Professional Documents
Culture Documents
Editorial Board
Editor in Chief
Adesoji Oni, Ph.D.
University of Lagos, Nigeria
Associate Editors
M Sultana Alam, Ph.D.
Universiti Pendidikan Sultan Idris (UPSI)
Tanjong Malim, Perak, Malaysia
Djuwari, Ph.D.
Director, Language Laboratory
STIE Perbanas, Surabaya, Indonesia
Publishing Manager
Beverly D. Jaminal, Ed.D.
Resident Editor
Charmaine Bedayo
The SMCC Higher Education Journal aims to publish original research from
faculty and external experts dealing on various disciplines in higher education such
as but not limited to Teacher Education, Business Administration, Criminology,
Computer Science, Information Technology, Tourism, Hotel and Restaurant
Management and Liberal Arts.
SMCC
Higher Education Research Journal
Table of Contents
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EDITORIAL POLICY
The frequency of issue is once a year. The efficiency and effectiveness of the editorial
review process are critically dependent upon the actions of both the research authors
and the reviewers. An author accepts the responsibility of preparing the research
paper for evaluation by independent reviewers. The responsibility includes subjecting
the manuscript to evaluation by peers and revising it prior to submission. The review
process is not to be used as a means of obtaining feedback at early stages of developing
the research paper.
Subscription Policy
The SMCC Higher Education Journal is accessible through institutional
subscriptions for libraries at www.ejournals.ph (ejournals.ph@gmail.com) while
individual subscriptions at www.journals.smccnasipit.edu.ph by registering in the
journal of your choice.
Policy on Retraction
Retraction is an act of the journal publisher to remove a published article from
the digital file due to post publication discovery of fraudulent claims by the research,
plagiarism or serious errors of methodology which escaped detection in the quality
assurance process. Complaints by third party researchers on any of the grounds and
validated by the editorial office trigger the retraction but only after the writer has been
notified and allowed to present his side in compliance to due process.
The Journal will make a good faith distribution whether to remove the allegedly
wrongful material. A decision not to remove material should represent the Journal’s
belief that the complaint is without sufficient foundation, or if well founded, that a legal
defense or exemption may apply, such as fair use in the case of copyright infringement or
truthfulness of a statement in the case of libel. Journal should document its investigation
and decision. If found guilty after investigation, the article shall be subject to retraction
policy.
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• Unconditional acceptance
• Acceptance with revision based on the referee’ recommendations
• Rejection with invitation to resubmit upon major revisions based on the referees’
and editorial board’s recommendations
• Outright rejection
In situations where the referees disagree substantially about the quality of a work,
there are a number of strategies for reaching a decision. When the editor receives very
positive and very negative reviews for the same manuscript, the board will solicit one or
more additional reviews as a tie-breaker. In the case of ties, the board may invite authors
to reply to a referee’s criticisms and permit a compelling rebuttal to break the tie. If the
editor does not feel confident to weigh the persuasiveness of a rebuttal, the board may
solicit a response from the referee who made the original criticism. In rare instances, the
board will convey communications back and forth between an author and a referee, in
effect allowing them to debate on a point. Even in such a case, however, the board does
not allow referees to confer with each other and the goal of the process is explicitly not
to reach a consensus or to convince anyone to change his/ her opinions.
Comments
The SMCC Higher Education Journal welcomes submission of comments on
previous articles. Comments on articles previously published in the journal will
generally be reviewed by two reviewers, usually an author of the original article (to assist
the editor in evaluating whether the submitted comment represents the prior article’s
accuracy) and an independent reviewer. If a comment is accepted for publication, the
original author will be invited to reply. All other editorial requirements, as enumerated
above, apply to proposed comments.
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Score Notes
90.0 – 100.00 Easily understandable by an average 11 year old student
60.0 – 70.0 Easily understandable by 13 to 15 year old students
0.0 – 30.0 Best understood by university graduates
Manuscript Preparation
1. Organize the paper following these major headings: Title, Author(s) and address
(es), Abstract, Introduction, Materials and Methods for experimental study or
Methodology for non-experimental study, Results, Discussion, Conclusions,
Acknowledgment, and Literature Cited. The Literature Cited should substantially
consist of articles published in current content-covered or peer-reviewed journals.
2. Type the entire manuscript double-spaced on a short white bond paper (8.5x11
in) on one side only with 2.5 cm margins all around using a Times New Roman
font size of 12 References, Acknowledgments, Table Titles, and Figure Legends
should be typed double-spaced or numbered consecutively on all pages including
title page, figures, and tables.
3. Leave two spaces before and after the major headings and two spaces before and
after the sub-headings. Do not use footnotes rather use endnotes if required by
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the discipline.
4. Spell out acronyms or unfamiliar abbreviations when these are mentioned for the
first time in the text.
5. Write the scientific names of species completely with author(s) when it is first
mentioned in the text and without author in succeeding references. Scientific
names should be written in italics or bold face.
6. Do not spell out numbers unless they are used to start a sentence.
7. Use the metric system only or the International System of Units. Use abbreviations
of units only beside numerals (e.g. 6 m); otherwise, spell out the units (e.g.
kilometers from here). Do not use plural forms or periods for abbreviations of
units. Use the bar for compound units (e.g. 1 kg/ha/yr). Place a zero before the
decimal in numbers less than 1 (e.g.0.25).
8. When preparing Tables and Figures, consider the journal’s printed page of 5.75
in x 8.5 in and the reduction that will be necessary. Titles of Tables and Captions
of Figures should be as short as possible and understandable without referring
to the text. Captions of Figures should be typed double-spaced on a separate
sheet. Figures should consist only of simple line drawings, computer-generated
graphics or good quality black and white photographs. Photographs should be
original figures that are not electronically enhanced and submitted in a jpeg or
png file. Label of Figures should be of such a size so that these are still legible even
after reducing the size by as much as 50%. Use preferably Adobe Photoshop CS,
Adobe InDesign CS and or PDF computer-generated graphics.
9. Cite references in the text as author (year). Writing of et al. in the list of references/
literature cited is discouraged but instead all the names of authors are mentioned;
references in press as (author, in press) and unpublished reference as (author,
unpublished. data or author, pers.comm.). If two or more references are cited,
arrange them by year.
10. Manuscript should be as concise as the subject and research method permit,
generally not to exceed 4,000 words, single-space.
11. To promote anonymous review, authors should not identify themselves directly
or indirectly in their papers or in experimental test instruments included in the
submission. Single authors should not use the editorial “we”.
12. A cover page should show the title of the paper, all authors’ names, titles and
affiliations, email addresses, and any acknowledgements.
Pagination: All pages, including tables, appendices and references, should be serially
numbered. Major sections should be numbered in Roman numerals. Subsections should
not be numbered.
Numbers: Spell out numbers from one to ten, except when used in tables and
lists, and when used with mathematical, statistical, scientific, or technical units and
quantities, such as distances, weights and measures.
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Percentage and Decimal Fractions: In nontechnical copy, use the word percent in
the text.
Hyphens: Use a hyphen to join unit modifiers or to clarify usage. For example: a
cross-sectional-equation; re-form. See a dictionary for correct usage.
Data Availability: A line immediately following the Keyword identifiers should
indicate whether the data are available.
Abstract/ Introduction
An abstract of about 200 words should be presented on a separate page immediately
preceding the text. The Abstract should concisely inform the reader of five vital
information: introduction of the topic, chief purpose, objective, method, results and
conclusions. Only recommendations with universal or wider application could be
included but optional only. Keywords and the Data Availability statements should follow
the Abstract. The text of the paper should start with a section labelled “Introduction,”
which provides more details about the paper’s purpose, motivation, methodology, and
findings. Both the Abstract and the Introduction should be relatively nontechnical yet
clear enough for an informed reader to understand the manuscript’s contribution. The
manuscript’s title but neither the author’s name nor other identification designations,
should appear on the Abstract page.
Keywords
The abstract must be followed by keywords in four parts: discipline of the study,
concepts/variables, methods, process, and geography of the study, country, and
continent.
Documentation
Citations: In-text citations are made using an author-year format. Cited works must
correspond to the list of works listed in the “Literature Cited” section.
1. In the text, works are cited as follows: author’s last name and year, without
comma, in parentheses.
2. For cited works that include more than one work by an author (or same co –
authors) that is published in the same year, the suffix a, b, etc., is to follow the
date in the within-text citations and in the “Literature Cited” section.
3. When the author’s name is mentioned in the text, it need not be repeated in the
citation.
4. Citations to institutional works should use acronyms or short titles where
practicable.
5. If the paper refers to statutes, legal treatises, or court cases, citations acceptable in
law reviews should be used.
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Conclusions
Conclusions should briefly answer the objectives of the study. They are not repetitions
of the discussions but are judgments of the results obtained.
Literature Cited
Every manuscript must include a “Literature Cited” section that contains only those
works cited within the text. Each entry should contain all information necessary or
unambiguous identification of the published work. Writers are advised to use references
which are traceable online, with Digital Object Identifier, indexed by international
databases, written by authors or agencies and not links. The URL must be written
at the end of the bibliographic entry and provides the date of retrieval and the link.
Sources must be at least three years old except sources of theories, historical documents
or chronologic presentations of the literature review. Writers must refrain from using
unpublished thesis or dissertation because a research is never finished unless published.
Submission of Manuscripts Authors should note the following guidelines for
submitting manuscripts:
1. Manuscripts currently under consideration by another journal or publisher
should not be submitted. The author must state upon submission that the work
has not been submitted or published elsewhere.
2. For manuscripts reporting on field surveys or experiments: If the additional
documentation (e.g. questionnaire, case, interview schedule) is sent as a separate
file, then all information that might identify the authors(s) must be deleted from
the instruments.
3. Manuscripts should be submitted via email as Microsoft Word or PDF file to
the Managing Editor at email address: managingeditor@smccnasipit.edu.ph.
Please submit separate files for (1) the manuscript’s title page with identifying
information (not forwarded to reviewers), (2) the manuscript with title page and
all other identifying information removed, and (3) any necessary supplement
files such as experimental instructions and/ or response memoranda on invited
revisions. A copy of the research questionnaire or tools is encouraged for
submission. The editors and the reviewers need to refer to these tools.
4. Revisions must be submitted within the date validating from the decision letter
inviting a revision.
5. Vital information is available at this websites: www.journals.smccnasipit.edu.ph
and www.ejournals.ph.
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ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
ABSTRACT
Essay Scoring System provides a systematic checking of essay based on the similarity
of its meaning to the model as implied on the content. This study automatically score
essays and give feedback to the students about their score. Besides, the system uses
algorithms that analyse the lexical semantics of the words to get the similarity between
the model and student essay which includes the Common Term Frequency (CTF),
Longest Common Subsequence (LCS), and Semantic Distance (SD). The two essay will
undergo the Text Processing Phase which includes the process of Tokenization, Stop
words removal, Stemming and Parts-of-Speech (POS) tagging. It uses the WorldNet
database for word synonymy and semantic references. Word Sense Disambiguation
is also implemented in the study to identify the meaning of the word used in the
context and also to solve the ambiguity of meaning particularly on homonyms. The
scoring follows the predefined criteria for content relevance, spelling, and grammar.
Furthermore, the study conducted tests to the actual users of the system including
teachers. Based on these tests, the computed percentage differences between the teacher
and the system score is 18.03% with an accuracy of 82.18%. The accuracy shows a close
similarity of the system’s score to the teachers’ given score to the essays. Developing the
system faces a challenge in the implementation of the semantic algorithms. Since the
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KEYWORDS
INTRODUCTION
Scoring of essay exam takes considerably more time especially for large classes and
may result from inconsistency across student responses. Scores might be calibrated
and analyzed with subjectivity depending on the several interacting factors that may
influence the teacher during an assessment.
Numerous researchers assert that the subjective way of essay evaluation leads
to variation in grades awarded by different human assessors, which can be analyzed
by students as the main root of unfairness (Ade-Ibijola, Wakama, & Amadi, 2012).
Computerized scoring can give potential solutions to some of the common shortcomings
or issues concerning human essay scoring. Through computer-based scoring of essays
which involve the significant accumulation of quantifiable content elements with a
specific end goal to assess the nature of an essay can help assessors to ease the process of
checking (Zhang, 2013).
Several studies about essay scoring have been conducted to contribute breakthrough,
particularly in education. Most of these are using semantic similarity methods to assess
the context similarity of essays. In the study of automatic essay grading by Omran and
Aziz, it utilizes three algorithms combined in matching phase namely Common Words,
Longest Common Subsequence, and Semantic Distance to yield a more efficient result.
It uses only synonyms to generate alternative answers of the essay Omran & Ab Aziz,
2013). However, it does not emphasize the meaning of the essay since the computation
for semantic distance is not identifying the meaning but based only on the counting of
characters and words occurrences that exist in both essays. Further, it does not identify
the sense of the word as it is used in the essay taking consideration of how it is used in
the context. Besides, it does not integrate the criteria for spelling and grammar checking
in scoring.
To address such gaps, the study aims to develop an essay scoring system using
semantic similarity approaches which automate the checking of classroom essays
and will eliminate subjectivity upon scoring influenced by human scoring. Compare
to other research; this study will follow predefined criteria for grammar and spelling
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correctness to check for the structure of the essay as well as the relevance of the content
to the topic asked. Besides, it will implement hybrid algorithms for semantic similarity
which include word sense disambiguation to identify the sense of every word as used
in the essay, semantic distance which utilizes the Wordnet to extract similar words for
computations, synonym extraction for generated model essay, antonyms to replace
word with negative phrases to retain the consistency in meaning, longest common
subsequence and common term frequency to give a score more comparable to human.
FRAMEWORK
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according to its parts of speech resulted from POS tagging. The gloss that is, a textual
definition of the synset possibly with a set of usage examples (e.g., the gloss of car1 n
is “a 4-wheeled vehicle; uses an engine for internal combustion; ‘he needs a car to get
to work’ “). It governs the process of identifying the sense of a word (i.e., meaning) as
used in a sentence especially when the word has multiple meanings (polysemy) (Banea
& Mihalcea, 2011).
Synonym Extractions
Synonyms are words which are related in meaning (Henriksson et al., 2012). The
extraction of synonyms is one of the possible applications in areas of Semantic Web.
This is used for query and ontology matching wherein it can be useful in getting the
words meaning. Synonym extractions first approach for retrieval is using the dictionaries
such as WordNet and Wiktionary (Pearce, 2001). WordNet is a well-established English
lexical database that provides meaning and synonyms of a term in different contexts
(Montoyo, Suárez, Rigau, & Palomar, 2005). The structure of WordNet is mainly
based on the synonym relationship between words (Sun, Huang, & Liu, 2011). These
synonyms are grouped into sets called Synsets formed by words that (i) have the same
meaning, and (ii) are interchangeable in different contexts. Presently, WordNet contains
more than 110,000 Synsets (Lombardi & Marani, (2015).
X: “A B C D E F G H” , Y: “A B C D U V Y K”,Z: “A I B T C O D L”
The LCS result is same in both cases (X and Y, X and Z): LCS is “A B C D” and
score is the LCS length of 4. It does not differentiate the consecutive relation of their
sequence. In this case, Y would be a better choice than Z because it has shared a more
consecutive sequence with X. String C is the longest common subsequence (abbreviated
LCS) of string A and B if C is a common subsequence of A and B of maximal length,
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i.e., there is no common subsequence of A and B that has greater length (Hirschberg,
1977).
WordNet
WordNet is a large lexical database that contains the words of the English language.
It resembles the characteristics of a thesaurus in that it structures different words that
have a similar meaning. It also specifies connections for each of the senses of a given
the word (Pedersen, Patwardhan, & Michelizzi, 2004). These connections place words
that are semantically related to one another in a semantic network. WordNet is like
a dictionary since it describes the definition of words and the corresponding part-of-
speech (Miller, 1995).
Synonym relation grouped the primary connection between words, which means
that words which are conceptually equivalent, and thus interchangeable in most
contexts. These groupings are called synsets which consist of a definition and relations
to the other synset (Miller, 1995). A word can be a part of more than one synset,
depending on the meaning it bears since it can take more than one meaning. WordNet
has a total of 117 000 synsets, which are linked together.
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Figure 2 shows the graphical representation of hyponyms for the synset machine
which includes the synsets computer, calculator and printer as shown in the highlighted
nodes. These hyponyms will serve as the child nodes to a hypernym, and in the first level,
calculator and printer are the siblings of the computer. While machine and adapter are
hyponyms of device as to device and hardware are also the hyponyms of the instrument.
Where c1 and c2 are concepts being paired and is the minimum path between the
two concepts through node count.
Node Counting
This is the method of counting the number of nodes between two concepts or
words in the tree structure from hypernym and hyponym connections. The count of the
node will start from the node of c1 or the first word incrementing by 1 until the node
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of the c2 or the second word following the edges that connect those (Ferlež & Gams,
2004). The example tree below shows how the node counting is performed.
Figure 3 shows the process of counting nodes from computer to the adapter. It
shows that synset computer to adapter has a node count of 4. The count started from the
word computer following the edge that connects to its parent node and iterating to find
the second word.
Figure 4 shows another instance of node counting in which both words belong to
the same synset, for this case both will be on the same node. Words of the same synset
or node imply synonymy which means that the two words have similarity in meaning.
Therefore, the node count will be equal to 1 because they belong only to the same node.
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This study aims to build an essay scoring system that allows students to take an
essay-type examination and automatically provide the score. Specifically, it aims to:
1. Perform text processing methods to prepare a data set.
2. Formulate a scoring mechanism for essay based on predefined criteria.
METHODOLOGY
POS Tagging
Student essay will undergo POS tagging for grammar checking to identify the parts
of speech for the words in the essay while model essay uses this method as to prepare
for Word Sense Disambiguation process. The example below shows the POS tagging for
model and student essay.
The process uses the Brill Tagger class to assign the appropriate parts of speech of
the word identified.
Tokenization
Both model and student essay will undergo the process of tokenization. This is done
to remove those unnecessary symbols which do not contribute to the meaning of the
essay. Table 11 shows the tokenization process for both model and student essay.
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Stemming
This process is useful in matching words syntactically because it will result in
higher similarity count due to its simplified form. The result of the stemming process
for student and model essay where the word computer is stemmed into computer and
information into inform.
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4. the branch of engineering science that studies (with the aid of computers) computable
processes and structures
5. an expert at calculation (or at operating calculating machines)
6. make a mathematical calculation or computation
7. may be computed or estimated; “a calculable risk”; “computable odds”; “estimable
assets”
8. of or involving computation or computers; “computational linguistics.”
Given the above senses, the algorithm will perform comparisons to all the glosses
of all the words, the highest count of overlapping words will determine the final sense
of the word. Each sense are compared to count the word overlapped as shown on the
following equation:
where the maximum value of the score per glosses will be extracted as the final sense
of the target word.
Each gloss will be tokenized to compare each word to other glosses. Comparison
of all the words in the essay will continue until all words are compared and counted the
overlapping words occur in each gloss. As the loop ends, the program will get the gloss
with the highest value of counts and declared it as the final sense of the word.
From the above senses, as cited in the example of computer, the final sense of the
word computer is “a machine for performing calculations automatically.”
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Additionally, antonyms are also extracted if there are negative phrases found before
or after the word such as not, no, don’t, never, nothing and so on and remove the negating
word which is also considered as stop words which normally be removed during text
processing. However, before removing this as stop words, after tokenization process
words with negative phrases are identified and replaced by its corresponding antonyms
instead of synonyms to maintain the consistency of the meaning of the phrase or
context. Example the phrase not beautiful may similar to ugly than to beautiful when not
is removed during stop words removal.
Given the synonyms or antonyms extracted for every word in the model essay, it
will replace the original word and will generate another model essays as an alternative.
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The repetition of these strings in the essay is counted only once. Given is an example
below:
The above example shows that in the model essay, the word computer matches with
the student essay and it appears twice thus it is counted only once to avoid a higher score
for answers with repeating words. Another word calculate match with student essay with
a total count of 2 over the total number of words in the model essay. The possibility of
matching exact words between essays is low and it is rare to happen to the majority of
word occurrences. Common Term frequency will be computed as follows:
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Semantic Distance
The algorithm measures how the two essays are similar or distant regarding their
meaning despite having different words used in the essay. Semantic distance holds
between lexical items having a similar meaning. This will emphasize the concept of the
semantic similarity between words and the essay in general.
It compares each word in the model essay to every word in the student essay forming
into pairs and getting the computed semantic distance of that pairs. Computation of
the semantic distance per word pairs is the prior process before calculating the similarity
of the two essays in general. How the computation process is done will be discussed
thoroughly in the next paragraphs. Thus, the semantic distance is computed in two
phases, semantic distance between words and between essays.
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The query will get all the hypernyms which represent the parents of the target word
forming into hierarchy ending to the root node of the tree which is the last hypernym
value. Using the word computer as an example, the query will retrieve the machine as
the parent node of the computer, while the device is also the parent of machine, and
instrument is the parent of the device. This result shows a relation between words such
as the computer is a kind of machine as well as the machine is a device and so on. On
the other hand, the hyponyms of each hypernym will be queried as follows from the
hyponym table in Wordnet. The resulted hyponyms served as the children of each
hypernym. Every hyponym in every level of the tree hierarchy is considered siblings.
Given the example, as discussed previously, hyponyms retrieve for the synset
machine and at same time siblings of the computer are the synset calculator and printer
as part of it. For the synset device, it retrieved hyponyms machine and adapter while the
instrument is device and hardware respectively.
The more specific processes in querying these relations will be discussed thoroughly
in the next process.
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The column synset_id_2 represents the hypernym of the synset_id in the first
column. Since synset_id 103561924 is the first resulting hypernym of the query, it
is considered as the parent node of the synset 102971359. Since the hypernym values
shows only the synset_id, by querying the value from synset table as what is done from
the previous process, it shows that synset id 103561924 is machine, thus the hypernym
of computer is machine as shown in the resultset From this point, the process will still
iterate continuing the query from the synset_id 103561924 to get also its parent node
until it reaches the last resulting hypernym value which is considered as the root node
of the tree.
To add the next higher level, the algorithm must know again the hypernym of the
machine through its synset_id to connect as the parent node through following the
repetitive processes discussed above.
This is the continuation from above process wherein it shows that synset 103561924
has a hypernym or parent node of synset 103068033 which is referring to synset device
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with 119 fetched hyponyms including the synset machine as expected. The same
repetitive process will be done until the root node is identified.
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On the other hand, the word computer and calculator have a count of 3 nodes which
also yield to 1/3 or 0.33 similarities. The synset computer and instrument has a node
count of 4 which also results to ¼ or 0.25. The synset calculates and computes are of the
same synset thus the similarity between the two is 1/1 or 1. The similarity for data and
information is also 1/1 or 1 since the two are of the same synset. Lastly, the synset gave
and calculate node count of 3 which yields to 1/3 or 0.33 similarities.
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Spelling Checker
Spelling checks the correctness of form and combination of letters used in a word.
It signifies the meaning of the word itself. Thus, misspelled word will change the
thought being conveyed in the sentence or the whole essay. Spelling checking is done by
comparing each word in the essay to the collection of words in the database. Every word
which does not match is considered misspelled. Proper Nouns must start in uppercase.
The spell checker is not autocorrected. This student essay must be sensitive to the word
being typed. Based on the example student answer below the highlighted word signifies
wrong in spelling.
Errors in spelling are counted and be divided into the total words of the essay. The
result will then be multiplied to the points allocated for spelling which is equivalent
to the percentage set by the teacher upon adding a new essay. The computation is as
follows:
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Where 1.96875 is the percentage score of the total score set by the teacher with
the percentage weight of the spelling? In this case, the teacher set a total score to 15
and allocating 15% to it for spelling. It is derived by multiplying the score percentage
allocated to spelling to the total essay score both set by the teacher which are computed
as follows:
The result for spelling will be added to the resulted score for grammar and relevance.
Grammar Checker
Without good grammar, clear communication and writing are nearly impossible.
Proper grammar keeps essay from being misunderstood while expressing the thoughts
and ideas that the essay wants to convey. Grammar has rules that must be followed
to be consistent with the thoughts expressed in the student answer. Some of these are
the proper use of punctuations, capitalizations and subject-verb agreement and some
other special cases like the use of an or a. The algorithm used for grammar checking
followed proper precedence of words as organized and identified according to each part
of speech. It uses the process of POS tagging for assigning tags to each word. After tags
are assigned, grammar is checked by defining some important rules of precedence of
what comes before or after specific parts of speech. Example, preposition like about, for,
in, from and much more are words used to link nouns, pronouns, or phrases to other
words in a sentence. Prepositions are usually short words, and they are normally placed
directly in front of nouns. In some cases, you’ll find prepositions in front of gerund
verbs. Personal pronouns like she, he, they are a pronoun that is associated primarily
with a particular person, in the grammatical sense. These pronouns can usually follow
a verb, adjective and placed after any prepositions. The student answer below is shown
with POS tags.
Not conforming to these basic rules will count an error for grammar. Grammar
checking is computed as follows:
=[ ]
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Same with spelling, the resulted score for grammar will be added to spelling and
relevance weighted score. In the example of the student essay, it shows that there is no
identified error in grammar with equals to 0 which is computed as follows:
Where 2.25 is the 15% of the total score that is allocated for the perfect score of the
essay which is 15 the same case with the spelling.
where the highest value for the three semantic similarity algorithms will be
multiplied to each standard weights to get the weighted score for each method. The
result for this will be multiplied to the which refer to the highest points
allocated to content relevance as the percentage score set by the teacher which is
computed as follows.
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The score for the content relevance of the essay based on the results of the three
algorithms is 5.922845.
The teacher will set the which is the maximum or perfect score
for the essay. On the other hand, and is the 15% of
the perfect score as what the teacher set to the essay along with the
which is the 70% of the from the deduction of 30% from grammar
and spelling.
Given the computation for spelling and grammar as shown from previous sections,
the final essay score is computed as follows:
where GC is the computed score for grammar, SC for spelling and CR for content
relevance. The computed score for grammar based on the previous calculations is 2.25,
spelling SC is 1.96875 and content relevance CR is 5.922845.
The final score of the student essay is 10.141695 out of 15 as the highest possible
score. The result shows that the essay scores more than 50% of the total score. The score
for content relevance shows a higher score which means that the two essays are more
similar in terms of their meaning. The final score signifies that the algorithm can give
emphasis on the similarity of meaning despite the differences of the words used in the
essay.
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will be deducted from 100. The overall accuracy is the average of all the individual
accuracy being computed. The computations are shown below to get the percentage
error and accuracy. Given the values for spelling 5 and 5, the percentage of difference
is 0% meaning there is no difference between the values while the computed accuracy
is 100% while grammar with 4 and 3 resulted in percentage difference of 28.57% with
accuracy of 71.43% which means that the error counted by the system differs from
about 28.57% to teacher counts which is 71.43% accurate to the teachers evaluation.
Based on the above results, the computed overall percentage difference for spelling
is 8% with an accuracy of 92% while grammar has 30% percentage error and accurate
for about 70%. The overall results show that spelling and grammar checker can identify
errors very similar to human.
The result for percentage difference signifies the absolute value of how the final
score rated by the teacher differ from those of the system. On the other hand, accuracy
of system scores to the teachers score is computed as follows:
Thus, using the above result, the accuracy of the scores is:
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compares to the system score. Besides, the result also shows an accuracy of 82.18% for
the compared scores from the teacher and the system.
Performance Testing
It tested the performance of the system in terms of its execution time in executing
the processes in scoring. The results may vary based on the inputted characters or
number of words that the essay contained. The time of generation of word pair semantic
distance during deployment including the computation and saving to the database.
Table 2: Performance Testing for Generating the Semantic Distance of Word Pairs
No. of Word pairs Execution Time (minutes)
1,009,124 14.14
2,001,637 27.36
3,001,234 42
4,002,548 58.38
5,153,537 81
Additionally, the performance test for the process of computation based on the
number of inputted words in the student essay is shown in Table 3.
Table 3: Performance Testing for the Process of Computation of Essay
No of words in Student Essay Execution Time (minutes)
30 0.13
50 0.14
100 0.20
200 0.30
500 0.48
1000 0.56
2000 0.88
4000 0.91
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Based on Table 3, it shows that the execution time depends on the number of words
present in the student essay.
CONCLUSIONS
Using Word Sense Disambiguation, word senses as used in the context is identified
to get the meaning of the essay. Although the system focuses on the word semantics, the
use of synonyms and antonyms also helps to get the hidden meaning of the words used
that can contribute to the sense of the whole essay. The system also enables grammar and
spelling checking that can help the teacher to assess the correctness of grammar and the
spelling of every word used in the essay.
Through the combinations of the algorithms implemented in the system, the
teacher can minimize the time and effort in checking the essays especially for classes
with a large number of students. Moreover, the software also can provide scores that
are not influenced by any factors of subjectivity compared to manual checking. It can
handle score consistency and closer similarity to a human checker. Based on the findings
taken, the scoring system can provide scores to student essays closely similar to human
scoring.
ACKNOWLEDGMENTS
This study has been made possible because of the contributing sources cited and the
help and support of different personalities who contributed to the development of this
study. To Ms. Marisa Buctuanon, the thesis adviser, who always supervised, encourages
and shared her knowledge to the researcher untiringly during the development of the
program and the documentation process. To the Dean of CICCT, Dr. Gregg Victor
Gabison and the rest of the faculty and staff whose critics and advice challenged me to
pursue and to give the best I can do in this study. To my SMCC administrators and
colleagues who always supported my endeavor and giving me enough time during the
development. To my family who always gives me moral support and inspiration to
finish the work especially to my daughter whose hugs and kisses inspire me more to
continue what I’m doing. Lastly and above all, to our Almighty God for always giving
me strength and wisdom to endure despite the different struggles encountered during
the development of this study.
LITERATURE CITED
Ade-Ibijola, A. O., Wakama, I., & Amadi, J. C. (2012). An expert system for
automated essay scoring (AES) in computing using shallow NLP techniques for
inferencing. International Journal of Computer Applications, 51(10). Retrieved on
January 14, 2019 from https://goo.gl/gNq7ee
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Bakx, G. E., Villodre, L. M., & Claramunt, G. R. (2006). Machine learning techniques
for word sense disambiguation. Unpublished doctoral dissertation, Universitat
Politecnica de Catalunya. Retrieved on January 14, 2019 from https://goo.gl/
UCDdNZ
Banea, C., & Mihalcea, R. (2011, January). Word sense disambiguation with multilingual
features. In Proceedings of the Ninth International Conference on Computational
Semantics (pp. 25-34). Association for Computational Linguistics. Retrieved on
January 14, 2019 from https://goo.gl/xpJuqG
Dong, H., Wang, W., & Liang, H. N. (2015, December). Learning Structured Knowledge
from Social Tagging Data: A Critical Review of Methods and Techniques. In Smart
City/SocialCom/SustainCom (SmartCity), 2015 IEEE International Conference
on (pp. 307-314). IEEE. Retrieved on January 14, 2019 from https://goo.gl/4vzjUc
Ferlež, J., & Gams, M. (2004). Shortest-path semantic distance measure in wordnet v2.
0. Information Society in 2004, 381. Retrieved on January 14, 2019 from https://
goo.gl/i5UFPW
Henriksson, A., Moen, H., Skeppstedt, M., Eklund, A. M., Daudaravicius, V., &
Hassel, M. (2012). Synonym extraction of medical terms from clinical text using
combinations of word space models. Proceedings of Semantic Mining in Biomedicine
(SMBM). Institute of Computational Linguistics, University of Zurich, 10-17.
Retrieved on January 14, 2019 from https://goo.gl/fiybT2
Jenkins, M. C., & Smith, D. (2005, August). Conservative stemming for search and
indexing. In Proc. ACM SIGIR. Retrieved on January 14, 2019 from https://goo.
gl/puuhdw
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Kolte, S. G., & Bhirud, S. G. (2009). WordNet: a knowledge source for word sense
disambiguation. International Journal of Recent Trends in Engineering, 2(4).
Retrieved on January 14, 2019 from https://goo.gl/eSuSXq
Lombardi, M., & Marani, A. (2015, October). SynFinder: a system for domain-based
detection of synonyms using WordNet and the web of data. In Mexican International
Conference on Artificial Intelligence (pp. 15-28). Springer, Cham. Retrieved on
January 14, 2019 from https://goo.gl/J7rwjF
Macula, A. J., Schliep, A., Bishop, M. A., & Renz, T. E. (2008). New, improved,
and practical k-stem sequence similarity measures for probe design. Journal of
Computational Biology, 15(5), 525-534. Retrieved on January 14, 2019 from
https://goo.gl/7ZabpM
McInnes, B. T., Pedersen, T., Liu, Y., Melton, G. B., & Pakhomov, S. V. (2014).
U-path: An undirected path-based measure of semantic similarity. In AMIA
Annual Symposium Proceedings (Vol. 2014, p. 882). American Medical Informatics
Association. Retrieved on January 14, 2019 from https://goo.gl/AUzCAj
Mihalcea, R., Corley, C., & Strapparava, C. (2006, July). Corpus-based and knowledge-
based measures of text semantic similarity. In AAAI (Vol. 6, pp. 775-780). Retrieved
on January 14, 2019 from https://goo.gl/U16LNp
Moral, C., de Antonio, A., Imbert, R., & Ramírez, J. (2014). A survey of stemming
algorithms in information retrieval. Information Research: An International Electronic
Journal, 19(1), n1. Retrieved on January 14, 2019 from https://goo.gl/XCNBa9
Montoyo, A., Suárez, A., Rigau, G., & Palomar, M. (2005). Combining knowledge-and
corpus-based word-sense-disambiguation methods. Journal of Artificial Intelligence
Research, 23, 299-330. Retrieved on January 14, 2019 from https://goo.gl/Gm7Saz
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Omran, A. M. B., & Ab Aziz, M. J. (2013). Automatic essay grading system for short
answers in English language. Journal of Computer Science, 9(10), 1369. Retrieved
on January 14, 2019 from https://goo.gl/teB7rx
Pedersen, T., Patwardhan, S., & Michelizzi, J. (2004, May). WordNet:: Similarity:
measuring the relatedness of concepts. In Demonstration papers at HLT-NAACL
2004 (pp. 38-41). Association for Computational Linguistics. Retrieved on January
14, 2019 from https://goo.gl/BHD1v2
Toutanova, K., Klein, D., Manning, C. D., & Singer, Y. (2003, May). Feature-rich
part-of-speech tagging with a cyclic dependency network. In Proceedings of the
2003 Conference of the North American Chapter of the Association for Computational
Linguistics on Human Language Technology-Volume 1 (pp. 173-180). Association
for Computational Linguistics. Retrieved on January 14, 2019 from https://goo.
gl/AtnF7t
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ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
ABSTRACT
This study aimed to determine the quality of Teacher Education Program among
private Higher Education Institutions in Caraga Region using a descriptive-evaluative
method of research. It was found out that majority of the TEIs in the region complied
the minimum standard, and exceeded the minimum standard level of compliance in all
areas based on CMO #30s. 2004 monitoring. It was also found out in the study that
private TEIs had a high percentage rate in LET performance both in BEED and BSED
compared to the National passing rate for three years (2014-2016), and good in terms
of quality Teacher Education Program. As to the significant relationship between the
level of compliance and the quality of teacher education program, they proved to have
a significant correlation. Meanwhile, most of the respondents suggested to intensifying
admission and retention policy to improve quality Teacher Education Program. Based
on the overall findings of the study, a proposed framework to achieve quality Teacher
Education Program was offered.
KEYWORDS
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INTRODUCTION
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HEIs (CHED 2012: CMO 46, Article III, Section 16). The program approach assesses
programs, whether programs meet national and international standards, i.e., “at the level
at which the inputs, methods, and execution produce the desired learning competencies
for the graduates of that program as determined by the Technical Committees/Technical
Panels and as measured by appropriate assessments” (CHED 2012: CMO 46, Article III,
Section 16). The institutional approach assesses the whole institutional system, whether
it is functional and operational, i.e., whether the systems that support the achievement
of the desired learning outcomes are aligned with the “vision, mission, and goals of the
institution” (CHED 2012: CMO 46, Article III, and Section 16).
With the implementation of CMO 46, HEIs will have a competitive advantage in
the world and the presence of quality assurance (QA) systems will improve HEIs quality
of education, which is expected to result in enhanced productivity and competitiveness
of students and graduates.
FRAMEWORK
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This study aimed to describe the quality of private Teacher Education Institutions
in Caraga region. Specifically, this study sought to answer the following objectives:
1. To describe the profile of the Teacher Education Program;
2. To determine the level of compliance with the Teacher Education Program;
3. To determine the quality of Teacher Education Program in Private TEIs in
Caraga region;
4. To trace the significant relationship between the compliance of the standards
and the quality Teacher Education Program; and
5. To find the determinants of the quality of Teacher Education Program.
METHODOLOGY
Research Design
The descriptive-evaluative research design was used in this study that looked into
the quality of Teacher Education Program of private Higher Education Institution in
the Caraga region. It was descriptive-evaluative because it described and assessed the
quality of private Teacher Education Programs in the CARAGA Region.
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Sampling Technique
Purposive sampling techniques were utilized in choosing the respondents in the
study to consider criteria in the selection. The respondents were the private HEIs
that had been offering Bachelor of Elementary Education and Bachelor of Secondary
Education for three (3) consecutive years, the Teacher Education Deans, Teacher
Education Program College Instructors who are teaching Professional Education.
Research Instruments
The researcher developed a questionnaire patterned after the accreditation survey
and CMO 30s. 2004. There were two sets of tools in the study; it was reviewed by
the Research Professors and Education Experts from Philippine Normal University and
Father Saturnino Urios University for content validation and were revised based on their
comments and suggestions. The survey questionnaires were validated on the bases of the
appropriateness of each item.
Ethical Consideration
Informed letter of consent was handed to the Deans of College of Teacher Education
in the Private Higher Education Institutions in the CARAGA Region and confidentially
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was observed all throughout the conduct of the study, by means or removing the names
of the respondents and making their data anonymous.
Statistical Treatment
The following statistical measures were used in the study to treat frequency,
percentage, mean and Pearson-r.
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results revealed that there were teachers who taught professional education subjects in
TEIs in the Caraga region who were non-LET passers. This result was non-conformant
to Philippine standards in the offering Teacher Education. During an informal interview
with the Deans, they mentioned that the fast turnover of licensed teachers was one of
the biggest problems they usually encountered because licensed teachers preferred to
be employed in public schools for a greener pasture. However, according to Granada,
(2018) teachers with more experience are better teachers, ‘ and people agree that teacher
quality affects student achievement.
In the study of Riney, Thomas, Williams, & Kelley, (2006), licensure examination
helps ensure teachers are knowledgeable and well prepared to enter into a teaching
career. Otherwise, schools would be uncertain as to whether the teachers they hire
drifted mindlessly through college or learned what they needed to know.
Some, 24.72% of the respondents were full-fledged Doctorate holder, and only
22.47% were full-fledged Master’s Degree holder. This means that some teachers are
handling professional education subjects who did not earn a higher ability in education
to improve their effectiveness on the job. In consonance to CMO No. 30, s. 2004, a
teacher in Teacher Education Program must be full-time; a Doctoral/Master degree
holder in Education or a related field.
Kunter et al. (2013) cited that teachers who have had more preparation for teaching
are more confident and fruitful with students than those who have had little or none.
Furthermore, Ahmad (2012) suggests that teachers need to be trained to play a mentoring
role in the teaching and learning process. There are 42 out of 89 (47.19%) faculty
members who did not receive any Institutional benefits, and 15 or (16.85%) received
only one institutional incentive, some teachers could not finish their postgraduate’s
studies. Incentive measures such as salaries, secondary benefits, and intangible rewards,
recognition or sanctions have traditionally been used to motivate employees to increase
performance.
Lisakafu (2014) purports that motivated workforce by way of salaries. On the other
hand, the Private HEIs in Caraga Region had a system to support faculty development to
complete master/doctoral degrees in education, attend continuing education seminars,
workshops, conferences, and others for them to improve skills. The area on attending
seminars and conferences was given more funds by the HEIs in the region (55.06%),
but it was found out that the area on Research (17.98%) and financial aid for research
paper presentation (6.74%) was the least priorities in terms of faculty development
program of the HEIs in the region.
In the study of Evans, Forney, Guido, Patton, & Renn, (2009) he suggests that
the idea of having Faculty Development Program empowers learning, and it has to
be optimized since having attended seminars and workshop, research and continuing
higher education improve and foster students’ development.
All private Higher Education Institutions in Caraga Region complied (100%) the
minimum units in the area of the curriculum.
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The respondents gave their highest ratings to the areas on the availability of on-
campus facilities, memorandum of agreement for off-campus, utilization of relevant
instructional resources, availability of teacher’s guide, course syllabi with 100%, because
these are typically used for training and development of pre-service teachers.
The result showed that private HEIs in Caraga region was conformant to the
Philippine standards in the offering of teacher education program CMO No. 52, series
of 2007; Section 2 regarding school laboratory for practice teaching. On the one hand,
respondents rated lowest on developed instructional materials by instructors/teachers
(85.71%), though these are essential because it will help determine the level of learning
in any given topic, Instructors see these for primary education only, and many of these
materials were not used in college.
Data revealed that most of the librarians in Private Higher Education Institutions
in Caraga Region were full-time (80.95%) and Licensed Librarian (66.67%). There
were 11 out 21 TEIs that had full-fledged Master’s degree in Library Science, and 9 out
of 21 (42.86%) have appropriate training.
Evaluating the results of librarian status per students, data illustrated that most
Private HEIs in the region were compliant in terms of library status per students were
one (1) Librarian for less than 1,000 students was rated the highest (61.90%), and
library at least 5 book titles per course or 66.67%, and had active Journal subscription
of periodicals (57.14%), had at least 3,000 Accessioned Books (57.14%) has reading/
discussion room (33.33%).
Results revealed that HEIs offered TEP in Caraga Region were non-compliant in
terms of standard library requirements stipulated in CHED memorandum order no. 30
s. 2004, where learning resources sufficiency are defined to be crucial to the effective
functioning of an institution. It goes to building up a congenial atmosphere, supporting
and sustaining the working ethos of a school.
Udoh-llomechine (2010) mentioned that students and Teachers need library
resources and the expertise of a librarian to succeed. A school library is an academic
library that supports education programs as well as the teaching and learning process.
Higher Education Institutions should provide materials to meet the various needs and
encouraging readings and the use of the library.
The result indicated that majority (95.24%) of private Higher Education Institutions
in Caraga region had legally owned the school building and 21 TEIs had classroom/
lecture room with 35 to 50 students’ capacity that created a healthier, comfortable
atmosphere conducive to learning and had laboratory facilities.
Contrastively, only 4.76% or 1 private Teacher Education Institutions in the region
“has at least 1,000 sq.meter” school building area. And there were 12 or 57.14% which
had a room for a maximum class size of 50 students per classroom, and the HEIs in the
region were non-compliance in terms of classroom requirement with two (2) exit doors.
Ching (2014) puts forward that schools should have at least two exit doors, and
they should be widely separated to facilitate emergency exit should one of these be
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obstructed. However, the majority of the HEIS in the Region were compliant in terms
of the laboratory which “has adequate instructional technology (66.67%). The result
shows private HEIs offered TEP needed considerable additional investments to ensure
that the schools are healthy, safe, environmentally sound, and built and maintained to
support high-quality education.
Getty (2011) stresses that infrastructure and learning resources sufficiency are
crucial to the efficient functioning of an institution. It is important that School heads
as an Instructional leader should ensure the availability of adequate and appropriate
infrastructure and for its permanent augmentation to keep pace with the academic
growth of the institution.
The majority of these HEIs had set criteria of course retention (66.67%) and had
a system of selective access (61.90%), which were able to develop national qualification
examination.
As cited by Kyndt, Gijbels, Grosemans, & Donche, (2016), implementation of
admission, retention & progression is important terms of background characteristics
including academic preparation prior to attending undergraduate studies. The quality
of a student’s previous instruction and his or her preparedness for college-level work can
significantly influence whether or not a student will succeed at an institution of higher
education.
Based on CHED Memorandum Order No. 30 s. 2004, the core requirement
for eligibility for admission of a student to any tertiary level degree program shall be
graduation from the secondary level recognized by the Department of Education. TEIs
must have a system of selective admission into the programs for teacher education.
These criteria shall include passing a standardized admission test.
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Facilities and
3.34 2.76 3.05 Exceeding the minimum standard
Equipment
Instructional Facilities 3.37 3.81 3.59 Exceeding the minimum standard
Admission and
3.41 3.64 3.52 Exceeding the minimum standard
Retention
Average 3.42 2.89 3.16 Exceeding the minimum standard
The results in table 2 showed that the level of compliance with the Teacher Education
Program had an average rating of 3.42 and curriculum was rated as the highest area with
the mean of 4.0. However, it could be noted that the lowest rated area was in the area
of a library which with 2.82.
This illustrates that upgrading the level of competency of different areas involving
the use of library facilities and resources should be given priority of the private HEIs
in Caraga region. The kind and quality of students’ performance are dependent on the
school library academic support to school programs as well as the teaching and learning
process. In consonance to CMO No. 30, s. 2004, Learning Resources sufficiency is
crucial to the effective functioning of an institution, and it is essential to ensure the
availability of adequate and appropriate infrastructure and for its constant augmentation
to keep pace with the academic growth of the institution.
According to Darling-Hammond, & Lieberman, (2013), all aspects of schooling
are considered, including curriculum, school/community relations, quality of teaching,
time spent by students on a task, and instructional methods.
For Ching (2014), student learning outcomes are the product of the interaction
between curriculum characteristics, student learning experience, and individual
characteristics. The student learning experience is affected by teacher performance,
curriculum characteristics, and classroom environment while Teacher performance is
determined by the interaction between teacher competence, curriculum characteristics,
and school organizational environment; external teacher education, school- based
teacher education, and pre-existing teacher characteristics can contribute to teacher
competence.
In contrast, it could be gleaned in Table 2 that unlike the rating on the level of
compliance rated by the Deans of HEIs in the Region, CHED rated 2.89 on the
compliance of TEIs in seven areas on CMO 30 s. 2004. Instructional facilities were
rated as the highest area with the mean of 3.81 followed by the admission and retention
with the mean 3.64 and administration as the third in rank with the mean 2.93. In like
manner, both of the Deans of TEIs and CHED personnel rated library the lowest area
with the mean average of 2.33.
In sum, the results suggested that on improving the quality learner’s outcome, there
should have been different types of improvement efforts such as a library, administration,
faculty, curriculum, instructional standard, physical facilities, admission, and retention,
to ensure the quality of the educational effectiveness reaching a certain standard.
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BSED had an average percentage of 57.1% against the national passing percentage
of 35. 36%. Closely, BEED had an average passing percentage of 81.0% against the
national passing percentage of 32.05%. However, there were 7 out of 21 (31.0%)
HEIs in the region that were having a stellar track record for three years and whose
performance was below national passing percentage.
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The LET performance among the majority of the TEIs in the region offering BEED
had the highest rating of 42.86% or “Average LET performance percentage is at par or
above National passing percentage for 3 or 4 years”. Meanwhile, BSED program, had a
rating of 28.87% or “Average LET performance percentage is at par or above National
passing percentage for 2 years” However, there were TEIs with a rating of 23.81% whose
LET performance was “Average LET performance percentage is below the National
passing percentage for consecutive three years” and was having a stellar track record for
three years. The result of the study suggested the abysmal performance rate among few
TEIs whose LET performance was below the national passing rate.
According to Akiba, LeTendre, & Scribner (2007), Licensure test is one factor
that influences the overall quality of teachers and teaching. The belief that testing can
improve the quality of instruction force is based on the assumption that the test used is
a good measure of the competencies needed for effective teaching and that their salutary
effects on training and selection are not outweighed by negative consequences.
For twenty-one (21) TEIs in the region, majority of them were non-accredited
schools (66.67%). These results revealed that private Higher Education Institutions in
Caraga region had not accredited as one means by which an institution could gain
eligibility for the improvement of the quality Teacher Education Program.
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Conchada & Tiongco (2015), Cited that benefits and incentives derived from
accreditation as outlined by PAASCU (2006), these incentives vary on different levels of
accreditation. For levels 1 and II, HEIs are granted; (1) Full administrative deregulation,
(2) financial deregulation, (3) authority to graduate students from accredited courses
or programs of study in the levels accredited, (5) priority in the awards of grants/
subsidies or funding assistance from CHED-Higher Education Development, facilities
improvement and other development programs,(6) right to use on its publications
or advertisements the word accredited pursuant to CHED policies and rules, (7)
limited visitation, inspection and/or supervision by CHED supervisory personnel or
representatives.
The same benefits apply to those who are accredited in level III, including (1)
authority to offer new courses allied to existing level III courses without need for
prior approval, and (2) Privilege to apply for authority to provide new graduates
programs, open learning/ distance education, extension classes and to participate in
the transnational education. In level IV, the institution is granted the benefits of levels
I, II, and III, and as well as full autonomy for the particular program, and as well as
the authority to pursue (2) of level III (PAASCU Undergraduates Survey Instrument,
2010).
In general, although there are additional benefits as the levels of accreditation
awarded progress, all the said benefits refer to autonomy being granted to the institutions.
Accredited schools enjoy minimal interference from the agency, provided that they
continue to implement the changes and improvements taken from last (re)accreditation.
Said benefits makes the institution’s process both efficient and effective, granted that they
do not have to go through so much bureaucracy in waiting for approvals for almost all
the main processes. Also, the institutions also get a direct incentives to have an external
body to assess their strong and weak points for continuous improvement (Conchada &
Tiongco, 2015).
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Has a research journal related academic publication published at least once a year for
2.05 Good
faculty and students.
Has researches for policy development/ program improvement in the past 3 yrs. 2.30 Good
Has led or participated in at least one collaborative research across colleges w/in the
2.30 Good
institution, among institutions and / Go’s & NGO’s at least 1 a year.
Has faculty members whose research have an impact on curriculum formulation &
2.40 Good
instructions.
Overall 2.49 Good
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Table 9 pointed out that the highest frequency in every component of quality
Teacher Education Program such as LET performance (61.9%or good), accreditation
66.6% or poor), research (38.1 or very good) and extension (28.6%) had an influence
on the result of quality teacher education Program of HEIs in the region.
It can be gleaned in table 10 that the average of the four components was 2.5 with
the verbal description of “good” or the programs are limited in extent, but the key
components of quality teacher education program are functioning well. And based on
the finding on the results, TEIs in the region need to systematically bring up academic
standards more than the ordinary and must upgrade the skills and qualifications of
students.
Table 10. Summary on Quality Teacher Education Program among HEIs in Caraga
Region
Verbal
Factors Level
Description
LET Performance 2.0 Good
Accreditation Status 1.0 Poor
Research 3.0 Very Good
Extension 4.0 Excellent
Quality Teacher Education Program 2.5 Good
On Test of Significance
Data on table 11 statistically shows the correlation result on the level of compliance
and quality teacher education program in the region.
Data pointed out that there was a significant relationship between the level
of Compliance based on CMO 30 s. 2004 survey and the Level of Quality Teacher
Education in the region.
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Table 11. Pearsons Correlation Result between Level of Compliance and Quality
Teacher Education
Level of
Quality TEP
Compliance
Level of Compliance Pearson Correlation 1 .762**
Sig. (2-tailed) 0
N 21 21
Quality TEP Pearson Correlation .762** 1
Sig.(2-tailed) 0
N 21 21
** Correlation is significant at the 0.01 level (2-tailed).
Furthermore, Using the Pearson r correlation, the result illustrated that there was a
significant correlation at the 0.01 significance level. By this, the level of compliance of
TEIs was correlated to the quality Teacher Education program.
The result suggested that private Higher Education Institutions in the region
according to CHED Memorandum Order # 30 s. 2004, need to consciously and
systematically bring up academic standards more than the ordinary and must upgrade
the skills and qualifications of students. In accordance with the pertinent provision
of R.A. # 7722 otherwise known as the “Higher Education Act of 1994, and for the
purpose of establishing center of excellence and center of development, which requires
the Teacher Education Institutions under college or department within the areas of
Instruction, research and publication, extension and linkages, institutional qualifications
and exhibit an excellent ability to produce quality pre-service teachers education to
meet the needs of progressive teachers for elementary, secondary and Special Education
Program in the Philippines.
Moreover, Private HEIs in the Caraga region has to conform to the competencies
stipulated in Professional Regulatory Commission (PRC) to improve quality Teacher
Education program by aligning the existing curriculum of the program to the content
standard in an educational system.
Continuing research such as the one undertaken by HEIs must be continued.
Research can initiate a study on the success and failure factors that determine the
performance of TEIs in the LET, community extension, and accreditation. If education
is not based on research and evidence, then it runs the risk of being outdated and not
being forward-looking (Ancheta 2012)
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The result implies that research plays an essential role in creating new knowledge,
transmitting it to students and fostering innovation. To identify whether teachers
are equipped with the conceptual understanding and methodological skills and
implementation of the program Higher Education Institutions should conduct research
to provide a basis for educational planning and to demonstrate the need for policy
makers and curriculum developers to improve the quality Teacher Education program
as a whole.
The result further suggested that Private Higher Education Institution in Caraga
Region had to improve their level of competence among the administration, faculty,
curriculum, laboratory, admission, and retention and adopt more strategic approaches.
Eventually, these will be the direct factors or the drivers of change to improve quality
Teacher Education program.
Furthermore, Ancheta (2012) points out that integrating research into the
undergraduate curriculum is also essential. Research-based curricula provide those
professionals working in the education system with a systematic, reflective approach to
address areas of need within their respective domains.
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CONCLUSIONS
RECOMMENDATIONS
Based on the findings and conclusions generated in the study, the following
recommendations were offered:
Teachers
Since learning outcomes depend on the ability of the teachers to teach, it is
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important that they should upgrade their knowledge and skills in teaching. Teachers
should undergo seminars and trainings to hone their teaching strategies and be sustaining
in term of classroom instructions. Teachers are needed to be supported and encouraged
by the Deans, head teachers of their schools concerned so that they are able to use their
new knowledge and skills without any hesitations and barriers.
LITERATURE CITED
Ahmad, I., Zeb, A., ur Rehman, S., Ahmad, S., Khan, W., Ahmad, K., & Ghani, A.
(2012). An Evaluation of the Effectiveness of Teacher Preparation Programmes
in Khyber Pakhtunkhwa Province, Pakistan. International Journal of Business and
Social Research, 2(7), 124-131. Retrieved on January 7, 2018 from https://goo.gl/
LW4nJZ
Akiba, M., LeTendre, G. K., & Scribner, J. P. (2007). Teacher quality, opportunity gap,
and national achievement in 46 countries. Educational Researcher, 36(7), 369-387.
Retrieved on January 21, 2019 from
Ashaver, D., & Mwuese, I. S. (2014). The use of libraries among children in primary
schools in Makurdi Metropolis, Benue State, Nigeria. International Journal of
Library and Information Science, 6(4), 65-74. Retrieved on January 21, 2019 from
https://goo.gl/vQ2GNC
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Conchada, M. I. P., & Tiongco, M. M. (2015). A review of the accreditation system for
Philippine higher education institutions (No. 2015-30). PIDS Discussion Paper
Series. Retrieved on January 7, 2019 from
Darling-Hammond, L., & Lieberman, A. (2013). Teacher education around the world:
What can we learn from international practice?. In Teacher education around the
world (pp. 165-183). Routledge. Retrieved on January 7, 2019 from https://goo.
gl/SrHvvN
Di Gropello, E. (2011). Putting higher education to work: Skills and research for growth
in East Asia. World Bank Publications. Retrieved on January 7, 2019 from https://
goo.gl/uJ3aGK
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2009). Student
development in college: Theory, research, and practice. John Wiley & Sons. Retrieved
on January 21, 2019 from https://goo.gl/NNyuxS
Getty Jr, J. J. (2011). A school action plan with stakeholder involvement: A case study of
one elementary school. Wilmington University (Delaware). Retrieved on January 21,
2019 from https://goo.gl/kFoWp3
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Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday
professional development: Mapping informal learning activities, antecedents, and
learning outcomes. Review of educational research, 86(4), 1111-1150. Retrieved on
January 7, 2019 from https://goo.gl/s1iHAJ
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013).
Professional competence of teachers: Effects on instructional quality and student
development. Journal of Educational Psychology, 105(3), 805. Retrieved on January
7, 2019 from https://goo.gl/GXj8aY
Lewis, R. G., & Smith, D. H. (1994). Total Quality in Higher Education. Total Quality
Series. St. Lucie Press, 100 E. Linton Blvd., Suite 403B, Delray Beach, FL 33483.
Retrieved on January 7, 2019 from https://goo.gl/odLCwx
Paqueo, V., Orbeta, A., & Albert, J. R. (2011). A critical look at the education sector:
Achievements, challenges, and reform ideas. PIDS 2011 Economic Policy Monitor.
Retrieved on January 7, 2019 from https://goo.gl/8zqzqE
Radhakrishna, R., Tobin, D., & Foley, C. (2014). Integrating Extension and research
activities: An exploratory study. Journal of Extension, 52(1), 1FEA1. Retrieved on
January 7, 2019 from https://goo.gl/rV6hLk
Riney, M. R., Thomas, C., Williams, G., & Kelley, B. (2006). National implications:
teacher education students’ perceptions of state licensure requirements and
pedagogical training. In National Forum of Teacher Education Journal (Vol. 16, No.
3, pp. 1-7). Retrieved on January 7, 2019 from https://goo.gl/qGqiUx
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SMCC Higher Education Research JournalHigher Education Research Journal
SMCC
ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
Person-Oriented Approaches
as an Organization Development Intervention
on the Transformation of the High School
Teaching Personnel of Saint Michael College
of Caraga, Philippines
DENNIS P. MAUSISA
dennismausisa@yahoo.com
https://orcid.org/0000-0002-9902-3936
Cebu Doctors University, Cebu City
ABSTRACT
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KEYWORDS
INTRODUCTION
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ORGANIZATIONAL PROBLEMS
To realize this Vision 2020, there is a need for Saint Michael College of Caraga
(SMCC) to assess the status of the high school teaching personnel being the core of
the organization and the first area for development in the Vision 2020 master plan.
Furthermore, the administration of SMCC felt that there is a problem with the high
school teaching personnel of SMCC on the areas of a.) Educational qualifications, b.)
Teaching performance as rated by the students and c.) Emotional quotient. And for
these reasons, in order to verify the feelings of the administrators if it is true or not,
the researcher who is the Director for Academic Affairs and Head of the Planning &
Development Center as part of his job conducted an assessment among the 12 full-time
faculty members of the high school department of SMCC on the year 2005 based on
the problems felt by the administration.
FRAMEWORK
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based on such conclusions, the next phase in institutional planning and development
may be undertaken.
The methods of assessment will determine to a great extent of the frequency. If the
method will include clientele, alumni, and perhaps others such as policymakers, and the
like as respondents, then the cost will naturally increase as well as the volume of work
(Maquiso, 1983).
On human institutions under change, it is the people that bear the final impact
of this change. For it is they that discover and feel the need for change; it is they that
propose and implement change. They who are considered to be either the cause for
change or worst, the object of change (Martires, 1993).
Human resource is an invaluable and vital asset of any nation. In it is a raw state,
however, it is capable of generating rapid development and progress. This is the reason
why through the years, a great deal of attention has been directed toward manpower
development. It is an accepted dictum that companies should provide a training
program for its workers (Miranda & Miranda, (1996).
According to Patton (1998), organizations and employees should conduct a Service
With A Heart Inventory (SWAHI) to determine how much, or how little heart is
infused into their services and organizations.
Service should be a two-way street. It is what you give and what you get. The giving
is the best of yourself and the getting is the self-satisfaction of knowing that you have
cared, been creative and have built bridges of customer support, rather than help tear
them down. The challenge of the 21st century will be to add a heart in the business
environment in a way that enhances productivity, team synergy, and employee and
management relationships for outstanding customer service. A little EQ equations:
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h.) Quality circles. Organization approaches include a.) deep sensing, and b.) matrix
management.
Individual–Oriented Approaches work best for problems which are rooted in
certain individuals. Counseling and coaching assist an individual in a directive way to
arrive at a solution to his problem. In career planning, each plan by pathing his career
with the aid of the organization. His abilities and strengths are checked against his
aspirations. Training includes seminars, workshops, conferences, tour, grants, and the
likes. Where general broadening is needed, he goes through an educational program to
obtain a degree which takes a longer duration. Interpersonal peacemaking involves the
process of making individuals who are in conflict with each other, interface each other
through dialogues, group interviews, and role play.
Group-Oriented Approaches are used wherein groups are involved in the root
problems. Group problem-solving approach involves the group in identifying and
diagnosing problems and selecting from alternative courses of action their best possible
solution(s). Where relations between groups are strained or overly hostile, the inter-
group meeting is used. Through lists made of the characteristics of each other and issues
between them, each group image is known, clarified and corrected. Action steps are
taken by the group resolving the issues and responsibilities are assigned for the actions.
Team building and development consists of exercises, contests, and games that make
the group members aware of their group weaknesses. This can be either family team
building or role analysis team building.
In dealing with the entire organization, deep sensing have had its values in utility.
Deep sensing technique is used for as long as organization leaders and members are
truly sincere in identifying the ills of the organization and are willing to take corrective
measures. The commitment to improve is strong, and thus it can study and analyze itself
objectively after it has sensed its wrongs and mistakes (Martires, 1999).
Ho. There are no significant differences in the ratings before and after the
implementation of the ODI.
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METHODOLOGY
Methods Used
This study utilized the assessment and evaluation methods and the descriptive
comparative design to determine the development of the high school teaching personnel
of Saint Michael College of Caraga.
Research Subjects
The research subjects are the twelve (12) full-time teachers who are the recipient
of the planned interventions and the 207 sample size population from the 280 total
population based on the computation for sample size determination using the Slovins
Formula.
Research Environment
The study was conducted at Saint Michael College of Caraga, located at Atupan
Street, Nasipit, Agusan del Norte, Philippines. It is about 26 kilometers from Butuan
City, the regional center of Region XIII- Caraga Administrative Region. The school site
has a land area of 6,447 square meters strategically situated in the heart of the town of
Nasipit, beside the Saint Michael Church and at the back of the town’s plaza.
Saint Michael College of Caraga (SMCC) was founded on July 1, 1948, with a
permit to operate in Secondary Education. SMCC was then under the name Saint
Michael’s Institute and was changed to its present name on the year 2000. SMCC is a
Christian, non-stock, non-profit institution under the Diocese of Butuan. Fr. Francisco
Van Dyke was the first Director. In 1975, a layman became the first layman School
Director in the person of Mr. Gregorio Orais.
Research Instrument
The research instruments are the personnel data form, teaching performance survey
questionnaire, and service with a heart inventory checklist from the EQ service with a
heart book of Dr. Patricia Patton.
For the educational qualification a checklist was formulated by the researcher and
quantified as follows:
Qualifications Quantification
BS Degree Holder 1
BS Degree Holder with Master’s Units 2
Master’s Degree Holder 3
Master’s Degree Holder with Doctoral Units 4
Doctoral Degree Holder 5
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For the performance rating, the instrument used by the guidance center of SMCC
was utilized. There are two (2) parts of the instrument. Part I is all about the professional
attitude, appearance, and students rapport. Part II is all about the effectiveness of
teaching and is divided into two areas: a.) knowledge of subject matter, and b.) classroom
management. This is quantified as follows:
5 - Excellent
4 - Very Good
3 - Good
2 - Fair
1 - Poor
The emotional quotient instrument was taken from the book of Dr. Patricia Patton
“Emotional Intelligence Service With A Heart.” It had ten (10 items) answerable by yes
(2) or no (1) and quantified as:
2 - Competent
1 - Not Competent
Statistical Analysis
The following statistical techniques were used pursuant to the needs of the problems
in this study: frequency, mean, Z test, T-test, was used to determine the educational
qualifications.
The educational qualifications of the high school teaching personnel showed a
significant difference before an after ODI. The BS Degree Holder before ODI has 9 out
of 12 teachers or 75% while after ODI it became 1 out of the 12 teachers or 8.33%.
This means that the high school teachers have enrolled in a master’s program causing
the downfall on the number of teachers earning BS Degree Holder. On the part of BS
Degree Holder with master’s units, three teachers or 25% before ODI were enrolled in
a masters program and after ODI it increases to 11 teachers out of 12 or 91.67%. There
are no master’s degree holder, master’s degree holder with doctoral units, and doctoral
degree holder.
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Table 1. The Comparison of the Educational Qualifications of the High School Teaching
Personnel of SMCC Before and after the implementation of the ODI
Z test Critical Value Decision
Performance Rating
Table 2 shows the performance rating of the high school teaching personnel as rated
by the students before and after the implementation of the ODI.
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Table 2. Part I of the Performance Rating of the High School Teaching Personnel of
SMCC as Rated by the Students before and After the Implementation of the ODI.
Before ODI After ODI
Weighted Verbal Weighted Verbal Critical
t-value Decision
Mean Description Mean Description Value
Part I.
Professional Attitude,
Appearance, and
Students Rapport
1. Always clean and
orderly in person, 3.51 Very Good 4.09 Very Good 12.89 1.645 Reject Ho
dress and habits
2. Consistently alert
and emotionally 3.36 Good 3.91 Very Good 11.25 1.645 Reject Ho
Mature
3. Has good relation
3.54 Very Good 3.86 Very Good 6.38 1.645 Reject Ho
with students
4. Shows respect, is
refined in speech 3.58 Very Good 3.85 Very Good 6.22 1.645 Reject Ho
and manners
AVERAGE 3.50 Very Good 3.93 Very Good 9.17 1.645 Reject Ho
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Table 3. Part II of the Performance Rating of the High School Teaching Personnel of
SMCC as Rated by the Students Before and After the Implementation of the ODI.
Before ODI After ODI
Weighted Verbal Weighted Verbal Critical
t-value Decision
Mean Description Mean Description Value
Part II Effectiveness of
Teaching
A. Knowledge of Subject
Matter
1. Welcomes questions/
3.69 Very Good 3.98 Very Good 5.85 1.645 Reject Ho
requests/ Clarification
2. Makes lesson interesting 3.41 Good 3.79 Very Good 7.22 1.645 Reject Ho
3. Presents topics, illustrations
3.39 Good 3.71 Very Good 6.43 1.645 Reject Ho
& Varied examples
4. Mentions principles,
3.32 Good 3.58 Very Good 5.26 1.645 Reject Ho
theories & Authors
5. Helps think critically 3.29 Good 3.60 Very Good 6.60 1.645 Reject Ho
6. Connects lesson to current
development, life situations 3.59 Very Good 3.82 Very Good 5.90 1.645 Reject Ho
& experiences.
AVERAGE 3.45 Good 3.75 Very Good 6.21 1.645 Reject Ho
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On the area of knowledge of the subject matter, there are six (6) items of which
only the items a.) Welcomes questions/requests/clarification and b.) Connects lesson to
current development, life situations and experiences were rated very good before ODI
and the remaining four (4) items, a.) Makes the lesson interesting, b.) Presents topics,
illustrations and varied examples, c.) Mentions principles, theories and authors, and d.)
Helps think critically were rated good before ODI. After ODI all items were rated very
good. The average mean before ODI was 3.45 or good while after ODI it was rated very
good with a mean of 3.75.
On the area of classroom management, there were eight (8) items. Before ODI
among the eight items, there were only three (3) rated as very good while the remaining
five (5) were rated good. Among the very good rating were the following items: a.) fair
in dealing with the students with a mean of 3.58, b.) gives attention to the physical
arrangement and cleanliness of the classroom with a mean of 3.56, and c.) checks
attendance regularly with a mean of 3.52. The items with a rating of good before ODI
were as follows: a.) handles individual/ group discipline tactfully with a mean of 3.41,
b.) adopts a system in routine work with a mean of 3.36, c.) punctual in starting and
ending classes with a mean of 3.40, d.) maintains good conduct of students in class with
a mean of 3.38, and e.) maintains proper academic atmosphere and discipline in all
classes with a mean of 3.45.
After ODI, all the items under classroom management were rated very good. Before
ODI it has an average mean of 3.46 or very good while after ODI it has an average mean
of 3.73 or very good.
The faculty development program, team building, spiritual enhancement and
benchmarking develop the performance of the personnel by gaining more knowledge and
skills due to their continuing education. The team building and spiritual enhancements
promote bonding and harmonious relationships among one another. The meetings
and assemblies promote freedom of expression and cooperation among teachers thus,
motivating them to work hard and increase their level of performance.
Tujan (2004), said that teachers, in general have a working knowledge of teaching
and learning principles having been taught during pre-service training. However, their
actual teaching experience applying and adjusting these principles in actual instructional
setting necessarily helped them evolve their belief system about teaching and learning.
This belief system contains their views about knowledge, the teaching and learning
process, their disposition as a teacher, and their view of education.
In the new paradigm of education for transformation, the teacher takes the role
of a change agent. As a change agent, the teacher is expected to provide learning
opportunities that will enable learners to possess and produce the knowledge, values,
and skills that will empower them to navigate their world and effect the changes
necessary.
The 21st-century teacher is holistic and balanced. S/he must possesses knowledge,
skills, and values that are transformational.
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Table 4. The Frequency of the Teacher’s Performance Rating as Rated by the Students
Before and After the Implementation of the ODI.
Before ODI After ODI
Frequency Percentage (%) Frequency Percentage (%)
Excellent 0 0 0 0
Very Good 3 25 8 66.67
Good 9 75 4 33.33
Fair 0 0 0 0
Poor 0 0 0 0
Table 5. The Emotional Quotient of the High School Teaching Personnel of SMCC
Before and After ODI.
Before ODI After ODI
The emotional quotient of the human resources of the high school department
before ODI has an average mean of 1.79 or competent while after ODI it has an average
mean of 1.96 or competent.
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Among the ten (10) items, before ODI the lowest mean was on the item I am
creative in my work with a mean of 1.58. Followed by the items I know how to resolve
conflicts and I harmonize emotions with my service with a mean of 1.67. The five (5)
items have a mean of 1.83 were as follows: a.) I know what makes me emotional with
customers, b.) I know what my customers are feeling about my service, c.) I remember
to thank my customers for their trust, d.) I value my co-worker, and e.) I can quickly
identify my feelings. The last two (2) items have a mean of 1.92 this were the items: a.)
I am positive about my job, and b.) I take responsibility for my actions.
Though the interpretation before the ODI was already competent, it was still part
of the intervention designed by the researcher for the improvement of the numerical
value and to have sustainability of the EQ competency among the high school teaching
personnel.
The team building and spiritual enhancement increased the level of understanding
and patience among human resources. The in-service training for customer service and
emotional quotient added skills in terms of dealing with personal emotions and proper
handling of customers which are the students.
According to Patton (1998), organizations and employees should conduct a Service
With A Heart Inventory (SWAHI) to determine how much, or how little heart is
infused into their services and organizations.
Service should be a two-way street. It is what you give and what you get. The giving
is the best of yourself and the getting is the self-satisfaction of knowing that you have
cared, been creative and have built bridges of customer support, rather than help tear
them down. The challenge of the 21st century will be to add a heart in the business
environment in a way that enhances productivity, team synergy, and employee and
management relationships for outstanding customer service. A little EQ equations:
Heartless service is when we are not functioning in a way that brings us in tune
with others. It is generated when employees care little about the service, the clients, their
jobs or themselves. This can pollute an office and sabotage the efforts of a company. It
can even lower the success rate of a product or service if the person representing the
company has no heart for what he is doing.
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Table 6. The Comparison of the High School Teaching Personnel Before and After the
Implementation of the ODI.
Educational Decision
Z Test Critical Value
Qualifications
BS Degree Holder -4.51 + 1.69 Reject Ho
BS Degree Holder with Mas-
4.50 +1.69 Reject Ho
ter’s Units
Before ODI After ODI
Performance Rating
Part I. Professional Attitude,
Appearance, and Students Reject
3.50 Very Good 3.93 Very Good 9.17 1.645
Rapport Ho
Part II. Effectiveness of Teach-
ing Reject
3.45 Good 3.75 Very Good 6.21 1.645
A. Knowledge of Subject Ho
Matter
Reject
B. Classroom Management 3.46 Very Good 3.73 Very Good 5.60 1.645
Ho
Reject
Emotional Quotient 1.79 Competent 1.96 Competent 4.79 1.812
Ho
The table presents the comparison of the high school teaching personnel before
and after the implementation of the ODI on the areas of educational qualifications,
performance rating as rated by the students, and emotional quotient.
The z-value on the educational qualifications of the BS Degree Holder is -4.51 lower
than the critical value of 1.69 and the area of BS Degree Holder with Master’s Units is
4.50 greater than the critical value of 1.69. Since this is a two-tailed test it means that
if the z value is greater either positive (+) or negative (-) the null hypothesis is rejected.
Thus, the hypothesis of no significant difference in the educational qualifications of
the human resources is rejected meaning that there is a significant difference in the
educational qualifications before and after the implementation of the ODI.
On teaching performance, the part I which is the professional attitude, appearance,
and student’s rapport have a t-value of 9.17 compared to the critical value of 1.645. The
t-value is greater than the critical value thus, the hypothesis of no significant difference
is rejected.
On Part II of the performance rating which is the area on knowledge of the subject
matter has a t-value of 6.21 greater than the critical value of 1.645. Thus, rejecting the
hypothesis of no significant difference in the performance rating.
On Part II-B of the performance rating which is the classroom management, the
t-value is 5.60 greater than the critical value of 1.645 thus, rejecting the hypothesis
which means that there is a significant difference in the performance rating of the
human resources of the high school department of SMCC.
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The emotional quotient t-value is 4.79 greater than the critical value of 1.812
that means the hypothesis is rejected meaning there is a significant difference in the
emotional quotient of the human resources of the high school department before and
after the implementation of the ODI.
According to Martires (1999), interventions are the approaches and techniques that
are applied to improve knowledge, attitudes, skills, and performance of individuals and
groups concerned and of the entire organization. Person-Oriented Approaches is one
among the different types of interventions
TRANSFORMATION INDICATORS
The table of comparison showed significant differences in the high school teaching
personnel of SMCC after the implementation of the planned interventions.
1. Educational qualifications
The number of teachers before the ODI were majority BS Degree holder. After
two years of ODI implementation, only one (1) teacher is a BS Degree Holder, and
the 11 teachers are currently enrolled in master’s program according to their area of
specialization at Philippine Normal University Prosperidad Campus, Father Saturnino
Urios University in Butuan City, and Lourdes College in Cagayan de Oro City.
Among the 11 teachers taking master’s program, two (2) passed the comprehensive
examination, six (6) earned 36 units, and three (3) earned 18 units.
The certification of the subjects taken from the schools where they studied and
the certificates on the different training attended will justify and serve as indicators of
development and transformation of the high school teaching personnel of SMCC.
2. Performance Rating
The performance rating of the high school teaching personnel of SMCC increased
from good to very good. As observed through our constant monitoring and classroom
supervision their behavior and strategies of teaching greatly improved. Teachers now
use in their classes PowerPoint presentations and make classes livelier, fun, and lots of
inter- actions among teachers and students.
3. Emotional Quotient
The emotional quotient of teachers also developed. They are now closer among
other teachers. The groupings between juniors and seniors are lessened and they now
work hand in hand. The teachers are more approachable and assist students in their
problems and acts as “loco parentis.”
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CONCLUSION
Based on the findings of the study, it is concluded that there are significant differences
in the high school teaching personnel of SMCC before and after the implementation
of the ODI. The effects of the person-oriented approaches on the high school teaching
personnel of SMCC yield a significant positive change on the educational qualification,
performance rating, and emotional quotient.
RECOMMENDATIONS
LITERATURE CITED
Best, J. W., & Kahn, J. V. (2016). Research in education. Pearson Education India.
Retrieved on January 9, 2019 from https://goo.gl/BkVBrv
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Pascual, Jingjing Martin (2003). Journey into the World of Science. Philippines: Diwa
Scholastic Press
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ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
ABSTRACT
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academic emotions in taking test/exam. Data provide enough evidence of the regression
model significantly predicts the dependent variable at a=0.01. To fortify and promote
the emotional self-management of the students, an Intervention Program has offered.
KEYWORDS
Academic emotions, performance, intervention program, attending class, studying
lesson, taking test/exam, senior high school
INTRODUCTION
Emotions are ever-present in different settings. It is essential in any part of our daily
lives, whether at home, school or work. Emotions govern life, expressed or not, so it is
important to note the vital capacity that emotions play in the learning process (Myint
& Aung (2016). Consider a graduating student preparing for his final test, he may hope
for success, may worry about failure, and likely feels relieved once the exam is over.
These emotions – hope, worry, and relief – likely influence his motivation, the effort he
puts forth, and even the study strategies he uses to help him understand the material.
Likewise, think of a young intern student- teacher preparing to perform a teaching
demo. Depending on her goals, the nature of the activity, and the social support she
receives from her classmates, friends, family, she may enjoy preparing for the event.
Experience bored because it is no longer exciting to her, or ride frustration because the
new activity truly represents one more issue to do with her unending list of matters to
do. Again, these emotions like enjoyment, boredom, and frustration– almost really affect
her preparation, her motivation to persist in the face of difficulties, and the motivational
techniques she employs to remain focus in doing her project and control non-adaptive
behaviors. Since the classroom is an emotional place, students frequently experience
emotions in classroom settings. For example, students can be excited during studying,
hope for success, feel pride in their accomplishments, be surprised at discovering a
new solution, experience anxiety about failing tests, feel ashamed over poor grades, or
be bored during lessons. Besides, social emotions play a role as well, like admiration,
sympathy, anger, contempt, or envy concerning peers and teachers. Moreover, different
circumstances outside the school can be brought by the students to their class that could
have a substantial impact towards learning, such as the emotional confusion formed
through stressors inside the home respectively (Pekrun, 2014). Indeed, the school, as we
all know, is a place where the mind has trained.
Since then, teachers have done everything in their power to help children enhance
their thinking capacities (Mertens, (2014). Some children and adults have poor skills in
managing their emotions. Emotional issues have typically shared in children manifested
as behavioral problems. Some children tend to externalize or under-control their
emotions and behavior. They might also act out their negative thoughts and emotions
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by being rash or violent. The primary emotion associated with externalizing behaviors
is Anger (Eisenberg et al., 2009). Likewise, in the school setting, emotions can have a
substantial effect on learning and achievement. Therefore, it is essential for the teachers
to know and to deal with the emotions experienced by the students while they are in
school. The teachers can use their own emotional experiences to understand what kinds
of feelings the students may undergo– remember the memories of the emotions the
teacher experienced herself as a student. Alternatively, teachers can try to talk to their
students for them to express and share their feelings. For instance, to share the emotional
experiences of the students, group discussion is useful in the classroom. However, the
teachers should be conscious in assessing the emotions of their students because it may
implicate a conflict between the need to know more about their emotional state and the
right to reveal their emotions. However, be aware that any evaluation of student emotions
made by the teachers can implicate a conflict between the requisite to know more about
the feelings of students and the right of students not to reveal their emotions. Students
may regard their emotional experiences as a private affair that they do not want to share.
As cited by Pekrun (2014), this may be true for emotions that are strictly related to the
self-esteem of students, such as shame about failing an examination.
In Saint Michael College of Caraga, diverse personalities among the Senior High
School students are prevalent, and perhaps their state of emotion is often characterized
by rapidly changeable emotions, and these emotions emerged in varying degrees that
brought impact to academic performance. There are emotions they experience when
being in a class, emotions they experience when studying and emotions they experience
when taking tests or exams which might affect their academic performance or outcomes.
The participants of the study were the Grade 12 Senior High School students and the
first batch of graduates under the K-12 program of DepEd. Conducting this particular
study was just and timely. This present study was determined to know the outcome
of academic emotions evident in different academic settings, such as attending class,
studying and taking exams of the participants to find remedies and effective measures
aim to yield an intervention program to reinforce the emotions of the participants that
significantly influences to their academic performance. Although academic performance
is caused by various factors, in this study, the academic emotions of the students in
different academic settings have studied.
FRAMEWORK
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danger. Second, emotions affect a person on how he views the world. Therefore, human
emotions regulate our day-to-day functions. Last, emotions help people communicate
their needs, wants and feeling to others. Emotions are ever present in school. Aside from
research on test anxiety, psychological research has ignored these emotions. We contend
that more research on the roles, basis, and regulation of academic emotions is necessary,
addressing both the outcome of emotions related to success and failure in academic
settings (Stephens, 2010).
In a classroom, students bring different emotions from their home that might be a
constant stressful situation. If students did not manage their emotions before getting to
school; they would need your support to cool off and refocus before they can move on
with their day (Martinez, 2016). Teachers can recognize when something unusual with
their students whenever they had their class. And with that, teachers may lend hands
who need support to cool down or eliminate the emotion before they can have focused
on academic content. Students also experience emotions that originate in the classroom
and that are relevant for the learning of students.
At the school, based on the topics, activities, and social relations involved, students
would experience emotions. Students are engaging in a variety of tasks and activities to
feel successful. By providing the students to take part in the learning process and giving
them the independence to learning are just a few to mention strategies that teachers
can use to incorporate emotions of students in their planning (Pekrun, 2014). Thus,
emotion activates attention (the primary and most vital component of any learning
or information processing act), which then triggers the short- term and long- term
memory, and in the long run, makes the inclusive learning process possible. There is
no emotional stimulation learning is impossible. However, we should remember that
not all emotional arousal results in learning unless otherwise chosen by an individual
(Panksepp & Watt, 2011). In addition, the research findings of Hansen (2000) cited
that student achievement is affected by different factors such as learning abilities because
new learning model assumes that all learners can and be able to gain knowledge even
at higher levels, but then again it should not be considered as a limitation since other
variables like race, gender, and age can affect performance of the students.
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problem bumps some students sideward. Scared students perform poorly and do not
easily absorb the new materials well.
Anxiety is the enemy of the human mind recalls the information/material.
Unfortunately, in many of today’s classrooms, we observed children whose intellectual
drives and negative emotional states weaken abilities. Emotion is the on / off switch for
the sense of knowledge. Gumora & Arsenio (2002) also cited that parents are the primary
source of their emotional habits among children. This forecast, avoid, or get ready for
academic satisfaction just as they forge satisfactory or disappointing connections with
the outside world. Children whose experiences have nurtured optimism of carrying
that habit with them into the school and classroom as well. And the proposed six
principles of good practice to support parents reinforce positive emotions namely:
prompt motivation; spark curiosity; nourish intellect; talent; and power; encourage
connections; monitor growth; and accept special considerations.
Consequently, positive emotional behaviors, coming from the suggested principles
of good practice will support students to meet a challenge with optimism and strength
and respond to other people with sincerity and enjoyment (Gumora & Arsenio, 2002).
According to (Bolitho, (2017), emotional experiences are ever-present and significant
and possibly even dangerous in academic settings, as emotion controls virtually every
aspect of learning. Assessments, assignment, and deadlines have connected with
different emotional states that incorporate frustration, nervousness, and boredom. Even
subject matter influences emotions that affect the ability to learn and remember of a
student, but many factors might influence the emotional experiences of the students.
Thus, emotional influences should be sensibly deliberated in educational courses design
to get the best out of student engagement as well as to develop learning and continuing
retention of the material (Shen, Wang, & Shen, 2009).
The cognitive processes of humans have influenced by our emotions, including
learning processes and retention (Phelps, 2004; concentration (Vuilleumier, 2005), and
reasoning skills (Lin, Horng, & Anderson, (2014), and analysis (Erez & Isen, (2002)
based on several studies. Factors like these are critical in academic settings since when
learners encounter such difficulties, it overthrows the sole aim of sending them to school
and it can render it pointless. Most radically, emotional stimuli seem to consume more
attentional resources than non-emotional stimuli (Schupp et al., 2007). Also, attentional
and motivational factors of emotion have been associated with intensified learning and
memory (Seli et al., 2016). So, emotional experiences seem to be remembered clearly
and correctly, with great flexibility over time. According to (O’Brien, (2018), human
brains love stories for the reason that they tie logic and emotion together to bring
significance to a set of ideas.
When teachers emotionally narrate facts to what students already know, they
make the material even more unforgettable since emotions drive attention and forge
lasting retentions, teachers must impart students how to use emotions to their benefit.
Emotional context needs to come first. It suggested that stimulating understanding
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Positive Emotions
According to Diener, Scollon, & Lucas, 2003), positive emotions fall within
the umbrella term positive effect which also includes longer lasting positive moods.
Positive emotions can be high activation (e.g., joy, excitement) or low activation (e.g.,
contentment). Mostly, experts agree that positive emotions are more than the absence
of negative emotions. For instance, feeling happy or excited is more than not feeling
sad or uninterested. In academic settings, positive emotions have been linking to the
acquisition of various skills that foster academic success. Especially in the classroom
setting, promoting happiness has been suggested to aid students achieve a sense of
flexibility, attentiveness, and physical health as well (Fredrickson, Cohn, Coffey, Pek,
& Finkel, 2008. Also, it showed by neuroimaging that to learn the material effectively,
and positive emotions are essential and instructional styles of the teacher that promote
positive emotions have been linked with more cognitive process effectively (Hinton,
Miyamoto, & Della-Chiesa, 2008). Experimental studies have indicated that all of these
results may stimulate a tendency for the students to think critically and flexibly (Cohn
et al., 2009; Fredrickson, 2001; Fredrickson, Cohn, Coffey, & Finkel, 2008. Students
may encounter academic challenges with more acceptance and determination when
their environment (classroom) is positive for learning.
Furthermore, when positive emotions augment an outlook of a student, they may
be more likely to achieve flow. When developing this concept, they found that when
one works in a state of fluidity learning new skills and ideas continuous even higher than
his or her academic ability. Besides outlined that the primary conditions to produce flow
are attentiveness, self-motivation, calmness, instant feedback, and a lack of attentiveness
to physical needs. Cohn, Fredrickson, Brown, Mikels, & Conway, (2009) mentioned
that when a classroom promotes positive emotions, it is expected to produce these
pleasant conditions. Overall, a life high on positive emotions may be considered an
indicator of good mental health, competence, and goal achievement. Also; a sound
mind is an indicator, positive emotions are supposed to yield valuable influence that is
vital to life domains. Lyubomirsky, King, & Diener (2005) conducted a meta-analysis
study and found out that positive emotions had an underlying impact on social, work,
physical health, personal, and psychological results to the individuals. Lyubomirsky,
King, & Diener, (2005) concluded that living life high on positive emotions leaves
individuals better equipped physically, psychologically, and socially to flourish and cope
with the challenges of life.
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Negative Emotions
Marked by nervousness, irritation, or unhappiness in the present, have been shown
to deteriorate the capacity of the memory to process the information and proficiency to
learn (McLeod & Fettes, 2007). But sometimes negative emotions help the academic
performance of the students, such as when they experienced frustration or failure
encourages a student to try harder (Kannan & Miller, 2009, experiences involved
in learning that are fun and stimulating for the students seem to be more beneficial,
especially for learning that takes place in the classroom (Reschly, Huebner, Appleton,
& Antaramian, 2008). While negative emotions may occasionally prompt a student to
try harder, such discontent has shown to more frequently prompt avoidance and social
isolation (Elliot & Thrash, 2002) both of which may lead to the academic decline in
children and adolescents (Parker & Asher, 1993). Both Blair (2002); Pekrun, Elliot, &
Maier (2006) posited that negative emotions like anger reduce academic performance
partly because they negatively affect higher-order cognitive processes (such as problem-
solving abilities, retention, and critical thinking skills) and focusing one’s attention on a
fine set of behavioral preferences (Fredrickson, 2001).
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There is a considerable sign that cognitive processes are strongly allied to academic
performance; thus, evidence that negative emotions have linked to these processes are
consistent with the notion of mediation. Both anxiety and anger may disrupt the ability
of students to recall relevant material (Linnenbrink, 2007; Rice, Levine, & Pizarro,
2007). As Blair (2002) noted, young children characterized by negative emotionality are
likely to have a hard time applying higher-order cognitive processes simply because their
emotional responses do not call for thoughtful planning and problem solving, so these
skills are under-used and underdeveloped. When an experience of negative emotion of
a student leads to focusing on the object of the emotion (when an adolescent reflects
on the morning episode that resulted in his or her irritation), intellectual means are
averted away from learning materials to events or situations that divert from learning.
In this way, negative emotions affect academic undertakings by means of reducing the
resources necessary to incorporate and remember significant details.
On the other hand, working with adults propose that under certain circumstances
some negative emotions might facilitate cognitive performance. Investigators have argued
that moods congruent with the negative valence inherent in conflict tasks (Valiente,
Swanson, & Eisenberg, (2012) promote conflict registration (Rusting, 2008). If conflict
registration is essential for tuning goal-directed behavior on tasks (such as the flanker
test) that involve conflicting pulls on attention (Kotabe & Hofmann (2015), negative
emotions that prioritize conflict processing could strengthen behavioral adaptations to
cognitive conflict. Rothbart, & Putnam (2002) found that adults induced to experience
a low- pleasure temper (such as unhappiness or nervousness) affects more strongly to
cognitive conflict on inhibition tests than those affected to experience happiness or
calmness. Notably, negative emotions increased cognitive control only after conflict
situations but did not improve control in general. In fact, adult participants with low
pleasure levels made slightly more errors than their high-pleasure counterparts. Further
investigations should test whether these findings would replicate among children on
similar, age-appropriate behavioral assessments.
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a significant predictor for reading, but not for mathematics” when studying students
in grades kindergarten through eight. Research studies in the area of student gender
related to academic performance have also yielded mixed results. On average, most
studies show that girls do well in school compared to boys. Girls get higher grades and
complete high school at a higher rate compared to boys (Jacob, 2002). Reliable and
valid achievement tests also show that females are better at spelling and perform better
on tests of general knowledge, literacy, and writing (Strand, Deary, & Smith, 2006).
Similarly, according to Ganai & Mir (2013); Kooi & Ping (2008) observed that
academic performance of the students is affected by a host of factors which include
individual and household characteristics such as student’s ability and motivation, age
and gender, quality of secondary education received, quality of lecturers and their
instructional strategies, class size, location and such environmental characteristics as
lighting and ventilation, among others. Other factors mentioned include childhood
training and experience, attitudinal differences, parental and teacher expectations and
behaviors as well as differential course taking. Ocho (2005); Crosnoe, Johnson, &
Elder (2004) classified the preceding factors as teacher factors, environmental factors,
economic factors, and student factors. According to Anagbogu (2002) that there is a
common belief that boys are superior to girls concerning cognition and logical reasoning
and even in academic performance. Supporting, Okeke (2003) asserted that factors
that affect the academic performance of students in science subjects include gender-role
stereotyping, masculinity and socialization process among female, and failure to tolerate
stress.
Some studies were conducted on the effects of age and gender on the academic
performance of students particularly in science, computer exploitation, and mathematics
which, according to Manning (2009), it showed certain stereotypes preserved by the
society, school and family. Some of these studies stated that age and gender have effects
on the academic performance of the students. Durlak, Weissberg, Dymnicki, Taylor,
& Schellinger (2011) studies found that what can be known as student academic
performance predictor was the encouragement of academic commitment of the
students and the measurement of challenges of their subjects in school. Studies revealed
that students who got filled support from school have growth in terms of educational
ability. It is wonderful that schools could make a learning atmosphere in which students
can develop their interactions and network with people who share diverse thoughts,
feelings, and beliefs.
According to the study of Durlak, Weissberg, Dymnicki, Taylor, & Schellinger
(2011), in- class commitment should be the combination of varieties of writing
assignments, group projects, active participation that put students come from different
backgrounds and cultures into the same place. The importance of classroom commitment
is that it enhances the student academic ability.
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Academic Performance
The study of Osa-Edoh & Alutu (2012) which examined the usefulness of imbibing
in the study habit of the students, as a means of enhancing their academic performance,
revealed a high correlation between study habits and academic performance of the
students. They suggest that it is when students imbibe or cultivate proper study habits
that their academic performance have to improve. Similarly, Nuthana & Yenagi (2009)
found a significant correlation between study habits and academic achievement. It
further revealed that reading and note-taking habits, habits of concentration, and
preparation for examination had a substantial relationship with academic performance.
The authors emphasized that students who are good at reading and note-taking, well
prepared for the tests and have focus may have better grades. Also, the linked between
learning skills and academic goals has been finding to reign among college students. As
posited by Kalantzis & Cope (2014) identified several academic skills or approaches used
by students and find out which study skills are more related to academic performance.
Findings of the study point out a significant relationship of time management skills,
reading skills, and note-taking skills with academic performance. Students with higher
academic performance used a wide range of study skills as compared to students with
lower academic performance.
The study of Hoffman (2014) showed the link between student-teacher relationships
and effort of the student concerning their grades. In addition, teachers have broad
competence in influencing the student study effort and achievement. Hoffman (2014)
also figured out that a student maybe infrequently interact with the teachers, and that is
why teachers should try to show the students the necessary and benefit of getting a good
relationship with them. In Halawah’s (2006) study of student-faculty about how can
faculty-student informal interpersonal relationships affect the students, he concluded
that the close personal relationship between staff and students play an essential role in
encouraging the student knowledge improvement and make students find academic
teaching activities satisfactorily and rewardingly. Thus, the study gave evidence about
the fact that professors influence awareness and understanding of the students on their
academic performance, then affecting their desire to achieve academic success.
According to various researchers, teaching quality is said to be one of the most
important school-related factors that influence academic achievement and students
outcomes. Although there is little evidence proving that qualification of teachers can
affect the performance of students, however teaching quality is generally take as crucial
in learning (Boyd, Goldhaber, Lankford, & Wyckoff, 2007). As a result, it seems that
there are a lot of factors that might affect the Senior High School student academic
success, and some of them are the more important determining factor. Researchers
have revealed that factors like intellectual and non-intellectual aspects of the learners
have a profound impact on their desire to be a success, student goals, and moreover,
the academic success of the learners. Having all of these influences and concerns, it
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is important to help students achieve satisfactory results during their school life and
maybe the future career after graduating.
The study was anchored on Pekrun’s (2014) Control-Value Theory which posits
that academic emotions are proximally determined by the cognitive appraisal of control
and value of an individual. Control appraisals concern to the observed manageability
or controllability of activities to achieve and their corresponding outcomes. These
appraisals are often pointed out by anticipations and a sense of competence, such as
self-efficacy (i.e., sense of sureness or confidence) and self-concepts of skill, respectively.
While, Value appraisals pertain to the subjective value or meaning of these activities
and including its outcomes, and can be intrinsic (e.g., an innate interest in science) or
extrinsic (e.g., appreciating an activity since it is likely to bring some outward incentive).
Also, it provides an integrative approach for analyzing various emotions experienced in
achievement contexts, including academic settings as well as achievement situations in
other life domains (e.g., sports, professional activities). Emotions control the attention,
influence their motivation to learn, modify the choice of learning strategies, and affect
their self-regulation of learning of the students. Furthermore, emotions are part of the
identity of the students, and they affect personality development, psychological health,
and physical health.
From an educational perspective, the emotional state is fundamental due to the
fact of their have an effect on learning and development. However, students’ emotional
health must also be considered as an educational goal that is important in itself (Pekrun,
2014). In this present study, the Theory of Control-Value was espoused to academic
emotions which occur in different academic settings, such as attending class, studying,
and taking tests and exams. These settings vary in relative to their purposes and
socioeconomic stratification. By implication, emotions can vary across these settings as
well. For example, enjoyment of classroom instruction may be different from enjoying
the challenge of an exam, some students may be excited when going to class or others
when writing reviews. Measures of academic emotions should distinguish between
emotions experienced in these different settings. From the previous theory cited from
the theoretical framework, the research paradigm that served as a guide to the study
was the Input- Process- Output Model. In this present study, it focused on different
academic settings, such as attending class, studying, and taking tests and exams. An
emotion of the student is a critical factor for student academic performance. The
different discrete emotions namely: enjoyment, hope, pride, anger, anxiety, shame,
hopelessness, boredom, and relief were embedded in the questionnaire. The researcher
based his assumption on Pekrun’s Control Value Theory.
From the previous theory cited from the theoretical framework, the research
paradigm that served as a guide to the study was the Input- Process- Output Model.
In this present study, it focused on the different academic settings, such as attending
class, studying, and taking tests and exams. An emotion of the student is a critical factor
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for student academic performance. The different discrete emotions namely: enjoyment,
hope, pride, anger, anxiety, shame, hopelessness, boredom, and relief were embedded
in the questionnaire. The researcher based his assumption on Pekrun’s Control Value
Theory. It is based on the principle that appraisals of control and values are fundamental
to the stimulation of academic emotions, including activity-related emotions such as
fun, hindrance, and dullness experienced at learning, as well as outcome emotions
such as happiness, optimism, egotism, nervousness, desperateness, embarrassment,
and resentment relating to success or failure. Consequences of the theory pertain to
the multiplicity and domain specificity of academic emotions; to their more distal
individual and social antecedents, their effects on engagement and performance, and
the reciprocal linkages between emotions, antecedents and outcomes; to the regulation
and development of these emotions; and to their relative universality across genders and
cultures. Likewise, an intervention program model was proposed based on the findings
of the study.
METHODOLOGY
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The primary tool of gathering the data was an instrument adapted from
Achievement Emotions Questionnaire (AEQ) by Pekrun, Goetz, & Perry (2011). The
AEQ is a multidimensional self-report instrument designed to assess academic emotions
of the students. It was based on a program of quantitative and qualitative research that
examined students’ emotions experienced in academic achievement situations (Pekrun,
Goetz, Titz, & Perry, 2011). The AEQ measures some discrete emotions for each of
the three main categories of academic achievement situations, that is, attending class,
studying, and writing tests or exams. There were three sections to the AEQ containing
the class- related, learning- related, and test- related emotion scales. The class- related
emotion scales included 80 items and measured the following eight emotions: enjoyment,
hope, pride, anger, anxiety, shame, hopelessness, and boredom.
The learning- related emotion scales consisted of 75 items assessing the same set
of emotions in situations of studying. The eight test emotion scales included 77 items
pertaining to test- related which are enjoyment, hope, pride, relief, anger, anxiety, shame,
and hopelessness. Within each section, the items were ordered in three blocks assessing
emotional experiences before, during, and after being in achievement situations addressed
by the section. For example, the section on test emotions contained three blocks of items
pertaining to emotions experienced before, during, and after taking tests. Sequencing
items this way was in lined with the principles of the situation- reaction inventories and
aimed at helping participants to access their emotional memories. The participants rated
their emotional experiences on a four-point Likert scale from “strongly disagree” (1)
to “strongly agree” (4). Moreover, the AEQ has been tested in a variety of educational
contexts, cultures, and languages, and internal reliabilities are consistently high, ranging
from 0.84 to 0.94 (Pekrun, 2001).
In this present study, the researcher observed the following procedures in data
collection. Firstly, a permission letter was sent to the Basic Education Principal for her
approval in conducting this study to the Senior High School students as the participants
of this study. Secondly, after securing approval from the school authorities, the Adviser
or Subject Teacher was informed prior to his/her time before the researcher entered
the classroom. Thirdly, the researcher conducted an orientation regarding the purpose,
process, benefits, and their participation as participants and administered the survey
questionnaire to One Hundred Eighty-Five (185) Grade 12 Senior High School
students; and read the instructions aloud before the students gave their responses. The
participants were given approximately 30 minutes to complete the survey questionnaire.
Lastly, after the students gave their responses, the researcher retrieved or collected
the survey questionnaire, placed in an envelope, and sealed and labeled the envelope
properly for identification purposes. Likewise, for the next section up to the last section,
second to fourth procedures were done to ensure the uniformity in gathering the data
which are imperative to this present study.
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The researcher utilized the different statistical tools to aid the reliability and validity
of the test results: Frequency and Percentage were used to describe the demographic
profile and the level of academic performance of the participants. Mean and Standard
Deviation was used to describe the level of academic emotions and the level of academic
performance. Correlation (Pearson r) was used to find out the significant relationship
between the variables. Multiple Linear Regression analysis was performed to predict the
relationship and impact academic emotions into academic performance. And t-Test was
used to determine the age difference while for gender difference ANOVA was used to
describe the academic emotions of the participants.
1. As to the demographic profile of the participants, the following are the findings:
Age, the data showed that out of 185 participants, 105 or 56.8% were aged 18-
20 years old. Only 78 participants or 42.2% belonged to the age bracket below
18 years old. And only 1.08% or 2 participants belong to the age bracket above
20 years old.
Gender, a total of 104 of the participants, were female or 56.2%. And only 81
or 43.8% were male of the total sample size.
2. As to what emotions do the participants experience in academic settings, the
following are the findings:
Attending class participants experienced a high level of positive emotions of
enjoyment, hope, and pride which means that they experienced the emotion
most of the time and these emotions affected them positively. Conversely,
they experienced negative emotions like the high level of anxiety and shame in
attending their classes, and a fair level of anger, hopelessness, and boredom.
Studying lesson, it has shown that they experienced the high level of positive
emotions pertaining to enjoyment, hope, and pride which indicates that they
experienced the emotion most of the time and these emotions affects them
positively. While a high level of negative emotions on anxiety, shame, and
hopelessness was also reported; however, both anger and boredom were at a fair
level which meant that they rarely experienced this type of emotion in studying
their lesson.
Taking test/exam in terms of taking test/exam, participants revealed that they
experienced the high level of positive emotions on enjoyment, hope, and pride.
While a high level of negative emotions relating to anger, anxiety, shame, and
hopelessness implies that they experienced the emotion most of the time.
3. Data showed that out of 185 participants only 83 or 44.9% of the participants
obtained a grade bracket of “80% - 84%” described as “proficient” which meant
that they developed the basic knowledge and, skills and core understandings and
with little supervision from the teacher and/or with some help from peers, can
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CONCLUSIONS
1. Majority of the students have the age range between 18-20 years old, and there
are more female students than male students.
2. High level of anxiety is evident in attending class, studying lesson, and taking
a test/exam. Shame among the students particularly in attending the class and
studying their lesson is also evident. Likewise, hopelessness is evident both in
attending the class and studying their lesson. And it is also revealed that in
taking test/exam, anger is high.
3. Senior High School students’ academic performance has categorized as
approaching proficiency. It meant that the students of this level had developed the
basic information and skills and core understandings and, with less supervision
or assistance from the teacher/peers, and they can transfer these understandings
through realistic performance tasks.
4. Academic emotions have a significant relationship to the academic performance
of the Senior High School students; it means that as the level of academic
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emotions at attending class, studying lesson, and taking test/exam increases, the
academic performance of the students also increases.
5. Only 12.8% of the variability is accounted for by the model with predictors
comprising a level of academic emotions in studying lessons and level of academic
emotions in taking test/exam. And the remaining 87.2% can be accounted for
other factors not included in this study.
6. There is no difference in terms of age and gender of the students to their academic
emotions that appeared to attend their classes, studying the lesson, and taking
test/exam.
RECOMMENDATION
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4. To help the students acquire new skills and strategy in managing their emotions
and coping the pressures while they are at school, an Intervention Program should be
implemented aims to minimize the negative emotions to improve the learning experience
of the students by increasing positive emotions. Such program is age- appropriate and
gender-sensitive designed to respond to the existing emotional hitches of the Senior High
School students particularly in dealing with anxiety, shame, anger, and hopelessness
to promote school success and to foster positive emotions that associated to academic
performance. If this program is approved, the implementer of this said program will be
the guidance counselor/in-charge/coach as part of their guidance services.
5. Further research is recommended to carry out on students from other schools
to see whether there are any similarities in the findings since this study only focused on
the academic emotions of the Senior High School students of Saint Michael College
of Caraga. Besides, they could also explore other factors that may affect/influence the
academic performance such as study habits, learning strategy, socioeconomic status,
interests, learning styles, parental involvement, etc. Lastly, it is suggested to conduct this
study through qualitative-quantitative research and triangulation to capture different
dimensions of the same phenomenon.
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ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
ABSTRACT
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KEYWORDS
INTRODUCTION
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through real-life learning outcomes such as problem-solving and develop creative and
critical thinking skills. It requires that students can use their knowledge about their
community, nation, and the world; to apply inquiry processes; and to employ skills
of data collection and analysis, collaboration, decision-making, and problem-solving.
Social studies teachers in high school are made aware of these objectives. However, there
are some teachers particularly at Saint Michael College of Caraga who have observed the
vast gap between the goals and the competence of their students. They have complaints
regarding students who have not yet achieved the competencies of this discipline.
The teachers claim that they have tried to use different strategies in their instruction.
Some teachers say that they use a traditional approach to the teaching of social studies.
Others recommend alternative approaches such as constructivism, to the teaching-
learning process in social studies. But none of them have declared any successful attempt
in the use of their methods or strategies. Teachers say there has been no consistent
evidence of students who can practice civic consciousness and responsible citizenship.
Most of the students master the facts and figures related to the discipline but seldom
can they connect them with the realities of society which is the ultimate purpose of
social studies. This condition motivated the researcher, who is a part of the social
studies department, to undergo a study on an appropriate and practical approach to
the teaching of social studies fit for the intellectual capacity of students at Saint Michael
College of Caraga. He decided to conduct a study on which approach can improve more
the social studies skills of the students through working on two approaches. He wanted
to see after a grading period which could be more helpful for the grade 7 students in
the development of their academic performance. The purpose of this study is to find
out if there is an improvement in the school performance of the students exposed to
constructivist approach and traditional approach to teaching after a grading period.
FRAMEWORK
This study is anchored on the Social Learning theory while helps teachers to
understand how people learn in social contexts (learn from each other) and informs how
teachers, construct active learning communities. Lev Vygotsky, a Russian educator, and
psychologist, first stated that one learns through interactions and communications with
others. Vygotsky examined how social environments influence the learning process.
He suggested that learning takes place through the interactions students have with
their peers, teachers, and other experts. Consequently, teachers can create a learning
environment that maximizes the learner’s ability to interact with each other through
discussion, collaboration, and feedback. Moreover, Vygotsky argues that culture is
the primary determining factor for knowledge construction. One learns through this
cultural lens by interacting with others and following the rules, skills, and abilities
shaped by our culture (Freund, (1990).
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Vygotsky argued, “That language is the primary tool that promotes thinking,
develops reasoning, and supports cultural activities like reading and writing.” As
a result, educational strategies that support attainment across the curriculum play a
significant role in information construction also because of the combination of whole
class leadership, individual and cluster coaching, and independent learning. Moreover,
lecturers must be compelled to give a chance to students for a managed discussion
concerning their knowledge (Vygotsky, (1978). The discussion that has a purpose with
substantive comments that build upon each other and there is a meaningful exchange
between students that end up in questions that promote deeper understanding.
Discussion-based classroom using Socratic dialogue wherever the instructor manages
the discourse will lead every student to desire their contributions are valued leading
to increased student motivation. The teacher, or local topic skilled, plays the vital role
of facilitator, making the environment wherever directed and guided interactions will
occur.
Several alternative instructional theorists adopted Vygotsky’s social process
concepts and planned strategies that foster deeper knowledge construction, facilitate
Socratic student discussions, and build active learning communities through little group
primarily based instruction. Vygotsky acknowledges that learning perpetually happens
and cannot be separated from a social context. Consequently, tutorial ways that promote
the distribution of skilled data wherever students collaboratively work along to conduct
research share their results and perform or produce a final project, facilitate to form a
cooperative community of learners. Knowledge construction happens within Vygotsky’s
social context that involves student-student and expert-student collaboration on real-
world issues or tasks that build upon every person’s language, skills, and experience
formed by each’s culture” (Vygotsky, 1978). A contemporary academic application of
Vygotsky’s theories is “reciprocal teaching,” used to improve students’ ability to learn
from text. During this methodology, teachers and students collaborate in learning
and practicing four key skills: summarizing, questioning, clarifying, and predicting.
The teacher’s role in the method is reduced over time. Also, Vygotsky has relevancy to
instructional concepts like “scaffolding” and “apprenticeship,” in which a teacher or
more advanced peer helps to structure or prepare a task so a novice will work thereon
with success. Vygotsky’s theories also feed into the present interest in cooperative
learning, suggesting that cluster members ought to have completely different levels of
ability thus a lot of advanced peers will facilitate less advanced members operate inside
their ZPD.
The study attempted to gather information about the academic performance of
the grade 7 students using the constructivist and traditional approaches to teaching.
Students’ performance was based on the assessment criteria which are divided into
three weighted percentage which is written works 30%, performance task 40% and
quarterly exam 30%. The written work component ensures that students can express
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skills and concepts in writing. The performance task component allows learners to show
what they know and can do in diverse ways. These include skills demonstration, group
presentation, and research projects. Quarterly exam measures student learning at the
end of the quarter. These may be in the form of objectives test, performance-based
assessment, or a combination of (DepEd Order no.8 s.2015). Performance indicators
are means to focus on specific expectations of a subject. They facilitate the curriculum
delivery methods and assessment procedures. There is a crucial beginning that must
precede the development of performance indicators, which is selecting student outcomes.
These are typically communicated to students within the program description and are
explicit in terms that inform the students concerning the general purpose of the topic
and expectations of the teacher. The primary distinction between student outcomes
and performance indicators is that student outcomes are supposed to produce general
information concerning the focus of student learning and are broadly declared of the
result, not measurable, whereas performance indicators are actual, measurable returns
students should meet as indicators of achievement.
Performance indicators are developed from subject outcomes. A learning outcome
is often measured by academic achievement and responsibility (Darling-Hammond,
(2000). Mission and goals of the education system typically verify learning outcome.
This means that learning outcome transcends cognitive assessment. It includes attitude
and values. In research, learning outcome dwells on educational accomplishment and
attitude of the students.
The learning outcomes of the grade seven students in the second grading period
as the baseline grading performance used various teaching parameters without
any specific approach to teaching. While in the third grading period, the academic
performance of the students was based on the parameters of teaching in the traditional
and constructivist approach. In social studies, the expected learning outcomes of the
students are to structure, analyze, evaluate, and support an argument both orally and in
writing. Students able to interpret, compare, and contrast ideas. Students demonstrate
knowledge of the methods, techniques, concepts, historical, contemporary issues and
vocabularies. Academic performance of a student can be regarded as the observable
and measurable behavior of a student in a situation. For example, the educational
achievement of a student in social studies includes the visible and quantifiable behavior
of a student at any point in time throughout a course. Social studies students’ academic
performance consists of their scores at any time obtained from a teacher- made test.
Academic performance is manifested by the observed behavior or expectation of
achieving a statement. Currently, in several classrooms, social studies are taught through
teacher-centered activities. This involves techniques like memorization of facts, lectures,
and a high reliance on textbooks (Rice & Wilson, 1999).
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This study was done to compare the constructivist approach and traditional
approach to teaching; and to determine their effectiveness in teaching social studies
concepts.
METHODOLOGY
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Nasipit is one of the large municipalities of Agusan Del Norte. It has two colleges,
eleven secondary schools and fifteen elementary schools. SMCC caters students from
the different barangays in the municipality and also from the nearby towns. The name
Saint Michael’s Institute (SMI) was replaced with Saint Michael College of Caraga
(SMCC) as suggested by Mrs. Vanica P. Del Rosario during the first SMI General
Assembly. On February 16, 2002, the name was duly approved by the Securities and
Exchange Commission. In 2002 Dr. Dennis P. Mausisa unveiled the SMCC’s Vision
2020 with the flagship program “Magbayanihan Tayo.” SMCC’s Vision 2020 is a long-
range master plan of SMCC for seven key areas: Personnel, Institution and Curriculum,
Physical Plant and Facilities, Library, Student Services, Community Extension Service,
and Research and Accreditation. At present, SMCC is getting Bigger, Better, Stronger,
and Holier.
SMCC offers Basic Education from Preschool, Elementary, Junior High School and
Senior High School which was consist of 1036 students. In the college department, there
are four colleges namely College of Teacher Education, College of Computer Studies,
College of Business and Management, College of Tourism and Hotel Management
and the College of Criminal Justice. The total population of the college department is
1036 students. The study was conducted at Saint Michael College of Caraga (SMCC)
located at the heart of the town of the Municipality of Nasipit. The study involved two
various classes of grade 7 students who had the same academic performance after the
second grading period. The first group was grade 7 Saint Martha which consisted of 46
students and the grade 7 Saint Therese with 46 students. The researcher used the entire
population of the two section in selecting the respondents of the study.
Some ethical aspects were considered in the study. The respondents of this study
and their parents were fully informed about the aims and objectives of the study. The
researcher informed the respondents of the nature of the study. Fellow practitioners of
teaching and educational research validated the instruments used in this research. The
researcher formally asked permission to conduct the study from the administrators of
Saint Michael College of Caraga.
Two learning plans were constructed each for the two groups. For the first group,
the learning plan was based on the parameters of the constructivist approach and the
5 E’s method of teaching and learning. The education program for the second group
was based on the traditional approach and used the lecture method. The indicators and
techniques in criteria of assessment of the academic performance of the students in both
groups were based on the written work, performance task, and quarterly assessment.
A checklist on the parameters for each of the two groups was also constructed.
Both instruments – the learning plans and the checklist were content-validated by
fellow practitioners in the teaching-learning process. The validators were the Executive
Director, Academic Director and a Professor in Professional Education subject in The
National Center for Teacher Education. The researcher revised the learning plan and the
checklist as suggested by the instrument validators.
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Each of the two classes was handled by the researcher using the target approaches
in the whole length of the third grading period which lasted for two months. Learning
plans and teaching materials were previously designed by the researcher to follow the
social studies course outline in connection with the principles of constructivist and
traditional learning principles and about the teaching materials that were planned
previously. The respondents’ academic performances were based on the Department of
Education criteria, written works, performance task and quarterly assessment. After the
grading period, the researcher gathered the data which was the academic performance
of the respondents.
The researcher used the second classification performance as the baseline academic
performance of the students to compare the difference in the accomplishment in the
two grading periods using the two teaching approaches. In the second grading, the
content topic during this duration was “Mga Kabihasnan sa Sinaunang Asya.” In this
grading, there was no particular approach being used in the teaching and learning
process to both groups. It was a combination of different approaches to teaching. The
assessment criteria on the academic performance of students included the written
work, performance task, and quarterly exam. In the third grading period, the content
topic during this grading was “Kolonialismo at Imperialismo sa Asya.” This was the
start of the application of the approach to teaching in each of the two groups. One
group was exposed to a traditional approach, and the other one was exposed to the
traditional approach to teaching. Both had the same process of assessing their academic
performance as prescribed by the Department of Education. This includes the written
work which consists of 30%, performance task 40% and quarterly assessment 30%.
The topics for the unit plan includes “Mga Dahilan at Paraan ng Kolonialism at
Imperyalismong Kanluranin sa Asya” and “Mga Tugon ng Mga Asyano sa Kolonyalismo
at Imperyalismong Kanluranin. The performance task conducted in the traditional
approach was writing a reflection journal and creating a slogan about the advantages
and disadvantages of colonialism and imperialism. In the constructivist approach, the
learning plan followed the five E’s model of teaching and learning which was anchored
on the constructivist learning theory. The five E’s is an instructional model based on the
constructivist approach to teaching, which ways that learners build or construct new
ideas on top of their old ideas. The five E’s can be used with students of all ages.
The five E’s allows students and teachers to experience, to construct meaning, and
to assess their understanding of a concept continually. In the conduct of the checklist of
the parameters that contributed to the better academic performance of the group, the
researcher explained to the respondents about the content and the process of the list.
The content of the list was divided into two units, the first part was the teacher’s strategy,
and the other one was teacher’s assessment.
The students in Grade 7 students totaled to 251 who were enrolled in Social Studies
at Saint Michael College of Caraga, Agusan Del Norte. These students were classified
into five sections according to the result of the entrance examination conducted by the
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institution. Of the 251 Grade 7 students, 92 were used in the study. The constructivist
group was composed of 46 students while the traditional group consisted of 46 students
from another section. The researcher used the quasi-experimental design. Thus,
respondents were not randomly chosen and assigned into to two groups. The researcher
himself chose the 46 respondents in each section.
T-Test. The significant difference in the academic performance in the two grading
periods using the traditional approach and the constructivist approach Arithmetic
Mean. This would identify in which of the two groups has better academic performance.
These tools are applied in the descriptive part of an analysis.
The written work of the students in the traditional group had a 69.56% or 32 out of
46 students belongs to the beginning as to their level of proficiency. In the performance
task, 43.48 or 20 out of 46 students were proficient as to their level of proficiency. While
in the quarterly exam, most of the students belong to the beginning as to the level of
competence which consists of 78.26% or 36 out of 46 students. In the constructivist
approach, the written work of most of the students was also at the beginning as to
their level of proficiency, which consists of 54.35% or 25 out of 46 students. In their
performance task, 52.17% had an advanced level of proficiency or 24 out of 46 students.
Meanwhile, in the quarterly assessment students level of competence were
beginning, which is 78.26% or 36 out of 46 students. In the second grading period,
students who were exposed to the constructivist approach had an arithmetic mean of
22.94% in their written works while students who were exposed to traditional approach
had an arithmetic mean of 22.50%in their written works. The difference between the
constructivist approach and was 0.44%.
In the Performance task, students who were exposed to the constructivist approach
had an arithmetic mean of 35.82% while students who were exposed to traditional
approach had arithmetic mean of 33.85% in their performance task. The difference
between the two was 1.97%. Meanwhile, in the quarterly assessment, students who were
exposed to constructivist approach had an arithmetic mean of 21.83% and students
who were exposed to traditional approach had an arithmetic mean of 21.43%. The
difference of their performance in the quarterly assessment was 0.40%. The data show
that the students who were exposed to the traditional approach had a mean grade of
77.82% in the second grading which is a Developing level. Students were exposed to the
constructivist approach the mean was 80.58%; the level of performance is Approaching
Proficiency. The difference lay in these criteria of assessment although differences are
not quite significant.
The three domains of assessment, the most significant difference put in the
performance task. This indicates that the control group was lower than the other group
in different competencies such as skills demonstrations, group presentations, oral works
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multimedia presentations, and research projects. This finding was like the study of
Vincelette & Bostic (2013) that the class had the pace of the fastest learners and left a lot
of students behind. They were expected to memorize concepts or to rote learning dates,
names, processes, vocabulary, concepts, definitions, etc. Those who could remember
information were considered successful learners, but the rest felt bored, frustrated, and
had low results. This method failed to stimulate many students’ interest in learning and
many young people left school without knowledge and skills to help them aspire and do
well in their future lives (Vincelette & Bostic, 2013)
In the study of Shernoff, Csikszentmihalyi, Schneider, & Shernoff (2014) students
do not learn to work collaboratively, many get bored, do not learn, and they have
little or no change to participate in class. They did not learn problem-solving, group
collaboration, public speaking, or research skills that are “just as a handful of the real-
world skills that will define success, employability, and competitiveness in the 21st
century” (Abbott, 2015). The written work of the students in the traditional group
had 39.13% or 18 out of 46 students who belonged to the developing level. In the
performance task, 60.87 or 28 out of 46 students were proficient. While most of the
students belonged to the beginning of the quarterly exam.
In the constructivist approach, the written work of most of the students belonged
to approaching proficiency, which consists of 54.35% or 25 out of 46 students. In
their performance task, all the students were proficient, which 100% or 46 out of 46
students. Meanwhile, in the quarterly assessment students level of proficiency were
beginning, which is 67.40% or 31 out of 46 students.
In the third grading period, students who were exposed to the constructivist
approach had a mean of 24.63% in their written works while students who were exposed
to traditional approach had a way of 23.37%. There was a difference of 1.26% in the
performance of the class using the constructivist approach from that which was exposed
to the traditional method. In the Performance task, there was a difference of 0.53%.
This may indicate that the students were more exposed to the traditional approach
in the past years. The constructivist approach was new to the students, so they had to
adjust to this approach during the first few months of the school year.
As pointed by Chang & Tu (2005) in his interview of the groups of students
exposed to traditional approach and constructivist approach, the two groups of students
expressed conflicting opinions, and their comments also imply different views of
learning. The favorable group seemed to comprehend more with a complicated learning
process. On the other hand, the responses of the opposing group indicate that there
are barriers to conducting useful discussion, which include insufficient knowledge to
conduct effective dialogue and characteristics of group members. These barriers are
surmountable by means of better understanding the students’ background, and by
making modifications to the grouping policy.
As per an interview with the students who were exposed to the traditional approach
about their views in the teaching and learning process, they expressed their ease with this
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approach. Meanwhile, in the quarterly assessment, students who were exposed to the
constructivist approach had arithmetic mean of 22.17% and students who were exposed
to traditional approach had arithmetic mean of 22.35%. Several factors could have
been prevented the total effectiveness of the constructivist approach. This was because
students were used to the traditional approach to teaching. The difference of their
performance in the quarterly assessment was 0.18%, in which the traditional approach
is greater than the constructivist. The area of the classroom where the constructivist
approach was conducted was not suited to the students. The time allotment was not
that of enough based on the interview to the respondents. This was also pointed out in
the study of Ryan Hannah, (2013) some argue that there is too much of a push towards
cooperative learning. They say that many things in today’s world require someone to be
able to do things individually, and learning to rely on others in cooperative work may
stifle their learning. One of the first areas that make a noticeable impact on student
success is the physical environment of the classroom. This can pertain to a variety of
details. It can be structured, resources, color. These can play a role in determining
whether the classroom will be conducive for learning. Each may not have a significant
effect individually, however together they can work to strengthen a student’s ability to
learn (Ellis, Grubaugh, & Egede, 2013)
The data show that the students who were exposed to the constructivist approach
had an average mean grade of 81.70% in their academic performance in the third
grading described as Approaching Proficiency. Students who were exposed to traditional
approach had the same level of performance, approaching proficiency, with a mean of
80.09% in the third grading. The difference in their academic performance was 1.60%.
Students who were actively involved in the teaching-learning process had advantageous
performance but based on the result it had a slim increase compared to students who were
exposed to a traditional approach. Seemingly, the students exposed to the constructivist
approach were more familiar with traditional approach since the beginning of the school
year. They had the difficulty to adjust to a new approach to teaching. Although the
students who were exposed to the traditional approach to education had lower academic
attainment, they had more significant improvement in their academic performance in
the third grading period compared to those with the constructivist approach based on
the baseline grade performance.
In the study of Woodward, Young, & Bloodgood, (1985) in American schools,
teachers rely almost entirely on the textbook and textbook materials. According to
him, this insured a broader scope and coverage of instruction in social studies as long
as the materials being used are adequate and appropriate. In the study of Serbessa
(2006) pedagogical shift from the traditional teacher-centered approach, in which the
emphasis is on teachers and what they teach, to a student-centered approach, in which
the importance is on students and what they learn, requires a fundamental change in
the role of the educator from that of a didactic teacher to that of a facilitator of learning.
The common element in the active learning approach is that teachers are removed from
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their role of standing at the front of a classroom and presenting the material. Instead,
the students are placed in the position of teaching themselves, and the instructor is
converted into a coach and a helper in this process. Active learning demands not only
the teachers as experts in their fields but also the understanding of how students learn.
It is a challenge for teachers to accept an active learning approach and thus it is not easy
to get teachers to join dynamic learning. It was in cognizance of this fact that teachers
were asked about their opinion and expertise on a learner-centered learning approach
(Serbessa, 2006).
For the students in the constructivist, seeing the significant shift of the teacher’s
role in the classroom was a great challenge on their part. To change their position
from listener to active participant was difficult and stressful for them. Per interview
conducted with the students in the experimental group about their sentiments in the
shift of a new approach to teaching, students expressed their views. The data show that
students who were exposed to the constructivist approach had an increase of 2.3% in
their written works from the baseline grading performance to the third grading period.
In the performance task, there was a decrease of 0.9% from second grading period to the
third grading period, while in the quarterly assessment there was an increase of 0.4%.
In general, an increase of 1.12% in their average arithmetic mean grade was observed
from the baseline grade to third grading average grade. In the study of Allen (2004) she
pointed out the disadvantages of constructivism as an approach to teaching.
Constructivism calls for the teacher to discard standardized curriculum in favor or a
more personalized course of study based on what the student already knows. This could
lead some students to fall behind of others. It also removes grading in the traditional way
and instead places more value on students evaluating their progress, which may lead to
students falling behind but without standardized grading and evaluations teachers may
not know that the student is struggling. Since there is no evaluation in the traditional
sense, the student may not be creating knowledge as the theory asserts, but just be
copying what other students are doing. This only shows that students may experience
a decrease in the performance task from the baseline grade to the third grading period
(Blackwell, Trzesniewski, & Dweck, 2007).
Meanwhile, students who were exposed to the traditional approach had an increase
of 1.4% in their written works from the baseline grading performance to the third
grading period. In the performance task, there was an increase of 0.5%from second
grading period to the third grading period, while in the quarterly assessment there was
an increase of 0.9%. The students in the constructivist approach had a rise of 1.12%,
while the students in the traditional approach had an increase of 2.27% in the third
grading period. It only shows that the students who were exposed to the traditional
approach had a little advantage in the constructivist approach in terms of the increase
in their academic performance.
In the study of Cohen & Lotan, (2014) they pointed out that teachers often
feel as though they are not doing their job if the students are working together and
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actively discussing the material instead of busily taking notes. Since any new idea is
likely to be rejected unless teachers examine their theoretical framework and develop
their justification for the change, it was suggested that additional quantitative evidence
in support of constructivism might encourage more teachers to embrace this teaching
style (Shymansky, 1992). Numerous studies have been completed to compare students’
learning in traditional and constructivist classrooms. These studies generally based
their conclusions on test or quiz scores and student comments or evaluations (Engle
& Lord, 1997). As pointed by Capon (2004), discussion sessions are more effective in
stimulating the students’ interests and assessing their understanding of the material.
On the other hand, lectures also communicate the intrinsic interest of the subject
matter. The speaker can convey personal enthusiasm in a way that no book or other
media can. Enthusiasm stimulates interest and interested people tend to learn more.
However, it may be kept in mind that only well prepared and well-presented student’s
welcome lectures. While traditional teaching methods are often compared and criticized
nowadays because of the incorporation of technological advances in modern teaching
methods, one cannot remove traditional methods entirely to achieve an effective
education. Students and teachers will benefit more if both traditional and modern
methods are fused to create a more effective, fun and interactive learning experience
(Graham, 2006).
Previous studies quoted here have indicated effective results on the performance of
the students. The researcher discussed the checklist to the respondents thoroughly. Each
item of the checklist was categorized into two parts namely the teacher strategy and
materials used and the assessment strategy. The table shows that highest percentage of
the factors affecting the better group in the study is Previous Knowledge Construction
which had a percentage of 97.83 of students in the constructivist group, this was
followed by Teacher as Coach who had a percentage of 93.48 of students in the better
group and the third in the rank is Students Directed Goals which had a percentage of
91.30.
Meanwhile, among the parameters of the constructivist approach to teaching,
the Concept Interrelatedness was the lowest in rank which garnered only 34.78 % of
the students in the better group. The implication of this is that if the students in the
constructivist group possessed previous knowledge construction of the topics prior
to the teaching and learning process of the social studies, the students could have a
better scholastic performance. As pointed by VanSledright (2004) a student universally
preoccupied with one fact after another to memory based on history textbook recitations,
and lectures do little to construct capacity to think historically. Thus, previous knowledge
construction has excellent help in the improvement of the scholastic attainment of the
better group in the study.
On the other hand, concept interrelatedness had a lower percentage that affected
the scholastic attainment of the constructivist group. In the study by Rice & Wilson
(1999) social studies educators should encourage their learners to interact in cooperative
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learning, and the students needed this. Using high-order thinking skills, constructing
their information regarding social studies ideas, students relate room lessons to their lives
and experiences (Rice &Wilson, 1999,). Each item of the checklist was categorized into
two parts namely the teaching strategy and materials used and the assessment strategy.
The highest percentage of the parameters affecting the attainment of the traditional
approach was Teacher is the sole leader who had a rate of 97.82 of students in the
control group. This was followed by Consequences are fixed for all students who had a
percentage of 93.47 of students and the third in the rank was Teacher makes the rules
and posts them for all students who are 91.30 of the students in the control group.
Meanwhile, among the parameters of the traditional approach to teaching, Students
are allowed limited responsibilities were the lowest in rank which garnered only 43.47 %
of the students in the control group. This implies that students engaged in the traditional
approach to teaching perform better when the teacher uses direct instruction in the
teaching and learning process. As pointed out by Capon (2004) traditional approach
allows more materials to be covered, the multiple and varied exemplars that have been
associated with superior acquisition and transfer. It is the most economical method
of transmitting knowledge, but it does not necessarily hold the student’s attention or
permit active participation. However, lectures can be useful, if supported by texts and
other references but it is significantly less common in primary and secondary schools.
On the other hand, lectures also communicate the intrinsic interest of the subject
matter. The teacher can convey personal enthusiasm in a way that no book or other
media can. Enthusiasm stimulates curiosity, and interested people tend to learn more.
However, it may be kept in mind that only well prepared and well-presented students
welcome lectures. In the teacher-centered approach to learning the teacher is the
primary authority figure. Students are viewed as “empty vessels” whose primary role is
to passively receive information (via lectures and direct instruction) with an end goal
of testing and assessment. It is the primary role of teachers to pass knowledge and
information onto their students. In this approach, teaching and assessment are viewed
as two separate entities. Student learning is measured through objectively scored tests
and assessments.
Approach to teaching using the T-test. The data show there was no significant
difference between the traditional approach to teaching and constructivist approach
to teaching in the academic performance of the grade 7 students of Saint Michael
College of Caraga. As indicated by their p-value, which was higher than 0.05. The data
warrant the acceptance of the null hypothesis. The acceptance of the null hypothesis
was supported by the study of Hwang, Lui, & Tong (2005) which studied the effect of
collaborative teaching versus lectures including the type of questions posed to students
(i.e., indirect and direct application of the acquired knowledge). Hwang’s study
concludes that cooperative teaching improves significantly the students’ performance
in comparison with that of lectures. Despite all the evidence, collaborative teaching has
better results than the traditional way of lecturing, and there is no compelling evidence
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in support of one method over the other. A study by Dimitrios, Labros, Nikolaos,
Maria, & Athanasios (2013) considered the performance of students taught by two
different methods; in the first group of students, case studies and problem-solving were
undertaken in collaboration with the teacher, while in the second group, problem-
solving was carried out by the teacher only, without student involvement. No significant
difference was found between the two groups and teaching practices, with the exception
that the collaborative group had slightly better grades on tests than the group attending
lectures.
This study explains that neither of the two approaches is better than the other. This
could explain that aside from the procedures there could be other factors which were not
indicated in this study. One factor that could affect their performance was the learning
environment. These factors could be the approaches and methods of instruction in the
previous years for which the respondents had been used to before the conduct of this
particular study. Other conditions can also affect the academic performance of both
groups. The subject content, the room condition and the materials used in instruction
could have been factors which resulted in the outcome of this study.
CONCLUSIONS
RECOMMENDATIONS
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LITERATURE CITED
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new
millennium learners in OECD countries. Retrieved on January 21, 2019 from
https://goo.gl/PqxnQV
Capon, N., & Kuhn, D. (2004). What’s so good about problem-based learning?. Cognition
and Instruction, 22(1), 61-79. Retrieved on January 9, 2019 from https://goo.gl/
MdTX6p
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Chang, C. H., & Tu, C. Y. (2005). Exploring store image, customer satisfaction
and customer loyalty relationship: evidence from Taiwanese hypermarket
industry. Journal of American Academy of Business, 7(2), 197-202. Retrieved on
January 21, 2019 from https://goo.gl/HMo7hC
Cohen, E. G., & Lotan, R. A. (2014). Designing Groupwork: Strategies for the
Heterogeneous Classroom Third Edition. Teachers College Press. Retrieved on January
21, 2019 from https://goo.gl/ebhdE7
Dimitrios, B., Labros, S., Nikolaos, K., Maria, K., & Athanasios, K. (2013). Traditional
Teaching Methods Vs. Teaching Through The Application Of Information And
Communication Technologies In The Accounting Field: Quo Vadis?. European
Scientific Journal, ESJ, 9(28). Retrieved on January 21, 2019 from https://goo.
gl/1ZhbHV
Ellis, C., Grubaugh, A. L., & Egede, L. E. (2013). Factors associated with SF-12
physical and mental health quality of life scores in adults with stroke. Journal of
Stroke and Cerebrovascular Diseases, 22(4), 309-317. Retrieved on January 21, 2019
from https://goo.gl/F2wM8D
Engle, E. M., & Lord, R. G. (1997). Implicit theories, self-schemas, and leader-member
exchange. Academy of Management Journal, 40(4), 988-1010. Retrieved on January
21, 2019 from https://goo.gl/K4YY4Q
Hwang, N. C. R., Lui, G., & Tong, M. Y. J. W. (2005). An empirical test of cooperative
learning in a passive learning environment. Issues in Accounting Education, 20(2),
151-165. Retrieved on January 9, 2019 from https://goo.gl/RGoPh7
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Rice, M. L., & Wilson, E. K. (1999). How technology aids constructivism in the social
studies classroom. The Social Studies, 90(1), 28-33. Retrieved on January 9, 2019
from https://goo.gl/Y992Re
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student
engagement in high school classrooms from the perspective of flow theory.
In Applications of flow in human development and education (pp. 475-494). Springer,
Dordrecht. Retrieved on January 21, 2019 from https://goo.gl/ArHF7Z
VanSledright, B. A. (2004). What does it mean to think historically... and how do you
teach it?. Social education, 68(3), 230-234. Retrieved on January 21, 2019 from
https://goo.gl/pEq3CR
Vincelette, E. J., & Bostic, T. (2013). Show and tell: Student and instructor perceptions
of screencast assessment. Assessing Writing, 18(4), 257-277. Retrieved on January
21, 2019 from https://goo.gl/YtCmSv
Woodward, M. P., Young Jr, W. W., & Bloodgood, R. A. (1985). Detection of monoclonal
antibodies specific for carbohydrate epitopes using periodate oxidation. Journal
of immunological methods, 78(1), 143-153. Retrieved on January 21, 2019 from
https://goo.gl/ox4nzD
Zevin, J., & Boyle-Baise, M. (2009). Young citizens of the world: Teaching elementary
social studies through civic engagement. Routledge. Retrieved on January 21, 2019
from https://goo.gl/nvSx6A
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JHEREX L. RUIZ
https://orcid.org/0000-0002-0507-7184
mr.jherexruiz@gmail.com
Liceo de Cagayan University
Cagayan de Oro City, Philippines
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ABSTRACT
The study aimed at providing the Cagayan de Oro Academy for International
Education with a web-based information and monitoring system capable of carrying
out school transactions of the Cagayan de Oro Academy for International Education.
An online information and monitoring system is complex and flexible and is designed
to meet distinct needs. In developing the proposed system, the researchers used the
Prototyping Life Cycle Model These applications improved the traditional transaction
processing systems. Staff finds it tedious in searching and preparing reports on student’s
information and also laborious due to repetition of processes done in filling and
updating of records. The proposed system caters posting and viewing of grades, class
schedules, students, guardians and staff profiling and other important data needed in
the system. The Web-based Information and Monitoring System is an expansion of a
basic information system achieved through system design of an improved or broader
capability by functionally or technically relating two or more information systems.
With this, the academy will be able to provide quality service to its students. This thesis
study offers important implication for monitoring and information of the school and
lessen the workload of school management and save time.
KEYWORDS
INTRODUCTION
We are now in the twenty-first century, the century of high-tech and advanced
technology. Technology is a great contributor to the well-being of humankind. Thus,
this work attempts to address the evolution of a new pathway of acquiring information
through the internet from the use of, for example, connected portable devices instead of
paper-based school record system, a shift that alters basic relationship between students
and administrators (Holdren, (2008).
Technology plays a role as a helping aid in man’s innovation for a productive lifestyle
and success (Tidd, Bessant, & Pavitt, 2005). Moreover, the researchers introduce an
innovation in the form of a web-based information and monitoring system acquired
through system designs that are combined by two or more sub-systems. Importantly,
these systems will make complex systems to a simple one. According to Forman (2007),
carrying on with innovation in applied sciences can result in organizational changes that
vary from the improvement of everyday operation and for convenient entry it supplies
for the users.
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FRAMEWORK
Primarily, the goal of this study was to design and develop a web-based information
and monitoring system that would improve the storage and monitoring of the website
of the school. On this note, the researchers decided to use the Transform and Conquer
Algorithm for this study, which is an algorithm that works as two-stage procedure. First,
the problem is modified to be more amenable to a solution. In the second stage, the
problem is solved.
The proposed system has one major module: the information system. Under this
module, there are also sub-modules: online student and employee profiling, online
scheduling and online grading for the teachers, and pre-enrolment for the students.
The Transform-and-Conquer paradigm is a powerful problem-solving strategy. The
important thing to success is to be ready to view the problem from specific perspectives
and to be equipped to look similarities between the predicament to be solved and some
other challenge, not necessarily in the equal area. The better understanding and the
easier chances to effectively observe the change into-and-overcome paradigm.
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General Objective
Mainly, the study sought to create a web-based information and monitoring system
of (CDO AIE) Cagayan de Oro Academy for International Education.
Specific Objectives
Specifically, the study sought to attain the following objectives:
• To provide online monitoring of the parents or guardians including the academic
standing their students through internet usage;
• To keep the parents and students updated on the events and announcements of
the school;
• To provide an online system for easy storage and retrieval of personal information
of students and teachers, enrollment records, class schedules, grades, and student
and guardian accounts;
• To create a means that would provide better service through online; and
• To provide a tool for faster report generation.
METHODOLOGY
Research Design
An online information and monitoring system is complex and flexible and is
designed to meet distinct needs. In developing the proposed system, the researchers
used the Prototyping Life Cycle Model.
The Prototyping Life Cycle Model is a type of System Development Life Cycle that
fits to complicated and large type of systems like the integrated information system for
which the development of the system involves designing, coding, testing and checking
by the clients. This model suggests that making the program in advance would provide
a better visual for the researchers. This model allows clients to give their feedback about
the system, thus enabling the researchers to develop a more efficient system by applying
the feedback.
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Research Setting
The integrated information system is design for the Cagayan de Oro Academy for
International Education located in Kauswagan National Highway, Cagayan de Oro
City.
Data Gathering
The researchers analyzed the current system of the enrollment of the Cagayan de
Oro Academy for International Education.
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Research Instruments
The needed requirements of the proposed system for CDO AIE were analyzed using
the Unified Modeling Language (UML). The model of the data and data relationship
was presented using the Entity Relationship Diagram. The system was develop in
Cascading Style Sheet (CSS), JavaScript, Hypertext Markup Language (HTML), and
PHP Hypertext Preprocessor for the front-end and MySQL for the back-end.
System Design
Narrative Description
The students and the teachers will submit their profiles/bio-data to the administrator/
registrar. The admin/registrar will then create the schedule of the enrolled students.
After every quarterly exam, the teachers will submit the student grades to the admin/
registrar. Then, the parents go the school to claim the grades of their students to be
distributed by the admin.
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Proposed System
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automatically. The system will be able to generate reports such as the student grades,
schedules, campus events and attachments, student, teacher and guardian profiles. The
administrator will also be the one to input the list of schedules for the school year.
On the teachers’ side, they will be the one to input the grades to the system and the
system will automatically compute the average grades of the students. However, only
the administrator can update the grades whenever there are changes. The administrator
is responsible for the maintenance of the system.
Entity-Relationship Diagram
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Database Structure
The system uses one database named aie_db.sql. The database contains many tables
that store important records of Cagayan de Oro Academy for International Education
like personal information of the students, guardians, and teachers records.
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Performance Requirements
The function shall provide an option for canceling the changes or modifications
made before such changes are save in the database.
Design Constraints
The user is the one who can only update/edit his/her information.
SEARCH
Process Narrative
The admin can search for users.
Restriction/Limitation
The search operation will only read strings. If the inputted value is a number,
it will not search.
Performance Requirements
The function will match the text inputted in the text box to that in the database.
If the text in the text box is not available or does not exist in the database, the
system will display a message informing the user that the search cannot find.
Design Constraints
If any search requested has a result, a modification of the user will implement
in the system.
CLEAR/DELETE
Process Narrative
The admin, the user, and the personnel can clear/delete text from a textbox.
Restriction/Limitation
If the user inputted incorrect information during registration, it would
automatically clear the textboxes.
Performance Requirements
The system will automatically clear the textboxes if the user inputted incorrect
information during registration.
Design Constraints
A modification is making whenever the admin, user or personnel clicks a clear/
delete button.
Database Functional Description
Basic functions apply to all database tables.
Special Consideration
For a more efficient system, the system developers included the following special
considerations:
1. A login form where users input their username together with their password for
security purposes
2. Password Encryption is provide for a more secure accounts of the users
3. Monitoring of every user is activity logs
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CONCLUSION
RECOMMENDATIONS
Based on the findings of the system study, the following features are recommended
for future system development:
• Online Enrolment
• Online Payment
• Android App
LITERATURE CITED
Forman, C., Kauffman, R. J., Wu, D. J., & Bhargava, H. (2007). New research
perspectives on mobility, organizations, systems and technologies. Information
Technology and Management, 8(2), 83-85. Retrieved on January 9, 2019 from
https://goo.gl/JsL8KQ
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O’Neil, F., & Comley, J. (2010). Models and management of student employees in an
Australian university library. Australian Academic & Research Libraries, 41(2), 100-
112. Retrieved on Januay 21, 2019 from https://goo.gl/EPAfgU
Resnick, M. (2002). Rethinking learning in the digital age. Retrieved on January 21,
2019 from https://goo.gl/xjXYs7
Tidd, J., Bessant, J., & Pavitt, K. (2005). Managing innovation integrating technological,
market and organizational change. John Wiley and Sons Ltd. Retrieved on January
21, 2019 from https://goo.gl/JsuxYv
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ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
ABSTRACT
The quality of teachers could determine the quality of education of a nation. The
purpose of the study was to determine the performance of the basic education teachers
of Saint Michael College of Caraga with regards to the National Competency-Based
Teacher Standard (NCBTS). A complete enumeration of eleven (11) school heads
such as the two (2) principals and the nine (9) subject coordinators and the thirty-five
(35) teachers were the respondents in the Basic Education of Saint Michael College of
Caraga. The descriptive, comparative and correlational method of research was used
in this study since the study attempted to present the professional profile of teachers
and linked to their competence and performance. Results revealed that NCBTS
performance of the basic education teachers is satisfactory. It was recommended that a
proposed development program will be done based on the result of the study which is
the satisfactory level of performance with regards to the National Competency-Based
Teacher Standard (NCBTS) among the Basic Education teachers of Saint Michael
College of Caraga. The development program has the following components: key areas
focused on the NCBTS seven domains, objectives, strategies, time frame, persons’
involved, financial/budget requirement, expected outcome, and mode of verification.
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KEYWORDS
INTRODUCTION
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Due to the NCBTS model, the researcher spends time and efforts to undertake
this study to assess the teaching competency of teachers of the primary education
department of Saint Michael College of Caraga. This is to complying with the National
Competency-Based Teacher Standard. It will help the teachers, administrators, and the
board of trustees to know the level of their teaching that they render to the institution as
well as to the learners. NCBTS is a crucial tool to assess the competency of the teachers.
Moreover, this study will use as the basis for enhancement program of the school which
the school administration will consider to help the teachers improve in certain aspects
of learning and teaching process. It will allow them to scrutinize the strengths and
weaknesses of the teaching force.
FRAMEWORK
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literacy for all Filipinos, in support to EFA which means, “Education for All”; a global
movement led by UNESCO to attain functional literacy by 2015.
The NCBTS-TSNA Toolkit is a revised version of the NCBTS which will enable
teachers to determine their strengths and weaknesses to the set of standards that defines
the general competence of a teacher. This toolkit is composed of 270 knowledge, skills,
and attitudes (KSA) items, under 80 indicators, three strands, and seven NCBTS
domains. Thus, the teacher will periodically assess his teaching performance thru this
toolkit to continuously improve and raise his/her teaching competence towards the
standard. Least scored items in the tool shall also serve as a basis of the Department of
Education to include these in their INSET.
METHODOLOGY
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1. On the professional profile of the basic education teachers, the following are the
findings:
a. Educational Attainment
The data show that among the 35 teachers of the Basic Education of Saint Michael
College of Caraga, none of the teachers were Ph.D. holder, 2 or 5.71% were Ph.D. with
CAR, 1 or 2.86% were Ph.D. with Units and MA holder, 7 or 20% were MA with
CAR, 14 or 40% were BS degree with MA Units, and 10 or 28.57% were BS degree
holder.
b. In-Service Training
The number of hours of relevant training of teachers has shown in the data. Among
the 35 Basic Education teachers of SMCC as respondents of the study, there were 14 or
40% among them have 35 hours, and above training, 10 or 28.57% attend within 22
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to 34 hours training, 4 or 11.53% attend 17-21 and 9-16 hours of training, and 3 or
8.57% have 0-8 hours training.
c. Length of Service
Out of 35 basic education teachers, 4 or 11.43% of the teacher were teaching 16
years and above, 3 or 8.57% were teaching in the school for 11 to 15 years, 7 or 20%
were in the range of 6 to 10 years in teaching, and 17 or 48.57% were in the range of
5 years and below.
d. Status of Employment
Out of 35 teachers in the basic education of SMCC, 13 or 37.14% of them were
provisionary in their status of employment at SMCC, and there were 22 or 62.86% of
them are considered permanent or tenured in their employment status at SMCC.
e. Teaching Specialization
The data show that in terms of their teaching specialization, among the 35 Basic
Education teachers, there 5 or 14.29% who were teaching English as their specialization,
4 or 11.43 were teaching Filipino and Values/Religious Education Subjects as their
specialization, 3 or 8.57% were teaching Social Science, Mathematics, Sciences and
TLE as their specialization, 2 or 5.71% have specialized in PE/MAPEH, and 8 or 22.86
were considered generalists.
f. Community Affiliation
The result shows that most of the teachers in the Basic Education of SMCC where
involved in 1-2 affiliations and most of them were members of the church organization.
This is supported by the following result in terms of the number of affiliations that
there was only 1 or 2.86% who has no membership in any affiliation, there were 29
or 82.86% were involved in 1-2 affiliation, and 5 or 14.29% were involved in 3-5
affiliations. In terms of the type of affiliations, there were 35 or 77.78% who were
members of the church organization, 9 or 20% were members of the civic organization,
and only 1 or 2.22% is a member of the non-government organization.
Church organization, 9 or 20% were members of a civic organization, and only 1
or 2.22% is a member of a non-government organization.
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which both signify that they both agree on the defined indicators measuring the level
of competence.
b. Learning Environment
The overall teachers’ performance level garnered a verbal description rating of
satisfactory (3.50) as perceived by the respondents. This is supported by the following
overall mean values in which the school heads have an overall mean rating of 3.59, and
teachers have an overall mean rating of 3.41 which both signify that they both agree
on the defined indicators measuring the level of competence. This means that they
both school heads and teachers alike agree at the same level of performance of teachers
in terms of creating an environment that promotes fairness (3.64), making classroom
environment safe and conducive to learning (3.51), communicating a higher learning
expectations to each student (3.46), establishing and maintaining consistent standards
of learners’ behavior (3.47), and lastly, creating a healthy psychological climate for
learning (3.45).
c. Diversity of Learners
The overall teacher’s performance level garnered a verbal description rating of
satisfactory (3.27) as perceived by the respondents. This is supported by the following
overall mean values in which the school heads have an overall mean rating of 3.35, and
teachers have an overall mean rating of 3.19 which both signify that they both agree on
the defined indicators measuring the level of competence. This means that they both
school heads and teachers alike agree at the same level of performance of teachers in
terms of obtaining information on the learning styles, multiple intelligence and needs
or learners (3.33), designing or selecting learning experiences suited to different kinds
of learners (3.33), establishing goals that define appropriate expectations for all learners
(3.24), pacing lesson appropriate to needs and difficulties of learners (3.46), initiating
other learning approaches for learners whose needs have not been met by usual
approaches (3.14), recognizing multi-cultural background of learners when providing
learning opportunities (3.28), adopting strategies to address needs of differently-abled
students (2.99), and lastly, making appropriate adjustment for learners of different
socio-economic background (3.39).
d. Curriculum
The overall teacher’s performance level garnered a verbal description rating of
satisfactory (3.25) as perceived by the respondents. This is supported by the following
overall mean values in which the school heads have an overall mean rating of 3.26,
and teachers have an overall mean rating of 3.24 which both signify that they both
agree on the defined indicators measuring the level of competence. This means both
school heads and teachers alike agree at the same level of performance of teachers in
terms of demonstrating mastery of the subject (3.32), communicating clear learning
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goals for the lesson that is appropriate for learners (3.26), teachers makes good use of
allotted instructional time (3.44), selecting teaching methods, learning activities and
instructional materials or resources appropriate to the learners aligned to objectives of
lesson plans (3.29), recognizing general learning processes of individual learners (3.22),
performing purposive study (3.13), and lastly, demonstrating skills in the use of ICT in
teaching and learning (3.09).
f. Community Linkages
Data show that overall teacher’s performance level garnered a verbal description
rating of satisfactory (3.22) as perceived by the respondents. This is supported by the
following overall mean values in which the school heads have an overall mean rating of
3.29, and teachers have an overall mean rating of 3.16 which both signify that they both
agree on the defined indicators measuring the level of competence. This means that they
both school heads and teachers alike agree at the same level of performance of teachers
in terms of involving community in sharing accountability for learners’ Achievement
(3.30), using community resources (human, materials) to support learning (3.13), using
community as laboratory for learning (3.05), participating in community activities that
promote learning (3.30), using community network to publicize school events and
achievements (3.30), and lastly, encouraging students to apply classroom learning to
the community (3.26).
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4. The overall mean rating is 3.31 which means satisfactory and that the basic
education teachers of Saint Michael College of Caraga are moderately competent in
their level of performance in helping students to learn better or to perform better in
school. Thus, as presented in table 23, the strength of the basic education teachers is in
the domain of Social Regard for Other and Learning Environment showing a mean close
to each other which are 3.58 and 3.50 which has a verbal description of satisfactory level
of performance of the teachers with regards to the National Competency-Based Teacher
Standard (NCBTS) seven domains.
Nevertheless, Domain 3 (Diversity of Learners), Domain 4 (Curriculum), Domain
5 (Assessing, Planning, and Reporting), Domain 6 (Community Linkages) and Domain
7 (Personal Growth and Professional Development) revealed as the weakness of the
teachers.
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Proposed development program can develop for the Basic Education Teachers
This part presents proposed development program based on the result of the study
which is the satisfactory level of performance with regards to the National Competency-
based Teacher Standard (NCBTS) among the Basic Education teachers of Saint Michael
College of Caraga. The development program has the following components: key areas
focused on the NCBTS seven domains, objectives, strategies, time frame, persons’
involved, financial/budget requirement, and expected outcome. It is necessary that
this development program proposal was created to cope with the teachers’ level of
performance. It is anticipated that once these programs are considered and implemented,
most likely this would influence in the improvement and development on the level of
performance of the teachers in helping students achieve their endeavors in the future.
a. Program Title: “Performance of the Basic Education Teachers of Saint Michael
College of Caraga”
b. Program Description: This development program will help the teachers cope
with their performance in achieving optimum development of their profession and
achievement of the students as well. The program has two parts which consist of the
enhancement program for the domains in all its strands and indicators have a verbal
description of satisfactory. The second part will be the intervention program for the
domains for which its strands and indicators have a verbal description of fair. With the
following persons involved; the Administrators, BOT, Teachers of the Basic Education,
Students and Community.
c. Program Objective: The main objective of this program is to help the teachers
cope with the teachers’ level of performance. It is anticipated that once these programs
are considered and implemented, most likely this would influence the improvement and
development on the level performance of the teachers in helping students achieve their
endeavors in the future.
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CONCLUSIONS
Majority of the basic education teachers are still in the process of upgrading
themselves on their educational qualification. Teachers also have attended seminars,
training, and other activities relevant to the improvement of the teachers in both
personal and professional endeavors. Most of the Basic Education teachers of SMCC
are still new in the school since most of them are in the range of 5 years and below in
teaching and majority of them were already permanent in their status of employment
in the school. While, as to the community affiliation, the Basic Education teachers of
SMCC did not only focused on academics but exposed them also on spiritual growth
and knowledge of the Catholic faith, thus, developing them holistically.
The NCBTS performance of the basic education teachers is satisfactory.
As to the significant difference on the performance of the teachers as perceived by
the school heads and the teachers, it was found out that in most of the domains like
social regard for learning, learning environment, diversity of learners, curriculum, and
planning, assessing, and reporting, school heads’ rating are significantly higher than
the teachers. School heads are more satisfied with the performance of teachers than the
teachers themselves. Nevertheless, on the domains community linkages and personal
growth and professional development, the ratings of both the school heads and the
teachers are on the same level of satisfaction.
Since the level of performance of the teachers is satisfactory based on the result and
that the basic education teachers of Saint Michael College of Caraga are moderately
competent in their level of performance in helping students to learn better or to perform
better in school. Thus, the strength of the Basic Education teachers is in the domain
of Social Regard for Other and Learning Environment was showing a consistent verbal
description of the satisfactory level of performance of the teachers with regards to the
National Competency-Based Teacher Standard (NCBTS) seven domain.
Domain 3 (Diversity of Learners), Domains 4 (Curriculum), Domain 5 (Assessing,
Planning, and Reporting), Domain 6 (Community Linkages) and Domain 7 (Personal
Growth and Professional Development) revealed as the weakness of the teachers.
RECOMMENDATIONS
1. A Proposed development program will be done based on the result of the study
which is the satisfactory level of performance with regards to the National Competency-
Based Teacher Standard (NCBTS) among the Basic Education teachers of Saint
Michael College of Caraga. The development program has the following components:
key areas focused on the NCBTS seven domains, objectives, strategies, time frame,
persons’ involved, financial/budget requirement, expected outcome, and mode of
verification. It is necessary that this development program proposal was created to cope
with the teachers’ level of performance. It is anticipated that once these programs are
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considered and implemented, most likely this would influence in the improvement and
development on the level performance of the teachers in helping students achieve their
endeavors in the future.
2. For School Administrators, to make this study useful to its purpose, an
enhancement program is designated and must be implemented and be given appropriate
administrative and financial support.
As to the level of performance of the basic education teachers found to be satisfactory,
much effort is needed to improve this level. School administrators should always convey
teachers to continue to uplift their education and ask to perform well in their job and
above all be the best teacher that they could be for the betterment of the school and the
whole students of SMCC.
3. Teachers, since achievement and performance of learners depend on the ability
and capability of the teachers, it is essential that they should uplift their knowledge
and skills in teaching. Teachers should continuously engage themselves in attending
seminars and training to home their teaching performance both in the use of methods
and strategies and should always sustain themselves concerning classroom instructions.
It also recommended that teachers should take an active part in their community
involvement activities to enhance their relationship with the community. A teacher
should build and develop interrelationship with all the stakeholders of the institution.
4. For Other Researchers, those who wish to conduct a study along with this subject,
this research could be of help. It can be replicated to explore other factors not covered in
this study so that new findings can be added to the pool of knowledge.
LITERATURE CITED
Addison, N., Burgess, L., Steers, J., & Trowell, J. (2010). Understanding art education:
Engaging reflexively with practice. Routledge. Retrieved on January 22, 2019 from
https://goo.gl/VHeCy1
Bing-You, R. G., Lee, R., Trowbridge, R. L., Varaklis, K., & Hafler, J. P. (2009).
Commentary: Principle-based teaching competencies. Journal of Graduate Medical
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Elger, T., & Smith, C. (2010). Reunifying conception and execution of work
under Japanese production management? A Canadian case study. In Global
Japanization? (pp. 170-192). Routledge. Retrieved on January 22, 2019 from
https://goo.gl/Utfdfp
Simmons, A. (2015). Whoever tells the best story wins: How to use your own stories to
communicate with power and impact. Amacom. Retrieved on January 22, 2019 from
https://goo.gl/EW8Gaq
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JournalHigher Education Research Journal
ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
ABSTRACT
The study describes the use of multiple intelligence instruction activities for
improving writing skills of the second-grade students of Sekolah menengah atas negeri
1 Soe in academic year 2016/2017. The study was conducted to identify the dominant
types of multiple intelligence from the second-grade students, how to use multiple
intelligences instruction activities and to find the effect of using multiple intelligences
instruction activities on improving writing skills. This research is a classroom action
research and the data were collected using interview, questionnaire, observation, and
test. The result of interviews showed that teacher, especially in writing, used only
general instructions without using any different instructions and never classifying the
students’ ability. The result by questionnaires showed, there were four dominant bits
intelligence found from second-grade students: musical, interpersonal, naturalist and
bodily-kinesthetic intelligences. It indicates that there was a significant improvement of
students in writing skills; it could be seen from the result of pre-test (63.45%), first cycle
(68.55%) and the second cycle (76.90%). Students’ activeness was increased. It showed
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the students’ observation in the pre-cycle (48.57%), First cycle (68.5%) and second
cycle (77.14%). Thus, it suggests that multiple intelligence based instruction activities
can increase students’ writing skill and the students’ attitudes toward English lesson.
KEYWORDS
INTRODUCTION
This study aimed to find out the dominant multiple intelligences of the second
grade students of sekolah menengah atas Negeri 1 Soe, to explain how to use of multiple
intelligences instruction activities in improving writing skills and beside that it also
aimed to find out the effect of using multiple intelligences instruction activities in
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improving writing skills of the second grade students of sekolah menengah atas Negeri 1
Soe in academic year 2016/2017.
FRAMEWORK
METHODOLOGY
The researcher used Classroom Action Research in this study because it is designed
to solve practical problems in the process of teaching and learning, especially in English
teaching of writing. The subject of this research is grade two language class students
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of sekolah menengah atas Negeri 1 Soe consists of 29 students. There are thirteen males
and sixteen females. The age of the participants ranged from sixteen to eighteen.
The collaborator in this research is Miss. Dessy M. Natty, S.Pd the English teacher
who taught English in a language class for the Second grade students of SMAN
1 Soe. In collecting the data, the instrument used by the researcher is an interview,
questionnaire, observation, and test. In this research, the researcher used two cycles. In
the reconnaissance, the researcher collected the data through some interviews, classroom
observation, and pre-tests to see problems in the students’ writing products and the
teaching-learning process. Then, the researcher as well as the teacher made some plans
to be implemented in the actions. The data also obtained during the actions through a
routine observation.
Teacher gives
10 Never Seldom sometimes often Always
homework
Teacher gives
11 Unclear, fast Unclear, slow Clear, fast Clear, slow Medium
instructions
Never warning Seldom warn- Sometimes Often warning Always warning
Teacher manages the students that ing students warning stu- students that students that
12
class not pay atten- that not pay dents that not not pay atten- not pay atten-
tion attention pay attention tion tion
Seldom warn- Sometimes Often warning Always warning
Never remem-
Teacher manages the ing students warning stu- students that students that
13 bering students’
time that not pay dents that not not pay atten- not pay atten-
in work time
attention pay attention tion tion
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Finally, to make sense of the data and to make a judgment whether the action was
successful or not, there was a reflection at the end of each cycle. To analyze data observa-
tion checklist, the researcher used a formula to measure the mean of activities in teach-
ing learning process according to Haryati (2007) as follows:
Fluency
• mark 5. Flowing style- very easy to understand- both complex and simple
sentences- very effective
• mark 4. Quite flowing style- mostly easy to understand- a few complex sentences-
effective
• mark 3. Style reasonably smooth- not too hard to understand-mostly (but not all)
simple sentences- fairly effective
• mark 2. Jerky style- an effort needed to understand and enjoy- complex sentences
confusing- mostly simple sentences or compound sentences
• mark 1. Very jerky – hard to understand- cannot enjoy reading- almost all simple
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Grammar
• mark 5. Mastery of grammar taught on the learning process- only 1 or 2 minor
mistakes
• mark 4. A few minor mistakes only (prepositions, articles)
• mark 3. Only 1 or 2 major mistakes but a few minor ones
• mark 2. Major mistakes which lead to difficulty in understanding- lack of
mastery of sentence construction
• mark 1. Numerous serious mistakes – no mastery of sentence construction –
almost unintelligible
Vocabulary
• mark 5. Use the wide range of vocabulary taught previously
• mark 4. Good use of new words acquired – use of appropriate synonyms,
circumlocution.
• mark 3. Attempts to use words acquired – fairly appropriate vocabulary of the
whole but sometimes restricted – has to resort to use of synonyms, circumlocution
on a few occasions
• mark 2. Restricted vocabulary – use of synonyms (but not always appropriate) –
imprecise and vague – affects meaning.
• mark 1. Very restricted vocabulary – inappropriate use of synonyms - seriously
hinders communication
Spelling
• mark 5. No errors
• mark 4. 1 or 2 minor errors only (example ie or ei).
• mark 3. Several errors – do not interfere significantly with communication –
not too hard to understand
• mark 2. Several errors - some interfere with communication – some words very
hard to recognize
• mark 1. Numerous errors – hard to recognize several words – communication
made very difficult
Content
• mark 5. Idea is expressed in a clear and logical way – making and generating
an excellent counter proposition – considering a breadth of relevant points to
a conclusion.
• mark 4. Idea is expressed and arranged in a coherent way - the idea is cogent
and rational – a balanced consideration of the proposition and counter
proposition
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• mark 3. The idea is relatively rational – some aspects of the argument ideas
may have been overlooked - there some weakness in the force of the argument
or the coherence of the ideas.
• mark 2. There may be significant elements of confusion in the argument -
misconstrue certain important aspects of the main proposition - its implication
may provide an unconvincing or weak counter proposition.
• mark 1. An answer that has some bearing on the question but which does
not address the question in a demanding way – the idea is incoherent and
unfocused.
The researcher assessed about the result of the test. The formula measured the mean
of test by Sudjana (2006) as follow:
The standard of a minimum score if the students’ success and failure for doing the
activities planned above were assessed by referring to the criterion of the standard of
minimum scores. The standard said that a student could pass the test if their score can
reach 75.
The researcher found from the interviews with the teacher and the students that the
English teacher in teaching learning process used only textbooks and seldom used other
sources to support the learning process. She never made any different instruction in
English writing for students, she taught the students using standard instruction in writing
in her teaching-learning process, she never knew the level of students’ writing ability, she
never classified students’ personal ability to support them in English writing, and the
English teacher never used any instruction to help students in writing. The description
of questionnaire here is used for knowing and identifying multiple intelligences from
second-grade students of Sekolah menengah atas Negeri 1 Soe. The writer had reasons
for choosing multiple intelligences questionnaire as an instrument to get data because
it can collect information about each student’s own intelligence from a large number of
students and on the other side the students as respondents can complete and return it
in a certain period. There were nine intelligences aspects in the questionnaire, and each
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From the students’ Multiple Intelligence questionnaire results the researcher found
out that there are four types of intelligences showed in students’ checklist paper of
multiple intelligences. They are bodily–kinesthetic intelligence, musical intelligence,
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The researcher got data from the improvement of students’ writing skills by using
multiple intelligence instruction activities through their result of the test.
a. Pre-test
According to the result of the score test, it is known that most of the students get low
scores. There are few students who got a good score and there are no students who have
reached the standard of minimum score. It is known that many students got problems
in conducting their writing. Students felt difficult to develop their ideas. It made the
content of their writing less flow to be understood, or we can say fluency, the support
sentences and confused. Almost all of the students understood the sentences pattern
and grammar, but few students still felt difficult about the grammar. Most students
make some mistakes in writing because they did not know how to find a topic and had
limited vocabularies. Because of those problems, the students’ score was less and it did
not reach the standard of minimum score. Almost all students got score 60 and there
were no students got the standard minimum score. The average score was 63.45. So,
because of this situation, the researcher then intended to improve the students’ writing
comprehension by suggesting to the teacher to use multiple intelligence approach in
teaching-learning process and the technique used to teach writing in English classroom
situation was by applying multiple intelligence instruction activities to help them in
writing based on their dominat intelligences.
b.Cycle I
According to the result of the test, it was known that few students still meet more
problems in their writing comprehension’ content and about the topic. Almost all of
the students understood the sentences pattern and grammar, but few students still had
mistaken in their grammar and they still had a lack of vocabularies). Because of those
problems, the students’ score is far from the standard of the minimum score, but some
students’ score has reached the standard of the minimum score. Almost all of students
got score more than 60 and the average score was 68.55 and it was higher than in
preliminary score. Even though, there was no students’ score that got the standard of the
minimum score so the researcher continued the cycle to the second cycle.
c. Cycle II
According to the result of the test, it was known that students’ writing ability is better
than before. Students’ improve their writing based on multiple intelligence instruction
activities given to them. The teacher then helped them to be able to write based on
their strong or dominant multiple intelligences such as bodily-kinesthetic intelligence,
musical intelligence, interpersonal intelligence, intrapersonal intelligence and naturalist
intelligence through multiple intelligence instruction activities. The content of their
writing then told about the topic had given. Almost all of the students understand
the sentence pattern and grammar, their writing also was fluent to be understood,
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the content shows coherence, and their vocabulary increased. The students’ score was
more than 75. All of the students’ score was good and had reached the standard of the
minimum score. The average score was 76.89. The score was higher than in cycle one. It
showed that students’ score in writing is increasing.
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In this study, the effect of using multiple intelligences based instruction activities in
improving students’ writing skills was analyzed. It is concluded that the students result
of test were significantly higher, that is they loved the instruction based on their multiple
intelligences. The result of the research showed that there was a significant improvement
of students’ writing skills; it could be seen from the result of the test from pre-cycle or
pre-test (63.45), first cycle post-test (68.55) and the second cycle post-test (76.90).
Students and teacher in this research were observed during the whole study. Of course,
the observation supported the students’ activeness, which is the students in this research
did the activities and learning enthusiastically. If they were decided into the group, they
have discussed their findings with their groups. They interpreted the activities which
required spoken comment. Class schedules were enjoyable to the students. It could be
seen from teacher’s observation in the pre-cycle (55.38), first cycle first meeting (61.54),
second meeting (64.6), and third meeting (71) and also seen from the second cycle first
meeting (67.7),second meeting (65), and third meeting (76.9) and it could be seen
from the students’ observation in the pre-cycle (48.57), first cycle first meeting (54.29),
second meeting (62.8), and third meeting (68.5) and also seen from the second cycle
first meeting (71.4),second meeting (65.71), and third meeting (77.14). It was analyzed
in each cycle; the writer got the result of the classroom action research.
Based on the explanation above, it can be concluded that the use of multiple
intelligence instruction activities could improve students’ writing ability. Writing is
about students’ effort. Students can write even though they have strong dominant
multiple intellignce as bodily-kinesthetic, musical, interpersonal and naturalist rather
than verbal linguistic because teacher helped students by creating an instruction
activities of writing which is posses students to have an effort in writing based on their
dominant multiple intelligences. For a reason, the writer stopped the research because
the students’ score has reached the standard of minimum score and the implementation
of multiple intelligence instruction activity can improve students writing skills and their
activeness in the process of learning in the classroom.
CONCLUSIONS
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multiple intelligences, then, visual materials, written documents, examples from nature,
group works, verbal expressions and musical activities were used in order to address the
intelligences of students, to make students more active in writing process with the use
of their own multiple intelligence instruction activities intelligences and to encourage
them to improve their writing skills.
According to the data from result of tests and observation, which have been done and
analyzed in the previous chapter, it showed the implementation of multiple intelligences
instruction activities could improve student’ writing ability. It can be seen that the use of
multiple intelligences instruction activities in writing is more interesting to the students.
Using multiple intelligence instruction activities to improve their writing skills can
make student to express their idea and opinion in writing better. It helped students
with other intelligences besides verbal linguistics intelligence is active to write based
on their own dominant intelligences. Besides that, students’ participant in teaching
learning process was increase; multiple intelligences instruction activities also improve
their writing ability. It could be seen from the result of test from pre- cycle or pre- test
(63.45%), first cycle post-test (68.55%) and the second cycle post-test (76.90%).
The students’ activeness using multiple intelligences is significant. It could be seen
from teacher’s observation in the pre cycle (55.38%), First cycle first meeting (61.54%),
Second meeting (64.6%), and third meeting (71%) and also seen from the Second
cycle first meeting (67.7%),Second meeting (65%), and third meeting (76.9%) and
it could be seen from the students’ observation in the pre cycle (48.57%), First cycle
first meeting (54.29%), Second meeting (62.8%%), and third meeting (68.5%) and
also seen from the Second cycle first meeting (71.4%),Second meeting (65.7%), and
third meeting (77.14%) .It was analyzed in each cycle, the writer got the result of the
classroom action research. This study showed that multiple intelligence based instruction
activities increase high school student’s academic achievement in writing and attitudes
of students toward English lesson.
Based on the result of this research study, the researcher suggested teachers should be
informed about multiple intelligences. They should be aware of their students’ multiple
intelligences. They should examine which activities at their students are best, which
one is they like most. They should help their students maximize their potentials and
intelligences. For a meaningful learning; teachers should base their lessons on activities
that vary according to the type of intelligences. Teacher should give more chances to
students to be more active, and let the students do several practices. Teachers should
trust students that they are able to do those activities by helping them with their own
dominant ability and let them do themselves. Here, the teacher only observes and helps
students when they meet difficulties.
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LITERATURE CITED
Armstrong, T. (2003). The multiple intelligences of reading and writing: Making the words
come alive. ASCD. Retrieved on January 10, 2019 from https://goo.gl/oywiz3
Brown, D. 2007. Principle of Language Learning and Teaching. New York: Pearson
Education. Retrieved on January 10, 2019 from https://goo.gl/zoxD8C
Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching & Learning through
Multiple Intelligences. Allyn and Bacon, Simon and Schuster Education Group, 160
Gould Street, Needham Heights, MA 02194-2315 (Order No. H63373, $27.95,
plus shipping and handling). Retrieved on January 9, 2019 from https://goo.gl/
qpUUE5
Gardner, H. 2003. Frames of Mind: The Theory of Multiple Intelligences. (Second Edition).
London: Falmer Press. Retrieved on January 10, 2019 from https://goo.gl/4J6mvD
Davis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2011). The theory of
multiple intelligences. Retrieved on January 10, 2019 from https://goo.gl/Tw8SRQ
Haryati, M. (2007). Model dan teknik penilaian pada tingkat satuan pendidikan. Jakarta:
Gaung Persada. Retrieved on January 10. 2019 from https://goo.gl/NMdVxq
Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college
students. Psychonomic bulletin & review, 14(2), 237-242. Retrieved on January 10,
2019 from https://goo.gl/LAsQHg
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ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
ABSTRACT
KEYWORDS
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INTRODUCTION
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THEORETICAL BACKGROUND
The main goal of the academic library is to answer the basic academic needs of the
institution for which it is created to serve. Academic libraries are composed of school
libraries, college libraries, and university libraries. The purpose of a university library
differs, in varying degree, from that of a school or college library in that the former
follows extensive and particular emphasis to research projects apart from the curricular
needs of the institution. Besides helping in the studies of students and assisting the
teachers in their teaching and research, a school library is primarily concerned to pro-
create an encourage for reading amongst the students who want to have a first-hand-
knowledge to use the library services most effectively in their future endeavor (Shukla,
Singh, & Mishra, 2013).
Every school is mandated to establish a professionally manned library, which
responds to the needs of students in the various courses it offers. It should also provide
research facilities for different disciplines and acquire supplementary materials, in
addition to sufficient copies of books and teacher’s manuals. Because the library’s
reservoir of books should be in a constant state of replenishment, it is imperative that
the library is sufficiently funded.
On the published article of Kathleen Lourdes B. Obille (2007), entitled “An
Evaluation of Standards for Academic Libraries in the Philippines” through the Journal
of Philippine Librarianship, she said that adhering to standards is an assurance of good
quality. Standards are known to be models derived from best practices. Therefore, when
standards are followed, practices and procedures are said to be outstanding. However,
when standards are not attuned to the times, conforming to these would be defeating
the purpose of improvement.
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When an institution decides to follow a set of standards, it should also decide to take
all the necessary actions to fulfill the requirements. Following the requirements entails
that the organization should set aside a sufficient budget for this. Library standards, for
example, require a number of journal subscriptions for a particular number of enrollees
or in another case, that particular services or equipment be present. This may be one of
the reasons why HEIs are contented with complying with the minimum requirements
rather than submit themselves to accreditation.
In the Philippines, the CHED and accrediting agencies have specific standards for
libraries. Library associations like the Philippine Association of Academic and Research
Librarians (PAARL) Standards for Academic Libraries for 2010 stated that, standards are
designed to assist these academic libraries and their parent institutions in determining
priorities and assessing the library performance in terms of the mission and goals of the
academic institutions they serve. The Board for Librarians (BFL) of the Professional
Regulation Commission (PRC) has formulated a set of standards for academic, public,
special and school libraries.
The Department of Education released DepEd Order No. 56, S. 2011 “Standards
for Philippine Libraries” to be adopted by all Basic Education Libraries nationwide. The
Manual of Regulations for Private Higher Education (2008) by the Commission on
Higher Education pointed out on Article VI, Section 27 the Library Standards among
Higher Education Institutions (HEI’s) in the Philippines.
The library standards for PAASCU are stated in their accreditation instrument
where the first part is the thorough explanation of the requirements and the second part
is the evaluation tool. The two accrediting bodies have similar requirements as to the
qualification of librarians and staff, collection for books and subscription to journals,
physical set-up, and furniture requirements and the like.
Setting quantitative and qualitative standards is sought to improve the access,
usage, administration, management and collections of libraries. It is the objective of
these standards to serve as a reference tool or guidelines towards attaining quality service
and functional libraries in the Philippines (Hernon & Altman, (2010).
The word library comes from liber, the Latin word for book. A library is an area of
collection of sources, resources, and services, and the structure in which it is housed;
it is organized for use and maintained by a public body, an institution, or a private
individual (Ocholla, (2008).
Library is not just a place or area of collection of books but it is also an area equipped
with treasures of knowledge maintained, organized, and managed by trained and
licensed personnel to educate the students and learners, men and women continuously
and assist in their self-improvement through an effective and prompt dissemination
of information embodied in the resources. Librarian, as an information officer or a
scientific officer possesses, of necessity, definite subject background and knows best the
subject area to be covered by an investigator in his narrow field of the problem in
hand that he wants to attack (Shukla, Singh, & Mishra, 2013). A professionally trained
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efficient librarian plays a most significant role in the achievement of modern scientific
discoveries (Ntui & Udah, 2015).
Based on the Standards for Philippine School Libraries (2011), the school must
have enough funds for staffing and adequate funds to purchase resources and supplies
in support of the school library. To maintain the library’s growth and development,
a library and Audio-Visual fee must be collected, reviewed periodically and updated
whenever necessary.
Higher Education
The Manual of Regulations for Private Higher Education (2008) by the Commission
on Higher Education pointed out on Article VI, Section 27 the Library Standards
among Higher Education Institutions (HEI’s) in the Philippines.
All Higher Education Institutions must have a library for each degree programs
with sufficient collections and materials in accordance with the policies and standards
prescribed by the Commission. The library collection shall include basic collection of
well-selected books and non-print materials to support the basic needs of the general
education curricula. Additional collections like special collections, periodicals, non-
print or electronic materials, on-line databases, internet access and other multi-media
resources, not violative of the Intellectual Property Code, as may be necessary to meet
the requirements of the various programs of study offered by each institution; and in
view of the new technologies, higher education institutions may acquire and provide
for an e-library. The existence and availability of this equipment may be considered as a
evidence in terms of compliance in lieu of books and other required printed materials.
Provided, however, that the required minimum collection of professional books in
particular degree program shall still be maintained. Sarmiento (2006), stipulated that
for higher educational institutions, the CHED has a policy that requires private schools,
colleges, and universities to have a library, which varies in terms of the extent and kind
of programs offered as well as the size of the enrollment.
Transformative education is the conscious response by progressive educators
to mold the active, committed, democratic, nationalist citizenry they want and as a
conscious response to problems of society and the kind of society they want to build.
Several elements come into play in implementing transformative education. The most
important elements are the administration which represents the school as an institution,
the teachers which are the direct implementing agents, and the curriculum which is the
strategy for transforming our students (Tujan, 2004).
Education, training, and development of the human resource play a great deal
of attention and focused. This is so since the level of efficiency in an organization is
circumscribed by effective selection and development of its members, the latter being
dependent upon the prior education, training, experience and working environment
of the individual (Ortiz, Flanagan, & Dynda, (2002). According to McShane, Von
Glinow, Von Glinow, & Mcshane (2005) training is designed to assist the personnel to
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be oriented to the working environment, maintain high standards of service, and assist
him prepare for career advancement.
Organization Development (OD) is a process that is value-laden involving the
entire system effort of planned change which aims to improve the organization’s state
of health and increase its effectiveness through its interventions that utilize behavioral
sciences and technology. The values that it stands for are multi-faceted like human
potential, excellence, individual freedom, harmony and integrity. OD primarily is all
about human and social aspects of organizations (French, 2000). The target areas for
OD includes goals, structure, content, technology, and people (Martires & Galileo,
2000). OD include a series of change processes directed toward individuals, groups
or the entire organization. These are geared toward revitalizing the organization and
avoiding obsolescence and rigidity (Tindugan, (2013).
According to French (2000), interventions are the approaches and techniques
that are implemented to enhance total organization functioning through improved
individual, group and organization effectiveness. This includes Person-Oriented
Approaches, Content-Oriented Approaches, Process-Oriented Approaches, and
combination of various approaches (Maier, (2005). These are aimed at changing beliefs,
norms, attitudes, and values to allow the organization to have better access to new
technologies and new challenges (Tindugan, 2013).
Assessment of libraries is a process conducted by libraries to know more about the
needs of users and to evaluate how well they support these needs, to elevate and improve
library facilities, services and resources (Hiller, Kyrillidou, & Self, (2008).
According to the study made by Gakibayo, Ikoja-Odongo, & Okello-Obura, (2013)
as library services began to develop in collaboration with emerging Information Science
(IS) technologies, researchers in the field of Library and Information Science (LIS), as
well as librarians, observed that irregular service statistics are insufficient for assessing
library operations. To have valid results, library users must be part of the assessment
process. A more systematic approach in data collection and new methodologies emerged.
Data collection in various forms has now been applied in LIS. Institutionally created
surveys, focus group interviews, and complaint analysis are just some examples of data
collection methods that have been employed. In recent years, questionnaires with
different purposes has been formulated and used as an instrument. These questionnaires
has been distributed to students, faculty, and other library users.
Now, it is recognized in LIS, as in other service industries, that user perceptions
of service quality, user expectations, and user satisfaction are essential elements of any
service assessment activity.
In recent years, the library has experienced an evolution of service assessment in its
daily operations, driven by the advancement of technology in managing library systems,
as well as conceptual change of higher education standards.
In studying library services status, Disconfirmation Theory by Shi & Levy
(2005), the most popular and widely used model for studying customer satisfaction
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The purpose of the study was to assess the library services status of the Cluster A
schools of the Diocese of Butuan.
Research Design
The researcher used the descriptive-survey type of research method which utilized
a questionnaire as the main instrument for data gathering. The study also used
qualitative research method specifically the focus group discussion, content analysis,
and documentary analysis of data.
Research Environment
The study was conducted in the Cluster A schools of the Diocese of Butuan.
Cluster A schools has three (3) schools, namely: Saint James High School (SJHS), Saint
Michael College of Caraga (SMCC), and Our Lady of Carmen Academy of Caraga,
Inc. (OLCACI). All three schools are non-stock, non-profit managed by one School
Director and owned by the Diocese of Butuan duly represented by the Bishop.
The Diocese of Butuan was created on March 20, 1967 with Saint Joseph designated
as Patron Saint. Msgr. Carmelo D.F. Morelos was appointed as the first Bishop. His
successor was Msgr. Juan de Dios Pueblos, DD until at present. It has a total of twenty-
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six (26) schools divided into four (4) clusters. Cluster A-Buenavista, Nasipit, Carmen,
Cluster B-Kitcharao, Ampayon, Cabadbaran,
Magallanes, Cluster C-Agusan del Sur Schools, Cluster D- Father Saturnino Urios
University.
Research Instrument
The instrument was formulated by the researcher patterned from the different
survey instruments of the following: 1.) Fund for Assistance to Private Education
(FAPE) guidelines for the recertification assessment instrument for the Educational
Service Contracting (ESC) published through their website, 2.) PAASCU library survey
instrument, 3.) DepEd Order No. 56, s. 2011 standards prescribed by the Philippine
Library Standards, and 4.) Higher Education Standards for Philippine Libraries per
Section 27 of the Manual of Regulations for Private Higher Education of 2008. The
instrument was checked by the adviser and by the members of the research panel.
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The instrument was pre-tested for validation. It was tested in one of the private
schools in Caraga Region which is the Northern Mindanao Colleges, Incorporated
(NORMI) located at Cabadbaran City, Agusan del Norte where the researcher is the
School Consultant. The school is offering complete levels of education from Preschool
to Graduate School.
It has two (2) sets of questionnaire: first set was for the administrators and librarians/
para librarians which included the areas of administration, collections, personnel,
financial support, and physical facilities of the library services status while second set
was for the teachers and students who answered on the area of services and use.
Each set has two (2) blocks. Block 1 for the respondents profile and block II for the
assessment on the level of services in the library services status of the Cluster A schools
of the Diocese of Butuan.
The questionnaire was answerable in a scale of 1 to 5 wherein 1 has missing the
required minimum standards and 5 approaching excellence in practicing the standards.
Additional survey questionnaire was given to the Administrators regarding the
library fee, audio-video fee, annual library budget, and the FAPE ESC recertification
result.
Statistical Analysis
The following statistical techniques were used pursuant to the needs of the
problems in this study: frequency mean.
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Extent of Compliance
Rating Description
with Minimum Standards
Approaching Excellence in Practicing Provision or condition is very extensive and
5
the Standard functioning excellently
Table 1. Summary on the Level of Basic Education Library Services Status of the
Cluster A Schools of the Diocese of Butuan
N= 162
SJHS SMCC OLCACI Average Verbal
Area 1. Administration Rank
Mean Mean Mean Mean Description
1. The organizational set‑up of the library Exceeding the
is based on the school’s structure and is 3.5 4 3 3.5 Minimum 5
formulated. Standard
Exceeding the
2. The Librarian or Para Librarian has an
3 5 4 4 Minimum 2
annual appointment and contract.
Standard
3. The Librarian or Para Librarian directs
and supervises the total operations of the Exceeding the 1
library and is responsible for the efficient 4 5 3.5 4.2 Minimum
and effective administration of its services Standard
and resources.
.The Librarian or Para Librarian is part Exceeding the
of the Academic Heads meeting and 2.5 4 5 3.8 Minimum 3
decision‑making of the school. Standard
5. There is a Library Committee that serves
Approaching
as an advisory group for the continued
1.5 2 3 2.2 the Minimum 11
development and improvement of library
Standard
collection and services.
Approaching
6. The library has a departmental
2.5 2.5 2.5 2.5 the Minimum 10
operational and procedural manual.
Standard
7. The responsibility to prepare, defend and Practicing the
utilize the library budget is delegated to 2 4 3.5 3.2 Minimum 6.5
the Librarian or Para Librarian. Standard
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The area of financial support has an average mean of 2.9 or practicing the minimum
standard. Item 4 has the highest mean with 3.2. All items have verbal description of
practicing the minimum standard.
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“there are discussion rooms and silent study rooms” with 2.8 or practicing the minimum
standard.
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Practicing the
Section Mean 3.2
Minimum Standard
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item 10 pertaining to clippings and pamphlets, the school library has only one (1)
newspaper subscription and no local newspaper subscription since the area has no
local publications.
According to the Standards for Philippine Libraries: School Library and Media
Centers, Board of Librarians (2007), the recommended size of the various collections
for an enrollment of less than 1000 students are 5,000 titles for the secondary level.
Twenty percent (20%) of the total collection shall be published within the last ten (10)
years. A basic subscription to 15 titles of general interest magazines and 10 titles of
professional journals. A basic subscription to 3 titles of newspapers on national coverage
and 1 title with local news coverage.
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and benefits of librarians are consistent with their educational qualification, experience
and responsibilities and are comparable to those of faculty” has the highest rating with
the mean of 5.0 or approaching excellence in practicing the standard.
Among the items of the area personnel, the item 5 “the Librarian or Para Librarian
participates in the recruitment and selection of library personnel” has the lowest mean
with 3.0 or practicing the minimum standard.
Based on the document analysis and discussions conducted, the library staff in
particular the licensed librarian has a salary rate comparable to the public schools
and even higher than the schools in the nearby city. The school provided the library
with one (1) Student Assistant and one (1) Full-time Staff. The librarian is now
enrolled in a Masters Program in Library Science funded by the school including the
transportation. Furthermore, the librarian attended seminars and trainings related
to professional enhancement and advancement funded by the school. However, the
Librarian is not part of the recruitment and selection committee in hiring or assigning
library staff.
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semester was collected as library fee summing up to P900, 000.00 for the School Year
2013-2014. The Audio-Visual Fee collected was P150.00 per student summing-up to P
135,000.00 for that same year. The whole amount was allocated for library utilization
and acquisition of audio-video facilities and materials. Together, the Librarian and the
Administrator acquired books in various publishing companies and book stores.
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item “other services needed by the teachers and students are provided like scanning, CD
burning, printing “with 2.4 or approaching the minimum standard.
Based on the document analysis and discussion made, the library has no discussion
room, photocopier, scanning, CD burning, and printing. No library handbook but the
library services policy were integrated in the student handbook. Though the library was
opened Monday to Friday 8:00 AM to 5:00 PM and Saturday 8:00 AM to 12:00 Noon,
the teachers and students were requested to open the library whole day on Saturdays.
The parents, alumni, and community were allowed to use the library.
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practicing the standard. Followed with items 4, 6, and 8 with a mean of 4.5 exceeding
the minimum standard.
Item 2 “the library is centrally and securely located within the school campus, away
from noisy areas such as the gymnasium, band room, or playground” and item 5 “there
are equipment and supplies for writing reports, creating presentations, photocopying,
designing graphics, creating multimedia, and recording, duplicating and editing audio-
visual materials” rated lowest with 3.5 or exceeding the minimum standard.
The library based on document analysis, discussion, and actual visit is fully air-
conditioned. It has six (6) units of computers with internet connection. The space is
equivalent to five (5) classrooms with 7x9 sq. m per classroom which can accommodate at
least 30-40 students per room with a total of 150 to 200 students who can accommodate
the library. With the number of population, the space required at least 108 students to
accommodate wherein the library sufficiently complied the basic requirement.
CONCLUSION
The study showed that all of the Basic Education Libraries of the Cluster A Schools
of the Diocese of Butuan are Practicing the Minimum Standard in all areas of the library
services while the Higher Education Library of the Cluster A School of the Diocese of
Butuan is Exceeding the Minimum Standard on the five (5) areas while Practicing the
Minimum the Standard on one (1) area.
RECOMMENDATIONS
Based on the findings of the study, the researcher and experts’ recommended the
following:
1. To send Librarians and Para librarians on various trainings, seminars, and
Benchmarking for enhancement.
2. To acquire photocopier, scanner, CD burner, and printer as part of library
services.
3. To creation of Faculty-Library Committee.
4. To establish interlibrary linkages.
LITERATURE CITED
Bea, B. E. A., Asogwa, B. E., Ezema, J. U., & Ugwuanyi, F. C. (2014). Use of ServQUAL
in the Evaluation of Service Quality of Academic Libraries in Developing Countries.
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Broady-Preston, J., & Lobo, A. (2011). Measuring the quality, value and impact of
academic libraries: the role of external standards. Performance Measurement and
Metrics, 12(2), 122-135. Retrieved on January 21, 2019 from https://goo.gl/s1h4J4
Doll, C. A., & Barron, P. P. (2002). Managing and analyzing your collection: A practical
guide for small libraries and school media centers. American Library Association.
Retrieved on January 14, 2019 from https://goo.gl/UmGtFZ
Hernon, P., & Altman, E. (2010). Assessing service quality: Satisfying the expectations of
library customers. American Library Association. Retrieved on January 21, 2019
from https://goo.gl/gFXck7
Hiller, S., Kyrillidou, M., & Self, J. (2008). When the evidence is not enough:
Organizational factors that influence effective and successful library
assessment. Performance Measurement and Metrics, 9(3), 223-230. Retrieved on
January 21, 2019 from https://goo.gl/QJfrDa
Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for
contemporary science education—a pedagogical justification and the state-of-the-
art in Israel, Germany, and the USA. International Journal of Science and Mathematics
Education, 9(6), 1459-1483. Retrieved on January 14, 2019 from
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McShane, S. L., Von Glinow, M. A. Y., Von Glinow, M., & Mcshane, S.
(2005). Organizational behavior. New York, NY: McGraw-Hill Irwin. Retrieved on
January 21, 2019 from https://goo.gl/ypydmw
Ntui, A. I., & Udah, A. E. (2015). Accessibility and utilization of library resources by
teachers in secondary schools in Calabar Education Zone of Cross River State,
Nigeria B. Global Journal of Human Social Science, 15(8). Retrieved on January 14,
2019 from https://goo.gl/uefuyr
Oloteo, R. B., & Mabesa Jr, H. A. (2013). Library Services And Customer Satisfaction
In State Universities And Colleges In The Bicol Region. Journal of Philippine
Librarianship, 33(1). Retrieved on January 21, 2019 from https://goo.gl/xihyMt
Ortiz, S. O., Flanagan, D. P., & Dynda, A. M. (2002). Best practices in working with
culturally diverse children and families. Best practices in school psychology IV, 1, 337-
351. Retrieved on January 21, 2019 from https://goo.gl/8U85kv
Sarmiento, U. P. (2006). Education law and the private schools: A practical guide for
educational leaders and policy makers. Central Books. Retrieved on January 14, 2019
from https://goo.gl/uUKsWE
Shi, X., & Levy, S. (2005). A theory-guided approach to library services assessment. College
& research libraries, 66(3), 266-277. Retrieved on January 28, 2019 from https://
goo.gl/MQbGZn
Shukla, S. S., Singh, K. A. P., & Mishra, A. K. (2013). “The Role of Libraries in Literacy
and Education” Pre-Requisite for Education & Sustainable Development at All
Levels of Education. Retrieved on January 14, 2019 from https://goo.gl/HSfpAx
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Tyner, K. (2014). Literacy in a digital world: Teaching and learning in the age of
information. Routledge. Retrieved on January 14, 2019 from https://goo.gl/z5qYjL
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SMCC Higher Education ResearchSMCC
JournalHigher Education Research Journal
ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
ABSTRACT
This study promoted the use of sensory detail chart in collaborative learning as a
strategy for more fluent writing. It aimed at investigating how the use of sensory detail
chart in collaborative learning could increase the number of content words in students’
descriptive writing. There are thirty students participated in a classroom action research
(CAR) in two cycles. Students did a pre-test before the implementation and a post-test
after each cycle. The tests results showed that number of content words in students’
descriptive writing had increased by 62.44% overall. The increase in the second cycle
was even higher. The results of the second post-test indicated that the number of content
words in students’ descriptive writing had increased by 138.17% overall. The researcher
concluded that the use of sensory detail chart collaboratively has successfully increased
the number of content words in the students’ descriptive writing.
KEYWORDS
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INTRODUCTION
EFL students commonly experience difficulty in learning the four language skills.
As non-native speakers, they hardly adjust their mind, heart, and behavior to English
language and its customs (Brown, 2000). These challenges consequently lead EFL
teachers to appropriately innovate learning for students to overcome their struggles in
learning the four language skills, especially writing. Thus, students need to enjoy and to
be engaged in learning. It means that students are supposed to be entrusted, entailed,
and alert physically, emotionally, and intellectually in what they are learning (Brown,
2000). Both EFL teacher and students are responsible for learning to be successfully
founded to achieve its objectives.
Fluency in using the language orally and written becomes one of the objectives.
Students also need to communicate effectively by giving clear arguments (Langan,
2013). It means that students need to supply his or her statement for specific reasons or
details for them to be good writers. To produce good writing of any purpose, students
need to earn some qualities of writing skill. Knowledge of the mechanical aspects of the
writing becomes very important as the skill involves students’ competence to coordinate
cognitive, linguistic and psycho-motor processes (Westwood, 2008).
In this study, students are supposed to be competent writers of descriptive text. This
type of writing is somehow special as it may appear in other kinds of texts, such as in
recount, narrative and expository texts. Knapp & Watkins (2005) say that descriptive
text is a basic function of any language system widely used across learning areas and in
many text types. As a genre-based text, it carries its structure and grammatical features.
Students need to know of those elements of descriptive writing to produce a qualified
sort of text. The lack of students’ knowledge of proper descriptive text has been a
concern to the researcher, especially since she starts teaching writing subjects to her EFL
students of tertiary level.
The knowledge on the text and the qualities of the good writing can help students
to write fluently. One aspect of writing fluency is measured from the word quantities
written in every minute (Abdel, (2009; Latief, 2008). In her study, the researcher
considers writing fluency as the number of content words the students use in their
writing in a given time. Content words are lexical words carrying important meaning or
information to express the main idea in the sentences used in writing. They consist of
nouns, verbs, adjectives, and adverbs.
To help her students to increase the number of content words in their writing,
the researcher delivered an instruction by accommodating students with any activities
to help them in generating ideas. EFL learners who produce poor writing have less
“practice in generating ideas” (Liao & Wong, 2010). Therefore, to support that process
of writing, the researcher used a collaborative strategy using a sensory detail chart to
help students to brainstorm ideas before writing. Collaborative learning commonly is
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carried out by dividing the students into small groups. This collaborative work aims
to help students to gain more ideas organized in a sensory detail chart by exploring
their five senses before they start writing individually. The use of sensory detail chart in
collaborative learning is beneficial since it leads students to map their ideas. This activity
stimulates students’ creativity and imagination in producing more ideas, especially by
exploring their five senses. Marpaung & Hambandima (2018) claims that “good writing
employs all the senses.” It means that students must be able to work on their ability to
see, hear, smell, taste, and touch in writing a descriptive text.
The researcher expects that the result of this study could be another reference for
future research related to the use of five senses which is organized in sensory detail chart
of collaborative learning, especially in descriptive writing. The researcher delivered a
classroom action research aiming at describing how the collaborative use of sensory
detail chart increases the number of content words in students’ descriptive writing.
The research has been delivered by the following hypothesis: “The collaborative use of
sensory detail chart increases the number of content words in terms of nouns, main
verbs, adjectives and adverbs in the students’ English descriptive writing.”
METHODOLOGY
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Cycle 1
The first cycle of classroom action research was started by having an introduction on
descriptive text writing and the strategy to be implemented. In this meeting, there were
4 students absent. Then, at the second meeting the first implementation of collaborative
use of sensory detail chart was conducted and attended by 28 students. Procedures
and indicators of success in the process as well as in the result of the first cycle are
comprehensively explained as the followings.
After giving pre-test, the researcher designed a lesson to accommodate students
in the collaborative use of sensory detail chart in writing a descriptive text. The lesson
plan was prepared for two meetings in the first cycle. In the first meeting of Cycle 1,
the researcher introduced the students to descriptive text, its purpose, generic structure,
and language features. Some examples of the text were also analyzed to get more
understanding. The second meeting was for delivering the strategy in which they had
a group discussion on the exploration of their five senses to describe a place familiar to
all members of the group. A copy sensory detail chart for each student and twelve pages
of the vocabulary of the senses were distributed. In groups, students learned how to use
SDC.
Second meeting also ran for 90 minutes which spent more time in the implementation
of the strategy. The first activity, taking 15 minutes of the total time, was for grouping
and reminding the students about some examples of five senses exploration in describing
a topic. Then the researcher distributed a copy of sensory detail chart to each student
in each group. The next activity occupied 60 minutes. It was for the implementation
of the strategy by which students work together on the chart and explore their five
senses. With the chart and a list of vocabulary senses, students in groups collaboratively
share ideas of description by exploring their five senses. They noted down the points of
description they have discussed in the chart.
During the implementation of the strategy, the researcher observed the students’
interest, attention, and participation. In groups of five, all members tried to put their
interest and attention on their collaborative work. Based on her observation during
the implementation in the first cycle, the researcher found that students were actively
participated in sharing their ideas of sensory-based description on the topic they had in
each group. There were only one up to three students in each group who stayed passive.
They waited for their friends to fill in the sensory detail chart so that they could copy
the details of the description.
Moreover, not every student in each group was ready with any references
recommended to be prepared and used during the learning. Each member of the group
was supposed to provide him or herself with a list of senses vocabulary and dictionary
to help the group consolidate the meaning of words listed in the vocabulary of senses.
Only two or three members in each group had printed dictionaries. Some others were
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Cycle 2
The second cycle of this classroom action research was conducted only for one
meeting attended by 26 students. It means that 4 students were absent during the
implementation of the strategy. In the following meeting, post-test in cycle 2 was held
and attended by 28 students with 2 students not in attendance.
After reflecting from the first cycle, the researcher set a plan for conducting the
second cycle. She reshuffled the group members based on the result students attained
in pre- and post-test 1. She chose six students who got the highest score in pre-test
to be the new group leaders. The researcher expected that each leader could lead and
encourage his or her group members to be more active and participative.
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The next plan made was to manage time for each group to be able to present the
result of their discussion. The purpose of this activity was to help other groups to get
more information they might miss in their description. It was also to stimulate students
in other groups to have better exploration on their five senses for adding much more
details in their descriptive writing.
In the second cycle, the topic given for their descriptive writing was about the
university. Since this familiar topic was the same topic given in their pre-test, the
researcher highly expected that students could attain much better product of descriptive
writing in their post-test 2.
Each student in each group got a copy of empty sensory detail chart to note down
all details they could have by exploring their five senses. Then, the researcher reminded
them of what to do during the learning by giving instructions and time limitation.
Then, students had their collaborative learning. They started their exploration on
their five senses to dig up detail information about the topic assisted with the list of
senses vocabulary which provided them with sensory words potentially used in their
descriptive writing. During the discussion, the researcher as the lecturer who delivered
the strategy monitored the activity. Since it was not the students’ first experience, they
rarely asked questions. The researcher occasionally monitored the progress of students’
activity during the discussion.
After having a group discussion, the researcher spent 20 minutes to give the
students a chance to share the result of the discussion. This activity was aimed at aiding
students with more details they possibly missed during the group discussion. After
each representative of each group shared their ideas, the researcher gave direct feedback
to help students get more comprehension on the ideas shared. This activity allowed
the students to ask questions or to give comment on the ideas shared. By having this
extended collaborative learning, the researcher expected that students were inspired by
other groups’ ideas for they could enrich their knowledge and detail information on
the topic being discussed. As a closure, the researcher reminded the students of what
to do in the second post-test, especially of how students could write better quality of
descriptive text in terms of ideas, organization, voice, word choice, sentence fluency,
and convention.
In Cycle 2 students started to be more active during group discussion. It did not take
much time to explain what to do in the learning. There were more students who provide
themselves with dictionary and list of the vocabulary of sensory words. Students, who
were previously inactive, began to get engaged in the learning activity. They got a better
awareness of what to do in the activity. They became more independent in taking notes
on the details being discussed. The researcher did not find confused but pretending to
be cool-look faces of those submissive students. Nevertheless, those students kept being
passive in sharing ideas.
When representatives of the groups were presenting the result of their discussion,
students actively took notes on ideas being shared which would add more details to their
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descriptive writing. The researcher noticed some students nodded their head when she
gave feedback on ideas each representative shared. It confirmed that students got more
understanding of the details to be added in their descriptive writing.
After conducting the second cycle of her classroom action research, the researcher
reflected on three points. The points of reflection come from her self-evaluation and her
collaborators’ feedback. Feedback from collaborators was gained from the questionnaire
and observation sheet they should fill in while observing the learning activity.
The first point of reflection is about giving more encouragement to the students,
especially those who are passive during learning. The researcher as a lecturer should be
able to motivate all students to be more actively participated in the learning activity,
especially in sharing ideas. The next point is about giving a follow-up activity or task to
give a chance for students, especially the submissive students, to explore their five senses
individually. The researcher also needs this activity to ensure that all students get the
same knowledge and gain equal comprehension in the generic structure and language
features of the descriptive text. This follow-up activity or task is looking forward to
do much better quality of the students’ descriptive writing. The last point is about
providing students more interesting and impressive authentic learning materials related
to the five senses exploration in describing any topic. The use of video presentation from
native speakers or video of natural English conversation on the use of five sensory details
description can be an alternative. The researcher also can provide learning resources the
students can access for individual and independent learning for students to have more
knowledge on five senses exploration and to have more writing practices.
Compared to the observed attitude of the students in the first cycle, the students
who were submissive started to be more active in the second cycle. They were encouraged
to take notes on what the details being discussed by filling in their sensory detail chart
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rather than copying from the other members’. However, the researcher still found that
those students kept being passive in sharing ideas.
The use of sensory detail chart collaboratively increases the number of content
words in students’ descriptive writing in terms of nouns, verbs, adjectives, and adverbs.
Success in the result of this research is seen from the outcome of the students’
descriptive writing. It is measured from the number of content words produced in their
writing and the writing quality in the first post-test after CAR of the first cycle. Based
on the result shown in the following tables, students produce content words in their
descriptive writing of post-test 1 more than in one of the pre-test.
Figure 1 indicates that the average number of content words in post-test 1 increased
for 62.44%. Students produced approximately 17.77 more content words in post-test
1 than ones in the pre-test. The data show that the largest number of content words
students produce in their descriptive writing is a noun. The noun production increases
for 44.73%. The second largest number of content words produced is a verb. Figure
1 shows 70.13% increase for verb production. Then, adjective is following. It has
increased for 57.95% in its use. Surprisingly, adverb significantly increases for 153.44%.
This great improvement in the number of content words in students’ descriptive writing
in the first cycle indicates that collaborative use of sensory detail chart in pre-writing
activity is a success.
The success in the result of the second cycle is indicated by the increasing number
of content words production in students’ descriptive writing. Since students gain more
confidence in writing, they produced much more content words in the the second
post-test than in pre-test and post-test 1. However, students used less adverbs in their
descriptive writing of the second post-test. The average numbers of content words in
pre-test, post-test 1 and post-test 2 are compared in the following tables.
80
70
60
50
40 Pretest Mean
30 Post-test 1 Mean
20
Post-test 2 Mean
10
0
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Figure 2 shows that students used 39.33 more content words in post-test 2 than
in pre-test. The average number of content words increased for about 138.17% by
having 103.37% increase of nouns, 114.29% increase of verbs, 95.04% increase of
adjectives and 118.38% increase of adverbs. It is noticeable that the implementation
of the strategy promoted in the second cycle has contributed to a larger increase in the
number of content words produced in the students’ descriptive writing.
CONCLUSIONS
Based on the findings in the classroom action research, the researcher concludes and
argues that the use of sensory detail chart collaboratively can help EFL students to increase
the number of content words in their English descriptive writing. It is good as students
gain better confidence and fluency in writing their text by producing more meaningful
words to express their thoughts and feelings about the topics. Students’ exploration
of their five senses also lets the students experience a stimulating learning activity and
exercises. Thus, the researcher suggests EFL teachers accommodate the frequent use of
sensory detail chart provided with a list of vocabulary senses collaboratively in writing
exercises for they can write more fluently and improve their writing quality. Follow-
up activities or task are also important for students to learn to write individually and
independently.
LITERATURE CITED
Abdel Latif, M. M. (2009). Toward a new process-based indicator for measuring writing
fluency: Evidence from L2 writers’ think-aloud protocols. Canadian modern
language review, 65(4), 531-558. Retrieved on January 14, 2019 from https://goo.
gl/SNWJaC
Alawi, F. F. (2011). Improving student’s ability in writing descriptive text using clustering
technique. Retrieved on January 14, 2019 from https://goo.gl/xaDcoh
Hall, W., & Keynes, M. (2005). Action research, A guide for associated lecturers. The
open. Retrieved on January 14, 2019 from https://goo.gl/A5KvqJ
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Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and
assessing writing. UNSW Press. Retrieved on January 14, 2019 from https://goo.gl/
x9qUbE
Westwood, P. (2008). What teachers need to know about reading and writing difficulties?
Aust Council for Ed Research. Retrieved on January 14, 2019 from https://goo.gl/
xqNL66
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SMCC Higher Education ResearchSMCC
Journal Higher Education Research Journal
ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018
ABSTRACT
Academic exercises and practical training are provided for the students as part of the
prestige preparation of the school. The research aimed to draw the perceptions of students
on their expectations, quality of teaching, roles and responsibilities, and confidence to
take the licensure examination for criminologists. The researcher used the qualitative
method of focused-group discussion in drawing out the perception of students on their
expectations, quality of teaching, role and responsibilities, and confidence to take the
board exam. This study focused on the expectations of the 12 graduating students of the
criminology program of Saint Michael College of Caraga, pioneering batch 2016. Based
on the results, it can be concluded that the pioneering class was satisfied in their four-
year course as most of their expectations were realized during their studies. Respondents
are also prepared for any jobs related to their course that will be offered as they acquired
most of the basic duties and responsibilities. However, enhancement review is not
sufficient for them to pass the board exam. Thus, a regular review program will help
them prepare to become licensed criminologists
KEYWORDS
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INTRODUCTION
METHODOLOGY
Research Design
The researcher used the qualitative method of focused-group discussion in drawing
out the perception of students on their expectations, quality of teaching, role and
responsibilities, and confidence to take the board exam.
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Research Participants
This study focused on the expectations of the 12 graduating students of the
criminology program of Saint Michael College of Caraga, pioneering batch 2016.
Research Instrument
Questions were prepared, and focused-group discussion was employed to draw
perceptions of the student on their expectations, quality of teaching, roles and
responsibilities, and confidence to take the licensure examination for criminologists.
Most of the respondents heard and learned that the school has a low tuition fee
compared to other schools that offer the same program. Another respondent replied
that during advocacy of the school personnel, he was convinced to enroll because better
school management, highly competent teachers, and complete laboratory equipment
and facilities were promising. Also, the accessibility of the school with the residences of
the respondents was among the reasons for choosing the school (Aguado, Laguador, &
Deligero, (2015).
The respondents’ expectation about the low tuition fee of the school was true. It did
not increase until the last semester of their course. With regards to school management,
teaching capabilities of instructors, and laboratory equipment and facilities, respondents,
said that management has leveled up every year.
Also, the school hired good quality of teachers who demonstrated better teaching
strategies. However, most of the respondents stated that their first two years of the
degree was frustrating. It was during these years that all of their instructors handling
major subjects are part-time. These instructors are not focusing on teaching and usually
commit absences because they are police personnel and private lawyer.
Moreover, promises of complete laboratory facilities and equipment were not
materialized. Respondents reiterated that they only used few criminology types of
equipment and experienced incomplete laboratory activities in their subjects. This is
because most of the equipment was purchased by the school when they are in the last
semester of the third year level.
The skills and abilities acquired by the respondents were mostly useful for police
officers. These include making police blotter, taking fingerprints, processing crime
scenes, conducting and following police checkpoint protocols, and conducting a
paraffin test. In addition, interpersonal skills were also acquired by the respondents such
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CONCLUSIONS
Based on the results, it can be concluded that the pioneering class was satisfied in
their four-year course as most of their expectations were realized during their studies.
Respondents are also prepared for any jobs related to their course that will be offered
as they acquired most of the basic duties and responsibilities. However, enhancement
review is not sufficient for them to pass the board exam. Thus, a regular review program
will help them prepare to become licensed criminologists.
LITERATURE CITED
Aguado, C. L., Laguador, J. M., & Deligero, J. C. L. (2015). Factors Affecting the Choice
of School and Students’ Level of Interest towards the Maritime Program. Asian
Social Science, 11(21), 231. Retrieved on January 22, 2019 from https://goo.gl/
KSspgw
Dadian, T., Guerink, K., Olney, C., & Littlefield, J. (2002). The effectiveness of a Mock
Board experience in coaching students for the Dental Hygiene National Board
Examination. Journal of Dental Education, 66(5), 643-648. Retrieved on January 7,
2019 from https://goo.gl/kpJ1eX
De Vaney Olvey, C., Hogg, A., & Counts, W. (2002). Licensure requirements: Have
we raised the bar too far?. Professional Psychology: Research and Practice, 33(3), 323.
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Hameed, A., & Amjad, S. (2011). Students’ satisfaction in higher learning institutions:
a case study of COMSATS Abbottabad, Pakistan. Iranian Journal of Management
Studies, 4(1), 63-77. Retrieved on January 22, 2019 from https://goo.gl/1kM3if
Stewart, C. M., Bates, R. E., & Smith, G. E. (2004). Does performance on school-
administered mock boards predict performance on a dental licensure exam?. Journal
of dental education, 68(4), 426-432. Retrieved on January 7, 2019 from https://goo.
gl/ASrFz4
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