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龔仁崇 and Ronnel Bornasal King. "Studying for the sake of others : the role of social goals on engagement and well-being." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193013.
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Students pursue different goals in school, which have been shown to influence a variety of educational outcomes. The achievement goal framework which focuses on mastery and performance goals is currently the most dominant paradigm for the examination of students‘ goals in the school setting. Numerous studies have shown the different consequences associated with the pursuit of mastery and performance goals. However, a limitation of achievement goal theory is its neglect of social goals which pertain to social reasons for studying. This is surprising given the importance of interpersonal relationships for adolescent students. Moreover, from a cross-cultural perspective, social goals seem to be even more salient for students from collectivist cultures due to the greater importance of the relational fabric in such societies. Therefore, the general aim of this study was to investigate the types, the structure, and the consequences of social goals in a collectivist cultural context.
Five inter-related studies were conducted with Filipino secondary school students. Study 1 was a qualitative study which aimed to assess the different types of goals that students pursued. Results indicated that most of the goals pertained to social goals, and only a minority of these referred to the more commonly-researched achievement goals. Studies 2 and 3 aimed to examine the cross-cultural applicability of the 2 x 2 achievement goal model and the hierarchical and multidimensional model of social goals respectively in the Philippine setting. The 2 x 2 achievement goal model posits a distinction between four types of achievement goals: mastery-approach, mastery-avoidance, performance-approach, and performance avoidance, while the hierarchical and multidimensional model of social goals construes social goals as a higher-order construct underpinned by five specific types of social goals: social affiliation, social approval, social concern, social responsibility, and social status. Results of these two studies indicated that these models were both applicable to Filipino students. As such, they were used in the subsequent studies. The aim of Study 4 was to test the relationships among achievement goals, social goals, academic engagement, and achievement. A longitudinal design was adopted and results indicated that social goals were the most salient positive predictors of academic engagement. They were also negative predictors of academic disengagement. Engagement and disengagement, in turn, mediated the impact of goals on subsequent academic achievement. Study 5 examined the relationships among achievement goals, social goals, and well-being. A longitudinal design was adopted, and results showed that mastery-approach and social goals were the most beneficial for well-being.
Taken together, these studies showed the importance of investigating social goals alongside the oft-examined achievement goals given their greater salience and their causal dominance over achievement goals in predicting both achievement-related and broader well-being outcomes. Theoretical and practical implications, as well as directions for future research are discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Floresta, Jonamari Kristin. "The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20939.
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Conflict-ridden areas in Mindanao, the southern part of the Philippines, have schools that educate students who are living in a demanding environment generated by war. The ‘subaltern’ are people who are most oppressed in society; they are unable to express their concern to those in power (Spivak, 1994). These students are the ‘subaltern’ in this context as they are most affected during a conflict. They may have experienced the death of a loved one, threats to life, exposure to violence, extreme poverty, interrupted schooling, and recruitment as child-combatants. Mindanao has been undergoing armed conflict for almost 500 years. Different affiliations with conflicting subgroups, along with influences that lead the youth to participate in armed conflict, make peace elusive. Schools in Mindanao have the opportunity to influence and empower these subaltern students. However, most educational strategies in the Philippines are centralized by the government, and schooling is shaped based on students unaffected by conflict. This condition creates inequality, as schooling offered for these subaltern students is unreflective of their own culture and identity. The thesis addresses a gap in previous research as it looks into the influences of the school environment and the community towards subaltern students who experience conflict from students’ perspectives. Guided by the precepts of phenomenology, a post-colonial approach and Herbert Kelman’s (2006) concept of legitimate authority, the study seeks to better understand how schooling affects the identities and pathways in the society of the subaltern students. Using art-based activities, focus group discussions and in-depth interviews, current secondary students and former students who have transitioned from school to community were gathered to participate in this study. This study found that different factors in the school environment which pertain to social interactions, religious doctrines, and practices either contribute to the influence on students’ identity towards peacebuilding, insurgency, or neutral involvement with conflict. Further, the influences from the community can either support or contradict these influences. The study established that schools are institutions that can aid students to cope with the demands from the conflict-ridden community. However, most schools are inadequately equipped and informed to cater to the needs of the subaltern students.
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Ronda, Erlina R., and res cand@acu edu au. "A Framework of Growth Points in Students’ Developing Understanding of Function." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp55.29082005.
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This research developed a framework describing students’ developing understanding of function. The research started with the problem: How might typical learning paths of secondary school students’ developing understanding of function be described and assessed? The following principles and research questions guided the development of the framework. Principle 1. The framework should be research-based. Principle 2. The framework should include key aspects of the function concept. Principle 3. The framework should be in a form that would enable teachers to assess and monitor students’ developing understanding of this concept. Principle 4. The framework should reflect students’ big ideas or growth points which describe students’ key cognitive strategies, knowledge and skills in working with function tasks. Principle 5. The framework should reflect typical learning trajectories or a general trend of the growth points in students’ developing understanding of function. The following questions guided the development of the framework of growth points: 1. What are the growth points in students’ developing understanding of function? 2. What information on students’ understanding of function is revealed in the course of developing the framework of growth points that would be potentially useful for teachers? The framework considered four key domains of the function concept: Graphs, Equations, Linking Representations and Equivalent Functions. Students’ understanding of function in each of these domains was described in terms of growth points. Growth points are descriptions of students’ “big ideas”. The description of each growth point highlights students’ developing conceptual understanding rather than merely procedural understanding of a mathematical concept. For example, growth points in students’ understanding of function under Equations were: 1) interpretations based on individual points; 2) interpretations based on holistic analysis of relationships; 3) interpretations based on local properties; and, 4) manipulations and transformations of functions (in equation form) as objects. he growth points in each domain are more or less ordered according to the likelihood that these “big ideas” would emerge. o identify and describe these growth points, Year 8, 9 and 10 students in Australia and the Philippines were given tasks involving function that would highlight thinking in terms of the process-object conception and the property-oriented conception of function. Students’ performance on these tasks and their strategies served as bases for the identification and description of the growth points. he research approach was interpretive and exploratory during the initial stages of analysis. The research then moved to a quantitative approach to identify typical patterns across the growth points, before returning to an interpretive phase in refining the growth points in the light of these data. The main data were collected from students in the Philippines largely through two written tests. Interviews with a sample of students also provided insights into students’ strategies and interpretations of tasks. he research outputs, the research-based framework and the assessment tasks, have the potential to provide teachers with a structure through which they can assess and develop students’ growth in the understanding of function, and their own understanding of the function concept.
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Furiscal, Erwin Tano NonglaK Pancharuniti. "Alcohol drinking behavior among adolescent high school students living in Low-income urban communities in Baguio city, Benguet, Philippines /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd415/5038133.pdf.
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Farahlexis, Durano. "Attitudes Towards English and Fil-English Code-switching Amongst High School Students in Ormoc City, Philippines." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32844.
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This study presents findings obtained from 280 fourth year high school students in Ormoc City, Philippines concerning their attitude towards English and towards Fil-English code-switching. It is a partially comparative study that surveys similarities and differences of attitude towards code-switching between 140 public high school students and 140 private high school students. The survey incorporates both quantitative and qualitative methods. The result shows that participants are generally positive towards English and Fil-English code-switching. However, there are more private school students who have a neutral attitude towards code-switching, compared to public high school students. In addition, the result shows that code-switching amongst the 280 high school students is a marked socio-linguistic activity. Furthermore, the result shows that Fil-English is both subtractive and additive bilingualism from the students’ viewpoint. Finally, findings show that the participants’ attitudes towards English and Fil-English illustrate diglossia in their speech community.
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Gumia, Lilibeth Q. Brickell John L. Baker Paul J. "Comparative perceptions of teaching criteria by students, faculty, and administrators in selected state universities in the Philippines." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918615.
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Thesis (Ph. D.)--Illinois State University, 1989.Title from title page screen, viewed October 5, 2005. Dissertation Committee: John L. Brickell, Paul J. Baker (co-chairs), Robert L. Fisher, George Padavil, Patricia H. Klass. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.
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Björklund, Fanny, and Maria Bramfors. "An architectural perspective on schools in the Philippines : A research into the importance of a classroom’s physical environment and possible improvements for a better learning environment." Thesis, Linnéuniversitetet, Institutionen för byggteknik (BY), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53756.
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The physical environment in schools is an important factor that benefits the educational quality and has an essential role in the student's learning process. In the Philippines the physical environment is underdeveloped in the schools, since the main focus is on developing a basic foundation and on making sure that every child can go to school. This thesis studied the classrooms' physical environment in three selected schools in the Philippines. It presents improvements of the classroom’s physical environment. This study can be used as indicative guidelines when designing classrooms in the Philippines. This study is supported by the Minor Field Study scholarship, founded by SIDA.
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Burgis, Paul Lindsay Education Faculty of Arts & Social Sciences UNSW. "The role of secondary schools in the development of student knowledge about poverty in Australia, The Philippines and Zimbabwe." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/25483.
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This thesis examined student knowledge about the nature, scope, causes and responses to poverty, student perceptions of the emphasis in the school curricula on poverty and development, student attitudes to poverty and the factors that influence such knowledge and attitudes. Knowledge and attitudes at the end of primary school were compared with those after four years of secondary school in three nations, Australia. The Philippines and Zimbabwe, involving 1296 surveys and 188 interviews. The investigation draws on earlier work in Ireland (Regan, 1996). and is a response to the recent emphasis on the role of schools in development education in Europe (Lemmers, 2001) and the call for a greater emphasis in Australia on this area (Simons. Hart and WTalsh, 1997). The survey compared student understanding with current 'knowledge' in the literature and the interview allowed an examination of the stories students constructed about people in poverty, including their cognitive and affective responses to people in poverty. Results showed that whilst almost all students recognised that poverty exists, they were more likely to define it simply as a lack of income than as a phenomenon involving social power and self esteem. Few students were aware that the majority of the world's poor are female. Nationality was an important predictor of student knowledge and values. Australian students considered nationally based causes (e.g., government, education) to be more important than personal qualities (e.g., laziness) or international causes (e.g., powerful countries). Australian students were also more likely to value hedonism, but it could not be demonstrated conclusively that this affected the ways that they defined poverty and its causes. Filipino students were more likely to perceive poverty as being the fault of the person experiencing poverty and were more pejorative towards the poor. Whilst Filipino and Zimbabwean students considered that they had learnt a lot about poverty, few Australian students thought this to be the case. Students in senior secondary school were not well informed of current understandings about poverty and development and did not possess a significantly greater knowledge than primary school students on these matters. Specifically. current school practices allow students to perceive poverty as primarily income related and do not place due emphasis on internationally related causes.
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Soon, Simon Sien Yong. "What is Left of Art? The Spatio‐Visual Practice of Political Art in Indonesia, Singapore, Thailand, and the Philippines, 1950s–1970s." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14186.
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What is Left of Art? begins with a simple question about the place of art during a period of great socio-political transformation. How did artists respond to the upheaval brought about by modern political changes? Where was art located in times of moral and political crises? In my research, I take the left-leaning political art movements in Indonesia, Singapore, Thailand and the Philippines as case studies, looking at the period from 1950s – 1970s. This thesis makes an original contribution to the critical inquiry of left-leaning political art through a comparative study that posits discursive affinity of this form of art practice across four countries that have hitherto not been considered collectively. Instead of focusing on analysing the meaning behind the works of art or simply providing a descriptive historical account of these movements, I have identified three domains of political art for productive inquiry. These are the organisation, the text and the street. While these components, and the artistic strategies explored within them, were not exclusive to Southeast Asian modern art, as demonstrated by the social art histories in many other different contexts, the specific conditions of post-war Southeast Asia produce a common historical experience. It underlines the significance of historical structure in shaping the character of politicisation of art in Southeast Asia. My thesis explores how these domains of political art could be understood as strategies explored by the cultural left to rethink received discourses and institutions of modern art in order to engender a different aesthetic paradigm centered on the commitment towards the people. Often these include re-imagining how art constituted a spatio-visual practice that shaped or intervened in modern urban spaces. The street in this sense represents a significant trope and site of engagement with a broader public. Through this reading, I hope to demonstrate the terms of artistic production through which I am able to make visible an archaeology of political and ideological pressures that shape the artistic modernities of post-war Southeast Asia.
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Yee, Kaily. "Head of the class exploring the link between teacher quality, instructional practice, and student outcomes in Indonesia, Malaysia, and the Philippines /." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4140.
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van, den Bosch Inge. "Beyond Education : Perspectives of rural graduate Filipinas on labor market participation." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145064.
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The Republic of the Philippines is an example country when it comes to gender equality within education. However, this trend does not persist when it comes to female labor market participation. Current research shows that a mere 53,4% of all Filipinas are currently employed in the labor market against 81% of their male counterparts, indicating a wide engendered gap. This study investigates why so few of the highly educated female population find gainful employment by studying the perspectives of university graduate students in the rural province of Antique through the use of a wide range, quantitative survey across three universities, and 9 qualitative in-depth interviews. By using Nussbaum and Sen’s capability approach, an inventory of both known and new barriers is made, which are organized in the following categories: barriers on the supply side of the labor market, barriers on the demand side of the labor market, and other barriers. Revealing those barriers that have not been researched before contributes to the existing body of knowledge on impediments that hinder graduating Antiqueñas to enter the labor market. The hindrances as described and discussed in this thesis can be used to improve gender sensitive policies that have the ability to expand freedoms, capabilities, and functioning for Antiqueñas, but also for Filipinas in general, since the barriers; lack of good and productive vacancies, (early) motherhood, a wide gender wage gap, unpaid family work, patriarchic views on traditional female roles, and a divide in male and female jobs are all barriers that hinder Filipinas on a national level.
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Hsu, Jean Edwina, and n/a. "An exploratory study of student and instructor characteristics to determine the extent to which self-directed learning can be introduced in the undergraduate curriculum in the Philippines." University of Canberra. Professional and Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20050418.100706.
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This research was in the area of self-directed learning, largely resulting from
the researcher's experience with it whilst in Australia. However, the intent of this
study was to consider factors which would affect the implementation of self-directed
learning principles into the Philippine context.
Education in the Philippines can be described as primarily engaged in the
transmission of knowledge. The structure and culture of education in the Philippines
is one that largely supports a teacher-directed learning environment. Students are
conditioned to be dependent on teachers and are used to studying with the security
of a clear structural plan with very limited opportunities to apply self-directed
learning principles. This approach to education produces static knowledge and
denies the expression and cultivation of the learner. Hence, there is a need to
promote self-directed learning as part of the curriculum.
In attempting to introduce self-directed learning (SDL) in the Philippines, it is
important to analyse student and instructor characteristics which could influence the
extent to which it is applied in the undergraduate university curriculum. This
research project gathers in-depth information on the conduciveness of integrating
self-directed learning in the undergraduate curriculum of De La Salle University
(DLSU) in the Philippines.
This exploratory study aimed to respond to the statement "What is the level of
readiness for self-directed learning of undergraduate students from De La Salle
University? What are the student's perceptions of education, their role in the
educational process, the role of peers and the role of their instructors? What is the
instructor's education orientation? What are the perception of instructors on the
purpose of education, the nature of learners, characteristics of learning
experiences, management of learning experiences, evaluation and the relationship
between the educators and learners and between learners themselves? Are these
perceptions similar and would it be possible to introduce self-directed learning
principles to an undergraduate curriculum for traditional students in De La Salle
University?" The response to these questions could be used in determining whether
self-directed learning principles could in fact be applied in the Philippines, as well as
determine the appropriate balance of pedagogical and andragogical instruction
techniques.
Twenty-three instructors and one hundred students from De La Salle University
in the Philippines participated in the study. Instructors completed the Educational
Orientation Questionnaire and students completed the Self-Directed Learning
Readiness Survey. Follow up intewiews were also conducted to confirm findings
resulting from the survey.
Findings indicate that instructors have an orientation that is a combination of
both pedagogical and andragogical techniques and that students perceive
themselves as having self-directed learning readiness. As a number of learning
situations already utilise andragogical and self-directed learning principles, the
challenge is to promote and encourage SDL and implement it on a wider scope.
Some recommendations have been included in this research on how to implement it
in De La Salle University.
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Hoho, Mzimasi. "An evaluation of the impact of different leadership and management styles, on grades 12 learners' performance in selected schools, in the Philippi area, Cape Town." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1663.
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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2010This research study investigates the impact of different leadership and management styles on Grade 12 learners’ performances in Philippi high schools in Cape Town. The literature that was consulted, explains the nature of performance, performance management, characteristics of good and bad leaders, characteristics of good and bad managers, emotional intelligence, strategic management and different leadership styles. All the above topics were explained in full; the multifactor questionnaire was used to determine the leadership and management styles of principals within their schools. Information was gathered using three instruments, from a sample of seven principals (Leaders) and 150 educators (Raters). Firstly, a set of interview questions for the leaders was compiled, to determine their experience, management and leadership qualifications. This was to ascertain whether the performance of Grade 12 learners in their various schools is directly proportional to their qualifications. Secondly, the multifactor Leadership Questionnaires, which were completed by the leaders (principals), were used to determine leadership and management styles of leaders in the respective schools. The principal rated himself or herself to determine the kind of a leader or manager he or she is, by answering a set of closed questions. Thirdly, the multifactor Rater Questionnaires, which were completed by the raters (Educators and School Management Team), were used to determine leadership and management styles of leaders in the respective schools. The educators rated their principal to determine the kind of a leader he or she was, by answering a set of closed questions.
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Jenneke, Cindy A. N. "The effect of dietary patterns on risk factors for CHD : a comparative study of students residing at the Adventist International Institute of Advanced Studies in the Philippines." Thesis, Link to online version, 2006. http://hdl.handle.net/10019/554.
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Sibayan, Anna Marie. "Prompted and Unprompted Self-Repairs of Filipino Students of Spanish as a Foreign Language." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454821.
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The present dissertation, which contributes to the dearth of research on the acquisition of Spanish as a foreign language by Filipinos, is a pseudolongitudinal study of their Spanish interlanguage (IL) whose two-fold objective is to provide a descriptive analysis of their developing IL based on errors produced in their speech as influenced by language proficiency levels and crosslinguistic similarity of their other known languages, and to identify the thresholds of their IL based on the prompted and unprompted self-repair of these errors.
Participants of the study were four groups of students learning Spanish in a Philippine university who have had 432 hours, 1,008 hours, 1,872 hours, and 2,160 hours of formal instruction in Spanish, respectively. They were recorded in their own classroom contexts and individually in order to build two complementing oral corpora for the analysis of their speech. For the gathering of monologic data elicitation procedures from the research project El desarrollo del repertorio lingüístico en hablantes no nativos de castellano y catalán (Tolchinsky & Perera, 2006), which form part of the larger research project Developing Literacy in Different Contexts and Different Languages (Berman
& Verhoeven, 2002) was adopted. All 20 recorded classroom sessions and 40 monologic texts were transcribed according to the conventions of a transcription program. Errors were categorized according to their formal linguistic levels (Jarvis & Pavlenko, 2010), while prompted and unprompted self-repairs were identified as a result of classifying teacher feedback based on an adapted taxonomy of recasts and prompts (Lyster & Ranta, 1997). To respond to the objectives the following were analyzed: (a) the distribution of error types and subtypes in relation to the targetlanguage (TL) proficiency, (b) the frequency of attempts to self-repair these errors with and without the prompting of the teacher, (c) the rate of success of prompted and unprompted self-repairs in
relation to TL proficiency, and (d) the effect of crosslinguistic similarity of previously learned languages and their corresponding proficiency levels on error production.
Results showed that morphosyntactic errors were produced the most, followed by lexicalsemantic errors, and lastly, by phonetic-phonological errors, with each proficiency group producing such errors quite differently (e.g., omission of determiners is largely a characteristic of a beginner). Results likewise showed that while TL proficiency has a negative effect on the production of errors, it has no effect on the distribution of error types nor in the recognition of these errors. Teachers and students alike verbally recognized approximately 20% of the errors; teachers called out lexical-semantic errors the most, while students most independently recognized and successfully self-repair morphosyntactic errors. Of the recognized errors, about 60% of teacher-prompted errors and roughly 80% of independently recognized errors were successfully repaired. Albeit inconclusive, TL proficiency may have a positive effect on success in self-repair.
By contrast, SL proficiency was observed to have a positive effect on the production of transfer errors, however, in the case of the multilingual learner, transfer mostly comes from the more objectively similar language and not from the language that he perceives to be more similar to the TL. The implications of these findings for future research and language pedagogy are outlined in the final chapter, which concludes the present dissertation.Esta tesis, que contribuye a la carencia de estudios sobre la adquisición de los filipinos del español como lengua extranjera, tiene el doble objetivo de proporcionar un análisis descriptivo de su interlengua (IL) en desarrollo, partiendo de los errores encontrados en su producción oral influidos por el conocimiento de otros idiomas y el dominio de éstos; y de identificar los límites de su IL partiendo de las autorreparaciones. Se recogieron y transcribieron los datos de interacción en el aula (20 horas) y datos monológicos producidos (40 textos) por cuatro grupos de alumnos de español de una universidad filipina, que habían pertenecientes a los niveles A1-, A1+, B1- y B1+. Para responder a los objetivos, se analizaron los siguientes aspectos: (a) la distribución de los tipos y tipos de errores en relación con el dominio de la lengua objeto (LO), (b) la frecuencia de las autorreparaciones con y sin la ayuda del profesor, (c) la tasa de éxito de las autorreparaciones en relación con el dominio de la LO, y (d) el efecto de la similitud de lenguas previamente aprendidas y del nivel de dominio de dichas lenguas en la producción de errores. Los resultados indican que los errores morfosintácticos son los que aparecen con mayor frecuencia, seguidos, en este orden, por los léxico-semánticos y los fonético-fonológicos. También se observa que si bien el dominio de la LO tiene un efecto negativo en la producción total de errores, no determina la distribución de los tipos de error ni el reconocimiento de estos errores por parte de los aprendices. Por otra parte, los alumnos se autorreparon con más éxito en el caso de aquellos errores que son capaces de identificar por sí mismos en contraste con lo que ocurre con los detectados con la ayuda del profesor. Por el contrario, el dominio de otras lenguas y/o su cercanía tipológica con la LO tienen un efecto positivo en la producción de errores de transferencia. Es decir, cuánto más dominio y más similitud tiene, mayor es su influencia en la producción de errores. Se concluye el trabajo con una discusión de las implicaciones de estos hallazgos.
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Martin, Aida Ramiscal. "Teaching writing as a tool for learning with adult ESL students : a case study." Thesis, 1990. http://hdl.handle.net/10125/9560.
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Igar, Jules, and 易宙斯. "The Viewpoints of College Students Towards Biological Conservation and Conservation Non-governmental Organizations: A Comparison Between Central Mindanao University, Philippine and National Chung Hsing University, Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10118068791215649590.
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碩士國立中興大學
國際農學研究所
99
This study explores the perception of a total of 273 college students from Central Mindanao University (CMU), Philippines and National Chung Hsing University (NCHU), Taiwan towards conservation non-governmental organizations (NGOs). The results of the survey revealed that the majority of the college students from both universities did not remarkably consider NGOs as the main primary mover in biological conservation and signified a neutral stance with regard to their trust to these organizations. CMU students indicated the local people as the most responsible stakeholder in biological conservation. On the other hand, NCHU students pointed out the government as the most dependable institution in biological conservation. NGOs should exert more efforts in involving the college students of the Philippines and Taiwan to improve the students'' participation and perception towards these organizations. The summarized article is also enclosed in this thesis for a possible publication in a journal.
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CHIEN, YING, and 簡楹. "University Students' Attitudes toward Homosexuality in the Philippines." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/12183493149148594360.
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碩士國立暨南國際大學
東南亞學系
103
This research is to investigate university students’ attitudes and cognition toward homosexuality in the Philippines, to analyze the differences of attitudes and cognition among these students with different backgrounds, and to discuss the factors that affect their attitudes. The “Attitudes and Cognition toward Homosexuality Questionnaire” designed by Man-Chun Chen (2010) is employed. This questionnaire comprises multidimensional views from “LGB-KASH Scale” designed by Worthington’s (2005), which indicates 5 dimensions: Hate, Homosexuality civil rights, Internalized Affirmativeness, Knowledge of Homosexuality, and Conflict. The predictors of attitudes are background variables (gender、sexual orientation、grade、religion、with or without close LGB friends/ relatives、the frequency of contacting LGB correlative issues、parents’ education status、parents’ view on LGB community), psychological variables (openness to experience、gender role stereotypes), and cognitive variables (knowledge of homosexuality、conflict). The study samples are university students in Metro Manila. The researcher entered campus and chose the subjects by random. Two hundred and ten students from four different universities had received questionnaires, but only one hundred and ninety returned questionnaires were valid. The ratio of male and female subjects was nearly 1: 1. Research data were processed by SPSS 22.0 and analyzed by descriptive statistics, one-way ANOVA and multiple regression analysis to verify the hypothesis. The research results are as follow: 1.University students of the Philippines are generally respectful and tolerant for LGB community, while they need to be educated more about knowledge of homosexuality. 2.University students of the Philippines have significant differences in attitudes and cognition toward homosexuality. “Homosexuality civil rights” scores the highest average among 10 aspects, but it’s against general perception that those who support legal adoption by same-sex couples are 30% more than those who support same-sex marriage. 3.The background variables, such as “Religion” and “Parents’ Education Status” don’t affect the university students’ attitudes toward homosexuality in the Philippines. 4.The psychological variable, Gender Role Stereotypes, can’t predict the university students’ attitudes toward homosexuality in the Philippines. 5.The background variables, the psychological variables and the cognitive variables are capable of predicting the university students’ attitudes toward homosexuality in the Philippines. The influence of gender, sexual orientation, with or without close LGB friends/ relatives, the frequency of experiencing LGB correlative issues, openness to experience, and knowledge of homosexuality are stably and significant factors.
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Smng, Ting-hmi, and 宋婷慧. "Make the challanges meaningful-thechinese learning process between me and my philippine student." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/38838745674730233668.
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碩士國立屏東教育大學
華語文教學碩士學位學程
100
Abstract Because of the negative and exaggerating reports for foreign brides, most of us suppose that “childred of foreign brides” come from poor families of low status, so these childred can’t get well with schools nor obtain the good learning results. They are called “a group of undeserving favor. “ Even worse, these childred of foreign brides have been accused of “inferior heredity” ；as a result, they are looked down，not accepted by teachers and students. To investigate whether “childred of foreign brides” are like the stereotype images in peoples cognition, narrative inquiry is adopted in this research. By developing Shou-Whui’s experience of transferring from the Philippines to Taiwan, we can understand the changes of environments and how she overcame these changes. To compare with Shou-Whui’s experience and the state of mind, the researcher also uses my own experiences in childhood and in early teaching career to make a contrast how different we both were when we faced challenges. Because of these differences, there brought distinct responses and values. I found that Shou-Whui, by “ insisting being herself”、grateful attitude”、”using environments”, successfully overcame the challenges of the school、the disapproval of the family and Chinese learning. On the contrary, the researcher allowed environments to devoure me cruelty without resistance. As a result, I got lost myself in people. Although, I conquered these challenges finally, I have paid high price. By this research, I found three ways to help me in my teaching and life：the 1st「how to help “childred of foreign brides” effectively」、2nd「how to help foreigners learning Chinese well」、3rd「being own master」. It’s a big challenge for me to help Shou-Whui to adapt to school and to learn Chinese, but her attitudes for challenges inspire me to get more advanced.
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Miettinen, Nina Kristiina. "Student intentions towards sustainability accounting in emerging countries (case Malaysia and Philippines)." Master's thesis, 2018. http://hdl.handle.net/10400.8/3710.
Full textAbstract:
When people think about sustainability, it usually brings to their mind helping the planet
with recycling, saving energy and choosing the better option for the environment when
possible. However, sustainability is much more. Sustainability accounting now gets attention
worldwide. The accountants’ knowledge of the Triple Bottom Line, which is measuring
sustainability performance with economic, social and environmental aspects, is increasing.
It is not enough anymore to look at just profits and financial capital. Stakeholders want to
see disclosures that include social, human and environmental aspects (Bremser, 2014).
Education is said to be very important in achieving sustainable development. To put more
focus on education, the United Nations have for example named years 2005-2014 the Decade
of Education for Sustainable Development. Their goal is to integrate sustainable
development into learning and promote changes of attitude towards sustainability. Similar
programs to this are also in other parts of the world, as for example Australian National
Strategy for Ecologically Sustainable Development (Hazelton & Haigh, 2010). Students also
see sustainability as a very interesting topic. They realize that mastering sustainability
accounting can be an advantage since they will probably be using it in their future jobs
(Bremser, 2014).
The main aim of this research is to understand the students’ intention towards sustainability
accounting, in the emerging counties of Malaysia and Philippines.
This research uses: content analysis to conclude about how sustainability accounting is
combined to students` courses of their degree programs; a sustainability index model to
understand how sustainable the schools are; and a questionnaire to collect data about
students` future intentions on using sustainability accounting. The hypotheses were tested
with OLS estimation and Gretl software. The questionnaire had overall 177 full responses
together from Malaysia and Philippines. From the results we can see that the main findings
are: the more sustainable the school is, the more their students care about the opinions of
environmental responsibility of the people surrounding them, especially their professors;
also, if the students have good resources to be environmentally responsible, they will more
likely engage in sustainability accounting. We could not get support for the sustainability of
the school affecting the attitude of students towards sustainability accounting. Neither we could not find support that a favorable attitude towards sustainability accounting of the
students would increase their intention to engage in it.
The main contributions of the present research were the consideration of the theory of
planned behavior in a different context, which can be of assistance to the United Nations
2030 agenda trying to achieve sustainable development and especially to the 17 goals of the
agenda. In addition, the study contributes to alert to the inclusion of the topic of sustainability
on education and, lastly, it contributes to the research on emerging Southeast Asian countries
in a sustainable development and sustainability accounting context, which is relevant as the
quality of the sustainability reporting is lacking and the sustainable development has been
very rapid.
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Hailaya, Wilham M. "Teacher assessment literacy and student outcomes in the province of Tawi-Tawi, Philippines." Thesis, 2014. http://hdl.handle.net/2440/99098.
Full textAbstract:
This study examined teachers’ assessment literacy and its probable impact on student achievement and aptitude (the outcome variables) through the intervening variables at the teacher and student levels. It likewise explored the effects of demographic variables on factors at the two levels and on the outcome variables. The study had 582 teacher samples and 2,077 student samples taken from Grade Six, Second Year and Third Year high school classes in the province of Tawi-Tawi, Philippines. It employed a mixed-methods design using quantitative method as a primary approach and qualitative method as a supporting approach. It utilised a number of statistical techniques, including Rasch modeling, structural equation modeling and hierarchical linear modeling, thematic analysis, and through the use of a number of software applications and include SPSS 16.0, LISREL 8.80, and HLM 6.08 to analyse the data. The results revealed that the elementary and secondary school teachers in Tawi-Tawi, Philippines possessed relatively low assessment literacy. In terms of the specific assessment areas, the teachers performed highest on “choosing assessment methods appropriate for instructional decisions” and lowest on “developing assessment methods appropriate for instructional decisions”. The qualitative finding concerning teachers’ knowledge on validity and reliability supported the low assessment literacy results. Moreover, teachers generally indicated that they practised “assessment purpose”, “assessment design”, and “assessment communication” frequently, and “direct transmission method” and “alternative approach” of teaching in more than half of their lessons. Furthermore, the Grade Six, Second Year, and Fourth Year high school students generally exhibited positive “perceptions of assessment” and positive “attitude towards assessment”. Besides, the Grade Six and Second Year high school students obtained below average “academic achievement”, and Fourth Year high school students obtained below average “aptitude”. The results further revealed that teachers’ assessment literacy negatively influenced their teaching practices while their assessment practices positively impacted on their teaching practices. No relationship was evident between their assessment literacy and assessment practices. However, analysis of relevant sub-variables showed some degree of positive effect of assessment literacy on assessment practices. Additionally, the students’ “perceptions of assessment” appeared to positively influence their “attitude towards assessment”. The Grade Six and Second Year high school students’ “perceptions of assessment” and “attitude towards assessment” likewise showed significant positive effects on their “academic achievement”. The Fourth Year high school students’ “perceptions of assessment” and “attitude towards assessment” exerted negative and positive effects, respectively, on their “aptitude”. Some demographic factors had moderating effects on the variables tested. Teachers’ age range (60 years and above), school type, and gender appeared to moderate effects on “academic achievement” while teachers’ age range (below 25 years), academic qualification, and years of teaching experience (16-20 years) had moderating effects on “aptitude”. The study’s results generally serve as empirical evidence and additional information on in-service teachers’ assessment literacy and its relations with other relevant variables. The results have implications for further research using other contextual variables and for the formulation of relevant policies, launching of assessment reform, development of assessment and research programs, and re-examination of assessment component of the Licensure Examination for Teachers. Furthermore, the findings in this study are relevant to pre-service teacher education programs and professional development of elementary and secondary school teachers, especially those from rural communities like Tawi-Tawi in the Philippines.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2014.
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de, Fortunato B., and 潘德拉. "A Study on the Relationship of Lifestyle and Bicycle Use Behavior among university Students in Philippines and Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/61348312161940345974.
Full textAbstract:
碩士雲林科技大學
工業設計系碩士班
98
The study utilized case interviews, environment observation and survey questionnaire to examine the campus life, school bicycle environment, and bicycle riding behavior of university students in Philippines and Taiwan. The research process is divided into three parts: First, review of related literature, the second part involves case interviews from 8 students from UP, and 12 students from NYUST. The last part is the survey questionnaire wherein 208 samples were statistically analyzed using SPSS. The outcome of the study revealed some of the following results. Students in both groups have a lot in common for reasons in choosing to ride a bicycle, they are to save money, for convenience, faster than walking, for fitness, and can be parked anywhere. There are 5 types of lifestyle groupings among bicycle users in both universities which are enumerated as follows: (1) Self-reliant and likes to be alone group. (2) Active in school and co-curricular activities group. (3) Stylish and outgoing group. (4) Ordinary and inactive group. (5) Stay-at-home and practical group. The study also found out that in different living conditions and cultural background does affect the use of products – specifically the use behavior of bicycles.
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Lacia, Michelle. "Classroom Practices in Mathematics: Effects on Elementary and Secondary School Students' Achievement in Mathematics in Region XII, Philippines." Thesis, 2019. http://hdl.handle.net/2440/121342.
Full textAbstract:
Students from all levels (elementary to tertiary levels) regard mathematics as a difficult subject. This has been evident in their performances not only in the classroom but also in the local, national and international achievement tests. Students' difficulty in mathematics can be attributed to several factors, one of which is the teacher. The teacher has direct contact with students on a daily basis and therefore been considered to have a direct impact on students' achievement. Studies, such as that of Brophy and Good (1986), Hiebert (1999) and the National Research Council (1999) have found that teacher-level factors are the main contributing factors that influence students' performance. Hence, this study investigated whether teaching and assessment practices (collectively called classroom practices) have influenced students' achievement. Other teacher-level factors, such as teachers' attitudes towards teaching mathematics and efficacy beliefs in mathematics were also examined. School-level and student-level factors were also deemed to have a direct or indirect effect on teachers' classroom practices and students' achievement. This study employed a cross-sectional design. Since this study basically identified and investigated the factors that influence outcomes (e.g. students’ achievement), a quantitative research approach was therefore employed. Survey questionnaires used were first validated. Confirmatory Factor Analysis (CFA) was used in examining the scale structures, while item response theory (IRT) using Rasch model analysis was utilised to examine the scales at the item level. Structural equation modelling (SEM) was employed to ascertain the causal relationship between the variables in each level. Since this study involves three levels of data, school-, teacher- and student- level, a multi-level analysis, particularly, Hierarchical Linear Modeling (HLM) was employed. Findings show that only teachers’ level of education and participation in professional development activities have significant effects on students’ achievement in mathematics. Surprisingly, both teachers' teaching practices and assessment practices did not appear to be significant predictors of students’ achievement. Results at the school-level show that school principals' management or leadership style has a direct positive influence on school climate for learning. School climate, in turn, provides a learning environment that enhances students learning, thus, increasing their performance. Moreover, students’ achievement in mathematics could also be affected by their attitudes towards mathematics, which are measured in this study in terms of their confidence in learning mathematics and usefulness of mathematics. Likewise, students’ beliefs about mathematics appeared to have a positive effect on mathematics achievement. It is interesting to note that students’ mathematics anxiety has no significant effect on their achievement. The findings of the study suggest that students' achievement in mathematics are significantly influenced by multi-level factors, either directly or indirectly. This likewise indicates that school principals, teachers, and students must all be engaged in maintaining a healthy learning environment. It would be beneficial for future research to investigate more deeply on the specific measures of teaching and assessment practices. Implications for educational policies, practice, theory and research are discussed.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2019
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Salcedo, Raymundo N. "An analysis of professional competency development in the student teaching program in agriculture in the Philippines." 1985. http://catalog.hathitrust.org/api/volumes/oclc/12877210.html.
Full textAbstract:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1985.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 145-152).
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Duarte, Joel P., and Joel P. Duarte. "Creating student made visual art-gallery exhibits in Opon, Philippines: Basis for the proposal of an art center." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/yw9fkh.
Full textAbstract:
碩士樹德科技大學
應用設計研究所
107
The purpose of this study as to submit a theoretical proposal for the creation of an Art Center. The Main questions that this study seeks to solve specifically are 1) To evaluate existing art exhibits and to identify if there is an art center that caters specifically on student- made arts. 2) To develop an output that will support the creation of student art exhibit. Purposive Sampling was used to identify 50 respondents. There are two methods, the quantitative and qualitative approach, to be used in the study, and both of these are representative of the modern and traditional research methods. Survey instrument was divided into three sections: Art Gallery, The Staff, and the Facilities. The Lickert rating scale made use of one to five, their meaning are as follows: one for absent, two for needs improvement, three for fair, Four for good and Five for Excellent. The Results with logical reasons showed using Descriptive statistics like mean and frequency, and it was discovered that a mean of 3.71 rating found the visit enjoyable, a mean of 3.8 agreed that the museum showed Cebuano culture, a mean of 3.59 found variety in their visit and a mean of 3.23 shows respondents would support a student art exhibit. In line with the collected, a student made art exhibit is done to test viability of the proposal. A collected mini-coffee table magazine was produced as documentation for the activity. The following recommendations are made: the proposed art exhibit, output and this thesis will be submitted to the Department of Education District of Lapu-Lapu for consideration. It is recommended that each school will have their own student art gallery exhibit for a limited time. The School made art gallery exhibit will be used as the basis for the collection and display for the best student art output for a Lapu-Lapu district wide exhibit to be made open to the public. This researcher encourages the duplication studies of this thesis for localized application.
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Liu, Ying-Kuo, and 劉英國. "A Case Study at the Influence of Cultural Capital Transmitted within the Social Space of on Students’ Academic Performance whose Mothers came from Philippines." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/18298472138477424565.
Full textAbstract:
碩士國立臺南大學
教育經營與管理研究所
94
The theory of cultural reproduction has highlighted the influence of the difference of class cultures on student educational achievements as argued by P. Bourdieu, a French sociologist, who believed that the habitus shaped within a specific social space functions to regulate how the actor views and react unconsciously towards the requirements of the context in within he/she lives. The habitus theory profiles the fact that due to the lack of cultural capital, the reasoning model of working class children are generally confined within the scope of substantial form. The gap between their habitus and the structure/nature of curriculum knowledge further leads to a much lower level of academic performances than the middle/upper class students. Following the habitus theory, the study was designed to explore the interplay among cultural capital, social space, habitus and educational performance. In order to examine this interplay, this study employed case-study method. Because the questions which this study were concerned were involved with the operation and delivery of cultural capital within family social space practiced by the parents, this study used a variety of methods to conduct data collection including participant observation, interview and documental analysis which last over three months. The findings show that this case family displayed a much typical model of working class as witnessed by their much lower academic backgrounds and posts. This low position within the division of labour was not able to produce adequate economic capital and, then functioned to generate appropriate cultural capital. The evidences indicate that the parents of this case study were unable to construct adequate three forms of cultural capital in Bourdieu’s terminology. As a result, their children did not develop academic-oriented habitus but practical-oriented one.
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Kuan, Zhih-Huang, and 官志皇. "Challenges Facing and Responsive Strategies for Recruiting Overseas Chinese Students to Pursue Higher Education in Taiwan from a Policy Perspective Under Globalization: Manila, the Philippines, as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/hwc8za.
Full textAbstract:
碩士臺北市立大學
華語文教學碩士學位學程
106
The Republic of China has been recruiting overseas Chinese students to study in colleges and universities in Taiwan since the early 1950s. In more than 60 years, over 120,000 overseas Chinese students have undergone higher education in Taiwan. Encouraging overseas Chinese students to come to Taiwan for further study has remained a key policy of the government of the Republic of China. Additionally, the reduced domestic student numbers each year due to a low birth rate has caused difficulties for Taiwanese colleges and universities in student recruitment, prompting these institutions to seek students from overseas. Observations made at a teaching site in the Philippines discovered that most local students would choose to pursue further study either in the Philippines or in other English-speaking countries; therefore, this study investigated the challenges faced by the Republic of China in recruiting overseas Chinese students living in the Philippines to study in Taiwan and proposed possible solutions. The research was conducted in Manila, the Philippines, and the subjects were the students and school personnel of Chinese schools in the city. The research data were primarily collected using a questionnaire survey supplemented by interviews. Before officially conducting the survey, the researcher tested and confirmed the reliability and validity of the questionnaire. The data were analyzed using multiple responses analysis, cross analysis, and one-way analysis of variance. The analysis results were subsequently integrated with the interview responses to identify the policy effect and difficulties associated with recruiting overseas Chinese students living in the Philippines to study in Taiwan. The results indicated that family factors, economic factors, and language proficiency were the main factors influencing decision to study in Taiwan or other countries. Student’s backgrounds also affected their awareness of the relevant policies in Taiwan. The lack of information and advertisement regarding further education in Taiwan was also identified to be a factor causing unsatisfactory recruitment. This study obtained the following six conclusions: (1) factors that impede pursuance of further study in Taiwan; (2) a vague impression of Taiwan; (3) unsatisfactory promotion of policies encouraging overseas Chinese students to pursue higher education in Taiwan; (4) insufficient sources of information on studying in Taiwan; (5) lack of student recruitment advertisement; and (6) students’ preference for short-term study programs rather than degree- or diploma-oriented programs. Finally, several suggestions are proposed to serve as a reference for competent authorities seeking to recruit overseas Chinese students living in the Philippines. The results also indicated a few directions for future research investigating the practical design of policies for encouraging overseas Chinese students living in Southeast Asian to study in Taiwan.
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Yu-Hsueh, Hung, and 洪玉雪. "Exploring the Experience of University Student Involvement in International Voluntary Service-A Case Study of an Overseas Service Project of Fu Jen University in the Philippines in 2007." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/74256222481204352349.
Full textAbstract:
碩士輔仁大學
社會工作學系
96
This research is based on 2007 Fu Jen University oversea services project in the Philippines to explore the motives, experience, post-service gains, frustrations and their corresponding coping ways of these college participants. A qualitative method, in-depth interview, was adopted to conduct this research. Seven college students which participation this project were sampled. Based on the findings from the data analysis the conclusions are as follow: 1.The motives of the students who participation these international voluntary services were a mixture of altruism and self-interest, and were multiple-origin. The commonest motive was “to take the opportunity to go aboard for the first time”. Beside an altruism motive, service, several self-interest motives were also found among these samples such as “to cumulate their knowledge in varied issues and to experience different cultures”, “social related motives ” and “to increase personal mental maturity” etc.. 2.Under the same situation, the sampled students experienced and responded differently according to their personality. The impressive experiences and the challenging experiences varied greatly and showed strong particularity. For most sampled students, the impressive experience is “a big gap between the rich and the poor”, and the challenging experience is “Chinese teaching”. 3.Regarding the post-service gains, English training in the pre-service training program was most helpful. For the post-service gains and influences “to be grateful” was mostly notified by the sampled students, and “to cumulate knowledge in varied issues” and “English improvement” were the second mostly notified. 4.Concerning their encountered frustrations and their corresponding coping ways, these sampled students reacted very differently in facing the same situation according to their sex, expertise and personality. The greatest frustration was ‘language communication in teaching’. Four ways to cope this frustration:1）to revise what the students already know; 2）to observe other volunteers, then modify or imitate; 3） to try what they know, if did not work then ask help from peers or from teachers; 4）to discuss with peers. 5.Suggestions from these sampled students : 1)for the organizations they suggested that organizers should improve contact and project planning, and reduce service stops and stay longer for every stop, some suggested that volunteers should live with the poor and deepen volunteers’ experience and provide the poor with more solid assistances; 2)for the student volunteers in the future, they most suggested that future volunteer students should have a proper mind in participating volunteer service, some suggested they should have sufficient English ability, strong enthusiasm and willingness to serve, good health and a proper mind to experience. Last, according to literature review, research findings in this research, suggestions were given in three aspects:1) training project for the future oversea college student volunteers; 2）the required qualifications and the attitude of these future oversea college student volunteers; and 3）future studies.