.

Test anxiety is a situation-specific personality trait that occurs before,

during and after a testing session (Michele,2006). It may also be
defined as “the uneasiness, apprehension, or nervousness felt by
students who have a fear of failing an exam” (Ogundokun,2011).
2.
Test anxiety has cognitive causes that bring out physiological effects.
A person with test anxiety experiences tension due to fear as
manifested by their increase in heart rate, rapidity of breathing and
immobilization.”
3.
Test anxiety can be investigated through experimental study. Using
this method, the researcher is asked to create conditions which could
stimulate test anxiety and provide possible treatment to battle it out.
4.
Dance may have originated in the form of rudimentary as early as 1.8
million years ago, when the bipedal anatomy of Homo ergaster can
move the body fully which enhanced the communication and body
language ( Mithen, 2005) as cited in Sevdalis and Keller, 2011).
5.
Recent studies suggest that Filipino student’s mastery level in
mathematics and science are weak when they graduate from high
school (Espinosa, Monterola, and Punzalan, 2013). In the case of a
private collegiate institution in Manila, tertiary level science teachers
observed that students often get a low grade or failing grade in any
3-unit , 4-unit science subject.
6.
Music has also been proven to increase the intelligence quotient of
children when engaging in practical music making (Hallam,2008;
Jenkins,2001). With that it can be said that music can really affect a
person’s task performance. In fact, some studies have concluded
that music, especially classical, aids in the storage and recall of
information in our memory (Berz, 1995). On the contrary, some
studies concerning the effectiveness of background music on task
performance have yielded inconsistent findings. Music has proven
as distracter at times (Alley and Greene,2008).
Definition
Methodology
Problem/Issues
Causes and Effects
Comparison of ideas/findings
Historical BackgroundNote: Practice personal hygiene at all times.
43
Exercise 2:
The paragraphs in colored boxes are jumbled parts of a Background of
the Study. Arrange the paragraphs by indicating the COLOR of the box in
order.
Place your answers in the ladder organizer.
Work immersion is one of the specialized subjects of the Senior High School Curriculum which aims to
develop the competencies of 21st century learners necessary in pursuing further education or in joining
the
world of work. These competencies are significant for students to succeed
in school, work and life. Teaching
the competencies through student’s exposure to the real working environment can lead to development
of
21st century skills. One of these 21st century skills that can be enhanced through work immersion is the
communication skill. As such, language teachers have a crucial role to play so that this 21st century skill
of
communication especially the skill of writing among immersion learners will be developed. This is
because as
required by the subject’s curriculum guide, imme
rsion learners should be able to write their narrative reports,
reflect on experiences, construct essays and compile written outputs to create and submit a written
portfolio
at the end of immersion period (DepEdOrder No. 30, s. 2017).
Unfortunately, teaching portfolio writing as a skill and assessing the written products are not easy tasks
for
immersion teachers due to some factors and writing difficulties students face which include poor
spelling,
construction of thoughtless sentences, ungrammatical phrases and inaccurate use of vocabulary. In the
case
of Baggao National High School (BNHS), baseline data from school year 2018-2019 shows that a
significant
number of Grade 12 students were not able to comply with the requirements of writing and submission
of
immersion portfolio. In the eight (8) classes of Grade 12, there were 5 students in each class who
cannot
comply with the portfolio requirement on the set deadline and 1 or 2 students in every class would not
comply
at all. Based on records of immersion teachers, a total of 36 out of 287 or 13% of the Grade 12 students
were
not able to submit their portfolio.
Furthermore, holistic assessment of written outputs shows that in a class with a population of 50
students, 50% has an emerging level of writing performance. Emerging level means that students
usually have
shorter length of written products. They could hardly form sentences and paragraphs. Their written
outputs
usually consist only of bits of phrases. During the writing process, students would often ask English
counterparts for some Filipino words (Nezagatkoo,2011) . In other words, there is a problem with their
writing
productivity. This means that these students would find difficulty completing a good length of narratives
or
essays much more of a written portfolio. The researcher and other SHS teachers find this as a recurring
problem since the start of work immersion.
The problem is also aggravated by the absence of learning resource material for immersion learners.
The conduct of work immersion in its early years in most secondary schools like BNHS really pose great
challenges. Though the Department of Education has provided the guidelines through DepEd Order 30,
s.
2017. The said guideline is too general and implicit that it
only encourages schools to innovate their ways of
implementing the work immersion effectively. Said policy also requires that students in the immersion
venues
are monitored and assessed regularly by immersion teachers but teachers lack any material or tool for
the
purpose.
Commonly, these students are identified as low performers and at risk of dropping out. Based on
informal
interviews with these non-compliant students, they found difficulty in writing their own portfolio because
they
just do not know how to transform their ideas into written words.
These problems instilled interest to the proponent to develop a contextualized resource material, the
Bilingual Immersion Portfolio (BIP) as an intervention mainly to address the student’s problem on
portfolio
writing difficulty and non-submission. Thus, this action research generally sought to determine whether
the
use of a contextualized bilingual immersion resource material or the BIP can improve