Effects of Contemporary Method Og Teachin. Seminar

Republic of the Philippines
MARINDUQUE STATE COLLEGE

SCHOOL OF ADVANCED EDUCATION
Panfilo P. Manguera Sr. Rd., Tanza, Boac, Marinduque 4900
Tel. No.: (042) 332-2853 / 754-0089
Email Address: stech.msc@gmail.com
THE EFFECTS OF CONTEMPORARY TEACHING METHODS TO THE ACADEMIC

PERFORMANCE OF THE JUNIOR HIGH SCHOOL IN BALANACAN NATIONAL HIGH
SCHOOL
A RESEARCH PROPOSAL
Presented to:
The Faculty of School of Advanced Education
BOAC, MARINDUQUE
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR SEMINAR IN THESIS
By:
Ruth P. Larraquel
Jenny M. Tatierra
THE EFFECTS OF CONTEMPORARY TEACHING METHODS TO THE ACADEMIC

PERFORMANCE OF THE JUNIOR HIGH SCHOOL IN BALANACAN NATIONAL HIGH
SCHOOL
Vision: “Marinduque State College is a research-driven higher education institution pursuing excellence and innovation by
2025.”
Mission: “Marinduque State College is committed to pursue progressive and innovative lifelong education founded on humanistic,
professional and technologically advanced programs across cultures and communities by establishing centers of excellence and
development and research-driven outreach programs.”
Build a Brighter Future with MSC!

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INTRODUCTION
For several years, teaching strategies has been developed into simple way to a more complex one
where the focus shifted from the teachers as the source of knowledge to the students as the focus of
learning. (Pana and Escarlos, 2017). Moreover, in the era of teaching pedagogy, teachers are challenge to
uplift new methods and strategies that will answer the raising needs of the students. (Pana and Escarlos,
2017).
As cited in the study of (Pana and Escarlos, 2017) before the integration of the teaching methods,
the attitudes towards learning in Araling Panlipunan of the both students who belong to the Contemporary
Methods of Teaching (CTS) and Non-Contemporary Methods of Teaching group was moderately
positive. On the other hand, after integration of the strategies, the attitude of the students who belong to
the contemporary teaching strategies (CTS) group was positive with while Non-Contemporary teaching
strategies group was still moderately positive (Pana and Escarlos, 2017). Furthermore, the level of
academic performance of the students in both CTS and NCTS group before the integration of the
strategies were all classified as beginning while after the integration of the strategies, the level of
academic performance in Araling Panlipunan of the both students in the CTS group was developing while
in NCTS was still classified as beginning. (Pana and Escarlos. Lastly, the researcher finds out that there
was a significant difference in the level of attitude towards learning, level of academic performance and
the level of acquisition of the 21 st century skills between the CTS and NCTS group before and after the
use of strategies. (Pana and Escarlos, 2017).
In this research, we intend to find if there is really an impact of contemporary method of teaching
rather than non-contemporary method of teaching on student’s academic performance or not. Institutions
nowadays are focusing more on using variety of teaching methods to enhance the interest of the students
in class which ultimately results in high academic performance of the students. Our research would also
try to find out what contemporary methods of teaching are suitable in uplifting the academic performance
of the students in Balanacan National High School specifically of the Junior High School Students.
Students of today’s generation wanted their lifestyle easy specifically when it comes to their students.
They get easily bored when the strategies used by the teachers cannot satisfy them well. For this reason,
this study aims to investigate the effects of contemporary teaching methods rather than non-contemporary
methods. This study aims to answer these questions:
a. What are the effects of contemporary methods of teaching in improving the academic
performance of the Junior High School Students?
b. What are the contemporary methods of teaching are applied in Junior High School in
Balanacan National High School?
c. What contemporary methods of teaching are suitable in uplifting the student’s academic
performance?
d. What is the ideal contemporary methods of teaching where students in Balanacan National
High School easily understand the lesson?
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e. Do students easily learn and understand the lesson when teachers use contemporary methods
of teaching?
REVIEW OF RELATED LITERATURE

Education progress includes “the ultimate responsible of active learning process performed with
the help of training activities” (Gij and Berliner, 1993). Moreover, it involves “the speed with which a
student is completing various bases and degrees and is measured through his forwardness or retard”.
Educational progress and its related issues are a main concern of education system in almost all countries
of the world since political, economic, cultural and social decision-makers and authorities believe
sociologists’ progress results from development of education system and this is achieved by educational
progress of students. Education is a main issue in training systems. It is a mutual procedure of learning-
teaching information, skills and positive approaches toward a certain issue implemented in specific time
periods fitting determined age groups (Akbari,2010).
Scholars and researchers of educational sciences have always respected the importance and
effectiveness of teaching methods and better learning. Review of literature suggests that teaching
methods are effective on students’ educational progress, motivating and satisfying them and on
developing and growing their character and creativity. Responsibility of teachers in the teaching process
is not only to transfer scientific facts to students, but also to provide desired learning conditions and to
teach students how to think and learn (Akbari,2010).
Nowadays, modern and active methods have attracted attention of many authorities and teachers.
These mainly focus on the learner and his interests and capabilities and the teacher tries to reinforce
capabilities of learners in listening, speaking, reading, writing, argument, comparison, analysis,
construction and creativity and presents the content based on these issues (Akbari, 2010).
Contemporary teaching methods is the act of using the ideas and philosophies of educators before
us and combining it with your own ideas and philosophies to form a new way of teaching the next
generation. To try and grasp the concept of contemporary teaching I like to think of this method as a
modern art piece in a gallery. To many, it may seem to be an odd shaped structure that has no meaning
and was probably created by some weird guy in his basement. But those who really open their eyes, it can
possess a more precious meaning. The art piece takes a simple canvas creates it into his own liking,
creating a new path. That to me is what contemporary teaching is about. Creating your own to your
liking! (Creecy, 2016 ).
Contemporary teaching is such an important aspect in education nowadays. Creativity has become
a necessity in the classroom and creates new ways to teach. The creativity thus keeps the learning
environment intriguing and motivational. Because the teachers start to creates new ways to teach, the
students become influenced to become creative themselves. Creativity has now become the learning gift
that keeps on giving (Creecy, 2016).
Contemporary teaching will always be a learning and teaching staple. New ideas and philosophies
will come and learning techniques will change to modify each generation of that time. It is the most
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effective way of teaching. I hope to day bare gifts of creative teaching as the others before me. The ideas
are limitless! (Creecy, 2016).
Contemporary teaching is the best implementation of knowledge actions which draws students
experience in the class. The effects of contemporary teaching methods are very complex. Over the years,
a teacher will add his or her own boom or style in order to taught students. The prologue of contemporary
teaching methods gives a teacher even more options the only risk is that contemporary methods are
lauded so much that teachers are not allowable to use traditional or more regimented teaching methods.
Basically, the effects of contemporary teaching methods are harmful to the student’s future.
Contemporary teaching is best defined as the implementation of learning activities which draw
upon students' experiences, both in and out of the classroom, thus helping them to recognize that they are
developing specific skills which they perceive to be significant for the world outside of school as they see
it ( )
If we are to generalize about the world of the students we observe in secondary schools, it would
probably consist mainly of television, rock music, junk food, and hanging out with their friends. School
and home activities would often be relegated to the category of "necessary but unimportant” by many. If
we can find ways to make school somehow seem more part of "real life," we can enjoy increased
motivation and greater learning in our classes. The term "contemporary learning" is used to represent a
wide variety of teaching elements intended to bring the modern world into the classroom. This approach
has four fundamental characteristics: ( ).
1. Integrated SKILL learning
2. PERSONALIZATION
3. Learner INVOLVEMENT
4. Immediate FEEDBACK.
Millennials
There are generalizations about each generation that members of the generation love and loathe.
The same is true for Millennials who have been studied in depth. 2 Strauss and Howe define the millennial
generation as those born in or after 1982 through the early 2000s.3Millennials, the largest U.S. population,
are the most college educated and ethnically diverse.4When thinking about their positive attributes.
Millennials are confident 5team players and rule followers who are optimistic about the future. 6Yet, they
face heavy criticism for their selfishness and sense of entitlement.7Because generations receive praise for
their positive attributes after reaching adulthood, we are not likely to realize or fully appreciate Millennial
contributions to society until they are past their prime. 8For those who are tasked with educating
Millennials, understanding more about the experiences that have shaped who they are will aid teachers in
facilitating their learning. While many experiences shape who they are, this article focuses on the key
experiences that shape Millennials’ “generational learning style”9 and the experiences that are most
meaningful as we consider formative assessment and implementation of ABA Standard 314. In a
nutshell, Millennials learn best when law teachers set high standards, 10 learning is multifaceted,
meaningful feedback is provided often, and learning is active.11 An exploration of Millennial experiences
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like the self-esteem movement, helicopter parents, the internet and technology and the No Child Left
Behind Act help better understand who Millennials are and provide support for why Millennials learn the
way they do (Allen and Jackson,2017).
Teaching
Although the term “teaching” is well-known in the field of educational science, most teachers and
performers of lesson curricula are not familiar with its accurate learning and nature. Their various
inferences from the concept of teaching may influence, positively or negatively, their approach to
students and the way they work. Multiple inferences from the concept may have a variety of reasons the
most important of which is the weakness of base knowledge and differences in interpretation and
incorrect understanding of teachers from various educational approaches. Sometimes, confusion in
understanding educational concepts is to the extent that many experts, teachers and university students of
the field imagine concepts such as training, education and vocation training as same. The concepts may
have many common aspects but are essentially independent and have their own meanings. Teaching
includes an interaction between teacher and student based on regular and targeted plans of the former to
change behaviors of the latter. Teaching involves concepts such as approaches, attitudes, beliefs, habits
and manners and, generally, all changes to be made in students (Mirza Mohammadi, 2004).
Teaching Modern Methods

a. Brainstorming
It is one of the newest participatory teaching methods which is used not only in schools, but also in
management meetings of institutions because of its unique advantages. The method was introduced by
Alex Asborn (1998) to solve management problems and today is referred to as a class teaching method.
The method is defined as: “the technique of holding a conference in which the group tries to find a certain
solution. In this method, all ideas and opinions are completely used with no manipulation”. Thus, there
are two basic principles in this method: 1. Comment diversity resulting in activation of creative mind. 2.
Quantity enhancement leads to quality improvement (Aghazadeh, 2009).
b. Synectics
Emphasizing on fostering creativity in a group. Gordon is a founder of this method who broke
traditional beliefs on creativity by proposing new theories on the subject. Despite antecedents who
recognized creativity as an intrinsic issue, he introduced it as being teachable and learnable. He also
suggested that group activity is the best way to foster creativity (Ahadian Aghazadeh, 1999). The method
is composed of 6 steps including:
1. Identifying present status: In this step, all students describe their visions and the
considered status becomes clear to them.
2. Direct comparison: In this step, students propose their imaginations on a certain
phenomenon and compare it to another one. Having present comparison results, one of
them is selected by the group.
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3. Personal comparison: In this step, a student puts himself in the place of that concept
and expresses his own feelings and this is usually done through personification. Of
course, this comparison is performed according to previous direct comparison.
4. Compact contradiction: Here, students benefit from those personal and direct
comparisons in which contradictory concepts are used. Gordon believes that compact
contradiction is the best way to help expanding learners’ insight and their mind
flexibility.
5. In this step, another direct comparison is performed based previous steps.
6. Students return to the considered concept by teacher’s guidance and evaluate it based
on performed comparisons. In this step, most students try to write a composition on the
subject (Ahadian Aghazadeh, 1999).
c. Problem Solving
This is another participatory teaching method. Although many scholars recognize this method as
compatible with the individual pattern, but experience showed that it is more effective in group format
than individual one (Parsons et al,2006). Problem solving is defined as “a process to discover the
sequence of ways ending in a goal or solution”. Hence, it should be noticed that only the answer, but the
way to reach it is great importance in the process of problem solving.
Two points are highly significant in this method:
1. Students’ past experiences and providing conditions to recall them.
2. Reaching a solution which already unknown for the person (Safavi, 2003)
d. Indirect-consultancy method
Learning through consultancy is also known as indirect learning. Thus, the method is considered as a
teaching method in which thoughts of Carl Rogers, the founder of special consultancy method, are
expressed as effective learning guidelines. What is presented in the consultancy techniques and
philosophy of Rogers covers and supports indirect teaching method (considered as a teaching pattern).
One of the most important implications of indirect or consultancy teaching is in a highly “dormant”
classroom in which the teacher tries to motivate students through drills and presenting lessons. This
pattern emphasizes friendly relationships between teacher and learner and the former tries to help the
latter and to play his own role in educational guidance. As facilitator and learning manager, the teacher
tries in the classroom to present basis information and moves learners toward problem solving
(Aghazadeh, 2009)
e. Role Play
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Role play is a teaching method used to imagine subjects and lessons proper for a play or
performance. In this method, an individual (or a group of individuals) act as a short play ( Safavi,
2003). Role play, with the meaning employed here, does not require certain artistic skills such as
acting in cinema or theater and teacher uses it as a method based on the situation, goal and
considered subject (Shabani, 2003) to develop learners’ personal and social character. If stuents
acquire life skills, they live successfully in their whole life. In this method, students selects roles
based on their interests and play it through supervision of teacher and coordination of classmates. In
this way, social regulations are taught in a better manner and this leads to efficient learning since
students analyze social norms while recognizing them. They also may stabilize their approach and
establish a type of humanistic and emotional relationship with others while playing their roles (Fazli
Khani, 2003)
f. Scientific trip
Nowadays, not only school and classroom but also environment other than these are considered as
educational places. Fazli Khani (2003) believes that today’s community expects students acquire their
main experiences and information from environments outside the school since they lack the opportunity
of gaining personal and first-handed experience inside the school because of limitations of format school
education and teachers may provide students with the chance to gain sciences of this era by taking them
out of school.
Scientific trip enables students to obtain a scientific experience by observing the nature, events,
activities, objects and people (Khorshidi, 2002). Scientific trip or experimental activity out of the school
is a practical task performed outside the classroom, laboratory or library and includes direct study of an
issue, collecting information through observation, questionnaire, interview, sampling and other research
techniques and these help hypothesis validation, change recognition and accuracy of conditions and
status. (Safavi, 2003).
g. Inquiry- based method

This method was conducted and developed by Richard Sachman to train process of searching and
explaining phenomena. The pattern Sachman developed gets students involved with procedures of
which researchers use to organize knowledge and to create "principles". Inquiry-based teaching
method was mainly developed to face students directly with scientific processes. It based upon the
belief that the learner must grow independence. Application of this method requires activities in the
form of scientific inquiry. The general purpose of inquiry-based teaching method is to help generate
intellectual discipline and requires skills to ask and answer. It starts with presenting a relatively
complicated concept. The basis of Sachman's theory on this teaching method is as follows:
1- Students move toward inquiry and exploration while facing a problem.
2- They may learn thinking guidelines and be informed of their role in the process of inquiry.
3- Thinking guidelines may be directly taught to students.
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4- Coordination in inquiry enhances thinking richness and helps students in rethinking on the essence
of methods.
In the process of inquiry-based teaching concepts should presented in a manner that students
do not neglect them. Having faced a problem, they ask questions from their teacher and he (she) has to
avoid giving descriptive answers. Teacher must give "yes" or "no" answers. In this case, students must be
told not to ask explanations of concepts and first try to search and organize information (Ghorchian,
1993).
h. Computer-based teaching
Some of experts in the field of education refer to learning as "construction" and chose those
teaching tools and activities which provide students with the opportunity to generate knowledge. Polen
(1992) suggested that experts have to consider some features while selecting an educational tool. An
instrument or tool should be selected that encourages and supports the whole learning, reduces some
problems and helps in learning those sections the learner may not manage alone. Electronic technologies
are an inseparable part of structuralism-based teaching methods and function as the main change factor in
the classroom, the most vital transformation place (Zofan, 2007). Computer is a practical and
experimental tool used by both students and teachers based on various teaching and learning strategies.
Computer based teaching is an educational status in which the teacher is mainly in charge of providing
and controlling teaching activities through a direct link between students and computers. In this method,
study progress is controlled by a machine and those students are allowed to progress that have learned
something in that step. Therefore, there are computers with preplanned educational programs and the
learner perceives and learns educational matter through these machines (Shabani, 2003).
Studies were conducted to determine the student’s academic performance in Social studies
as well as to determine affecting factors that made significant impact in increasing the student’s
Academic Performance in Social Studies. Several interventions were used to improve student’s
academic performance in Social Studies. Several researches were done to find out more reliable
and essential interventions on improving student’s academic performance. The following
researches proved essential impact for several interventions integrated on developing student’s
academic performance in Social Studies. Factors affecting student’s performance in Social Studies
has been presented in the study of Marione (2015) where he presented that non-availability of
laboratory affected their teaching on Social Studies. It was also the opinion of the respondents that
field trip was important to the teaching of Social Studies as well as importance of teaching aids in
Social Studies. In addition, the claim of Okon and Archibong (2014) provided that students who
perceived their teacher’s attitude as positive performs better than those who perceived their
teacher’s attitude as negative. Student’s interest and teacher factors had also played important role
on the student’s academic performance in Social Studies. This has been projected on the study of
Ekpenyong (2015), which revealed that student’s interest in social studies significantly relate to
their academic achievement in the subject. This research pointed the importance of the teacher as
facilitator and the ultimate key that affects student’s academic performance. Fan (2016) also added
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that peer group influence on increasing student’s academic performance thus the finding instructs
parents, guardians and caregivers to keep close watch on the companies their children and wards
keep as such surely impact significantly on the academic performances of the affected children
Okon and Archibong (2015) relate the academic performance of the student’s in Social Studies the
type of school where they belong. Research finding shows that students in private secondary
schools performed better in Social Studies than those in public schools. Factors affecting student’s
academic performance in Social Studies does not only limit to student’s attitude, lack equipment
and absence of learning activities somehow it is affected by the teacher’s attitude towards teaching
the subject. On another study conducted by Okon and Archibong (2014) it was revealed that
teachers with positive attitude toward social studies, the students performed better than those who
perceived the same teacher’s attitude as negative. The study of Udoukpong (2012) revealed that
student’s academic performance in social studies summative evaluation differed significantly on
the basis of their ratings of teacher’s instructional practices and interpersonal relationships
respectively. Another factor is the period of the study habits that affects the academic performance
of students in Social Studies. This was proven on the study of Ukpong and Geore (2013) where it
revealed that academic performance of the long study time behavior of students were significantly
different from that of their short study time counterparts.
Traditional Teaching Method

An evaluation in the pre-technology education context, the teacher is the sender or the
source, the educational material is the information or message, and the student is the receiver of the
information. In terms of the delivery medium, the educator can deliver the message via the “chalk-and-
talk” method and overhead projector (OHP) transparencies. This directed instruction model has its
foundations embedded in the behavioral learning perspective (Skinner, 1938) and it is a popular
technique, which has been used for decades as an educational strategy in all institutions of learning.
Basically, the teacher controls the instructional process, the content is delivered to the entire class and the
teacher tends to emphasize factual knowledge.
In other words, the teacher delivers the lecture content and the students listen to the lecture. Thus,
the learning mode tends to be passive and the learners play little part in their learning process (Orlich et
al.,1998). It has been found in most universities by many teachers and students that the conventional
lecture approach in classroom is of limited effectiveness in both teaching and learning. In such a lecture
students assume a purely passive role and their concentration fades off after 15-20 minutes. Some
limitations which may prevail in traditional teaching method are
 Teaching in classroom using chalk and talk is “one way flow” of information.
SENDER (TEACHER) RECEIVER (STUDENT)
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 Teachers often continuously talk for an hour without knowing students response and feedback.
 The material presented is only based on lecturer notes and textbooks.
 Teaching and learning are concentrated on “plug and play” method rather than practical aspects.
 The handwriting of the lecturer decides the fate of the subject.
 There is insufficient interaction with students in classroom.
 More emphasis has been given on theory without any practical and real life time situations.
 Learning from memorization but not understanding.
 Marks rather than result oriented.
Innovative tools
A. Multimedia learning process “I hear and I forget. I see and I believe. I do and I understand”. -
Confucius
Multimedia is the combination of various digital media types such as text, images, audio and
video, into an integrated multi-sensory interactive application or presentation to convey information to an
audience. Traditional educational approaches have resulted in a mismatch between what is taught to the
students and what the industry needs. As such, many institutions are moving towards problem based
learning as a solution to producing graduates who are creative; think critically and analytically, to solve
problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning
strategy in a problem-based learning environment by giving the students a multimedia project to train
them in this skill set. Currently, many institutions are moving towards problem-based learning. Currently,
many institutions are moving towards problem-based learning as a solution to producing graduates who
are creative and can think critically, analytically, and solve problems. Since knowledge is no longer an
end but a means to creating better problem solvers and encourage lifelong learning. Problem-based
learning is becoming increasingly popular in educational institutions as a tool to address the inadequacies
of traditional teaching. Since these traditional approaches do not encourage students to question what they
have learnt or to associate with previously acquired knowledge (Teo & Wong, 2000), problem-based
learning is seen as an innovative measure to encourage students to learn how to learn via real-life
problems (Boud & Feletti, 1999).
B. Mnemonics words- words –words approach:
Here the teacher is not supposed to talk on a particular concept for a quite long time. But to make it clear
to the students he can just go on saying mnemonics or its associated meaning in words. Here he goes on
saying only words instead of sentence, and once they come to a basic understanding of the meaning of a
particular concept then the teacher will explain in sentences. For example in teaching language courses
this technique can be used as an effective medium by the teacher to develop word power.
C. Role playing and scenario analysis based teaching
Role playing and scenario analysis is mostly used in organizations that try to analyze a problem
pertaining to the organization. This kind of practice can be tried in other specialization like science.
Science courses have practical but in support of those practical if students are given a scenario and other
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options to solve a particular issue, then the students are exposed to decision making in a given
environment. For example, in teaching about pollution can be explained by role playing technique.
Causes and effects can be given to students and asked them to assume the role of citizen. Here the real
problems are made by the student and this is more practical approach to teaching where theory is
supplemented by proper practical knowledge.
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METHODOLOGY
The present study is an applied research performed through descriptive method and is research of
descriptive – survey type. Further, since results may be practically used, it is an applied case study.
Inferential statistics was used for data analysis. The study was conducted at Balanacan National High
School located at Mogpog, Marinduque. Key participants in purpose sampling consists of three teachers
with a teaching experience of 20 years above, three teachers with a teaching experience of five years and
below and thirty students of Grade 7 section Platinum of Balanacan National High School.
The researchers used various instruments in the study. The first instrument is a self- assessment
behavioral checklist designed to know the contemporary methods of teaching used by teachers. The
second is questionnaire to determine the best contemporary method teaching where students in Balanacan
National High School easily understand the lesson based from their experiences. Third instrument is a
pretest and posttest exam to measure the academic performance.
RESULTS AND DISCUSSION s
CONCLUSION
Students' educational progress is a main indicator in evaluating education system of a country and
all the efforts in this system move toward realizing this. Generally, the whole society and, especially,
education system are interested in and worried about children's future and their successful evolution in the
community. They also expect students to grow and progress in various aspects including cognitive
aspects and skill learning and in personal and emotional aspects. Teaching is a main learning tool.
Learning is facilitated by employing modern teaching methods. Of course, no teaching method is good or
bad, per se, but the way they are used weakens or strengthens them. Hence, the teacher has to choose the
best and most proper method based on educational goals, teaching content, students' interests, available
equipment and facilities, student population, etc. Teachers are frontier soldiers of education and they need
to be equipped with the last recent scientific weapons, namely modern and active teaching methods.
Besides, they have o know which method is used in which conditions.
ABSTRACT
REFERENCES
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Future Research
Performing a similar research on students of other grades and levels Investigating the effect of
modern teaching methods on other variables such as students' anxiety, etc.
2025.”

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Republic of the Philippines

MARINDUQUE STATE COLLEGE

THE EFFECTS OF CONTEMPORARY TEACHING METHODS TO THE ACADEMIC

The Faculty of School of Advanced Education

MARINDUQUE STATE COLLEGE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR SEMINAR IN THESIS

THE EFFECTS OF CONTEMPORARY TEACHING METHODS TO THE ACADEMIC

Build a Brighter Future with MSC!

Build a Brighter Future with MSC!

REVIEW OF RELATED LITERATURE

Build a Brighter Future with MSC!

Build a Brighter Future with MSC!

Teaching Modern Methods

Build a Brighter Future with MSC!

Build a Brighter Future with MSC!

g. Inquiry- based method

Build a Brighter Future with MSC!

Build a Brighter Future with MSC!

Traditional Teaching Method

Build a Brighter Future with MSC!

Build a Brighter Future with MSC!

Build a Brighter Future with MSC!

RESULTS AND DISCUSSION s

Build a Brighter Future with MSC!

Build a Brighter Future with MSC!

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