TITLE: Implementation of the SHS Work Immersion Program

Personal

Table 1 displays the personal profile of the Senior High School (SHS) students in terms

of age where most of them, with a frequency of 206 or 47 percent, belong to the age of 17 to 18

while 109 or 25 percent are already 21 to 22 years old. This means that the students are on the

ideal age of a SHS students as affirmed by the reckoned mean age of 19.13 with a standard

deviation of 1.75. The low standard deviation also implies that they are on the same phase of

development.

In the same table is the distribution of the personal profile of the Senior High School

(SHS) students in terms of sex. It is apparent that there are more females with a frequency of 335

or 77 percent as compared to males with frequency of 101 or 23 percent. This means that there

are more females enrolled than males.

The distribution of students in terms of monthly family income is also included in the

table. 311 or 71 percent of the respondents has an income of P4,999 and below, 47 or 11 percent

has an income of P5,000-P10,999, 54 or 12 percent has a monthly income of P11,000-P15,999,

only 8 or 2 percent has P16,000-P20,999, and 16 or 4 percent has P21,000 and above. This

implies that most of the monthly family income of the respondents falls under P4,999. It

indicates that there are parents who might not be able to support all the needs of the learners in

their education.

It also shows in the table the distribution of students in terms of fathers’ highest

educational attainment. 120 or 28 percent of the fathers are college graduate, 64 or 15 percent are

college level, 55 or 13 percent are high school graduate, 55 or 13 are high school undergraduate,

92 or 21 percent are elementary graduate, and lastly elementary undergraduate have frequency of
50 or 11 percent of the respondents. The modal fathers’ educational attainment is college

graduate which means that most of them finished higher education curriculum which implies that

they have a higher chance in getting a stable job and can help their children in their educational

needs.

The distribution of students in terms of mothers’ highest educational attainment is also

shown. 25 or 6 percent of the mothers are college graduate, 58 or 13 percent are college level,

103 or 24 percent are high school graduate, 156 or 36 are high school undergraduate, 45 or 10

percent are elementary graduate, and lastly elementary undergraduate have frequency of 49 or 11

percent of the respondents. This implies that the mothers have relatively high educational

attainment. This entails that the mothers can be able to support their children in their studies as

well.

Title: Gadgets Exposure: Its Relationship to the Academic Achievement of the Grade 6
Learners in English

The five-point Likert scale is classified as an interval scale. The significance of the mean

cannot be overstated. It means Never advantageous if the weighted mean is between 1 and 1.79.

Seldom advantageous is described as 1.80 to 2.59. Sometimes advantageous ranges from 2.60-

3.39. It means Often Advantageous in the range of 3.40-4.19. It means Always Advantageous if

it is between 4.20 and 5.00.

In the first statement as what we can see on the Table 2, the mean is 3.87. This means that

the advantages of gadget usage to academic achievement as perceived by grade 6 learners is

often advantageous. The mean of the second statement is 3.71 which also indicates often

advantageous. Accordingly, majority of the respondents thinks that gadgets speed up works or
tasks. The third and fourth statements on the advantages of gadget usage to academic

achievement has a mean of 3.54 which means often advantageous as well. This implies that the

respondents’ competence and performance are positively affected with the use of gadgets. The

fifth, sixth, seventh and eight statements are in the range of 3.40-4.19 which represents often

advantageous. This means that the gadgets create a good impact in the learner’s motivation and

collaboration with others. In terms of the use of gadgets for independent learning, exchange of

information among pupils, communication in the classroom, and relieving boredom in the in the

classroom as well as at home, respondents perceive it as sometimes advantageous, which was

shown on the ninth to twelfth statement with a mean ranging from 2.60-3.36. The overall result

indicates that respondents perceive gadgets usage to academic achievement as advantageous and

can help them to improve their self and studies.

Title: Extent of Implementation of Campus Journalism in Secondary Schools of Cagayan

1st District

In table 3, results shows that there is a significant difference between the problems

encountered by the advisers, writers and PTA representatives with respect to publication as

reckoned by the f-value of 10.865 with associated probability of 0.000. Post hoc analysis using

least significant difference (LSD) shows that a mean of 4.25 and a standard deviation of 2.14 is

calculated for the group of advisers, 3.40 with a standard deviation of 2.02 for the group of

writers and 2.59 with a standard deviation of 2.39 is for PTA representatives. This implies that

the problems encountered by the group of respondents varies and different interventions are

necessary to cater all the concerns regarding publication. The advisers, writers and PTA

representatives can collaborate and apply recommendations for a better implementation of in

campus journalism.
Title: Improving Learners’ Mathematics Performance through Guided Discovery Learning
Approach

Table 4 presents the test results between the pre-test scores of the learners to test equality

of prior knowledge. With respect to control and experimental groups, the mean of

14.60(SD=5.15) on the pretest of control and 15.03(SD=4.80) on the pretest of experimental,

computed a t-value of 0.335 with associated probability of 0.739 which means that the scores of

the learners differs not significantly. The finding indicates that the equality of prior knowledge

between the control and experimental group are closely related.

Apparent on the same table, presents the comparison of the gain scores of the learners of

the control and experimental group. It is evident that the mean gain score of experimental is 7.07

with a standard deviation of 5.27 while the control group is 12.48 with a standard deviation of

6.96. This calculates a t- value of 3.376 with an associated probability of 0.001 which means that

there is a highly significant difference between the gain scores of the learners under control and

experimental group. This finding implies that the use of guided discovery learning approach

helps improve the mathematics performance of the learners compared to traditional teaching.

The use of a guided discovery learning strategy encourages learners to participate more actively

in class. Learners who participate in guided discovery are more likely to feel empowered, self-

reliant, and independent.

Title: ICT Competence and Extent Of Use and the Performance of School Administrators

Table 4 presents the results of the correlation test results between school administrators’

level of competence in ICT and their profile. With respect to the level of competence, findings of

this study reveal that the age, highest educational attainment, and number of ICT-related

trainings are significantly related to their level of competence as reckoned by the correlation

coefficients of -0.276(p=0.025), 0.274 (p=0.026),and 0.354 (p=0.004) respectively.

On the other hand, with respect to the administrators’ sex, civil status, ethnicity, and

length of service are not significant correlates of their level of competence in ICT as suggested

by the respective correlation coefficients of -0.042 (p=0.739), 5.515 (p=0.701), 7.053 (p=0.531),

and 0.054(p=0.667). Trainings are necessary and indeed helpful in integrating ICT properly.

Hence, administrators who undergone ICT-related trainings have higher level of competence in

ICT. Administrators who continue their graduate studies are more acquainted with the use of

ICT. Age also relates to the level of competence in ICT.

School administrators play a vital role in integrating media and technology into

classroom instruction since they can promote the strategic use of information communication

technologies (ICT) and even assist the integration of media literacy education activities into the

curriculum. With this, the level of competence of administrators are given importance.

Competencies in ICTs can be classified as: a) the core competencies of digital literacy, which are
related to the use of ICTs in the classroom presentations and activities, and involve the use of

digital tools to obtain information, and the use and development of materials obtained from

various online sources; b) the implementation competencies, which are related to the use of skills

and knowledge to create and manage complex projects, solve problems in real-world situations,

collaborate with others, and make use of information and experts networks; c) the ethical

competencies, which are related to the ethical, legal and responsible use of ICTs (UNESCO,

2008).

Research by Tondeur et al. (2008) emphasized the role of local school policies in ICT

integration from a school improvement approach and identified five policies that required an

active intervention by school principals, namely: the presence of an ICT policy plan, leadership

supporting the process of ICT integration, school internal support, evaluation of ICT use, and

between school cooperation (for further details see Tondeur et al. 2008, 214–215). In addition,

these scholars stress the impact that teachers’ perceptions of ICT school policies can have on

ICT integration in the classroom.

The findings regarding the level of ICT competence of administrators show that there are

factors that influence their level of competence and that there are strategies to improve it further.

The value of ICT utilization is recognized by the administrators. The administrators tend to make

good use of the various ICT tools that are useful in school. The primary purpose of such tools for

administrators is to gather information and to use it in a legal and responsible manner. It

emphasizes the significance for administrators to establish strategies that promote the effective

use of technological resources.

Furthermore, the level of ICT proficiency was not shown to be substantially associated to

sex, civil status, ethnicity, or length of service as an administrator. This is attributed from the fact
that the length of time served as an administrator seems to have no influence on the ICT

capabilities. Other aspects are more important to level up the competency in the integration of

ICT.