Over the last 20 years, not much research has been carried out on improving teaching and learning process of Optics. The new technology in Optics teaching has a lot of advantages, which is impossible to be offered by any book. The study determined the status of textbooks in Physics of Optics in terms of availability, relevance of content, scope of subject-matter, and suitability; the degree of need for workbench in Optics; the validity of the proposed developed workbench in Optics as rated by Physics experts in terms of introduction, learning competencies, presentation of concepts, and exercises. The descriptive-developmental research design was used in the development of the workbench patterned from the ADDIE model. The content of the workbench was based on the competencies present in the K-12 science curriculum guide. The validity of the developed workbench was determined with the use of questionnaires. Results revealed that there is a limited number of textbooks for the subject Physics of Optics and there is an urgent need for a workbench in Optics. The content of the developed workbench is highly valid in terms of introduction, objectives, presentation of concepts and exercises. The developed workbench is strongly acceptable as instructional materials for students of Optics.
{"title":"Workbench in the Teaching of Optics to Junior High School","authors":"Emerson B Cuzzamu","doi":"10.7719/irj.v11i1.588","DOIUrl":"https://doi.org/10.7719/irj.v11i1.588","url":null,"abstract":"Over the last 20 years, not much research has been carried out on improving teaching and learning process of Optics. The new technology in Optics teaching has a lot of advantages, which is impossible to be offered by any book. The study determined the status of textbooks in Physics of Optics in terms of availability, relevance of content, scope of subject-matter, and suitability; the degree of need for workbench in Optics; the validity of the proposed developed workbench in Optics as rated by Physics experts in terms of introduction, learning competencies, presentation of concepts, and exercises. The descriptive-developmental research design was used in the development of the workbench patterned from the ADDIE model. The content of the workbench was based on the competencies present in the K-12 science curriculum guide. The validity of the developed workbench was determined with the use of questionnaires. Results revealed that there is a limited number of textbooks for the subject Physics of Optics and there is an urgent need for a workbench in Optics. The content of the developed workbench is highly valid in terms of introduction, objectives, presentation of concepts and exercises. The developed workbench is strongly acceptable as instructional materials for students of Optics.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127174617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research subject is one of the effective tools to equip secondary students under Science and Technology Oriented High School (STOHS) curriculum with the appropriate research skills that will capacitate students to prepare research reports, investigatory projects and research proposal utilizing information obtained from the library and online resources. This mixed method study aimed to determine the significant difference in the ratings of the 278 respondents on the extent of optimal functioning of the instructional system of the research education program and in identifying the significant relationship between the instructional system and the research skills productivity of teachers and student-researchers in Caraga Region, Philippines. The study revealed that the instructional system was at a moderate level while the research skills productivity was at a nadir level. Also, it was divulged that there was a significant difference in the extent of the optimal functioning of the instructional system in teaching research education. Using FGD, the facilitating factors were good academic qualifications of the teacher-researchers, sufficient school facilities, the standard form of assessment, and the existence of the reward system while the hindering factors were the resource generation, absence of school's research journals and scholarships, and discouraging research environment. This paper suggested that schools should publish researches in journals, improve utilization of researches, look for potential sponsors and should tie up with external evaluators/organizations.
{"title":"Instructional System of Research Education Program and Research Skills Productivity of Students in Science and Technology Oriented High Schools in Caraga Region","authors":"Benjie P. Jacob","doi":"10.7719/IRJ.V11I1.589","DOIUrl":"https://doi.org/10.7719/IRJ.V11I1.589","url":null,"abstract":"The research subject is one of the effective tools to equip secondary students under Science and Technology Oriented High School (STOHS) curriculum with the appropriate research skills that will capacitate students to prepare research reports, investigatory projects and research proposal utilizing information obtained from the library and online resources. This mixed method study aimed to determine the significant difference in the ratings of the 278 respondents on the extent of optimal functioning of the instructional system of the research education program and in identifying the significant relationship between the instructional system and the research skills productivity of teachers and student-researchers in Caraga Region, Philippines. The study revealed that the instructional system was at a moderate level while the research skills productivity was at a nadir level. Also, it was divulged that there was a significant difference in the extent of the optimal functioning of the instructional system in teaching research education. Using FGD, the facilitating factors were good academic qualifications of the teacher-researchers, sufficient school facilities, the standard form of assessment, and the existence of the reward system while the hindering factors were the resource generation, absence of school's research journals and scholarships, and discouraging research environment. This paper suggested that schools should publish researches in journals, improve utilization of researches, look for potential sponsors and should tie up with external evaluators/organizations.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129976354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematics Attitude Scale Instrument was designed to the measure attitude toward learning mathematics. Motivating students to learn has been a major issue for teachers; they find it difficult to make their students enthusiastic and interested to learn mathematics since it was viewed by many students as a difficult subject. In view of this, the determinants in mathematics achievement of the 105 freshmen college students were looked into. Descriptive design was utilized. Questionnaire and grade sheets were used to gather data which were interpreted using frequency counts and percentages, weighted mean, and chi-square. Findings showed that the level of determinants in terms of confidence in learning mathematics, motivation and teaching strategies in mathematics was high; the level of mathematics achievement was good; there was a significant relationship between the respondents' mathematics achievement and the confidence and motivation in learning mathematics; while there was no significant relationship existed between the respondents' mathematical achievements and strategies in teaching mathematics. This study concludes that the learners must be motivated either intrinsically or extrinsically. High-achieving students feel more positive about their problem-solving abilities.
{"title":"Determining factor in Mathematics Achievements of the Freshmen College Students in an Asian Country","authors":"Juliet C. Lagrimas","doi":"10.7719/irj.v11i1.597","DOIUrl":"https://doi.org/10.7719/irj.v11i1.597","url":null,"abstract":"Mathematics Attitude Scale Instrument was designed to the measure attitude toward learning mathematics. Motivating students to learn has been a major issue for teachers; they find it difficult to make their students enthusiastic and interested to learn mathematics since it was viewed by many students as a difficult subject. In view of this, the determinants in mathematics achievement of the 105 freshmen college students were looked into. Descriptive design was utilized. Questionnaire and grade sheets were used to gather data which were interpreted using frequency counts and percentages, weighted mean, and chi-square. Findings showed that the level of determinants in terms of confidence in learning mathematics, motivation and teaching strategies in mathematics was high; the level of mathematics achievement was good; there was a significant relationship between the respondents' mathematics achievement and the confidence and motivation in learning mathematics; while there was no significant relationship existed between the respondents' mathematical achievements and strategies in teaching mathematics. This study concludes that the learners must be motivated either intrinsically or extrinsically. High-achieving students feel more positive about their problem-solving abilities.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121271265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Strategic Performance Management System (SPMS) aims to facilitate improvement on how management determines the performance of employees. The system is designed to develop a centralized tool to create, supervise, and monitor the performance of employees and heads of offices who are both teaching and non-teaching staff through the completion of their Office Performance Commitment Review (OPCRs) and Individual Performance Commitment and Review (IPCRs). The system used the Rapid Application Development (RAD) methodology of developing the project. It is a development lifecycle designed to give faster development and higher-quality results than those achieved with the traditional lifecycle. The prototype development process consists of a series of design and builds steps in which the users have the opportunity to fine-tune the requirements and review the resulting software implementation. In addition to the tested software, construction stage deliverables include documentation and instructions necessary to operate the new application, routines, and procedures needed to put the system into operation. The web-based SPMS is user-friendly which means the suggested forms for organizational and individual commitments and performance are similar and easy to complete. The office, division, and individual major final outputs and success indicators are aligned to cascade organizational goals to individual employees and harmonize organizational and staff performance ratings.
{"title":"Web-Based Strategic Performance Management System for State Universities and Colleges (SUCS)","authors":"Edralin R. Raro","doi":"10.7719/irj.v11i1.593","DOIUrl":"https://doi.org/10.7719/irj.v11i1.593","url":null,"abstract":"Strategic Performance Management System (SPMS) aims to facilitate improvement on how management determines the performance of employees. The system is designed to develop a centralized tool to create, supervise, and monitor the performance of employees and heads of offices who are both teaching and non-teaching staff through the completion of their Office Performance Commitment Review (OPCRs) and Individual Performance Commitment and Review (IPCRs). The system used the Rapid Application Development (RAD) methodology of developing the project. It is a development lifecycle designed to give faster development and higher-quality results than those achieved with the traditional lifecycle. The prototype development process consists of a series of design and builds steps in which the users have the opportunity to fine-tune the requirements and review the resulting software implementation. In addition to the tested software, construction stage deliverables include documentation and instructions necessary to operate the new application, routines, and procedures needed to put the system into operation. The web-based SPMS is user-friendly which means the suggested forms for organizational and individual commitments and performance are similar and easy to complete. The office, division, and individual major final outputs and success indicators are aligned to cascade organizational goals to individual employees and harmonize organizational and staff performance ratings.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"248 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114270316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers have been challenged to become professionally productive through research outputs. DepEd Memorandum no.114 s. 2014 mandated the teachers to conduct action research or assessment within their realm. A yearly congress for School-Based Action Research (SBAR) was done. However, the lack of research output remains a problem in every school district. This study aimed to determine the level of research competency among the elementary school teachers in Makilala West and Makilala Central Districts, Cotabato Division. Anchored on Corey's Theory on Curriculum Development and Research and Lewin's Theory on Research, this study employed a mixed method design. On the quantitative strand, 114 elementary classroom teachers were the respondents while 16 schools participated in the qualitative strand of the study. Following the merging of the data, the quantitative and qualitative data showed divergence. Results revealed that the respondents were moderately competent in research. Digging on the problems encountered by the teachers for not conducting any research activity, the findings exposed that the poor background of teachers in research, the problem on schedule, overlapping of activities, and too much administrative work were the reasons behind their failure to submit their research output. To aid teachers in the preparation of scholarly research, an intervention plan was made.
{"title":"Research Competency among Elementary School Teachers: An evaluative assessment for School-Based Action Research (SBAR)","authors":"Beatriz D. Gosadan, John Clyde A. Cagaanan","doi":"10.7719/irj.v11i1.590","DOIUrl":"https://doi.org/10.7719/irj.v11i1.590","url":null,"abstract":"Teachers have been challenged to become professionally productive through research outputs. DepEd Memorandum no.114 s. 2014 mandated the teachers to conduct action research or assessment within their realm. A yearly congress for School-Based Action Research (SBAR) was done. However, the lack of research output remains a problem in every school district. This study aimed to determine the level of research competency among the elementary school teachers in Makilala West and Makilala Central Districts, Cotabato Division. Anchored on Corey's Theory on Curriculum Development and Research and Lewin's Theory on Research, this study employed a mixed method design. On the quantitative strand, 114 elementary classroom teachers were the respondents while 16 schools participated in the qualitative strand of the study. Following the merging of the data, the quantitative and qualitative data showed divergence. Results revealed that the respondents were moderately competent in research. Digging on the problems encountered by the teachers for not conducting any research activity, the findings exposed that the poor background of teachers in research, the problem on schedule, overlapping of activities, and too much administrative work were the reasons behind their failure to submit their research output. To aid teachers in the preparation of scholarly research, an intervention plan was made.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117225479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jacqui Lou B. Valenzuela, Marilyn M. Blancaflor, Cynde Rose S. Solatorio, Edwin T. Anata, Juliet F. Salubre
Despite global awareness on the effects of improper chemical waste disposal, the actual practice of proper waste handling is still neglected. Serving as the best venue for information dissemination, schools can reinforce waste management programs through its curriculum. Identification of curriculum areas that can complement waste management strategies by evaluating the level of awareness and participation of its teaching employees, non-teaching staff, and students is the main objective of this study. Validated self-constructed survey-questionnaires were administered to 149 respondents representing the total population of the laboratory teachers, students, non-teaching employees, and researchers of the Western Institute of Technology, Philippines whose primary job deals with chemicals. The data gathered and analyzed using student t-test showed that there is no significant difference in the level of awareness among teaching and non-teaching employees in terms of the school's chemical waste management program. A significant number of senior high school students showed lack of awareness on Philippine environmental laws and the chemical waste management in school. Employees whose primary job is not associated with teaching and research do not realize their role in chemical waste minimization. More senior high school students show environmental concern over college students, but it is the latter group that apply the concepts of chemical waste management into actual practice.
{"title":"Greening the Curriculum: A Strategic Waste Management for Chemical Wastes in School Laboratories","authors":"Jacqui Lou B. Valenzuela, Marilyn M. Blancaflor, Cynde Rose S. Solatorio, Edwin T. Anata, Juliet F. Salubre","doi":"10.7719/irj.v11i1.596","DOIUrl":"https://doi.org/10.7719/irj.v11i1.596","url":null,"abstract":"Despite global awareness on the effects of improper chemical waste disposal, the actual practice of proper waste handling is still neglected. Serving as the best venue for information dissemination, schools can reinforce waste management programs through its curriculum. Identification of curriculum areas that can complement waste management strategies by evaluating the level of awareness and participation of its teaching employees, non-teaching staff, and students is the main objective of this study. Validated self-constructed survey-questionnaires were administered to 149 respondents representing the total population of the laboratory teachers, students, non-teaching employees, and researchers of the Western Institute of Technology, Philippines whose primary job deals with chemicals. The data gathered and analyzed using student t-test showed that there is no significant difference in the level of awareness among teaching and non-teaching employees in terms of the school's chemical waste management program. A significant number of senior high school students showed lack of awareness on Philippine environmental laws and the chemical waste management in school. Employees whose primary job is not associated with teaching and research do not realize their role in chemical waste minimization. More senior high school students show environmental concern over college students, but it is the latter group that apply the concepts of chemical waste management into actual practice.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133396361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study examined the use of Sequential Teaching as a viable solution to the gap between science content delivery in junior high schools and science teacher education. More specifically, it was conducted to examine the perceived advantages, disadvantages, and influence of sequential teaching to Grade 10 students' performance in science using four groups from varied curricular programs and two groups of teachers. A three-question survey was given to 372 students, 18 science teachers, and 17 teacher advisers using the descriptive-survey research design. The highest percentage among respondents identified "varied teaching methods" and "teaching expertise" as advantages of sequential teaching while "follow-up" and "adjustment to teaching methods" as disadvantages. The computed percentage of responses suggests a differing influence level of sequential teaching from respondent groups. Teacher groups identified sequential teaching as a small disadvantage while a large number of student respondents identified sequential teaching as a large advantage to science performance. Perceived influence of sequential teaching to students' performance in science differ by respondent groups using Kruskal-Wallis test of difference at 5% level of significance, X2 (5, N=406)=34.649, p<0.001. Sequential teaching seems to be influential in the delivery of science content and is recommended for further evaluation in other grade levels.
{"title":"Sequential Teaching as a Strategy in Grade 10 Science Content Delivery: Advantages, Disadvantages, and Influences","authors":"Beth Catherine M. Dongon","doi":"10.7719/irj.v11i1.595","DOIUrl":"https://doi.org/10.7719/irj.v11i1.595","url":null,"abstract":"The study examined the use of Sequential Teaching as a viable solution to the gap between science content delivery in junior high schools and science teacher education. More specifically, it was conducted to examine the perceived advantages, disadvantages, and influence of sequential teaching to Grade 10 students' performance in science using four groups from varied curricular programs and two groups of teachers. A three-question survey was given to 372 students, 18 science teachers, and 17 teacher advisers using the descriptive-survey research design. The highest percentage among respondents identified \"varied teaching methods\" and \"teaching expertise\" as advantages of sequential teaching while \"follow-up\" and \"adjustment to teaching methods\" as disadvantages. The computed percentage of responses suggests a differing influence level of sequential teaching from respondent groups. Teacher groups identified sequential teaching as a small disadvantage while a large number of student respondents identified sequential teaching as a large advantage to science performance. Perceived influence of sequential teaching to students' performance in science differ by respondent groups using Kruskal-Wallis test of difference at 5% level of significance, X2 (5, N=406)=34.649, p<0.001. Sequential teaching seems to be influential in the delivery of science content and is recommended for further evaluation in other grade levels.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128392555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to establish any significant relationship between the respondents' use of computer-mediated communication (CMC) in English learning and their proficiency levels in productive skills. This study employed the descriptive-correlational research design involving one hundred ninety eight (198) respondents randomly selected from the population of 917 second year Education and Information Technology students from the four selected higher education institutions in Zamboanga City, Philippines. Researcher-made Survey-Questionnaire in Computer-mediated Communication (CMC) Use in English Learning, the Writing Skill and the Speaking Skill tests were used. Results showed that: 1) respondents were average users of CMC in English learning; 2) they obtained average proficiency level in their productive skills; 3) there was a significant relationship between the respondents' CMC use in English learning and proficiency level in productive skills; 4) there was a significant difference in the respondents' CMC use in English learning when data were grouped according to gender and type of school while no significant difference in course; and 5) there was a significant difference in the respondents' proficiency levels when data were grouped according to course and type of school while no significant difference in gender. It can be deduced that the type school is a contributing factor for the respondents' CMC use in English learning and proficiency levels. The school can advocate the use of CMC in the class to create impact and produce meaningful teaching-learning environment to students.
{"title":"Computer-Mediated Communication in Language Learning Vis-A-Vis Proficiency in the English Productive Skills among Students of Selected Higher Education Institutions","authors":"Judith M. Maghanoy","doi":"10.7719/IRJ.V10I1.534","DOIUrl":"https://doi.org/10.7719/IRJ.V10I1.534","url":null,"abstract":"This study aimed to establish any significant relationship between the respondents' use of computer-mediated communication (CMC) in English learning and their proficiency levels in productive skills. This study employed the descriptive-correlational research design involving one hundred ninety eight (198) respondents randomly selected from the population of 917 second year Education and Information Technology students from the four selected higher education institutions in Zamboanga City, Philippines. Researcher-made Survey-Questionnaire in Computer-mediated Communication (CMC) Use in English Learning, the Writing Skill and the Speaking Skill tests were used. Results showed that: 1) respondents were average users of CMC in English learning; 2) they obtained average proficiency level in their productive skills; 3) there was a significant relationship between the respondents' CMC use in English learning and proficiency level in productive skills; 4) there was a significant difference in the respondents' CMC use in English learning when data were grouped according to gender and type of school while no significant difference in course; and 5) there was a significant difference in the respondents' proficiency levels when data were grouped according to course and type of school while no significant difference in gender. It can be deduced that the type school is a contributing factor for the respondents' CMC use in English learning and proficiency levels. The school can advocate the use of CMC in the class to create impact and produce meaningful teaching-learning environment to students.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130958221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One significant component to assure the quality of teaching workforce in most states is the Licensure Examination. The performance of education graduates in the licensure examination for teachers may also serve as an evaluation of the quality of education which the College of Education offers to its students. The study aimed to determine the performance of Music, Arts, Physical Education, and Health (MAPEH) graduates in the Licensure Examination for Teachers (LET) and if there is an existing relationship between the LET performance and the different contributory factors, namely; subjects (general education, professional education, and field of specialization), facilities, administrative management and program/activities. Eighty-four (84) BSE MAPEH major graduates served as respondents. The descriptive correlational method specifically questionnaires served as the primary tool for data gathering, and it was supplemented by interviews, with the mean and Pearson Product Moment (PPM). The findings revealed that most of the respondents failed in Professional Education and passed in the Field of Specialization and General Education subjects. It was found out that gender is significantly related to LET performance of the respondents and that there was no significant relationship existed between the respondents' LET performance and the different contributory factors, namely, Subjects, Facilities, Administrative Management and Program/Activities.
{"title":"University Services and the Performances of Music, Arts, Physical Education and Health (MAPEH) Graduates in the Licensure Examination for","authors":"Kenneth Samonte, Pastora De Guzman","doi":"10.7719/IRJ.V10I1.528","DOIUrl":"https://doi.org/10.7719/IRJ.V10I1.528","url":null,"abstract":"One significant component to assure the quality of teaching workforce in most states is the Licensure Examination. The performance of education graduates in the licensure examination for teachers may also serve as an evaluation of the quality of education which the College of Education offers to its students. The study aimed to determine the performance of Music, Arts, Physical Education, and Health (MAPEH) graduates in the Licensure Examination for Teachers (LET) and if there is an existing relationship between the LET performance and the different contributory factors, namely; subjects (general education, professional education, and field of specialization), facilities, administrative management and program/activities. Eighty-four (84) BSE MAPEH major graduates served as respondents. The descriptive correlational method specifically questionnaires served as the primary tool for data gathering, and it was supplemented by interviews, with the mean and Pearson Product Moment (PPM). The findings revealed that most of the respondents failed in Professional Education and passed in the Field of Specialization and General Education subjects. It was found out that gender is significantly related to LET performance of the respondents and that there was no significant relationship existed between the respondents' LET performance and the different contributory factors, namely, Subjects, Facilities, Administrative Management and Program/Activities.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121745652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The K-12 curriculum is the main focus of the educational system of the Philippines today. Technical-Vocational Education Institutions are mandated to offer the Technical-Vocational Livelihood Track of the K-12 curriculum. The study determined the level of awareness, preparedness and readiness of the Technical-Vocational Education Institutions (TVEI) in the implementation of the K-12 curriculum in Zamboanga Peninsula. The sample consisted of three hundred eight (308) faculty and staff of the selected TVEI in Zamboanga Peninsula for the School year 2014-2015. Both quantitative and qualitative research design using descriptive survey method and total enumeration sampling in the selection of the respondents was employed. A Likert-Type questionnaire was used in the gathering of data. The findings showed that there was a significant relationship in the level of awareness, preparedness and readiness of the TVEI in the implementation of K-12 curriculum in terms of curriculum, faculty, equipment, facility, funding and infrastructure. However, there are still possible problems that the TVEI had identified in the implementation of the grades 11 and 12 as perceived by the respondents. These are lack of facilities and equipment, insufficient teachers' manual, poverty among students and lack of books. The study recommends that TVEI in Zamboanga Peninsula, partners with CHED, DepEd, TESDA and other agencies to offer or implement the K-12 curriculum in their institution starting school year 2016. TESDA motivates the different TechVoc institutions in terms of fundings and whichever support in assessing the curricular offerings offered by the institution.
{"title":"Level of Awareness, Preparedness and Readiness of the Technical - Vocational Education Institutions in the Implementation of the K to 12 Curriculum in Zamboanga Peninsula","authors":"Jocelyn I. Kong","doi":"10.7719/IRJ.V10I1.535","DOIUrl":"https://doi.org/10.7719/IRJ.V10I1.535","url":null,"abstract":"The K-12 curriculum is the main focus of the educational system of the Philippines today. Technical-Vocational Education Institutions are mandated to offer the Technical-Vocational Livelihood Track of the K-12 curriculum. The study determined the level of awareness, preparedness and readiness of the Technical-Vocational Education Institutions (TVEI) in the implementation of the K-12 curriculum in Zamboanga Peninsula. The sample consisted of three hundred eight (308) faculty and staff of the selected TVEI in Zamboanga Peninsula for the School year 2014-2015. Both quantitative and qualitative research design using descriptive survey method and total enumeration sampling in the selection of the respondents was employed. A Likert-Type questionnaire was used in the gathering of data. The findings showed that there was a significant relationship in the level of awareness, preparedness and readiness of the TVEI in the implementation of K-12 curriculum in terms of curriculum, faculty, equipment, facility, funding and infrastructure. However, there are still possible problems that the TVEI had identified in the implementation of the grades 11 and 12 as perceived by the respondents. These are lack of facilities and equipment, insufficient teachers' manual, poverty among students and lack of books. The study recommends that TVEI in Zamboanga Peninsula, partners with CHED, DepEd, TESDA and other agencies to offer or implement the K-12 curriculum in their institution starting school year 2016. TESDA motivates the different TechVoc institutions in terms of fundings and whichever support in assessing the curricular offerings offered by the institution.","PeriodicalId":148730,"journal":{"name":"JPAIR Institutional Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130160183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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