Don Mariano Marcos Memorial State University COLLEGE … · systems in the different subject areas....

Don Mariano Marcos Memorial State University South La Union Campus

COLLEGE OF EDUCATION Agoo, La Union

Bachelor of Elementary Education

RESEARCH DIGEST

Volume 8 No. 2 ISSN 0119-4046 July- December 2006

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COLLEGE OF EDUCATIONCOLLEGE OF EDUCATIONCOLLEGE OF EDUCATIONCOLLEGE OF EDUCATION MARCH MARCH MARCH MARCH (Lyrics by Marina S. Quesada and Music by Juanito G. Selga)

Onward DMMMSU College of Education The college where teachers grow;

Hold on to your esteemed profession The future depends on you.

Live up to your noble tradition Reach out to those in need; Strive to transform the nation

In thought, in words and in deed.

Refrain:

Onward CE with joyous energy Onward CE, on to victory

For excellence, truth, and equality Your name shall forever be.

The youth and community await you

Their hopes in you they pin; Open your arms extend your views For God, for country and human kin.

Trials and challenges there and here

Opportunities come and go; Nothing to fret about, nothing to fear

Our torch shall always glow.

Repeat refrain.

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UNIVERSITY VISION A distinct center of excellence in human, material and natural resources development, globally relevant and competitive, and focused on responsible citizenship, sustained economic growth and improvement of the quality of life of the Filipino. UNIVERSITY PHILOSOPHY The university aims at the development of man in his totality with a critical mind and appropriate technology to adapt to his environment and contribute to the balanced growth and progress of the society it serves. UNIVERSITY MISSION As stated in its Charter (PD 1778), it shall provide advanced instruction in the arts, agriculture, fisheries, engineering and natural sciences, as well as in the technological and professional fields; to promote research and engage in extension work. GOAL OF THE COLLEGE OF EDUCATION The College shall prepare globally competitive teachers who are imbued with the ideals, aspirations and traditions of Philippine life and culture, and sufficiently equipped with a broad range of knowledge, competence, and skills for effective service delivery system.

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OBJECTIVES OF THE SECONDARY/ELEMENTARY EDUCATION

A. Produce a human resource pool of effective and globally competitive teachers to deliver educational services in the secondary/elementary level.

B. Provide experiences to would-be teachers to acquire basic

and higher order skills, particularly critical thinking and problem solving.

C. Equip would-be teachers with skills and competencies in

discovering, verifying, applying and expanding the frontiers of knowledge through research.

D. Participate in the government efforts to uplift the quality of

community life through its extension and outreach services. E. Provide leadership in innovative instructional delivery

systems in the different subject areas. F. Produce graduates who shall become catalysts of

economic, social and cultural change. G. Serve as resource and information center for instructional

technology and other academic concerns in the secondary/elementary level

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PREFACE This current issue of Research Digest encompasses topics concerning performance, awareness, strategies, and self concept. Researchers have gone far to study environmental concerns that add to their functions as shapers and navigators of learning. Too many learners fail their studies and countless others are satisfied with just a passing mark. The study conducted by Mrs. Joanne C. Rivera and others determine the factors responsible for poor study habits of grade VI pupils in Bantayan Central School. The result will help teachers to shift their methodologies in order to address such problem. The increase efforts of human to modify food crops just to increase yield is part of the study conducted by Mrs. Flordiliza B. Dalumay regarding the level of awareness and acceptability of her town mates regarding Genetically Modified Organism. Furthermore, the two chairmen of the BSE and BEE departments namely Dr. Purificacion B. Verceles and Prof. Nenita C. Rivera determined the faculty teaching performance profile of the college for three consecutive years. Mrs. Flordiliza B. Dalumay and other researchers tested if there is a significant relationship between the performance of grade V pupils in mathematics

Prof. Melda M. Uychoco analyzed the effectiveness of using concept mapping as a strategy in improving skills of BEED 1 students. Reading really is one of the most important skills required during lifetime. Finally, Joanne C. Rivera shared her study on Katarunagang pambarangay in Tagudin, Ilocos Sur.

The Editor

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TABLE OF CONTENTS

College of Education March - -- - - 2 University Vision, Philosophy, Mission, Goal of the College of Education - - - - - 3 Objectives of the Secondary/Elementary Education -- 4 Foreword - - - - -- 5 Table of Contents - - - - - 6 Study Habits Of The Grade VI Pupils Of Bantayan Central School . - - - - 7. By: Joanne C. Rivera et.al.

Level Of Awareness And Acceptability Of GMO In Barangay Gonzales, Tubao La Union- - 42 By: Flordiliza B. Dalumay Faculty Teaching Performance Profile Of The College Of Education- - - - - 54 By: Dr. Purificacion B. Verceles and Prof. Nenita C. Rivera Performance Of Grade V Pupils Mathematics Worded Problems- - - - 61 By: Flordiliza B. Dalumay et.al.

Using Concept Mapping As A Reading Strategy In Educ 101- - - - 77 By: Melda M. Uychoco

The Katarungang Pambarangay of Barangays Del Pilar, Magsaysay, Quirino, and Rizal in Tagudin, Ilocos Sur. - - 82 By: Joanne C. Rivera

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STUDY HABITS OF THE GRADE VI PUPILS OF BANTAYAN CENTRAL SCHOOL

By: Joanne C. Rivera et. al.

ABSTRACT

The main purpose of this study is to determine the Study Habits of the Grade VI Pupils of Bantayan Central School - Bantayan, Mangaldan, Pangasinan in Mathematics VI during the school year 2006 - 2007. Specifically, it sought to answer the following questions: a) what is the profile of the respondents in terms of: age, sex, economic status, and parents' educational attainment? b) what is the level of the academic performance of the Respondents in the First Grading Period? c) what is the degree of seriousness of the problems encountered in their study habits as perceived by the respondents? d) are there significant differences in the perceived degree of seriousness of problems considering the profile of the respondents in terms of age, sex, economic status and parents' educational attainment? The respondents of this study are the Grade VI pupils of Bantayan Central School numbering 49 (total enumeration). The researchers made used of the questionnaire as the main tool in the collection of data. The questions in the questionnaire were made in line with the problems of the study. They were particularly designed to elicit unequivocal replies.

The researchers made use of two (2) methods of research: the ex post facto method and the descriptive- survey method of research.

The data that were gathered in this study were then tallied and analyzed. They were presented in the tabular form for easier analysis and interpretation. The frequency distribution, weighted means and ranks were the descriptive statistics that were used in

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the study. The Likert Five-Point Scale was used to quantify and qualify the data.

Findings of the research revealed that: As to respondents’ profile by age, the majority of the

respondents were of normal age; there are 28 males and 21 females; as to parent’s educational attainment, majority of the parents were high school graduates; as to their economic status, most of them earn an income of Php 10,000 and below.

As to the level of academic performance, majority of the respondents have a fair performance. As a whole, there was a general impression that the degree of seriousness of the problem encountered by the pupils is moderately serious

The recommendations were as follows: 1. Pupils must have a definite plan and place with a flexible

time that is set solely for studying. 2. Teachers should regularly check on the progress of their

pupils by working more closely with the parents through meeting and group discussion.

3. Pupils must utilize or make use of an appropriate study method depending on the subject, the nature of the lesson, the place and the amount of time allotted for studying;

4. Pupils must develop good study habits for self-directed and successful studies.

INTRODUCTION

Mathematics is an epitomized as the foundation of technological discoveries and advancement. Its undisputed impact to the growth of science and technology is so great that educator' consider this subject as a core discipline in all levels of educational curricula. It is undisputable that mathematics plays a major role to individual. It is one of the many disciplines that develop sound reasoning and judgment, and logical thinking. Its natural phenomena connote that it should be taught in the school with utmost dedication and commitment.

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At this juncture, it is important to consider the relevance of various teaching methods, technique and teaching media which includes machines, film strips, programmed lesson and the like. Classroom situations call for varied techniques to sustain interest among students to undergo series of mathematical activities. It is, therefore, imperative that mathematics teachers focus the attention to the various educational methods, procedures and other teaching media in order to meet the needs of the teachers. As a future mathematics teacher, everyone must be aware of the fact that many of the pupils, if not, most of them hate mathematics. They enter their mathematics classes because they need to and not because they want to learn the subject. And because they are only "forced" to attend, they are not interested at all to improve their performance. Passing the subject with a grade of 75% is more than enough. As a result in every test given by any educational institution, mathematics performance is low. Over the centuries, this has been the problem of the educator's. According to Paneda, Winnie B. (1998) In order to know the cure of this illness we should know first the cause before the remedy to the problem concerning the low performance of pupils in Math. It is not believed that only few are gifted with the intellect to understand mathematics well. Whatever the individual's background or inclination towards Mathematics, civilization, his notes of living and of thinking can be able to solve and understand concept of Mathematics. But why most of us encounter difficulties in Mathematics? Is environment had a big impact to our academic performance? Or is it because of teachers? There must be someway or something which prevents many from developing their potentials in understanding Mathematics. Detjens (1996) stated that it is vitally important that the problems of the young people be studied and analyzed. While the source of the trouble is still with one's control where it can be plainly recognized. As persons grow older, it becomes increasingly difficult to understand their behavior because they attempt to cover up the real feelings. So it is important to know the factors responsible for pupils' poor study habits in Mathematics for the teacher to improve the instruction opf learning.

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If Mathematics is properly taught and enriched, it has a great possibility of developing and providing a type of education that is vital and essential to every individual. It is considered by some to be one of the permanent bases of both practical and liberal education. Moreover, it gives the individual a better insight into the problems and development in the school and in the community in general. Likewise, one will be able to understand the figures and other qualitative element which cause the enlistment of men in a given society. The Mathematics teachers has the task of giving the proper training and guidance towards the maximum development of the youth's potentials and capabilities in Mathematics to cope with the modern world. It is also the task of Mathematics teacher to bring his/her pupils to a high point of achievement in Mathematics. The teacher must know the factors that Affect the study Habits of the pupils in Mathematics so that he/she can able to know what methods he will going to implement; performs in education methods, approaches and strategies of social economic, technological and educational trends. This study aimed to determine the factors responsible for poor study habits of the grade VI pupils in Bantayan Central School. The researchers hoped that through the survey results, teacher would be able to diagnose the problems and to formulate changes in their teaching procedures and strategies as required. Since the attainability of specific goals is always relative to the method of instruction as well as the aptitude of the pupils, there is a need to discover the factors responsible for pupils poor study habits and teachers choice of achievable goals. This deeper understanding of pupil's abilities may lead to the construction of a functional to meet the varying needs and abilities of pupils.

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Conceptual Framework Mathematics is not everybody's favorite subject. In fact it has been considered by most pupils as a dull subject not because of its nature, but because of how mathematics teacher teaches it. Too many pupils fail their studies and countless others are satisfied with just a passing mark, never developing their skills to a level commensurate with tier in-born capabilities. The poor study habits of the pupils have also contributed to their low performances. Because of the self-sustaining nature of their study habits, it is complicated by multiplicity of other factors which contribute to the success or failure of their studies. Because of this, the researchers were challenged to analyze this attention to find out what factors are responsible for the poor study habits of the respondents. The paradigm of this study (Figure 1) is an illustration of the study habits of the Grade VI pupils of Bantayan Central School. The illustration shows, that in the analysis of the study habits of the respondents, the different components such as the independent variables, dependent variables and the moderator variable interact with each to provide the expected output. In this study, the dependent variables are shown as the level of the academic performance of the respondents in their first grading period and the problems encountered in the implementation of real property tax administration system. Taken as moderator variable, which was measured to show the relationship of the independent variable to an observed phenomenon were the following: a) the profile of respondents in terms of age, sex, economic status and their parents' educational attainment because the researchers firmly believed that these factors contributed significant differences in the perceptions and responses of the respondents and therefore resolved to achieve the goal of this study.

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Figure 1: Paradigm of the Study Statement of the Problem The major purpose of this study was to determine the study habits of the Grade VI Pupils of Bantayan Central School. Specifically, the following problems were investigated: 1. What is the profile of the respondents in terms of: age, sex, economic status, and parents' educational attainment? 2. What is the level of the academic performance of the Respondents in the First Grading Period? 3. What is the degree of seriousness of the problems encountered in their study habits as perceived by the respondents? 4. Are there significant differences in the perceived degree of seriousness of problems considering the profile of the respondents

Profile of the Respondents a) Age b) Sex c) Economic Status d) Parents' Educational Attainment

Independent Variable

1. Level of academic performance 2. Problems Encountered by the Respondents in their Study Habits

Dependent Variables

"Study Habits of the Grade VI Pupils of Bantayan

Elementary School"

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in terms of age, sex, economic status and parents' educational attainment? Hypotheses The researcher hypothesized that:

1. There is a moderate extent of seriousness of the problems encountered in the study habits of the respondents.

2. There is no significant difference on the perceived extent of seriousness of problems encountered in the study habits of the respondents considering the profile of the pupils in terms of age, sex, economic status and parents' educational attainment.

Significance of the Study The result of this study is a great help to the following: To Mathematics teachers, this will serve as a valuable reference to know the factors affecting the teaching-learning process of the pupils. To the Pupils, this could be their basis to improve their study habits and their skills in Mathematics. To the Parents, this could serve as their reminder that as parents, they should look after the educational needs of their children by spending quality time with them so that they are encourage to attain high level of academic performance. To the administration, this could be used as a basis for creating more responsive mathematical programs and facilities to improve the quality of mathematical instruction. To the researchers, this study will hopefully encourage them to precede with their own research projects. Furthermore, it could serve as a related literature to whoever would like to pursue a similar study.

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Scope and Delimitation This study is confined to the analysis of the study habits of the Grade VI Pupils of Bantayan Central School for the school year 2006-2007. The study is delimited to the profile of the respondents in terms of age, sex, economic status and parents' educational attainment; the level of academic performance of the respondents in the first grading period, the degree of seriousness of the problems encountered in the study habits of the respondents; and the significant differences on the perceived extent of seriousness of problems encountered by the respondents and the profile of the respondents. The respondents of this study are the Grade VI Pupils of Bantayan Central School. Definition of Terms The following are definitions of terms as used in this research: Academic Performance The classroom performance of the pupils as measured by their grades in mathematics. Age The age of the respondents rounded to the nearest whole number bracketed in these categories: Ten (10), Eleven (11), Twelve (12) years old. Educational Attainment The educational attainment of respondents' parents classified into three categories: College, High School Graduate and Elementary Graduate. Economic Status The monthly income of the respondents' family classified into four categories: Php 10,000 and below, Php 11,000 - 15,000, Php 16,000 - 20,000 and Php 20,000 and above.

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Respondents The Grade VI pupils of Bantayan Central School during the school year 2006-2007 who were the subject of this study. Profile The personal data composed of respondents' Age, Sex, Parents Educational Attainment and Economic Status.

Methodology

This chapter comprises the operational framework of the study where research design, population and sampling, data instrumentation and treatment of data are presented.

Research Design

This study made use of two (2) methods of research: the ex post facto method and the descriptive- survey method of research.

When the researchers investigated the profile of the respondents, and the level of their academic performance in retrospect, they made use of the ex post facto research, (“from after the fact”). This method enabled the researchers to determine the root causes of the problems by studying their effects.

On the other hand, the descriptive- survey research was used on other research problems to describe conditions of relationships that exist, processes that are going on, effects that are being felt, or trends that are developing (Calderon and Gonzales 1993). The focus is on prevailing conditions, correlations, and the reactions of people toward certain issues at present. Thus this method is the best basis for decision-making.

The specific research problems were answered by the data gathered through a structured questionnaire that was administered to the respondents. Said questionnaire asked questions and provided several possible answers or options. The instrument was designed in a manner wherein respondents of the study provided the writers’ answers to the problems that they explored.

The statistical problems were answered by the Analysis of Variance (ANOVA.

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Population and Locale of the Study The respondents of the study are the grade VI pupils of Bantayan Central Elementary School numbering 49(total enumeration). Sampling Design To determine the opinions of the target population, purposive sampling was applied wherein the researchers chose the respondents on the basis of their knowledge on the information desired (Calderon and Gonzales 1993). Data Gathering Tool The researchers made used of the questionnaire as the main tool in the collection of data. Said instrument was drafted by the researchers in consultation with their adviser. The questions in the questionnaire were made in line with the problems of the study. They were particularly designed to elicit unequivocal replies. Questionnaire The structured questionnaire was administered to the respondents for reply. The questionnaire was divided into two (2) parts. Part I, elicited data on the personal information about the respondents; Part II delved on the degree of seriousness of the problems affecting the study habits of the respondents.

The content of the instrument was evaluated and approved by their adviser. Its content validity was established by the approval of the Science Research Assistant that the questionnaire would answer what it purports to answer. Data Gathering Procedures The researchers sought permission from the principal of Bantayan Central Elementary School to gather relevant data and to administer the questionnaires to the identified respondents of the study.

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Treatment of the Data The data that were gathered in this study were then tallied and analyzed. They were presented in the tabular form for easier analysis and interpretation. The frequency distribution, weighted means and ranks were the descriptive statistics that were used in the study. The Likert Five-Point Scale was used to quantify and qualify the data, as follows: Arbitrary Statistical Values Limits Description

5 4.51-5.00 Not Serious (NS) 4 3.51-4.50 Moderately Serious (MOS) 3 2.51-3.50 Serious (S) 2 1.51-2.50 Very Serious (VS) 1 1.00-1.50 Very Much Serious (VMS) Statistical Tools The data were quantified and analyzed through frequencies, variance, ranks and weighted mean averages. To determine the significance of the differences in the perceptions of the respondents according to sex, the researchers used the T-test. The formula is as follows: T= Where X1 = mean of the first sample X2 = mean of the second sample n1 = number of items in the first sample n2 = number of items in the second sample S1 = variance of the first sample S2 = variance of the second sample

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To determine the significance of the differences in the perceptions of the respondents according to economic status, age and educational attainment the researchers used the Analysis of Variance (ANOVA – F-Test). Table 1 presents the summary of computations for ANOVA. The obtained F-value will be compared with the critical value of F from a table to decide on rejecting or accepting a hypothesis (Downie & Health, 1984). Table 1. ANOVA Table Summary of Computations

Source of Variation SS df MSS F-Stat

Between Groups SSb dfb MSSb MSSb

Within Groups SSw dfw MSSw MSSw

Total

Where: SS is the sum of square SSb is the sum of squares between groups SSw is the sum of squares within groups df is the degrees of freedom dfb is the degrees of freedom between groups dfw is the degrees of freedom within groups MSSb is the mean sum of squares between groups MSSw is the mean sum of squares within the groups

Presentation, Analysis and Interpretations of Data

This chapter presents the data gathered, which were tabulated, analyzed and interpreted to answer the specific problems in this study. It specifically relates to the following; 1) profile of the respondents in terms of: age, sex, educational attainment of the parents and economic status; 2) level of academic performance of the respondents in the First Grading Period; 3) the degree of seriousness of the problems encountered by the respondents in their studies; and 4) the significant differences in the perceived degree of seriousness of the problems considering the profile of the respondents.

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Profile of the Pupils by Age Figure 2 presents the profile of the respondents by age. Of the 49 respondents, five or 10.21% are ten years old, 28 or 57.14% are eleven years old and 16 or 32.65% are twelve years old. This shows the variation in the age of the Grade VI pupils.

Profile of the Respondents

510%

2857%

1633%

10 years

11 years

12 years

Figure 2 Profiles of the Respondents by Age

Profile of the Respondents by Sex Figure 3 shows the profile of respondents by sex. Among the 49 respondents 28 or 57.14% are males and 21 or 42.86% are females. Data show that majority of the respondents are males.

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Profile of the Respondents by Sex

2143%

2857%

Male

Female

Figure 3 Profiles of Respondents by Sex

Profile of the Respondents by Parents' Educational Attainment Figure 4 presents the profile of the respondents by parents' educational attainment. Of the 49 respondents, 22 or 44.90% of their parents are college graduates, 24 or 48.98% of them were high school graduates, and three or 6.12% only finished elementary. This simply means that most of the parents did not finish their tertiary education.

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Profile of Respondents by Parents' Educational Attainment

3

22

24

0 5 10 15 20 25 30

ElementaryGraduates

High SchoolGraduates

CollegeGraduates

Edu

c. A

ttain

men

t

Number of Respondents

Figure 4 Profiles of the Respondents by Parents' Educational

Attainment Profile of the Respondents by Economic Status Figure 5, shows the profile of the respondents by economic status. In terms of economic status, almost all the respondents have an income of Php 10,000 and below, while 3 of them have an income of Php 16,000 - 20,000, 3 also have Php 20,000 and above and the rest have Php 11,000 - 15,000. This means that most of the respondents belong to poverty line.

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Profile of Respondents by Economic Status

3

41

3

2

0 10 20 30 40 50

Php 10,000 & below

Php 11,000 - 15,000

Php 16,000 - 20,000

Php 20,000 & above

Mon

thly

Inc

ome

Number of Respondents

Figure 5 Profiles of the Respondents by Economic Status

Level of Academic Performance Figure 6 shows the level of the academic performance of the Grade VI pupils of Bantayan Central School in Mathematics. Of the 49 respondents, 13 or 26.53% have an average grade of 83-88 which is interpreted as Good, while 36 or 73.47% have an average grade of 76-82 which is equivalent to fair. The fair performance of the students may simply mean that majority of the students have difficulty in their studies. It also implies that there are factors or conditions that affect their interest in learning. Evidently, their scholastic standing maybe attributed to their poor study habits.

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Pupils' Level of Academic Performance

00% 13

27%

3673%

89-99 Outstanding

83-88 Good

76-82 Fair

Figure 6 Pupils' Level of Academic Performance

Degree of Seriousness of the Problems Encountered by the Grade VI Pupils Table 1 presents the degree of seriousness of the problems encountered by the Grade VI Pupils of Bantayan Central School. A. Subject-Related Area As gleaned from the table, almost all the indicators along this area are given a descriptive rating of moderately serious. However, most students claimed that they lack the exposure to different activities with regard to the subject. This implies that the pupils must be exposed to various mathematical experiences to enrich their mathematical abilities.

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Table 1. Degree of Seriousness of the Problems Encountered by the Grade VI Pupils

Problems Encountered by the Grade VI pupils WMA DR

Subject-Related

1. The subject is not interesting. 3.69 MOS

2. The time is very unholy. 3.86 MOS

3. No assignment is given everyday. 3.84 MOS

4. Drills and quizzes are not challenging. 4.10 MOS

5. Lack of exposure to different activities with regards to the subject.

3.43 S

Total 3.78 MOS

Student-Related

6. Lack of interest in the subject. 4.35 MOS

7. Unwise used of leisure time because of peers and classmate. 4.04 MOS

8. Failing health 4.43 MOS

9. Frequent absences 4.80 NS

10. Lack of parent's supervision at home. 3.41 S

Total 4.21 MOS

Teacher-Related

11. Explanation of the teacher is not well- understood. 3.53 MOS

12. The teacher is boring. 4.57 NS

13. The teacher is too fast. 4.29 MOS

14. Lack of classroom management and discipline. 4.02 MOS

15. The teacher is not so sure about his/her teaching. 4.31 MOS

Total 4.14 MOS

School-Related

16. Lack of needed materials for study. 4.88 NS

17. Lack of textbook in the library. 4.08 MOS

18. Size of the classroom 4.92 NS

19. Poorly ventilated and lighted classrooms 3.37 S

20. Too much extra curricular activities 3.65 MOS

Total 4.18 MOS

Overall Mean 4.08 MOS

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B. Student-Related Area Lack of parents' supervision at home was seen as serious problem. It is the lowest rated indicator with 3.41 means rating. This implies that parents are also accountable for the poor study habits of the respondents. Since all the pupils were present, absenteeism was not seen as a major cause for the pupils poor study habits. Sickness was not also considered a factor, as all pupils involved in the study are healthy. C. Teacher-Related Area A perusal of the table manifest that only one of the four indicators was rated "not serious". The respondents claim that their teacher is not boring as this has the highest mean rating of 4.57. This implies that although the teacher is teaching fast, she/he is taking into consideration the mathematical needs, abilities and capabilities of the pupils. Regarding the size of the classroom and the materials needed for their studies is concern; both indicators were given a descriptive rating of "not serious". However the Pupils claim that their classrooms are not well-lighted and ventilated as this indicator was given the lowest mean rating of 3.37. As a whole, there was a general impression that the degree of seriousness of the problems encountered by the pupils is "moderately serious". The subject-related area, as far as the respondents are concerned is the area were pupils encountered most of the problems. This implies that teachers do not give the proper motivation in presenting the subject matter, thus resulting to pupil's lack of interest in the subject. Sex Table 2 shows the distribution of ratings on the problems encountered by the Grade VI Pupils of Bantayan Central School in terms of Sex. A. Female Category In the female category, all the problem areas are given a descriptive rating of Moderately Serious. The problem area with the lowest mean rating is the subject-related area with 3.81. The

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highest rated area is the school-related area with a mean rating of 4.40. This implies that the female respondents do not seem to be interested in the subject as they find the subject not interesting and the quizzes are not challenging. B. Male Category For male category, the problem area that was least rated is the subject-related area with 3.74 mean rating. The highest rated area is the school-related area with 4.29 numerical rating which is equivalent to Moderately Serious. Considering the over all mean scores of the two categories, the table show that the Grade VI Pupils under the female category garnered the highest mean scores of 4.15. The respondents under the male category got the lowest rating of 4.08. All the numerical ratings are equivalent to a descriptive rating of Moderately Serious. When the mean scores of the two groups of respondents are subjected to t-test as shown in table 3, the computation resulted to a computed t-value of 0.44 which is lower than the tabulated value of 2.009, hence leading to the acceptance of the null hypotheses. This implies that there are no significant differences in how the two categories respondents perceived the seriousness of the problems encountered in their study habits. With this, it can be said that the respondents with whatever sex, perceived similarly of the seriousness of the problems encountered in their studies.

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Table 2. Distribution of Ratings on the Degree of Seriousness of the Problems Encountered by the Grade VI Pupils According to Sex

Problems Female Male

Subject-Related WMA DR WMA DR

1. The subject is not interesting. 3.86 MOS 3.64 MOS

2. The time is very unholy. 4.05 MOS 3.71 MOS

3. No assignment is given everyday. 3.38 S 4.00 MOS

4. Drills and quizzes are not challenging. 4.19 MOS 4.14

MOS


3.57 MOS 3.21 S

Total 3.81 MOS 3.74 MOS

Student-Related

6. Lack of interest in the subject. 4.38 MOS 4.33 MOS

7. Unwise used of leisure time because of peers and classmate. 3.95 MOS 4.11 MOS

8. Failing health 4.57 NS 4.32

MOS

9. Frequent absences 4.90 NS 4.68 NS

10. Lack of parent's supervision at home. 3.38 S 3.32 S


Teacher-Related

11. Explanation of the teacher is not well- understood. 3.38 S 3.75 MOS

12. The teacher is boring. 4.62 NS 4.61 NS

13. The teacher is too fast. 4.48 MOS 3.86 MOS

14. Lack of classroom management and discipline. 4.09 MOS 4.00 MOS

15. The teacher is not so sure about his/her teaching. 4.24 MOS 4.36 MOS


School-Related

16. Lack of needed materials for study. 4.95 NS 4.82 NS

17. Lack of textbook in the library. 4.05 MOS 4.11 MOS

18. Size of the classroom 5.00 MS 4.86 NS

19. Poorly ventilated and lighted classrooms 4.48 MOS 3.79 MOS

20. Too much extra curricular activities 3.52 MOS 3.68 MOIS


Overall Mean 4.15 MOS 4.08 MOS

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This finding was affirmed by the result of the study on the condition of Education in 1997 (1998) which indicates that elementary age pupils have a very small gender gap and gender gap only increases around the age of thirteen and continues to expand through the high school and college ages. With these, we can say therefore that gender can not be considered a factor responsible for poor study habits of the respondents as it does not have an impact to the scholastic performance of the pupils. Table 3. Summary of T-test of the Degree of Seriousness of the Problems Encountered by the Respondents According to Sex.

Female Male Mean Difference

T-value

Mean 4.15 4.08

Standard Deviation

0.07

0.44

Critical Value: 2.009 Decision: Accept Ho Age Table 4 shows the distribution of ratings on the problems encountered by the grade VI pupils of Bantayan Central School in terms of age. A. 10 years old As far as the 10 years old category is concerned, the least rated problem area is the subject-related areas with 3.92 mean rating. The highest rated area is the teacher-related area with 4.48 mean rating. All indicators are given the descriptive rating of Moderately Serious.

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Table 4. Distribution of Ratings on the Degree of Seriousness of Problems Encountered by the Grade VI Pupils According to Age.

Problems 10y/o 11y/0 12y/0

Subject-Related WMA DR WMA DR WMA DR

1. The subject is not interesting. 4.60 NS 3.78 MOS 3.43 S

2. The time is very unholy. 4.40 MOS

3.61 MOS 4.05 MOS

3. No assignment is given everyday. 3.80 MOS

3.43 S 4.05 MOS

4. Drills and quizzes are not challenging.

3.80 MOS

3.61 MOS 4.65 NS


3.00 S 3.57 MOS 3.40 S

Total 2.92 MOS

3.60 MOS 3.92 MOS

Student-Related

6. Lack of interest in the subject. 4.60 NS 4.14 MOS 4.52 NS

7. Unwise used of leisure time because of peers and classmate.

4.00 MOS

3.35 S 4.81 NS

8. Failing health 4.20 MOS

4.39 MOS 4.52 NS

9. Frequent absences 4.80 NS 4.48 MOS 5.00 NS

10. Lack of parent's supervision at home.

3.75 MOS

3.78 MOS 2.76 S

Total 4.27 MOS

4.03 MOS 4.32 MOS

Teacher-Related

11. Explanation of the teacher is not well- understood.

4.20 MOS

3.65 MOS 3.57 MOS

12. The teacher is boring. 5.00 NS 4.35 MOS 4.81 NS

13. The teacher is too fast. 4.40 MOS

4.00 MOS 4.19 MOS

14. Lack of classroom management and discipline.

4.20 MOS

3.30 MOS 4.81 NS

15. The teacher is not so sure about his/her teaching.

4.60 NS 3.78 MOS 4.86 NS

Total 4.48 MOS

3.82 NS 4.45 MOS

School-Related

16. Lack of needed materials for study.

4.40 MOS

4.87 MOS 5.00 NS

30

17. Lack of textbook in the library. 3.60 MOS

3.96 MOS 4.33 MOS

18. Size of the classroom 5.00 NS 4.83 NS 5.00 NS

19. Poorly ventilated and lighted classrooms

5.00 NS 4.35 S 3.57 MOS

20. Too much extra curricular activities

3.00 S 3.35 S 4.05 MOS

Total 4.20 MOS

4.27 MOS 4.39 MOS

Overall Mean 4.22

MOS

3.93 MOS 4.27 MOS

B. 11 years old For the eleven years old category, the problem area with the lowest mean rating area is the subject-related area. The highest rated problem areas are the school-related area and the school-related area. Both areas received total numerical ratings of 4.27 and 4.03 which is equivalent to a descriptive rating of Moderately Serious. B. 12 years old For the 12 years old category, the least rated problem area is the subject-related area with 3.92 means rating which is interpreted as Moderately Serious. The numerical ratings 4.25 and 4.32 are registered for the school-related area and teacher-related area. In comparing the overall mean scores of the different categories it appeared that the respondents have varied answer. This means that regardless of age, the respondents have the same perceptions on the conditions that may affect their interest in motivation in learning. When the mean scores of the three groups of respondents are subjected to ANOVA as presented in the table 5, the computed F-value of 2.06 is higher than the F-critical value of 0.01 level of confidence with 2 & 57 as degrees of freedom. Therefore, the null hypotheses that there are no significant differences on the degree of seriousness of the problems encountered by the respondents considering the profile of the respondents in terms of their age is accepted.

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Table 5. ANOVA on the Degree of Seriousness of the Problems Encountered by the Respondents According to Age Sources Variation

Sum of Square

Degrees of Freedom

Mean Square

Computed F

Tabular F(0.01)

Interpretation

Between 1.35 2 0.68

Within 19.02 57 0.33

2.06

5.06

Not Significant

Critical Value: Decision: Accept Ho Economic Status Table 6 shows the distribution of ratings on the problems encountered by the Grade VI pupils of Bantayan Central School in terms of economic status. A. Php 10,000 and below As far as the Php10,000 and below is concerned, the least rated problem area is the subject-related area with 4.24 mean rating. All indicators are given the descriptive rating of Moderately Serious. Table 6. Distribution of Ratings on the Degree of Seriousness of the Problems Encountered by the Grade VI Pupils According to Economic Status

Problems Php10,000 and below

Php11,000- Php15,000

Php16,000- Php20,000

Php20,000 and below

Subject-Related WMA DR WMA DR WMA DR WMA DR

1. The subject is not interesting.

3.71 MOS

4.00 MOS

3.00 S 4.00

MOS

2. The time is very unholy.

3.85 MOS

3.50 S 3.67 MOS

4.67 NS

3. No assignment is given everyday.

3.73 MOS

3.00 S 4.00 MOS

5.00 NS


4.12 MOS

2.50 VS 4.33 MOS

4.33 MOS


3.27 S 3.00 S 4.33 MOS

3.33 S

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Total 3.74 MOS

3.20 S 3.87 MOS

4.27 MOS

Student-Related

6. Lack of interest in the subject.

4.32 MOS

1.00 VMS

5.00 NS 4.33 MOS


4.12 MOS

3.00 S 3.33 S 3.33 S

8. Failing health 4.51 NS 4.00 MOS

5.00 NS 4.00 MOS

9. Frequent absences 4.80 NS 3.00 S 4.67 NS 5.00 NS


3.24 S 5.00 NS 4.33 MOS

4.33 MOS

Total 4.20 MOS

3.20 S 4.47 MOS

4.20 MOS

Teacher-Related


3.51 MOS

4.00 MOS

4.33 MOS

4.33 MOS

12. The teacher is boring. 4.54 NS 5.00 NS 5.00 NS 5.00 NS

13. The teacher is too fast.

4.15 MOS

2.50 VS 3.67 MOS

4.67 NS


3.88 MOS

4.00 MOS

4.67 NS 3.33 S


4.32 MOS

3.00 S 5.00 NS 3.67 MOS

Total 4.08 MOS

3.70 MOS

4.53 NS 4.20 MOS

School-Related


4.85 NS 5.00 NS 5.00 NS 5.00 NS

17. Lack of textbook in the library.

3.90 MOS

2.50 VS 4.33 MOS

4.33 MOS

18. Size of the classroom 4.88 NS 5.00 NS 5.00 NS 4.67 NS


4 MOS

5.00 NS 3.67 MOS

4.67 NS


3.56 MOS

3.00 S 3.33 S 4.00 MOS

Total 4.24 MOS

4.00 MOS

4.27 MOS

4.53 NS

Overall Mean 4.07 MOS

3.55 MOS

4.29 MOS

4.30 MOS

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B. Php 11,000 to Php 15,000 For the Php 11,000 - 15,000 category, the problem areas with the lowest mean rating are the student-related area and the subject-related area. Both areas received total numerical ratings of 3.20 which is equivalent to a descriptive rating of Serious. The highest rated problem area is the school-related area with 4.24 mean rating which is interpreted as Moderately Serious. C. Php 16,000 to Php 20,000 For the Php 16,000 - 20,000 category, the problem area with the highest mean rating is the teacher-related area, it has a mean rating of 4.53 which is interpreted as Not Serious. The problem area with the lowest mean rating is the subject related area with 3.87 mean rating which is equivalent to a descriptive rating of Moderately Serious. D. Php 20,000 and above For the Php 20,000 and above category, the least rated problem areas are the student-related area and the teacher-related area. Both received 4.20 mean rating which is equivalent to a descriptive rating of Moderately Serious. The highest rated problem area is the school-related area with 4.53 numerical rating which is equivalent to Not Serious. The data only show that the lower the income of the family is the greater area the problems encountered by the pupils. This is because if the family is earning less, the family may not be able to provide all the resources the child needs in his education thus inhibiting his mental and physical development. This means that economic condition therefore of the pupils affect their interest in learning. This finding was affirmed by Lavin (1965) when he said that socio economic status is directly and positively related to the students' academic performance.

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Table 7. ANOVA on the Degree of Seriousness of the Problems Encountered by the Respondents According to Economic Status Sources Variation

Sum of Square

Degrees of

Freedom

Mean Square

Computed F

Tabular F(0.01)

Interpretation

Between 3.66 2 2.38

Within 35.6 57 0.62

4.56

5.06

Not Significa

nt

Parents' Educational Attainment Table 8 shows the distribution of ratings on the problems encountered by the Grade VI Pupils of Bantayan Central School in terms of their Parents' Educational Attainment. A. Elementary Graduate As far as the elementary graduate category is concerned, the least rated problem area is the subject-related area with 3.07 mean rating which is interpreted as Serious. The highest rated problem area is the teacher-related area with 4.54 mean rating which is equivalent to Not Serious. Table 8. Distribution of Ratings on the Degree of Seriousness of the Problems Encountered by the Grade VI Pupils According to Educational Attainment.

Problems Elementary Graduate

High School Graduate College Graduate

Subject-Related WMA DR WMA DR WMA DR

1. The subject is not interesting.

3.00 S 3.67 MOS 3.86 MOS

2. The time is very unholy. 3.00 S 3.92 MOS 3.91 MOS

3. No assignment is given everyday.

2.33 VS 4.21 MOS 3.45 S


4.33 MOS 4.17 MOS 4.05 MOS


2.67 S 3.38 S 3.41 S

Total 3.07 S 3.87 MOS 3.74 MOS

35

Student-Related

6. Lack of interest in the subject.

4.00 MOS 4.13 MOS 4.67 NS


4.33 MOS 4.00 MOS 4.05 MOS

8. Failing health 4.67 NS 4.50 MOS 4.32 MOS

9. Frequent absences 4.67 NS 4.83 NS 4.77 NS


3.00 S 3.29 S 3.59 MOS

Total 4.13 MOS 4.15 MOS 4.28 MOS

Teacher-Related


3.67 MOS 3.71 MOS 3.45 S

12. The teacher is boring. 5.00 NS 4.67 NS 4.45 MOS

13. The teacher is too fast. 5.67 NS 4.17 MOS 4.09 MOS


3.67 MOS 4.33 MOS 3.73 MOS


4.67 NS 4.58 NS 3.82 MOS

Total 4.54 NS 4.29 MOS 3.92 MOS

School-Related


4.33 MOS 4.92 NS 4.95 NS

17. Lack of textbook in the library.

3.33 S 4.13 MOS 4.14 MOS

18. Size of the classroom 4.67 NS 4.96 NS 4.86 NS


3.67 MOS 4.21 MOS 3.95 MOS


2.33 VS 3.88 MOS 3.68 MOS

Total 3.67 MOS 4.42 MOS 4.32 MOS

Overall Mean 3.85 MOS 4.18 MOS 3.87 MOS

B. High School Graduate For the high school graduate category, the problem area with the lowest mean rating is the subject-related area. The problem areas like school-related area and teacher-related area got mean ratings of 4.42 and 4.15, both were interpreted as Moderately Serious.

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C. College Graduates For the college graduate category, the problem area with the highest mean rating is the school-related area with 4.32 mean rating. The problem area with the lowest mean rating is the student-related area with 3.74 mean rating. All indicators are given descriptive rating of Moderately Serious. This only shows that the higher the educational attainment of the parents is the lesser are the problems encountered by the pupils. This is because the pupils with parents who have relatively high level of education fin themselves in and environment that emphasizes education. Thus the pupils are more motivated to study. This implies therefore that the amount of education obtained makes a big difference on how there children will perform academically. However, the low rating given by the college graduate category shows that high educational attainment of the parents is not always the key in getting a child to perform well in the class. This finding was affirmed by Kaplan when she said that even if the child has parents with high educational level, the child may not still perform well if the child senses that the parents have low self-esteem, that is, if the child knows that the parent does not feel very good about himself, he may not be using him as a role model. In comparing the overall mean scores of different categories the table shows that the Grade VI pupils whose parent's only finished elementary education gained the lowest mean score of 3.85 while the respondents whose parents are high school graduate got 4.18 mean rating and the college graduates got 3.87 mean rating. When the mean scores of the three groups of respondents are subjected to ANOVA as presented in table 9, the computed F-value of 1.19 is higher than the F-critical value of 0.01 level of confidence with 2 and 57 as degrees of freedom. Therefore, the null hypothesis that there are no significant differences on the degree of the problem encountered by the respondents considering the profile of the respondents in terms of their economic status is accepted.

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Table 9. ANOVA on the Degree of Seriousness of the Problems Encountered by the Respondents According to Parents' Educational Attainment Sources Variation

Sum of Square

Degrees of Freedom

Mean Square

Computed F

Tabular F(0.01)

Interpretation

Between 1.13 2 0.57

Within 27.1 57 0.48

1.19

5.06

Not Significant

Summary, Conclusion and Recommendations

This research study attempted to determine the study habits of Grade VI pupils of Bantayan Central School. Summary Specifically, the following problems were investigated

1. What is the profile of the respondents in terms of: age, sex, economic status and parents’ educational attainment?

2. What is the level of academic performance of the respondents in the First Grading Period?

3. What is the degree of seriousness of the problems encountered in their study habits as perceived by the respondents?

4. Arte there significant differences in the perceived degree of seriousness of problems considering the profile of the respondents in terms of age, sex, economic status and parents’ educational attainment?

To determine the significant differences and the perceived extent of seriousness of problems encountered by the respondents under the profile, the following hypothesis were subjected to T-test and Analysis of Variance (ANOVA) as follows: 1. There is a moderate extent of seriousness of the problems encountered in the study habits of the respondents. 2. There is no significant difference on the perceived extent of seriousness of problems encountered in the study

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habits of the respondents considering the profile of the pupils in terms of age, sex, economic status and parents’ educational attainment.

This study made used of two methods, the Descriptive survey and Ex post facto method. Ex post facto method in the sense that some of the data gathered are already exists. They only obtained the profile of the respondents and the level of their academic performance from their teacher in Mathematics VI. The Descriptive survey on the other hand was used to determine the factors that affect the poor study habits of the Grade VI pupils at Bantayan School.

The research instrument was a survey questionnaire. It is designed in a manner wherein respondents of the study provided the writers’ answers to the problems that they explored. The said questionnaire used Likert scale.

The salient findings of the study are the followings: 1. Profile of the Respondents The majority of the respondents are males with a total of 28 or 57.14% while 21 or 42.86% are females. Among the 49 respondents, 28 or 57.14% are eleven years old, 16 or 32.65% are twelve years old and few of them are ten years old with a total of 5 or 10.21%. Most of their Parents are High School graduates with the total of 24 or 48.90% are College graduate. Few of them finished elementary with a total of 3 or 6.12%. In the terms of Economic Status, almost all the respondents have an income of Php10,000 & below, while both Php20,000 & below and Php16,000-Php20,000 have a total of 3 or 6.12%, and the rest have 2 or 4.09%. 2. Level of the Academic Performance in Mathematics 13 or 26.53% of the respondents have an average grade of 83-88 which is interpreted as Good, while 36 or 73.47% have an average grade of 76-82 which is equivalent to Fair. 3. Degree of Seriousness of the Problems encountered by the Grade VI pupils.

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a. Subject Related Area Almost all the indicators along this area are given a descriptive rating of moderately serious. However, most students claimed that they lack the exposure to different activities with regard to the subject. b. Student-Related Area Lack of parents’ supervision at home was seen as a serious problem. It is the lowest rated indicators with 3.14 mean rating. c. Teacher-Related Area Only one of the four indicators was rated “not serious”. The respondents claimed that their teacher is no boring as this has the highest mean rating of 4.67. d. School-Related Area Regarding the size of the classroom and the materials needed for their studies is concern; both indicators were given a descriptive of “not serious”. However the pupils claimed that their classrooms are not well lighted or ventilated as this indicator was given the lowest mean rating of 3.37.

Conclusion 1. The majority of the respondents were of normal age (11) as Grade VI but a significant number were older by a year. There were more males than females. Most of their parents did not finish their tertiary education. Majority reached secondary education while few of their parents finished elementary only. In terms of Economic Status, almost all the respondents belong to a poverty line with an income of Php10, 000 & below. 2. The majority of the respondents have a fair performance. 3. As a whole, there was a general impression that the degree of seriousness of the problem encountered by the pupils is moderately serious

In terms of Age, Sex, Economic Status and Parents’ Educational Attainment, there are no significant differences in how the respondents perceived the seriousness of the problems encountered in their study habits. Therefore the null hypotheses that there is no significant difference on the perceived extent of seriousness of problems encountered in the study habits of the respondents considering the

40

profile of the pupils in terms of Age, Sex, Economic Status and Parents’ Educational Attainment is accepted. Recommendation

1. It is better that the pupils should not get affected with the factors that influence their academic performance such as family related and pupils related variables. Instead, pupils should spend more time studying their lessons.

2. Teachers should regularly check on the progress of their pupils and by working more closely with the parents by way of meeting and group discussion during which they can emphasize the need of helping the pupils good study habits and solve the problems that the children encountering in their lessons.

3. Pupils must utilize or make use of an appropriate study method depending on the subject, the nature of the lesson, the place and the amount of time allotted for studying. Pupils who are distant in their schools should use their time wisely. They should wake up early in order to attend their first class and not to miss their lessons.

4. Pupils should know what are the good study habits that they must develop in order to have a self-directed and successful studies.

BIBLIOGRAPHY

Astin, A.W. (1971). Predicting academic performance in college. New York: The Free Press. Begley, S. (1998). Closing the gender gap. Newsweek, 111 (15), 73. Retrieved May 10, 2002 from KYVL database on the World Wide Web. Durden, G.C. & L.V. Ellis. (1995). The effect of attendance on student learning in principles on economics. American Economic Review, 85: 343-346. Fan, X. & Chen, M. (1997). Gender differences in mathematics achievement: Findings from the National Education Longitudinal Study of 1988. Journal of Experimental Education, 65 (3), 229-242.

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Holden, C. (1998). Boys + gender + math. Science, 279, 1459. Lavin, D.E. (1965). The prediction of academic performance New York: Russell Sage Foundation. Leahey, E & Guo, G. (2001). Gender differences in mathematical trajectories. Social Forces, 80, 713. Sewell, W. & V. Shaw. (1968). Parents' Education and children's educational aspiration and achievements. American Sociological Review , 33: 191 - 209. Yun Dai, D. (2000). A comparison of gender differences in academic self-concept and motivation between high-ability students. Journal of Secondary Gifted Students, 13 (1) 22- 33.

Unpublished Materials Paneda, W. B. (1998). "The Effect of Cooperative Learning on the Mathematics Achievement of Secon Year Students", Master's Thesis, DMMMSU College of Education and Sciences, Agoo, La Union. Cereno D.M. et al. (2004). Study Habits Of Intermediate Pupils of DMMMSU Elementary Laboratory School and Agoo West School 2004-2005, Unpublished Research. DMMMSU, Agoo. La Union

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LEVEL OF AWARENESS AND ACCEPTABILITY OF GENETICALLY MODIFIED ORGANISM (GMO)

IN BARANGAY GONZALES, TUBAO LA UNION

By: Flordiliza B. Dalumay

INTRODUCTION

Situation Analysis Humans have been modifying organisms for the perfection of life. This is to increase the yield and resistance to pests, but changes on the molecular level have caused some people to wonder if science has gone too far. Recent studies show that some genetically altered crops pose health risks and other dangers. Human efforts to modify food crops are not new. In the first 10,000 years or so that people planted and harvested crops, they steadily cultivated hardier varieties by saving and replanting seeds from their best plants. Selective breeding, in use by about 5000 BC, gave farmers another tool to improve their crops. Improvements came slowly but were eventually substantial. Many of the world’s global food staples have changes so much that they would not be recognizable to ancient tillers of the soil. In the new world of agricultural biotechnology, scientists are no longer constrained by barriers between species. They can take genes from entirely unrelated organism-viruses, bacteria, even fish and other animals-and splice them directly into plants. In doing so, they are redefining the very nature of the crops upon which humanity has long depended. At present advocates of genetically engineered food have put forward a bold vision for the new agricultural biotechnology. They see a world in which key food crops will be genetically altered to offer better nutrition, repel pests, and flourish in hostile environment.

43

Some farmers, consumers, environmentalists, and governments have expressed concern that genetically engineered crops pose substantial risks to human health, the environment, and rural economies. Pope Pious XVI has even identified stem cell research in particular to be a new sin. At present there is about 60 genetically modified organisms entire the world. In the United States the FDA has opposed the labeling of genetically engineered food, arguing that such food is “substantially equivalent” to conventional food. According to the FDA, labels are appropriate only when the genetic alteration results in a scientifically discernible change of probable interest to consumers, such as a change in the food’s nutritional value. However, some observers have predicted that the FDA may be willing to compromise on this issue. One possibility is a voluntary labeling policy that permits some food manufacturers to label their products “free of genetically modified ingredients”. Now a day, many do not know and understand the co called GMO. Many people just buy food products especially if the price could level their money. In it in this context that the researcher wanted to assess the level of awareness of some groups of persons living in Barangay Gonzales, Tubao, La Union where the researcher is permanently residing. Hypothesis The researcher hypothesized that people in Barangay Gonzales are not aware and do not accept GMO.

44

Research Paradigm

Barangay Gonzales, Tubao, La Union

Level of Awareness and Acceptability

of Genetically Modified Organisms

SECTORAL GROUPS Student

Professionals Barangay officials

Farmers Housewives

45

Statement of the Problem The study determined the level of awareness and acceptability of Genetically Modified Organism in Barangay Gonzales, Tubao, La Union. Specifically, it sought to answer the following:

1. What is the level of awareness of the following sector regarding GMO?

a. student b. professionals c. Barangay officials d. Farmers e. Housewives

2. What is level of acceptability of the following sector regarding the benefits of GMO?

a. Student b. professionals c. Barangay officials d. Farmers e. Housewives

3. What is the major source of information by each sectoral group regarding GMO?

METHODOLOGY This chapter presents the methodology of the study, which includes the research design, population and sample, data-gathering tool, and statistical tool Research Design The researcher does not have direct control of independent variables because their manifestations have already occurred. In line with this, the descriptive design was used in the study. The study involves description, recording, and interpretation of the assessment of students regarding the level of awareness and acceptability of Genetically Modified Organisms. Population and Sample The study was conducted in Barangay Tubao, La Union where the researcher resides. A total of twenty-five (25) respondents

46

were considered in this study. Purposive sampling was employed in this study that is taking five (5) persons per sectoral group. Data Gathering Tool A researcher-made Questionnaire was used as the main gathering tool of this study. The first part of the questionnaire deals with the level of awareness of the respondents regarding GMO. The second part deals on the level of acceptability of the respondents on GMO. The researcher made used of a Likert – scale type questionnaire for parts I and 2. The scales used were: Level of Awareness Level of Acceptability 5 = Very Much Aware 5 = Very Much Acceptable 4 = Very Aware 4 = Very Acceptable 3 = Moderately Aware 3 = Moderately Acceptable 2 = Slightly Aware 2 = Slightly Acceptable 1 = Not Aware 1 = Not Acceptable The ratings or means of the respondents were descriptively distributed as: 4.21 – 5.00 = Very Much Aware / Acceptable 3.41 – 4.20 = Very Aware/ Acceptable 2.61 – 3.40 = Moderately Aware/ Acceptable 1.81 – 2.60 = Slightly Aware/ Acceptable 1.00 – 1.80 = Not Aware/ Acceptable Statistical Tool Data gathered were treated statistically using average weighted means in the level of awareness and acceptability of GMO.

Frequency counts and ranking were used for the major source and the most effective source of information regarding GMO.

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RESULTS AND DISCUSSSIONS Table 1 Profile of Barangay Gonzales

Barangay Profile

I. Health and Nutritional Status

No. of Puroks 8 sitios

No. of population 1,679

No. of Households 299

No. of Preschoolers 209

No. of School Children 243

No. of Pregnant Women 59

No. of Lactating Women 50

Common Occupation Farming

II. Geographical-Agricultural and Socio-Economic situation

1. Location Inland

2. Topography Plain

3. Agricultural facilities existing Rice mill/ kiskisan

4. Irrigated system existing in the Barangay

National / pumps

5. Most common agricultural crops Rice, corn, root crops, vegetables

6. Most common livestock Swine, goat, chicken, ducks

7. Average Family size 5 family members

8. Most common type of dwelling units Concrete and semi-concrete

9.Most common source of potable water supply

Wells (shallow/deep) and waterworks

10. Electric & Telephone services 98% and 10% coverage

11. Presence of Educational institutions in the Barangay

Elementary only

12. Medical Facilities BHS, Dental Clinic

13. Most common Transport facilities Tricycle and jeepney

14. Type of toilet facility Water sealed

15. Source of income of the Household’s Main Earners

Employed in government offices, family business, private enterprises, farming,

self-employed

Table 1 presents the profile of Barangay Gonzales. The data was taken from the office of the Barangay secretary. The complete list of information regarding the said Barangay can be found in Appendix A.

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Table 2 Level of Awareness of Sectoral Groups in Barangay Gonzales, Tubao, La Union regarding GMO

Sectoral Groups

Average Weighted Mean

Statements

ST PR BO FA HW

Grand Mean

Description

1. Scientists engineered crops to become new.

4.2 4.4 3.6 2.8 3.2 3.64 VA

2. Genetically modified crops are disease resistant

4.2 4 3.6 2.6 3.2 3.52 VA

3. the 1st engineered specie to be cloned is an Asian buffalo

4 4 3.6 2.6 3 3.44 VA

4. Modified crops produces their own pesticides

4.4 4.2 3.0 2.8 3 3.48 VA

5. Tomato, rice and corn are already genetically modified

4.4 4.2 3.6 2.4 3.2 3.56 VA

6. At present there are already 60 crops being engineered by scientists

4

3.8

3.6

2.6

3.4

3.48

VA

7. These GMO (plants) could produce toxins

4.4 4.4 3.8 2.8 3.4 3.76 VA

8. GMO rice kills farmers friendly insects 4.2 4.4 3.2 3 3 3.56 VA

9. Over the counter products do not have label if its is GMO

4.6 4.2 3.4 2.8 3.2 3.64 VA

10. Genetically modified soybeans were in many of favorite brands like yogurt, baby foods and frozen diners.

4.2

4.2

3.2

2.6

3

3.44

VA

Grand Mean

4.26 VMA

4.18 VA

3.46 VA

2.7 MA

3.16 MA

3.55 VA

VA

Table 2 presents the level of awareness of the five sectoral groups. From the ten statements on Genetically Modified Organism, the five groups were very aware on the topic. The group of students was very much aware of GMO because they had learned that in the school. Professionals and Barangay officials were very aware of GMO, it has been a concern now a days with the fast rising of prices especially prime commodities like rice. The farmers and housewives were only moderately aware of the topic GMO. Farmers spent most of their time in the rice field could not keep themselves attune to recent concern in the community because their primary aim is to ensure an excellent growth and development

49

of their plants. Housewives, on the other hand were concentrated inside their houses taking good care of their children and got no more time reading or listening to radio or even watching news around. When the researcher interviewed one housewife, she explained that they only watch telenovelas on television and not on what is happening around the nation because it’s the same problem that the Philippines is facing which is corruption ( Puro mga drama na lang ang pinapanood namin kasi parehas naman na mga problema ang hinaharap ng ating bansa- Korupsiyon!) Hence, all the respondents were very aware of Genetically Modified Organism. An indication that they are knowledgeable of science and technology. Table 3 Level of Acceptability of Sectoral Groups regarding the benefits of GMO

Sectoral Groups

Average Weighted Mean

Grand

Mean

Description

Statements

ST PR BO FA HW

1. Genetic engineering can repair genetic defects in humans.

4

4.2

3.6

3

3.4

3.64

VA

2. Genetically modified products can provide more nutrients.

4.2

4

3.8

3

3.2

3.64

VA

3. Human can become disease-free when genetically engineered

4.2

4.2

3.8

3.2

3

3.68

VA

4. Genetically engineered rice can withstand drought and cold temperature

4.2

4.2

3.6

3

3.4

3.68

VA

5. GMO help in the production of insulin

4 4 3.8 3.4 3.2 3.68 VA

Grand Mean

4.12 VA

4.12 VA

3.72 VA

3.12 MA

3.24 MA

3.66 VA

VA

Table 3 shows the level of acceptability of the sectoral groups regarding the benefits of GMO. Results indicate that students, professionals, and Barangay officials were very aware of

50

the importance we get from GMO’s. Farmers and housewives were only moderately aware of the topic. The five groups accept the benefits that these GMO’s could give. In fact, we could not escape really the fact that this century is the age of Biology and that there are many discoveries concerning medicines, health, and life. Table 4. The major source/s of information regarding GMO as Perceived by the sectoral groups

Sectoral Groups

Ranking

Total

RANK

Source of Information

ST PR BO FA

HW

1. Print Media (newspaper) 3 1 2 4 3 13 2 2. Broadcast Media (radio, TV) 2 5 1 1 2 11 1 3. Neighbors 4.5 7 7 3 4 25.5 6 4. Relatives /Friends 4.5 6 6 2 1 19.5 4 5. Colleague 1.5 4 5 5 5 20.5 5 6. School 1.5 2.5 3 6 6 19 3 7. Office 7 2.5 4 7 7 27.5 7 8. Sidewalks/ roads 8 8 8 8 8 40 8

Table 4 indicates that the major source of information is the broadcast media particularly reports on televisions. Every house now has television where they identified to be the most effective source of information. Second source of information as identified by the respondents is newspaper. Whatever they have seen on TV was duplicated in the newspaper and so information they gathered were reinforced by the print media. Third in rank is the school. This shows that teachers in the school are tuned to recent developments of science and technology. When taken by sector, students got the information from their schoolmates, classmates in the school. Since professionals were busy most the time, they rely on newspaper so they identified print media as rank number 1.Barangay officials were really relying on radio since almost all Barangay halls were completely empowered with this gadgets. Long before, farmers were radio-lovers. While planting, harvesting or plowing rice fields, their radios were in its maximum frequency thus, they marked rank 1

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the broadcast media. Lastly housewives who most of the time spending time inside homes got the information on GMO from their relatives/ friends.

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary

The study determined the level of awareness and acceptability of Genetically Modified Organism in Barangay Gonzales, Tubao, La Union. Specifically, it sought to answer the following:

1 What is the level of awareness of the following sector regarding GMO?

f. student g. professionals h. Barangay officials i. Farmers j. Housewives

2. What is level of acceptability of the following sector regarding the benefits of GMO?

a. Student b. professionals c. Barangay officials d. Farmers e. Housewives

3. What is the major source of information of each sectoral group regarding GMO? The researcher hypothesized that people in Barangay Gonzales are not aware and do not accept GMO.

The study used descriptive design where questionnaire is the main gathering tool. The study was conducted in Barangay Tubao, La Union where the researcher resides. A total of twenty-five (25) respondents were considered in this study. Purposive sampling was employed in this study that is taking five (5) persons per sectoral group. Data gathered were treated statistically using average weighted means in the level of awareness and acceptability of GMO.

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Frequency counts and ranking were used for the major source and the most effective source of information regarding GMO. Salient Findings The study came out with the following findings: On Level of Awareness

1. The students’ level of awareness is very much aware. 2. The Professionals and Barangay officials were very

aware of GMO. 3. Farmers and housewives were moderately aware of

GMO. On Level of Acceptability 1. Students, professionals and Barangay officials assessed GMO to be very acceptable. 2. Farmers and housewives moderately accept GMO. Source of GMO Information

1. Students get information from their schoolmates in school.

2. Professionals get information from print media like newspapers.

3. Barangay officials and farmers source of information is the radio.

4. Housewives get information from relatives or friends. Conclusion Based on the findings, the following conclusions are drawn:

1. People in Barangay Gonzales, Tubao, La Union were very aware of the Genetically Modified organisms.

2. They assessed GMO’s to be very acceptable. 3. The primary source of GMO information to all the

sectoral groups is the broadcast media particularly television.

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Recommendations Based on the findings and conclusions, the following recommendations are forwarded:

1. Barangay officials should conduct seminars or information drive campaign regarding recent discoveries like Genetically Modified Organism: It’s Advantages and Disadvantages in order that Barangay people will be very much aware of science and technology breakthroughs.

2. Since these Barangay people accepted GMO, they should see to it that they will not be dependent on the strengths of these GMO’s for natural foods particularly fresh fruits and vegetables really contribute to good health.

3. Televisions had been very excellent in imparting information’s, therefore parents, teachers, and concerned individuals should guide their children in watching delicate scenarios for these might pose harm or affect the emotional, physical, and spiritual aspects of a growing child.

BIBLIOGRAPHY

Microsoft Encarta Encyclopedia,2005 Microsoft ® Encarta ® Encyclopedia 2002. © 1993-2001 Microsoft Corporation. All rights reserved. Wiggins, Grant. “A true Test: Toward More Authentic and Equitable Assessment.” Phi Delta Kappan, May 1989, 703-713. Wiggins, Grant. “The Truth May Make You Free, but the Test May Keep You Imprisoned: Toward Assessment Worthy of the Liberal Arts.” The AAHE Assessment Forum, 1990, 17-31.

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FACULTY TEACHING PERFORMANCE PROFILE OF THE COLLEGE OF EDUCATION

By: Dr. Purificacion B. Verceles and Prof. Nenita C. Rivera

Introduction This study hinges on John Dewey’s pragmatic philosophy that “ to perform, to excel and to be outstanding, are matters of doing. Doing, however, presupposes being. To be is the basis and foundation of to do. It is only when one has determined his real genuine being can he do things according to that being (Puruganan,1996 as cited by Bautista,2004). To perform, excel, and be outstanding college teachers, it is paramount that the teachers discover and build up genuine teacher in themselves. College teaching as a profession, should be in the hands of those who are competent (Esguerra,1994). The quality of college teaching, the quality of the outcomes and the products of college teaching hinge heavily on the performance of the college teacher. The college teacher therefore is the key factor in the educative areas of tertiary education. The dedication and competence of the faculty spell out the standard of college teaching. The faulty determine the quality of output an educational institution produces. In other words the quality of instruction depends to a large extent on the capability, the strength, and the excellence of the faculty. As a matter of fact, the faculty resources of an educational institution are the most crucial factors that affect the quality of education. It is a good idea to study then the performance of the faculty of College of Education in DMMMSU as a producer of teachers in the field.

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Statement of the Problem The study determined the faculty teaching performance profile of DMMMSU College of Education, specifically; it sought to answer the following problems:

1. What is the level of teaching performance of the BSE and BEE faculty for school years 2002-2003, 2003-2004, and 2004-2005?

2. Are there significant differences in the teaching performance of the faculty in the light of variables gender and highest educational attainment?

Hypotheses The hypotheses of the study are the following:

1. The over - all faculty teaching performance of the CE faculty is very satisfactory.

Fig. 1 Research Paradigm of the study

Independent Variables Level of performance evaluated by: Students Immediate Supervisors

Dependent Variables Teaching Performance of

the CE Faculty of DMMMSU

Moderator Variable

Gender Educational Attainment

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Methodology

This is an “ex post facto” study. The population of the study consisted of the DMMMSU-SLUC College of Education faculty during school years 2002-2003; 2003-2004; and 2004-2005. Total enumeration of 78 College of Education faculty was used. Documentary analysis of records at the office of the two chairmen of the BSE and BEE departments regarding faculty performance evaluation was made. The performance of the faculty was evaluated by the students and the immediate supervisor. The hypothesis was tested at 0.05 level of significance.

Results and Discussion

This presents the data gathered and their interpretations.

Table 1 Mean Teaching Performance of BSE Faculty by term

Bachelor in Secondary Education

School Year

2002-2003 2003-2004 2004-2005

Level

1st sem 2nd sem

1st Sem

2nd Sem

1st Sem

2nd sem

TOTAL

Outstanding (4.6-5.)

4.70

4.76

4.60

4.62

4.68

4.72

4.78

Very Satisfactory (3.6-4.5)

4.46

4.58

4.50

4.40

4.10

4.48

4.32

Mean per semester 4.58 4.67 4.55 4.51 4.39 4.60 4.55

Mean per school year 4.63 4.53 4.50 4.55

Table 1 presents the mean distribution of the BSE Faculty teaching performance by term. As shown in the table, the total mean for the level of outstanding is 4.68 and 4.42 for very satisfactory. There are no ratings for satisfactory, fair and poor. The table also shows that the mean per school year is decreasing

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from 4.63 to 4.50. This might be due to some factors like having activities in school where there is teacher involvement. The overall teaching performance for BSE faculty for the three school years is 4.55 (very satisfactory). Table 2 Mean Teaching Performance of BEE Faculty by Term

Bachelor in Elementary Education

School Year

2002-2003 2003-2004 2004-2005

Level

1st 2nd 1st 2nd 1st 2nd

TOTAL

Outstanding (4.6-5.)

4.65

4.68

4.72

4.75

4.71

4.67

4.70


4.30

4.45

4.18

3.86

4.07

4.32

4.20

Mean per sem 4.48 4.57 4.45 4.31 4.39 4.50 4.45

Mean per school year 4.53 4.38 4.45 4.45

Table 2 presents the mean distribution of BEE Faculty. It shows that the total mean rating for outstanding level is 4.70 and 4.20 for very satisfactory. As shown in the table, the BEE also has no rating for satisfactory, fair and poor. The over all mean teaching performance of BEE is also very satisfactory. This only shows that the College of Education is of a good caliber considering the high ratings from students, chairmen and Dean.

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Table 3 Over - all Mean Teaching Performance of CE Faculty

Level

BSE

BEE

TOTAL

Outstanding

(4.6-5.)

4.68

4.70

4.69


4.42

4.20

4.31

Over all Mean 4.55 4.45 4.50

Table 3 presents the over-all mean distribution of faculty teaching performance of the College of Education. It shows that the BSE faculty (4.55 garnered slightly higher mean ratings than the faculty BEE (4.45). Their overall mean performance was 4.50 (very satisfactory). It then implies that the CE faculty was performing very well. The findings connotes that the faculty members ere committed and dedicated in their work. Table 4 Faculty Teaching Performance According to Gender

Level

MALE

FEMALE

TOTAL

Outstanding

(4.6-5.) 6

14

20


17

41

58

Total 23 55 78

College of Education Faculty Teaching Performance according to gender is presented in table 4. The female groups performed slightly higher than the male group as shown in the mean rating of 4.51 compared to the male mean rating of 4.33. Both mean however, fall under the category of very satisfactory. The computed chi square value of 0.057 is less than the table value of 9.49 at 0.05 level of significance. Therefore the null hypothesis that the there are no significant differences in the level

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of teaching performance of the CE Faculty in light of gender is accepted.

Table 5 Faculty Teaching Performance According to Educational Attainment

Level

Doctorate

Master’s

Bachelors

TOTAL

Over-All

Mean Outstanding

(4.6-5.) 9

10

1

20

4.73


7

34

17

58

4.26

Total 16 44 18 78

Table 5 presents the level of teaching performance according to educational attainment. All of the teachers rated outstanding has a mean of 4.73 and 4.26 for very satisfactory. The computed value 11.89 is lower than the tabulated value of 15.51 at 0.05 level of significance. As such the null hypothesis that there are no significant differences in the level of teaching performance considering educational attainment is accepted. In other words, educational attainment does not affect the teaching performance.

SUMMARY/CONCLUSIONS/RECOMMENDATIONS

Summary This investigation focused on the status of the teaching performance of the College of Education Faculty covering three school years: SY2002-2003; 2003-2004; and 2004-2005. The mean rating given by students, chairmen and Dean to the BSE faculty is 4.55 (Very Satisfactory); BEE faculty is 4.45 (Very Satisfactory); Over all rating for BSE and BEE faculty is 4.50 (Very Satisfactory). The faculty mean teaching performance according to gender is 4.49 for male and 4.51 for female. The Teaching performance according to educational attainment is 4.62 (Outstanding) for Doctoral, 4.48 (Very satisfactory) for Masteral, and 4.39 (Very Satisfactory) for bachelors.

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Conclusion In light of the findings, the following conclusions are drawn: 1. The College of Education can pride itself having very satisfactorily competent teachers. 2. Male and female College of Education Faculty did not significantly differ in teaching performance. 3. The Educational Attainment of faculty does not significantly affect their teaching performance. Recommendation 1. The College of Education should maintain/ keep up their level of teaching performances. 2. Continuous follow-up studies of teaching performance should be conducted. References Brown, G. (1971). Human Teaching for Human Learning. New York: The Viking Press Calayco, F. J. (1998) Preparing to face the 21st century. Science Education, 21,49-58. Cunningham, G.K. 1986. Educational and Psychological Measurement. New York: Macmillan Publishing Company.pp.111, 187-189 Zamora, Fe B. (June 2,1991). Grand old man of education set on producing quality teachers. Philippine Daily Inquirer.

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PERFORMANCE OF GRADE V PUPILS MATHEMATICS WORDED PROBLEMS

By: Flordiliza B. Dalumay et.al.

ABSTRACT This study aimed to determine the performance of the grade five pupils of Bantayan Central School (BCS) and Sto. Rosario Elementary School (SRES) in solving worded problems in Mathematics during the School Year 2006 – 2007. Specifically, it sought to answer the following questions:

What are the profile of the respondents in terms of age, sex, and socio economic status? What is the test performance of the respondents in the Mathematical Worded Problems? Is there any significant relationship between the test performance of the respondents in solving Mathematical Worded Problems and their profile.

This study tested the following null hypothesis that there is no significant relationship between the performance of the respondent in Mathematical Worded Problems and their profile.

The study made used of the descriptive research design with the questionnaire as the main tool in gathering the needed data. The subjects of this study were twenty (20) grade five pupils of Bantayan Central School (BCS) and twenty (20) grade five pupil of Sto Rosario Elementary School (SRES).

The study revealed that there is no significant relationship between the performance of the respondents in Mathematical Worded Problems and their profile as to age, sex, and economical status. Most of the pupils (28 or 70 %) were aged 10; (11 or 27.5 %) belonged to the age of 11; and (1 or 2.5 %) belonged to the age of 12. Majority of the respondent (24 or 60 %) were females, and (16 or 40 %) were males. Most of the pupils respondents (22 or 55 %) belonged to average status in living, (14 or 35 % ) belonged to low of living, while (4 or 10 % ) belonged to high status of living. The test of the pupils ‘respondents, most of (22 or 55%) were within the excellent test performance.

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INTRODUCTION Background of the Study Today’s Technological age demands great transformation and innovations in the educational system. One of the important areas of educational system is Mathematics. Since Mathematics is significant to other subject areas, it needs for redirection and creativity in the teaching – learning situation. Many pupils and students fail in Mathematics because of boredom ineffective method of teaching and also the influence of his environment.

Mathematics as one of the most important subjects is a part of our daily living. We use math in adding, subtracting, multiplying and dividing over time to do our work at home and in the office. It also plays major role I Science Economy and Technology and we should be given priority I our educational program. One of the problems encountered by student encounter in Mathematics is problem solving. Problem solving is one of the least learned skills not only in Mathematics but also in other subject areas. To improve the students’ ability to solve problems, it is imperative to provide them with a framework for problem solving which will be easy to follow. Student must be taught simple problem solving steps which involve (1) visualization and interpretation of the story problem; (2) analysis of data; (3) expressing the story problem into Mathematical sentence and (4) making the necessary computations (Bureau of elementary Education, Elementary Learning Competencies). The very definition of what is problem of course is truly problematic. (Akin, 1992).

Mathematics is useless without problem solving so student find “story problem” and Mathematical puzzles very difficult. This is a reason why some pupils have difficulty in worded problem because they have not mastered the basic skills in the operation of numbers or a practical mastery of the four fundamental operations. They hardly to add, subtract, multiply or divide even after graduating from the elementary level. Some can read well the problem but cannot comprehend the statement and that they are confused in how to attack and manipulate the worded problem.

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When pupils commit “error” they become disappointed and develop fear in solving word problem. The researchers then are interested in determining the performance of Grade V pupils of the two elementary schools in solving worded problems in Mathematics during the school year 2006-2007.

Conceptual Framework The conceptual frameworks paradigm shows the connection of each variable in the conduct of this study. The input contains the respondent’s profile, as to age, sex, and economic status. The outcome of this needed data for the computation of the performance of Grade V pupils in worded problems in Mathematics. Socio Economic Status Studies in Psychology have shown that there exist wide variations among variation among members of different families. That successive generations of some families do exhibit varying specific abilities is widely accepted. Individual variation can also be attributed to environmental influences. Poor home background, lack of nutrition, low economic status, and low cultural level affect readiness of an individual to learn. The experiences which an individual acquires in his contact with his physical and social environment at home and in the community cause him to be different in his attitude toward learning and in his demonstrated achievement. For instance, the poor speech training of a child will influence his level of speech development and will affect his readiness for school work. Sex Differences

Certain biological factors like anatomical, physical, and sociological differences between boys and girls may lead to psychological differences.

Beginning in the early life, the culture creates role which are believed appropriate for each sex. These roles are reflected in the kind of toys and games which are provided to children, and in the kind of behavior which is expected. As the children develop self-concepts in accordance with their roles, certain differences in their patterns of behavior become apparent. The girl soon learns, for

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example, that affection, neatness, primness, and a sense of humor are rewarded by adults and by other members of her peer group. On the other hand, boys find as rewarding traits like greater aggressiveness, display fearlessness, and vigorous activity. These differences are not due to any innate factor but come about because the children find rewards, approval, and status in adopting the role which is defined for them. Hence, by the time they enter school, they have already developed certain personality traits and value systems different from those of the opposite sex. Age

As explained in the various developmental theories, age represents the learners level of maturity and hence his possible educability. It is and should be a factor of difference. However, as the leaner matures and he is exposed to more complex environmental forces, his patterns of behavior will change’s One child at five years and another at 15 years are more likely to be different than alike in their biological make-up and social and emotional, not only because of their differences in heredity and environment but because of their age differences. The factors mentioned like age, sex and socio economics status as cited give a big influence in the child’s achievement of Mathematical ability. A conceptual paradigm is drawn to trace possibility of the performance of Grade V pupils in solving worded problems in Mathematics. The paradigm also shows the relationship between the pupils’ profile and their performance in solving worded problems in Mathematics. INDEPENDENT VARIABLES DEPENDENT VARIABLES

PUPIL’S PROFILE

a. AGE b. SEX c. SOCIO-

ECONOMIC

STATUS

PERFORMANCE OF GRADE V PUPILS IN MATHEMATICS

WORDED PROBLEMS

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FIGURE I

A paradigm showing the relationship of pupils test performance and their profile Statement of the Problem

This study aimed to determine the performance of Grade V pupils of Bantayan Central School and Sto. Rosario Elementary School in solving worded problems in Mathematics during school year 2006-2007. Specifically, it sought to answer the following question: 1. What is the profile of the respondents in terms of:

a. Age b. Sex c. Socio-economic status

2. What is the performance of the respondents in the mathematical worded problem? 3. Is there any significant relationship between the performance of the respondents in mathematical worded problem to their profile? Null Hypothesis There is no significant relationship between the respondent in Mathematical Worded Problem and their profile as to:

a. Age b. Sex c. Socio-economic status.

Scope and Delimitation The study focused to the grade v pupils of Bantayan Central School, Bantayan Mangaldan Pangasinan and Sto. Rosario Elementary School, Aringay, La Union for the school year 2006-2007.

Analysis was limited to the determination of the significant difference in the level of performance of the two selected public schools and the relationship that may exist between the pupil’s performance and their profile such as age, sex, and socio-economic status.

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Significance of the Study The results of the study maybe of importance to teachers, pupils, researchers, and mathematics curriculum planners. Teachers. The findings of the study as basis for teacher improvement professionally and effective trading and give more emphasis in the process of teaching problem solving and adopt method and technique that would motivate and encourage the pupils to learn the subject. Curriculum Planners. This study gives view on planners in designing curriculum that are united according to the pupil’s mental capacity and minimize whatever constraints maybe poor by the factors that impinge the learning process. Pupils. The results of this study may encourage the learners to become independent and develop study habits to help them b become more skillful and competent in handling mathematical problem. Definition of terms For better understanding of this study, the following terms are defined as they used in the study. Age. As used in the study, it refers to the age of pupils respondent Socio-Economic Status. It refers to the monthly income of the family. Mathematics. It is the science that studies and explains quantities and relation between them. It is a systematic treatment of magnitude, relationships between figures and forms, and relations between quantities expressed symbolically. Relationships. It is an association of the test performance and the variables in terms of age , sex, and socio- economic status. Test. A set of questions or exercises evaluating skill or knowledge. It is a device or a toll which the physical, mental and moral fitness of a persons for particular work is determined.

METHODOLOGY

Research Design The descriptive method of research was used in this study. Data were gathered through the used of a questionnaire,

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which was devised by the researchers and personally administered to the subject. Population and Locale The population of this study was composed of 40 Grade V pupils, 9 were males and 11 were females, Grade V pupils of Bantayan Central School (BCS) and 7 males and 13 females of Sto. Rosario Elementary School (SRES) enrolled during the School year 2006-2007.Total enumeration was used for the population of the respondents. Data Gathering Questionnaire was the main tool used in gathering data. The questionnaire deals on the pupils` personal profile, their age, sex, and socio- economic status. The study used a 25 points multiple choice type. Statistical Tools The statistical tools used to describe and analyze the data gathered regarding pupils` profile in terms of their age, sex, and socio- economic status were frequency counts and percentages. The formula for percentages is given below: P= F/N X 100 Where:

P= percentage N= number of respondents F= Frequency

The Pearson Product Moment Correlation Coefficient was used to determine the significant relationship between the mathematics performance of Grade V pupils to their age, sex, and socio- economic status. The formula for Pearson r is: n(∑xy) – (∑x) (∑y) rxy= -------------------------------------

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√[n∑x2 –(∑x)2] √ [y2 – (∑y)2] Where: rxy= coefficient of correlation between the two variables x and y n = number of respondents

Σx = summation of x variable Σy = summation of y variable PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This shows the presentation, analysis, and interpretation of the data gathered in this study. The information was primarily derived from the questionnaires accomplished by (40) pupils in Grade V. distribution of pupil – respondents’ profile.

As shown in the table I of the 40 pupil-respondents of Sto. Rosario Elementary School and Bantayan Central School, (28 or

10 11 12 Total

0

5

10

15

20

Profile of the Respondents as to Age

Sto. Rosario Elementary School

Bantayan Central School

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70%) belonged to the age of 10, (11 or 27.5 %) belonged to the age of 11 and (1 or 2.5%) belonged to the age of 12. This means that these pupils started their schooling in Grade I with the age of 6. However, though they are young in age, they perform excellence in mathematics worded test.

Legend:

School 1 = Sto. Rosario Elem. School

School 2 = Bantayan Elem. School

School

Profile of the Respondents as to Gender

Male

Female

0

2

4

6

8

10

12

14

Frequency

1 2

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In terms of gender, the table shows that there were more females numbering (24 or 60%) respondents than males with only (16 or 40%). This scenario could be seen in any class that females outnumbered males. In most of the researches conducted, female outnumbered their male counterparts.

0 2 4 6 8 10 12

Frequency

High Php 10,000 and above

Average Php 5,000-9,000

Low Php 1,000-4,000

Profile of the Respondents as to Socio-Economic Status

Sto.Rosario Elem. School Bantayan Elem. School

On socio – economic status of the two schools, (22 or 55%) belonged to average status of living, (14 35%) belonged to the poor or low status of living while (4 or 10 %) of the respondent belonged to the high status of living. This further shows that most of the respondents have average income and were in poverty line. But this result did not hinder the knowledge of the pupils to perform well in mathematics Table 2.Mathematics Test Performance of Grade V pupils

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The table presents the Mathematics Performance of Grade V pupils. As gleaned from the table (22 or 55 percent) the pupils were within the excellent test performance. There are 14 or 35 percent very satisfactory and four (4) or 10 percent satisfactory. This further means that though the pupils were young, their mathematics test performance is excellent. The next table shows the summary of the correlation values between the respondents’ profile and their test performance in the Mathematical Worded Problems.

25

Satisfactory (10%)

Excellent (55%) Very Satisfactory (35%)

35%

0

5

201510

Test Performance of Pupil-Respondents

Frequency

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Table 3. Correlation Values between the Performance of Pupils in Mathematics Worded Problems to their Profile.

Pupils’ Profile

Computed value

Description

Age 0.25 NS

Sex 0.10 NS

Socio-Economic Status

0.09 NS

Critical value (0.05 – 2 tail) = =+/- 0.325

Legend: NS = Not Significant

Age. The table shows the computed value of 0.25 is lower than the critical value of 0.325 set at 0.05 level of significance. Therefore the computations result to not significant relationship in the test performance and the age of pupils. This indicates that the pupil’s age, does not affect their mathematics performance. Hence, their age does not influence their performance in mathematics. This finding contradicts the finding of Manalo, Ocampo, Jeroes, Galupe and Flores the age has significant relationship in the child’s acquisition of mathematical abilities.

Sex. It reveals that the computed value of 0.10 is lower than the critical value of 0.325 set 0.05 level of significant. Therefore the computation results to no significance relationship in the test performance and the sex of pupils. Boys perform differently than their female counterparts in solving worded problems in mathematics. This finding contradicts the findings of Galupe and Flores which found out that sex has significant relationship with mathematical readiness and number of errors committed by pupils in solving worded problem in mathematics.

Socio-Economic Status. It was found that the computed value of 0.090 is lower than the critical value of 0.325 set at 0.05

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level of significance. Therefore the computation results to not significant relationship in the test performance and the socio- economic status. This finding is similar of the finding of Jason Dacanay et. al which found that pupils monthly family income has no significant relationship with there level of performance in solving worded problem in mathematics. Therefore, the income generated by the family does not influence the mathematics performance of the pupils. Moreover the null hypothesis which states that there is no significant relationship between the test performance of grade V pupils in mathematical worded problems and their profile as to age, sex and socio-economic status is accepted.

SUMMARY, CONCLUSION, and INTERPRETATION

SUMMARY

This study primarily aimed to determine the performance of grade v pupils of Bantayan Central School (BCS) and Sto. Rosario Elementary School (SRES) in Solving Worded Problems in mathematics during the school year 2006-2007. Likewise, it sought to determine if there is significant relationship between the performance of the respondents in mathematical worded problem and their profile as to age, sex, and socio- economic status.

The descriptive method of research was used in this study. A questionnaire supplemented with a 25-item multiple-choice problem-solving test was use in the gathering the needed data. A total of 40 grade V pupils were the respondents of the study.

To determine the significant relationship between the test performances of grade v pupils in mathematical worded problems their profile as to their age, sex, and socio- economic status , the Pearson r was used. To determine the profile of the respondents, the frequency, and percentages counts were used.

FINDINGS

The following are the salient finding of the study.

1. For the profile of the pupils’ respondents, it was found out that:

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1.1. Most of the pupils (28 or 70 percent) were aged 10; (11 or 27.5 %) belonged to the age of 11; and (1 or 2.5 %) belonged to the age of 12.

1.2 Majority of the respondents (24 or 60 percent) were females and (16 or 40%) were males. 1.3 Most of the pupils (22 or 55 percent) had socio-

economic status of average; (14 or 35 %) belonged to low of living, while (4 or 10 %) belonged to high status of living.

2. For the test performance of the pupils respondents, most of the (22 or 55 percent) the pupils were within the excellent test performance. (14 or 35%) were in the very satisfactory test performance. And (4 or 10 %) belonged to the satisfactory test performance. Among the pupil’s respondents no one got fair and poor test performance.

3. There was no significant relationship between the test performance of the pupils and their profile. The null hypotheses which state that there is no significant relationship between the test performance of grade v pupils of (BCS) and (SRES) in mathematical worded problem was accepted. The computed correlation was lower than that critical- value of 0.325 set at .05 level of performance.

CONCLUSION The following conclusions were based on the findings:

1. Grade V pupils in both schools were mostly aged 10. 2. Female pupils outnumber their male counterparts. 3. The Socio-economic status of respondents is average. 4. The test performance of pupils in both schools was

excellent. 5. The age, sex, and socio-economic status of pupil

respondents do not affect their performance in solving mathematics worded problems.

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RECOMMENDATION The researchers made the following conclusions after a careful evaluation of the finding of this study: 1. The pupils should be given additional higher learning in

Mathematics that could nurture their excellence in solving Worded problems.

2. Teachers should integrate in their discussions some entrepreneurial skills so that pupils could help manage the financial aspects of their families.

Bibliography

Belen, Juanita M. “ A Study of Difficulties in Problem Solving of Grade V and VI Pupils in the Rizal Elementary School. Manila” Masteral Thesis, The National Teachers College, Manila, 1969. Dayata, Alfredo H. “Common Errors in Problem Solving in Arithmetic Commited by Grade IV Pupils in the Division of Southern Leyte.” Masteral Thesis, U. P. Quezon City, May 1967. Galupe, Norma C. “Errors and their Causes in Mathematical Word Problem Solving DMMMSU. Agoo, La Union, November, 1981. Ruiz, Macario B. ‘Evalauation and Measurement for Philippine Schools. Quezon City: R.P Gracia Publishing; c.1969.

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USING CONCEPT MAPPING AS A READING STRATEGY IN EDUC 101

By: Melda M.Uychoco RATIONALE Reading is one of the most important skills required during lifetime. Reading is a very important tool. With the ability to speak effectively and to write in a variety of forms and for a variety of purpose, reading competency can provide economic opportunity, social status, personal pleasure and self-respect. Reading is the key that unlock a door to the world of enlightenment and employment. Holmes (1976) describes reading as reasoning. He believes that “power of reading” and “speed of reading” could adequately explain the act of reading. Power of reading means the power to read, comprehend, and apply relatively difficulty textbook material. Speed of reading denotes the rate of comprehension on fiction and factual materials. The importance of reading lies on comprehension. Comprehension has often been called a teacher’s bugbear. Comprehension means the act or capacity of understanding. In general sense, comprehension encompasses all the reading skills. It begins with word perception, recognition and understanding and makes use of study or location or research skills. Comprehension is the means by which appreciation skills are gained. A very appropriate test of good comprehension is the student’s ability to recognize integrated concepts and information gleaned from the selections read. As per observation of the researcher during the conduct of this research, most first year BEE students of DMMMSU-SLUC could not easily comprehend reading materials in the subject Educ 101 (Child and Adolescent Development). They seem to lack the strategies in reading, as well as the reading skills needed in the content areas. Some of these difficulties in reading include comprehending expository texts, summarizing and paraphrasing, inability to interpret graphic symbols, skimming, scanning, and the like. These

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lead them to lose interest in reading which further lead them to achieve low in oral and written tests as well as poor achievement in other subject areas. It is along these foregoing contexts that the researcher was motivated to test the effectiveness of semantic webbing as a reading strategy to determine the comprehension level of BEED I students of DMMMSU-SLUC. During the first month of the first semester, SY 2006-2007, 2 classes of BEE 1 students were subjects of a classroom research to find out the difficulty of students in comprehending content area reading materials such as those used in Educ 101 classes. Content-wise, this subject requires students to do independent reading, aside from the materials supplied to them by their teacher. Observation alone, however, would make evident how lost students were, even with just the materials given them by their teacher. Where lies the problem? Through interviews, the students stated that the materials given them are difficult to read. In short, they could not comprehend what they read. It was deduced that students find these materials difficult to understand because they do not have the styles and strategies in reading, as well as the vocabulary needed in understanding the texts. One reading strategy thought of by this researcher is concept mapping. By letting students give related concepts to a big concept given, they would be able to explore a given topic in a wide range which will enable them to understand what they read. It is a process of organizing and integrating information that underlines many theories of conceptual thinking. PROBLEM STATEMENT This study aimed to determine the effectiveness of concept mapping in improving the reading skills level BEED 1 students. Specially, it aimed to answer the following questions.

1. What is the reading skills level of BEED 1 students before and after the use of concept mapping?

2. Is there a significant difference between reading skills level of BEED 1 students before and after the use of concept mapping?

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3. What is the level of effectiveness of the use of concept mapping in improving the reading skills of the students?

PRESENTATION AND INTERPRETATION OF DATA Research Design The experimental design was used in this study. It made used of one group pretest and posttest technique to determine the effectiveness of using concept mapping as a strategy in improving the reading comprehension level of BEED 1 students of DMMMSU-SLUC. A teacher made test was used in the determining the reading comprehension level of the students. The test was subjected to content validation by three English teachers and 3 content area teachers of the College of Education.

Table 1 Weighted Mean of the pretest and Posttest Results

Of BEED1 Students

PRETEST POSTTEST

Highest Possible Score

Highest Score

Obtained

Lowest Score

Obtained

Mean

June 18, 2006 40 26 13 8.76

June 18, 2006 40 40 21 17.52

Table 1 Shows the results of performance of the students during the pretest, and posttest. In the pretest out of 40 items given, the highest score obtained was 26 and the lowest was 13. The mean score of 8.76, indicates that students have low performance in the pretest. Out of 25 students, 2 (12%) of the students passed and 22 (88%) failed. In the posttest, out of 40 items given, the highest score obtained was 40 (100%0 of the number of the items in the tests and the lowest score obtained was 21 or (52%) of the total number of items. Nobody obtained a score below the cut-off score of 20. This indicates that students’ performance after the use of concept mapping was improved. SUMMARY, CONCLUSIONS, RECOMMENDATIONS This study determined the effectiveness of using concept mapping as a strategy in improving the reading skills of BEED 1

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students of DMMMSU-SLUC during the first month of the first semester of SY 2006-2007. Specifically it looked into the reading skills comprehension level of students before and after the use of concept mapping as a reading strategy. It made use of 25 students, randomly selected from the BEE 1-1 and BEE 1-4 classes. Findings The study revealed the following findings: 1. The reading skills comprehension level before the use of concept

mapping was poor, and their reading skills comprehension level after the use of semantic webbing improved tremendously as reflected in the scores achieved by the students in the posttest.

2. There was significant difference between the reading skills comprehension level of the first year before and after the use of concept mapping.

3. The use of concept mapping was effective in improving the reading comprehension level of first year BEED 1 students of DMMMSU-SLUC.

Conclusions Based on the findings of the study, the researcher arrived at the following conclusions: 1. The reading skills comprehension level of students after the use

of semantic webbing improved. 2. The use of semantic webbing is effective in improving the

reading comprehension level of students. 3. Students attained higher scores in the test after lessons using

concept mapping as a strategy. Recommendations In the light of the findings and conclusions made, the following recommendations are hereby given: 1. Content area teachers should use the concept mapping as a

strategy in improving the level of reading comprehension of students.

2. Comprehension exercises should be given not only by English teachers but by content area teachers as well.

3. Teachers should have continuing assessment of student’s reading abilities so that proper assistance could be provided.

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The Katarungang Pambarangay of Barangays Del Pilar, Magsaysay, Quirino, and Rizal in Tagudin,

Ilocos Sur.

By: Joanne C. Rivera Introduction Litigation of cases in the judicial process were practiced or exercised even before the Spanish colonization of the Philippines. During the pre-Spanish period, every barangay then was headed by a Datu who exercised broad powers. As chieftain he was the barangay’s chief executive, lawmaker, chief judge, and military head. He presided over in the litigation of all cases brought before him with the assistance of the council elders called maginoo. These maginoos served also as his advisers and they arc well-versed in customs and tradition, and were regarded as "fair and just men."

The decision of the Datu was final and executory. The promulgation of judgment was being rendered in public and executed without delay.

In the advent of the Spaniards in the country, the judicial system was greatly changed. The King of Spain ruled our country indirectly from Mexico and Spain but the powers of government such as executive, legislative and judicial were actually exercised by the Governor-General as the King's alter ego in the country. The Spaniards established the Royal Audiencia as Supreme

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Court in the Philippines in 1583. Its decision was final except on certain cases of great importance which could be appealed to the King of Spain. Below the Royal Audiencia were Territorial Audiencias which were established in 1893 -- one in Cebu and the other in Vigan - which exercised appellate jurisdiction over criminal cases coming from the surrounding territory. Then followed by the establishments of courts of first instance in every province with both criminal and civil jurisdiction. In addition, there were special courts, like the military and naval courts which had jurisdiction over military offenses, and the ecclesiastical courts which had cognizance of canonical matters and ecclesiastical offenses.

The present judicial system in our country was adopted from the Spaniards. We have also various courts that litigate cases that depend on the nature of the case. Usually any violation on ordinances is being tried in the Municipal or City courts, while criminal cases are litigated in the Regional Trial Court. The Supreme Court serves as the country’s court of last resort.

The Local Government Code of 1991 in Rule XXVI provides for the creation of the Katarungang Pambarangay that serves as the present barangay justice in our country. It is actually an improved version of the Presidential Decree No. 1508, or otherwise known as the Barangay Justice enacted during the incumbency of the late President Ferdinand Marcos. The Katarungang Pambarangay aimed for the perpetuation and official recognition of the time-honored tradition of amicably settling disputes among family and barangay

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members at the barangay level without judicial recourse that would promote the speedy administration of justice and implement constitutional mandate to preserve and develop Filipino culture and to strengthen the family as a basic social institution.

The indiscriminate filing of cases in the courts of justice contributes heavily and unjustifiably to the congestion of court dockets, thus causing a deterioration in the quality of justice and in order to help relieve the courts of such dockets congestion thus thereby enhance the quality of justice dispensed by the courts, it is deemed desirable to formally organize and institutionalize a system of amicably settling disputes at the barangay level

Administration of justice is one of the basic

functions of the government. The effective performance of this function helps maintain peace and order among people. Generally, the administration of justice is undertaken by courts within the system of laws, rules, standards and practices.

Judges are expected to resort and exhaust adequate remedies to render fair judgment of the cases brought before their courts under the principle of "Justice under the law" and the concept of "Equality before the Law". It aimed of achieving with dispatch a high quality of justice in the solution of conflicts.

Unfortunately, the administration of justice in the Philippines has not reached the point where people, especially litigants, consider "Justice under the Law" a

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truly meaningful doctrine that ensures full protection of rights of the parties in disputes. Conceptual Framework

The Katarungang Pambarangay Primer and Guidebook (1999) states that the Katarungang Pambarangay is envisioned as a speedier, simpler and less costly alternative to court proceedings thus promoting a speedy administration of justice. Instead of the formal technical and tedious rules of court procedures, the law provides for an informal and more flexible set of rules which take very little time and is easy to follow.

The creation of such system relieves the courts from docket congestion as it enhances and facilitates the disposition of cases. The Katarungang Pambarangay serves as a screening mechanism, the principal function of which is to amicably settle cases/disputes in the barangay. The aim is to prevent the indiscriminate filing of cases in court which contribute to the clogging of court dockets and to ease the heavy load that engulfs most of the judges. With a reduced workload, the judge will have ample time to devote to the improvement of the quality of justice dispensed by them.

In terms of the selection of these Katarungang

Pambarangay members, those top qualified are those respected adults who are well-versed in the handling of cases or disputes. More so that they are the choice of the barangay council. They perform their function in case handling in case the members of the barangay

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council failed to settle the case or dispute.

The Local Government Code of 1991 Section 399 outlines the qualifications of the Lupon Tagapamayapa members as follows:

(I) There is hereby created in each barangay a

lupong tagapamayapa, hereinafter referred to as the Lupon, composed of the Punong Barangay as Chairman and ten (10) to twenty (20) members. The Lupon shall be constituted every three (3) years in the manner provided herein.

h) Any person actually residing or working in the

barangay not otherwise expressly disqualified by law, and possessing integrity, impartiality, independence of mind, sense of fairness, and reputation for probity, may be appointed as member of the lupon.

c) A notice to constitute the lupon, which shall

include t he names of proposed members who have expressed their willingness to serve, shall be prepared by the Punong Barangay within the first fifteen (15) days from the start of his term of office. Such notice shall be posted in three (3) conspicuous places in the barangay continuously for a period of not less than three (1) weeks.

d) The Punong Barangay, taking into consideration any opposition to the proposed

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appointment or any recommendations for appointments as may have been made with the period of posting, shall within ten (10) days thereafter, appoint as members those whom he determines to be suitable therefore. Appointments shall be made in writing, signed by the Punong Barangay and attested to by the Barangay Secretary.

e) The list of appointed members shall be posted

in three (1) conspicuous places in the barangay for the entire duration of their term of office.

f) In barangays where majority of the inhabitants are members of indigenous cultural communities, local systems of settling disputes through their councils of datus or elders shall be recognized without prejudice to the applicable provisions of this code.

As a transitory measure the Revised Katarungang Pambarangay Rules (sec 4. Rule IV) provide that incumbent Lupon members shall hold office until a new lupon is constituted by the Punong Barangay first elected after the promulgation of the said Rules (Sec. 4. Rule IV).

The Lupon is not judicial body but an

administrative body under the executive branch of the government. Thus, the lupon does not possess the power to impose criminal sanctions such as fine or imprisonment or the power to punish contempt to compel obedience to its order.

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The Lupong Tagapamayapa is an administrative

body. It has only such power and functions that are conferred on it expressly or by necessary implication by the law that creates it.

Under the Revised Barrio Charter (R.A. No. 3590)

as amended (Secs. 390 and 391. 1991 LGC), the Barangay Council is the Barangay Law-Making Body. The council created by the Katarungang Pambarangay Law is known as the Lupong Tagapamayapa which is a conciliation body (Sanggunian).

The authority of every Lupon constituted for a

particular barangay would necessarily coextensive with the territorial limits of the said barangay. Thus, the Lupon may not exercise its authority outside the territorial confines of its barangay.

It must be stressed that the Barangay Captain as

Lupon Chairman is the central figure in the barangay system of amicable settlement of dispute. Since the Barangay Captain occupies a position of authority in the barangay. He is deemed to possess moral influence or ascendancy over the barangay member. In the contemplation of Presidential Decree No. 1508, he is the barangay official best qualified to mediate between disputing barangay members. It is for this reason that under the equated provision of the said decree. It is mandatory that all complaints within the jurisdiction of the Barangay Captain must be filed before him and conciliated or arbitrated by him before referral to the

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pangkat (Sec. 410 (b) 1991 LGC). The constitution of the pangkat is conditioned upon the failure of the mediation or arbitration efforts of the Barangay Captain.

In the event the Punong Barangay ceases to hold

office or is unable to perform his duties enumerated in Section I of this rule, the said duties shall be performed by the officer succeeding the Punong Barangay pursuant to the Rule of Succession provided in the Local Government Code of 1991.

Along these cited readings, the researchers want to assess the performance of the Katarungang Pambarangay of Tagudin, Ilocos Sur specifically in its four barangay districts.

The research paradigm which guided the

researchers in this study is shown below.

Independent Variables Dependent Variable

Figure 1. The Paradigm of the Study

1. Profile of the respondents 2. Common Cases/Disputes

that are being settled

3. Level of Performance of the Katarungang Pambarangay

Performance of the

Katarungang Pambarangay of

barangays Del Pilar, Magsaysay, Quirino

and Rizal in Tagudin, Ilocos Sur.

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Statement of the Problem This study assessed the performance of the Katarungang Pambarangay of barangays Del Pilar, Magsaysay, Quirino, and Rizal in Tagudin, Ilocos Sur.

Specifically, this study sought answers to the following questions:

1. What is the personal profile of the respondents

in terms of: a) Age, h) Sex, c) Educational Attainment, d) Civil Status, and e) Position in the Barangay

2. What are the common cases/disputes that are

being settled by the Katarungang Pambarangay of Del Pilar, Magsaysay, Quirino and Rizal for the calendar year 2007?

3. What is the level of performance of the

Katarungang Pambarangay as to their duties and responsibilities?

4. Is there as significant difference in the level of performance of the Katarungang Pambarangay when grouped according to barangays?

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Hypotheses The researchers hypothesized that:

1. The are manifestations of variations in the profile of the respondents.

2. There are no manifestations of varied perceptions as to the cases or disputes being settled in the different barangays.

3. The level of performance of the different Katarungang Pambarangay is satisfactory.

4. There is no significant difference in the level of performance of the Katarungang Pambarangay when group according to barangays.

Scope and Delimitation

This study is confined to the analysis of the performance of the Katarungang Pambarangay of barangays Del Pilar, Magsaysay, Quirino, and Rizal of Tagudin, Ilocos Sur for the calendar year 2007 as perceived by the barangay officials and residents of said barangays.

The study is delimited to the profile of the respondents in terms of age, sex, economic status, educational attainment; civil status and position in the barangay, the level of performance of the Katarungang Pambarangays, and the significant differences in the performance of the different katarungang pambarangays Importance of the Study The result of this study is a great help to the following:

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To the barangay residents, this will provide them valuable information on the actual operation of their Katarungang Pambarangay; To the barangay officials, this could be their basis to enhance or improve the Barangay Justice System. It could also be used as a basis for creating more responsive programs and facilities to improve the quality of justice being dispensed with; To the researchers, this study could serve as a related literature to whoever would like to pursue a similar study. Definition of Terms The following are definitions of terms as used in this research: Age

It refers to the length of time the respondents have lived or existed.

Barangay

It refers to the smallest unit of the country. In this study, it refers to barangays Del Pilar, Magsaysay, Quirino and Rizal of Tagudin, Ilocos Sur

Barangay Officials

It refers to the officials in the Barangay such as Punong Barangay, Kagawad, Treasurer, Secretary, and the Sangguniang Kabataan Chairman.

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Cases It refers to the cases or disputes settled in the barangay through the effort of the barangay official in the Katarungang Pambarangay. Civil Status It refers to the social standing to which the respondents belong whether single, married, widow, or separated. Educational Attainment It refers to the degree of formal education attained by the respondents. Katarungang Pambarangay It refers to a selected set of barangay residents who are appointed by the Barangay Chairman through a screening committee to discharge their duties and responsibilities in solving disputes/cases that can be managed amicably. Position in the Barangay It refers to the present position of the respondents in the barangay whether barangay official or resident. Sex It refers to which gender the respondents belong whether male or female.

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Methodology

Research Design

This study made used of the descriptive- survey method of research.

This enabled the researcher to describe conditions

of relationships that exist, processes that are going on, effects that are being felt, or trends that are developing (Calderon and Gonzales 1993). The focus is on prevailing conditions, correlations, and the reactions of people toward certain issues at present. Thus this method is the best basis for decision-making.

The specific research problems were answered by

the data gathered through a structured questionnaire that was administered to the respondents.

The statistical problem was answered by the Analysis of Variance.

Population and Locale of the Study

There are two (2) groups of respondents in the study First, the officials of the four barangay districts of Tagudin, Ilocos Sur, which includes the punong barangay, seven (7) elected barangay kagawads, sangguniang kabataan chairman, barangay secretary and the barangay treasurer, and second, the selected residents of these barangays with cases filed in the mentioned barangays. Twenty respondents were taken from each barangay. The total sample of this study is

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80.

In the actual selection of respondents the researchers will capitalize on informal social networks to identify specific respondents who are hard to locate or inaccessible.

Data Gathering Tool

The researcher made used of the questionnaire as the main tool in the collection of data. The questions in the questionnaire were made in line with the problems of the study. They were particularly designed to elicit unequivocal replies. Questionnaire The structured questionnaire was administered to the respondents for reply. The questionnaire was divided into three (3) parts. Part I, elicited data on the personal information about the respondents; Part II delved on the cases amicably settled by the katarungang pambarangays; Part III focused on the level of performance of the Katarungang Pambarangay. Data Gathering Procedures

The researchers sought permission from the Punong Barangay of Barangays Del Pilar, Magsaysay, Quirino and Rizal of Tagudin, Ilocos Sur to gather relevant data and to administer the questionnaires to the identified respondents of the study.

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Statistical Tools.

The Likert Five-Point Scale will be used to

quantify and qualify the data, the scale is as follows: Arbitrary Statistical Values Limits Description

5 4.51-5.00 Outstanding 4 3.51-4.50 Very Satisfactory 3 2.51-3.50 Satisfactory 2 1.51-2.50 Needs Improvement 1 1.00-1.50 Poor

The data that were gathered to answer the

inferential problem was quantified and analyzed through variance, arithmetic mean, and ANOVA.

ANOVA. To determine the significance of the

differences and relationships of the variables in the study the researcher will use the Analysis of Variance (ANOVA-F-Test).

Table 1 presents the summary of computation for

ANOVA. The obtained F-value will be compared with the critical value of F from a table to decide on rejecting or accepting a hypothesis (Downie & Health, 1984).

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Table 1. ANOVA Table Summary of Computations

SOURCE OF VARIATION

SS

DF

MSS

F-STAT

Between Groups SSb dfb MSSb MSSb/

Within Groups SSw dfw MSSw MSSw

Total

Where: SS is the sum of squares SSb is the sum of squares between groups SSw is the sum of squares within groups df is the degrees of freedom dfb is the degrees of freedom between groups dfw is the degrees of freedom within groups MSSb is the mean sum of squares between groups MSSw is the mean sum of squares within groups

Presentation, Analysis and Interpretations of Data

This chapter presents the data gathered, which

were tabulated, analyzed and interpreted to answer the specific problems of this study. Profile of Respondents as to Age Figure 2 presents the profile of the respondents by age. Of the 80 respondents, 29 or 36.25% are 20-29 years old old, 22 or 27.50% are 60 years old & above, and at least 12 percent of the respondents are on their late thirty’s. These results imply that there is a balanced distribution of respondents between the young and the

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29

36.25

17

21.25

911.25

3 3.75

22

27.50

0

5

10

15

20

25

30

35

40

No. of Respondents

20-29 30-39 40-47 50-59 60 & Above

Age

Profile of Respondents as to Age

old. Further, it also attests to the fact that both young and old could seek for an office in the barangay. Figure 2. Profile of Respondents as to Age Profile of Respondents as to Sex

Figure 3 shows the profile of respondents by sex. Among the 80 respondents, 46 or 57 % are males and 34 or 43% are females. Data show that majority of the respondents are males.

It has to be noted that residents with cases were

given priority to answer the prepared questionnaire, thus, this finding only reveals that most of the cases amicably settled in the barangays are male dominated.

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Profile of Respondents as to Sex

46, 57%

34, 43%

Male

Female

Figure 3. Profile of Respondents as to Sex Profile of Respondents as to Civil Status Figure 4 shows the profile of the respondents by civil status. Among the 80 respondents, 54 or 67. 50% are married, while one-fourth or 25% are single, 6.25 % are widow/widower and only 1.25% is separated. This data concurs the age of the respondents where more than 70 percent are within the marrying age range of 30-60 years old, thus majority must have settled down or are married.

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Profile of Respondents as to Civil Status

20

54

5

1

25.00

6.25

1.25

67.50

0 20 40 60 80 100 120 140

Single

Married

Widow/Widower

Separated

No. of Respondents

Figure 4. Profile of Respondents as to Civil Status

Profile of Respondents as to Educational Attainment

Figure 5 presents the profile respondents by educational attainment. Data revealed that 43 or 53.75% are college graduate, 20 or 25% are High School Graduate and only 1 or 1.25% is an elementary graduate.

This finding shows that all the respondents are

able to read and write thus, they were able to meet the educational qualification required to become a barangay public servant.

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4353.75

2025.00

11.25

1620.00

0 10 20 30 40 50 60

No. of Respondents

College Graduate

High SchoolGraduate

Elementary Graduate

Others

Profile of Respondents as to Educational Attainment

Figure 5. Profile of Respondents as to Educational Attainment

Profile of Respondents as to Position in the Barangay Figure 6 shows the profile of the respondents according to their position in the barangay.

Of the 80 respondents, 40 or 50% are barangay residents, 24 or 30% are members of the Lupon Pambarangay, and all the barangays have their own Punong Barangay, Barangay secretary, Barangay treasurer, and SK Chairman.

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Profile of Respondents as to Position in the Barang ay4, 5%

24, 30%

4, 5%

4, 5%4, 5%

40, 50%

Punong Barangay

Lupon Pambarangay

Barangay Secretary

Barangay Treasurer

SK Chairman

Barangay Residents

This only shows that the barangays under study have complied with the required composition of barangay officials as stipulated in the Local Government Code of 1991.

Figure 6. Profile of Respondents as to their Position in the Barangay

Cases Amicably Settled in the Katarungang Pambarangays

Figure 7 presents the cases amicably settled in the Katarungang Pambarangays of the four barangay districts of Tagudin, Ilocos Sur. Data revealed that 136 cases were amicably settled in the four barangay districts. It also shows that most cases fall under physical injuries with a frequency

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Cases Amicably Settled in the Katarungang Pambarang ays

9, 7% 12, 9%

9, 7%

21, 15%

30, 22%

55, 40%

Theft

Slander

Acts of Lasciviousness

Non-Payement of Debt

Land Disputes

Physical Injuries

of fifty (55) cases or 40%. This suggests that most physical injury cases were committed by the male counterparts as most of the respondents of this study are males. Land disputes is next in rank with 30 or 22%. Non-payment of debts was also considered a problem as it scored 21 or 15%. Slander is next in rank with 12 or 7% which was followed by theft and acts of lasciviousness with 9 or 7% respectively. The settlement of these minor cases only reveals that the Katarungang Pambarangay of the four barangay districts are performing their functions as mandated by the Local Government Code. This also manifests the sincere effort of the barangay officials in helping the justice system avoid the congestion of cases in courts.

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Performance of the Katarungang Pambarangay of the Four (4) Barangay Districts of Tagudin, Ilocos Sur. Table 1 presents the level of performance of the Katarungang Pambarangay of the Four (4) Barangay Districts of Tagudin, Ilocos Sur. Table 1. Level of Performance of the Katarungang

Pambarangays

Indicators Mean Descriptive Rating

Rank

1. Always entertain complaint from the residents.

4.32 Very Satisfactory

1

2. Properly inform the disputants regarding their rights in the Katarungang Pambarangay.

4.21 Very

Satisfactory

3

3. The members of the Katarungang Pambarangay are not bias.


5

4. The Punong Barangay is wee-versed in the laws governing the Katarungang Pambarangay.


2

5. Residents are aware of the existence of the Katarungang Pambarangay.


4

TOTAL 4.15 Very Satisfactory

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An overall mean rating of 4.15 which is described as very satisfactory implies that the barangay officials are performing their functions well in the administration of justice through the Katarungang Pambarangay.

This finding was affirmed by Gonzales-Decano (1988) and Pagaduan (1991)as cited by Legaspi (1995) when they said that the Katarungang Pambarangay are fast in settling disputes within the barangay as a result of their peaceful and efficient processing of cases.

A closer look on the table, however, reveals that the third indicator which states “The members of the Katarungang Pambarangay are not bias”, obtained the lowest rank with 3.83 mean rating. This only shows that although the officials are performing their functions well, some residents still question their competence and impartiality in the administration of justice as most of them had obtained an average education. This was affirmed Rialubin (1998), when he said that performance is dependent on educational qualification. Test of Difference in the perceptions of Respondents in the Performance of the Katarungang Pambarangay

Table 2 shows the significant differences in the

perceptions of respondents in the performance of the

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Katarungang Pambarangay in the four barangay districts of Tagudin, Ilocos Sur. Table 2. Significant Difference in the perceptions of

Respondents in the Performance of the Katarungang Pambarangay

Source of Variation SS Df MS F-Ratio

Between Groups .40 3 .1333 2.0699

Within Groups 1.06 16 .0644

Total 1.46 Critical value at p.05= 3.24; Not Significant

The computed F-Ratio of 2.0699 is higher than

the tabular value of 3.24 at .05 level of significance, this means that there are no significant differences between and among the perceptions of respondents in the level of performance of the Katarungang Pambarangay. Therefore the null hypothesis is accepted.

This finding confirms the very satisfactory rating given by the respondents to the level of performance of the Katarungang Pambarangay. This attests to the fact that, the barangay officials are harmoniously and effectively discharging their duties and responsibilities.

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Comparison in the Mean Computations in the Perceptions of the Respondents in the Four Barangays Table 3 depicts the perceptions of the respondents when they are grouped according to their barangays. Table 3. Comparison in the Mean Computations in the Perceptions of the Respondents in the Four Barangays

Barangay Mean Descriptive Rating

Rank

1. Del Pilar 4.24 Very Satisfactory 2

2. Magsaysay 4.13 Very Satisfactory 3

3. Quirino 4.31 Very Satisfactory 1

4. Rizal 3.93 Very Satisfactory 4

The computed mean values clearly show the comparison of responses in the four barangays. It could be noted that all the respondents are very satisfied with the performance of their Katarungang Pambarangay. A closer look on the table reveals that Barangay Quirino garnered the highest mean value of 4.31. On the other hand, Barangay Rizal obtained the lowest mean value of 3.93. This strongly supports the result of the preceding table which posted a “not significant” decision in terms of test of difference in their perceptions. This proves that the Katarungang

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Pambarangay is organized, operated, administered and managed properly.

Summary, Conclusions, Recommendations

This chapter presents the summary of the study, the conclusions drawn from the findings, and the recommendations offered as a result of the findings. Summary This study aims to assess the performance of the Katarungang Pambarangay of barangays Del Pilar, Magsaysay, Quirino and Rizal in Tagudin, Ilocos Sur.

Specifically, it sought answers to the following questions:

1. What is the personal profile of the respondents in terms of: a) Age, h) Sex. c) Educational Attainment, d) Civil Status and e) Position in the Barangay

2. What are the common cases/disputes that are

being settled by the Katarungang Pambarangay of Del Pilar, Magsaysay, Quirino and Rizal for the calendar year 2007?

3. What is the level of performance of the

Katarungang Pambarangay as to their duties and responsibilities?

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4. Is there as significant difference in the level of

performance of the Katarungang Pambarangay when grouped according to barangays?

The Analysis of Variance was used to determine

the significant differences in the level of performance of the Katarungang Pambarangay when grouped according to barangays.

This study made used of the Descriptive survey method. The research instrument was a survey questionnaire. It is designed in a manner wherein respondents of the study provided the writers’ answers to the problems that they explored. Findings

The salient findings of the study are the following:

1. Among the 80 respondents, 29 or 36.25% are 20-29 years old old, majority of them are males,

In terms of civil status, most of the respondents are married. Data also shows that 43 or 53.75% are college graduate. 50% of the respondents are barangay residents, while the rest would account for the barangay officials.

2. The most number of cases amicably settled by the Katarungang pambarangay was on Physical Injuries;

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3. The level of performance of the Katarungang Pambarangay was rated by the respondents to be very satisfactory.

4. There was a common perception of the barangay

respondents on the level of performance of their katarungang Pambarangay.

Conclusions Based on the foregoing findings, the following conclusions were drawn:

1. The residents of Tagudin specifically of the four barangay respondents have undergone average education;

2. The Katarungang Pambarangays adopt a smooth

flow of process in the implementation of barangay justice;

3. Physical injuries is the most common case that concerns the barangay residents and officials of the four barangay districts of Tagudin, Ilocos Sur.

Recommendations Pertinent to the findings and conclusions made in this study, the following recommendations are offered:

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1. The Katarungang Pambarangay should maintain the level of performance of their jobs if not elevate it to an outstanding performance;

2. The barangays concerned should mobilize their

Tanods to the fullest to ensure safety and to check for possible causes of personal disputes that would lead to physical injuries;

3. A similar study should be conducted in a wider

scope (e.g. covering at least one-half of the 41 barangays of Tagudin) to validate the findings of this study.

Bibliography

Bautista, Victoria A.1993. Introduction to Public Administration in the Philippines: A Reader, University of the Philippines: Quezon City Calderon Jose F. and Gonzales, Expectacion C.1993. Methods of Research and Thesis Writing, Manila: National Bookstore Legaspi, Perla E., Decentralization, Autonomy and the

Local Government Code: The Challenge of

Implementation..1995. Vol. 1 QC: LGC-

CPA, UP and the Ford Foundation.

Legaspi, Perla E.,1995. The Changing Role of the Local

Government Under a Decentralized State (Some

Cases on Philippine Local

Governance)

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Leveriza, Jose P.1990. Public Administration, The Business of

Government 2nd Edition, National Bookstore,

Philippines

Pagoso, Cristobal M., et al.,1992. Fundamental Statistics for College Students, Manila: Sinag-Tala Publishers.

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Multiple Intelligences and the Level of Performance of Grade V Pupils in the Elementary Laboratory

School: Basis for Modifying Teaching Strategies and Assessment Tools

By: Melody R. Guzman

Background Students nowadays have special needs. It is therefore the responsibility of a teacher to “modify as necessary”. Gone were the days when teachers could easily let pupils sit down or keep them listening as he discusses concepts in the classroom. Pupils seem to be restless all the time and always wanting to have some “action” in a class period. The challenge is for us teachers on how we could face these realities and changes in times. One theory that proposes a major transformation in the way our schools are ran is the theory of multiple intelligences of Dr. Howard Gardner. It suggests that teachers should be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multi media, and much more (Armstrong, 1998-2000). Dr. Gardner advocates eight different intelligences in children and adults. These are: linguistic intelligence (“word smart”), logical-mathematical intelligence (“number /reasoning smart”), spatial intelligence (”picture smart”), bodily-kinesthetic (“body smart”), musical intelligence (“music smart”), interpersonal intelligence (“people smart”), intrapersonal

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intelligence (“self smart”) and naturalist intelligence (“nature smart”). The impact that this theory has made in education could not be ignored. According to Mindy L. Kornhaber, a researcher, there are a number of reasons why teachers and policy makers in North America have responded positively to Howard Gardner’s presentation of multiple intelligences. Among these are that “the theory validates educators everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms” (Smith, 2002). Considering these benefits the theory has given to educators, it is then the duty of the researcher to reflect on his practices and modify it to meet the present needs of his learners. Thus, a study on the different multiple intelligences of his learners and their level of performance was conducted. Statement of the Problem The study aimed to know the dominant multiple intelligences of the grade five pupils and to correlate it with their level of performance. Specifically, it aimed to answer the following questions:

1. What is the profile of the pupils as to

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a. Age b. Sex c. Parents’ Highest Educational Attainment d. Parents’ Monthly Family Income?

2. What is the dominant multiple intelligence of the

pupils? 3. What is the level of performance of the pupils in

the recent grading period?

4. Is their a significant relationship between a. Dominant Multiple Intelligence and Level of

Performance b. Level of Performance and Profile?

Research Instrument The study made use of the descriptive research design. It considers thirty Grade Five pupils of the Elementary Laboratory School for the SY 2006-2007. The Multiple Intelligences Indicator Survey was used to determine the dominant MI (Multiple Intelligence) of each pupil. The MI Survey was lifted from Ednas School and was modified by the researcher. The third grading period general average of the pupils was used to identify the Level of Performance of the pupils since the study was conducted on the latest grading period. ELS had been using the cumulative grading system. As to the pupils profile, age, sex,

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monthly family income and highest educational attainment of parents were extracted. The responses were treated statistically using the following means: frequency counts, percentage and Pearson r Product Moment Correlation of Coefficient Summary of Findings Table 1 – Profile of the Grade Five Pupils

PROFILE FREQUENCY PERCENTAGES Age

10 3 10%

11 24 80%

12 3 10%

Total 30 100%

Sex

Female 14 47%

Male 16 53%

Total 30 100%

Parents’ Highest Educational Attainment

College Undergraduate

3 10%

College Graduate 21 70%

Post Graduate 6 20%

Total 30 100%

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Parents’ Monthly Income

Php10,000 and below

5 17%

Php11,000 – 15,000

6 20%

Php16,000 – 20,000

6 20%

Php21,000 and above

13 43%

Total 30 100%

Table 1 shows 80% of the Pupils aged 11 and most of them were male (53%) compared to female (47%). 70 % of them have parents who are College Graduates, 20% with Post Graduate parents and 10% with College Undergrad parents. 43% of them have parents with a monthly family income of Php21,000 and above, 20% with Php16,000-20,000, 20% with Php11,000-15,000 and 17% with Php10,000 and below.

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Table 2 – Dominant Multiple Intelligences of Pupils

Table 2 shows that fourteen of them find they are most comfortable with their musical intelligence (46%), 6 with their spatial intelligence (20%), 3 with their logical-mathematical intelligence (10%), 2 with their linguistic intelligence (7%), 2 with their bodily-kinesthetic intelligence (7%), 2 with their intrapersonal intelligence (7%) and 1 with his interpersonal intelligence (3%).

Dominant Multiple Intelligence

Frequency

Percentage

Linguistic 2 7%

Logical-Mathematical 3 10%

Spatial 6 20%

Musical 14 46%

Bodily-Kinesthetic 2 7%

Interpersonal 1 3%

Intrapersonal 2 7%

Total 30 100%

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Table 3 – Level of Performance of Pupils (Third Grading Period)

Table 3 shows that in the third grading period, 10% of them are performing very satisfactorily (91-95 rating), 40 % satisfactorily (86-90 rating), 37% less satisfactorily (81-85 rating) and 13 % needs improvement (76-80 rating). Table 4 – Correlation of Level of Performance and Multiple

Intelligences of the Pupils

Computed Value

Critical Value

Description

MI and Level of Performance

-0.000834

0.3494

NS

NS = Not Significant at 0.05 level of significance, two-tail.

Table 4 shows that there is no significant

relationship between the dominant multiple intelligence

3rd Grading Gen. Ave. Frequency Percentage 91-95 3 10% 86-90 12 40% 81-85 11 37% 76-80 4 13% Total 30 100%

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of the pupils and their level of performance because the computed r value of -0.000824 is lower than the r value of 0.3494 at 0.05 level of significance. Table 5 – Correlation of Level of Performance and Profile

Level of Performance (Computed Value)

Critical Value Description

Age 0.272052 0.3494 NS

Sex 0.204389 0.3494 NS

Parents’ Family Income

-0.400172*

0.3494

S

Parents’ Highest Educational Attainment

-0.172673

0.3494

NS

NS = Not Significant at 0.05 level of significance, two-tail. S = Significant at 0.05 level of significance, two-tail.

Table 5 shows that there is no significant relationship between the level of performance of pupils and age, sex and highest educational attainment of parents. It is but interesting to note that the level of performance of the pupils and the monthly family income of parents are correlated at a computed value of –0.400172 higher than the r value of 0.349 at 0.05 level of significance. Conclusion Most of the pupils are aged just right for their grade level. Their dominant MI as a group is musical. Their music teacher and the ELS drum and lyre

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instructor could attest this because most of them are active in musical activities and are members of the ELS drum and lyre. Half of them are performing satisfactorily and a third of them are on the average level. There is no significant relationship between the level of performance and the dominant MI, age, sex and parents’ highest educational attainment and a significant relationship exist between level of performance and parents’ family income. Recommendations

1. The teachers should find ways and means to integrate music or

any strategy or method concerning music to learners. 2. The students should be exposed more to other

activities aside from musical in order to develop other multiple intelligences.

3. A graph of the pupils’ dominant multiple intelligences should be posted in the classroom for teachers’ reference.

4. Since there is a significant relationship between family income and the level of performance of the pupils, the school should involve more the parents in any undertakings of their children because this supports their level of performance.

References Armstrong, Thomas (1998-2000), ‘Multiple Intelligences’,

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http://www.thomasarmstrong.com/ Smith, M. K. (2002) ‘Howard Gardner and multiple intelligences’, the encyclopedia of informal education http://www.infed.org/thinkers/gardner.htm.

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Editorial Staff

FLORDILIZA B. DALUMAY Editort

DR. EUFEMIA D. CALICA DR. ELSIE M. PACHO

DR. ELIGIO B. SACAYANAN Associate Editors

DR. PURIFICACION P. VERCELES PROF. NENITA C. RIVERA

Managing Editors

JAMES R. PARROCHA Lay-out Artist/Encoder

DR. MANUEL T. LIBAO DR. INOCENCIO D. MANGAOANG, JR.

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