Chapter 1

PROBLEM AND ITS SCOPE

Introduction

Rationale of the Study

The rat race towards a globally competitive education has been the most

compelling challenge posted to every nation’s education sector most especially in

the 21st century. According to Morelos (2011), longitudinal studies have pointed

out significant decline in the performance of the learners during the last part of

the decade as brought by a declining interest in studying among learners due to

several factors such as obsession in technology and the lack of support from

parents. This global educational dilemma alarmed education authorities which

led to implementation of various educational reforms to address these concerns.

The Philippine basic education is pressed with similar concerns for years.

Achievement scores highlight our students’ poor performance in national

examinations. The National Achievement Test (NAT) results for grade six in the

S.Y. 2012 - 2013 showed an average MPS of 67 and 47.67 for the high school.

Moreover, international test results in 2003 trends in International Mathematics

and Science Study (TIMSS) showed that the Philippines ranked 34th among 38

participating countries in high school math and 43 rd among 46 participating

countries in high school science. Furthermore, the Philippines ranked the lowest

in 2008 even with only science high schools participating.

National data presented that the Philippine basic education performance is

tremendously challenged in all subject areas. Moreover, personal observation

 2

and data in the guidance office of suggest poor learner performances most

especially in English. The implementation of the K-12 education program paved

way to a challenging era for elementary English teachers. The introduction of

MTB as the medium of instruction for the rest of the subjects ushered limited

opportunities for the children to learn the command and rules of the English

language. Teachers raise complains on the declining learners’ performance in

the English subjects especially in grade two where the subject is introduced.

Desiring to address this concern, the researcher embarked on the study to

delve and find out the status, efficiency and progress of the new English

competencies of the department in the k-12 program. The result of the study will

guide teachers and administrators in providing intervention and in monitoring the

learning progress of the grade two pupils.

Theoretical Background

This study is anchored to both language theories as postulated by Bf

skinner and Noam Chomsky. These are both the nativist and behaviorist view in

second language association. Chomsky believes that the child natural capacities

to learn second language. In nativism, the child should have to master the first

language first rather than trying to accumulate a second language while trying to

master the first language yet. The latter would be too confusing and too tasking

for the child’s brain as it involves multiple processes while if the first language

has been already mastered, the brain could adapt easily applying the new

vocabularies to the prior set of rules established upon thorough mastery of the
 3

first language. Languages have a universal pattern and the child’s brain is

prepared for these multiple language acquisition. Chomsky contended that a

child has a language acquisition device (LAD) which is endowed in his mind upon

birth. The LAD encodes the multiple grammatical set of rules and structures into

the brain making a child easily adapt to a second language than an adults’ mind.

Unlike those children who are not yet well versed with a first language, a child

who has mastered the first language sonly has to accumulate new vocabularies

and apply the syntactic and morphologic structures to the new language. It

doesn’t matter what first language has to be mastered, should it be the mother

tongue of the child or English or Filipino for as long as this will be the language

that the child would have absolute exposure at home at stages when the child is

still trying to develop a language. Chomsky contends that never could a child

learn a second language by mere imitation as adults’ language is often irregular

and sometimes ungrammatical. Nativism applies to every language around the

world though sometimes it would differ in morphology yet it would have more or

less common parts such as nouns, pronouns verbs adjectives, preposition etc.

Every language has certain degree and level of complexity oftenly manifesting

subtle distinctions mostly adult are caught unaware yet however difficult and

complex a language is the child would be able to master it within five to six years.

There is an ample presence of empirical evidence supporting Chomsky’s

claims such as a child no matter how young he is never gets grammatically

mistaken by putting all parts of speech in proper order during conversation. The

brain of a child when constantly exposed to the grammatical structures adapt

 4

faster than an adult brain performs. For example, an adult and a child migrated in

a new country where they are both new to the language, the child tends to learn

the child faster than the adult. Applying grammatical rules constantly to irregular

languages such as saying I drinked instead of I drank is a manifestation the child

is learning rather than just imitating. Chomsky conducted series of tests to prove

his claims. He used the sentence colourless green sleep furiously in the test.

This sentence is grammatically correct yet logically wrong meaning it is absurd

and meaningless at all. He contended that a sentence could be grammatically

correct but logically erroneous. He cited that we can determine sentences being

grammatical or ungrammatical even without having to hear the sentence before,

this is brought by the Universal Language acquisition device, by just applying the

rules we learned from our primary language, we could already point out that the

sentence is grammatically wrong even if it doesn’t really make sense. Continuous

studies, observations and experiments led Chomsky to dig out more pieces of

evidence to support his claims, he found out that children across many cultures

and races have similar language development regardless of the discrepancy in

their experiences. He also found out that language acquisition among children

follows a definite pattern and that even the deaf who never heard a single word

have created their own language in which all of them commonly understand. It

manifest that wherever a child is, under certain conditions, they would be able to

learn second language with total competence naturally and faster than an adult

does. A child has to master a first language first in order to easily adapt a

second language by just applying the syntactic principles to the second language
 5

Behaviorist Theory. B.F Skinner's Verbal Behaviour (1957) applied a

functional analytic approach to analyze language behaviour in terms of their

natural occurrence in response to environmental circumstances and the effects

they have on human interactions. Skinners environmental theory runs in opposite

to the nativism of Chomsky. He claims that languages are developed in response

to the environment rather than following a definite order and pattern. Language is

a byproduct of the environment and a result of human interactions. According to

skinner, learning a language is a product of stimulus and response rewards and

punishment as exhibited by the results of the operant and classical conditioning.

Learning a language is a result of series of trials and errors in which the child

constantly learns from his failures thus developing the certain language syntactic

principles. For example, when a child babbles, then it is rewarded by the parents

by a manifestation of understanding such as a clap or a smile, if a child feels pain

then he starts to cry, it is rewarded with giving due attention. It is on these

principles that a language starts to develop. Children also are compelled to strive

uttering words because adults give them the things they need or want when they

utter these words. Contradicting the nativism, according to skinner, children try to

imitate the utterances they hear around to receive rewards, these imitation are

reinforced by affirmation, repetition and corrections coming from adults. The

primary stages of speaking is the years when the child sits still to listen to the

words coming from the environment. Gradually, children learn the skills of

associating these words with constructs that serves as source of reward such as

uttering the endearment mama would mean a smile, a hug and a kiss from the
 6

mother. If these sounds ensembles to those of the mother, then the child will be

responded accordingly with affection giving a start to operant conditioning.

Both nativism and behaviorism are applicable to language acquisition.

Humans have a hard wired language learning capacity which makes them

associate the rules and principles of the first language they acquired to the

acquisition of a second language. However environment has a great bearing to

furnishing and sharpening of these innate human capacities which could be

made possible through human interactions, continued exposure, practice, and

through rewards and punishment. These is where the spiral curriculum of the k-

12 comes in, when the child has already mastered its first language or mother

tongue, he has already posses the sufficient faculties of associating these

principles into acquiring a second language as postulated by the nativists, but

through spiral curriculum, these faculties will be sharpened by a step by step

exposure of grammatical rules which is done in a simple to complex fashion. The

child is exposed to these rules repeatedly each grade level, only the level of

difficulty is increased making the child master the grammatical principles of the

language he acquired through nature and experiences.

THE PROBLEM

The study assessed the grade 2 English competencies of the k-12

program at Talisay City Division for the school year 2014-2015 as basis for some

proposals.

Statement of the Problem

 7

Specifically, it sought to answer the following sub-problems:

1. What is the profile of the respondent groups in terms of:

1.1 teachers'

1.1.1 age and gender;

1.1.2 civil status;

1.1.3 highest educational attainment;

1.1.4 field of specialization;

1.1.5 relevant trainings attended; and

1.1.6 revised performance ratings?

1.2 pupils'

1.2.1 age and gender;

1.2.2 previous general average in English;

1.2.3 socio-economic status; and

1.2.4 dialect spoken at home?

2. What is the competency level of Grade 2 English as to:

2.1 beginning reading awareness;

2.2 oral language;

2.3 grammar; and

2.4 vocabulary?

3. Is there a significant relationship between the profile of the respondent

groups and the competency level of Grade 2 English?

4. What are the problems encountered during the Grade 2 English

Instruction?
 8

5. Based on the findings what proposals could be developed?

Hypothesis

The hypothesis of the study was test at 0.05 level of significance:

H o : There is no significant relationship between the profile of the respondent

groups and the competency level of Grade 2 English.

Significance of the Study

The study was conducted by the researcher to merit the improvement of

the k-12 curriculum competencies and to identify recent challenges during the

course of its implementation thus the study would further benefit the ff.

Talisay City Division. They would have a glimpse of the status of

implementation of the new curriculum’s competencies thus giving them a picture

of the actual scenario. It would guide them on supervising and taking proper

course of action for its full implementation.

Administrators. The findings of the study would give an overall picture on

the status of implementation thus guiding administrators as to proper supervisory

measures to take on for better implementation. Thus, it would further guide them

on addressing challenges faced by teachers in implementing this whole new

curriculum.

Teachers. Teachers would be guided by the implications and they can

make use of the interventions to be proposed by the researcher to make the

implementation more at ease. They would be likewise the recipient of whatever

 9

improvements taken by administrators and division personnel in response to the

findings of the study.

Students. The students would find it easier to grasp and comprehend on

the skills directed to them by teachers as a byproduct of the improvements made

upper hand as a result of the findings revealed in the study. Skills would be

digested efficiently through enhanced pedagogies and strategies thereby making

them readier for the next phase of educational undertakings.

RESEARCH METHODOLOGY

Design

This study utilized the descriptive method of research. It being one of the

fact finding and problem solving by means of gathering information intended for

comparison (Whitney 1972). Interpretation of the data was done from the

viewpoint of the ultimate and approximate objectives of the study.

Flow of the Study

Figure 2 shows the flow of the study; the entire idea of the whole research

process was presented herein.

This study was composed of three major parts, namely: the input, process

and output. The input considers the instrument of the study used to gather

pertinent data from the different schools in the Talisay City Division. The process

looks into the data quantification and interpretation. The output is the proposed

intervention based on the findings of the study.

 10

Environment

The study was conducted in all schools of the division of Talisay City. All

the time it is composed of 25 elementary and 19 high schools. All the English

competencies under the k-12 curriculum of both the elementary and high school

department as to the level of its implementation.

Respondents

The participants of the study were the grade 1 and 2 teachers in the

elementary division and the grade 6 and 7 teachers in the high school level who

are handling English. They represent the total population of the Division of

Talisay City; thus, no sampling procedure was used.

Instrument

The English competencies under the k-12 curriculum were adapted by the

researcher as the questionnaire that will facilitate the effective result of the study.

The questionnaires are classified into four; the competencies of the grade 1,

grade 2, grade 7 and the grade 8. A self-formulated questionnaire shall be

floated to gather the professional and personal profiles of the teachers handling

the subject which the researcher believes to be relevant to the efficiency of its

implementation.
 11

Procedure

After framing the questionnaires, it was shown to the adviser for checking.

When the adviser favored his approval, the researcher sought permission to the

Schools Division Superintendent of Talisay City for data gathering. Once the

permission was granted by the Schools Division Superintendent, the researcher

with her team sought permission from the respective school heads to administer

the questionnaires during their free periods to avoid hampering of classes and to

facilitate the respondents’ comfort.

Statistical treatment

The data were quantitively analyzed using the following:

The simple percentage formula was used to determine the profile of the

teachers handling English. The same formula was utilized to determine the level

of implementation of the competencies.

The weighted mean determined the extent which concepts and

competencies were developed and the status of implementation along with the

different skills in English such as listening, reading, writing and grammar.

Scoring Procedure

The formula is:

Ranges: Legends:

96%-100% Mastered (M) FCR-Frequency of Correct

Responses
 12

86%-95% closely approximating mastery (CAM) FE- Frequency of Errors

66%-85% Moving Towards Mastery (MTM) MPS-Mean Percentage

Score

35%-65% Average Mastery (AM) D- Description

15%-34% Low Mastery (LM)

5%-14% Very Low mastery (VLM)

0%-4% Absolutely No Mastery (ANM)

1. Ranking is used to determine the order of the concepts and competencies

developed in the different aspect of the subject English.

DEFINITION OF TERMS

To provide better grasp on the usage of words the following terms are

defined operationally:

Competencies. These are the skills that are carefully designed by experts

expected to be taught in chronological orders by teachers under the new

curriculum.

Four Pillars of Education. It refers to the principles of recent education

that was promulgated by UNESCO. It is the core foundation of 21 st century

education.

Implementation. It refers to the status of implementation of competencies

as viewed by teachers based on their perception and observation on students’

outcomes.
 13

K+12 Curriculum. It is the new curriculum implemented in the country by

the virtue of the R.A. 10533 adding two more years in the basic education of the

country and making kindergarten compulsory.

Learning To Be. It refers to one of the dimensions of the four pillars of

education that stressed importance on enabling students to possess

characteristics and the virtue of continual development.

Learning To Do. It one of the dimensions of the four pillars that is focused

on students’ application of learned concept in the actual field of work

Learning To Know. It is one of the dimensions of the four pillars of

education that is focused on developing the critical thinking and independent

learning of the students.

Learning to live with others. This refers to one of the dimensions of the

four pillars that stressed the proper guidance on the application of acquired

knowledge and skills.

Makatao. One of the core values of the Department of Education which is

related to one of the dimensions of the four pillars of education.

Republic Act 10533. It refers to the law that implemented the K-12

curriculum in the country.

Talisay City Division. A little division in the southern part of Cebu that is

composed of 25 elementary schools and 19 high schools which serves as the

respondent of the study.

 14

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

The Washington accord signed in 1989 required all engineers to undergo

a 12 year basic education cycle rendering the old curriculum inefficient anymore

hence our engineers are required to study two more years upon working in the

countries which participated, in as much as the Bologna accord either requires

the same for our graduates to be qualified to work in the European countries. The

fact that the nature of the 21 st century education is globalized and that a vast

number of our graduates desire to work abroad, the country headed on

implementing the K - 12 curriculum adding two more years to our basic education

cycle and decongesting the old curriculum that is believed to be overwhelming to

our students’ part to be learned in a matter of 10 years. Before the country’s

implementation, majority of the countries in the world already had implemented

ahead of us.

Aquino (2012) cited that the k-12 basic education program is the answer

to the perennial problems faced by the department of education. He asserts that

a ten year basic education cycle is insufficient for producing graduates ready for

the world of work, these graduates are globally competitive, as the rising

modernization across the globe, education and employment has become a

 15

competition. This also runs in consonance to the reform thrusts of the Basic

Education Sector Agenda (BESRA) which seeks to implement an overall reform

to the countries basic education policies such as institutional, structural, financial,

cultural, physical and informational conditions affecting basic education provision,

access and delivery on the ground. The country seeks to create a basic

education sector that is capacitated to achive the goals of the Education for All

(EFA), the Aquino administrations 10 point agenda and the millennium

development plan. K + 12 means Kinder plus 12 years of primary and secondary

education. Six years will be devoted to elementary education, four years to junior

high school, and the remaining two years for senior high school. In this program,

students need to take 12 years of basic education before they can be admitted to

colleges and universities. It is assumed that after finishing senior high school,

graduates at age 18 are able to work should they not proceed to college. K + 12

do not only intend to add two more years to basic education, but to improve the

quality of education curriculum (Department of Education, 2010). This means that

learning domains such as knowledge, affective, and psychomotor skills will be

looked into to prepare students to either enter the work force or be better

equipped with general education courses. The K + 12 education program is

perceived by the Aquino administration as a “long - term solution to poverty.” This

program aims to give every student a quality education that will make them

globally competitive. This will be done by decongesting the curriculum and using

quality materials for learning such as textbooks. Aside from this, high quality

teachers will also be given priority. High standards will also be set in
 16

Mathematics, English, and Science at all levels. Another goal is to eliminate the

perception to high school education as a preparatory level for college, and to let

the public know that high school education will allow graduates to have better

jobs amidst the “increasingly globalized environment.” This program seeks to

equip graduates with competencies to help them be productive on their own and

to help them decide to pursue college and even higher education (Department of

Education, 2010).

Giron (2011) stated that chronic underachievement of students,

insufficient mastery of basic competencies due to congested curriculum and High

school graduates (16 year - old graduates lack basic competencies and maturity)

are nothing but a few of the current problems faced, furthermore the Philippines

is the only remaining country in Asia with a 10 - year basic education program.

Thus the goals of the new curriculum are: enhancing the quality of basic

education in the Philippines is urgent and critical, the poor quality of basic

education is reflected in the low achievement scores of Filipino students and

Cognizant of this urgent and critical concern and in line with the priorities of the

Aquino Administration, the Department of Education is taking bold steps to

enhanced the basic education curriculum. Graduates will possess competencies

and skills relevant to the job market. Furthermore, they will be prepared for

higher education. The economy will experience accelerated growth in the long

run as a product highly specialized graduates sellable both to the local and

international market making the Philippine education system be at par with

 17

international standards thus creating a better educated society which provides a

sound foundation for long - term socio - economic development.

President Aquino cited that there is a real time need to add two more

years in the high school for Filipino graduates not to be left behind in the

competition against employability. If parents could afford supporting their

children’s schooling for up to fourteen years and another four years in college.

There is no doubt that they could support the schooling of their children for

additional two years, I want this to be implemented to provide them with enhance

career and personal opportunities in life. Though the utmost concern of the k-12

is improving science and math competence as well as the acquisition of

entrepreneurial skills, language subjects could not be taken for granted as the

core foundation of Filipino curriculums. English subject is given due emphasis, it

is the widely understood language all throughout and efficient skills in English

have created thousands of jobs by working in call centers.

Related Studies

Additionally, Finochiaro (2005) mentioned about the importance of giving

emphasis in developing communicative competence among children. In

communicative competence that they are given enhanced career opportunities.

This is not only limited to language related careers but even to technology

oriented because they take their tests using various languages as well as they

answer interviews through communicative competence. Language competence

brings so many opportunities to children as they grow-up. In other words, the

 18

primary goal of teaching a language is communicative competence which

includes syntax and morphology. This claim was affirmed by Pinnel (2003) when

he said that when children developed communicative competence in language,

they tend to use it during conversation, they use it in the classroom when they

converse with their classmates and whenever they will have the opportunity.

According to Brown (2003) learning language is a social-cognitive process

which entails the use of a language to communicate with the people in which

children interacts with. Language is interrelated but has subtle delineation in

social and cognitive development; this slight difference will be more noticeable as

individuals mature.

In the Philippines Learning English as a second language is not an easy

task noting the complexity of the language itself ranging from grammar to

pronunciation coherence and the countless rules to be observed. Language in

particular is constantly evolving, English language in as much which demands

teachers to be dynamic in their approaches; they have to keep abreast of current

trends and even cultural niche of the learners. Juvy Mojares (2012) in a study at

Batangas State University cited that lecture method and brainstorming is proven

to be an effective method in developing language competence. These techniques

were often used by teachers because they noticed considerable significance to

language development. Lecture method can only be successful when the

students are involved in actual conversations Welner (2011) disagreed these

statements when he said that most lectures do not engage learners or never

motivate them to be responsibly part of the learning process. In other words they
 19

are not involved in the teaching and learning process as lecture more often is just

a one way communication, it is just like the coding of commands and inputs into

a computer soft ware which dull out student interests. Instead of using lecture

method, a social communicative approach could best develop language

competence among learners such as news casting, role playing, socio drama ,

independent learning and project making. Respondents believes that language

development takes place quicker when they have actual experiences by

themselves through these strategies and along with it they learn to take

responsibility of their own learning (Gutierre, 2005). Another significant factor

identified in an ethnographic study is the socio-cultural status of the students and

their social positioning in terms of gender, age, social class and sexuality

(Clemente y Higgins, 2008). A related study confirms a hypothesis about the

relation that exists between students’ learning styles and their age, gender, level

of schooling, and area of study Hernández (2003).

Rodriguez (2000) mention that the lack of institutional policy has limited

the development of the language area. It is a reflection of a poor curricular design

and the absence of academic criteria for hiring (Ramírez, Pamplón & Cota,

2009). These last results are part of a qualitative study where English teachers

and administrators were interviewed about the problems they faced in the field.

The needs of the students in all aspects shall be the primary concern of

educators as they revisit outdated and present curriculums. Revisiting the

curriculum should come up with the crafting of effective teaching approaches and

methods to facilitate efficient language learning, competencies must be

 20

decongested so that children will not find language learning so much of a burden.

(Association of American School of Central America, Colombia, Caribbean and

Mexico 2003). Jemison MD (2010) agreed to this when he said Achieving

Student Success Excellence in Teaching (ASSET) was conducted it was found

out that the score of the fifth grade in the ASSET is incomparably higher than the

actual scores of the united states and other performing countries, this is brought

by an enhanced curriculum and reinforced teaching methods and approaches to

suit the cultural needs of the children. Institutionalizing the kindergarten will bring

so much benefit to Philippine education as it is proven by several researches that

it could sustain the completion rate of a child, language facilities are better

developed at these ages so they could master language subjects with ease when

they undergo kindergarten. Bacani (2011) conformed to this by saying the both

the Basic Education Curriculum (BEC) and the Revised Basic Education

Curriculum (RBEC) are both focused on functional literacy alone while the k-12 is

aimed at holistic development, it teaches 21 st century skills to 21st century

learners. n the other hand, SEC 2010, which follows an Understanding by Design

(UBD), its framework is focused on setting for learning standards and to teach

children with understanding, constructs of language has to be simplified to make

the child understand, the same principle of inductive method is commonly

applicable wherein competencies are taught from simple to complex. While the k-

12 curriculum goes beyond functional literacy, it goes beyond teaching for

understanding as it teaches actual life skills and make students apply principles

to actual conversation for language subjects and exposes to actual manipulation

 21

for skills and technology-oriented subjects. After series of reviews and debates,

the k-12 education program comes into life through the aid of various stake

holders such as non-government organizations and international community.

Through the k-12 education program, the government envisions on

answering to the provisions of the Education for all (EFA) which solidifies the

inherent SEAMEO INNOTECH Research Updates when it cited that the value of

education is not limited to individual development alone but for the overall social

development of a nation.

With these literatures and studies mentioned, the researcher is confident

to have gained sufficient knowledge to bridge the gaps on matters related to both

langaue learning and the k-12 education program.

 22

Chapter 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This section of the study presents the discussion of results on the data

gathered based on variables considered in this study. The order of presentation

is sequenced after the specific problems raised in Chapter I.

PROFILE OF THE RESPONDENT GROUPS

Teachers’ Profile

Age.

Gender.

Civil Status.

Highest Educational Level.

Field of Specialization.

Relevant Training Attended.

Revised Performance Rating.

The ages of the teacher respondents are distributed to various age

classifications. Eight (8) or 21.08 percent were having an age of forty five (45)
 23

and above while only six (6) were having ages 29 and below, the rest were

distributed to different age classifications. Older teachers are expected to be

more experienced and are more refined. They are well adjusted and are

expected to handle problems better. Only four (4) or 10.53 percent were males

while the remaining thirty four were females. It has been a usual trend in the

Philippines that females prefer to take up teaching profession than males do.

Thirty (30) or 78.95 percent were married while the remaining eight were

singles. Married teachers has been exposed to family problems and are

expected to have taken care of their children at home making them more

adjusted to handling children’ s attitude. Nobody earned a doctorate degree while

only two (2) have masters degree units, four (4) or 14.29 percent were masters

degree holder, twenty six (26) on the other hand have masters degree units or

are on the process of finishing the degree while only four (4) or 10.53 percent

were bachelors degree holder only or haven’t earned a masters unit at all.

Teachers with higher educational attainment are expected to be more versed on

strategies and pedagogies in teaching. They are expected to be problem solvers

and are better in crafting interventions in problems that arises during the

teaching-learning process. The teacher respondents were distributed to various

field of specialization. Majority were social science majors having the frequency

of nine (9) or 23.68 percent while the least in number are SPED majors having

the frequency of three (3) or 7.89 percent. Only seven (7) or 18.42 percent were

English majors, they are expected to be well versed in teaching language

acquisition considering that they were exposed to different theoretical

 24

approaches in teaching this field during their undergraduate years. None of the

respondent groups have attended a national level seminar while only two (2) or

5.26 percent have attended regional level seminars. Five (5) or 13.16 percent

on the other hand have attended division level seminars and thirty-eight (38) or

100.00 percent have attended both district and school level seminars.

Seminars enhance the teacher’s ability and skills in the art of cascading learning

towards the children. Teachers who attended higher level seminars are expected

to perform better in their respective classrooms and are expected to yield better

outputs. All of them have a rating of very satisfactory which means that all of

them have reached the standard level on the discharge of their duties as

teachers.

Pupils’ Profile

Age.

Gender.

Previous General Average in English.

Socio-Economic Status.

Dialect Spoken at Home.

Majority of the of the pupil respondent groups lingers at the expected ages

of a grade three pupil. Three hundred eighty-nine (389) or 68.25 percent were

eight (8) year old which means majority of the pupils enrolled in grade one on

the desired age that they should be. It implies that majority of the pupils are of

enough readiness to learn the specified competencies. Seventy-eight (78) or

 25

13.68 percent were having ages 10 and above, it means that these pupils were

enrolled late or repeaters in the lower levels. Forty-one (41) on the other hand

were below eight year old which implies that they have enrolled.

Two hundred ninety five (295) or 51.75 percent of who were females and

the rest were males. Female pupils are expected to be more behaved during

discussion; they tend to participate during learning process and are more

studious than males do. The pupil respondent groups were distributed to various

socio economic status classifications. Sixty five (65) or 11.40 percent have an

income of 30,000 and above or a classification of very much high income. They

are expected to be well supported in their educational needs, they have more

references, usually have internet connections and some of them have private

tutors that follow up their daily lessons. Forty four (44) or 7.72 percent were

having an income of 4,000 and below. They are expected to be less supported

in their educational needs, some of their basic needs are not even met like food

or snacks which disturb their minds during discussion. The rest were distributed

to different age classifications. The respondent groups have varied previous

general average in English. Only sixty eight (68) or 11.93 percent were having an

average of 95 and above. They are expected to perform better in the subject

than the rest while fifty eight (58) or 10.17 percent were having an average of 74

and below. They are slower during discussion; most of them need remedial

instruction to cope up with the lessons. Majority of the respondent groups speak

Cebuano at home. Four hundred ninety two (492) or 86.32 percent speak

Cebuano at home while forty six (46) or 8.42 percent speak English at home.
 26

Some parents tend to speak English at home to make it as the first language of

their children. Pupils who speak English at home have the edge in acquiring and

learning the language than those who speak other languages. The rest of the

respondent groups speak Tagalog, Waray and Chabacano at home.

COMPETENCY LEVEL OF GRADE 2 ENGLISH

Phonological awareness

It refers to the pupils’ awareness on sounds of the letters. It makes pupils

distinguish differences in sounds, consonant blends, final letter sounds and make

pupils pronounce these sounds properly. It concerns about the sound patterns in

a speech or used in a particular language.

Table 4 exhibits the test results on phonological awareness. It obtained an

average mean percentage score of 62.99 percent or average mastery. This data

is indicative of poor learning mastery hence the average MPS is a way behind

planning standard. This is an indication of teachers’ failure in fostering subject

mastery. This finding is akin to the findings of Babbie, E. (2010), they found out

that the learners are struggling in learning the competencies of the K-1 education

program most especially in English. Reasons for such are brought by adjustment

stage of teachers from the old competencies to the new one and the utilization of

MTB as medium of instruction in the lower grades. Learners

Based on the test results, it is imperative that majority of the pupils can

already distinguish final consonant blends, final sound of the letters and different
 27

vowel sounds. Aside from distinguishing this sounds, it can be inferred that

majority of the pupils can pronounce this sound combinations properly. As

further observed on the trend of the test results, there were items wherein the

frequency of correct responses and frequency of errors were almost equal. The

connotation of this that instruction was run through on this topic and the average

and slow learners were not catered as also revealed on the rest of the items

wherein the frequency of errors is still considerable. Teachers must re-teach and

give follow up and reinforcements to make the slow cope up with the lessons.

Looking further into the data, it could be noticed that the learners were

mistaken the most in distinguishing the sound /ae/. This is an indication of the

lack of pronunciation drill by teachers with emphasis on vowel sounds. In the

study of Hazelman (2006), he found out that public school students in basic

education have lesser (<) pronunciation mastery and articulation as compared to

their counterparts from private schools. Findings have it that due to the number

of students in public school that teachers could not dwell on developing

pronunciation mastery. Teachers in the public-school system are also pressured

to reach for a higher MPS, it led them to focused on grammar and language most

of the times as it leads to greater (>) MPS during exams.

Oral Language

This area accounts the pupil’s ability to communicate with others on

different situations. Using courteous expressions, describing characters in a

 28

story, introducing oneself, inferring relationships and identifying chronology of

events are the major topics of this area.

Table 5 presents the test results on oral language. An average of 402

pupils have answered the test items correctly while an average of 68 failed to get

the items right. The mean of 8.47 with an MPS of 70.58 revealed teachers’

failure to foster learner mastery. This MPS is a way below the planning standard

therefore teachers need to conduct intensive intervention to about 30 percent of

the learners. Although this data connotes that the average and above average

learners possessed significant skills to communicate with others using the basic

courteous expressions, knows what to say on certain situations with the use of

proper expressions and they already have impressive command in

communicating others with the use of the language, teachers need to devise

efficient interventions to the struggling learners and those who are not inclined to

linguistics. In the study of Pettig, K.L. (2000) where differentiated instruction was

utilized against a controlled variable which utilized the usual teaching, it revealed

that learners who are not inclined to linguistics showed better performance when

exposed to a method of instruction which is in lined to their learning modality.

Looking at the data, a one could tell that teacher were successful in

fostering mastery on courteous expressions. These findings support the claim of

Dolan, R.P. & Hall, T.E (2007) that learners in the country are akin to courteous

expressions as it is not just taught in school but also at home. Being courteous

and polite is a way of life in almost every family in the country which make it
 29

unsurprising if the learners would find learning courteous expressions relatively

easy.

Looking further into the data, it could be gleaned that the learners incurred

most failure when they were asked to describe a person which is on item

numbers 5 & 6. It is an indication of poor reading comprehension of the below

average learners. According to Anstrom, Butler and Katz (2011), learners who

are not exposed to reading and dimensional questioning using higher order

thinking skills questions usually would find hard in developing reading

comprehension. To him, the best remedy for such is constant exposure to

various reading activities.

Grammar

It is a branch of linguistics dealing with the form and structure of words

and their interrelation in sentences. The study of grammar reveals how language

works. The ability of the children to apply the rules of language in different

sentences are revealed in

Table 6 portrays the pupils’ performance in applying the rules of grammar

to varied sentences. The MPS which is 61.75 depicted teachers’ failure in

achieving mastery among this competency. This data would show that only the

fast learners or those who are inclined to linguistics were able to grasp the

competencies. Robitaille and Foy (2009) cited in their study that this kind of trend

only showed that the teachers fail to consider individual learning needs and
 30

learning progress. The teacher never conducted interventions to least learned

skills and never extended intensive help to struggling learners.

This data also showed that the teachers were best at developing learner

mastery in teaching degrees of comparison of adjectives as shown on the results

of item number 11 wherein 400 of the learners manifested correct responses. On

the other hand, item number 12 which is on subject verb agreement in using

present tense of the verb garnered least correct responses from the learners,

only an average of 293 learners got the items correct. This is demanding of

teacher intervention to struggling learners.

Vocabulary

It assessed pupils’ recognition of words and their respective meaning and

usage in various sentences. Vocabulary facilitates pupils to have better

comprehension in reading stories and passages. It further gives the children

better command in both written and oral usage of the language.

Table 7 reveals the findings on vocabulary development. As shown on the

table, an average of 361 were able to give correct responses on the various test

items related to vocabulary leaving an average frequency of 201 who gave wrong

responses to items given. It can be noted that more than 50 percent were able to

answer the items correctly which implies that the fast and average learners have

sufficient repertoire of vocabulary on their respective levels. But the frequency of

error which reveals 201 pupils who give mistaken responses is absolutely

striking. It can be inferred that teachers failed to give reinforcement activities that

facilitates the development of vocabulary such as constant drills, giving

 31

assignments, using the dictionary to look for meanings and employing interactive

activities such as using puzzles and games in developing vocabulary. Warda

(2005) cited that to develop the learners’ vocabulary and spelling skills, teachers

must have a daily spelling and vocabulary drill preferably horn method.

The mean of 7.60 with an MPS of 63.33 revealed that on this area, the

pupils have an average mastery. It denotes that only the above average and the

average were able to arrive at correct responses leaving the slow behind. It is

noteworthy that pupils would take a hard time in comprehending both in verbal

and in reading when they have less vocabulary. Teachers must cater to the

needs of the slow to arrive at a mastered level in this area

Dialect Spoken at Home

Summary of the Competency Level of Grade 2 English

The pupils’ performance in 4 areas of grade two English are summarized

in the succeeding page as shown in the table. Table 8 contains the summary of

the frequency of correct responses and the frequency of errors in performances

take place from the test.

As portrayed on the summary table, an average of 370 was able to get

correct responses on all the area given. This means that a number of pupils have

mastered all the areas given.

The Mean and the MPS were 2.60 and 65.00 percent equivalent to

Average Mastery, was obtained. It implies that a number of pupils have

 32

mastered the competencies but the remaining average frequency of errors is

quietly striking. It means has to be worked out hardly to arrive at a total mastery

of the competencies.

There could have been a lot of factors that affects pupils’ performance in

the test such as readiness, socio economic status and personal factors but yet

the mission of cascading learning lies on the teachers’ shoulders.

With the grade 2 teachers desiring to equip pupils with the necessary

competencies and readiness to enter the next grade level. It is evident that

possible interventions are highly demanding.

The test of significant relationship was determined using chi square of

independence. It utilizes a five by seven matrix 0.05 level of significance with 24

as degree of freedom. The variables considered herein are the educational

attainment of the teachers and the English proficiency level of grade II pupils. It

finds out whether or not teachers’ educational attainment has bearing to the

grade II competency level in English.

TEST OF SIGNIFICANT RELATIONSHIP

As shown in the Table 9 the computed chi square values were all greater

than (>) the tabled chi square value of 36.415. Obviously, there was significant

relationship between teachers’ educational attainment to each of the area in oral

language, phonological awareness, grammar and vocabulary, the null hypothesis

was rejected, thus educational attainment of teachers has bearing to the grade II

performance in English.
 33

The Implication is that the educational attainment of teachers, the

teachers’ effectiveness can be assured of. There could be some other factors

that affect pupils’ performance but based on the results in the study, teachers’

educational attainment is a major factor to improve learners’ performance.

Continuing education for teachers then is imperative to improve pupils’ academic

performance in reference to the result of this study.

Challenges Encountered by Teachers

This section presents the results of the challenges encountered by

teachers when teaching English upon the implementation of the k-12 education

program.

As depicted on the table, the challenges encountered by teachers rated a

composite mean 2.35 or Very Serious. It means that the k-12 English instruction

is confronted with numerous severe problems.

As noted, lack of administrative support towered a numerical rating 2.60

which means that the teachers are clamoring for both technical and financial

support from the school heads. Several studies have depicted clamors of the

lack of MOOE allocation for instruction in various schools in the country, same

scenario is depicted by this data. The primary responsibility of the school heads

is also instructional supervision however due to bombardments of reports and

tons of administrative responsibility, clamors has it that school heads oftentimes

fail to extend instructional support and technical assistance to teachers. It is also

note worthy that learner difficulty in comprehending English language rated a

 34

mean 2.16 or an equivalent serious which means that the above average

learners find it easy to cope up and understand English language and instruction

but teachers also need to conduct intensive remediation and bridging activities to

the average and below average learners.

Chapter 4

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter exhibits the holistic results of the data gathered. The flow of

thoughts is guided on the sequence of the specific problems considered in this

study as found in Chapter 1.

SUMMARY

The profile of the respondents was first established in the study.

Respondents were composed of teachers and pupils which were both taken as

variables in the study. It was then followed by the different areas of grade two

English. The competencies tested were classified into phonological awareness,

oral language, grammar and vocabulary development. The aforementioned areas

of competencies were then correlated to the teachers’ educational profile to find

out if it has bearings to pupils’ performance in grade two English. Finally, it looks
 35

into crafting a proposed intervention that would help improve pupils’ performance

and teachers’ efficiency and affectivity in instruction.

FINDINGS

The teachers profile revealed that eight (8) or 21.05 percent were having

ages 45 and above while six (6) or 15.79 percent had ages 29 and below, the

rest were distributed to the different age classifications. Thirty-four (34) of them

were females or 89.47 percent and the remaining four (4) or 10.53 percent were

males. Nobody earned a full- fledged doctors’ degree. Only two (2) or 5.26

percent have earned units in doctorate studies or are on their way of earning the

degree while four (4) or 14.29 percent were full -fledged masters degree holder

and twenty eight (28) or 73.68 percent only earned master’s degree units, the

remaining four (4) or 10.53 percent were just bachelor’s degree holder. Only

seven (7) or 18.42 percent were English majors, majority among the respondents

having a frequency of nine (9) or 23.68 percent were social studies majors while

the rest were respectively distributed to various filed of specializations. No one

has attended a national level seminar while two (2) or 5.26 percent attended a

regional level seminar and five (5) or 13.16 percent have attended a division level

seminar. All the respondents were able to attend both district and school level

seminars. Everybody has very satisfactory ratings likewise.

Three hundred eighty-nine (389) or 68.25 percent of the pupil respondents

are at least eight-year-olds or the majority, the rest were having varied ages due

to several factors. The pupil respondent groups have varied income

 36

classifications, only sixty-five (65) or 11.40 percent have income that is 30,000 or

higher while forty-four (44) have income that is 4,000 or lower and the rest were

lurking at the middle-income classifications. It is obvious that the respondents

have varied previous general average in English which is a significant factor in

their present performance. Majority of them having the frequency of four hundred

ninety-two (492) or 86.32 percent speak Cebuano at home while forty-eight (48)

or 8.42 percent of them speak English at home which we can infer to have the

advantage over those speaking other languages at home.

Phonological Awareness earned an average mean of 7. 55 with an MPS

of 62.99, Average Mastery. Oral language alone gained a classification of

Moving Towards Mastery with an MPS of 70.68. Grammar on the other hand

had an MPS of 61.75 which is equal to Average Mastery vocabulary

development had an Average Mastery having an MPS of 63.33. All the areas

tested revealed an average MPS that is equal to 65.00 percent or Average

Mastery.

The test of significant relationship in four (4) areas included herein

rejected all the null hypotheses which denote significant relationships existed in

each of the areas of grade two English as correlated with the teachers’

educational attainment. The computed chi square values were all greater than (>)

the tabled value of 36.415.

CONCLUSION
 37

The overall result of the areas in grade two English tested revealed that

the grade two pupils have an average mastery level. Phonological awareness,

grammar and Vocabulary development likewise showed that the grade two level

of competency in English is lingering at an average mastery level while oral

language is at a stage of moving towards mastery

Recommendations

In the light of the findings and conclusions revealed in this study, it is

highly recommended that proposed intervention and training package be

implemented to enhance teachers’ competence in teaching language acquisition

specially in English. It is recommended further that teachers should indulge

themselves in further studies to update their instructional skills

 38

BIBLIOGRAPHY

BIBLIOGRAPHY

Anstrom, Butler, Katz, (2011). A Review of the Literature on Academic English:

Implication for K-12 English Languaage Learners

B. F. Skinner (1957). Verbal Behavior. Cambridge, MA: B. F. Skinner

Foundation.

Babbie (2010). The Practice of social research (4th ed.) Belmont, California

Brown (2003) Achieving Universal Primary Education by 2015: A chance for

every child. Washinton,DC: The International Bank for Reconstruction and
Development/The World bank

Department of Education (2010). Briefer on the Enhanced K+12 Basic Education

Program. Official Gazette.

Department of Education (2010). Discussion Paper on the Enhanced K+12 Basic

Education Program
 39

Department of Education (2010). Training-seminar on the K+12 Enhanced Basic

Education Program for Regional Consultations Speaker‟s Bureau
(Memorandum No. 507, s. 2010).

Department of Education (2011). PhilippinesSouth East Asian Ministers of

Education Organization Regional Center for Educational Innovation and
Technology.Profile of Multigrade Schools in the Phillipines. Diliman,
Quezon City

Dolan and Hall (2007). Universal Design for Learning: Implications for large
SCale Assessment

Finochiaro (2005). Progressive English Instruction

Giron (2011). K-12 Basic Education Program

Gutierrez (2005). K–12 Education in the U.S. Economy: It’s Impact on Economic

Hernandez (2003). A local approach to system development. In B. A. Stroul

(Ed.), Children's mental health: Creating systems of care in a changing
society (pp. 177-196). Baltimore: Brookes.

Higgins (2008). Performing English With A Postcolonial Accent: Ethnographic

Narratives From Mexico.The Tufnell Press. 240 pages ISBN-10:
1872767877 ISBN-13: 9781872767871

Jemison (2010). A Compendium of Best Practice k-12 STEM Education

Programs K-12 Curriculum Guide of the Department of Education

Manceba and Perlas (2006). Best practices in poverty alleviation through

education for the new century.(eds) APEAEN International Conference
Procedings Bangkok, Thailand: Food and Agriculture Organizaion of the
United Nations Regional Office for Asia and the Pacific

Mojares, J. (2012). Teaching Strategies in English: The Case of Batangas State

University2012Malvar, Philippines.2012

Pettig (2000). On the Road to Differentiated. Education Leadership

Pinnel (2003). Helping Teachers Help Children at Risk: Insights from the
Reading Recovery Program

Ramirez, Pamplon and Cota (2009). Teaching young language learners. Oxford:
Oxford University Press 2009
 40

Rodriguez (2000). Critical Review of K-12 Filipina/o American

Warda (2005). Research based Tutoring of English Spelling

Welner (2011). Online K-12 schooling in the U.S.

 41

APPENDICES

Appendix A

TRANSMITTAL LETTER
 42

Appendix B

RESEARCH QUESTIONNAIRE

Name: _____________________________________________ Date: ________

Instructions:

PHONOLOGICAL AWARENESS

1. Which set of word has the final F sounds?

a. Booth b. booth c. breeze d. bath
1. Which set of word has the final F sounds?
a. lead b. leaf c. leave d. let
2. Which set of word has the final F sounds?
a. nough b. trap c. loud d. health
 43

3. Which set of word has the final F sounds?

a. Buzz b. tooth c. sat d. tough
4. What is the initial consonant cluster of the word spray?
a. SRP b. Spr c. Sp d. Sr
5. Which word has a final consonant blend
a. Skies b. hair c. dish d. hero
6. What is the initial consonant cluster of the word split?
a.Sp b. Spl c. Slp d. Sl
7. Which word below ends with final consonant blend /th/?
a. Beef b. leaf c. breeze d. booth
8. Which word has a final consonant cluster?
a. Stay b. fourth c. score d. trip
9. Which group of words has the sound/ae/?
a. Bear b. skip c. meat d. date
10. Which group of words has the sound/ae/?
a. Pick b. peel c. rake d. like
11. Which of the following has the /ē/ sounds?

Oral Language

1. You are riding in a bus. You want to offer seat to an old man who is standing. What will
you say?
a. Where are you going? c. Please have a seat
b. Do you want to sit sir? d. Will you look for a seat
2. You want to pass between two people talking. What courteous expression will you
say?
a. Don’t block the way c. I am sorry, but I have to pass.
b. Get out of my way d. Excuse me, may I pass?
3. Pia wants to borrow Rowena’s pen, what should she say?
a. May I borrow your pen? b. Give me your pen.
c. I want to use your pen d. That is my pen.
Liza makes faces when mother asks her to do household chores. Mother is terribly
disappointed with her. She calls Liza in a sweet voice.
4. How are the characters in the paragraph related?
a. Parent-niece b. parent-daughter
c. Sister-parent d. Sister-mother
5. Which word describes Liza?
a. Obedient b. Disrespectful
c. Industrious d. Kind
 44

6. Which word best describes mother?

a. Obedient b. Disrespectful
c. Industrious d. Kind
7. You like to introduce yourself to your new classmates. What will you say?
a. Glen is my name. b. His name is glen
c. My name is Glen. d. You are Glen
8. You are amazed of your classmate’s new bag. What will you say?
a. Wow may I have your bag? b.Wow, its just as beautiful as mine
c. Wow, your bag is so nice d. My bag is nicer than yours
9. A stranger asks for the way to the market.
a. Please ask my father sir. b. I’m too busy for that sir.
c. Come back when I’m not busy d. Go straight ahead and turn left on the first
corner sir.
10. Which of the following happens first?
a. A boy died out of choking b. A child to is playing fire alone.
c. The house starts to burn. d. People were shouting as they see massive
smoke
11. You accidentally stepped on someone’s foot.
a. I’m sorry, I didn’t mean to do it.
b. You should be careful next time
c. I will not do it again.
d. Please get out of my way
12. Choose the sentence that is written correctly.
a. We spent two weeks in Orlando Florida.
b. We spent two weeks in, Orlando, Florida.
c. We spent two weeks in Orlando, Florida.
d. We spent two weeks, in Orlando Florida.

GRAMMAR

1. The crickets are the____ animals in our backyard.

a. Noisy b. noisier c. nosiest d. noisiest
2. The baby____ last night.
a. Is crying c. Cries
b. Cries d. Will cry
3. The eagle was ______ than the blue bird.
a. B bigger c. Bigger
b. Biggest d. big
 45

4. I have not walked to the park______

a. Slowly c. More slow
b. Nearly d. Slowless
5. The wooden bat belongs to Max. It is____bat
a. Maxs c. Maxses
b. Max’s d. Maxs’
6. My favorite____names are Ginny, Marie and Agnes, Thomas said.
a. Aunt’ c. Aunts’
b. Aunt’s d. auntes
7. Albert is the ___ person I know.
a. Funny c. more fummy
b. Funier d. funniest
8. The plane____ safely early this morning
a. Lands c. Will land
b. Landed d. landing
9. ____of these two puppies is more active?
a. What c. Which
b. Who d. Where
10. That group of player is_____
a. Active c. Most active
b. More active d. actives

11. A circus always looks___

a. Funny c. Funnier
b. Funniest d. Most funny
12. Mayas____ their nest among the palay stalks each year
a. Build c. Built
b. Builds d. Was building

Vocabulary

1. Which word means self defense?

a. Nutrition c. Recovery
b. Celebrate d. karate
2. She shouted out of joy when she won the game. Joy means
a. Happy c. Sad
b. Excited d. thrilled
3. To help other people is a good deed. Deed means___
a. Acts c. Honest
 46

b. Unwell d. sick
4. To heal his patients wound fast, the doctor cleaned it well. Heal means___
a. Cure c. Mend
b. Patch up d. stitch
5. My brother eats plenty of vegetables a day. He is robust. Robust is___
a. Dirty c. Greedy
b. Healthy d. light
6. The teacher told Anie to be punctual next time. Punctual is
a. Late c. Tardy
b. On time d. quick
7. I saw a big cat chasing the mouse. Chasing means____
a. Playing the mouse c. Eating after the mouse
b. Running after d. Making fun with the mouse
8. I saw a huge elephant. Huge is
a. Hard c. Big
b. Tough d. sad
9. He was so astonished when he saw her alive. Astonished is___
a. Surprised c. Excited
b. Scared d. trembling
10. Quennie was quivering out of extreme cold. Quivering means____
a. Trembling c. Shaking
b. Running d. jogging
11. Transport this to the office, transport means___
a. Put off c. Travel
b. Hold d. push
12. Restrain him from making foolishness. Restrain means____
a. Hold c. Stop
b. Support d. halt
47
 48

CURRICULUM VITAE

CURRICULUM VITAE

Pic here

PERSONAL BACKGROUND

Name : Ma. Irish Cruz-Bas

Birthday : August 16, 1977
Status : Married
 49

Spouse : Jhefren B. Bas

Child : Victoria Ysabelle

EDUCATIONAL ATTAINMENT
Post Graduate Studies : Doctor in Development Education (Dev.Ed.D.)
Cebu Technological University- Moalboal Campus
2010-2015

Master of Arts in Education (MA.Ed.)

Major in Administration and Supervision
Cebu Technological University
2005-2010

Tertiary : Bachelor of Science in Elementary Education

Major in Physical Education
Cebu Normal University
1994-1998

Secondary : Santa Ana Academy

1990-1994
Secondary Diploma

Elementary : Barili Central School

1984-1990
Elementary Diploma

EMPLOYMENT BACKGROUND
Grade Six Teacher
Tabunoc Central School
2002-Present

Grade III Teacher

University of Cebu
DepEd. Talisay City, Cebu
2000-2002
Cebu City
Childlink Learning Center Pre-School Teacher 1998-2000

TRAINING, SEMINARS, AND WORKSHOPS ATTENDED

 50

Title Inclusive Dates Organizer

The University Meeting the May 24, 2014 Cebu Technological
Challenges of Educational Reforms University
Research Writing and Publishing November 16, University of the
Impact: How and Where? 2013 Philippines- Cebu

Green Kalinga: An Environment October 8, 15, & 16, 2011 CTU

Moalboal
and Waste Management

Kaizen, International Organization for June 3, 4 & 5, 2011 CTU

Moalboal
Standardization (ISO) and SixSigma:
New Dimension and Direction in the
Field Of Teaching

PAGE VII Summer Assembly May 7, 2011 PAGE

Region VII

CLT Assessment and Interview for August 23-27, 2009 DepED

Grades IV-VI of Teachers/Mentors in
the Different Regions (NEPP)

Division Echo Training in Oral English August 22, 2008 DepEd.

Talisay
for Elem School Teachers

National English Proficiency Program August 18-22, 2008 DepEd.

Communication Language Teaching
(CLT) and ”Gabay” Mentor Training for
Grades IV-VI Teachers

Division Training of School Paper October 27, 2005 DepEd.

Talisay
Advisers & School Campus Journalists

Peace Education Teaching Exemplars November 25-27, 2004 DepEd.,

OPAPP
Launching & Orientation Workshop
 51

Division Unified Testing Program July 3-4, 2003 DepEd.

Talisay
Seminar-Workshop on Test Development

First Folk Dance Workshop August 8-10, 2003 DepEd.,

CHED

Training of Division Trainers in May 12-16, 2003 DepED

Elementary Mathematics

Elementary Visioning Seminar February 15-16, 2002 UC

The Best Ideas and Practices in February 2, 2002 SIBS

Publishing House Teaching Reading

First Folk Dance Workshop August 8-10, 2003 DepEd.,

CHED

Interactive Teaching for Developing January 26, 2002 REX

Bookstore Inc.
HOTS (Higher Order Thinking Skills)

Teaching and Testing Grammar October 27-28, 2000 UC

Teaching and Beginning Reading September 18-19, 2000 UC

Meeting Educational Challenges in November 20, 1999 DepEd.

CCPSAA
the New Millennium

E. OUTSTANDING ACCOMPLISHMENTS

Designation Event Award Received

Taekwondo Coach CVIRAA 2004 1 Gold, 2 Silver
Coach 2005 Schools PresCon Second Place
Editorial Writing (English)
Coach Regional Schools Prescon
Tournament Manager 2003 Talisay City Division
Selection Meet
Grade VI-Quiz Mater 2009 MTAP DepEd Math Challenge
 52

Scorer 2005 MTAP DepeEd Math Challenge

Division Trainer Division Training of Public Elem
Schools Teachers in Mathematics Teaching
Demonstrator 2006 Semestral Break In-Service
Training for
Elementary and Secondary Teachers
Speaker Result-Based Performance Management
System (RPMS)

F. SPECIAL SKILLS
Playing and officiating different ball games, computer literate, dancing, drawing,
painting and driving

G. ORGANIZATIONS/AFFILIATIONS
 Salesian Cooperator
 Secretary- CNUAA Talisay City Chapter
 Treasurer- Talisay City Division School Paper Advisers
 English Coordinator- Tabunoc Central School
 School Paper Adviser- Tabunoc Central School
 Supreme Pupil Government Adviser- Tabunoc Central School