Directions: All questions should be written in appropriate academic style and voice.

Please
include specific, concrete details from your coursework, readings, research, and appropriate
theories/theorists to support your answers. As time allows, please carefully reread and proofread
your answers.

Answer the following items: (Leadership/Professionalism Proficiencies)

1. Describe one area of concern in the educational system about which you feel personally
committed.

- Quality of Education in the Philippines

a. Cite research and relevant theory that supports your concern.

Research: Evaluating the Philippine Educational System An empirical analysis by Werner van
Sprang
Theory: Statutory Policy Analysis on Access to Philippine Quality Basic Education by Joy
Molina Mirasol, Joanne Vivien Belderol Necosia, Beverly Badajos Bicar, Helen Pelandas Garcia

b. Describe how you will use your leadership skills and new educational knowledge to promote
change in this area. In your response, include references to relevant educational policies and to
educational resources that you can draw from.

- Teachers must be willing to accept additional responsibilities related to demonstrate

leadership and support each other in leadership tasks. Harrison (2005) building leadership
capacity is much more difficult to the teacher than to tell them what to do. Also,
administrative duties are strict and hip. Additional payments are not considered appropriate
in Philippine public schools related responsibilities. For unofficial TL, there is no additional
compensation for the leadership work they do on top of full teaching responsibilities aside of
the remuneration for the administrative work they perform, in addition to full educational
responsibilities. Therefore, it is important to highlight the benefits of teacher leadership in
 relation to: increased job satisfaction, sense of moral purpose, motivation and morale to
make teachers and workplaces better places.
The possibilities for practice reflection should be included because teacher leadership is by
nature inclusive. In order to prepare teachers for teacher leadership, Odell (1997) provided
three examples of university programs in the USA where habits of inquiry are promoted in
various ways through collaborative action research, portfolio development, research report
writing, journal writing, and presenting papers at professional conferences. A change in the
social setting and curriculum in schools was intended to be produced by encouraging TLs to
reflect and conduct research. Even while this seems perfect, expectations should be
reasonable. Without extra manpower and other resources, it will be difficult to realize the
163 opportunities for reflection on practice that Odell lists.

2. Define what it means to be both a “professional” and a “leader” within the field of education.

- A professional teacher has a crucial part to play in helping students succeed in the classroom
as a teacher. A professional attitude demonstrates that you take your obligations seriously.
Lack of professionalism sets a poor example and could cost you the kids' respect and trust.
Show professionalism in all facets of your professional life to give your students the greatest
instruction possible. Effective communication amongst instructors is a goal for them.
Teachers from the same department may work together to exchange teaching techniques,
examine statistics, and talk about curriculum-related topics. Teachers that work with the
same kids get together frequently to talk about how to raise performance levels and link
concepts. Strategies are created to address particular behavioural issues. Teachers are
frequently held to high standards because they have a daily impact on the lives of children.
In addition to their other responsibilities, they must serve as strong role models and exhibit
ethical behaviour when interacting with students, colleagues, parents, and others. Creating
and adhering to a professional code of ethics can help ensure that teachers act in a
professional and ethical manner at all times.

- The language used to describe a leader is not dissimilar from the language used to describe a
great teacher. A leader working to improve the atmosphere in a school or community can
benefit greatly from many of the same qualities that are prized in teachers. Education leaders
 are at the heart of a community driving student, teacher, school, and even district-wide
success, just as teachers are at the centre of the classroom encouraging student achievement.
There are many different styles of leadership, from autocratic to participative, and they all
have benefits and drawbacks. There are several traits that are essential for effective school
leadership regardless of management style. Consider adopting the following characteristics
when considering how to be an effective leader. A leader can improve a community or
school and guarantee the success of both students and teachers. He or she will not only
possess the qualities of a successful leader but also the corresponding administrative
abilities. This can entail having a wealth of teaching or community service experience. It
might also entail going to graduate school to further one's education. You should invest time
in developing your practical abilities as a leader in education, modifying your approach to fit
the diverse needs of your community, and attempting to exhibit the traits of good leaders.
While you are affecting positive change in the world around you, it is crucial to constantly
assess and develop your own leadership skills.

a. What habits of mind or professional dispositions should a “professional” and a “leader”

display?

 Visionary – a quality of foresight or a look into the future.

 Passion – intense enthusiasm: a strong liking or enthusiasm for a subject or activity.
 Respect – esteem: a feeling or attitude of admiration and deference toward somebody.
 Honesty – moral uprightness: condition, or characteristic of being fair, truthful and morally
upright truthfulness: candour, or sincerity.
 Integrity – possession of firm principles: the quality of possessing and steadfastly adhering to
high moral principles or professional standards.
 Courageous – the ability to confront uncertainty and offer stability.
 Dedication – committed to an idea/cause or to someone.
 Compassion – a desire to help for the betterment of others.
 Communicator – A person who effectively shares information with others.
 Influence – power to sway: the power that somebody has to affect other people’s thinking or
actions by means of argument, example or force of personality.

b. How will you incorporate these skills/dispositions into your own professional practice?

- As a leader in education, my personal experiences are a valuable resource. As a result of my

numerous roles as a daughter, sister, wife, employee, employer, student, and teacher, I have
had the pleasure of several viewpoints throughout my life. Through these experiences, I
 have been able to see the value of and actively practice the ability to put myself in another
person's shoes, which is the most effective method for establishing and maintaining
interpersonal relationships and effective communication. The ability to look at issues from
several angles is crucial for the position of educational leader. I've decided to pursue a career
in educational leadership in order to use the skills, knowledge, and experiences I've been
given to make a difference in the world. I firmly think that via teaching, mentoring, and
leading, I can fulfil my passion for learning and my desire to assist others. Promoting the
academic success of all pupils is a major obligation of the position of educational leader.
The first step in fulfilling this duty is creating and effectively articulating a vision. In order
to maintain commitment to the goal and keep the emphasis on the vision, the leader must
first define a common plan with specific goals and methods. All of this needs to be done
with leadership, not dictatorial, at heart.

c. What avenues for development and growth in leadership will you continue to employ after
receiving your graduate degree?

- All kids can and will learn, in my opinion. I'll make sure that kid learns, and I'll do
everything in my power to make sure they succeed. I have to establish a supportive
environment for the youngster in order for this to happen. The two environments must be
secure, encourage taking risks, and encourage everyone to express their thoughts. In order
for a child to develop and evolve intellectually, socially, emotionally, and physically, I must
foster the right environment. I believe that this process of maturity and growth depends on
three essential components. I must first serve as a mentor for the students' learning. The next
step is to let a child's curiosity and natural instincts guide their learning. Thirdly, I have a
responsibility to teach and practice respect for all people. Giving student guidance in their
learning involves giving them access to information rather than giving it to them. As
students gain the ability to research issues independently, their thirst for knowledge is sated.
Students must have the chance to make their own discoveries and put their talents to use in
practical settings.

3. Please answer the following item: (Reflective Practitioner Proficiency)

a. Drawing upon educational theory, research and pedagogy, describe how you make informed
decisions for creating best practices in your educational setting.
- In a school, teachers must work together with administrators, other teachers, and staff
members to give kids a secure and rewarding learning environment. To uphold an
administrator's authority and provide a positive role model for kids, teachers must abide by
administrative directives, even if they appear irrational. Teachers must resolve their
differences in private and refrain from disparaging one another in front of children when
they disagree. Teachers must also maintain acceptable relationships with their co-workers,
avoiding bringing their personal lives and adult behaviours into the classroom. Teachers
must maintain ethical behaviour in their professional practice by accurately representing and
maintaining certifications, licenses, and other qualifications. Applying for a teaching
certificate with false information or lying about fulfilling certificate renewal requirements
may result in loss of your teaching license. In addition to qualifications, teachers are
required to practice ethical behaviour when reporting grades and handling assessments.
Falsifying grades or altering student responses to assessments can result in criminal charges
and loss of employment.

b. How has your professional practice changed as a result of the theoretical basis you have
received in this MAEM program?

- With a Master's in Education, I can explore a variety of educational specialties like

leadership, curriculum & teaching, and special education, as well as broaden my career
prospects both inside and outside the classroom. This degree frequently places a strong
emphasis on hands-on, practical experience that can help me comprehend and critically
assess educational processes and offer methods that can be used right away in my business.
The theory, research, history, and psychology of learning, both generally and specifically
related to a concentration, are frequently topics covered in courses. In my professional
practice, I believe everyone learns differently and understanding the differences in learning
methods is critical to educational success. Both teachers and students can benefit from
understanding how learning works for different students. By understanding how learning
happens, educators can do their best to create classrooms where learners can thrive.

c. How this might shift or change over time?

- The character of educational research and practice in teacher education is significantly

influenced by theory. Therefore, it is vital to recognize the significance of theory in
 educational research and practice in teacher education and to determine the impact that
theory has on such activities. I would contend that theory enables teachers to critically
evaluate their classroom practices while also attempting to liberate them from their reliance
on practices that are the result of ideological and political frameworks. This is accomplished
through the use of critical modes of inquiry that are intended to expose and examine the
assumptions, values, and beliefs that are latent in ideological and political agendas that
frequently dictate how instructors arrange their experiences and activities in the classroom.
For the sake of best practice, teachers must consequently develop the requisite theoretical
acumen in order to engage critically with those cultural, political, social, and economic
issues that have an impact on their teaching either favorably or unfavorably.

d. Answer the following items: (Research and Theory Proficiency) A. How will you use
research to inform your own practice?

- As teachers, we want our students to understand the value of both in-class and field learning
opportunities and to understand that a solid theory is always more useful than a practical
application. Despite being a wonderful teacher, experience cannot substitute what is best
taught in a classroom and vice versa. One may argue that the integration of these two
learning modalities inside a single course, as opposed to their division among different
courses in the curriculum, results in the optimum learning environment. We assume that
instruction results in learning, but what actually motivates learning are the experiences that
instruction helps to produce (Boud et al., 1993). Learning can happen and might inspire a
desire for more learning when a teacher draws on examples from their own experiences
(Boud et al., 1993). As a teacher, the instructor applies knowledge from the literature on the
topic and from observing students' experiences in the classroom when facilitating
community grief support groups, and as a student, the instructor considers the particular
needs and experiences of participants in grief support groups as well as the grief counseling
techniques that are most effective in various situations.

e. Describe one study you might conduct for your own professional development, including
details on methodology as well as an explanation of how you will use the results. Include a
description of what research base or theoretical framework informs your study.

- Study: Understanding Teachers’ Perspectives on Professionalism

- Method: Focus group interviews with teachers were done at four primary schools, each of
which is a professional development school (PDS) partner with a university teacher
education program, to find out what teachers' opinions are on effective teaching and
professionalism. This cooperative partnership provides university teachers and students with
a setting for fusing theory and practice. Education students get the chance to visit several
classrooms, watch mentor teachers in action, collaborate with kids, and participate in a
larger learning community. Conferences, study groups, and seminars are just a few of the
professional development alternatives available to teachers. The PDS relationship may have
some influence on teachers' perceptions of professionalism, but aside from that, the schools
are very typical. Additionally, every elementary school in the PDS collaboration serves a
diverse student body, with many of them receiving free or reduced-price meals. The
principals of three of the elementary schools requested volunteers to take part in the
conversations. There were eight, nine, and eleven participants at these three schools. The
conversation at the fourth school took place during a faculty meeting, so the majority of the
instructors were there (approximately 40 teachers). We wanted to include the viewpoints of
the instructors at this PDS site, even though we are aware that a group with 40 participants
does not follow the recommended focus group technique, which asks for group sizes of 6 to
8 (Krueger & Casey, 2000). None of the groups were made aware of the subject of the focus
group interviews in advance in order to elicit teachers' spontaneous reactions.

Teachers from various topic areas, grade levels, and years of teaching experience
participated in each focus group, which lasted about an hour. Two university professors led
the sessions and posed the following two open-ended queries to the participants: 1) what
does it mean to be a professional teacher? 2) How do educators demonstrate
professionalism? The questions were designed to be open-ended in order to encourage
conversation. To keep the debate lively and the participants' attention on the problem, the
facilitators instead used clarifying questions and prompts. The responses were written down
on big pads of paper and taped. Following each focus group, information from the tapes and
written notes was classified and organized into common themes. The responses to the two
general questions, which were meant to encourage debate, were examined jointly. The
participant remarks were examined for internal consistency, frequency, intensity,
 extensiveness, and specificity in accordance with Krueger's (1998) standards for focus group
analysis. Some of the traits mentioned by the teachers may be components of more than one
theme, however we grouped the traits according to what we felt was most suitable.

f. You may have heard the phrase, “teaching as a researching profession.” Describe the
importance of research within the educational profession.

- Research in education enables us to comprehend any subject and its fundamentals in a much
better and simpler way by posing new questions, the responses to which will guide us
toward discovering new theories of any subject. Research aids in discovering knowledge
gaps in various educational levels as well as learning gaps, and it attempts to close the gap
between what is currently true and what is expected. Research on social dimensions of
education, according to Morris (1967), ensures that both teaching methods and child
development. According to Rathnakar, G., research professionals are constantly learning,
discovering new things, analyzing information, adapting their behavior in response to
information received, seeking to improve, and adapting to modern demands. As a result,
social science research contributes to the welfare of society and social and educational
institutions. (2018). For teachers, teacher educators, administrators, policy makers, parents,
and other stakeholders involved in the education sector, research findings may be useful. To
close learning gaps, research findings could be applied to the classroom teaching and
learning process. According to Pramodini, D.V., & Sophia, K.A., the findings could be
applied to teacher training programs, curriculum development programs, and the creation of
educational policy. (2012). Teachers are equipped to examine data and make decisions about
their practices thanks to research approaches. Research may aid in the professional growth
of teachers and teacher educators as well as guide and equip them to gain 21st century skills
in order to adopt new educational tactics and evaluation methodologies in the educational
system. Teachers should be able to use relevant findings from educational research and
scientific theories to inform their professional decisions (Diery, 2018).

g. What knowledge base about research will impact your professional practice?

- The knowledge base about research that will impact my professional practice one is
gathering data which helps teachers' professional development. For one thing, it provides
teachers and other education practitioners with the skills needed to identify what the
 problem is in a school and how to address it systematically (Hine, 2013). Two, it provides an
opportunity for educators to assess their own teaching practices (Hong & Lawrence, 2011).
Three, it enables teachers to make pedagogical changes that will have a positive impact on
teaching and learning (Mahani, 2012). Finally, it is an excellent way to improve teachers'
lifelong learning and professional development (Cain & Milovic, 2010; Ulla, Barrera &
Acompanado, 2017). Despite its positive effects on classroom teaching and learning
(Mahani, 2012; O'Connor, Greene, & Anderson, 2006), a number of studies have found
some barriers to teachers conducting research. Crowded teaching schedules, heavy teaching
workloads (Kutlay, 2013; Morales, 2016; Ulla, 2018), insufficient research training (Ellis &
Loughland, 2016), a lack of research skills (Vásquez, 2017), a lack of financial support
(Biruk, 2013), and a lack of time to do research (Norasmah & Chia, 2016) are frequently the
primary challenges and concerns faced by teachers and other educators. Doing research has
become one of the most important professional development programs for teachers in the
Philippines, with the Department of Education (DepEd) and the Commission on Higher
Education (CHED) emphasizing it (Ulla, 2017). Teachers in both public and private schools
are encouraged to conduct action research in order to identify and address teaching and
learning issues and concerns in their classrooms and schools.

h. What effect does research (both action research and the study of research) have upon current
and future issues within the field of education?

- I believe the effect of research has upon the current and a future issue within the field of
education is the Education Leadership (Using Data to Improve Student Achievement - How
Classroom Assessments Improve Learning). The educator's basic philosophical orientation is
essential for comprehending the expected response from students as initiated by the nature
of the student-educator relationship. Steven Van Hook investigates the nature of this
relationship in "Theories of Intelligence, Learning, and Motivation as a Basic Educational
Praxis." The term "andragogy" refers to the paradigm shift that is occurring and must occur
in education. Whereas "pedagogy" is based on the teacher guiding the child in learning,
andragogy sees the learner as participating in their own self-actualized learning experience
(Van Hook, 2008). This brings to mind the concept of "ownership," which is frequently used
to describe when students are observed applying concepts they have learned in new and
 innovative ways. While using notes as a tool for recording new information and reviewing
those notes prior to an assessment, learning can occur in two stages: encoding/writing and
external storage/studying. Igo, Bruning, and Riccomini explain in a study examining the
efficacy of students copying and pasting notes from internet sources that "students might not
learn much during the encoding phase if they do not engage in deep mental processes as they
take notes... in the external storage phase of note learning, students learn as they study a set
of notes that have already been created" (Igo, 2009).

i. How do you define the multiple aspects of diversity as it relates to the educational setting?

- Ethnicity, socioeconomic class, religion, reading level, athletic ability, background, gender,
personality, and various other factors distinguish diverse schools. Strong EdD programs
teach educators to value the unique characteristics that make each student unique, and they
assist them in embracing those differences in the classroom. The Century Foundation, a New
York-based think tank, conducted an in-depth research review of dozens of other studies on
diversity and discovered that having different and divergent perspectives can result in
positive learning outcomes. These outcomes, as discussed below, can have long-term
consequences that extend beyond students' graduation and have an impact on their lives. The
presence of diversity in the classroom allows students to consider perspectives and opinions
other than those they've already formed or were shaped by family and friends when they
were young. It encourages students to think critically about their own beliefs and examine
the world in new ways by trying to expose them to viewpoints that are diametrically
opposed to their own. According to a Scientific American article, exposure to diversity
changes the way people think by encouraging creativity and innovation, as well as decision-
making and problem-solving abilities.

j. What do educational professionals today need to know about diversity issues? Why is
diversity awareness so critical?

- In terms of student demographics, staffing, and lessons, school diversity inclusion and
representation is critical in education. There are numerous educational benefits to
introducing new ideas about racial or cultural differences in the classroom. Ethnicity,
cultural differences, racial differences, and other issues are all important to discuss with
students as part of their education. There are resources available to assist in making these
 subjects appropriate and positive. There are numerous reasons why diversity is important in
the classroom and schools, including:
 Diversity incorporates fresh perspectives into the classroom. Students of various
genders, races, backgrounds, and so on bring a wide range of viewpoints and ideas to the
classroom. This improves the quality of classroom discussions and learning
opportunities. It can broaden perspectives and help students learn more from one
another. It will allow students to see things in new ways that they might not have thought
of otherwise. New perspectives are important to learn at any age, from elementary to
high school.
 As a teacher, including diversity in your curriculum boosts students' self-efficacy. A
person's self-efficacy is their belief in their ability to meet challenges and complete tasks.
It also helps them improve their self-esteem, tolerance, and appreciation for different
points of view, among other things. Different cultural understandings can help students
see how people similar to them have succeeded. White students, black students, Asian
students, Hispanic students, female students, male students, high school students,
elementary school students—every type of student needs self-efficacy. Cultural diversity
enables students to recognize their worth and feel valued.
 More diversification in the classroom helps students prepare for their future. Our
environments are becoming more culturally diverse. Students are indeed very likely to
work in a field that is extremely diverse, and classroom diversity can help prepare
students for that future. It increases their cultural awareness in the classroom, preparing
them for future success. Respect and kindness for culturally diverse people will help
them succeed in a career where they will most likely interact with people of different
races and cultures.

k. What are best practices for encouraging an inclusive classroom?

- We want to provide the safest educational environments and experiences possible for our
students. It is both a responsibility and a desire, and it includes teaching diversity in the
classroom. It necessitates not only the creation of physically safe and secure spaces, but also
the protection and promotion of students' emotional health, making them feel validated,
nurtured, and included. As educators, we can model equality and diversity in our classrooms
 and teach students how to be more inclusive. We can all work together to create culturally
diverse safe spaces that encourage, welcome, and celebrate our differences by doing the
following:
1. Getting to know the students and their family members
Finding out as much as you can about your students and their families will get you started
on the path to creating a culturally inclusive classroom. Begin the school year by inviting
families to complete questionnaires about their cultural backgrounds and traditions,
parent professions, and household composition.

2. Role-playing
Students gain cultural awareness through role-playing activities. With younger students,
this can include incorporating culturally significant clothing and foods into dramatic play,
as well as playing with dolls representing various races and cultures. You can design
more involved activities for older students, such as giving students specific scenarios to
act out over a week that embody specific cultural experiences.

3. Students should be grouped for learning activities.

Students can learn collaboration, teamwork, and leadership skills through group learning.
To take it a step further, group your students in diverse groups that reflect the diversity of
the classroom. Students can learn just as much from each other as they can from the
lessons you teach them, and it may open up opportunities for interaction that they would
not have otherwise.

l. What limitations currently exist to creating such a setting--how might you improve upon this
within your own practice? Cite theory and research to support your answer.

- If inclusive societies are to be developed, promoted, and sustained, learner diversity must be
addressed in educational practices across countries. Employing inclusive best practices in
education systems would be an important first step toward realizing inclusive societies.
Inclusive education is a process that involves transforming schools and other learning
environments to accommodate all children, including boys and girls, students from various
ethnic groups and linguistic minorities, rural populations, those affected by HIV and AIDS, and
those with exceptional learning needs.

- In Tanzania, inclusive education is defined as a system of education in which all children,

youths, and adults, regardless of their diverse backgrounds and abilities, are enrolled,
actively participate, and achieve in regular schools and other educational programs, without
discrimination, by minimizing barriers and maximizing resources (Ministry of Education
and Vocational Training [MoEVT], 2009; 2013). Inclusive education expands learning
opportunities for all youth and adults. Its goal is to eliminate exclusion caused by negative
attitudes and a failure to respond to differences in race, economic status, social class,
ethnicity, language, religion, gender, sexual orientation, and ability. Tanzania has adopted an
inclusive education system, which is worth noting. Kiswahili has been designated as the
language of instruction (LoI) at all educational levels in the country (United Republic of
Tanzania [URT], 2014). Regardless of the move, the LoI could be one of the barriers to
knowledge acquisition for learners with disabilities if not handled properly in the teaching
and learning processes. Students with special needs are less likely to participate and succeed
in school if they are not involved or interact well with their peers and teachers alike in the
teaching and learning processes.

This is because language is a means of communication; a process that allows individuals to

express their ideas, feelings, perceptions, and opinions to others who understand the
communicated information. Individuals can meet, form friendships, and interact with one
another through this process. Language is crucial in education, particularly in the teaching
and learning processes, because it allows educational messages to be transferred from
teachers to learners and vice versa, resulting in reciprocal communication in both written
and spoken language forms. Based on this understanding, what happens if neither of the
parties involved knows nor understands the language used in the communication process?
Teachers and students must both understand the language of instruction in order for learning
to take place (Qorro, 1999). Indeed, many students fail English examinations due to a lack of
language proficiency and a poor understanding of what they are taught in the classrooms
(Qorro, 1999).
n. Explain your personal philosophy about the importance of educational technology for
teaching and learning. Include in your discussion the references references.

- Students, in my experience, learn best by doing rather than watching. Instead of relying on
direct instruction, I try to have students work as participants in a collaborative guided
investigation as much as possible. William Glasser once famously said "We learn, …50% of
what we see and hear, …80% of what we discuss and 95% of what we teach," modifying
Edgar Dale "Cone of Learning." (Dale, 1969) In my classroom, I try to have the students do,
discuss, or teach the material they are learning. Today's powerful technological tools
facilitate this type of instruction. Compassion for students, openness to what they are
capable of, and recognizing their differences are among my most important educational
values. Educational technology enables me to be more compassionate by allowing me to
differentiate a lesson more effectively, better understand my students through their work,
and provide more opportunities for student voice. One way I provide this voice is through
multimedia presentations and integrated technologies that serve as summative assessments
of the students' understanding. These kinds of activities help students remember what
they've learned.

- Novak, J.D. (2007). Ausubel’s assimilation learning theory. In Custom course materials

ETEC 512. Vancouver, BC: University of British Columbia, Bookstore. (Reprinted from

Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools

and Corporations, pp. 49-78, 1998, Mahwah, NJ: Earlbaum).

- Dale, E. (1969) Audiovisual Methods in Teaching – Third Edition, Published by Holt,

Rinehart and Winston, record retrieved from Eric database on October 18th, 2009
-

m. Compute the Mean, Mode and Median on the following:

Item Number: 20 items

Scores: 19, 10, 15, 12, 15, 17, 18, 20, 14, 15

11, 12, 15, 15, 17, 18, 16, 20, 18, 11

Note: Basing on the data above, compute the standard deviation.

Mean:

Average x = 15.4
Count n = 20
Sum = 308

Solution:

The average (mean) is equal to the sum of all the data values divided by the count of values in
the data set.

Average = Sum / Count

= 308 / 20
= 15.4

Mode: 15

So, 19 occurs 11 time, 10 occurs 1 time, 15 occurs 5 times, 12 occurs 2 times, 17 occurs 2 times,
18 occurs 3 times, 20 occurs 2 times, 14 occurs 1 time, 11 occurs 2 times, 16 occurs 1 time.
As can be seen, the greatest frequency is 5. The value with such frequency is 15.

Median: 15

Since the number is even, the median is the average of the "central values":
10, 11, 11, 12, 12, 14, 15, 15, 15, 15, 15, 16, 17, 17, 18, 18, 18, 19, 20, and 20.
15+15
Calculate the median: m = = 15
2
So, the median is 15.

Standard Deviation: 3.0331501776206

Count, N: 20
Sum, Σx: 308
Mean, x̄ : 15.4
2
Variance, s : 9.2
Steps

Σ(xi - x̄ )2
s2 =
N-1
(19 - 15.4)2 + ... + (11 - 15.4)2
=
20 - 1
174.8
=
19
=9.2
s = √9.2
= 3.0331501776206

2. Formulate the Statement of the Problem base on the research titles below.

A. Portfolio Assessment and Numerical Competence of Grade One Learners

- This research aims to discuss the portfolio assessment and numerical competence of Grade
One learners
Specifically, it intends to answer the following questions:
1. What is the importance of portfolio assessment and numerical competence for Grade One
learners?
2. What difficulties are met in using the portfolio assessment and numerical competence?
3. How do portfolio assessment and numerical competence determine the capability of
Grade One learners?
4. How does the portfolio assessment and numerical competence influence the performance
of Grade One learners?

B. The Milestone in Teaching Career: A Walkthrough in the Lives of DepEd Retiring

Educators

- This research aim to discuss the milestone in teaching career and a walkthrough in the lives
of DepEd retiring educators.
Specifically, it intends to answer the following questions:
1. What is the demographic profile of the retiring educators in DepEd?
2. What are the challenges that a teacher faces that have a significant impact?
3. What are the advantages of working as a teacher?
4. How has your experience as a teacher influenced you as a person?