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DIFFICULTIES ENCOUNTERED BY THE IAS SENIOR STUDENTS IN READING, UNDERSTANDING AND APPRECIATING POETRY M. Viado, C.R. Cruz, M.

Marcelo, M.L. Agillon 2011 This descriptive study aimed to determine the difficulties encountered by the senior IAS students in reading, understanding and appreciating poetry. Forty three IAS students from the four programs (AB English, BS Math, BS Biology, BS DevComm) served as respondents and a questionnaire served as the research instrument. Findings revealed that majority of the respondents preferred reading epic than reading metrical romance and ballad, and preferred reading comedy than reading tragedy and farce. In reading poetry, respondents always encountered unfamiliar words. In understanding poetry, the respondents encountered difficulties because of the figurative language used. In appreciating poetry, respondents believed that reading poetry evokes them to be emotional. There was no significant relationship between the profile of the respondents and the difficulties they encountered in reading, understanding, and appreciating poetry. Researchers recommend the reading of various materials to enrich students vocabulary; use of teaching strategies that may be of help to the students for them to have a better view of literature especially in understanding poetry; and employment of reading materials preferred by the students to expand their knowledge and appreciation of poetry.

MOTIVATIONAL FACTORS AFFECTING THE JOB PERFORMANCE OF THE TEACHERS OF PAMPANGA AGRICULTURAL COLLEGE G. Hipolito, A. Canlas, S. De Guzman January 2012

This descriptive study aimed to find out the extrinsic and intrinsic motivational factors affecting the job performance of the teachers of Pampanga Agricultural College. The participants included all teachers of PAC except those on study leave, maternity leave, sick leave and long-term training who were not available during the conduct of the study. A self-made questionnaire was used to describe the participants level/type of motivation. It consisted of 35 items with each item representing a motivational factor. Findings revealed that the greatest number of respondents (39%) fall within the 20-30 age range. The others were distributed among the ages 30-70. The teachers of PAC were mostly females, married, and with either masters or doctors degrees. The extrinsic motivational factors obtained an average of 3.51, which reflected a high level of motivation while an average effect of intrinsic motivation was obtained (3.36). For extrinsic motivational factors, social relationship got the highest mean of 3.61. Salary and benefits obtained the lowest mean of 3.26. The intrinsic motivational factor work itself got the highest mean of 3.46 while recognition obtained the lowest intrinsic motivational factor (3.20). The respondents got an excellent job performance level (3.56) in planning. The lowest mean of 3.01 was obtained in terms of controlling. Pearson r revealed a value of 0.0579 which means a moderate positive relationship between the motivational factors and job performance of the respondents. With the foregoing findings, the researchers recommend evaluation of the needs of employees that may enhance greater productivity towards job performance. Educational scholarships, trainings and programs will also benefit the teachers in their professional as well as personal lives as they got only an average level in growth and advancement.

FACTORS AFFECTING THE IAS HOMOSEXUAL/GAY STUDENTS ACADEMIC PERFORMANCE L. Gana, L.Y. Jamisolamin, N.J. Pineda, J.M. Serrano January 2011 This descriptive study aimed to find out the factors that affect the IAS homosexual/gay students academic performance in English and Literature subjects. The respondents of the study were 19 gay students from the four programs of the Institute of Arts and Sciences (AB English, BS Biology, BS Math, BS DevComm). The questionnaire was the main instrument used to gather data. The highest frequency in terms of age was 18; in terms of program, BS Biology; in terms of year level, first year; in terms of fathers educational attainment, college graduate; mothers educational attainment, high school graduate; household monthly income, 5,001-10,000; order of birth, second born; number of male siblings, two; number of female siblings, one. The respondents grades ranged from 1.5 to 2.75 with 2.75 having the highest frequency. There is no significant relationship between the environmental factors and the students academic performance. However, one item in the questionnaire Do you feel unsafe in school because of your sexual orientation? had a significant relationship with the respondents academic performance. There is no significant relationship between the psychological factors and the respondents academic performance. The number of female siblings, however, obtained a significant relationship with the respondents academic performance.

IMPACT PERFORMANCE IN ENGLISH OF GRADE II AYALA ELEMENTARY SCHOOL PUPILS OF THE INSTITUTE OF ARTS AND SCIENCES EXTENSION PROGRAM M. Guevarra, A. Canlas, D.L. Gonzales, J. Mangila, J.M. Serrano July 2010 This descriptive study aimed to assess the impact of the IAS Extension program on the performance of Grade II pupils of Ayala Elementary School. Fifty Grade II pupils of AES served as respondents of the study. These respondents were tutored by the AB English students of IAS regarding their lessons in English. Results revealed that the respondents performed better in their second grading period than in the first grading period. There is no significant difference between the performance in English of the respondents from section 1 for the first grading and second grading periods. However, there was a significant difference between the performance in English of the respondents from section 2 during the first grading and second grading periods. There is no significant difference between the performance in English of male and female respondents. There is a significant difference between the performance in English of pupils from section 1 and section 2 during the first grading period. However, there is no significant difference between the performance in English of pupils from section 1 and section 2 during the second grading period. From the findings and conclusions, the researchers recommend the use of other extension activities aside from tutorial format to improve the performance of the pupils.