes toward the mother tongue and the academic performance of learners. Amid the vast body of diverse researches in the area of language education, the present study weaves pieces of evidence that attitudes of learners toward mother tongue are associated with their academic performance in the context of a monolingual environment. It is suggested that such a conclusion should be further tested in other contexts.
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Rogayan, Danilo Villar. "Biology Learning Station Strategy (BLISS): Its Effects on Science Achievement and Attitude towards Biology." International Journal on Social and Education Sciences 1, no. 2 (September 20, 2019): 78–89. http://dx.doi.org/10.46328/ijonses.10.
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Science education faces monumental changes in terms of curriculum design and approach brought about by the challenges of globalization and diversifying educational landscapes. This study sought to test the effects of Biology Learning Station Strategy (BLISS) to the academic achievement and attitude of junior high school Science students. This action research utilized a within-group pretest-posttest experimental design involving 28 Grade 10 Science students of a government-run secondary school in Central Luzon, Philippines. The study found out that prior to the intervention, the junior high school Science students were performing below average in terms of Science achievement and have slightly positive attitude towards Biology. After the intervention, the students’ Science achievement and their attitude towards Biology had improved. BLISS was found to be an effective differentiated learning strategy in improving the Science achievement and attitude towards Biology of students. There was a positive correlation between Science achievement and attitude towards Biology.
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B. TOLENTINO, DR AILEEN. "The Organizational Culture of Selected Private Higher Education Institutions in Bulacan as Correlates to Work Values of Their Faculty Members: Bases for an Enhancement Program." SMART MOVES JOURNAL IJELLH 4, no. 3 (March 28, 2016): 8. http://dx.doi.org/10.24113/ijellh.v4i3.1199.
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This study attempts to establish a significant relationship between the prevailing organizational culture and the dominant work values of faculty members in three higher education institutions in Bulacan, Philippines—Centro Escolar University, La Consolacion University Philippines, and Baliuag University—in the first semester of academic year 2015-2016 with the view of crafting an enhancement program on organizational culture. Respondents answered questions on the organizational culture and their dominant work values and how these two factors interact. Findings show a strong organizational culture pervading the three institutions and the faculty putting a high premium on achievement, continuous learning in the work place, leadership of their superiors and being able to help others in the performance of their duties and responsibilities. The study recommends motivating the faculty to pursue post-graduate degrees in their area of specialization and for the institutions to conduct seminar-workshops on professed work values and prevailing organizational culture towards creating a work culture that fosters achievement, continuous learning, and supportive relationships among administrators, faculty and non-teaching personnel.
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Magulod, Gilbert. "Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction." Journal of Technology and Science Education 9, no. 2 (March 1, 2019): 184. http://dx.doi.org/10.3926/jotse.504.
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In order to better prepare university students as proficient, versatile and productive information and industrial technologists in the 21st century, the need to implement instructional strategies and activities naturally align with their predispositions will make them better learners. This study examined the learning style preferences, study habits and level of academic achievement of students enrolled in applied science courses of Cagayan State University at Lasam, Philippines. The study employed descriptive correlational research design to a total of seventy-five respondents who were purposively sampled. Two sets of standardized instruments were utilized by the researcher. Results of the study revealed that the students of applied sciences courses preferred visual, group and kinesthetic as major learning styles while they manifest a moderate level of study habits. They also have a good level of academic achievement. Test of difference revealed that academic performance, father's occupation and type of high school graduated from spelled significant differences in their perceptual learning styles. They also spelled differences in their study habits when grouped according to academic standing in high school, writing skills, mothers’ education, and test anxiety. Finally, there were significant relationships between learning styles, study habits and academic performance of students in applied science courses. The implications of the study can guide instructors plan and deliver suitable instructional interventions.
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Erfani, Shiva Seyed, and Hoda Mardan. "The Relationship between Big-Five Personality Traits, English Language Proficiency Scores on IELTS, and Academic Success of Iranian Foreign Students." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1046. http://dx.doi.org/10.17507/tpls.0711.13.
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There is a potential to supply personality as a psychological factor in terms of the Big-Five Model including Extraversion, Agreeableness, Consciousness, Openness to Experience, and Neuroticism. This study was an attempt to examine the relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. The participants of the study included 202 Iranian students (126 males and 76 females) who studied at English speaking universities in different countries including Armenia, Austria, Australia, Canada, Cyprus, Germany, Hungary, India, Italy, Malaysia, New Zealand, Pakistan, Philippines, Sweden, the United Arab Emirates, the United Kingdom, Ukraine, and the United States of America. The necessary data for this study were collected from participants' first-semester academic reports to measure the degree of academic achievement, academic IELTS certificates to determine the language proficiency of candidates, as well as International Personality Item Pool Big-Five inventory to identify the participants’ personality traits. The data were gathered via different communication tools. The correlational analyses showed that there were significant relationships amongst personality traits and Iranian foreign students’ language proficiency. Neuroticism was the only psychological trait, negatively correlated with both language proficiency and academic success of Iranian foreign students. The study also revealed that there was a high correlation between the scores on IELTS and academic success of Iranian foreign students. Finally, multiple regression analysis indicated the causality among the Big-Five personality traits, English language proficiency score on IELTS, and academic success of Iranian foreign students. These bear testimony to the idea of cognitive approach in that one’s underlying mental processes are in charge of second language learning process.
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Velasco, Joseph Ching, and Jeremy de Chavez. "Millennial Work Ethic: A Preliminary Examination of the Work Ethic Profile of Filipino University Students." Mediterranean Journal of Social Sciences 9, no. 6 (November 1, 2018): 121–30. http://dx.doi.org/10.2478/mjss-2018-0167.
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Abstract At present, most students in the universities are considered millennials. As explained by Delcampo, Haggerty, Haney, and Knippel (2010), millennials are individuals born from 1981-2000. In general, millennials are perceived to be the “me” generation or “hero” generation. In addition, they are criticized as individuals who are self-centered, unmotivated, disrespectful, and disloyal (Myers & Sadaghiani, 2010). Given the conflicting and, to some extent, uncritical generalizations about the millennial cohort, this paper explores the work ethic profile of Filipino millennial university students. The respondents of this study are 248 university students from a private university in Metro Manila, Philippines. Through the Multidimensional Work Ethic Profile - Short Form (MWEP-SF), the seven dimension of work ethic were described. Results reveal that Filipino millennial university students scored high on self-reliance. Likewise, they have high mean scores in the dimensions of centrality of work, wasted time, morality/ethics, delay of gratification, and hard work. The dimension of leisure is ranked the lowest. The findings further reveal that there are significant differences in work ethic between male and female respondents. However, in terms of academic specialization, no significant differences were observed. Considering academic achievement, workload, and study hours, these factors interact with the different facets of work ethic.
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Oli, MARIO Colega. "The Assessment Practices by Content-faculty, Student-teaching Supervisor and Cooperating Mentors of Pre-professional Mathematics Teachers in State Universities in Cagayan Valley Region in the Philippines â€." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 4, no. 2 (September 1, 2018): 60–82. http://dx.doi.org/10.21009/jisae.042.05.
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Assessment is the process of teachers gathering information about students’ learning, including their achievement and behavior in both the cognitive and affective domains enabling teachers to make informed decisions for classroom instruction. The Pre-professional Math Teachers were exposed with various assessment practices during their academic years which were implemented by their Professors across their academic subject and not to exclude Mathematics classes. Assessment was just regarded as a means for “grading†the mathematical skills and knowledge of the students and not to measure what is worth measuring.
This study aimed to determine the assessment practices of content faculty, student-teaching supervisors and cooperating mentors of pre-professional mathematics teachers in State Universities in the Cagayan Valley Region in the Philippines It made used of the qualitative-quantitative research method and utilized questionnaires and semi-structured interview. Frequencies, means, standard deviation, and one-way analysis of variance were used.
It was found out that Mathematics content faculty used conceptual class discussions or recitations, students’ calculator and computer use, routine homework or drills, student’s use of manipulatives to monitor the learning progress of their students while write up of projects, tests (prelim, midterms, finals), and critique papers are utilized for grading purposes.
The Student teaching Supervisors always used standard checklist for demonstration teaching, and post-conference and the Cooperating mentors used formal visit and post conference with the Pre-service Math Teachers for formative assessment in assessing the pedagogical skills of the Student teachers during the practicum period. Formal visits, standard checklists for demonstration teaching, and post-conferences with concerned individuals were utilized by both for summative assessment.
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Moneva, Jerald C., Leo B. Acibar, Leo B. Acibar, Niel O. Monding, and Leo B. Acibar. "Class Size and Students’ Anxiety in Oral Recitation." Journal of Social Science Studies 7, no. 2 (March 23, 2020): 15. http://dx.doi.org/10.5296/jsss.v7i2.16518.
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Anxiety is one of the greatest challenges that faced by the students nowadays. Anxiety can affect the student’s productivity, performance and academic achievement in many ways. Class size plays an important role on learning of the students. Students who belong to the large or small class size can surpass this problem, it may give their co-classmate a confidence and courage in facing the anxiety they felt. This study intends to determine the association between the class size and student’s anxiety in oral recitation of Jagobiao National High School. This research work uses a descriptive design with likert’s scale questionnaire as being used for gathering data. After the data were being gathered, the data were then analyzed using weighted mean and chi-square in determining the relationship between the class size and anxiety in oral recitation. 300 randomly selected students from Jagobiao National High School- Junior High School Cebu City, Philippines were asked to participate. The result of the study indicates that the class size in Jagobiao National High School has a range of forty-six to fifty students, the result revealed that the students have anxiety in oral recitation and the students’ level of anxiety is slight to extremely anxious and it is also revealed that there is no association between class size and students’ anxiety in oral recitation
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Abas, Maripaz Carungay, and Ombra A. Imam. "Graduates’ Competence on Employability Skills and Job Performance." International Journal of Evaluation and Research in Education (IJERE) 5, no. 2 (June 1, 2016): 119. http://dx.doi.org/10.11591/ijere.v5i2.4530.
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One critical measure of success in workplaces is employee’s ability to use competently the knowledge, skills and values that match the needs of his job, satisfy the demands of his employer, and contribute to the overall achievement of institutional goals. An explanatory-correlational research design was used to determine the extent of relationship between three categories of employability skills (using The Conference Board of Canada’s Employability Skills 2000+) and five elements of Contextual Performance adopted from Borman and Motowidlo’s Taxonomy. There were a total of 220 respondents representing the groups of employers and employees from 25 government institutions in the south-central part of Mindanao region, Philippines. Inferential analysis shows that fundamental skills had moderate relationship with employees’ contextual performance; however, being more competent in thinking and problem solving skills provides employees with more benefits in performing contextual behavior. Findings further revealed that although personal management skills had moderate relationship with employees’ contextual behavior, the competence in personal adaptability and learning continuously are contributory across all elements of contextual performance. Finally, the result of the study yielded that teamwork skills, particularly the skill on working with others, were also moderately correlated with employees’ contextual performance. This implies that graduates’ competence in employability skills could give them due advantage in their respective work settings. Thus, proper attention on developing competence on employability skills by employers, employees, higher academic institutions, labor agencies, and policy makers may help address the problems on job performance.
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Sylvester P. Garcia, Marc, and Maria Lurlyn M. Nuguid. "INFLUENCES OF TEACHERS ON THE LEARNING MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 634–46. http://dx.doi.org/10.21474/ijar01/12886.
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Motivation is one of the most important factors for academic learning and achievement across childhood through adolescence, according to Elliot and Dweck, (2005). Using descriptive qualitative method, this study sought to establish information to determine the influence of teachers on the learning motivation of senior high school students in Siniloan Integrated National High School, Laguna, Philippines, the researcher used purposive random sampling and got 239 senior high school students as respondents. The study finds that (52.30) or 125 of the students are male where (35.98) or 86 are age 16 years old, (99.58) or 238 are also single belonging to an entire family. Two hundred thirty-three or (97.49) of the students also claimed to like the Technical Vocational Livelihood Strand and 69 or (28.87) are taking Food Processing as their field of specialization. 141 or (59.00) of the students also depicted that it was their parents that influenced them to take the TVL strand. It was found in this study that the teachers influence the students greater in terms of their learning styles and it was found that the senior high school students are aural or auditory learners. In view of the forgoing findings, it confirms that senior high school students from the Siniloan Integrated National High School under the TVL strand showed intrinsic and extrinsic motivation. The study also stated that the intrinsic and extrinsic motivation is significantly influenced bythe teachers method of motivation. The researcher recommends that the teachers continuously improve and use different methods of motivating students and to teach and allow the students to practice learning styles that would help the students to learn better and encourage students to use solitary learning style or become intrapersonal learners to help them become successful in the futureconcluded that solitary learning style is likely to influence a students academic performance because students that are intrapersonal tend to be more organized, focused andaccordance with the method of motivation used.
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Bance, Lucila O., and John Ray B. Acopio. "Exploring Emotional Intelligence and Academic Performance of Filipino University Academic Achievers." International Journal of Psychological Studies 8, no. 3 (August 4, 2016): 164. http://dx.doi.org/10.5539/ijps.v8n3p164.
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<p>The responsibility of academic institutions to produce holistically developed individuals puts compounded pressure on the school administrators to raise students’ achievement. While most learning institutions put a premium on readying its learners in attaining scholastic success, it is quite apparent how most Philippine schools neglected to put an ample attention to one’s emotional and social growth. This current study utilized a descriptive-correlational design—with a randomized sample of 203 university academic achievers between ages of 16 to 21—to generate relationships among factors derived from Emotional Quotient-i: Youth Version (EQ-i:YV) and academic performance as measured by General Pointed Average (GPA). Pearson’s correlations suggested that the overall emotional intelligence has significant positive associations with intrapersonal, interpersonal, stress management, adaptability and general mood scales while overall emotional intelligence and its composite scales are related to academic performance. Thus the findings affirmed the claim that the more the academic achievers become emotional-social intelligent, the higher their tendency to exude academic prowess. This study further highlights the potential implications of emotional intelligence in educational progress and academic success; hence emotional intelligence-based activities should be integrated in higher education curriculum.</p>
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Lapeña, José Florencio F. "Rizal, Renaissance and Reform: Reflections on Ophthalmology and Otorhinolaryngology in the Philippine General Hospital." Philippine Journal of Otolaryngology-Head and Neck Surgery 26, no. 1 (June 27, 2011): 4–5. http://dx.doi.org/10.32412/pjohns.v26i1.589.
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The nineteenth of June 2011 marks a century and fifty years since the birth of José Protasio Rizal in 1861.1 The ninth of November 2011 also marks the Golden Jubilee of the foundation of the Departments of Ophthalmology and Otorhinolaryngology of the Philippine General Hospital (PGH) in 1961, dividing the original Department of Eye, Ear, Nose and Throat that was established a century ago in May 1911. The national hero of the Philippines and Pride of the Malay Race2 is immortalized in countless ways, reflecting his multiple accomplishments that mark a true renaissance individual. The two departments of the national University of the Philippines (UP) have likewise made their mark in pace with the many achievements of their alumni. Rizal was a polyglot and polymath poet, painter, sculptor, sportsman, scientist and patriot, whose writings led to his execution and sparked the Philippine Revolution of 1898.1,3 He was also a physician and an ophthalmologist who insightfully dissected the ills of his patients and society.4 What have the departments and their hospital contributed to health and to humankind?
If precedence were the measure of significance, the pioneering “firsts” would have to include the first laryngo-fissure operation by founding department head Dr. Reinhard Rembe in 1913, the first intracapsular cataract lens extraction in the country using a suction erisophake after the technique of Barraquer by the next chair (and nephew of the national hero) Dr. Aristeo Rizal Ubaldo in 1920, the first laryngectomy by Drs. Ubaldo and founding president of the Philippine Academy of Ophthalmology Antonio S. Fernando in 1923 and the first labyrinthectomy by Drs. Ubaldo and Vicencio C. Alcantara in 1927.5 There was a time when the chairs and senior consultants of most departments of otorhinolaryngology - head and neck surgery in the Philippines were alumni of the UP-PGH, as was the leadership of the Philippine Society of Otolaryngology and Bronchoesophagology (later Philippine Society of Otolaryngology Head and Neck Surgery) which separated from the Philippine Ophthalmological and Otolaryngological Society (subsequently Philippine Academy of Ophthalmology and Otolaryngology) in 1956. But those are bygone days, and the folly of resting on one’s laurels becomes all too apparent, as these are quickly eclipsed by the capabilities of newer, better-equipped health care facilities that are manned by experts trained in their respective institutions. Thus the race to super-specialize and sub-specialize, perhaps to regain lost ground and primacy at the expense of tertiary general health care has become the battle cry for some, led by the present administration of the PGH.
And yet, the majority of Filipinos still do not have access to primary health care.6 They who do not even have the services of a basic physician much less can avail of special care of their sight, hearing and balance, smell and taste, breathing, swallowing or speaking, nor of the face with which they face the world. Witness the number of adults with unrepaired cleft lips and untreated head and neck tumors roaming the streets of the city.
The UP College of Medicine (UPCM) founded in 1905 aims “towards leadership and excellence in community-oriented medical education, research and service directed particularly to the underserved.”5 As the teaching hospital of the UPCM, with whom it shares such academic and clinical departments as Ophthalmology and Otorhinolaryngology, the hundred-year-old Philippine General Hospital and its leadership cannot and must not turn a blind eye or deaf ear to the underserved it is mandated to serve. Its true strength lies in relevance, which is quickly lost if it succumbs to the delusionary glitter of super specialization beyond the reach of most people. Of what benefit is it to be the “first,” if it does not redound to the good of the “many?”
Of Rizal, it has been said “to his patients he gave sight; and to his country he gave vision.”7 As the Departments of Ophthalmology and Otorhinolaryngology pursue the arts and sciences of vision, hearing and balance, olfaction and gustation, respiration and deglutition, phonation and facial expression, may they sharpen the sensitivity of health providers in PGH and other loco-regional general hospitals to the real issues of health and humankind in the developing world and embolden us to overcome the apathy to “hear no evil, see no evil, speak no evil.”
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Belecina, Rene R., and Jose M. Ocampo, Jr. "Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers." MIMBAR PENDIDIKAN 1, no. 1 (March 23, 2016): 123. http://dx.doi.org/10.17509/mimbardik.v1i1.1758.
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<p><strong><em>ABSTRACT</em></strong><strong><em>:</em></strong><em> </em><em>There are many factors that influence academic performance of students. Some of these are related to person</em><em>o</em><em>logical, sociological, and psychological factors. In recent years, academic achievement and performance have been linked to several psychological factors. Two of these psychological factors that may have direct impact or influence o</em><em>n</em><em> academic performance are curiosity and epistemological beliefs.</em><em> </em><em>The study described the level of mathematical curiosity and epistemological beliefs of first year preservice teachers.</em><em> </em><em>Mathematical curiosity includes epistemic curiosity, perceptual curiosity, exploration, and absorption. Epistemological beliefs include certainty of knowledge, source of knowledge, structure of knowledge, control of knowledge acquisition (personal), control of knowledge acquisition (general), and speed of knowledge acquisition. Three research instruments were utilized in this study, namely: Curiosity Inventory, Epistemological Beliefs Inventory, and Mathematics Performance Test. The participants of the study were 167 freshman preservice teachers. Data revealed that mathematics curiosity and epistemological beliefs are significantly related to mathematics performance and they also significantly influence mathematics performance. </em></p><p><strong><em>KEY WORD:</em></strong><em> </em><em>P</em><em>sychological factor</em><em>, </em><em>epistemological </em><em>b</em><em>eliefs, mathematics curiosity, preservice teachers</em><em>,and </em><em>mathematics performance</em><em>.</em><em> </em></p><p><strong><em>ABSTRAKSI</em></strong><em>: “Keingintahuan Matematis, Keyakinan Epistemologis, dan Kinerja Matematika Mahasiswa Calon Guru”. Ada banyak faktor yang mempengaruhi prestasi akademik mahasiswa. Beberapa hal ini terkait dengan faktor personalogis, sosiologis, dan psikologis. Dalam beberapa tahun terakhir, prestasi dan kinerja akademik telah dikaitkan dengan beberapa faktor psikologis. Dua dari faktor-faktor psikologis yang mungkin memiliki dampak langsung atau pengaruh terhadap kinerja akademis adalah rasa ingin tahu dan keyakinan epistemologis. Studi ini menggambarkan tingkat rasa ingin tahu matematika dan keyakinan epistemologis mahasiswa guru dalam pra-jabatan tahun pertama. Keingintahuan matematika termasuk rasa ingin tahu secara epistemik, persepsi rasa ingin tahu, eksplorasi, dan penyerapan. Keyakinan epistemologis termasuk kepastian pengetahuan, sumber pengetahuan, struktur pengetahuan, pengendalian akuisisi pengetahuan (personal), pengendalian akuisisi pengetahuan (umum), dan kecepatan akuisisi pengetahuan. Tiga instrumen penelitian yang digunakan dalam penelitian ini, yaitu: Inventarisasi Keingintahuan, Inventarisasi Keyakinan Epistemologis, dan Uji Kinerja Matematika. Para peserta penelitian adalah 167 mahasiswa calon guru. Data mengungkapkan bahwa rasa ingin tahu matematika dan keyakinan epistemologis secara signifikan terkait dengan kinerja matematika dan keduanya juga secara signifikan mempengaruhi kinerja matematika.</em></p><p><strong><em>KATA KUNCI</em></strong><em>: Faktor psikologis, keyakinan epistemologis, rasa ingin tahu matematika, mahasiswa calon guru, dan kinerja matematika.</em></p><p><img src="/public/site/images/wirta/10.a_.rene_.pnu_.ph_.ok_.jpg" alt="" /> <img src="/public/site/images/wirta/10.b_.jose_.pnu_.ph_.ok_.jpg" alt="" /></p><p><strong><em>About the Authors:</em></strong> <strong>Rene R. Belecina, Ph.D.</strong> is a Full Professor at the College of Graduate Studies and Teacher Education Research PNU (Philippine Normal University). <strong>Jose M. Ocampo, Jr., Ph.D.</strong> is a Full Professor at the Faculty of Education Sciences PNU (Philippine Normal University). Corresponding authors are: <a href="mailto:rrbelecina@yahoo.com" target="_blank">rrbelecina@yahoo.com</a> and <a href="mailto:juno_6970@yahoo.com" target="_blank">juno_6970@yahoo.com</a></p><p><strong><em>How to cite this article?</em></strong> Belecina, Rene R. & Jose M. Ocampo, Jr. (2016). “Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers” in <em>MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan</em>, Vol.1(1) Maret, pp.123-136. Bandung, Indonesia: UPI Press. <strong></strong></p><p><em><strong><em>Chronicle of the article:</em></strong> </em>Accepted (December 13, 2015); Revised (January 29, 2016); and Published (March 11, 2016).<em><br /></em></p>
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Lumintac, Maria Tavita Q. "Students’ Negative Attitude to Physics Influences Low Academic Achievement." IAMURE International Journal of Education 12, no. 1 (October 12, 2014). http://dx.doi.org/10.7718/iamure.ije.v12i1.942.
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Physics is perceived as a difficult subject for secondary and tertiary students. A measurement of students’ attitude towards Physics must be obtained in finding ways of enhancing the teaching and learning in the colleges. Thus, this study is conducted to determine the attitude of engineering students towards physics and its relation to their academic achievement. Descriptive research design was employed in the study. Mean, standard deviation and Pearson product- moment coefficient of correlation were utilized in analyzing the data gathered. Results revealed that the students have a negative attitude towards physics subject, and their academic achievement of the subject is found to be fair or low. Further, a significant relationship was established between the students’ attitude toward Physics and their academic achievement. It is concluded that their low level of academic achievement in physics is the result of their negative attitude towards the subject. Hence, students’ negative attitude to physics influences low academic achievement. Keywords Science Education, Physics, attitude, academic achievement, descriptive design, Surigao City, Philippines
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Esmeralda, Aileen B., and Janet Perez-Espinosa. "Teacher Education Graduates’ Performance as Predictor of Licensure Examination for Teachers Results." JPAIR Multidisciplinary Research 21, no. 1 (June 13, 2015). http://dx.doi.org/10.7719/jpair.v21i1.330.
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High percentage of passers in the Licensure Examination for Teachers (LET) indicates the competence of the Teacher Education Program (TEP) graduates of State Colleges and Universities. Licensure tests are usually one of the several criteria necessary to qualify an entry into the teaching profession. This government examination is designed to identify professionals who have the desired level of competency to teach basic education. The study determined the extent of implementation of the TEP of Carlos Hilado Memorial State College (CHMSC) in relation to the academic achievement and performance of graduates in the LET. The descriptive correlational method specifically documentary analysis, with the mean, Pearson Product Moment (PPM) and ANOVA were used in this study. Findings revealed that the Teacher Education Program of CHMSC was well implemented. This concludes that the Bachelor in Elementary Education (BEED) group showed greater confidence in academics, indicating the need to enhance the level of academic preparation of the BSED group underscoring general education and major subjects during pre-service years. It further revealed that a significant relationship existed between the LET performance and the academic achievement of the BEED graduates. This means that the teacher graduates’ academic performance is a significant predictor in the LET. Keywords— Education, academic achievement, licensure examination, Talisay City, Philippines
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Librando, Jr., Anito Ramas. "Core Subjects Achievement and CSAT Performance of Senior Students: An Evaluation of a Private High School’s College Entrance Exam Review Program in Cagayan de Oro, Philippines." IAMURE International Journal of Education 14, no. 1 (March 12, 2015). http://dx.doi.org/10.7718/iamure.ije.v14i1.1026.
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As schools provide the academic environment for students’ development, students still go through entrance examinations for them to bridge that gap from high school to their course choice in college. This paper determined the effect of the core subject’s achievement and the College Scholastic Achievement Test (CSAT) performance of students in English, Science and Mathematics for four school years to create a medium-term development plan for a college entrance exam program of a private high school in Southern Philippines. Results on the descriptive mean determined satisfactory levels of achievement and CSAT performance. Students performed better in English based on their achievement grades and aptitude scores in CSAT when compared to Science and Mathematics. Through correlation analysis set at the alpha level of 0.05, it was revealed that there is a highly significant effect on the students’ academic achievement to CSAT performance. Concurrently, the overall extent of implementation of the program is very good with the areas on program design and program output rated as excellent. It is recommended that the school enriches curriculum and instruction and to maximize learning by focusing on higher order thinking skills. Furthermore, the said program needs to enhance on areas on implementation and cost-effectiveness. Students have varied thresholds in the different core subjects that need to be addressed well. Also, developing students’ higher order thinking skills that go beyond rote memory is necessary to improve competence and mastery in the subject. Keywords - Educational management, program evaluation, academic achievement, descriptive-correlation, Cagayan de Oro City, Philippines
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Callaman, Roar A. "Logical Intelligence as Correlates of Academic Achievement in Advanced Algebra of Fourth Year High School Students." JPAIR Multidisciplinary Research 17, no. 1 (July 16, 2014). http://dx.doi.org/10.7719/jpair.v17i1.276.
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Mathematics serves as the basis of modern innovations, discoveries and research studies. Students nowadays tend not to apply the concepts of Mathematics in the solution of meaningful problems since they were bombarded with the different factors affecting their academic achievement in mathematics. This study was conducted to determine the relationship between intellective and non-intellective factors and the academic achievement of students in advanced algebra. The descriptive - correlational method was used to determine the relationship between the achievement test in advanced algebra and the intellective and non-intellective factors which include logical intelligence, family income, number of years spent in school of the head of the family, time allotted in studying mathematics and interest in mathematics. Cluster Sampling Design was used as sampling design; that is, 217fourth-year high school students of F. Bustamante National High School, School Year 2011-2012 were taken as respondents. Pearson Product Coefficient of Correlation was used to determine the relationship between the variables. While the logical intelligence of senior students was satisfactory, relationship with the academic achievement of students was established in the findings at 0.05 level of significance, specifically in the domains of understanding, applying, analyzing and evaluating.Keywords—Mathematics Education, logical intelligence, academic achievement, advanced algebra, fourth year high school students, descriptive-correlational method, Davao City, Philippines
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BANUELOS, HEIDI P., and ANA HELENA R. LOVITOS. "Time, Language, Culture and Attitude: Barriers to Students’ Academic Achievement." IAMURE International Journal of Multidisciplinary Research 5, no. 1 (December 1, 2013). http://dx.doi.org/10.7718/iamure.v5i1.612.
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Barriers to students’ academic achievement have gained importance in educational research. The primary goal of this study was to determine the level of barriers to effective family involvement in education and student achievement of the 5 selected public elementary schools. The researcher used descriptive-correlational method using a standardized and validated questionnaire. The respondents of the study were the 86 B’laan parents of 5 public elementary schools of Kiblawan in Davao, Philippines using universal sampling. Employing mean and Pearson r as statistical tools, results showed that the level of barriers to effective family involvement to education and to the level of student achievement were both moderate. Moreover, results indicated that there is a significant relationship between the barriers to effective family involvement to education and student achievement in government primary institutions. Students had the confidence on their parents’ ability to assist them in their studies. However, there is a need to train students to be academically inspired through parental involvement in school activities since some of them avoid their parents’ engagement in school programs. Likewise, parents outside the cultural mainstream such as the B’laan may feel that they are not capable of contributing to their children’s education. Thus, they are less likely to become involved in school activities.Keywords:
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Suico, Ida T. "Teaching Effectiveness: Its Influence to Students’ Attitude towards Entrepreneurship and Their Academic Achievement in Business Subjects." IAMURE International Journal of Business and Management 11, no. 1 (September 30, 2015). http://dx.doi.org/10.7718/iamure.ijbm.v11i1.1079.
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The study was conducted to determine the teaching effectiveness, its influence on students’ attitudes towards entrepreneurship and their academic achievement. The respondents of this study were teachers teaching entrepreneurship subject and fourth-year students taking such subjects in selected SUCs in Iloilo and Antique, Philippines. The instruments used in this study were an evaluation form for teaching effectiveness and grades of students in entrepreneurship. Frequency and mean were used to analyze descriptive data. T-test, One-way analysis of variance, and Pearson r were used for inferential statistics set at 0.05 alpha. Results showed the teachers’ level of teaching effectiveness was “highly effective.” The overall attitude of students towards entrepreneurship was “good” while their academic achievement on the subject was also good (85.65). No significant differences existed on teachers’ level of teaching effectiveness based on their age, the length of teaching experience, training, membership in business organizations and teaching performance. Moreover, these variables did not significantly influence teaching effectiveness and students’ attitude toward entrepreneurship and students’ academic achievement.
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Tizo, Maribel S., and Nenita D. Palmes. "Academic Performance of Chemistry Majors in Selected Chemistry Courses: Input For The Licensure Examination Preparation." IAMURE International Journal of Education 5, no. 1 (January 28, 2013). http://dx.doi.org/10.7718/iamure.ije.v5i1.430.
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Students’ achievement in the field of science depends on many related factors of teaching and learning particularly in chemistry subjects. Thus, it may be helpful to determine objectively whether or not teachers, students’ and school factors are influencing the academic performance of the students and the importance of which as input to chemistry licensure examination. Descriptive statistics were used. The multivariate analysis on the form of principal components analysis (PCA) and general linear model (GLM) were also used. Female respondents comprised the majority. Parent’s highest educational levels were college graduate, and most of the students came from State Universities and Colleges. Most of the students were members of school organizations, non-recipient of scholarship; and many of them were indulged in extra-curricular activities. Generally, learning style did not influence academic performance. Among the teaching strategies which were favored by the students was lecture and discussion. Students performed best in Organic Chemistry but they had low Chemistry achievement index. Recipient of a scholarship grant and attitude towards Chemistry were individually significant. Instructional materials and the library sources were not significant predictors of chemistry achievement. Further research is needed to explore the problem on a large sample from more scattered geographical regions. Keywords – Chemistry, students achievement, learning styles, instructional materials, teaching strategies, descriptive design, Philippines
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CABRERA, FREDDIE R. "Effectiveness of Cooperative Learning Approach to Teaching Plane Trigonometry." IAMURE International Journal of Multidisciplinary Research 8, no. 1 (October 19, 2014). http://dx.doi.org/10.7718/iamure.v8i1.786.
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Cooperative learning is an approach that develops unity and cooperation andimproves the classroom activities in organized academic and social experiences.The purpose of this study was to determine the effectiveness of cooperativelearning as an approach to teaching mathematics. This quasi-experimentalstudy involved the BSCS I-A and 1B students, the first section assigned to theexperimental group (cooperative learning) and the second section assigned tothe control group (lecture-discussion). The study started with the administrationof pre-achievement and pre-attitude tests and ended with the administration ofpost-achievement and post-attitude tests. The instruments used to gather datawere the achievement test and standardized attitude inventory test. The scoreswere compared and the mean difference was determined using t-test. Findingsreveal that cooperative learning improved students’ achievement in mathematics.Those exposed to cooperative learning performed better than those exposed to lecture-discussion. Moreover, cooperative learning positively influenced students’ attitude towards mathematics. Therefore, cooperative learning should be usedso as to develop a more enjoyable learning environment for both students andteacher.Keywords: Mathematics, plane trigonometry, cooperative learning, quasi-experimentaldesign, Philippines
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Vital, Vicky P., Rose Lynn D. Villanueva, Ma Carla M. Mañago, and Robin B. Dimla. "Exploring the Link between Teachers’ Complementary Teaching Attributes and Students’ Academic Performance." IAMURE International Journal of Education 13, no. 1 (January 15, 2015). http://dx.doi.org/10.7718/iamure.ije.v13i1.970.
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Teachers’ pedagogical attributes have affected learning achievement and performance. This study examined the relationship between teachers’ complementary teaching attributes i.e. teaching styles and multiple bits of intelligence and the academic performance of the students leading to a basis for a purposive integration of pedagogical innovation in teacher education curriculum. The descriptive- correlational type of research was utilized in this study. The universal sampling technique was employed for the student- respondents while simple random sampling was used in the selection of the teacher-respondents. Data were gathered through the use of standardized questionnaires. The academic performance was determined by looking at the students’ term grade-point average. Based on the result, four (4) of the teaching styles significantly correlate with the academic performance of the students namely expert, formal authority, facilitator, and delegator. However, a negative correlation was noted between the academic performance and three of the teaching styles, i.e., expert, formal authority, and delegator. All of the multiple intelligence significantly correlates with students’ academic performance. Those above further suggest the appropriate inclusion of teaching styles in pedagogical platform integrating teachers multiple bits of intelligence to achieve an effective educational process. Keywords - Education, teaching styles, multiple bits of intelligence, academic performance, descriptive – correlational research, Philippines
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Real, Karlo R., and Joussie Bajet Bermio. "Work Attitudes as Correlate to Academic Performance of the Bachelor of Science in Industrial Technology Students in the University of Northern Philippines." JPAIR Multidisciplinary Research 23, no. 1 (January 18, 2016). http://dx.doi.org/10.7719/jpair.v23i1.358.
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The quality of student’s performance in Technological Education is influenced by many factors such as facilities, equipment, hand tools, instruction, methodology, and the students. The study aimed to determine the performance of the Bachelor of Science in Industrial Technology Major in Automotive Technology students in University of Northern Philippines, Vigan City, Ilocos Sur, Philippines and the influence of some factors. The descriptive-correlational research design and documentary analysis were used. The performance was measured in terms of knowledge, manipulative skills and work attitudes. It was found out that the BSIT Program had a pool of highly qualified faculty and had more than adequate physical resources. The student respondents had fair grades in their general education subjects and good grades in technology major subjects. The level of performance of students along knowledge was good; very good along manipulative skills; and very high along work attitudes. The students’ level of performance along knowledge and skills was not influenced by the BSIT program profile; however, work attitudes significantly affected the students’ performance. The students’ level of performance along knowledge and work attitudes was not influenced by their scholastic achievement. However, there are some aspects of skills, namely, diagnostic and speed/time which are significantly influenced by their scholastic profile.
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P. Dumigsi, Myrell, and Jem Boy B. Cabrella. "Effectiveness of Strategic Intervention Material in Mathematics as Remediation for Grade 9 Students in Solving Problems Involving Quadratic Functions." Asian Journal of Education and Social Studies, August 27, 2019, 1–10. http://dx.doi.org/10.9734/ajess/2019/v5i130137.
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This study aimed to investigate the effectiveness of Strategic Intervention Material (SIM) in Mathematics as remediation for Grade 9 students in solving problems involving quadratic functions. The SIM was designed as a remediation tool for students in teaching one of the least learned competencies. It was personally conducted by the researcher in Digos City NHS – Igpit HS Annex, Igpit, Digos City, Davao del Sur, Philippines during the School Year 2016-2017. A total of 16 Grade 9 students were the respondents of the study. Quasi-experimental design was used. The data were gathered using the researcher-made pretest and posttest. Frequency, relative frequency, mean and standard deviation were used to describe the academic achievement of students in problem solving involving quadratic functions. One-way analysis of co-variance (ANCOVA) was utilized to test if the significant difference existed between the experimental and the control groups. Findings revealed that the proficiency level of Grade 9 students in the posttest when remediated using the SIM was “satisfactory”; while the students remediated with the Grade 9 Learner’s Material was described as “did not meet expectations.” A significant difference in the academic achievement of students on the topic in favor of the experimental group was noted; hence, the Strategic Intervention Material in Mathematics was found effective as a remediation tool for Grade 9 students in solving problems involving quadratic functions. Recommendations were offered.
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MAHINAY, RAY BUTCH D. "Structural Equation Model on Learners’ Conceptions of Learning and Approaches to Learning as Predictors of Physics Self-Efficacy." IAMURE International Journal of Education 10, no. 1 (March 5, 2014). http://dx.doi.org/10.7718/iamure.ije.v10i1.885.
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Many studies in the past have established the positive association of self-efficacy to academic motivation and achievement. To substantively improve the understanding of learner’s self-efficacy, education researchers must need to explore how it is structured. This study proposed a structural model of Physics self-efficacy (PSE) and outlined its relationshipswith conceptions of learning Physics (CLP) and approachesto learning Physics (ALP) through structural equation modeling. Three questionnaires from Tsai (2008) were adapted for a field survey that was carried out to 317 fourth-year students randomly chosen among seven national high schools in the east district of the division of Cagayan de Oro City, Philippines to measure the scales on PSE, CLP and ALP. Correlation and path analyses showed that CLP has significant relationship with ALP. Consequently,the ALP also has significant relationshipto PSE. Specifically, both the students’ low-level and high-level conceptions of learning physics exerted positive influence to surface and deep motives and strategies in their approaches in learning the subject. Further, the students’ ALP inferred direct contribution to PSE than the CLP. These results provide valuable information in this area to effusively understand the nature and process of learning physics pertinent to other metacognitive variables. Keywords - Science education, learning conception, learning approaches, physicslearning, self-efficacy, structural equation modelling, Philippines
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Zacal, Steve G. "Effect of Multimedia Teaching to the Achievement of Junior High School Students in Trigonometry." JPAIR Institutional Research 3, no. 1 (January 16, 2014). http://dx.doi.org/10.7719/irj.v3i1.289.
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Modernization means advancement of technology. Since technology is now fast growing in any instance, it also affects student’s behavior in their studies. This study was conducted to determine the effect of interactive multimedia instruction on the achievement of junior-high-school students in the subject Trigonometry. Design 10, the non-equivalent control-group format was used to conduct the experiment during the fourth quarter of school year 2010-2011. The section, third-year Mayon with 35 students made up the experimental group, while that of third-year Apo with 35 students became the control group comprising of 70 third-year students of Daniel R. Aguinaldo National High School as the subjects of the study. The experimental group was evaluated based on treatment X, which used the interactive multimedia instruction. The traditional method of teaching was used by control group and isolated from the experimental intervention and was evaluated during the pre-test and post-test periods. Data were retrieved using the test made by the investigator. It came out that both groups displayed learning improvement at the end of the study, but the magnitude of an increase significantly differed. The study concludes that interactive multimedia instruction led to higher improvement of teaching trigonometry than the conventional method adopted by the control group.Keywords— Multimedia Instruction, academic achievement, non-equivalent control group design, Davao City, Philippines
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Baltazar, Francis Clare B. "Dual-Instructional Model: Input to Developing and Evaluating Reading Modules in the Philippines." JPAIR Multidisciplinary Research 29, no. 1 (October 16, 2017). http://dx.doi.org/10.7719/jpair.v29i1.511.
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Reading is a rudiment of academic and career success. It is a macro skill that holds higher proficiency and higher language skills such as speaking and writing. In recognition of the high significance of reading, this study made an intervention in response to identified reading challenges by constructing reading modules for Grade 9 students that were strengthened by two instructional models identified as ADDIE and CIPP further anchored on thinking skills, comprehension levels, and K to 12 reading competencies utilizing Quantitative Design via Quasi-Experimental Approach. For the development of the reading modules, the ADDIE Model was used to ensure the quality of the content through analysis, design, development, implementation, and evaluation phases. For the evaluation of the modules as regards viability in improving reading potential, the CIPP model was the final quality measure anchored on context evaluation, input evaluation, process evaluation, and product evaluation. The results showed that inconsistency of the reading achievement of participants urged the necessity of constructing reading modules. Evaluation and comprehension were the thinking skills weak points while critical and interpretative were the comprehension level weak points. The effectiveness of ADDIE Development in the reading modules was justified by the outstanding ratings given by the reading experts and the viability of the reading modules in enhancing maximum reading potential was strengthened by the CIPP Model evaluation. The use of reading modules as supplementary tools in actual reading instruction and utilization of modules for other grade levels underscoring needs-based assessment and IM Models are highly recommended.
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Valdez, Jana Patricia M., Weipeng Yang, and Jesus Alfonso D. Datu. "Validation of the Gratitude Questionnaire in Filipino Secondary School Students." Spanish Journal of Psychology 20 (2017). http://dx.doi.org/10.1017/sjp.2017.51.
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AbstractMost studies have assessed the psychometric properties of the Gratitude Questionnaire – Six-Item Form (GQ-6) in the Western contexts while very few research has been generated to explore the applicability of this scale in non-Western settings. To address this gap, the aim of the study was to examine the factorial validity and gender invariance of the Gratitude Questionnaire in the Philippines through a construct validation approach. There were 383 Filipino high school students who participated in the research. In terms of within-network construct validity, results of confirmatory factor analyses revealed that the five-item version of the questionnaire (GQ-5) had better fit compared to the original six-item version of the gratitude questionnaire. The scores from the GQ-5 also exhibited invariance across gender. Between-network construct validation showed that gratitude was associated with higher levels of academic achievement (β = .46, p <.001), autonomous motivation (β = .73, p <.001), and controlled motivation (β = .28, p <.01). Conversely, gratitude was linked to lower degree of amotivation (β = -.51, p <.001). Theoretical and practical implications are discussed.
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Valencerina, May Ann Bague. "Effect of Cooperative Learning Method Anchored on Multiple Intelligence Theory on Students’ Achievement in Mathematics." JPAIR Institutional Research 3, no. 1 (January 16, 2014). http://dx.doi.org/10.7719/irj.v3i1.288.
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Cooperative learning is defined as a category of instructional strategies that place students in mixed-ability groups in which students work together to achieve a common academic goal. This type of learning has become more desirable as researchers study individual learning differences and styles as well as multiple intelligences. The theory of multiple intelligences suggests that there are number of distinct forms of intelligence that each individual possesses in varying degrees and that the implication of the theory is that learning and teaching should focus on the particular intelligences of each person. This study was conducted to provide empirical facts on the effect of cooperative learning method supported by multiple intelligence theory on students’ achievement in mathematics. This study used the nonequivalent control group design. The instruments used were the 90-item adopted Multiple Intelligence test and the 40-item teacher-made test for the topics Fundamental Operations on Rational Algebraic Expressions, Positive Integral Exponents, and Zero and Negative Exponents. The data gathered were summarized, translated, and analyzed using the mean scores for both pre-test and post-test. The difference between the post-test mean scores of the experimental and control group is statistically significant, which means that students’ achievement in mathematics is greatly affected when cooperative learning methods were used as teaching strategies compared to the traditional method. Furthermore, it is strongly recommended that cooperative learning method supported with multiple intelligence theory should be used in teaching mathematical concepts and even in other fields of study.Keywords— Mathematics Education, Cooperative learning method, multiple intelligence theories, traditional lecture method, non-equivalent control group design, Philippines, Asia
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Sucuano, Jean V. "Effectiveness of Convergent Mastery Technique in Teaching Selected Topics in High School Trigonometry." JPAIR Institutional Research 3, no. 1 (January 16, 2014). http://dx.doi.org/10.7719/irj.v3i1.285.
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Trigonometry as a subject can be difficult to comprehend especially on proving identities and solving trigonometric functions. It is important that a teacher must incorporate a teaching style which could help students better comprehend the subject. Convergent mastery technique is a recommended technique for better mastery and comprehension. To provide empirical facts on the effect of convergent mastery technique in teaching Trigonometry to junior-high-school students, this study was conducted. This study used a quasi-experimental design called the pre-test-post-test control design. The participants were the two heterogeneous sections of the third-year level of Stella Maris Academy of Davao. The tool in this study used is a 40-item teacher-made test with 17 items for the topic “The Fundamental Trigonometric Identities” and 23 items for the topic “Verifying Trigonometric Identities.” This instrument was used in the pre-test and post-test to measure the achievement of the students both in the experimental and the control group. The data gathered were summarized, translated, and analyzed using the mean scores for both pre-test and post-test. At 0.05 level of significance, the t-test was used to find a significant difference between the experimental and control groups. Findings show the significant difference between pre-test and post-test scores as well as the mean gain scores of the two groups. Thus, convergent mastery technique is an operational strategy in improving the academic achievement of students and is recommended to be used in teaching mathematics or in any discipline.Keywords—Mathematics Education, effectiveness of convergent mastery technique, high school trigonometry, quasi-experimental design, Davao City, Philippines
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Alaya-Ay, Gaudencio M., Rolando C. Cuizon, and Exequel Tadeo Tagum. "Teaching Environmental Education in Raising Pupils’ Environmental Awareness: A Process Approach." IAMURE International Journal of Social Sciences 2, no. 1 (March 19, 2012). http://dx.doi.org/10.7718/ijss.v2i1.11.
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This study aimed at determining the level of community environmental awareness and concept among selected Grade VI pupils in Northeast II-A Central School and Catalino Sumile Memorial School, Dalipuga, Iligan City, Philippines. The former was taught environmental concepts through process approach using video and hands-on while the latter the traditional classroom instruction method. This study utilized the descriptive-correlational and inferential research design since the relationship and the differences between respondents’ profile and their community environment awareness level were tested at the 0.05 level of significance. The study utilized the following statistical techniques to analyze the gathered data: frequency and percentages, mean, standard deviation, likelihood ratio test, independent T-test and F-test. Findings reveal that there is a significant difference between the posttest results of the two groups wherein the process approach created better posttest results than the traditional approach. It also showed that the family income and the parent’s educational attainment have significant relationship with the posttest results of the respondents. Therefore, using process approach in teaching environmental concepts produces better academic achievement in pupils. It is also one way of increasing community environmental awareness in pupils whose young minds can be molded to become environmental advocates assuring sustainable future for next generations. Keywords – process approach in teaching, environmental awareness, environmental education
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GOMEZ, MARICEL A., and MAURICIO M. CATAN. "FACTORS LEADING TO LIMITED RESEARCHES CONDUCTED BY PHILIPPINE PUBLIC SCHOOL TEACHERS." Innovare Journal of Education, May 1, 2021, 1–7. http://dx.doi.org/10.22159/ijoe.2021v9i3.41272.
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The study investigated the pedagogical competence of teacher’s and its influence on student’s academic achievement. The descriptive survey research design was adopted and the census (all) sampling technique was used to sample 250 Junior High School (JHS) teachers in Ashaiman Municipality. The collected data from the close-ended questionnaire was analysed with mean and standard deviation on the scale of 1-4 and the Pearson’s Product Moment Correlation was used to test the hypothesis. The study revealed that as a pedagogical competence, the teachers provided appropriate feedback, adapted to changing conditions, explained content to students and communicated learning goals effectively. It was also found that there was a positive weak relationship between the classroom management competence of teachers and student’s academic achievement. The study, therefore, concluded that pedagogical competence of teachers could help promote deep knowledge, understanding and expectation among students if teacher’s pedagogical competencies are effective. Also, when teachers increase their knowledge and competence to manage the classroom, they could provide high expectations for student’s social support, guidance and independent thought in learning. Recommendations were made to the municipal education directorate, Ghana Education Service and Ministry of Education, Ghana based on the findings.
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ABELLANOSA, GAUDENCIO G. "Scaffolding of Instruction, Cooperative Training, Activation of Prior Knowledge as Predictors of Student Achievement in Literature Courses." IAMURE International Journal of Multidisciplinary Research 5, no. 1 (December 1, 2013). http://dx.doi.org/10.7718/iamure.v5i1.619.
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The study was conducted and anchored on the concept Darling-Hammond (1999) that teachers who are using a wide repertoire of approaches skillfully (literature-based, lecture and small group work) are typically most successful to influence academic achievement. This study aimed to determine the significant relationship and influence of the utilization of literature-based instruction among teachers to the achievement of students in literature course. Descriptive correlation survey was used in this study. It focuses on the present condition with the purpose of finding new truth and it is valuable in providing facts on which specific judgments may be based. The study was conducted in the University of Mindanao to 400 student-respondents. Mean, Pearson Product Moment Correlation and Linear Regression Analysis were the statistical tools used for the data analysis. The findings of the study are as follows: The level of performance of teacher in the utilization of literature-based instruction was high while the level of achievement of students in literature course was moderate.The study concluded that the performance of teachers on the utilization of literature–based instruction influenced or predicted the achievement of students in literature course.Keywords: Literature-based Instruction, Academic Achievement, Teachers in the University of Mindanao, and Module in Philippine Literature
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MANABAT, THELMA. "Modular Print Materials: Philippine Way of Learning Delivery In Times Of New Normal." AJARCDE | Asian Journal of Applied Research for Community Development and Empowerment 4, no. 3 (June 15, 2021). http://dx.doi.org/10.29165/ajarcde.v4i3.57.
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Philippine educational system was designed for an era that no longer exists nowadays. This is true in the face of a fast-changing world that deeply revolutionized our young learner’s attitudes, values and behavioral predilections. In like manner, parents and families are placed in a quandary as they are confronted with the mounting admixture of formal and informal learning options and opportunities for their children.
Module is a unit of work in a course of instruction that is virtually self-contained and a method of teaching that is based on the building of skills and knowledge in discrete units. It is a form of self-instructional package which is regarded as a relatively-recent phenomena. It enables the learner to have a control over his learning and takes greater responsibility for his learning opportunity.
The writer believes that modular print material is the most effective in optimizing the students’ academic performance or achievements in attaining the main objective of the subject.
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Garcia, Reynalda B., and Bernardo E. Bay Jr. "Student Organizations of LPU: Assessing their Performance Towards the Attainment of Institutional Goals." IAMURE International Journal of Multidisciplinary Research 2, no. 1 (October 4, 2012). http://dx.doi.org/10.7718/iamure.v2i1.57.
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This study assessed the performance of student organizations of the Lyceum of the Philippines University in terms of organization’s objectives, operations, and outputs/achievements, and to determine how student organizations contributed to the development of the institutional goals. Participants of study were the active members and the advisers of all recognized student organizations for the school year 2006-2010. The research used the descriptive method of research with triangular approach where empirical data was supported with qualitative analysis and interviews with student organization members and advisers. The data were treated using weighted mean, ranking and t-test. Results revealed that LPU student organizations provide activities which contribute to the academic, socio-cultural, cognitive and personal development of the students, thus, student organizations play an important role in attaining the identified institutional goals. A student organization development program is proposed which focused on the organizational needs and assessment to help realize institutional goals. Keywords - student organization, institutional goals
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Alaya-Ay, Jr., Gaudencio M. "Storytelling Through Video: A Bilingual Approach in Teaching." IAMURE International Journal of Social Sciences 2, no. 1 (March 19, 2012). http://dx.doi.org/10.7718/ijss.v2i1.19.
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This is an experimental study on the effect of storytelling through video and the lecture method in which both approaches used English and Maranao versions to the 100 Grade II pupils in Balo-I District, Lanao del Norte Division, Philippines, SY 2011-2012. The study utilized the two-group experimental design of research.The tool for teaching was the story entitled “The Greatest Treasure” which was adapted from www.bookbox.com (retrieved, 2011) and was translated to the Maranao version for the other group of respondents. A researchermade test in Maranao and English versions were used in comparing the effects of the bilingual approaches in teaching. The statistical tools used in analyzing the data were frequency count, mean, paired, and independent t-test. The findings revealed that majority of the respondents in the video group both in English and Maranao versions scored very high in the post tests compared to the traditional lecture method. These implied that there were significant differences in academic achievements of video and lecture groups in Maranao and English versions. It was concluded that pupils can comprehend well if storytelling will be done using the latest technology and if also presented both in English and in their own native language or mother tongue. Conclusively, the use of video technology is effective in story telling as an innovative strategy in teaching. Keywords - video storytelling, bilingual approach, innovative strategy
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Limjuco, Renan P. "Preface." UIC Research Journal 18, no. 2 (April 16, 2014). http://dx.doi.org/10.17158/311.
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<p><span style="white-space: pre;"> </span>The UIC RESEARCH JOURNAL (International Edition) Volume 18 Number 2 October 2012 issue contains 17 articles written by faculty researchers not only from the University of the Immaculate Conception but also from other universities and colleges of Davao City. It provides three sections for the publishable versions of research papers, theses, or dissertations recently completed by these scholars from various fields.</p><p><span style="white-space: pre;"> </span>Section One - Engineering, Mathematics and Technology, reveals the studies done by Alberto G. Forones Jr., Eric John G. Emberda et. al, Exander T. Barrios et. al, and Mary Jane G. Barluado. This part highlights relevant information about graduates’ achievements in engineering board examinations--- a retrospective study, applications of information technology knowledge, and creation of a cosmetic product for sun protection.</p><p><span style="white-space: pre;"> </span>Section Two - Health and Health Profession, presents the papers written by Elizabeth M. Malonzo (Brokenshire College), Fe Frauline C. Magdaluyo (Davao Doctors College), Jason O. Molina, S. Ma. Remegia M. Cirujales and Letty G. Kuan (University of Santo Tomas). This section showcases studies that deal with important issues concerning health and health profession, such as the following: MSM’s decision to indulge in unprotected anal intercourse (bareback sex) in relation to his awareness of HIV/AIDS risk; the behavior of nursing students in the clinical area and the manifestation of the ideal nursing roles; the relationships between food safety knowledge and practices of hospital food handlers in Davao City and also between their attitudes and practices regarding food safety; and governance in nurse migration.</p><p><span style="white-space: pre;"> </span>Section Three - Philosophy and Education, tackles specifically the following papers: Asisclo M. Abonado’s Being-for-Itself as Freedom: A Preliminary Inquiry on Jean-Paul Sartre’s Philosophy of the Human Person, Porferia S. Poralan, Rene M. Babiera, and Rebecca P. Habla’s Strengthening and Preserving Practices of Philippine Folk Dances in Relation to Cultural Awareness of Secondary Students of Davao City, Camfel V. Balaud-Tabboga’s Institutional Leadership, Teacher’s Competence on Curricular Trends and Student’s Performance in Science, Cromwell M. Castillo’s Faculty Behavioral Intention to Adopt Web 2.0 Technologies: A Path Analysis, and Renan P. Limjuco and Juvie Pauline L. Relacion’s Stakeholder’s Program Evaluation and Review: Leading to the Enhancement of Computer Engineering Curricular Program. This portion focuses on topics of pure academic nature; their relevance to curriculum and instruction defines their significance as journal entries for this particular issue.</p><p><span style="white-space: pre;"> </span>Section Four – Pharmacy/Chemistry, presents studies that deals on quality and safety evaluation of commercial mangosteen capsule, toxicological and antimicrobial evaluations of formulated ointment from eskwater leaf extract against MRSA, bronchodilating activity of formulated syrup of jackfruit root extract in albino rats, and bacteriological, toxicological and mutagenic evaluations of the formulated ointment of knobweed (Hyptis capitata Jacq.) leaf extract against methicillin-resistant Staphylococcus aureus. The researchers for these studies are Judee N. Nogodula, Kathleen G. Bersabal, and Ma. Eva C. San Juan.</p><p> </p><p>Dr. Renan P. Limjuco</p><p>Editor in Chief</p><p>UIC Research Journal</p><p>International Edition</p>