Mangyan

Mangyan is the generic name for the eight indigenous groups found on the island of Mindoro, southwest of
the island of Luzon, the Philippines, each with its own tribal name, language, and customs. The total
population may be around 280,000, but official statistics are difficult to determine under the conditions of
remote areas, reclusive tribal groups and some having little if any outside world contact.

The ethnic groups of the island, from north to south, are: Iraya, Alangan, Tadyawan, Tawbuid (called
Batangan by lowlanders on the west of the island), Buhid, and Hanunoo. An additional group on the south
coast is labelled Ratagnon. They appear to be intermarried with lowlanders. The group known on the east
of Mindoro as Bangon may be a subgroup of Tawbuid, as they speak the 'western' dialect of that
language. They also have a kind of poetry which is called the Ambahan.

Origins

The Mangyans were once the only inhabitants of Mindoro. Being coastal dwellers at first, they have moved
inland and into the mountains to avoid the influx and influence of foreign settlers such as the Tagalogs, the
Spanish and their conquests and religious conversion, and raids by the Moro (they raided Spanish
settlements for religious purposes, and to satisfy the demand for slave labor). Today, the Mangyans live
secludedly in remote parts of Mindoro but eventually comes down to the lowlands in order to make usual
trades. Their sustenance are farming for their own crops, fruits, and hunting. A certain group of Mangyans
living in Southern Mindoro call themselves Hanunuo Mangyans, meaning “true”, “pure” or “genuine,” a
term that they use to stress the fact that they are strict in the sense of ancestral preservation of tradition
and practices.[1][2]

Before the Spaniards arrived in Mindoro, the people traded with the Chinese extensively, with thousands of
supporting archaeological evidences found in Puerto Galera and in written Chinese references. A division
was created among the people of Mindoro when the Spaniards came. There were the Iraya Mangyans,
who isolated themselves from the culture of the Spaniards, and the lowland Christians who submitted
themselves to a new belief system. These two groups only interacted for economic matters through trading
forest goods from the Mangyan and consumer goods for the lowlanders.[3][4]

Despite being grouped as one tribe, Mangyans differ in many ways. In comparison to the technological
advance between the two geographical divisions, the Southern tribes are more advanced as seen in their
use of weaving, pottery and system of writing. The Northern tribes, on the other hand, are simpler in their
way of living. Their language, as in the rest of the Philippines, came from the Austronesian language family.
However, even if they are defined as one ethnic group, the tribes used different languages. On the
average, they only share 40% of their vocabulary. The tribes have also varied physical and ethnogenetic
appearances: Iraya has Veddoid features; Tadyawan are mainly Mongoloid; and the Hanunuo looks like a
Proto-Malayan.

Another difference between tribes is the date of their arrival in the Philippines. A theory suggests that the
Southern tribes were already present by 900 AD while the Northern tribes are believed to have arrived
hundreds of years ahead of their Southern peers. The Spanish authorities had documented their existence
since their arrival in the 16th century. However, historians suggest that the Mangyans may have been the
first Filipinos to trade with the Chinese.

Examples of this relationship are seen in the burial caves, as porcelains and other potteries abound.
However, not much ethnographic research has been made except for the tribal and linguistic differences
that may lead to the indication that the tribes can be treated separately.

Culture and practices

Handicrafts made by the Iraya people at the Iraya Mangyan Community Village in Talipanan, Puerto
Galera, Oriental Mindoro. They are skilled basket weavers and produce crafts of high quality.

Mangyans lived in peaceful societies as compared to the head hunting tribes of North Luzon and the
brave defiant warrior tribes of the South. Social scientists theorized that some societies become peaceful
because their system of norms and values reward peaceful behavior but disapprove aggressive and
impulsive behaviors. Peaceful societies are characterized by egalitarian social organization without status
competition between men and without asymmetric relationship between men and women. Another
theory posited that populations adapt, therefore, offering a more logical explanation why Mangyans
preferred to retreat in the hinterlands. They accept peaceful submissiveness when they encounter lowland
settlers, missionaries, traders and government officials.[5]

Mangyan are mainly subsistence agriculturalists, planting a variety of sweet potato, upland (dry cultivation)
rice, and taro. They also trap small animals and wild pig. Many who live in close contact with lowland
Filipinos sell cash crops such as bananas and ginger.

Their languages are mutually unintelligible, though they share some vocabulary and use Hanunó'o script to
write: Tawbuid and Buhid are closely related, and are unusual among Philippine languages in having an /f/
phoneme; Tawbuid is divided into eastern and western dialects; Western Tawbuid may be the only
Philippine language to have no glottal phonemes, having neither /h/ or /ʔ/.

Their traditional religious world view is primarily animistic; around 10% have embraced Christianity, both
Roman Catholicism and Evangelical Protestantism (The New Testaments have been published in six of the
Mangyan languages).

Indigenous Mangyan religion

The Mangyan have a complex spiritual belief system which includes the following deities:

 Mahal na Makaako – The Supreme Being who gave life to all human beings merely by gazing at
them.
 Binayi – Owner of a garden where all spirits rest.
 Binayo - Is a sacred female spirit, caretaker of the rice spirits or the kalag paray. She is married to
the spirit Bulungabon. The kalag paray must be appeased, to ensure a bountiful harvest. It is for this
reason that specific rituals are conducted in every phase of rice cultivation. Some of these rituals
include the panudlak, the rite of the first planting; the rite of rice planting itself; and the rites of
harvesting which consist of the magbugkos or binding rice stalks, and the pamag-uhan, which
follows the harvest.
 Bulungabon – The spirit aided by 12 fierce dogs. Erring souls are chased by these dogs and
eventually drowned in a cauldron of boiling water. He is Binayo’s husband.
 Artifacts

The indigenous Mangyans offer a myriad of culturally rich artifacts that give insight into their culture and
trade. The people living in Southern Mindoro during the pre-Hispanic era are exceptional in their weaving,
pottery, and system of writing.

Their clothing differs between genders. The male generally wears loincloths as covering for the lower body
whereas the female would wear a skirt and a shirt for the top. The terms and materials would differ from
tribe to tribe, but the exceptional designs[clarification needed] would come from the Hanunó'os. Their textiles are
dyed in indigo blue and has an embroidery design called pakudos at the back and can also be found on
their woven bags. Their system of writing, called Surat Mangyan, is a pre-Hispanic syllabic system and is
believed to be of Indic origin. It is still practiced today and is still being taught in different Mangyan schools
of Oriental Mindoro. The Hanunó'os also practice their own traditional poetry called the Ambahan, a
rhythmic poetic expression with a meter of seven syllables presented through recitation and chanting or
inscribed on bamboo.[5][6][7]

Academic achievement

Academic performance is the extent to which a student, teacher or institution has achieved their short or
long-term educational goals. Cumulative GPA and completion of educational benchmarks such as
secondary school diplomas and bachelor's degrees represent academic achievement.
Academic achievement is commonly measured through examinations or continuous assessments but there
is no general agreement on how it is best evaluated or which aspects are most important—procedural
knowledge such as skills or declarative knowledge such as facts.[1] Furthermore, there are inconclusive
results over which individual factors successfully predict academic performance, elements such as test
anxiety, environment, motivation, and emotions require consideration when developing models of school
achievement. Now, schools are receiving money based on its students academic achievements. A school
with more academic achievements would receive more money than a school with less achievements. [2]

In California, the achievement of schools is measured by the Academic Performance Index.

Factors influencing academic achievement

Individual differences influencing academic performance

Individual differences in academic performance have been linked to differences in intelligence and
personality.[3] Students with higher mental ability as demonstrated by IQ tests and those who are higher in
conscientiousness (linked to effort and achievement motivation) tend to achieve highly in academic
settings. A recent meta-analysis suggested that mental curiosity (as measured by typical intellectual
engagement) has an important influence on academic achievement in addition to intelligence and
conscientiousness.[3]

Children's semi-structured home learning environment transitions into a more structured learning
environment when children start first grade. Early academic achievement enhances later academic
achievement.[4]Parent's academic socialization is a term describing the way parents influence students'
academic achievement by shaping students' skills, behaviors and attitudes towards school. [5] Parents
influence students through the environment and discourse parents have with their children.[5] Academic
socialization can be influenced by parents' socio-economic status. Highly educated parents tend to have
more stimulating learning environments.[5] Further, recent research indicates that the relationship quality
with parents will influence the development of academic self-efficacy among adolescent-aged children,
which will in turn affect their academic performance.[6] Children's first few years of life are crucial to the
development of language and social skills. School preparedness in these areas help students adjust to
academic expectancies.[7]

Indirect evidence suggests that physical activity could affect academic achievement. Studies have shown
that physical activity can increase neural activity in the brain.[8] Exercise specifically increases executive
brain functions such as attention span and working memory.[8]

Non-cognitive factors

Non-cognitive factors or skills, are a set of "attitudes, behaviors, and strategies" that promotes academic
and professional success,[9] such as academic self-efficacy, self-control, motivation, expectancy and goal
setting theories, emotional intelligence, and determination. To create attention on factors other than those
measured by cognitive test scores sociologists Bowles and Gintis coined the term in the 1970s. The term
serves as a distinction of cognitive factors, which are measured by teachers through tests and quizzes. Non-
cognitive skills are increasingly gaining popularity because they provide a better explanation for academic
and professional outcomes.[10]

Self-efficacy

Self-efficacy is one of the best predictors of academic success[11]. Self-efficacy is the belief you can do
something. Stajković et others looked at the Big Five traits on academic success as well and saw that
conscientiousness and emotional stability were predictors of self-efficacy in over half of their analyses.
However, self-efficacy was more indicative of academic performance than personality in all of the
analyses. This suggests that parents who want their children to have academic achievement can look to
increase their child's sense of self-efficacy at school.

Motivation
Motivation is the reasoning behind an individual's actions. Research has found that students with higher
academic performance, motivation and persistence use intrinsic goals rather than extrinsic ones. [9]
Furthermore, students who are motivated to improve upon their previous or upcoming performance tend
to perform better academically than peers with lower motivation.[12] In other words, students with higher
need for achievement have greater academic performance.Bad dietary habits can create the
disadvantage of a lack of motivation[13]

Self-control

Self-control, in the academic setting, is related self-discipline, self-regulation, delay of gratification and
impulse control. Baumeister, Vohs, and Tice defined self-control as "the capacity for altering one's own
responses, especially to bring them into line with standards such as ideals, values, morals, and social
expectations, and to support the attainment of long-term goals."[14] In other words, self-control is the ability
to prioritize long-term goals over the temptation of short-term impulses. Self-control is usually measured
through self completed questionnaires. Researchers often use the Self-Control Scale developed by
Tangney, Baumeister, & Boone in 2004.

Through a longitudinal study of the marshmallow test, researchers found a relationship between the time
spent waiting for the second marshmallow and higher academic achievement. However, this finding only
applied for participants who had the marshmallow in plain sight and were placed without any distraction
tactics.[9]

High locus of control, where an individual attributes success to personal decision making and positive
behaviors such as discipline, is a ramification of self-control. High locus of control has been found to have a
positive predictive relationship with high collegiate GPA. [15]

Extracurricular activities

Organized extracurricular activities have yielded a positive relationship with high academic
performance[16] including increasing attendance rates, school engagement, GPA, postsecondary
education, as well as a decrease in drop out rates and depression.[17] Additionally, positive developmental
outcomes have been found in youth that engage in organized extracurricular activities.[18] High school
athletics have been linked with strong academic performance, particularly among urban youth. [19]
However, involvement in athletics has been linked to increased alcohol consumption and abuse for high
school students along with increased truancy.[20]

While research suggests that there is a positive link between academic performance and participation in
extracurricular activities, the practice behind this relationship is not always clear. Moreover, there are many
unrelated factors that influence the relationship between academic achievement and participation in
extracurricular activities (Mahoney et al., 2005). These variables include: civic engagement, identity
development, positive social relationships and behaviors, and mental health (Mahoney et al., 2005). In
other research on youth, it was reported that positive social support and development, which can be
acquired through organized after school activities is beneficial for achieving academic success (Eccles &
Templeton, 2002). In terms of academic performance there are a whole other group of variables to
consider. Some of these variables include: demographic and familial influences, individual characteristics,
and program resources and content (Mahoney et al., 2005). For example, socio-economic status has been
found to plays a role in the number of students participating in extracurricular activities (Covay &
Carbonaro, 2010). Furthermore, it is suggested that the peer relationships and support that develop in
extracurricular activities often affect how individuals perform in school (Eccles & Templeton, 2002). With all
these variables to consider it is important to create a better understanding how academic achievement
can be seen in both a negative and positive light.

In conclusion, most research suggests that extracurricular activities are positively correlated to academic
achievement (Mahoney et al., 2005). It has been mentioned that more research could be conducted to
better understand the direction of this relationship (Eccles & Templeton, 2002). Together this information
can give us a better understand the exact aspects to consider when considering the impact that
participation in extracurricular activities can have on academic achievement.

Successful educational actions

There are experiences analysed by research projects that show how the incorporation of Successful
Educational Actions (SEAs) in schools with high absenteeism are contributing to the improvement of
academic achievement.[21][22][23]

What is Academic Performance

Academic performance is measured by the final grade earned in the course

The academic performance is defined by students’ reporting of past semester CGPA/GPA and their
expected GPA for the current semester. The grade point average or GPA is now used by most of the
tertiary institutions as a convenient summary measure of the academic performance of their students. The
GPA is a better measurement because it provides a greater insight into the relative level of performance of
individuals and different group of students
A term used to describe things that relate to the work performed in universities
The total score or grade point which is attained by distance learners. It is measured using a trimester’s
grade point average (GPA) and an academic year’s cumulative grade point average (CGPA). Learn
more in: Distance Learning in Kenyan Universities: The Relationship between Learners' Characteristics and
Academic Performance
Academic achievement of students who meet or exceed performance standards prescribed by course
work. Learn more in: Technology-Integrated Curriculum and Students' Academic Performance
The academic performance is defined by students’ reporting of past semester CGPA/GPA and their
expected GPA for the current semester. The grade point average or GPA is now used by most of the
tertiary institutions as a convenient summary measure of the academic performance of their students. The
GPA is a better measurement because it provides a greater insight into the relative level of performance of
individuals and different group of students. Learn more in: Online Social Networking Behavior and Its
Influence Towards Students' Academic Performance
Used to describe the academic achievement of students in K-12 institutions; however, the author
acknowledges that these scores are not indicative of the abilities or potentials of students of color, as the
traditional standardized assessment methods preferred in K-12 public schools are culturally biased.
Depending on the context, the author prefers to use the opportunity gaps between students of color and
White students. Learn more in: Preparing Teacher Candidates for Diverse School Environments
As used in the contest of this chapter, the expression academic performance refers to the percentage of
marks obtained by the pupils on each of the five compulsory subjects after two terms of study in standard
eight class. The overall percentage on five subjects was calculated from this information. Information forms
containing columns to enter total marks obtained by the students and the maximum marks on each of the
five compulsory subjects were used for the purpose. This information was provided by the school authorities.
Learn more in: Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic
Performance of Kenyan Urban Primary School Pupils
Find more terms and definitions using our Dictionary Search.

stu·dent
/ˈst(y)o͞odnt/
noun
plural noun: students

1. a person who is studying at a school or college.

undergraduate, postgraduate, scholar, tutee; More

freshman, freshwoman, finalist;
sophomore, coed;
synonyms:
informalfresher;
informalfrosh
"a student at Edinburgh University"

o denoting someone who is studying in order to enter a particular profession.

modifier noun: student

plural noun: parents

 1. 1.

a father or mother.

"the parents of the bride"

mother, father; More

birth/biological parent, adoptive mother/father, surrogate mother, foster-parent,
foster-mother, foster-father, stepparent, stepmother, stepfather, guardian;
single parent, lone parent, co-parent;
synonyms:
informalone's old man, one's old woman, one's old lady;
rarebegetter, procreator, progenitor, progenitress, progenitrix, genitor, pater;
informalrents
"her parents divorced when she was seven"

o archaic

a forefather or ancestor.

o an animal or plant from which younger ones are derived.

o a source or origin of a smaller or less important part.

source, origin, genesis, originator, root, fountain, cause, author, architect;

More
precursor, forerunner, predecessor, antecedent, forebear, ancestor;
synonyms:
literarywellspring;
rareradix
"rhythm and blues, the parent of rock and roll"

o an organization or company that owns or controls a number of subsidiary organizations or

companies.

"policy considerations were determined largely by the parent institution"

verb
3rd person present: parents

1. 1.

be or act as a parent to (a child).

"all children are special to those who parent them"

bring up, be the parent of, look after, take care of, rear, raise, nurture
synonyms:
"all children are special to those who parent them"
Origin

late Middle English: from Old French, from Latin parent- ‘bringing forth’, from the verb parere . The verb
dates from the mid 17th century.
Translate parents to
Use over time for: parents
noun: teacher; plural noun: teachers

1. a person who teaches, especially in a school.

"a history teacher"

educator, tutor, instructor, pedagogue, schoolteacher, schoolmaster, schoolmistress,

synonyms:
master, mistress, governess, educationalist, educationist; More

family

(redirected from Family size)

Also found in: Thesaurus, Medical, Legal, Financial, Encyclopedia.

fam·i·ly

(făm′ə-lē, făm′lē)
n. pl. fam·i·lies
1.
a. A fundamental social group in society typically consisting of one or two parents and their children.
b. The children of one of these groups: She raised a large family.
c. A group of persons related by descent or marriage: My whole family, including my cousins, gets together
once a year. See Usage Note at collective noun.
2. People in the same line of descent; lineage: comes from an old Virginia family.
3. Obsolete All the members of a household living under one roof.
4. A locally independent organized crime unit, as of the Cosa Nostra.
5.
a. A group of like things; a class: the family of brass instruments.
b. A group of individuals derived from a common stock: the family of human beings.
6. Biology A taxonomic category of related organisms ranking below an order and above a genus. A family
usually consists of several genera.
7. Linguistics A group of languages descended from the same parent language, such as the Indo-
European language family.
8. Mathematics A set of functions or surfaces that can be generated by varying the parameters of a
general equation.
9. Chemistry
a. A group of elements with similar chemical properties.
b. A vertical column in the periodic table of elements.
10. Physics Any of the three generations of elementary fermions.
adj.
1. Of or having to do with a family: family problems.
2. Being suitable for a family: family movies.
Idiom:
in the family way
Pregnant.

grade
/ɡrād/
noun
noun: grade; plural noun: grades

1. 1.

a particular level of rank, quality, proficiency, intensity, or value.

"sea salt is usually available in coarse or fine grades"

 category, class, classification, grouping, group, set, section, bracket, division, type,
synonyms: brand
"hotels within the same grade"

o a level in a salary or employment structure.

rank, level, echelon, standing, station, position, placing, class, status, order;
More
synonyms: stage, step, rung, rung on the ladder, notch, stratum, tier;
degree of proficiency, degree of quality, degree of merit
"they appointed him to the lowest grade"

o (in historical linguistics) one in a series of related root forms exhibiting ablaut.
o Zoology

a group of animals at a similar evolutionary level.

2. 2.

North American

a mark indicating the quality of a student's work.

"I got good grades last semester"

mark, score, grading, assessment, evaluation, appraisal

synonyms:
"they got the best grades in the school"

o (with specifying ordinal number) those students in a school or school system who are
grouped by age or ability for teaching at a particular level for a year.

"she teaches first grade"

class, form, study group, school group, set, stream, band;

synonyms: year
"a kid in the fifth grade"

o British

an examination, especially in music.

"I took grade five and got a distinction"

3. 3.

North American

a gradient or slope.

"just over the crest of a long seven percent grade"

slope, gradient, incline, acclivity, declivity, tilt, angle; More

synonyms: hill, rise, bank, ramp
"roads on steep grades"
 4. 4.

a variety of cattle produced by crossing with a superior breed.

"grade stock"

verb
verb: grade; 3rd person present: grades; past tense: graded; past participle: graded; gerund or present
participle: grading

1. 1.

arrange in or allocate to grades; class or sort.

"they are graded according to thickness"

classify, class, categorize, bracket, sort, group, order, arrange, type, pigeonhole,
brand, size; More
synonyms:
rank, evaluate, rate, value, range, graduate, calibrate
"the weights were graded in the box by size"

2. 2.

North American

give a mark to (a student or a piece of work).

assess, mark, score, judge, evaluate, appraise

synonyms:
"children should be told how they have been graded"

3. 3.

pass gradually from one level, especially a shade of color, into another.

"the sky graded from blue to white on the horizon"

pass, shade, change, merge, blend, transmute, turn

synonyms:
"all these categories grade into one another"

4. 4.

reduce (a road) to an easy gradient.

5. 5.

cross (livestock) with a superior breed.

Phrases
at grade
on the same level. "the crossing at grade of two streets"
make the grade
succeed; reach the desired standard.
Origin
early 16th century: from French, or from Latin gradus ‘step’. Originally used as a unit of measurement of
angles (a degree of arc), the term later referred to degrees of merit or quality.
Translate grade to
Use over time for: grade

Questions in Open Ended Format

Open-ended questions are questions that require an answer about the recipient’s thoughts or feelings.
These are the best way to get information from respondents without leading them to an answer. They make
the recipient think about what they are answering and the information you can gather with them, while
harder to analyze, is often more beneficial for your business.

Open Ended Format Examples:

1. What did you like about this event?

2. What is the current financial state of your company?
3. What is your marketing plan?
4. Do you have any suggestions to add?

Questions in Closed Ended Format

Closed-ended questions may be either simple yes/no questions or slightly more open-ended questions with
multiple choice answers. They can usually be answered with a single phrase and are more specific and
thus more easily analyzed.

Closed Ended Format Examples:

1. What is your marital status?

2. Are you at least 18 years of age?
3. How many children do you have living at home?
4. What is your budget for this project?

Other Types

Apart from the above-mentioned two broad classifications there are two more types which are rarely used
in practice, namely;

1. Mixed Questionnaire – A mixture of open-ended and closed-ended questions

2. Pictorial Questionnaire – An image based questionnaire that’s designed mainly for children

Top 15 Student Survey Questions

Student Survey Questions about the Class

1.
1. Which activities in the classroom do you enjoy the most?
 Fast Facts
 Memory
 Treasure Hunt
  Other

Teachers are generally aware of the most loved classroom activities but knowing it directly
from the students is an assurance. An assurance that students enjoy the tasks performed in
class.

If you were given one thing you could change in the class, what would that be?

 Teaching method
 Time taken to complete a chapter
 Conducted Activities
 Other

A student’s opinion is always unadulterated, it always feels like a breath of fresh air in the monotony of
teaching. Gain insights about what the students think could be done differently and try to implement that
change in the class regularly.

Learn more: Class Survey Questions + Sample Questionnaire Template

Do you have supportive classmates?

 Yes, extremely supportive

 They are neither supportive or unsupportive
 No, extremely unsupportive

Growing up, every child needs a productive ecosystem. Schools and universities are one of the most
influential parts of a child’s ecosystem and support of classmates/friends matters to each child. Analyze
whether the child is having trouble with his/her classmates and whether the lack of support is disrupting
their overall growth.

What are you inclined to learning next? – Including this open-ended question in a survey conducted at
the beginning of the year can be encouraging to the students and insightful for teachers. Teachers can
create their lesson plan according to the response to this question. By including this question in a student
survey conducted towards the end of the year can be helpful in boosting a student’s confidence in
making their own academic decisions. For teachers to maintain continuity for this question, the answer to
this question should be passed on to the next teacher.

 Ask a lot of questions to the teacher

 Complete your assignments in time
 Play a sport of two
 Other – What tips about your grade are you highly likely to give to your juniors?

What are the achievements you are proud of?

 Securing the 1st rank

 Participating in an inter-school debate competition
 Participating in a culture-exchange program
 Representing the school/university at a national level

Each student is special. Their achievements will be different and each of these achievements should be
celebrated. It is practically impossible to celebrate them in class after a class test or an activity. Know from
the students about what they think are their achievements and create a list. Teachers can reward all the
students periodically to maintain student satisfaction and happiness.