SMCC Volume 5 - Feb 8

Volume 5 · August 2018
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
Roel Palo Anicas, DAEM

Gordon College
Olongapo City, Philippines
Chief Executive Officer

Dennis P. Mausisa, Ed.D.
Publishing Manager
Beverly D. Jaminal, Ed.D.
Resident Editor
Charmaine Bedayo
Managing Editor & Website Administrator

Felix E. Arcilla Jr.
AIM AND SCOPE
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
ISSN Print: 2449-4402 · Volume 5 · August 2018
Published by Saint Michael College of Caraga

Nasipit, Agusan del Norte
Philippines
All rights reserved 2018

SMCC Higher Education Research Journal
Table of Contents
1 Essay Scoring System Using Semantic Similarity Approach

Daisa S. Ocharon
29 Determinants of Quality Teacher Education Program of Private Higher

Education Institutions in Caraga Region, Mindanao, Philippines
Glynda L. Bacong
52 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
69 Academic Emotions And Performance of the Senior High School

Students: Basis for Intervention Program
Ricky E. Destacamento
93 Traditional and Constructivist Teaching Approaches and Student

Academic Performance in Social Studies
Rene A. Japitana
111 Web-Based Information and Monitoring System of Cagayan de Oro

City Academy for International Education
Jun Brian P. Tubongbanua, Kwency Maye V. Dahilan,
Kayepril Georgette A. Sagun & Jherex L. Ruiz
123 The National Competency Based Teacher Standard (Ncbts)

Performance of the Basic Education Teachers
Melisa C. Maloloy-On
138 The Use of Multiple Intelligence Instruction Activities in Improving

Writing Skills of the Second Grade Students of Sekolah Menengah Atas
Negeri 1 Soe in Academic Year 2016/2017
Maria Regina Jaga
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Peer Reviewed Journal
152 Library Services Status of Cluster A Schools of the Diocese of Butuan

Dennis P. Mausisa
180 Using Collaborative Sensory Detail Chart to Increase Number of

Content Words of Students’ Descriptive Writing
Tiarma Marpaung
190 Perception of Graduates in Their Educational Experience and Readiness

to Take the Criminology Licensure Examination
Jun C. Villarmia
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Criteria for Acceptance and Rejection. A manuscript is accepted when it is (1)

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Flesch Reading Ease test. The interpretation of the score is as follows:
Score Notes
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SMCC Higher Education Research Journal Peer Reviewed Journal
ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Essay Scoring System Using Semantic

Similarity Approach
DAISA S. OCHARON
http://orcid.org/0000-0002-1439-9070
dsocharon.23@gmail.com
Dean, College of Computer Studies
Saint Michael College of Caraga
Atupan St., Nasipit, Agusan del Norte, Philippines
Gunning Fog Index: 13.13 • Originality: 99% • Grammar Check: 99%

Flesch Reading Ease: 40.91 • Plagiarism: 1%
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
1
study is more capable of evaluating semantic similarity based on word occurrences, it is

best to further the system’s capability of checking the semantic similarity based on the
context of the essay.
KEYWORDS
Natural Language Processing, Computer Science, Information Technology, Essay,

Essay Scoring, Semantics, Semantic Similarity, Word Sense Disambiguation, Semantic
Distance, Longest Common Subsequence, Common Term Frequency, Tokenization,
Stop words, Stemming, WorldNet, Hyponyms, Hypernyms, Asia, Philippines
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
Text Processing Algorithms

Text processing includes tokenization, stop words removal, stemming and Parts-of-
speech tagging. The following shows the algorithm processes.
In this process of tokenization, text sequences are chopped and converted into
tokens. The process removes the whitespaces and other punctuations such as {([\t{}():;.
])} from the text. Tokens are used for processing string serve as an instance to a particular
sequence of characters. These tokens are considered as the semantic unit for processing
being grouped. Stop words are most frequently words occur in text and speech. These
terms are generic that they have less importance in their meaning. It includes auxiliary
verbs and prepositions such as if, as, the, to, at, an, a, what, where, that, on, of and
much more (Slimani, 2013; Hussain, 2012). During the stemming process, words will
be converted to its canonical word removing all prefixes and suffixes (Jivani, (2011;
Jenkins & Smith, 2005). For example, the words nation, nations, nationality and
national will have a stem word nation, which determines the similarity of same words
with similar meaning but constructed differently using prefixes or suffixes (Moral, de
Antonio, Imbert, & Ramírez, 2014). Part-of-speech (POS) tagging is concerned with
analysing text and assigning different grammatical roles to each entity (Toutanova,
Klein, Manning, & Singer, 2003). It is used to assign grammatical roles as parts of
speech such as nouns, verbs, adjectives, adverbs, etc.
Semantic Similarity Algorithms

Semantic similarity algorithms include the Word Sense Disambiguation, Synonym
Extractions, Common Words, Longest Common Subsequence, and Semantic distance.
Word Sense Disambiguation

It is a process which selects the appropriate meaning (sense) to a given the word in
a text where this meaning is distinguishable from other senses potentially attributable
to that word (Kolte & Bhirud, 2009; Bakx, Villodre, & Claramunt, 2006). These
senses are the target labels of a classification problem. This algorithm distinguishes and
removes the ambiguity of the words used in a concept (Dong, Wang, & Liang, 2015).
Using WordNet, words are classified with glosses that identify the senses of a word
3
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).
Common Words (COW)

The algorithm counts the matching words in both answers (the student answer and
the generated model answer) where the algorithm works word by word, to determine
the number of words that exist in both essays (Omran & Ab Aziz, 2013).
Longest Common Subsequence (LCS)

The algorithm finds the consecutive longest common subsequence of words over
the model answers and the student answer. It measures the overlapping consecutive
characters presents in a two string. There is the fact that a phrase that is an N-consecutive
word is less occurring than an N-non-consecutive word (Macula, Schliep, Bishop, &
Renz, 2008). In other words, the longest ones are used less while the shortest is used
more. Given an example sequences below for X, Y, and Z:
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).
Semantic Distance (SD)

Semantic distance is an algorithm used to measure how close or distant the meaning
of two units of language is (Budanitsky & Hirst, 2001). The units of language may refer
to be phrases, words, sentences, paragraphs, or documents. For example, the nouns
dance and choreography are closer regarding their meaning than the nouns clown and
building. These units of language, particularly words, may have more than one possible
meaning. However, their context may be used to determine the intended senses. For
example, a star can mean both a celestial body and a CELEBRITY; however, star, as
used in the sentence below, will refer only to the celestial body and is much closer to
the sun than to famous: (1) Stars are powered by nuclear fusion to shine brightly in the
sky at night.
Semantic distance is of two kind’s namely semantic similarity and semantic
relatedness. Semantic similarity is a subset or an instance of semantic relatedness, but it
can be used differently in a certain context (Budanitsky & Hirst, 2001). Two concepts
are determined to be semantically similar if there is hyponymy (hypernymy), antonymy,
or troponymy relation between them (Mohammad, 2008).
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.
Hypernyms and Hyponyms

Using the Wordnet database, words which are classified as synsets are retrieved and
compared to compute the similarity regarding their meaning as used in the essay. Each
synset has a set of glosses that defines the meaning of each sense in the repository. To
measure the semantic similarity between the two synsets, we use hyponym/hypernym
(or is-a relations). Hypernym relations refers to the generic term used to designate a class
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of specific instances A is a hypernym of B if B is a (kind of ) A. In other words, these are

synsets that are more general just like for example the word ‘vehicle’ will be a hypernym
of the car or auto since vehicle is considered as the parent of the two synsets. Hyponyms,
on the other hand, are the specific term used to designate a specific member of a class.
A is considered as a hyponym of B if A is a (kind of ) B. These are synsets that are more
specific just like car and auto are hyponyms of a vehicle. Hyponyms determined an “is-
a” relationship to their hypernyms (Miller, 1995).
Each synset in Wordnet has a connecting hypernym and hyponyms that has
semantic relations that will form a tree structure. This tree structure consists of
connecting nodes represented by synsets. The hypernyms will serve as the parent nodes
while the hyponyms will form into the child nodes of the hypernyms. Given a tree
structure below shows the example of hypernym relations as retrieved from Wordnet
(Ferlež, & Gams, (2004).
Figure 1: Hypernym of computer
Figure 1 shows the graphical representation of how the hypernym relations in

Wordnet is organized. The highlighted nodes are the hypernyms of the synset computer.
The synset machine is the parent of computer, calculator, and printer while the device
is also the hypernym of machine and instrument to the device. Every hypernym is
considered as a parent node to every other synset.
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Figure 2: Hyponyms of computer
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.
Path-Based Measure of Similarity

Path-based measures are a way of measuring the similarity of text which is
calculated as the length of the shortest path between two concepts that connects the
concepts through their least common subsumer (LCS). The LCS is the most specific
ancestor shared by two concepts. The length is calculated by counting the number of
nodes between the two concepts. The lcs-path measure is a modification of this and
is calculated as the reciprocal of the length of the shortest path which is shown in the
equation below (McInnes, Pedersen, Liu, Melton, & Pakhomov, 2014).
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: Node counting from computer to adapter
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: Node counting for synsets data and information
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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OBJECTIVES OF THE STUDY
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
Model and Student Essay

The model and student essay are the primary data inputted to the scoring system
where scores are mainly computed from. Model essay refers to the predefined answer set
and inputted by the teacher during the adding of a new essay question. It is where the
accuracy of the student answer will be based. On the other hand, student essay refers to
the student answer or response to the essay questions. It is inputted by the student while
taking the essay examination.
Text Processing Methods

Text processing involves the process of tokenization, stop words removal, stemming
and Parts-of-speech tagging. Both model and student essays undergo the above processes
to prepare the data for semantic similarity methods.
The inputted model and student essay as shown below will undergo the text
processing methods as discussed below.
Student Essay Model Essay

A/DT machine/NN used/VBD to/TO calculate/VB A/DT computer/NN is/VBZ used/VBD to/TO
and/CC prcess/NN data/NN. give/VB information/NN.
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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Stop Words Removal

After tokenization, stop words are identified and removed to retain only those
important words needs during comparison for semantic similarity. Both model and
student essay will undergo this process.
During this phase, stop words are identified and removed from the student and
model essay. Stop words are identified by comparing the word to the list of stop words
stored in the database. After identification, it will then removes and retain the important
words. Given the above example, student essay has stop words: a, used, to, and while
model essay are; is, a, used, and to.
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.
Alternative Model Essays

The model essay is the predefined answer by the teacher where the students answer
be compared for scoring. It refers to the base idea or thought of the essay topic given
by the teacher. Every student essay must be closer to the invoked sense or meaning of
the model essay to get a higher score. Comparing student essay to model essay alone set
by the teacher would be the direct way of getting the semantic similarity between the
two essays. However, the process of analysis would be limited only to the exact words
used in both essays. Thus, generating alternative model essays extracted from synonyms
or antonyms will give an additional measure of similarity because it will maximize the
possibility of using synonymous words in the essay.
Generating alternative model essays is done upon adding a new essay question.
Model essay will undergo text processing methods to prepare the data set. Moreover, it
will undergo the process of disambiguation using Word Sense Disambiguation (WSD)
before getting the synonyms of every word as alternative model essays.
Word Sense Disambiguation (WSD) Process

This is the process of disambiguating every word in the model essay to get the
sense of this word as it is used in the context. This is done prior to the generation of the
alternative model essay to get the sense of every word used in the essay.
Given the example, the word computer stemmed as to compute the following glosses
or senses:
1. the procedure of calculating; determining something by mathematical or logical
methods
2. a machine for performing calculations automatically
3. problem-solving that involves numbers or quantities
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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 refers to the gloss of the synset being compared while

is the union of all the glosses of other synsets except for
the target synset ready for comparison. The refers to the function that will count the
overlapping or matching words during the comparison of glosses. This function will
continue until all words per glosses will be compared. To get for the sense of each word,
the following equation is used:
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.”
Synonym and Antonym Extraction

Synonyms are extracted from the WordNet synsets after the appropriate sense of
the word is identified. The set of synonyms are classified according to the sense of every
word in which it is linked to its corresponding synonymous terms in database. Based on
the synonyms above in every word, it will generate an alternative essay such as computer,
distinguished, invention, modern and engineering. Another alternative model essay would
be computing machine, eminent, innovation, modern and engineering science and so on.
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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.
Criteria and Algorithm Weights

Weights are necessary for the study because it maintains the balance of importance
between the resulted scores of the algorithms. It helps to level priorities accordingly in
scoring wherein it takes a higher weight to the algorithm result which is believed to
contribute higher value in the final score. Scores are computed based on the standard
weights defined for each criterion in essay checking.
The researcher has set defined weight distribution for the different criteria since
no study that cited the appropriate weight distribution for similarity algorithms and
the criteria for grammar and spelling. Semantic similarity algorithms have a weight
distribution of 20% for CTF, 20% for LCS and 60% for SD. This weight distribution
offers the best balance for the three algorithms wherein SD has an above 50% compares
to the other algorithms. These given weights are customizable in the administrator
account for the possibility of updates. Moreover, the weight distribution for spelling and
grammar is both 15% to give the best balance of importance for both grammaticality
and spelling. This weight is set as the maximum, the teacher could still customize the
weight within the given range. These weights are based on the presumptions taken from
the experts and the formulated weights of the researcher and are experimented using the
scoring system.
Semantic Similarity Algorithms

Algorithms for measuring semantic relations include Common Term Frequency
(CTF), Longest Common Subsequence (LCS) and Semantic Distance (SD). The
mentioned algorithms have its corresponding weight in computing similarity. The result
of the computation will be the score for content relevance criteria of the essay.
Common Term Frequency

The algorithm checks the matching words from the student essay with the model
and the generated model answers. It will only count the matching non-repeating words
for every essay being compared. It works by comparing the student essay to model essay
and counting the words common to both essays. These words must be the same string.
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The repetition of these strings in the essay is counted only once. Given is an example
below:
Student Essay: Computer is used to calculate numbers.

Model Essay: Machines make work easier. Computers are considered machines. This
machine computer is used to calculate.
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:
where refers to the number of distinct words that matches between

two essays and is the total number of words present in the model essay
that is used during the comparison.
The matching will continue to all generated model essays and the result with the
highest CTF value is considered as the final CTF.
Longest Common Subsequence

The algorithm identifies the longest common substring or the consecutive characters
that match between student essay with the model essay and generated models. The
count is not limited to a single word only but could be extended as a whole sentence or
even a paragraph. It will get the exact matching string between the two essays. Example,
the given the student and model essay respectively.
Student Essay: Nature is God’s creations and gift to everyone.
Model Essay: God’s creation is a gift to everyone.
Based on the above example, the longest common substring between the two essays
is God’s creation because it overlaps in both essays. Although there are other words
that matches but the algorithm selects the longest substring. Thus, the count for the
longest substring is 12 ignoring the apostrophe and whitespace which can be removed
during the tokenization process. The matching will continue until all generated models
are matched to student essays. The LCS with the highest value will be the final LCS.
Longest Common Subsequence is computed as follows:
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Where refers to the character count of the longest matching

substring between two essays while refers to the total number of
characters present in the model essay.
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.
A.Semantic Distance between Words

This is the prior process in the computation of the semantic distance between essays
because the resulted semantic distance between words will be the basis upon comparing
each word in the essay. In this process, the pair of words that are semantically similar is
defined with its corresponding distance value that determines how the two words are
similar in terms of their meaning. This algorithm utilizes the words in the Wordnet
database wherein each word will be paired with its similar words based on the hypernym
and hyponym relations.
Each pair will be measured in its semantic distance depending on the count of the
connecting nodes between them. This is called the path similarity, and it is equal to . It
ranges from 0.0 (least similar) to 1.0 (identical).
The computation of the semantic distance between words is achieved by
implementing the following important processes or steps:
1. Querying hypernyms and hyponyms from Wordnet

This is the process of extracting the hypernyms and the hyponyms of every word
which identifies similarity to the target word. These two relations are important
in identifying the similarity of words in terms of their connections as presented in
Wordnet. Each relation is stored in separate tables in Wordnet. Every synset is linked to
its corresponding hypernyms and hyponyms as represented by its synset_id which can
be formed into a tree-like structure linking node of concepts to other concepts. Thus,
Figure 36 shows the snippet query of getting the values for hypernyms of the target
word.
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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.
2. Identifying and Linking Nodes

This is the process of identifying the hypernyms and hyponyms to be linked to
a given word which can be the linking nodes in the tree structure. These relations are
connected based on its given synset_id per synset/word. It is the reference value to each
relation that links to every other synset. Identifying the synsets that links to a specific
word in the tree hierarchy is a bit tricky and requires a focus tracing. This process will
utilize the three important relations in Wordnet namely synsets, hypernyms and hyponyms.
To understand the whole process fully, the following sub-processes are executed.
2.1Querying the target word

This process needs to query the target word to get the available senses of that
word which serves as the starting point for all processes. Every sense of the word will
determine how the word will be used or mean. The resulting synset_id from the query
has its corresponding linked hypernyms and hyponyms that will be used later in the
next processes.
The synset computer has two senses represented by the synset_id 102971359
and 109257296. These synset_d will be the starting reference value in querying the
hypernyms and hyponyms of the target word iterating until the root node will be
identified. Each of the senses has a different link of synsets that can be formed into a
different tree hierarchy.
2.2. Querying the hypernyms of the target word

This process will retrieve the hypernyms that link in each sense of the target word.
To showthe process, it uses the sense 102971359 as an example based on the previous
query.
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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.
2.3 Querying the hyponyms of the target word

This process will retrieve the linking hyponyms in each sense of the target word.
The resulting hyponyms will serve as the child nodes of the hypernym as queried from
the previous process. Upon the hypernym is identified, it will automatically find all the
hyponyms linking to it as its child nodes in the tree structure.
To check for the hyponyms of the synset machine, it is queried in the hyponym table
as shown in the resultset. It had 42 hyponyms and shown as highlighted in the word
computer which means that it is one of the hyponyms as expected. These hyponyms will
be the child nodes of synset machine in the tree hierarchy, and the first level serves as the
siblings of the synset computer.
After understanding the above discussions, the tree structure will partially be in
the first hierarchy. The tree structure shows only some of the hyponyms for graphical
representation, but the actual resultset is 42 rows with computer 102971359, ATM
102870954, calculator 102834550, decoder 103054310, printer 103853110 and motor
103647935 as part of it.
Figure 5: Tree structure showing the first level hierarchy
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.
3. Counting the Path Node

The process will count the number of nodes linking the path between the two
words. This count will be used in the formula for getting the semantic distance. The
synset computer to adapter has a node count of 4. The count started from the word
computer and it follows three edges that connect four nodes including the word adapter
passing through the parent of computer. Since the machine is the parent node of the
computer, then the node count between the two synsets is 2 because there is only one
edge that connects them.
The synset computer and printer are both hyponyms of machine. Therefore, both are
of the same parent and level. Thus, the node count between the two synsets is 3 because
starting from the word computer, it passes one node which is the parent node machine
going down to the edge that connects machine, and printer since the printer is a child
node of machine. Therefore, it passes only 3 nodes which include a computer, machine
and printer.
Since synset computer and calculator are both hyponyms of machines and like a
printer, both shares the same parent. Therefore, there are only two edges that connect the
two synsets with their parent which also yield to node count of 3. The synset computer
and instrument has a node count of 4 because there are 4 connecting nodes starting from
the node computer, passing through machine and device until to the node instrument that
passes along the hypernyms path of the computer.
Besides, synset data and information resulted from the query are belong to the same
node. Therefore, the node count will be equal to 1 because no edge that separates them
rather the words are in the same node. This instance will happen when a certain synset
will retrieve more than one word during the query like for the given example below.
The words with the same synset_id belong to the same synset which also means that
they are synonyms and both in the same node in the tree structure. The words data and
information has both synset_id of 107949563 that identifies them in the same node.
4. Computation of Semantic Distance

This process will compute the semantic distance between a pair of words based on
the count of nodes resulted from the previous process. It will compute the semantic
similarity of two words using the path similarity measures which is represented by the
equation below.
Where is the path length from synset1 to synset2 using node counting. Based on the

example, the semantic distance for synset computer and machine is ½ or 0.5 similarity.
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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.
5.Generating and Storing Semantic Distance of Word Pairs

This is the process of deployment which is necessary before the computation of the
semantic distance for the whole essay. It is where the word pair semantic distance value
is retrieved during the comparisons for two essays. It will generate all the computed
semantic distance of word pairs based on the above computations discussed from
previous processes and stores this in a separate table in the database that serves now
as the reference or lookup for other computations. As a result of deployment of the
process, the table now contains more than 5 million of similar words in pairs with a
corresponding semantic distance computation in each pair.
This collection will be used in the computation of semantic distance in the essay as
the final process.
B.Semantic Distance between Essays

After generating computed semantic distance between word pairs as discussed from
previous sections, the computation of similarity between essays will follow. This process
will use the stored calculated distances between word pairs in the comparison of the two
essays. Each word in the model essay will be compared to every word in the student
essay forming into a pair of words to get the average similarity for the two compared
essays. Every pair of words will be compared to the stored pair in the database for the
semantic distance value, in the case that the pair does not exist in the database; it means
that the two words have no similarity in meaning. The algorithm will compute the
average semantic distance of all the word pairs with a semantic distance value taken
from the database which is represented by the following equation.
where is the summation of all the computed semantic distance

in all word pairs and is the total word pairs. To check the percentage
occurrence of similar words between essays, the following equation is used
where refers to the word count with an existing semantic value as

compared to the database after pairing to student essay while refers to
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the total number of words used in the model essay.

The occurrence percentage is considered in the computation to check the number
of words in the model essay with a semantic value existing after pairing to the student
essay. It is necessary to maintain fairness in scoring. For instance, the model essay has
5 words and upon pairing, there are 1 out of 5 words having a semantic distance value
and it is 1 that may result in an average of 1 which is unfair for those with a count of 4
out of 5 with lower semantic distances. Though it is lower in average, it also means that
the essay with a higher number is using words more similar to the other that’s why it is
given weight in computation.
The average between the above percentage and average distance will be the semantic
distance between the two essays compared.
Based on the above computations, the semantic distance between the two essays
will be computed as follows:
Grammar and Spelling Checking

Checking both the grammar and spelling in the student essay plays an important
criterion in evaluating the structure, grammaticality, and style of writing.
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:
Where is the weighted maximum score for spelling? Given an

example as identified spelling error which is 1, will be computed 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:
=[ ]
Where refers to the number of words in the essay while is

the total errors identified in grammar. Further, is the weighted score
resulted from multiplying the percentage set by the teacher for grammar and the total
essay score as computed below:
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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.
Final Scoring Computation

Given the results from grammar, spelling and the semantic similarity algorithms,
the final score for the essay is computed. Essay scoring follows the predefined criteria
for spelling, grammar and content relevance which given weights are discussed from
previous sections. Computation for the final score of the essay given the previous
examples is discussed below.
Computation for Content Relevance

The computation for content relevance is based on the results in the computation
for CTF, LCS, and SD. The highest resulting value from each algorithm will be selected
and used in the computation.
To compute for a weighted score for the relevance of the content, the following
equation is followed:
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.
where the is the deducted percentage from the allocated

spelling and grammar percentage set by the teacher to each essay question.
To replace the equation with the given an example above and based on the computed
results for CTF, LCS, and SD as discussed from previous sections, it is computed as
follows.
21
The score for the content relevance of the essay based on the results of the three
algorithms is 5.922845.
Computation of the Essay Score

Given the score distribution of the essay as computed based on the percentage set
by the teacher, the score distribution for each criterion based on the given example
discussed previously are as follows:
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.
RESULTS AND DISCUSSION
Grammar and Spelling Error Evaluation Accuracy Test

The comparisons of grammar and spelling error evaluation accuracy test between
the teacher expectation and the actual result generated by the system. The system
indicates the POS tags for each word and highlighting the errors evaluated.
The percentage error between the errors counted by the teacher and the system were
determined and to calculate the individual accuracy, the resulted percentage difference
22
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.
Computation of Percentage Difference and Accuracy

The percentage difference between the final scores of two essays is computed using
the following formula:
Where will refer to the scores of both essays. Replacing

the equation by example:
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:
Essay Scoring Accuracy Testing

It summarizes the percentage difference and accuracy of all test cases which
results in the overall average of 18.03% difference from the scores given by the teacher
23
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.
Table 1. Test Case Results Summary

Percentage Difference Average Accuracy
Average
Test Cases Student Student Percentage Student Student Student
Student 3 Accuracy
1 2 Difference 1 2 3
Test Case 1 17.58% 24.07% 17.18% 19.61% 82.42% 75.93% 82.82% 81.05%
Test Case 2 24.63% 20.18% 7.11% 17.30% 75.37% 79.82% 92.89% 82.69%
Test Case 3 8.98% 22.32% 20.27% 17.19% 91.02% 77.68% 79.73% 82.81%
Average 18.03% 82.18%
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
24
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.
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28
Determinants of Quality Teacher

Education Program of Private Higher
Education Institutions in Caraga Region,
Mindanao, Philippines
GLYNDA L. BACONG
bacong_glenda@yahoo.com
http://orcid.org/0000-0002-9582-5157
Father Saturnino Urios University, Butuan City

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
Higher Education Institutions, Competence, Compliance, Quality Teacher

Education Program, descriptive-evaluative research design, Philippines
29
INTRODUCTION
This investigation is anchored on the Principles of Quality System as defined by

Lewis & Smith (1994) who forward that the core function of higher education is
student learning and this should be emphasized in all discussions of quality and quality
assurance. They also mentioned two approaches to assuring quality in higher education
– accreditation and outcome assessment.
Accreditation focuses on the inputs of the institution such as student achievement,
faculty degrees, facilities, curriculum, physical resources, and administration. The basic
assumption of this approach is if high-quality inputs exist, high-quality outputs will
result. Meanwhile, outcome assessment emphasizes the importance of evaluating the
outputs of higher education such as student achievement, graduation, and employment
(Lewis & Smith, 1994).
For Conchada & Tiongco (2015), accreditation is one way that HEIs keep
themselves in check with the standards. With the growing number of HEIs in the
country and the demand for skilled workers in the global market, there is an urgent
need to enhance the quality of program offerings among institutions further. In a similar
manner Antiojo (2017) supports that accreditation is a system of evaluation based on
the standards of an accrediting agency. He sees it as a means of assuring and improving
the quality of education where the focus is the assessment of programs by external
accrediting bodies using peer reviewers.
Antiojo (2017) emphasizes the inverse relationship existing between the number
of HEIs in the Philippines, which are described as “educational opportunities,” and
the level of quality of the educational system in the country. As he puts it, quality of
education is affected by the competition between private and state universities, the influx
of private low-cost, low-quality, and the absence of a centralized accrediting agency.
Raising the quality of higher education institutions is thus one of the motivations
why government agencies such as the Commission on Higher Education are always
finding ways to address the issue. Reforms are being set in places such as rationalizing
the structure of public higher education and improving higher education budget to
ensure resource mobilization and cost-effectiveness (Paqueo, Orbeta, & Albert, (2011).
In trying to improve the quality assurance system of HEIs, the Commission on
Higher Education came up with the CHED Memorandum Order (CMO) no. 46
which focuses on learning competency-based standards and outcomes-based system of
quality assurance based on the type of HEI. The said CMO seeks to enhance the quality
assurance system of private and public HEIs in the country.
First of all, outcomes-based standards or learning competency-based standards is
based on a student-centered lifelong learning framework. Outcomes-based education is
anchored on the idea that the course content is developed regarding learning outcomes.
In this case, the outcomes are the set of learning competencies that enable learner’s
30
to perform complex tasks/functions/roles (CHED, 2012). This involves a shift from

input-oriented curricular designed based on the description of course to outcomes-
based education.
Based on the guidelines for the implementation of the CMO 46, inputs may be
considered as part of the strategies in achieving the goal. The level of attainment of
outcomes shows how much of these aims have been achieved. The outcome-based
quality assurance refers to the process of looking at the level at which the inputs,
methods, and execution produce the desired learning competencies for the graduates of
that program (CHED, 2012). In essence, this means that HEIs should identify quality
indicators of output such as the percentage of passing the licensure exam or percentage
of employment (CHED, 2012).
A typology-based quality assurance, on the other hand, refers to the establishment
of more appropriate quality assurance and development interventions for specific types
of HEIs since each has a different vision and mission. It would give a clearer focus on
each type of HEIs role in the context of national development goals. The result of this
would be increased internal efficiency to ensure that the HEI’s programs are comparable
to similar programs (CHED, 2012). This implies that HEIs will have to review their
program offerings because the programs that they offer should be in line with their
vision, mission, and goals.
Our economy needs individuals with high-level academic, technical, behavioral,
and thinking skills to improve human capital base and produce a strong labor force,
as well as higher education institutions (HEIs) with the capacity to do research and
engage in innovation to increase productivity (Di Gropello, (2011). Recognizing the
importance of higher education in delivering such skills and research, the Commission
on Higher Education (CHED) issued CMO 46 in pursuit of the Government’s
commitment to the “evolving efforts to recognize and develop a system of comparable
qualifications, degrees, and diplomas across the Asia-Pacific region,” and the “acceptance
of internationally-agreed-upon frameworks and mechanisms for the global practice of
professions” (CHED 2012: CMO 46, Article 1, Section 5).
Specifically, CHED has implemented its reform to enable the acquisition
of knowledge and develop skills, which will enhance productivity and global
competitiveness of students and graduates. This policy direction is therefore very crucial
if the government wants to move up the value chain beyond production processes by
nurturing pools of well-educated workers who can perform multiple and complex tasks
and adapt to the rapidly changing and evolving working environment (Di Gropello,
(2011).
This innovative move in HEIs is the rationalization of the quality assurance (QA)
processes and procedures in Philippine higher education through an outcomes-based
(OB) and typology-based (TB) QA. There are two approaches to the outcomes-based
evaluation (OBE). One is program approach, which is a direct assessment of educational
outcomes, and the other is institutional, which is an audit of the quality system of
31
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
In education, quality assurance is an approach which seeks to measure processes,

conditions, and trends to produce the best desirable outcomes. Likewise, it refers to the
means by which an institution can guarantee with confidence and certainty that the
standards and quality of its educational provisions are maintained and enhanced. The
social context of the class is doing the right thing, right on time and every time, seeking
zero defects and conformance to requirements, structuring features or characteristics of a
product or service to satisfy stated and implied needs and build and sustain relationships
(Ganal, 2014).
Article II, Section 1 of the Policies and Standards for Teacher Education, MECS
Order N. 26 series of 1983 stipulates: the primary concern of teacher education is to
prepare teachers imbued with the ideals, aspirations, and traditions of Philippine life
and culture and sufficiently equipped with knowledge of an efficient delivery system.
In support of the aims of the national government to achieve quality and excellence
in higher education institutions, this study was pursued to determine the quality practices
of Teacher Education Program among the private Higher Education Institutions of
Caraga Region. The working scheme started with the assessment of the compliance
of private HEIs’ Teacher Education Program to standard concerning administration,
faculty, curriculum, instructional standard, library, physical facilities, and admission
and retention.
Moreover, the quality of Teacher Education Program is another variable for
investigation represented by the second box. This variable was measured using Licensure
Examination for Teachers (LET), accreditation, research, and extension. The results of
the investigation based on the variables in the first two boxes were used as the basis for
proposing a framework for a quality teacher education program in the Caraga region.
32
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.
Hypothesis of the Study

HO1. There is no significant relationship between the level of compliance and
quality teacher education.
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.
Research Environment, Population, and Sample

The study was conducted among the private Higher Education Institutions in the
CARAGA Region. CARAGA Region is situated in the Northeast section of Mindanao.
It was created through Republic Act Number 7901 on February 25, 1995. The region is
composed of five provinces: Agusan del Norte, Agusan del Sur, Dinagat Island, Surigao
del Norte and Surigao del Sur; six (6) cities: Butuan, Cabadbaran, Bayugan, Surigao,
Tandag, and Bislig; sixty-seven (67) municipalities and 1,308 barangays. Butuan City
is the regional center.
In this study, the respondents were the twenty-one (21) Private performing
sectarian and non-sectarian schools in Caraga region. These schools had been offering
Bachelor of Elementary Education (BEED), Bachelor of Secondary Education (BSED)
with LET performance for the last three (3) years (2014-2016), Deans /Program Head
of private Teacher Education Institutions and College Instructors handling Professional
Education subjects.
Table 1 shows the distribution of Higher Education Institutions which offer Teacher
Education Program from the different provinces in the CARAGA Region.
33
Table 1. Distribution of HEI-Respondents

Province Dean Teacher
F % F %
Agusan del Norte 8 38.1 33 37.1
Agusan del Sur 3 14.3 14 15.7
Surigao del Norte 5 23.8 23 25.8
Surigao del Sur 5 23.8 19 21.3
TOTAL 21 100 89 100
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.
Data Gathering Procedure

The researcher sent a letter to the Regional Director of the Commission on Higher
Education (CHED) to ask permission for the conduct of the study. Following the
approval of the Director of Commission on Higher Education, the researcher sent a
letter to the school administrators / Deans of the Private Higher Education Institutions
in CARAGA Region requesting permission to conduct the study in their respective
schools.
The data for this research were collected using a survey questionnaire. Questions
were patterned from CMO # 30 s. 2004, after the expert, validated the survey; these
were distributed to the Teachers, Program Deans of private HEIs offering Teacher
Education Program in Caraga Region. The researcher assured confidentiality of their
survey sheet since the identities were not significant.
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
34
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.
On the Profile of the Teacher Education Program

Most of the administrators of Higher Education Institutions in Caraga Region were
66 years old & above (52.39%) and were retirees and launching a second career. As cited
by Cochran-Smith, & Zeichner, (2009, an older woman in academia are more fully
formed, and they have more years of previous values and habits that have to be displaced
to make room for the new ones.
Data revealed that 18 out of 21 or 85.70% of the Deans of HEIs in the region had
a doctorate in the discipline and had been conformant to Philippine standards in the
offering of a Teacher Education.
Data revealed that 100% of the respondents were on full-time status, which
conformed to the Philippine standards in the offering of teacher education program
that Deans should be in permanent status in the operating role focus on the day-to-day
activities and to get the job done.
Some, 42.86% of the Deans of Private HEIs in Caraga Region had the length of
service of more than two decades.
Most of the Deans (42.86%) in Private HEIs in Caraga handled binary functions,
and more than nine units teaching load. This result was a non-compliance to CMO No.
30, s. 2004, that if the Program Head has to teach, his or her teaching load should not
exceed nine (9) contact hours per week.
In the study of Warr (2011) for individuals, the increased workload has harmful
effects on their health and safety at work, such as musculoskeletal disorders, psychological
distress, fatigue, and accidents. For organizations, the consequences mainly involve
increased absenteeism, staff turnover, and poorer quality. Most of the respondents were
engaged in two (2) external affiliation or professional activities and only 6 out of 21
Deans were engaged with more than three (3) associations or professional activities.
According to Morrison (2014), participating in any professional organizations provides
information about the chosen field.
Faculty Profile of Teacher Education Institutions in the Region

Most of the faculty respondents (56.18%) teaching Professional Education subjects
were Bachelor of Elementary Education graduates and 6.74% were graduates of
Certificate of Teacher Education and other Baccalaureate degree.
But it was noted that only 51.69% of the respondents were licensed teachers. The
35
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.
36
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
37
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.
On The Level of Compliance among the Teacher Education Program

The deans from Private HEIs in Caraga Region were asked to rate their level of
compliance in terms of seven (7) key areas namely; administration, faculty, curriculum,
library, facilities & equipment, admission, and retention policies.
Table 2. Level of Compliance among Teacher Education Institutions As rated by the

Deans and CHED Personnel
Mean Mean
Key Areas Verbal Description
HEI CHED Average
Administration 3.87 2.93 3.40 Exceeding the minimum standard
Faculty 3.17 2.40 2.78 Exceeding the minimum standard
Curriculum 4.00 2.86 3.43 Exceeding the minimum standard
Library 2.82 1.84 2.33 Practicing the minimum standard
38
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.
39
On The Quality Teacher Education Program of HEIs in Caraga Region

Licensure Examination for Teachers. Table 3 presents the LET performance of
TEIs for the year 2014–2016. This was used as a basis to determine the LET performance
of teachers among private Teacher Education Institutions in the region.
Table 3. LET Performance on National Passing Rate from 2014 – 2016

Takers Passers Passing Percentage
Year National Caraga National Caraga National Caraga
Bachelor of Elementary Education
2014 62,160 454 19,348 166 31.13 36.56
2015 70,786 417 25,301 183 35.74 43.88
2016 44,144 474 12,103 228 27.42 48.10
TOTAL 177,090 1,345 56,752 577 32.05 42.90
Bachelor of Secondary Education
2014 64,792 177 25,755 79 39.75 44.63
2015 77,803 265 26,767 158 34.40 59.62
2016 56,596 338 17,904 152 31.63 44.97
TOTAL 199,191 780 70,426 389 35.36 49.87
Table 4. LET Performance on National Passing Rate from 2014 - 2016

National Passing % Freq. of TEI LET Passing %
Program Ave. (2014 - 2016) Below Nat’l. Passing Above Nat’l. Passing
BEED 32.05 4 19.0 17 81.0
BSED 35.36 9 42.9 12 57.1
Average 33.71 7 31.0 15 69.0
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.
40
Table 5. LET Performance per Caraga HEIs 2014-2016

Verbal BEED BSED
Description
Frequency Percentage Frequency Percentage
Excellent 9 42.86 5 23.81
Very Good 9 42.86 6 28.57
Good 3 14.29 5 23.81
Poor 0 0.00 5 23.81
TOTAL 21 100.00 21 100.00
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.
Accreditation of TEIs in Caraga Region. Table 6 shows the accreditation

performance of private Teacher Education program in Caraga Region.
Table 6. Accreditation Performance of Teacher Education

Status Frequency Percentage
Non-Accredited 14 66.67
Level 1 4 19.05
Level 2 2 9.52
Level 3 or 4 1 4.76
TOTAL 21 100.00
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.
41
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).
Research Performance of Teacher Education Institutions in Caraga Region.
Table 7. Research Performance per Teacher Education Institutions

Verbal
Research Criteria Mean
description
Has a research office that takes care of research activities 2.70 Very Good
Has adequate support for research 2.80 Very Good
Has faculty members who conduct research and published 2.95 Very Good
Has researched to know the conditions/ needs of the outside community 2.91 Very Good
Has faculty members who contributed a research article for journal publication 2.30 Good
Has faculty members who have papers presentations and in local, nationals and/
2.20 Good
international
42
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
It can be gleaned in table 7 that the level of implementation of research of the

Higher Education Institutions in the region was fair with the overall mean of 2.49%.
The research indicator “Has faculty members who conduct research and published was
rated as the highest (2.95), and “Has a research journal related academic publication
published at least once a year for faculty and students” was rated the lowest with the
mean of 2.05. The results further suggested that the majority of the HEIs had been
conducting research on specific ways to drive learning and to evolve teachers’ progress
in their careers.
Ancheta (2012) cites that research in education is necessary to provide a basis for
educational planning. It is one of the main fields that should be embedded in the higher
education curriculum. Teacher Education institutions which are actively engaging in
research and support research partnerships with schools are most likely to succeed in
creating the predisposition to a research-based approach in their students. This is also
vital about community extension analytical or reflective practice.
Community Extension. Table 8 indicates the level of community extension

program of HEIs in the region.
Table 8. Extension Performance per Teacher Education Institutions

Extension criteria Mean Verbal Description
Prepare a long term plan for community involvement 2.90 Very Good
Provide a budget for community involvement projects 2.85 Very Good
Participates in the work educational, civic, cultural & religious
3.05 Very Good
organization
Undertake research-based community services project 3.00 Very Good
Provide financial aid/other assistance to deserving students 2.90 Very Good
Has provided adequate opportunities/motivation to know the
2.82 Very Good
conditions and needs of outside community
Has involvement of the faculty in community outreach 3.05 Very Good
Has community involvement of faculty members 2.75 Very Good
Has monitored, documented and evaluated the impact of
community service projects on implementors and beneficiaries on a
2.60 Very Good
regular basis
43
Has established/ maintained satisfactory partnership or linkages w/

3.15 Very Good
the various sector of the community
Has strong linkages w/ local & international institutions 2.45 Good
Has at least one(1) community outreach/ extension programs w/
2.90 Very Good
measurable impact aligned to Teacher Education
OVERALL 2.87 Very Good
The level of implementation of the extension of the Higher Education Institutions

in the region was “good,” or “the provisions or conditions are moderately extensive and
functioning well” with the overall mean of 2.87.
The extension indicator “Has established/ maintained satisfactory partnership or
linkages with the various sector of the community” was rated as the highest (3.15%),
and “Has strong linkages with local & international institutions” was rated the lowest
with the mean of 2.45.
The findings of the study suggested that private HEIs in Caraga Region had
strengthened the relationships they had with the communities served. When students
and community members were involved as recipients and participants in community
involvement, formal or informal, relevant information could be gleaned and learned in
the process. According to Radhakrishna (2014), when projects and course information
result in service experiences, the recipients are forced to use the information to make
changes, “to make a difference” and to do something with what they have learned.
According to Radhakrishna, Tobin, & Foley, (2014), research and extension
system have attempted to work together; however, these two entities remain separate
and maintain distinct cultural and organizational identities with a varied, yet linked
mission of Teacher Education Program relevant to the goal of quality teacher education.
Table 9 shows the quality Teacher Education Program of private Teacher Education
Institutions in the Caraga region. This was used as a basis to determine the LET quality
TEP among private Teacher Education Institutions in the region.
Table 9. Quality Teacher Education among HEIs in Caraga Region

LET Accreditation Quality
Performance
Performance status Research Extension TEP
f % F % f % f % f %
Poor 3 14.3 14 66.6 1 4.8 1 4.8 5 23.8
Good 13 61.9 1 4.8 5 23.8 3 14.3 5 23.8
Very good 4 19.0 5 23.8 8 38.1 6 28.6 6 28.6
Excellent 1 4.8 1 4.8 7 33.3 11 52.3 5 23.8
Total 21 100 21 100 21 100 21 100 21 100
44
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
Quality in higher education is a multi-dimensional concept which embraces all its

functions and activities such as teaching and academic programs, research and extension,
staffing, students, faculty, equipment, services of the community and the educational
environment. It also requires that higher education is characterized by its international
dimension, exchange of knowledge, interactive networking, the mobility of teachers
and students, and international research projects while taking into account the national
cultural values and circumstances purpose’’ (Friend-Pereira, Lutz, & Heerens, 2003).
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.
45
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).
r Value p-Result Result Decision

0.762 0.00 P 0.05 Reject null hypothesis
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)
46
On The Areas Which Influenced Quality Teacher Education Program

Data on table 12 indicated the factors which influenced most the quality of Teacher
Education Program in the Private Higher Education Institutions in the Caraga region.
Among the four (4) factors affecting the quality Teacher Education program of the
Caraga Region, it is statistically shown that research was the most influencing factor,
followed by accreditation, LET performance and community extension program.
Table 12. Stepwise Regression Model Summary

Adjusted R Std. Error of
Model R R Square Durbin-Watson Sig.
Square the Estimate
1 .808a .653 .634 .09562
2 .959b .919 .910 .04751
3 .959c .977 .973 .02610
4 1.000d 1.000 1.000 .00274 1.873 0.000
a. Predictors: (Constant), Research
b. Predictors: (Constant), Research, Accreditation
c. Predictors: (Constant), Research, Accreditation, LET Performance
d. Predictors: (Constant), Research, Accreditation, LET Performance, Extension
e. Dependent Variable: Quality Teacher
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.
47
CONCLUSIONS
The level of compliance among Private HEIs in Caraga region in terms of

administration, faculty, curriculum, library, physical facilities, laboratory, admission
and retention, had exceeded the minimum standard level of compliance in all areas as
rated by the deans of HEIs. In contrast to result of the study as evaluated by the CHED
personnel illustrated that the level of compliance of HEIs in the region was practicing
the minimum standard;
Research was the most influencing factor, followed by accreditation, LET
performance and Community Extension program the last;
There was a significant relationship between the level of compliance based on CMO
30 s. 2004 survey and quality Teacher Education in the region.
RECOMMENDATIONS
Based on the findings and conclusions generated in the study, the following
recommendations were offered:
For Teacher Education Institutions

To make this study useful to its purpose, they must upgrade the level of competency
of different areas and intensify research because it affects the success and failure of quality
Teacher Education Program.
For the Commission of Higher Education (CHED)

It is recommended based on the findings of the study that CHED should closely
monitor the level of compliance of private TEIs in the region and formulate relevant
educational policies and reforms to sustain the quality teacher education program in
the region.
For the Department of Education (DepEd)

DepEd should help the HEIS in out-field teaching and continuous training and
professional development.
For School Heads

School administrators must not only meet the specified standard set by CHED,
but rather they should take initiatives to enhance or exceed the minimum standards to
obtain quality and the findings of this study serve as baseline data in the implementation
of the quality Teacher Education program.
Teachers
Since learning outcomes depend on the ability of the teachers to teach, it is
48
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.
For Other researchers

Those who wish to conduct a study of this subject, this research can 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.
This study due to lack of resources and time constraints, could not investigate into
other critical areas of the teacher preparation programs. Therefore, it is suggested that
researchers in education must investigate into other areas of this problem such as teacher
preparation curriculum, teacher preparation program evaluation, implementation issues
and management issues involved in it.
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51
SMCC Higher Education Research JournalHigher Education Research Journal
SMCC
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
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.
This study assess the ratings before and the evaluation ratings after the interventions. This
study utilized the assessment and evaluation methods and the descriptive comparative
design. The instruments were 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. 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.
It was recommended that the school must continue the Faculty Development Plan
of the personnel. This includes graduate school studies and seminars, workshops, and
symposiums with internal or external based. Also, the Board of Trustees must appropriate
budget for continuing education as part of the annual school budget allocation.
52
KEYWORDS
Approaches, organization development, Intervention on the Transformation,

descriptive comparative design, Philippines
INTRODUCTION
Philippine society is at the threshold of a new era, one characterized by rapid

change and the emergence of knowledge as the most important economic resource.
To live up to its mandated role as the country’s font of knowledge and its primary
engine of change, the school system must take decisive steps to recast itself from the
hidebound institution that it has become into a more vibrant, responsive and dynamic
institution. Such a transformation requires nothing less than a complete reorientation
of its political, social, and economic architecture.
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).
Like the metamorphosis of a butterfly, the educational system must also transform
to be globally competitive and to have academic excellence. Starting with the most
important factor in the organization which is the people.
Metamorphosis is the change in the structure and habits of an animal during
growth. The egg starts the life cycle of a butterfly. The caterpillar is the second stage
in the development of a butterfly. The caterpillar then begins the next stage of its
metamorphosis called the pupal stage. This is the stage where a complete change takes
place. The old larval tissues are changed into new adult tissues, and this is now the
beautiful butterfly (Wrigglesworth, (2015).
Transforming the high school teaching personnel of SMCC is one of the most
priority areas for development since the administration believe that the teachers are the
front liners of the organization.
On the year 2000, the Planning & Development Center of SMCC was established.
The office organized a general assembly represented by different sectors: personnel,
students, alumni, and parents. School’s strengths and weaknesses were assessed. New
vision- mission was formulated that is: Saint Michael College of Caraga is a Christian
Center of Learning for Academic Excellence and Integral Human Development.
53
As such SMCC commits itself to:

a.) Implement value-oriented curricula in all departments to enhance the total
development of the pupils and/or students; b.) Provide academic strategies and/or
courses that would help the students or pupils develop their skills and gain knowledge to
prepare them as effective leaders and professionals in the future; c.) Intensify Christian
formation programs that would enable the students or pupils to live their faith and
practice a moral, cultural and spiritual values as pro-life, pro-country and nature-
friendly human persons; and d.) Inculcate the positive Filipino values, customs, and
traditions for them to take a wholesome pride of being a Filipino.
To provide the best academic training in the region, the Planning and Development
Center formulated the Vision 2020 Master Development Plan way back in the year
2000.
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
Institutional planning is the process of thinking, deciding, and sharing so that an

institution becomes a model institution according to its purpose (Maquiso, 1983).
Planning will help visualize the future and create a framework to guide actions in the
future (Anderson & International Institute for Educational Planning, 1991). Charting
a course of action, several sorts of information may be needed, and these data may be
gathered through assessment and evaluation methods (Best & Khan, 2016).
Any assessment of the process of institutional planning and development should
be based on the steps taken as planned, and those taken incidentally. The purpose
of process evaluation is to assess what is happening in institutional planning and
development, what is causing it to happen and why, as well as the alternatives available
so that the long-range institutional goal can be attained earlier than projected, and
54
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:
Heart in the Product (care, skill and consideration)

+
Heart in the Service (emotional attunement, creativity, love and motivation)
= Profitability, Proactivity & Productivity
After a thorough assessment, problems have been diagnosed and interventions

are formulated. According to Martirez (2000), 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 like the Content-Oriented
Approaches, Process-Oriented Approaches, and the combination of various approaches.
Person-Oriented Approaches includes three (3) approaches: individual, group and
organization. Individual approaches include a.) coaching and counseling, b.) career
planning, c.) training, and d.) interpersonal peacemaking. Group approaches include:
a.) group problem solving, b.) team building and development, c.) intergroup meetings,
d.) role analysis techniques, e.) group dynamics, f.)T-Group, g.) Organization mirror,
55
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).
Specifically, the study aimed to answer the following objectives;

1. To assess the ratings before and the evaluation ratings after the interventions;
2. To determine the significant differences in the ratings before and after the
implementation of the ODI; and
3. To determine the transformation indicators that support the planned
interventions.
STATEMENT OF NULL HYPOTHESIS
Ho. There are no significant differences in the ratings before and after the
implementation of the ODI.
56
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
57
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
Procedure for Gathering Data

Preliminary preparation starts with a letter of request to conduct the study to the
School President. After the approval assessment was made and diagnosis of the problems
of the human resources of the high school department of SMCC were identified.
The researcher formulated the planned interventions and presented it to the
members of the Board of Trustees (BOT) for approval. After the approval of the planned
interventions, the researcher implemented it. The evaluation was made after almost two
years of implementation of the planned interventions.
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.
58
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
BS Degree Holder - 4.51 + 1.69 Reject Ho

BS Degree Holder with Master’s Units 4.50 + 1.69 Reject Ho
The educational qualifications of the high school teaching personnel of SMCC

have significant difference before and after ODI. The BS Degree Holder showed a
reduction in number while those BS Degree holders with master’s units significantly
increased in number after the implementation of the ODI. The career pathing on the
individual approach played an important role in terms of convincing the teachers to
enroll master’s program. According to Mchane (2000), training is designed to help get
employees adjusted to the work situation, develop his pride in and enthusiasm for the
job, maintain high standards of service, and help prepare him for advancement. Forms
of training include orientation, on-the-job training, job rotation, apprenticeship, and
travel/observation tours, conferences, lectures, seminars, study grants, vestibule training,
and distance learning.
The Faculty Development Program designed by the researcher is considered to be
effective since the teachers were motivated to enroll master’s program even some of the
teachers are on the age bracket of between 40’s and 50’s. Teachers enrolled in a master’s
program will be 100% free of expenses from tuition fee and other fees, transportation,
and accommodations. Also, additional compensation in salary increases if a teacher will
enroll in a master’s program. The units earned in their study, as well as the number of
hours attended in any professional enhancements like seminars, workshops, etc. will be
additional points to the ranking system implemented by the management. In return,
the teacher who avails the scholarship program will serve 1 semester of study as to 1 year
of service. If s/he transfers or resign s/he must pay all the expenses during the period of
study.
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.
59
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
Part I is the professional attitude, appearance, and students rapport interpreted as

very good before and after the implementation of the ODI but it differs in numerical
value since before ODI it has a weighted mean of 3.50 and after ODI it has a weighted
mean of 3.93. Among the four items the item “consistently alert and emotionally
mature” before ODI was rated 3.36 or interpreted as good but after ODI it was rated
3.91 or very good. The remaining items of part I were rated very good before and after
ODI.
Although some items retained the same interpretation, they increased in figure
values which showed a significant difference.
Tujan (2004), said that the teacher acts as a mediator between the lived experiences
of students and the curricular and disciplinal content that must be covered. As a mediator,
the teacher has the responsibility through the choice of pedagogical content to make
meaningful connections between the students’ lived experiences and the curricular and
disciplinal content.
Part II of the teacher’s performance evaluation is the effectiveness of teaching.
This is divided into two areas: A.) Knowledge of the subject matter and B.) Classroom
management.
60
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.
t-value Decision
Part II Effectiveness of
Teaching
A. Knowledge of Subject
Matter
1. Welcomes questions/
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,
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

t-value Decision
B. Classroom Management
1. Handles individual/group
discipline tactfully
2. Fair in dealing with
students
3. Gives attention to the
physical arrangement & 3.56 Very Good 3.83 Very Good 6.29 1.645 Reject Ho
cleanliness of the classroom
4. Adopts a system in routine
work
5. Punctual in starting &
ending Classes
Very
6. Checks attendance regularly 3.52 3.66 Very Good 3.03 1.645 Reject Ho
Good
7. Maintains good conduct of
students in class
8. Maintains proper academic
atmosphere & discipline in 3.45 Good 3.82 Very Good 7.39 1.645 Reject Ho
all classes
Very
AVERAGE 3.46 3.73 Very Good 5.60 1.645 Reject Ho
Good
61
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.
62
Table 4. The Frequency of the Teacher’s Performance Rating as Rated by the Students
Before and After the Implementation of the 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
The teacher’s performance rating increased in rating after the implementation of

the ODI. Before ODI there were 9 out of 12 teachers or 75% rated as good by the high
school students and only 3 out of 12 or 25% rated very good. After ODI there were 8
out 12 teachers or 66.67% rated very good and 4 out of 12 or 33.33% rated good by
the high school students. The result showed a significant difference in the performance
rating of the high school teaching personnel as rated by the students.
Table 5. The Emotional Quotient of the High School Teaching Personnel of SMCC
Before and After ODI.

t-value Decision
1. I know what makes me emo- 5.86
1.83 Competent 2 Competent 1.812 Reject Ho
tional w/customers.
2. I know what my customers are
1.83 Competent 1.92 Competent 2.25 1.812 Reject Ho
feeling about my service.
3. I harmonize emotions with my
service.
4. I am positive about my job. 1.92 Competent 2 Competent 5.36 1.812 Reject Ho
5. I take responsibility for my
1.92 Competent 2 Competent 5.36 1.812 Reject Ho
actions.
6. I remember to thank my cus-
tomers for their trust.
7. I value my co-worker. 1.83 Competent 2 Competent 5.99 1.812 Reject Ho
8. I can quickly identify my
feelings.
9. I am creative in my work. 1.58 Competent 1.83 Competent 3.18 1.812 Reject Ho
10. I know how to resolve con-
flicts.
AVERAGE 1.79 Competent 1.96 Competent 4.79 1.812 Reject Ho
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.
63
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:
Heart in the Product (care, skill, and consideration)

+
Heart in the Service (emotional attunement, creativity, love, and motivation)
= Profitability, Proactivity & Productivity
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.
64
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

t-value Decision
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.
65
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
interactions 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.”
66
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
The following recommendations were formulated based on the findings of the

study:
The school must continue the Faculty Development Plan of the personnel. This
includes graduate school studies and seminars, workshops, and symposiums with
internal or external based. Also, the Board of Trustees must appropriate budget for
continuing education as part of the annual school budget allocation.
For the researcher, to recommend to the Board of Trustees of SMCC to come-up
with a policy in terms of non-hiring of teachers with no master’s degree according to
their field of specialization.
That the school must continue the benchmarking, spiritual enhancement, and team
building activities of the high school teaching personnel for team unity, cooperation,
and emotional quotient development.
LITERATURE CITED
Anderson, L. W., & International Institute for Educational Planning, (1991). Increasing

teacher Effectiveness. UNESCO. Retrieved on January 9, 2019 from https://goo.
gl/giEcqP
Best, J. W., & Kahn, J. V. (2016). Research in education. Pearson Education India.
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Maquiso, M. (1983). Institutional planning and development: a primer. New Day

Publishers. Retrieved on January 9, 2019 from https://goo.gl/ri5NYQ
Martires, C. R., & Fule, G. S. (1993). Management of human behavior in organizations.

National Book Store. Retrieved on January 9, 2019 from https://goo.gl/7tny9x
Martires, C. R. (1999). Human resources management: Principles and practices. National

Book Store. Retrieved on January 9, 2019 from https://goo.gl/TWpbXT
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Miranda, G. S., & Miranda, C. M. (1996). Management Principles and Practices. L & G

Business House. Retrieved on January 9, 2019 from https://goo.gl/eygw7E
Pascual, Jingjing Martin (2003). Journey into the World of Science. Philippines: Diwa
Scholastic Press
Patton, P. (1998). Emotional intelligence in the work place. Kecerdasan Emosional Di

Tempat Kerja, Terjemah Zaenah Dahlan, Jakarta: Pustaka Delapratasa. Retrieved on
January 10, 2019 from https://goo.gl/ue9Rn8
Tujan, A. A. (2004). Transformative education. IBON Partnership in Education for

Development. Retrieved on January 10, 2019 from https://goo.gl/eugTY9
Wrigglesworth, V. B. (2015). The physiology of insect metamorphosis (Vol. 1). Cambridge

University Press. Retrieved on January 21, 2019 from https://goo.gl/QeeCeR
68
Academic Emotions And Performance

of the Senior High School Students:
Basis for Intervention Program
RICKY E. DESTACAMENTO
http://orcid.org/0000-0003-4105-1405
dna_red2020@hotmail.com
College Guidance In-charge
Saint Michael College of Caraga, Philippines

ABSTRACT
Emotions are ever-present in academic settings and can significantly influence

learning and achievement. Since the classroom is an emotional place, students often
experience emotions in school. This study determined the effect of academic emotions
in academic settings such as attending class, studying lesson, and taking test/exam
towards academic performance to find remedies and effective measures aim to yield an
intervention program to improve the learning experience of the students. Descriptive-
correlational and descriptive- comparative research design has used in this study.
Stratified random sampling was employed. The researcher collected data using an
adopted questionnaire from Achievement Emotions Questionnaire. A total of 185
Grade 12 Senior High School Students were involved. Data were analyzed using the
Descriptive Analysis, Multiple Linear Regression Analysis, Pearson Correlation Analysis,
t-Test, and ANOVA. The study established that there was a significant relationship
between the academic emotions and academic performance of the senior high school
students. Results also revealed that as the level of academic emotions at attending
class, studying lesson and taking test/exam increases, the academic performance of the
students also increases. 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
69
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
70
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
The Nature of Emotions

Fredrickson (2001) defined emotions as momentary or brief experiences that yield
changes in psychomotor processes, thoughts, and behaviors. According to Kennedy-
Moore & Watson (2001), emotions play three vital roles in human lives. First, they need
it for survival and adaptation. Gratifying condition and hope motivate an individual
to do his best while feeling worried and disgust make an individual cautious about the
71
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.
The role of emotions in learning

The neuroscience describes how positive emotions help to learn while negative
emotions impede it. As cited by Vail (2015) related the science to teaching when she
reminds educators that student’s knowledge often flies out of their control when they
are frightened. When students lose their access to their memory, reasoning and the
capacity to make connections with the lessons especially when faced with frustration,
hopelessness, anxiety, unhappiness, or embarrassment most. The mere participation of
being asked to read aloud in class is sufficient to freeze some students. Taking a written
test or exam, with its pooled requirements for retention, reasoning, handwriting,
preparation, and organization can lock some students’ gears. The sight of a math word
72
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
73
through emotional context. For instance, an English teacher presented a classic

American novel with lyrics from a grunge rock band to motivate students and give them
a way to relate to the story. Supplementary approaches include helping students see the
real-life connections between classroom ideas and their interests and activities, such as
connecting imaginary numbers to available resources nowadays.
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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In contrast to negative emotions, low- and medium-activated positive emotions

of students may enhance their cognitive processing and, in turn, their academic
performance. Certainly, in relating to Broaden and Build Theory, Fredrickson (2001)
contended that positive emotions promote successful academic functioning because they
broaden the cognitive awareness and consciousness of potential solutions to problems
of a person. Such as interest in a specific subject is expected to help students keep
attention on homework and, in turn, the students perform well. As Sullivan (2017)
stressed out, for both neurological causes and social causes, paying attention/focus is
a crucial factor in promoting learning and academic performance. Happiness triggers
the desire to play and creativity, which are particularly vital mechanisms that support
the teaching of a child. According to Fredrickson (2001), joy builds thought-action
repertoire through playful interactions, and over time, these interactions advance the
intellectual resources of a student. Fredrickson (2001) claimed that positive effect is
likely to improve academic behavior and engagement, and important evidence displays
that involvement in learning activities is positively interrelated to academic success.
Positive emotions, especially interest and curiosity, likely promote academic performance
because interested students who take pride in their work are primarily motivated to seek
out supplemental learning resources.
Similarly, Pekrun, Goetz, Daniels, Stupnisky, & Perry (2010) claimed that learning
while enjoying is correlated with extrinsic and intrinsic motivation. These conclusions
are dependable with the literature on mastery motivation. Often associated with egotism,
pleasure, and optimism and is a primary factor to mediate associations between emotion
and achievement (Pekrun, Elliot, & Maier, 2006).
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).
75
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.
Age and Gender

Gender is the range of physical, biological, mental and behavioral characteristics
pertaining to and differentiating between masculinity and feminity (Costa, Terracciano,
& McCrae, (2001). The term may refer to biological sex depending on the context
(i.e., the state of being male, female or intersex), sex-based social structure (including
gender roles and other social roles), or gender identity. Gender may also have conceptual
underpinnings linked to student academic success. Yang (2002) longitudinal study
on school readiness factors, including age and gender, reported the gender difference
between students considered at high readiness and low readiness for school to be
insignificant.
In contrast, Lucas & Sherry (2004) stated that gender needs to be considered, as
it plays a role in kindergarten performance. As reported by Voyles 2011), “gender was
76
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.
77
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
79
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
Generally, this study was descriptive-correlational and descriptive-comparative in

nature. The Achievement Emotions Questionnaire (AEQ) by Pekrun, Goetz, & Perry
(2011) was adopted. The researcher desired to find out and to assess the academic
emotions manifested by the participants in the areas of class-related, learning- related,
and test- related emotions. The participants of this study were Grade 12 Senior High
School students. In conducting this study, the stratified random sampling was used.
This study was conducted at Saint Michael College of Caraga (SMCC), a Sectarian
school that offers elementary, secondary, and tertiary levels of education. It is managed
by the Diocese of Butuan and situated at the heart of Barangay 4 Poblacion, Nasipit,
Agusan del Norte. The school was founded in the year July 1, 1948, with it is first
director Fr. Francisco Van Dyke who was then succeeded by different Dutch priests.
On February 16, 2002, its old name Saint Michael Institute was supplanted with
Saint Michael College of Caraga during the First General Assembly. The school offers
complete Basic Education from Nursery to College programs. In Senior High School,
the programs are STEM, ABM, HUMSS, GAS, and TVL. At present, Saint Michael
College of Caraga is an ISO 9001:2015 Certified and it is getting bigger, better, stronger,
and holier. The Grades 12 Senior High School bonafide students of Saint Michael
College of Caraga for School Year 2017-2018 in Academic Track (Science, Technology,
Engineering, and Mathematics (STEM), Accountancy, Business and Management
(ABM), Humanities and Social Sciences (HUMSS), General Academic Strand (GAS),
and Technical-Vocational Livelihood -Home Economics (FBS NC II, Housekeeping
NC II), Information Technology (Computer Programming NC IV, Animation NC II)
were the participants of this study.
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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.
81
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
82
transfer these understandings through authentic performance tasks. And 6.5%

or only 12 participants had the grade of “90% and above” fell under “advanced”
level of proficiency. Also, the minimum grade of 73 fell under “beginning,” and
the maximum grade of 93 fell under “advanced” level of proficiency with a mean
of 83.95 and standard deviation of 3.451.
4. Results revealed that the level of academic emotions towards attending class,
studying lesson, and taking test/exam was the same among participants of
different age brackets a=0.05 when grouped according to age. Likewise, when
arranged according to gender, it revealed that the level of academic emotions
was the same between male and female a=0.05. Therefore, the null hypothesis
was rejected.
5. The relationship between the students’ academic performance and level of
academic emotions in attending classes was highly significant (r=0.280).
Moreover, the relationship was direct and moderate. That is, as the level of
academic emotions in attending class increases, the academic performance of
the students also increases at a=0.01.
6. It showed that the coefficient of determination for multiple regression was 0.128,
it meant that 12.8% of the variability of the dependent variable (academic
performance) could be accounted for by the model with predictors comprising a
level of academic emotions at studying lessons and level of academic emotions in
taking test/exam. And since the p-value of 0.000 < 0.05 then the null hypothesis
is rejected. Thus, there was enough evidence that the predictors provided enough
evidence of its effect on the predictand. And the regression model significantly
predicted the dependent variable at a=0.01.
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
83
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
1. Considering the age and gender distribution of the students, it is recommended

that more emphasis in the intervention program will be given to the late adolescent
students or aged between 18-20 years old because it is a period of “storm and stress.” It
means a time of heightened emotional tension resulting from physical and psychological
changes take place. And because males mature, on the average, later than females; as a
result, they frequently look younger for their age than females. Thus, such a program
must be aged- appropriate and gender sensitive.
2. Since there is a high level of negative emotions, it has recommended that
the intervention program must focus on “Emotional Self-management” since self-
management is a key enabler for all learning for children and adults whether for
academic subjects and other content areas. It allows students to follow through on plans
to complete assignments, study for tests, and stay focused in class. It involves using
what they know about their emotions to cope them in such a way as to make positive
connections with others and encourage themselves in all situations. The very act of
acknowledging the fact that they are feeling a negative emotion goes a long way in
preventing them from losing control of their behavior. There may be situations where
getting angry or unhappy is a practical emotional reaction. However, the key is to have
control over it so that it can be directly into solving the problem within one’s reach.
3. Given the level of proficiency of the Senior High School students which
is “approaching proficiency,” more effort is needed to improve this level. School
Administrators should consider ways to improve the student’s academic performance
(i.e., remedial classes, peer tutoring, monitoring, etc.) and to keep abreast with the
current trends of teaching techniques and methodology. And they must create a capacity
building for teachers to assist students with the regulation of their own emotions because
teachers need a firm intellectual understanding of self-regulated learning to encourage
students to develop their skills and potentials. Also, they may send their Senior High
School teachers to seminars and workshops to improve their competency in managing
their students leading to a healthier learning environment.
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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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Traditional and Constructivist

Teaching Approaches and Student Academic
Performance in Social Studies
RENE A. JAPITANA
http://orcid.org/0000-0002-4004-7247
Honeyken1408@yahoo.com

ABSTRACT
An effective teacher incorporates a wide-ranging repertoire of various teaching

and learning models, strategies, and techniques and is aware of the way to produce
the right conditions for learning. This study was done to compare the constructivist
approach and traditional approach to teaching and to determine their effectiveness
in teaching social studies concepts. Two sections of the grade seven students of Saint
Michael College of Caraga were involved. Learning plans and a checklist were developed
according to constructivist and traditional approaches to teaching. The students’
academic performances were compared, and the significance of their difference was
determined using the t‐test. After the study was conducted, it was found out that the
students who were exposed to the constructivist approach and traditional approach to
teaching had no significant difference in their academic performance after two grading
periods. The study showed that there was no single better approach to teaching social
studies. Educators and administrators can encourage their teachers to experiment with
how useful constructivism and the traditional approach in other subject areas It was
recommended that the administrators can provide training on the traditional and
constructivist approaches with their teachers in planning activities in social studies.
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KEYWORDS
Constructivist Approach, Traditional Approach, Social Studies, quasi-experimental

research design, Philippines
INTRODUCTION
Effective teaching covers a broad scope. An effective teacher incorporates a wide-

ranging repertoire of various teaching and learning models, strategies, and techniques and
is aware of the way to produce the right conditions for learning. What effective teachers
do is continually attend to students’ work, observe whether students are learning or not,
and then adjust their practices consequently to the needs of the students. To argue that
some teaching and learning methods are ineffective do not mean that there is only one
correct way to teach. Whereas analysis suggests some practices are more practical than
others, it also implies that since teaching is a complicated business, the teacher must be
competent in choosing an appropriate approach to teaching. The teacher is concerned
with various strategies in the teaching and learning process. Social studies teachers, like
the rest of subject teachers, have different kinds of approaches to teaching. However,
they have observed that what the students picked up in class is not practiced at all in
real life. Social studies manifest that student’s find difficulty in getting a meaningful
learning experience; thus, evidence of a lack of connection between classroom work and
actual life.
Per observation and from interviews made with some of the colleagues of the
researcher, teachers have complaints of students who can memorize data in this course
but lack the skill on fully understanding these data. Many students cannot get the
implication of these events to life and living. That implication should have been the
focus of their learning; however, this is not manifested in the classroom. Present and past
events in social studies should have been a motivating springboard for discussion, but
these are still wanting within the social studies classroom. The objective of social studies
teachers is to promote the development of productive citizens. Zevin & Boyle-Baise
(2009), the teaching of social studies aims at the promotion of civic competence. Social
studies help learner foster critical thinking abilities prepares him or her to participate
competently and productively as concerned citizens, and to address societal and
global concerns using literature, technology, and alternative recognizable community
resources. Social Studies educate learners on becoming patriotic and responsible citizens
by teaching them their roles and responsibilities, particularly in social and civic affairs.
In all social studies courses, knowledge and skills depend upon and enrich each
other while emphasizing possible connections and applications. In addition to the skills
unique to social studies, some skills enhance students’ abilities to learn, to make decisions,
and to develop as competent, self-directed citizens (Ananiadou & Claro, 2009). Social
studies could fulfill its goals in developing good citizenship, identity and Filipino values
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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
This study used a quasi-experimental design that compared constructivist and

traditional approaches to teaching and learning Social Studies to Grade seven students
within the two different classes. Quasi-experimental design involved selecting groups,
upon which a variable was tested, without any random pre-selection processes. The
division is often convenient and, especially in an educational situation. After this
selection, the experiment yield in a very similar way to the other experiment, with a
variable being compared between entirely different groups, or over a period. The quasi-
experimental design is appropriate in the conduct of the study to compare the two
approaches to teaching- constructivist and traditional approaches. The first group was
exposed to the constructivist approach which followed the five E’s model of instruction
and learning process. The experiment was conducted for one grading period. The five
E’s is an educational model supported the constructivist approach to learning, which
says that learners build or construct new ideas on high of their previous ideas. Each
of the five E’s describes a phase of learning, and every phase begins with the letter
“E”: Engage, Explore, Explain, Elaborate, and Evaluate. The five E’s model permits
students and teachers to experience normal activities, to use and ride past information
and knowledge, to construct meaning, and to continually assess their understanding of
a concept. The content topic in which the experiment conducted was “ Kolonyalismo
at Imperyalismo sa Asya.” The students were expected to improve their academic
performance in the different areas of assessment as prescribed by the Department of
Education- the written work, performance task, and quarterly assessment. In the written
work, students were assigned to write a concept paper about the topic “Pagtugon ng
Mga Asyano sa Kolonyalismo at Imperyalismo,” In the performance task, the students
were asked to create and present the multimedia presentation about their case study in
the advantages and disadvantages of colonialism and imperialism.
For the quarterly assessment, the teacher conducted a paper-pencil test about the
topic during the experiment period. Students who were exposed to the traditional period
during the experiment had the same topic and assessment method with the students
exposed to a constructivist approach to teaching. The difference lies in the approach.
In the written work, students were asked to answer the questions in the textbook after
the lecture of the teacher. In the performance task, students were assigned to create the
graphic organizer about the topic “Mga Dahilan ng Pananakop ng mga Kanluranin sa
Asya.” For the quarterly assessment, the teacher conducted a teacher-made test.
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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
100
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
101
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
102
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
106
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
(1)There was a less increase in the academic performance of the students in

the constructivist approach compared to the traditional approach; (2) Based on
this observation, it is not only prior knowledge which contributed to the better
performance of students. Students need more time before they can work efficiently
with a new strategy for teaching and learning. A concise time for them to adjust to
another approach may not yield any effect; and; (3) the study showed that there was no
single better approach to teaching social studies. It is the teacher’s decision to use the
appropriate method depending upon the kinds of learners, a content of the subject, and
the learning environment. There is no particular approach as to what strategy is best for
social studies; instead, several aspects have to be considered. There is no specific strategy
on how to handle social studies class, but it is the teacher himself/herself who has to
decide to depend upon the conditions that affect the students.
RECOMMENDATIONS
1. The administrators can provide training on the traditional and constructivist

approaches with their teachers in planning activities in social studies. Both methods
can be used not only in the classroom but also in planning materials for instruction for
teachers of social studies;
2. For the teachers of social studies, this study can be useful to them in realizing
the effectiveness of constructivist approach to teaching and traditional approach to
teaching. This will help them to construct learning plans anchored to the principle
107
of the constructivist and traditional approach to teaching. It is an indisputable fact

that there is no single approach for a student to learn. Therefore, various methods will
improve students’ retention of learning. So, the researcher suggests that educators take
into consideration other ways of teaching in their disciplines;
3. Teachers in social studies need collaboration with various experts and to form
new teaching alliances is essential. With the challenges in mass media, technology and
internet, the teacher need appropriate training. In the context of today’s ever-changing
global environment, the social studies teachers’ role must be refreshed with greater
clarity of thought and vision;
4. For the teacher who will be shifting from traditional approach to a new approach
to teaching, especially in the use of the constructivist approach to teaching must consider
the period and state of adjustment and the area of the classroom where the constructivist
approach will be conducted; and
5. The researcher suggests that potential researchers take into concern the multiple
variables which will prove that constructivist approach is effective or ineffective. Future
researchers may examine other theories, strategies, challenges, care values and future
trends relating to social studies.
6. This researcher recommends that more researchers relating to the constructivist
approach to teaching and traditional approach to teaching their ability to be effective
or ineffective can be conducted in other disciplines. Educators and administrators
can encourage their teachers to quasi-experiment how useful constructivism and the
traditional approach in their subject areas.
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110

Web-Based Information and Monitoring

System of Cagayan de Oro City Academy
for International Education
JUN BRIAN P. TUBONGBANUA

https://orcid.org/0000-0002-7571-0993
jbtubongbanua@liceo.edu.ph
Liceo de Cagayan University
Cagayan de Oro City, Philippines
KWENCY MAYE V. DAHILAN

https://orcid.org/0000-0001-9398-0447
kwenox.dahilan@gmail.com
KAYEPRIL GEORGETTE A. SAGUN

https://orcid.org/0000-0002-4330-1714
kayeprilgeorgette@gmail.com
JHEREX L. RUIZ
https://orcid.org/0000-0002-0507-7184
mr.jherexruiz@gmail.com

111
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
Web-based, Information, System, School, Cagayan de Oro, Philippines
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.
112
Many schools such as Metropolitan Academy School, STI College – Recto

and Santos Memorial National High School are still using a traditional process in
computing grades, which is very time-consuming. An online grading, scheduling,
and pre-enrollment system are a highly must-have addition to the educational drive-
kit, especially when it provides a more effective, timely outcome and less effort. In
lieu of this, the researchers aim to deliver a fast technology regarding not just only
online grading system but also to online monitoring and information of the school and
students (Resnick, (2002).
The proposed system is intended for the Cagayan de Oro Academy for International
Education (CDO AIE). Taking into account that this institution is a newly established
school, everything starts from scratch. The possible challenges that this school will face
sooner is the management of the increasing amount of information both from the
students and employees. Acquiring data or information, especially grades and schedules,
memorandums, other important data that are usually in the school archives; hence,
schools will come across an increasing amount of printed copies (O’Neil & Comley,
(2010).
Moreover, schools store complete records of everyday transactions of the different
departments. Maintaining and retrieving information done manually and stored in hard
copies could be time-consuming and taxing (Kerrigan & Law, 2003).
The proposed system study would provide the target school with a more reliable,
faster and more efficient information management system.
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.
113
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.
114
Figure 1. Prototyping Software Life Cycle Model
The development of the Web-Based Information and Monitoring System of

Cagayan de Oro Academy for International Education followed the following phases:
1. Requirement Gathering. The researchers started by gathering information through
an interview with the clients about their current system.
2. Quick Design. The researchers made a simple design for the program, focusing on
the connections of information and transactions of the system, not on the actual
process but how the process will function. The researchers analyzed and applied the
design deemed most appropriate.
3. Building Prototype. After designing, the researchers built a prototype for each of
the modules of the system, taking into consideration the application of the principles
followed by the school.
4. Customer Evaluation. The researchers then presented the prototype to the clients
for feedback.
5. Refining Prototype. The prototype will refine considering the client’s feedback.
However, the researchers had an option of going back to the quick design when the
feedback of the client could affect the design of the system.
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
Figure 2. The Current System Flow Diagram
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
Figure 3. The Context Diagram of the Proposed System
Narrative Description of the Proposed System

The students and the guardians will sign up for a pre-registration of their accounts.
The administrator will be the one to confirm the registration and provide them with
their auto-generated ID number and password. The old students having accounts
already may enroll by then. For new students, they must come to school with an ample
time of just seven days to pay their tuition (May it be partial or full payment) as a
part of the requirement to be officially enrolled. If not, the reservation will be deleted
117
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
Figure 4. Entity-Relationship Diagram (ERD)
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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.
Project Description, Requirements, and Specifications

ADD
Process Narrative
The add function can input the registration of user information, and the
administrator can add student and providers. The users and admin can input the
data to a specific field, and then the data inputted are saved.
Restriction/Limitation
The system does not accept records that contain incomplete and incorrect
information, and each field must fill.
Performance Requirements
The function submits records of every user who has access to the web application.
Design Constraints
The system can track every activity a student, teacher, guardian, and admin and
can evaluate the user’s activity.
CONFIRM
Process Narrative
The confirm function confirms the registration of the users. The admin will
send an email to the users’ email address for official confirmation.
The system does not confirm registrations whose partial payment for enrollment
is not perform.
The function confirms records of users registered the account to access the web
application.
Design Constraints
The system can track every activity a student, teacher, guardian, and admin and
can evaluate the user’s activity.
EDIT/UPDATE
Process Narrative
Editing of the profile is applied to the users. The users manage his/her account.
The administrator can only monitor it and have a report of it.
The administrator can add/remove providers in the system.
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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.
The search operation will only read strings. If the inputted value is a number,
it will not search.
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.
If the user inputted incorrect information during registration, it would
automatically clear the textboxes.
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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Audit Trial and Transaction Facility

The admin monitored the system to ensure the confidentiality of records. Every user
must input his/her username and password to access the system. The user has limited
access. Some of the records are intended for the administrator to view. All transactions
of the users are save in the database.
CONCLUSION
The researchers developed a web-based information and monitoring system that

offers an online posting of grades, viewing of grades, pre-enrolment of students,
subject scheduling, profiling of user’s accounts, update events and generates reports.
The system can provide an online automated system for easy storage and retrieval of
personal information such as enrollment records, class schedules, grades, and student
and guardian accounts. It helps the users to provide better service through online.
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
Holdren, J. P. (2008). Science and technology for sustainable well-

being. Science, 319(5862), 424-434. Retrieved on January 21, 2019 from https://
goo.gl/8pMZEa
Kerrigan, S., & Law, K. H. (2003). Logic-based regulation compliance-assistance.

In Proceedings of the 9th international conference on Artificial intelligence and law (pp.
126-135). ACM. Retrieved on January 21, 2019 from https://goo.gl/wXm8Lq
121
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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The National Competency Based Teacher

Standard (NCBTS) Performance
of the Basic Education Teachers
MELISA C. MALOLOY-ON
http://orcid.org/0000-0002-3492-4565
melisamaloloyon@gmail.com
melisamaloloyon0806@gmail.com
Saint Michael College of Caraga Philippines

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
Basic Education, NCBTS, Development Program, Descriptive, Philippines
INTRODUCTION
A professional teacher perceives herself as someone who effects change or learning.

He or she is armed with enough skills, appropriate attitude, and universal values to
teach learners. He or she is someone who thinks and acts both locally and globally with
worldwide perspective right in the community where he or she is situated.
To yield a bountiful harvest of brilliant minds of the young is to produce teacher
that are globally qualified. Being global doesn’t mean that you have to teach abroad,
being global starts in the very heart of the school-the classroom. As a global teacher, he
or she should continually seek knowledge and never stop educating herself participating
to the different educational program to improve his or her efficiency and enhance the
prestige of the profession and strengthen his or her competence, virtues and productivity
to be nationally and internationally competitive.
The quality of teachers could determine the quality of education of a nation. The
most critical factor in improving students’ achievement in mathematics is by employing
seasoned qualified teachers in all schools. The need for an effective and efficient teacher
in every region of the world is in dire need even in developed countries. Thus, the
need for a competent teacher is on the rise until today. Authorities in the Education
Department are spending years to develop a plan to continually upgrade the quality
of teaching and the level of competency among teachers to give quality education to
Filipino people. To respond to the demand of schools to provide professional teachers
that will assure the learning outcomes needed to enhance the knowledge, skills and
nurturing spiritual growth and formation of the youth (Abe & Adu, 2013).
The former secretary of education Jesli A. Lapus in his message, “The Department
of Education has been implementing initiatives that were gear towards the development
of highly competent teachers based on the new National Competency-Based Teacher
Standard (NCBTS).” He undoubtedly believes that through the NCBTS, the
Department of Education will produce a quality of teachers to attain quality basic
education for all Filipino children, which is the ultimate goal.
The vision of the Department of Education of the Saint Michael College of Caraga,
a sectarian school is to carry the mission of quality education. For over the years guided
by the NCBTS, Saint Michael College of Caraga had produced hundreds of graduates
every year who say that education at SMCC is at its best. To determine if the goals were
met at Saint Michael College of Caraga, the created a Comprehensive Enhancement
Program to know the state of competency among teachers.
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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
This study is anchored on the theories of “Teaching and Assessment” (Addison,

Burgess, Steers, & Trowell, 2010); Darling-Hammond, 2000), which states that
teaching is a complex activity that is shaped by a teaching context. Moreover, changing
vision on students’ learning and the teacher’s role require that teachers are continuously
developing themselves professionally.
Darling-Hammond (2000) noted that to respond to the demand and the call of
teachers’ profession, they need to assess their competencies continuously. It is a process
of improving competencies and works performance through personal and professional
growth in knowledge, skills, and attitudes. There is a growing interest in the professional
development of educators as the demands, expectations, and requirements of teacher
education increasingly come under scrutiny (Loughran 2013). What the teacher does
influences the whole process of learning. Effective teacher produces better performing
students (Akiri 2013). Dada (2016) maintained that professional development of
teachers could be effective and sustainable if certain conditions are met. Besides, the
analysis of Dada (2016) suggested that the implementation of educational reforms,
including reforms associated with technology integration and literacy education, is
often dependent upon teachers’ skills, values, and cultural models, while the hiring of
qualified teachers is encouraged for improvement of academic performance. Theories
from the study of Firestone (2014) caution that policies to remove ineffective teachers
should not reduce autonomy or trust among effective teachers and that evaluations
should provide teachers with useful feedback and policymakers with information on the
conditions that facilitate good teaching.
Theory of Performance by Elger & Smith (2010) of the University of Idaho which
states that the Theory develops and relates six foundational concepts to form a framework
that can be used to explain performance as well as performance improvements. To
perform is to produce valued results. A performer can be an individual or a group of
people engaging in a collaborative effort. Developing performance is a journey, and level
of performance describes a location in the mission. The current level of performance
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depends holistically on six components: level of knowledge, standards of skills, level

of identity, personal factors, and fixed factors. Three axioms have proposed for useful
performance improvements. These involve a performer’s mind-sets, immersion in an
enriching environment, and engagement in reflective practice.
Elger & Smith (2010) say that performance, as the adage goes, is a “journey, not
a destination.” The location in the journey is labeled as the level of performance. Each
level characterizes the effectiveness or quality of a performance. As a teacher advances in
his levels of performance, he can produce deeper levels of learning, improved standards
of skill development, and more connection with the discipline for larger classes while
spending less time doing this. Bing-You (2009) pointed out that competent teachers
should cultivate self-awareness of their abilities and limitations. Without such awareness,
improvement may be difficult. Teachers should be open to reviewing their teaching
evaluation frequently and subsequently determining areas for self-improvement. This
competency requires the skill of self-direction.
The Performance Management Theory of Action on educational attainment
emphasizes the importance of teachers in the choice of studying in an institution, it
states that the teacher’s educational background is the basis for the learners’ achievements
in both academic and curricular activities; it is also the basis for identification of an
effective school along with the students. About this theory, Simmons (2015) states that
the capacity of an effective teacher addresses to narrowing of achievements gap among
students and increases student performance as well. This theory suggests that an effective
teacher helps individual learners in the realization of their endeavors.
The most significant challenge to those assigned the responsibility of ensuring
teacher’s competence is to design systems with a constant eye on validity. To provide
such validity, the Philippine National Competency-Based Teacher Standard (NCBTS)
is introduced and implemented.
National Competency-Based Teacher Standard (NCBTS) has defined what effective
teaching is all about. It has clearly stated that strategic and indispensable role of the
teacher in the learning process of the student’s. It also embodied teacher’s character
towards colleagues and community as well. Because of this, it is necessary that the
teacher’s development and professional life be continuously supported and nurtured
based on the NCBTS. In it, unlimited development programs and project from school-
level up to the national level are provided. Along the way, it will mirror his strength and
weaknesses, and he will know how to deal with it. In totality, it will serve as his compass
as a professional teacher.
The National Competency-Based Teacher Standard (NCBTS) is an integrated
theoretical framework that defines the different dimensions of effective teaching in all
aspects of a teacher’s professional life and all phases of teacher development. This is
an offshoot of the Basic Reform Agenda (BESRA) of the Department of Education,
under Key Reform Thrust 2-Training and Development. BESRA is a reform initiative
of the department to provide essential competencies to everyone to achieve functional
126
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
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. The data were used as the input for the
Comprehensive development program and Professional development of every teacher.
The study also endeavored to compare the performance of the teachers as perceived by
school heads and teachers.
The study was conducted in Saint Michael College of Caraga which is located at
Atupan Street, Barangay 4, Nasipit, Agusan del Norte nearby Saint Michael Parish. It is
about twenty-six (26) kilometers from Butuan City, the regional center of region XIII-
Caraga Administrative region.
Saint Michael College of Caraga is a non-stock, non-profit, Catholic Diocesan
educational institution offering preparatory, elementary grade, secondary education, and
tertiary education. The school was founded on July 1, 1948, offering an only secondary
program. In the year 1993, a preparatory program has opened. In the year 2000, the
grade school and the college department have opened simultaneously. The school serves
the nineteen (19) barangays of Nasipit and neighboring towns like Buenavista and
Carmen (SMCC Student’s Handbook).
A complete enumeration of Population and Participants have used in this study.
The respondents involved in the research were eleven (11) school heads such as the two
(2) principals and the nine (9) subject coordinators and the thirty-five (35) teachers in
Basic Education of Saint Michael College of Caraga, Agusan del Norte. In the Basic
Education, there were seven (7) of them from the elementary department, and twenty-
eight (28) teachers were from the high school department, and twenty-two (22) of these
in the Basic Education Department were part-time teachers of the College Department.
The conventional instrument used by the researcher in the study was a survey
questionnaire which consists of two parts. The first part of the tool is all about the
respondents’ profile. The second part is the standardized questionnaire of National
Competency-Based Teachers Standard (NCBTS) seven domains namely; Social Regard
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for Learning, Learning Environment, Diversity of Learners, Curriculum, Planning,

Assessing & Reporting, Community Linkages, and Personal Growth and Professional
Development. It consists of the cluster of knowledge, skills, and attitudes under each
competency indicator. Respond to every item which begins with a common stem “At
what level do I…” The respondents will choose from the four categories, namely:
“4-highly satisfactory, with verbal interpretation.” This is the strength of the teachers,
although no priority training or professional development needed, but should continue
to enhance this competency”, 3-satisfactory with the verbal description “Teachers
benefit from further training and professional development”, 2-fair, with the description
“Teachers need further training and professional development as priority”, 1-low which
means “Teacher urgently need training and professional development”. The instrument
is composed of 270 items.
Before the conduct of the study, the researcher asked permission from the school
administration to undertake research involving the teacher as the respondents. Having
been granted the permit, the researcher personally conducted the distribution of the
survey form to the respondents.
The respondents answered the questionnaire in three (3) settings to provide more
time to reflect on each item for an honest answer; there was no time limit in responding
to the tool. Although the questionnaire as a stand-alone assessment instrument can be
answered right away by the teachers, assistance from the school principals has sought in
the orientation of the teacher-respondents.
In presenting, interpreting, and analyzing the data gathered by the researcher, the
following statistical measures were used to treat the accumulated data in the study:
Frequency, Percentage, and Arithmetic Mean; Mean; and T-test.
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.
2. On the performance level manifested by the respondents based on the assessment of

school heads and teachers the following are the results:
a. Social Regard for Learning

The overall teacher’s performance level is satisfactory as perceived by the respondents.
This is supported by the following overall mean value of 3.58 in which the school heads
have an overall mean rating of 3.69, and teachers have an overall mean rating of 3.58
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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
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
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
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).
e. Planning, Assessing, and Reportin

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 that they both
terms of communicating promptly and clearly to learners. Parents and superiors about
the progress of learners (3.18), developing and using variety of appropriate assessment
strategies to monitor and evaluate learning (3.16), monitoring regularly and providing
feedback on learners’ understanding of content (3.40), and lastly, communicating
promptly and clearly to learners, parents and superiors about progress of learners (3.28).
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
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).
g. Personal Growth and Professional Development

Data show that overall teacher’s performance level garnered a verbal description
rating of satisfactory (3.21) 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
3.16, and teachers have an overall mean rating 3.26 which both signify that they both
agree on the defined indicators measuring the level of competence. This means that
131
in terms of taking place in the nobility of teachers as a profession (3.38), building

professional links with colleagues to enrich teaching practice (3.04), and lastly, reflecting
on the extent of attainment of professional development goals (3.21).
3. As to the significant difference on the performance of the teachers as perceived by

the school heads and the teachers, the data reports the result of t-test which investigates
if a difference existed heads in the ratings of both teachers and school heads on the level
of performance of teachers in terms of the seven (7) NCBTS. We set our significant
level of 0.05.
Data show that concerning social regards for learning, the level of performance of
teachers in both strands 1.1 and 1.2 are statistically significantly lower than the school
heads respectively. There are five (5) strands in terms of learning environment. The
ratings of school heads are statistically significantly higher than that of the teachers only
in the area of second and fourth strands. This implies that school heads and teachers
have a different perspective on making the classroom environment safe and conducive
to learning; also, in establishing and maintaining consistent standards of learners’
behavior. This also means that school heads find a more satisfaction on the performance
of teachers in these strands.
In terms of diversity of learners which have one strand only, the same findings can
be glean, which the ratings of school heads are significantly higher than that of the
teachers. This means that school heads are satisfied more than the teachers in teacher’s
performance regarding determining, understanding and accepting the learners’ diverse
background knowledge and experience. This is natural since teachers are the one on the
frontline dealing with the students, hence, they know that they should do more than
what they are doing to the students’ welfare than the school heads who have no contact
with the students.
Concerning curriculum which has seven strands, the same trend we can be observed
on its two strands (3rd and 6th strand), that is, ratings of school heads are significantly
higher than that of the teachers. This means that school heads are satisfied more than
the teacher’s performance in terms of making good use of allotted instructional time and
promoting purposive study for the students.
Concerning planning, assessing, and reporting; school heads and teachers agree
on the teacher’s level of performance except for one strand that is, communicating
promptly and clearly to learners, parents, and superiors about the progress of learners.
Here, school heads rating is significantly much satisfied than that of the teachers’ report.
Concerning community linkages, school heads and teachers are on the same level
of satisfaction in establishing a learning environment that responds to the aspiration of
the community.
Lastly, regarding personal growth and professional development, school heads and
teachers are on the same level of satisfaction on the teacher’s level performance except
for that satisfaction for school heads are higher than teachers in the area of building
132
professional links with colleagues to enrich teaching practice. This is understandable

since both respondents are assessing something outside of their periphery.
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.
Significant Difference on the Performance of the Teachers as perceived by the

School Heads and the Teachers
The result of t-test which investigates if a difference existed in the ratings of both
teachers and school heads on the level of performance of teachers regarding the seven
(7) NCBTS domain.
We set our significant level at 0.05.
Data show that concerning social regards for learning, the level of performance
of teachers in both strands 1.1 and 1.2 are statistically lower than the school heads
respectively. There are five (5) strands regarding learning environment. Data shows that
the ratings of school heads are statistically significantly higher than that of the teachers
only in the area of second and fourth strands. This implies that school heads and teachers
have a different perspective on making the classroom environment safe and conducive to
learning; also, in establishing and maintaining consistent standards of learners’ behavior.
This means that school heads find a more satisfaction on the performance of teachers
in these strands.
In terms of diversity of learners which have one strand only, the school heads are
significantly higher than the teachers. This means that school heads are satisfied more
than the teachers in teacher’s performance concerning determining, understanding, and
accepting the learners’ diverse background knowledge and experience. This is natural
since teachers are the one on the frontline dealing with the students; hence, they know
that they should do more than what they are doing to the students’ welfare than the
school heads who have no contact with the students.
In terms of the curriculum which has seven strands, the same trend we can observe
on its two strand (3rd and 6th strand) that is, ratings of school heads are significantly
higher than that of the teachers. This means that school heads are satisfied more than the
133
teachers in teacher’s performance in terms of making good use of allotted instructional

time and promoting purposive study for the students.
Concerning planning, assessing, and reporting; school heads and teachers agree
on the teacher’s level of performance except for one strand that is, communicating
promptly and clearly to learners, parents, and superiors about the progress of learners.
Here, school heads rating is significantly much satisfied than that of the teachers’ report.
In terms of community linkages, school heads and teachers are on the same level
of satisfaction in establishing a learning environment that responds to the aspiration of
the community.
Lastly, concerning personal growth and professional development, school heads and
teachers are on the same level of satisfaction on the teacher’s level performance except
for that satisfaction for school heads are higher than teachers in the area of building
professional links with colleagues to enrich teaching practice. This is understandable
since both respondents are assessing something outside of their periphery.
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.
134
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
135
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.
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137
SMCC Higher Education ResearchSMCC
JournalHigher Education Research Journal
The Use of Multiple Intelligence

Instruction Activities in Improving
Writing Skills of the Second Grade Students
of Sekolah Menengah Atas Negeri 1 Soe in
Academic Year 2016/2017
MARIA REGINA JAGA
http://orcid.org/ 0000-0002-0383-5519
maria.regina1104@gmail.com
Universitas Nusa Cendana
Kupang, Indonesia

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
138
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
Multiple intelligence, instruction activities, writing skills, Indonesia
INTRODUCTION
In the global communication, good command in English including writing is

necessary. Writing is one of the four English skills that play an important role in the
students’ language learning mastery. For this purpose, the objectives of English teaching
and learning process must be emphasized more on helping the students to develop
well their writing competence, but in reality, there is no specific attention on writing
skill for all students based on students’ different needs. Therefore, multiple intelligence
theory could be one of the alternatives that can help students to develop their interest in
English writing skill. This theory developed by Davis, Christodoulou, Seider, & Gardner
(2011) concerning nine dominant intelligences existing inside of human beings. These
intelligences are: verbal- linguistic, logical-mathematical, musical-rhythmic, visual-
spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist and existentialist.
The arguments stated above, fundamentally, stressed out about the uniqueness and
the differences of the human intellectual composition. Each person is different in his/
her intellectual capacity. The researcher argues that multiple Intelligences theory offers
an extended framework for helping students to improve and develop their intelligences
in a proper and adequate way. Understanding the dominant intelligent of the students
through multiple intelligence activities can become the starting point in which class
becomes the student-centered. Students are given the opportunity to develop their skills
according to their interest. Thus, it is important for allowing students to use instructions
menu of activities so that by providing these options, students will be able to use
their strongest intelligence and other increasing involvement that will be known can
improve motivation and retention for all students, especially in writing comprehension
(Armstrong, 2003).
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
139
improving writing skills of the second grade students of sekolah menengah atas Negeri 1
Soe in academic year 2016/2017.
FRAMEWORK
There are some theoretical concepts related to multiple intelligences instruction

activities. Gardner (2003) affirms that all human beings have all these nine intelligences
in different measure. These intelligences are understood in the sense that every person
has a different intellectual composition. These intelligences are located in different area
of the brain and they work independently or in relation to the other. Understanding and
giving more attention to these intelligence can give us more possibilities to improve and
develop the education of the students.
In relation to the concept, it can be stated that intelligence is not a static structure
that can be measured and meaningfully quantified, but it is an open and dynamic
system that can be developed throughout life. Armstrong (2009) states that “Through
systematic and planned enrichment, intelligence can be modified, expanded, and
developed.” So, the theory of multiple intelligences also has strong implications for
adult learning and development. In the relation to the teacher’s roles during the process
of writing, Harmer (2004) proposes some tasks that teachers must perform before,
during and after the process of writing in the classroom as follows: demonstrating,
motivating and provoking, supporting, responding, and evaluating. In the process of
teaching writing, the teacher has to help the students to understand and learn how to
write effectively, give clear instructions and guide the students in each step of the writing
process (Brown, 2007).
The key point of multiple intelligences is to see the teaching of English as an
integrated and holistic experience and it aims to teach communicative competence. It
helps the teacher understand the diversity among the students and provide a framework
for addressing the differences in the teaching process. In order to make the instruction
activities of the English language on multiple intelligence perspectives, the teacher
should use a variety of teaching strategies or teaching instructions in which address
the intelligences that the students possess. The use of multiple intelligence instruction
activities helps the teachers embrace all the students and attract their attention to
the writing lesson through involving the instruction activities and the material that
is suitable for the interests and the need of the students (Campbell, Campbell, &
Dickinson, 1996).
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
140
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.
Table 1. Scoring Rubric of Teacher’s Activities

Criteria
No Aspect 1 2 3 4 5
(Less) (Sufficient) (Fair) (Good) (Excellent)
Teacher prepares les-
1 Never Seldom Sometimes Often Always
son plan
Teacher explains the
2 Unclear, fast Unclear, slow Clear, fast Clear, slow Medium
material
Teacher reviews the
material
Students’ re- Students’ re- Students’ re- Students’ re-
Interaction’s teacher Students’ re-
4 spond is more spond is 26%- spond is 50%- spond is 70%-
with students spond is 0%
20% 49% 69% 100%
Uses white Uses things in
Uses none Uses things in Uses own media
5 Teacher uses media board or text- class, own me-
media the class and suitable
books dia and suitable
Teacher uses
6 Never seldom sometimes often Always
teaching method
Teacher asks
7 Never Seldom sometimes often Always
questions
Teacher responds
student’s questions
Teacher gives
exercises
Teacher gives
homework
Teacher gives
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
141
Table 2. Scoring rubric students’ activities

Criteria
No Aspect 1 2 3 4 5
(Less) (Sufficient) (Fair) (Good) (Excellent)
Students pay at-
tention
Students respond
teacher’s question
Students ask ques-
tions
Students’ Students’ Students’ Students’
Students’
Students compre- comprehen- comprehen- comprehen- comprehen-
4 comprehen-
hend the material sion is more sion is 26%- sion is 50% sion is 70%
sion is 0%
20% 49% - 69% - 100%
Students do the
task
Students do home-
work
Students interest
the lesson
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:
Students’ writing performance was measured by using Writing Examination Mark

Bands (Kellogg & Raulerson, (2007) as followed:
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
142
sentences- complex sentences confusing – excessive use of “and”
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
143
• 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.
DISCUSSION AND ANALYSIS
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
144
aspect is divided into fifty statements. The result of Questionnaires is as follows:

a. The number of sample: 29 students from Second-grade students
b. The number of item: 56 items
c. The number of choice: 5 choices
Table 3. Multiple Intelligences Types found

RESP. Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9
A1 2 - - 1 4 1 1 - -
A2 3 - 1 5 2 4 2 - -
A3 - - - 1 2 4 3 4 -
A4 - - - 1 5 2 1 - -
A5 1 - 1 3 4 3 3 - -
A6 1 1 1 3 3 5 1 - -
A7 - 2 - 3 6 - 3 3 -
A8 - - - 2 1 - - 3
A9 2 - - 7 3 2 3 2 -
A10 1 1 - - 4 3 1 1 -
A11 1 - 1 - 2 5 3 - -
A12 - - 1 4 6 3 - 1 -
A13 - 3 - - 1 1 - 5 -
A14 1 - - 5 6 4 3 2 -
A15 1 - - 2 1 - 2 3 -
A16 1 - 2 3 5 4 2 1 -
A17 1 - 1 2 3 2 1 1 -
A18 2 - - - 6 5 2 1 -
A19 - - 2 5 5 6 - - -
A20 - 1 1 2 1 3 - - -
A21 - - - 4 - 3 3 - -
A22 2 - 1 5 3 3 4 1 -
A23 - - - 1 2 1 - 3 -
A24 1 1 1 2 3 4 2 1 -
A25 3 1 - 7 3 5 3 2 -
A26 3 - - 3 2 4 3 1 -
A27 2 2 1 5 - 6 2 6 -
A28 3 - 2 5 4 5 3 6 -
A29 1 2 - 4 5 6 3 3 -
NOTE:
Q1= Verbal / linguistic intelligence
Q2= Logical-mathematical intelligence
Q3= Visual- spatial intelligence
Q4= Musical intelligence
Q5= Bodily - kinesthetic intelligence
Q6= Interpersonal intelligence
Q7= Intrapersonal intelligence
Q8= Naturalist intelligence
Q9= Existential intelligence
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,
145
interpersonal intelligence and naturalist intelligence which is:

a. Type 1: The researcher found that 17.24 % result of students’ multiple
intelligences questionnaires from 29 students have musical intelligences (Q4) as
their dominant intelligence
b. Type 2: The researcher found out that 34.5% result of students’ multiple
intelligences questionnaires from 29 students have bodily-kinesthetic
intelligence (Q5) as their dominant intelligence
c. Type 3: The researcher found out that 31.03% result of students’ multiple
intelligences questionnaires from 29 students have interpersonal intelligences
(Q6) as their dominant intelligence
d. Type 4: The researcher found out that 17.24% result of students’ multiple
intelligences questionnaires from 29 students have naturalist intelligence (Q8)
as their dominant intelligence
Table 4. Increasing Students’ test

No Name Pre-test ∑ Cycle 1∑ Cycle 2∑
1 Student 1 64 64 75
2 Student 2 74 74 81
3 Student 3 68 68 76
4 Student 4 70 70 78
5 Student 5 73 73 77
6 Student 6 72 72 79
7 Student 7 67 67 76
8 Student 8 66 66 75
9 Student 9 73 73 79
10 Student 10 60 60 76
11 Student 11 69 69 78
12 Student 12 65 65 77
13 Student 13 64 64 75
14 Student 14 69 69 77
15 Student 15 70 70 79
16 Student 16 73 73 80
17 Student 17 69 69 76
18 Student 18 67 67 75
19 Student 19 67 67 76
20 Student 20 66 66 75
21 Student 21 69 69 77
22 Student 22 68 68 75
23 Student 23 69 69 77
24 Student 24 70 70 77
25 Student 25 74 74 79
26 Student 26 66 66 75
2 Student 27 69 69 77
28 Student 28 67 67 78
29 Student 29 70 70 75
TOTAL 1840 1988 2230
MEAN 63.45 68,55 76.90
146
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,
147
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.
Table 5. Teacher’s Observation Checklist

Score
No Aspect
Pre-cycle Cycle 1 Cycle 2
1 Teacher prepares lesson plan 3 4 4
2 Teacher explains the material 3 4 4
3 Teacher reviews the material 3 3 3
4 Interaction’s teacher with students 3 4 4
5 Teacher uses media 3 4 4
6 Teacher uses teaching method 3 4 4
7 Teacher asks questions 3 3 4
8 Teacher responds student’s questions 3 4 4
9 Teacher gives exercises 3 4 3
10 Teacher gives homework 3 3 3
11 Teacher gives instructions 2 3 3
12 Teacher manages the class 2 3 4
13 Teacher manages the time 2 3 3
TOTAL 36 46 50
MEAN 55.38% 71% 76.9%
Table 6. Student’s Observation Checklist

Score
No Aspect
Pre-cycle cycle 1 Cycle 2
1 Students pay attention 2 4 4
2 Students respond teacher’s question 2 3 4
3 Students ask questions 2 3 4
4 Students comprehend the material 2 4 4
5 Students do the task 3 3 4
6 Students do homework 3 3 3
7 Students interest the lesson 3 4 4
TOTAL 17 24 27
MEAN 48.57% 68.55 % 77.14%
148
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
The implementation of multiple intelligence instruction activities in improving

writing skills for this research used several intelligences model of teaching-learning
process those are Visual intelligence, Musical intelligence, Interpersonal intelligence,
Intrapersonal, Naturalist intelligence, Bodily-Kinesthetic and Verbal-Linguistic
intelligence. The instruction activities were prepared according to the four dominant
intelligences found from the second-grade students. According to the data from the
result of multiple intelligence questionnaires which have been done and analyzed in
the previous chapter, it showed that there were four dominant intelligences found
from second grade students. Those are musical intelligence, interpersonal intelligence,
naturalist intelligence and bodily- kinesthetic intelligences. From their dominant
149
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.
150
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
Armstrong, T. (2009). Multiple intelligences in the classroom. Ascd. Retrieved on January

10, 2019 from https://goo.gl/RnqWyL
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
Harmer, J. (2006). How to teach writing. Pearson Education India. Retrieved on January

10, 2019 from https://goo.gl/MMqQbh
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
Sudjana, D. (2006). Evaluasi program pendidikan luar sekolah. Bandung: Remaja

Rosdakarya. Retrieved on January 10, 2019 from https://goo.gl/wnH3LB
151
Library Services Status of Cluster

A Schools of the Diocese of Butuan
DENNIS P. MAUSISA
dennismausisa@yahoo.com
https://orcid.org/0000-0002-9902-3936
University of San Jose-Recoletos
Cebu City, Philippines

ABSTRACT
Libraries play an important role in the learning process. It is an area composed of a

set of resources which include customer service. The purpose of the study was to assess the
library services status of the Cluster A schools of the Diocese of Butuan. 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. The statistical techniques were used: frequency, mean, Scoring and Quantification
of Data. 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. Based on the findings of the
study, the researcher and experts’ recommended the following: to send Librarians and
Para librarians on various trainings, seminars, and Benchmarking for enhancement.
To acquire photocopier, scanner, CD burner, and printer as part of library services and
establish interlibrary linkages.
KEYWORDS
Library services status, linkages, qualitative research design, Philippines
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INTRODUCTION
Education is essential to the development of an individual in this modern world.

It is a complex learning process that involves several elements to acquire knowledge.
Most feel that education is important, they tend to use it as a tool for achieving a target
(Hofstein, Eilks, & Bybee, 2011).
Education and library are inseparable—indivisible concepts, both being
fundamentally and synchronically related to and co-existent with each other. Education
cannot exist alone in the absence of the library, and a library has no meaning if it cannot
impart education. (Shukla, Singh, & Mishra, 2013).
Libraries play an important role in the learning process. It is an area composed of a
set of resources which include customer service. The physical area which include space,
equipment, and media resources; intellectual area such as collections that determine
the materials included and organizational set-up that determine how the collection is
accessed; and people who manage the physical and the intellectual areas (Tyner, (2014).
Libraries play important roles and they are considered the “heart” of academic
institutions. With the important services the library provides, it becomes an indispensable
unit in the academe. Libraries are focused on service provision; it addresses quality
service which encompasses the interactive relationship between the library and the
people whom it is supposed to serve. It is therefore, the responsibility of the institutions
to provide good academic environment, facilities, and services that help in developing
the cognitive and general skills of students (Oloteo & Mabesa, 2013)
The library is fundamental to the vision and mission, teaching, and learning objectives
of the school. It provides a wide range of facilities and services, assists the teacher, and
assures each student has fair access to resources. It needs strong support and systematic
processes, to increase its effectiveness in resourcing the curriculum and supporting the
learning environment within the school. Research shows that well-resourced, properly
staffed school libraries have a positive impact on student achievement (Ntui & Udah,
2015).
Library services and resources management needs to be evaluated periodically.
Evaluation of a library collection usually falls into two categories: (1) the evaluation of
the collection itself, usually in terms of numbers, quality, currency, or similar measures,
and (2) how well the collection serves the needs of the users. The collection in only one
aspect of the internal analysis of a library. Other considerations are personnel, facilities,
and users perception their level of satisfaction and frustration either through formal or
informal statements (Doll & Barron, 2011).
According to Obille (2007), assessment and standards always go hand in hand
since standards serve as the yardstick for the process. Academic libraries, being part
of the academic institutions, are always evaluated internally by the librarians, users,
or university administration and externally by government agencies such as the
153
Commission on Higher Education (CHED) and various accrediting agencies.

The researcher as Vice President for Academic Affairs of Saint Michael College of
Caraga and as part of the Cluster A schools recognized the importance of the library in
the learning process of the students and the educational development felt the importance
to evaluate the library services status of Cluster A schools of the Diocese of Butuan.
He also observed problems in the different libraries of the Cluster A Schools of
the Diocese of Butuan like the dilapidated building, unlicensed librarian of the two
schools, few library collections, no electronic subscriptions, low library fee, and most
of all allocating only certain amount for library operations and collections out from the
amount of library fee collected thus, making the library as one of the less priority areas
in the school management.
This study will be part of the baseline data in the Strategic Planning of each school
and will serve as a guide in the formulation of budget allocation in the years to come.
Above all, it will serve as wake-up call among Administrators as to the library services
status of Cluster A schools of the Diocese of Butuan.
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
155
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.
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
156
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
157
and dissatisfaction (CS/D), disconfirmation of expectations, is derived from the field

of marketing. The disconfirmation of expectation paradigm conceptualizes CS/D
as the following process: disconfirmation is the customer’s assessment of a product’s
performance in relation to his/her expectations. When performance is greater
than expected, resulting in positive disconfirmation, customers are satisfied. When
performance falls short of expectations, resulting in negative disconfirmation, customers
are dissatisfied. Confirmation occurs when performance and expectations correspond,
resulting in moderate satisfaction or indifference.
The uniqueness of library service assessment is that any tools measuring only either
product or service cannot completely assess the overall quality of services provided.
Library services quality is a combination of the quality of information provided by the
library (e.g., comprehensiveness, appropriateness, and format) and the services offered
by the library (e.g., physical facilities, helpfulness, and attitude of library staff).
In this 21st century, service providers aimed to provide qualitative services to
satisfy the needs of the customers. That is why service quality (ServQUAL) has become
increasingly significant in developing countries. For many centuries the role of service
quality as a key factor of customer satisfaction and organizational performance is widely
recognized in developed countries (Asogwa & Brendan, 2014).
The research team lead by Manjunatha & Shivalingaiah, (2004) used ServQUAL
to track perceptions of library service quality from samples of its library users. The
evaluation team observed that the instrument could be modified and applied in
libraries, after removing certain areas that were not related and useful for assessing
service quality in libraries. Since the Existence of ServQUAL model Broady-Preston
& Lobo, (2011) identified it as one of the basic framework for assessing the quality of
library performances.
ServQUAL instrument 22 items. Originally ServQUAL in industries has ten
dimensions or criteria that customers used while judging service quality namely,
tangibles, reliability, responsiveness, competence, courtesy, credibility, security, access,
communication and understanding of customers. The proponents of this model
popularly referred to as PZB. These original were identified by Bea, Asogwa, Ezema,
& Ugwuanyi, (2014). From ten to five dimensions namely: tangibility, reliability,
responsiveness, assurance, and empathy - due to their tendency to repetition.
158
Figure 2. Research Flow Chart
OBJECTIVE OF THE STUDY
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-
159
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.
Respondents of the Study

The respondents of the study limits only to the three (3) administrators of the
Basic Education composed of: the Principal, and one (1) administrator of the Higher
Education who is the Director for Instruction. Respondents also included the one (1)
licensed librarian of the Basic Education and another one (1) of the Higher Education.
On the absence of a licensed librarian, the Para librarians of the two schools were the
respondents of the study. The teachers of the Basic Education and Higher Education
were part of the respondents. Graduating students of the Basic Education and Higher
Education Degree students were the respondents representing the student sector since
they were more familiar with the library services due to their years of stay in the school.
The administrators and librarians/paralibrarians answered on the areas of
administration, library collections, personnel, financial support, and physical facilities
of the library services and resources of management. The teachers and students answered
on the area of services and use.
The tables below show the population of the respondents of the Cluster A schools
of the Diocese of Butuan for the School Year 2013-2014.
Table 1. Respondents of the Study Basic Education Library Services Status

Sector St. James SMCC Basic Ed. OLCA SMCC Higher Ed Total
Administrators 11 11 4
Librarians 01 01 2
Para librarians 10 102
Teachers 30 16 11 8 65
Students 132 98 68 83 381
Total 162 116 81 93 452
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.
160
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.
Data Collection Techniques

Preliminary preparation started with a letter of request to conduct the study to
the School President/School Director. After the approval, the questionnaires were
distributed to the respondents for assessment. After the distribution, the questionnaires
were gathered for quantification. Focus Group Discussion was conducted among the
sectors of the teachers, librarians/para-librarians, and students. Content analysis and
data analysis were made to gather baseline data for the intervention program.
The result of the survey was given to the Diocese of Butuan Catholic Schools
Superintendent and the Director for Libraries of Liceo de Cagayan University, Cagayan
de Oro City and Father Saturnino Urios University, Butuan City for content analysis.
Statistical Analysis
The following statistical techniques were used pursuant to the needs of the
problems in this study: frequency mean.
Scoring and Quantification of Data

The rating was based on verifiable facts and evidences, interviews with stakeholders,
and a rater’s observations, assessment and evaluation. Each statement scored in a scale of
1 to 5 with “5” being the most desirable condition and “1” indicates that the minimum
standard is not complied with at all.
161
Extent of Compliance
Rating Description
with Minimum Standards
Approaching Excellence in Practicing Provision or condition is very extensive and
5
the Standard functioning excellently
Provision or condition is extensive and

4 Exceeding the Minimum Standard
functioning very satisfactorily
Provision or condition is satisfactorily met

3 Practicing the Minimum Standard
and functioning satisfactorily
Provision or condition is limited and fairly

2 Approaching the Minimum Standard
functioning
Missing the Required Minimum Provision or condition is missing but
1
Standard necessary
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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8. There is an annual report showing

accomplishments based on the action
plan for the year that is likewise based on Practicing the
the long term strategic plan supported 3 4 2.5 3.2 Minimum 6.5
by statistics and interpreted data showing Standard
trends and impact of the library services
and operations.
9. There is a Three to Five Year Library
Strategic Development Plan indicating
the vision, the gaps and the strategies Practicing the
to bridge the gaps duly prepared by 3 2.5 2.5 2.7 Minimum 9
the Librarian or Para Librarian in Standard
consultation with the library staff,
administration and the users.
Practicing the
10. The library is a member of inter-school
2.5 3.5 2.5 2.8 Minimum 8
consortia or networking and linkages.
Standard
11. The library recognizes the importance Exceeding the
of ICT in enhancing the operations and 3.5 3.5 4 3.7 Minimum 4
services of the library. Standard
Practicing the
Section Mean 2.82 3.64 3.3 3.2 Minimum
Standard
On the Area of Administration

The area of administration has an average mean of 3.2 or practicing the minimum
standard. Among the 11 items, the item “The Librarian or Para Librarian directs and
supervises the total operations of the library and is responsible for the efficient and effective
administration of its services and resources” has the highest mean with 4.2 or exceeding
the minimum standard.
Five (5) out of 11 items have verbal description of exceeding the minimum standard
while four (4) items with a verbal description practicing the minimum standard and two
(2) items with a verbal description of approaching minimum standard.
The item “there is a Library Committee that serves as an advisory group for the
continued development and improvement of library collection and services” has the
lowest rating among the 11 items on the area of administration with the mean of 2.2 or
approaching the minimum standard.
Table 2. Library Collections

Area 2. Library Collections Rank
1. The content and quantity of
library holdings and materials
Exceeding the
are related to the curriculum
3 4.5 3.5 3.7 Minimum 2
and in proportion to enrollment
Standard
size and needs of students and
teachers.
163
2. The school library program

Practicing the
provides a balanced collection of
2.5 4 2.5 3 Minimum 6.5
at least 5,000 books, software,
Standard
and electronic resources.
3. Library holdings include Practicing the
professional books of recent 2.5 4 2.5 3 Minimum 6.5
edition. Standard
4. Twenty percent (20%) of the total Practicing the
collection shall be published 2.5 3.5 2.5 2.8 Minimum 8
within the last ten (10) years. Standard
5. Adequate reference materials
including sets of encyclopedia,
dictionaries, atlas, almanacs,
fiction (30%), non-fiction
Practicing the
(70%), books of general interest,
3 3 3.5 3.2 Minimum 4.5
biography books, yearbook,
Standard
manuals, handbooks, book of
knowledge, thesaurus, book of
facts, literary classics, book of
etiquette, and world record.
6. The general collection, include at Exceeding the
least five (5)reference books in 3 4 3.5 3.5 Minimum 3
the different subject areas. Standard
7. Filipino-authored books and
Exceeding the
other curricular materials are
4.5 4 4.5 4.3 Minimum 1
adequately represented and
Standard
designated as Filipiniana section.
8. A basic subscription to 15 titles of Approaching
general interest magazines and 3 2.5 2 2.5 the Minimum 9.5
10 titles of professional journals. Standard
9. A basic subscription to 3 titles of
Approaching
newspapers onnational coverage
3 2.5 1.5 2.3 the Minimum 11
and 1 title with local news
Standard
coverage.
10. An updated collection
of pamphlets, clippings,
government documents, Approaching
vocational information and 3 3 1.5 2.5 the Minimum 9.5
other materials appropriate to Standard
the curriculum and interest of
students are provided.
11. A variety of audiovisual
equipment available inamounts Practicing the
adequate to serve the 2.5 4.5 2.5 3.2 Minimum 4.5
instructional program of the Standard
school.
Practicing the
Section Mean
2.96 3.59 2.7 3.1 Minimum
Standard
164
On the Area of Library Collections

The area of library collections has an average mean of 3.1 or practicing the
minimum standard. The item “Filipino-authored books and other curricular materials
are adequately represented and designated as Filipiniana section” has the highest rating
with 4.3 or exceeding the minimum standard.
The item “a basic subscription to 3 titles of newspapers onnational coverage and 1
title with local news coverage” has the lowest mean with 2.3 rating or approaching the
minimum standard. Followed by the items “a basic subscription to 15 titles of general
interest magazines and 10 titles of professional journal” and “an updated collection
of pamphlets, clippings, government documents, vocational information and other
materials appropriate to the curriculum and interest of students are provided” with a
mean of 2.5 or approaching the minimum standard.
Table 3. Library Personnel

Area 3. Personnel Rank
1. The library has an adequate number of
personnel:
For an enrollment of 500 or less – 1 full time
librarian plus 1 support staff
Practicing the
For an enrollment of 1,000 - 1 full time head
2 4 2 2.7 Minimum 7
librarian,1 full time librarian plus 2 support
Standard
staff
For an enrollment of 2,000 - 1 full time head
librarian,2 full time librarian plus 4 support
staff
Practicing the
2. There are student assistants on duty. (optional) 3.5 4.5 2 3.3 Minimum 4
Standard
Exceeding the
3. Librarians and staff participate in school
4 5 4 4.3 Minimum 1
activities.
Standard
Exceeding the
4. The Librarian or Para Librarian is a member of
4 3.5 3 3.5 Minimum 3
the policy‑making body of the school.
Standard
5. The Librarian or Para Librarian participates Practicing the
in the recruitment and selection of library 2.5 3.5 3 3.0 Minimum 6
personnel. Standard
6. Salaries and benefits of librarians are consistent
Exceeding the
with their educational qualification,
3.5 5 3 3.8 Minimum 2
experience and responsibilities and are
Standard
comparable to those of faculty.
7. Opportunities are provided for the professional Practicing the
growth of the library staff like trainings, 3 4.5 2 3.2 Minimum 5
seminars, masteral or doctoral studies. Standard
Practicing the
Standard
165
On the Area of Personnel

The area of personnel has an average mean of 3.4 or practicing the minimum
standard. Out of the 7 items, the item “Librarians and staff participate in school activities”
has the highest mean with 4.3 or exceeding the minimum standard.
Item 1 about the adequate number of library personnel was rated the lowest with
2.7 or practicing the minimum standard. Two schools have a mean of 2.0 or approaching
the minimum standard and one school has 4.0 or exceeding the minimum standard.
Followed by the item “the Librarian or Para Librarian participates in the recruitment and
selection of library personnel” with 3.0 or practicing the minimum standard.
Table 4. Financial Support

Area 4. Financial Support Rank
Practicing
1. All library fees are used the
2.5 4 2.5 3.0 2
solely for library operations. Minimum
Standard
2. The school provides
adequate funds for salaries
Practicing
of library personnel and for
the
the acquisition of furniture, 2 4 2.5 2.8 3.5
Minimum
fixtures, supplies, books,
Standard
periodicals, and library
programs.
3. Funds is managed by the Practicing
librarians and apportioned the
1.5 5 2 2.8 3.5
according to the needs of the Minimum
school curriculum. Standard
4. To sustain the library’s
growth and development, a Practicing
library/Audio-Visual Fee is the
2.5 4.5 2.5 3.2 1
collected, reviewed periodically Minimum
and updated whenever Standard
necessary.
Practicing
the
Section Mean 2.12 4.4 2.4 2.9
Minimum
Standard
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.
166
Table 5. Services and Use

Area 5. Services and Use Rank
Exceeding the
1. Library orientation is conducted at the
4.3 4.7 3.1 4 Minimum 2.5
start of the school year.
Standard
2. The school has responsive reading pro- Practicing the
gram including National Book Week or 3.9 3.9 2.3 3.4 Minimum 8
Book Month. Standard
Exceeding the
3. Books are available to students and
4.4 4.4 4.6 4.4 Minimum 1
teachers.
Standard
4. The open shelf system library is ac-
Exceeding the
cessible for research activities, browsing,
4.1 4.2 3.9 4 Minimum 2.5
reading, and basic listening and viewing by
Standard
individuals and classroom groups.
Exceeding the
5. The library allows the parents and the
3.2 3.5 3.7 3.5 Minimum 7
alumni to use.
Standard
6. Statistics on the use of the library by
Exceeding the
students, teachers, and other users are
3.7 4.2 3 3.6 Minimum 5.5
periodically prepared by the library staff
Standard
and posted in the bulletin board.
Exceeding the
7. The library is open Monday to Friday
3.6 4.7 3.3 3.9 Minimum 4
whole day and Saturday Half Day.
Standard
8. Services are extended for the use of Practicing the
audio‑visual equipment (LCD) and mate- 2.7 3.8 2.8 3.1 Minimum 9
rials (CD,etc.). Standard
Practicing the
9. Photocopying services are available. 2.6 2.2 3.6 2.8 Minimum 10.5
Standard
10. Library handbooks or mimeographed Exceeding the
rules and regulations of the library are 3.6 3.6 3.6 3.6 Minimum 5.5
provided. Standard
11. Other services needed by the teachers Approaching
and Students are provided like scanning, 2.1 2.2 2.5 2.3 the Minimum 12
CD burning, printing. Standard
Practicing the
12. There are discussion rooms and silent
3 2.8 2.7 2.8 Minimum 10.5
study rooms.
Standard
Practicing the
Section Mean
3.42 3.68 3.2 3.4 Minimum
Standard
On the Area of Services and Use

The area on services and use has an average mean of 3.4 or practicing the minimum
standard. Among the twelve (12) items, the item “books are available to students
and teachers” with rating of 4.4 or exceeding the minimum standard has the highest
mean while the item of “other services needed by the teachers and students are provided
like scanning, CD burning, printing” got the lowest rating with 2.3 or approaching to
minimum standard. Followed by the items of “photocopying services are available” and
167
“there are discussion rooms and silent study rooms” with 2.8 or practicing the minimum
standard.
Table 6. Physical Facilities

Area 6. Physical Facilities Rank
1. The library area can accom- Practicing the
modate at least 12% of the total 2 4 3.5 3.2 Minimum 6.5
enrollment. Standard
2. The library is centrally and
securely located within the school Exceeding the
campus, away from noisy areas such 3.5 4 4 3.8 Minimum 1.5
as the gymnasium, band room, or Standard
playground.
3. There is adequate space for ma-
terial circulation, catalog access,
Practicing the
displays and exhibits. Shape–prefer-
3 3.5 3 3.2 Minimum 6.5
ably rectangular, 2/3 of the area
Standard
for library users and 1/3 for library
collection.
4. A layout is designed for easy Practicing the
supervision of the current collection 3.5 4 2.5 3.3 Minimum 4.5
and its anticipated growth. Standard
5. There are equipment and supplies
for writing reports, creating presen-
Practicing the
tations, photocopying, designing
2.5 3.5 2 2.7 Minimum 8
graphics, creating multimedia, and
Standard
recording, duplicating and editing
audio-visual materials.
6. A separate area is provided for
library staff that is task to do plan-
Approaching
ning, ordering, scheduling, process-
2.5 3 2 2.5 the Minimum 9.5
ing, and repairing. The work area
Standard
is adequate in size, well lighted and
properly ventilated.
Approaching
7. There are provisions for student
3 3 1.5 2.5 the Minimum 9.5
and faculty lounges.
Standard
8. The Librarian is provided with an
Exceeding the
office located in an area where he/
3.5 3.5 3.5 3.5 Minimum 3
she can effectively monitor library
Standard
activities.
9. Reading areas are sufficiently large
Practicing the
and the number of seats provided is
3 4 3 3.3 Minimum 4.5
suited to present faculty and student
Standard
needs.
10. Library handbooks or mimeo-
Exceeding the
graphed rules
4 4 3.5 3.8 Minimum 1.5
and regulations of the library are
Standard
provided.
Practicing the
Standard
168
On the Area of Physical Facilities

The area of physical facilities has an average mean of 3.2 or practicing the minimum
standard. The items “the library is centrally and securely located within the school
campus, away from noisy areas such as the gymnasium, band room, or playground” and
“library handbooks or mimeographed rules and regulations of the library are provided’
has the highest mean with 3.8 or exceeding the minimum standard.
The items “a separate area is provided for library staff that is task to do planning,
ordering, scheduling, processing, and repairing. The work area is adequate in size,
well lighted and properly ventilated” and “there are provisions or student and faculty
lounges” has the lowest mean with 2.5 or approaching the minimum standard.
Table 7 below presents the level of library services status on the areas of
administration, library collections, personnel, financial support, services and use, and
physical facilities of the Higher Education Library of Saint Michael College of Caraga.
Table 7. Level of Library Services Status on the Areas of Administration, Library

Collections, Personnel, Financial Support, Services and Use, and Physical Facilities of
the Higher Education Library of Saint Michael College of Caraga
Area 1. Administration Mean Verbal Description Rank
1. The organizational set‑up of the library is based on the school’s Exceeding the Minimum
4.5 3
structure and is clearly formulated. Standard
Approaching Excellence
2. The Librarian or Para Librarian has an annual appointment and
5 in Practicing the 1.5
contract.
Standard
3. The Librarian or Para Librarian directs and supervises
the total operations of the library and is responsible for
5 in Practicing the 1.5
the efficient and effective administration of its services
Standard
And resources.
4. The Librarian or Para Librarian is part of the Academic Heads Approaching the
2.5 10.5
meeting and decision‑making of the school. Minimum Standard
5. There is a Library Committee that serves as an
Approaching the
advisory group for the continued development and 2.5 10.5
Minimum Standard
Improvement of library collection and services.
6. The library has a departmental operational and procedural Exceeding the Minimum
4 5.5
manual. Standard
7. The responsibility to prepare, defend and utilize the library
Exceeding the Minimum
budget is delegated to the Librarian or Para 3.5 8.5
Standard
Librarian.
8. There is an annual report showing accomplishments

based on the action plan for the year that is likewise
based on the long term strategic plan supported by 4 5.5
Standard
statistics and interpreted data showing trends and
impact of the library services and operations.
169
9. There is a Three to Five Year Library Strategic

Development Plan indicating the vision, the gaps and
the strategies to bridge the gaps duly prepared by 3.5 8.5
Standard
the Librarian or Para Librarian in consultation with the
library staff, administration and the users.
10. The library is a member of inter-school consortia or Exceeding the Minimum
4 5.5
networking and linkages. Standard
11. The library recognizes the importance of ICT in Exceeding the Minimum
4 5.5
enhancing the operations and services of the library. Standard
Section Mean Exceeding the Minimum
3.9
Standard
On the Area of Administration

The area of administration has an average mean of 3.9 or exceeding the minimum
standard. The items “the Librarian or Para Librarian has an annual appointment and
contract” and “the Librarian or Para Librarian directs and supervises the total operations
of the library and is responsible for the efficient and effective administration of its
services and resources” has a rating of 5.0 or approaching excellence in practicing the
standard.
The items “the Librarian or Para Librarian is part of the Academic Heads meeting
and decision‑making of the school” and “there is a Library Committee that serves as an
advisory group for the continued development and improvement of library collection
and services” has the lowest rating with 2.5 or approaching the minimum standard.
Based on the documentary analysis and discussion made with the Librarian and
Library Staff, the library has a three year development plan and annual action plan. The
management also required them to submit an annual accomplishment report.
Part of the library developmental plans includes the construction of a bigger library
that can accommodate the growing population of the school, acquisition of additional
collections, acquisition of electronic books and journal, acquiring photocopier, scanner,
and printer, and the construction of a discussion and technical rooms. The automation
of the library system was part of the priority acquisitions of the school.
The library was a member of various associations like the Caraga Librarians and
Libraries Association, Inc. (CLLAI), the Academic Libraries and Information Network
in Mindanao, Inc. (ALINET), a Mindanao wide association of libraries and networking,
the Academic Libraries Book Acquisition Systems Association, Inc. (ALBASA) based in
Cebu City, and the Philippine Librarians Association, Inc. (PLAI).
The Librarian prepared the annual budget of the library for approval with the
Budget Committee and Board of Trustees of the school.
170
Table 8. Library Collections

Area 2. Library Collections Mean Verbal Description Rank
1. The content and quantity of library holdings and materials are
Practicing the
related to the curriculum and in proportion to enrollment size and 3 6.5
Minimum Standard
needs of students and teachers.
2. The school library program provides a balanced collection of at Approaching the
2.5 10
least 5,000 books, software, and electronic resources. Minimum Standard
Exceeding the
3. Library holdings include professional books of recent Edition. 3.5 3.5
Minimum Standard
4. Twenty percent (20%) of the total collection shall be published Practicing the
3 6.5
within the last ten (10) years. Minimum Standard
5.Adequate reference materials including sets of encyclopedia,
dictionaries, atlas, almanacs, fiction (30%), non-fiction (70%),
Exceeding the
books of general interest, biography books, yearbook, manuals, 4 2
Minimum Standard
handbooks, book of knowledge, thesaurus, book of facts, literary
classics, book of etiquette, and world record.
6. The general collection, include at least five (5) reference books in Exceeding the
3.5 3.5
the different subject areas. Minimum Standard
7. Filipino-authored books and other curricular materials are Exceeding the
4.5 1
adequately represented and designated as Filipiniana section. Minimum Standard
8. A basic subscription to 15 titles of general interest magazines and Practicing the

3 6.5
10 titles of professional journals. Minimum Standard
9. A basic subscription to 3 titles of newspapers on national coverage Approaching the
2.5 10
and 1 title with local news coverage. Minimum Standard
10. An updated collection of pamphlets, clippings, government
Approaching the
documents, vocational information and other materials appropriate 2.5 10
Minimum Standard
to the curriculum and interest of students are provided.
11. A variety of audiovisual equipment available in amounts Practicing the
3 6.5
adequate to serve the instructional program of the school. Minimum Standard
Practicing the
Section Mean 3.2
Minimum Standard
On the Area of Library Collections

The area of library collections has an average mean of 3.2 or practicing the
minimum standard. The item “Filipino-authored books and other curricular materials
are adequately represented and designated as Filipiniana section” got the highest mean
with 4.5 or exceeding the minimum standard. Followed by the item 5 pertaining to
the adequate reference materials.
The area’s lowest rated items included items 2, 9, and 10 with a mean of 2.5 or
approaching the minimum standard. Item 2 pertains to the number of collections,
software, and electronic resources.
Per focus group discussion, document analysis, and actual visit of the area, the
library has a total collections of 4,322 books but no electronic books and resources
available. Item 9 pertaining to the subscriptions of at least three (3) newspapers and
171
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.
Table 9. Library Personnel

Area 3. Personnel Mean Verbal Description Rank
1.The library has an adequate number of personnel:
For an enrollment of 500 or less – 1 full time librarian plus 1
support staff
For an enrollment of 1,000 - 1 full time head librarian, 1 full 3.5 6
Standard
time librarian plus 2 support staff
For an enrollment of 2,000 - 1 full time head librarian, 2 full
time librarian plus 4 support staff
2. There are student assistants on duty. (optional) 5 in Practicing the 2
Standard
3. Librarians and staff participate in school activities. 5 in Practicing the 2
Standard
4.The Librarian or Para Librarian is a member Exceeding the Minimum
4 4.5
Of the policy‑making body of the school. Standard
5. The Librarian or Para Librarian participates in the Practicing the Minimum

3 7
recruitment and selection of library personnel. Standard
6.Salaries and benefits of librarians are

consistent with their educational qualification,
5 in Practicing the 2
experience and responsibilities and are
Standard
comparable to those of faculty.
7.Opportunities are provided for the
professional growth of the library staff like 4 4.5
Standard
trainings, seminars, masteral or doctroral studies.
Section Mean 4.2
Standard
On the Area of Personnel

The area of personnel has an average mean of 4.2 or exceeding the minimum
standard. Out of the seven (7) items there were three (3) items namely: “there are student
assistants on duty”, “Librarians and staff participate in school activities”, and “salaries
172
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.
Table 10. Financial Support

Area 4. Financial Support Mean Verbal Description Rank
Exceeding the
1. All library fees are used solely for library operations. 4 1.5
Minimum Standard
2. The school provides adequate funds for salaries of library
Exceeding the
personnel and for the acquisition of furniture, fixtures, 4 1.5
Minimum Standard
supplies, books, periodicals, and library programs.
3. Funds is managed by the librarians and apportioned Practicing the
3 4
according to the needs of the school curriculum. Minimum Standard
4. To sustain the library’s growth and development, a
Exceeding the
library/Audio-Visual Fee is collected, reviewed periodically 3.5 3
Minimum Standard
and updated whenever necessary.
Exceeding the
Section Mean 3.6
Minimum Standard
On the Area of Financial Support

The area of financial support was rated 3.6 or exceeding the minimum standard.
The item “funds is managed by the librarians and apportioned according to the needs
of the school curriculum” has the lowest rating among the four (4) items with the
mean of 3.0 or approaching the minimum standard. Followed by the item “to sustain
the library’s growth and development, a library/Audio-Visual Fee is collected, reviewed
periodically and updated whenever necessary” with rating of 3.5 or exceeding the
minimum standard. The remaining two (2) items were rated 4.0 or exceeding the
minimum standard.
Based on documentary analysis and discussion made by the researcher, the librarian
was part of the budget making of the school. The amount of P500.00 per student per
173
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.
Table 11. Services and Use

Area 5. Services and Use Mean Verbal Description Rank
Exceeding the
1. Library orientation is conducted at the start of the school year. 4.5 1.5
Minimum Standard
2. The school has responsive reading program including National Exceeding the
4 5
Book Week or Book Month. Minimum Standard
Exceeding the
3. Books are available to students and teachers. 4.4 3
Minimum Standard
4. The open shelf system library is accessible for research activities,
Exceeding the
browsing, reading, and basic listening and viewing by individuals 4.2 4
Minimum Standard
and classroom groups.
Practicing the
5. The library allows the parents and the alumni to use. 3.1 8
Minimum Standard
6. Statistics on the use of the library by students, teachers, and
Exceeding the
other users are periodically prepared by the library staff and posted 3.6 7
Minimum Standard
in the bulletin board.
7. The library is open Monday to Friday whole day and Saturday Exceeding the
4.5 1.5
Half Day. Minimum Standard
8. Services are extended for the use of audio‑visual equipment Exceeding the
3.7 6
(LCD) and materials (CD,etc.). Minimum Standard
Approaching the
9. Photocopying services are available. 2.3 12
Minimum Standard
10. Library handbooks or mimeographed rules Practicing the
3 9.5
and regulations of the library are provided. Minimum Standard
11. Other services needed by the teachers and Approaching the
2.4 11
students are provided like scanning, CD burning, printing. Minimum Standard
Practicing the
12. There are discussion rooms and silent study rooms. 3 9.5
Minimum Standard
Exceeding the
Section Mean 3.6
Minimum Standard
On the Area of Services and Use

The area of services and use has an average mean of 3.6 or exceeding the minimum
standard. The items 1 and 7 pertaining to the library orientation and schedule of library
hours were rated highest 4.5 or exceeding the minimum standard. Item 3 related to
books availability to students and teachers followed the rank with 4.4 rate or exceeding
Among the twelve (12) items, the item “photocopying services are available” has
the lowest rating with 2.3 or approaching the minimum standard. Followed by the
174
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.
Table 12. Physical Facilities

Area 6. Physical Facilities Mean Verbal Description Rank
1. The library area can accommodate at least 12% of the total Exceeding the Minimum
4 6.5
enrollment. Standard
2. The library is centrally and securely located within the school
campus, away from noisy areas such as the gymnasium, band 3.5 9.5
Standard
room, or playground.
3. There is adequate space for material circulation, catalog
access, displays and exhibits. Shape–preferably rectangular, 2/3 4 6.5
Standard
of the area for library users and 1/3 for library collection.
4. A layout is designed for easy supervision of the current Exceeding the Minimum
4.5 3
collection and its anticipated growth. Standard
5. There are equipment and supplies for writing reports,
creating presentations, photocopying, designing graphics, Exceeding the Minimum
3.5 9.5
creating multimedia, and recording, duplicating and editing Standard
audio-visual materials.
6. A separate area is provided for library staff that is task to
do planning, ordering, scheduling, processing, and repairing. Exceeding the Minimum
4.5 3
The work area is adequate in size, well lighted and properly Standard
ventilated.
7. There are provisions for student and faculty lounges. 4 6.5
Standard
8. The Librarian is provided with an office located in an area Exceeding the Minimum
4.5 3
where he/she can effectively monitor library activities. Standard
9. Reading areas are sufficiently large and the number of seats Exceeding the Minimum
4 6.5
provided is suited to present faculty and student needs. Standard
10. The arrangement of furniture, equipment and other facilities
5 in Practicing the 1
is functional.
Standard
Section Mean 4.2
Standard
On the Area of Physical Facilities

The area of physical facilities has an average mean of 4.2 or exceeding the minimum
standard. Among the ten (10) items, the item 10 “the arrangement of furniture, equipment
and other facilities is functional” rated highest with 5.0 or approaching excellence in
175
practicing the standard. Followed with items 4, 6, and 8 with a mean of 4.5 exceeding
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.
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service quality of academic libraries in developing countries. Retrieved on January
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in the Evaluation of Service Quality of Academic Libraries in Developing Countries.
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Education. Quezon City. Retrieved on January 14, 2019 from https://goo.gl/
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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.
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French, B. (2000). Zawacki, Organization Development and Transformation (Managing

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Hiller, S., Kyrillidou, M., & Self, J. (2008). When the evidence is not enough:
Organizational factors that influence effective and successful library
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Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for
contemporary science education—a pedagogical justification and the state-of-the-
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teachers in secondary schools in Calabar Education Zone of Cross River State,
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179
Using Collaborative Sensory Detail

Chart to Increase Number of Content Words
of Students’ Descriptive Writing
TIARMA MARPAUNG
http://orcid.org/ 0000-0002-0784-2812
tiar.lulan@gmail.com
Artha Wacana Christian University, Indonesia

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
Collaborative learning, sensory detail chart, five senses, descriptive

writing, content words, Indonesia
180
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
181
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
The researcher conducted two cycles of classroom action research under a

quantitative approach to describe the increase of number of content words in students’
descriptive writing. She has managed the four-phase cycle suggested by Hall & Keynes
(2005) which consisted of planning, acting, observing and reflecting. There were 30
students of her Writing class participated and divided into groups of four or five. They
were given pre- and post-tests of descriptive writing tasks. The number of content words
was measured from the number of nouns, verbs, adjectives, and adverbs used in their
writing after doing the post-tests.
The success of this study was indicated by the increase in the number of content
words produced by the students in their English descriptive writing. The number
of content words students produced, the skillful they are in adding details in their
descriptive writing. The increase in the number of content words and quality of the
students’ descriptive writing was measured with the formula recommended by Alawi
(2011).
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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
183
accommodated themselves with dictionary application in their smartphone. The rest

who did not have any references became less active and unable to contribute ideas in
giving details to the description. They tended to depend on others who were active.
They stayed passive in sharing ideas. Thus, they filled in their sensory detail chart by
copying others’. However, the collaborative learning benefits the submissive students in
gaining new knowledge and information as well as more details about the topic.
During collaborative learning, the researcher as the lecturer who delivered the
instruction let the students work independently in groups after instructions were
given. She monitored the learning activity in a certain distance for students to be more
comfortable during the discussion. At times, she checked on the students whether
or not they did the instructions as they should be. She also approached the groups
when the representatives of the groups occasionally asked questions for more apparent
instructions on the learning. Collaborative learning surely stimulated the students to
talk with other students to get the same ideas in learning; especially in details they got
by exploring their five senses.
After the implementation of the strategy in Cycle 1, the researcher reflected some
important points for better implementation in the next cycle. What she reflected from
the action in the first cycle was intended to find a way on how to enrich the students
with more ideas for they could explore their five senses much more.
The first significant point was to reinforce the students to study the meaning of
words listed in the vocabulary of senses individually before coming to the next cycle.
The researcher also concerned with the use of the dictionary as their reference. The next
point was motivating all students to be more actively engaged in the activity. Building
more interest to the students in exploring the five senses by giving a more familiar topic
became another point of intention to be done in Cycle 2.
As in Cycle 1, the students did not get a chance to present or share the result of
their group discussion, the researcher decided to reduce the time of group discussion in
the next implementation. Giving each group opportunity to share ideas to other groups
could enrich all students’ knowledge on the topic and would let them think more on
what they could explore by using their five senses.
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.
184
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
185
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.
Figure 1. Number of Content Words in Pre- Test and Post-Test 1
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
186
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
Figure 2. Average number of content words

in Pre-Test, Post-Test 1 and Post-Test 2
187
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
Brown, H. D. (2000). Principles of language learning and teaching. Retrieved on

January 14, 2019 fromhttps://goo.gl/ZVWS1X
Marpaung, T., & Hambandima, E. S. N. (2018). Collaborative experiential

learning. International journal of linguistics, literature and culture, 4(5), 55-67.
Retrieved on January 14, 2019 from https://goo.gl/7YCX5a
Hall, W., & Keynes, M. (2005). Action research, A guide for associated lecturers. The
open. Retrieved on January 14, 2019 from https://goo.gl/A5KvqJ
188
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
Langan, J. (2013). Exploring writing: Sentences and paragraphs. McGraw-Hill. Retrieved

on January 14, 2019 from https://goo.gl/HvjWyh
Latief, M. M. A. (2008). What Do We Mean by Writing Fluency? Proposing a new

measure for assessing fluent written language production. Proceedings of the BAAL
Annual Conference. Retrieved on January 14, 2019 from https://goo.gl/L4YE1M
Liao, M. T., & Wong, C. T. (2010). Effects of dialogue journals on L2 students’

writing fluency, reflections, anxiety, and motivation. Reflections on English Language
Teaching, 9(2), 139-170. Retrieved on January 14, 2019 from https://goo.gl/
LWoiSm
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
189
Journal Higher Education Research Journal
Perception of Graduates in Their

Educational Experience and Readiness to Take
the Criminology Licensure Examination
JUN C. VILLARMIA
http://orcid.org/0000-0002-7919-3225
villarmiajun@gmail.com

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
Perception, educational experience, readiness, licensure examination, qualitative

research design, Philippines
190
INTRODUCTION
Pioneering class of every program marks history in every institution. Academic

exercises and practical training are provided for the students as part of the prestige
preparation of the school. This is indispensable for board courses such as criminology
program. Also, performance in the board examination determines the quality of the
services and training that were received by the students (Stewart, Bates, & Smith, 2004).
As a result, these performances distinguish one academic institution from the other
(Dadian, Guerink, Olney, & Littlefield, 2002).
In Pakistan, school rivalry and increase in student’s enrollment are reasons why
academic institutions are providing an environment which satisfies the expectations
of learners (Hameed & Amjad 2011). In a competitive environment, institutions
that are providing excellent education and students’ friendly environment can survive
(Candaliza-Gutierrez, 2013).
In the Philippines, producing equipped graduates who can lead in the industry of
their choice are challenges among academic institutions. Tamayo (2015) found that
large requirements during academic preparation among criminology graduates lead to a
comparative advantage in taking the licensure examination for criminologists.
As a profession, becoming a criminologist requires passing the licensure examination
(De Vaney Olvey, Hogg, & Counts, 2002). This examination covers six areas or subjects
including law enforcement administration, criminal jurisprudence, procedure and
evidence, criminalistics, correctional administration, crime detection and investigation,
criminal sociology, ethics, and human relations. An examinee must have a general
average of at least seventy-five percent and no grade below 50%.
Thus, the researcher wanted to determine the effects of the enhancement review
in criminology on the achievement of mastery of learning in preparation for licensure
examination for criminologists.
OBJECTIVE OF THE STUDY
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.
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.
191
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.
Data Gathering Procedure

Focused-group discussion has set, and audio recorded where 11 respondents
have answered individually the researcher prepared questions. Recorded answers were
transcribed and analyzed.
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
192
as self-confidence to interact variety of people especially high ranking officers, dialogue

with prisoners and interviewing probationers.
Respondents are willing and confident to accept any job offer related to their course.
According to them, accepting the offer will enable them to apply the knowledge and
skills acquired in their studies. Also, most of them are thinking of their responsibilities
to help and pay back the effort given by their parents of sending them to school.
If the board exam was held on the day of the interview with the respondents, six
(6) of them are not sure to pass. They further stated that they need to focus and cope up
during the regular review for the board exam. The knowledge that they have acquired is
insufficient, especially for the subjects during their first year and second year.
On the other hand, five (5) respondents replied that they would pass the board
exam. They argued that a shortage of academic learnings during their lower years was
coped up because of the enhancement review and in their on-the-job training.
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
Candaliza-GutieRRez, F. (2013). Sociological Time Travel: Criminality and

Criminologists in thePhilippine Past. Philippine Sociological Review, 69-86.
Retrieved on January 7, 2019 from https://goo.gl/Exb84V
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.
193
Retrieved on January 7, 2019 from https://goo.gl/hBG21k
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
Tamayo, A. (2015). Investigating the Results: A Criminologists Licensure Exam Study.

Retrieved on January 7, 2019 from https://goo.gl/MstQ1F
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Volume 5 · August 2018

Roel Palo Anicas, DAEM

Chief Executive Officer

Managing Editor & Website Administrator

AIM AND SCOPE

ISSN Print: 2449-4402 · Volume 5 · August 2018

Published by Saint Michael College of Caraga

All rights reserved 2018

1 Essay Scoring System Using Semantic Similarity Approach

29 Determinants of Quality Teacher Education Program of Private Higher

52 Person-Oriented Approaches as an Organization Development

69 Academic Emotions And Performance of the Senior High School

93 Traditional and Constructivist Teaching Approaches and Student

111 Web-Based Information and Monitoring System of Cagayan de Oro

123 The National Competency Based Teacher Standard (Ncbts)

138 The Use of Multiple Intelligence Instruction Activities in Improving

152 Library Services Status of Cluster A Schools of the Diocese of Butuan

180 Using Collaborative Sensory Detail Chart to Increase Number of

190 Perception of Graduates in Their Educational Experience and Readiness

Policy on Digital Preservation

Policy on Handling Complaints

Policy on Use of Human Subjects in Research

Policy on Conflicts of Interest

Publication Ethics and Publication Malpractice

The Peer Review System

Criteria for Acceptance and Rejection. A manuscript is accepted when it is (1)

Technology-based Quality Assurance

Flesch Reading Ease test. The interpretation of the score is as follows:

Gunning Fog Index. Developed by Robert Gunning, an American Businessman

GUIDE FOR AUTHORS

Essay Scoring System Using Semantic

Gunning Fog Index: 13.13 • Originality: 99% • Grammar Check: 99%

study is more capable of evaluating semantic similarity based on word occurrences, it is

Natural Language Processing, Computer Science, Information Technology, Essay,

Text Processing Algorithms

Semantic Similarity Algorithms

Word Sense Disambiguation

Common Words (COW)

Longest Common Subsequence (LCS)

Semantic Distance (SD)

Hypernyms and Hyponyms

of specific instances A is a hypernym of B if B is a (kind of ) A. In other words, these are

Figure 1: Hypernym of computer

Figure 1 shows the graphical representation of how the hypernym relations in

Figure 2: Hyponyms of computer

Path-Based Measure of Similarity

Figure 3: Node counting from computer to adapter

Figure 4: Node counting for synsets data and information

OBJECTIVES OF THE STUDY

Model and Student Essay

Text Processing Methods

Student Essay Model Essay

Stop Words Removal

Alternative Model Essays

Word Sense Disambiguation (WSD) Process

where refers to the gloss of the synset being compared while

Synonym and Antonym Extraction

Criteria and Algorithm Weights

Semantic Similarity Algorithms

Common Term Frequency

Student Essay: Computer is used to calculate numbers.

where refers to the number of distinct words that matches between

Longest Common Subsequence