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Utilization and Satisfaction on the Public Library in Tayabas City Among Persons with Disability (PWDs)
Edna E. Eclavea
University of Perpetual Help System Laguna
ABSTRACT
Background. Library is an access to knowledge that provides a basic condition for learning, independent decision-making and development of an individual. It is a center of information readily available to its users. The services of the library are provided on the basis of equality of access for all, regardless of age, gender, religion, sex, nationality and language.
Objectives. The study aimed to understand the utilization and satisfaction on the public library in Tayabas City among persons with disability (PWDs) namely: physical disability, vision impairment, hearing impairment, learning disability and speech impairment
Method. The researcher made use of the descriptive method to determine the profile such as age, gender, economic status and nature of disability, frequency of utilization of the library and respondents’ level of satisfaction on the used of the library at purposive basis with sixty (60) respondents.
Results. The findings that majority of the respondents belonged to the age bracket of 11-20 years of age, were male, and students with learning disabilities. The frequency of utilization of the library by the respondents was occasional. The respondents were moderately satisfied on the library services particularly in maintaining the local history and cultural materials. The respondents’ frequency of utilization of the library is the same regardless of this age, gender and economic status while not the same regardless of their nature of disability. The results showed that economic status is significantly different between the respondents’ frequency of utilization and their level of satisfaction in terms of library facilities and library staff.
Keywords: Utilization, Satisfaction, Public Library, Tayabas City, Person with Disability (PWDs)
Published: A-LIEP 2018
Classroom-Based Assessment Practices of City Schools Division of Tayabas K-12 Teachers
Imelda C. Raymundo
City Schools Division of the City of Tayabas
ABSTRACT
Purpose. The purpose of this study was to examine assessment practices, skills, and beliefs of K-12 teachers in City Schools Division of Tayabas city. The study attempted to determine teachers’ views about assessment, areas of classroom assessment practices that are utilized or under-utilized, and whether teachers’ perceived skills match the frequency with which they use assessment practices.
Design/Methodology/Approach. The study made comparisons based on teacher characteristics. Exploratory factor analysis generated four factors from “Thoughts about Assessment” and six factors for skill and use of classroom assessment practices.
Findings. Teachers held positive beliefs about both mastery and performance orientations to student assessment. Teachers were unsure about the adequacy of their assessment training, but indicated that they needed further training in assessment. The results also showed that teachers needed more skill training in assessment applications, statistical applications, and criterion referenced testing. The more experienced teachers were, the more they agreed with mastery and performance orientations, and the more they had perceived skill and use of desirable classroom assessment practices. Factors were related to teacher characteristics of educational level, subject taught, teaching level, years of teaching experience and assessment training.
Research Limitations/Implications. Though this study revealed some important findings that can inform both policy and practice, such findings were limited to only one type of research method. Focusing only on survey of perceptions without observing the actual assessment practices, analyzing relevant documents and having dialogues with teachers was a major limitation in this study. The implications for these findings are important for school administrators, and are also essential for policy makers.
Originality/Value. Information obtained in this study can also be used for decision-making such as evaluating the effectiveness of classroom assessment practices that teachers adopt as they evaluate student learning.
Keywords. Classroom-Based Assessment, Classroom-Based Assessment Skills, Classroom-Based Assessment Practices
Published: THE TAYABAS TRAJECTORY 2018
Improving Analyzing Skills of Senior High School Students in Mathematics Using Problem Solving Strategies
Joel N. Dela Cruz
Tayabas City Division Stand Alone Senior High School
Virgilio R. Jao Jr
Tayabas City Division Stand Alone Senior High School
ABSTRACT
Purpose. This study initiated to develop the knowledge and analytical skills of students in solving mathematical problems and to determine if problem-solving strategies helped at risk students’ increase mathematical understanding, and whether they helped students increase mathematical abilities.
Design/Methodology/Approach. The research made use of an action research paradigm in addressing the identified problem. Both quantitative and qualitative approaches were employed to gather data relevant to the problem. The researchers used purposive sampling in selecting their respondents because they believe that based on prior information, these samples will provide the data needed. The intervention program was personally conducted by the researchers. Permission was sought from the school principal who gladly accommodated the researchers. Curriculum guide and field notes were used as sources of data.
Findings. This study found out that non-traditional teaching strategies such as problem solving can contribute significantly in developing and improving thinking skills. These can provide students a context for learning mathematical knowledge and enhance transfer of skills to new and unfamiliar situations. This can help teachers view many aspects of their teaching in a new perspective. The research can encourage teachers to find and try other teaching strategies to help their students become critical thinkers.
Research Limitations/Implications. The intervention program focused on how to improve the analyzing skills of students in Tayabas City Stand Alone Senior High School in Tayabas City Division, Province of Quezon. Purposive Sampling Technique is used in the choice of samples and locale of the study. The school where the researchers are teaching the subject concerned used problem solving strategies to improve the student’s analyzing skills.
The study concentrated on the logarithmic functions specifically expanding logarithmic expressions using the properties of logarithms, expanding logarithmic expressions into single logarithms, condensing expression to single logarithms, change-of-base-formula, and solving logarithmic equations. This activity is conducted to Grade 11 – Students of Tayabas City Division Stand Alone Senior High School (ABM1 and ABM2) conducted on October 17, 2016 from 1:00 pm to 4:00 pm.
Originality/Value. The study is an avenue for the subject teacher in finding ways in developing the student’s analytical skills through various problem-solving activities enabling the latter to be critical thinkers
Keywords. Analyzing Skills, Problem Solving Strategy
Published: THE TAYABAS TRAJECTORY 2018
Level of Competence of Secondary Schools
Teachers of the Division of Tayabas City in Writing an Action Research
Gener Cusi Delos Reyes
Luis Palad National High School
Maria Corazon A. Borbon
Luis Palad National High School
ABSTRACT
Purpose. The research study aims to assess the level of competence of secondary schools teachers in writing action researches.
Methodology. Researchers used the random sampling technique. Data were collected using a self made questionnaire. Secondary school teachers from Luis Palad, Rosario Quesada and West Palale National High School served as respondents. Data were processed utilizing the mean, weighted mean, Pearson chi-square and the Likert scale
Findings. (A) Majority of the respondents is in the 51-60 age bracket, female, with masteral units and have been in the service for 16-20 years. Almost everyone (98%) have attended the In Service Training (INSET) given by the institution and have attended the Division Workshop on Action Research Writing. (B) The average weighted mean of 1.76 and interpreted as “Fundamental Awareness” was shown as the level of competence of the respondents in writing the different parts of the action research. They are classified as “NOVICE” in the level of writing/preparing the communication letter(s) as well as formulating the statement of the problem, but only with fundamental awareness in all other indicators. (C) Using the Pearson chi-square it can be stated that there is no significant relationship existing between the demographic profile of the respondents and their level of competence in writing action researches.
Research Limitations/Implications. Only 100 answered the questionnaires for one reason or another
Originality/Value. Results of the study will serve as an eye-opener to administrators for the effective planning, towards a culture of research. In addition, the study will enhance the teacher training programs that will be developed by the school heads.
Keywords. Action research, teacher competence, training, performance, writing research
Published: THE TAYABAS TRAJECTORY 2018
Increasing the Self-Efficacy of Grade 10 Science Teachers in Teaching Earth and Space Through Modeling-Based Lesson Study
Michael Leonard D. Lubiano
michaelleonard.lubiano@deped.gov.ph
Luis Palad National High School
Elizabeth M. Aquino
Luis Palad National High School
Laarni Q. Lachica
Luis Palad National High School
ABSTRACT
Purpose. To increase the self-efficacy of Grade 10 Science teachers in teaching Earth and Space through modeling-based lesson study
Design/Methodology/Approach. This study used two-group pretest-posttest quasi-experimental design. Four teachers, together with their classes were involved. Teachers were randomly assigned to either of the two groups: Modeling-Based Lesson Study (MBLS) Group and the Conventional Instructional Planning (CIP) Group. Relevant data were gathered through adapted and modified self-efficacy questionnaires for teachers and students. Responses were treated statistically using weighted arithmetic mean and t-test for independent samples
Findings.(1) The teachers were not all experts in Earth and Space but were able to improve themselves after the conduct of the study; (2) Teachers showed only an acceptable rating in terms of their instructional competence and pedagogical content knowledge in teaching Earth and Space; (3) There are significant differences between the self-efficacy beliefs of the MBLS and the CIP groups after the conduct of their research lessons as perceived by teacher-observers and student-observers; (4) Research lessons undergone modifications after the conduct of the study so as to properly localized and contextualized the concepts for a more inquiry-based learning of students based on observation reports.
Research Limitations/Implications. Modeling-based lesson study may serve as continuing professional development for teachers focusing on cyclical research lessons for greater student outcome.
Originality/Value. As an adaptation from the original Japanese lesson study, modeling-based lesson study led to the creation of localized and contextualized research lessons as the output of an increased self-efficacy belief of teacher-participants.
Keywords. Modeling-based Lesson Study, Grade 10 Earth and Space, Localized and Contextualized Lesson Exemplars
Published: THE TAYABAS TRAJECTORY 2018
Competency-Based Workstations Approach Towards the Academic Performance of Grade 10 Students in Technology and Livelihood Education
Geraldine M. Constantino
geraldine.constantino@deped.gov.ph
Luis Palad National High School
Josefina P. Oblea
Luis Palad National High School
Maria Cecilia P. Pagana
Luis Palad National High School
ABSTRACT
Purpose. To assess the effectiveness of the competency-based workstations approach in improving the academic performances of Grade 10 students in TLE-Cookery.
Design/Methodology/Approach. The study was experimental which follows the pretest posttest comparison group design. Purposive sampling technique was utilized and forty-four (44) students served as respondents divided into two groups, the control and the experimental group. Mean performances during pretest and posttest of the two groups were determined. Data were statistically analyzed and interpreted using t- test.
Findings.The use of competency-based workstations approach in teaching Cookery 10 was more effective than the conventional way of teaching, based from the mean difference of 5.28 in the post-test results.
Research Limitations/Implications. Implementation period was two months beginning on the first week of fourth quarter period of the school year 2015-2016. The study focused on Home Economics-Cookery for Grade 10, Lesson 1-Prepare and Cook Meat.
Originality/Value. The study provides advocacy for adopting competency-based workstations in teaching Cookery Specialization course for Grade 10, as well as for further research on its application to other TLE areas and subjects in different context.
Keywords. Competency-Based, Workstations Approach, Academic Performance
Published: THE TAYABAS TRAJECTORY 2018
Use of Strategic Intervention Materials (SIMs) in Increasing the Mathematics 4 Academic Performance of Selected Pupils in Tayabas West Central School I
Charlyn C. Amparo
Tayabas West Central School I
ABSTRACT
Purpose. This study addressed the least mastered competencies in Mathematics 4 among selected Grade 4 pupils of Tayabas West Central School I (TWCS I) using developed Strategic Intervention Materials (SIMs).
Design/Methodology/Approach. The researcher used both descriptive and experimental methods. A sample of eighty four (84) Grade 4 pupils of TWCS were selected purposively. The statistical tools used were weighted arithmetic mean (WAM) and the t-test for independent samples. The least mastered competencies in Grade 4 were categorized as: eight (8) low mastery, two (2) very low mastery, and two (2) absolutely no mastery.
Findings. The researcher found that: (1) There were twelve (12) least mastered competencies in the first to third quarterly test.; (2) The SIMs were designed by the researcher for the low performing pupils.; (3) The SIM was highly acceptable among expert teachers in Mathematics.; (4) Pre-test results were very low and post-test results showed marked improvement.; and (5) Significant differences were noted between pretest and posttest results of the Grade 4 pupils in SIM 1-12.
Research Limitations/Implications. The SIMs are used to mediate teaching and learning. Specifically, this helps pupils learn the difficult lessons. This teaching intervention tools in Mathematics concepts and skills can be used to apply learned skills and concepts into real situations.
Originality/Value. This study provides meaningful and attractive activities to improve pupils’ interest and performance in Mathematics.
Keywords. Least Mastered Competencies, Strategic Intervention Materials.
Published: THE TAYABAS TRAJECTORY 2018
Use of Information and Communication Technology Support Materials in Teaching Science in Tayabas West Central School III
Babylyn T. Olandes
Tayabas West Central School III
ABSTRACT
Purpose. The study is focused on the effectiveness of the Use of Information and Communication Technology Support Materials in Teaching Science Six in Tayabas West Central School III, SY 2016-2017.
Design/Methodology/Approach. The study used the experimental design. This study covered the two sections of grade 6 pupils in Tayabas West Central School III; one used traditional technique while the other one used the ICT support materials in the delivery of instruction.
Findings. There is no significant difference between the control group’s pre-test and post-test scores based on the computed t coefficient of 0.987 which is lesser than the tabular value of 1.9850 using 96 degrees of freedom but significant difference exists for the experimental group as signified by the t- computed value of 2.0006 is greater than the tabular value of 1.9840 using 98 degrees of freedom.
Use of ICT support materials is effective in teaching science considering the higher scores of the experimental group compared to the control group.
Research Limitations/Implications. The study is focused on a continuous improvement of the delivery of instruction in the teaching and learning process with the use of ICT support materials in teaching Science 6.
Originality/Value. The study is an opportunity for the professional growth of teachers in enhancing their skills in using ICT support materials to motivate pupils to participate in class discussion in Science.
Keywords. Information and Communication Technology, Support Materials, Teaching and Learning process, Delivery of Instruction
Published: THE TAYABAS TRAJECTORY 2018
Math Intervention on Basic Skills: The Perceived Effects to Learners’ Numeracy Level
Josephine P. De Castro
Luis Palad National High School
ABSTRACT
The descriptive-experimental study is focused on Math intervention on basic skills- addition, subtraction, multiplication, division and real life problem solving and its effects to learners’ numeracy level. It also aims to analyse the significant difference of students’ numeracy level based on their performance after exposure to intervention.
Using forty (40) Grade 7 learners classified as non-numerates and emergent, the intervention was given for eight weeks. Pre-test, worksheets and post- test were the materials utilized to assess their performances. The study group work at their own pace mastering the basic skills with the assistance of trained peer tutors. Statistical tools used in this study were the weighted arithmetic mean, percentage and t-test for dependent samples.
Based from the gathered data, it was found that: 95% of the LPNHS students are numerates to high numerates, 5% are emergent and 0% are non-numerates at the end of the school year. There is an increase in Math numeracy level of learners after exposure to intervention; the performances of students who underwent interventions on basic Math skills improved as revealed from the pre-test, post-test and numeracy test ; and there is a significant difference that exists between the intervention on basic math skills and numeracy level of students at 0.05 level of significance.
Based from the findings, it can be concluded that the numeracy level of emergent and non-numerates students could be improved if learning gaps and difficulties on the foundation of mathematics were addressed through an intervention program. The ability to perform the four basic math skills have great effects on the numeracy level of students. The four fundamental operations are the basic skills that each learners should know before understanding higher Mathematics. Implementation of Math intervention can assist at-risk learners in gaining necessary skills to meet and pass all standardized tests and improve math achievements.
Published: THE TAYABAS TRAJECTORY 2018
Effectiveness of Using Localized & Contextualized Activity in Enhancing Students' Learning of Non-Mendelian Inheritance (Multiple Alleles)
Michael M. Safred
Luis Palad National High School
ABSTRACT
Purpose. The study focused on determining the effectiveness of applying and using localization and contextualization in an activity to enhance students’ mastery learning of Non-Mendelian Inheritance (multiple alleles) through blood typing.
Design/Methodology/Approach. The quasi-experimental design was employed in identifying the blood types of the students. Pre-test and post-test was utilized also.
Findings. Through localization and contextualization, the mastery level of the students’ conceptual understanding increased. The scores in the pre-test and post-test increased at the t-value of -18.803 and the p value is 0.000 at 0.05 level of significance.
Research Limitations/Implications. The study focused only on the localization and contextualization of an activity to improve the mastery of students’ understanding in the Non-Mendelian Inheritance (multiple alleles).
Originality/Value. The study is a good source of data, for the curriculum makers may include the blood typing as part of the Grade Nine Science to teach the topic on multiple alleles through localized examples and in the context of real life situations
Keywords. Localized and contextualized activity, students’ learning, Non-Mendelian Inheritance (Multiple Alleles), blood typing.
Published: THE TAYABAS TRAJECTORY 2018
Enhancement of Reading Skills of Grade 2-6 Belonging to Frustration Level Through Project Reach (Reading Every Day A Habit)
Girlie G. Abaricia
Lalo Elementary School
ABSTRACT
Purpose. The main purpose of this study is to enhance reading skills of pupils through the implementation of the project REAH (Reading Everyday A Habit) to eliminate non - reader pupils belonging to frustration level.
Design/Methodology/Approach. The study used the descriptive type method. The researcher sought the help of her co – teachers from Grades 2 – 6 for the downloading of the needed materials and worksheets since they have enough background regarding the reading ability of the respondents.
Findings. Continuous implementation of the Project REAH helps in eliminating non – reader pupils and enhance reading skill of pupils.
Research Limitations/Implications. Project REAH focused on the reading improvement of pupils belonging to frustration level. It used the Phil – IRI Post Test Result in English Oral which served as the baseline in profiling the learners. The project uses the downloaded materials to enhance the reading skill of the respondents
Originality/Value. This study serves as a continuous improvement process to enhance the reading ability of pupils and eliminate non – readers.
Keywords. Project REAH, Downloaded Reading Materials, Frustration Level, Reading Skills
Published: THE TAYABAS TRAJECTORY 2018
Among Non-Music Major Teachers of Tayabas West Central School I
Ryan Chester Z. Manzanares
ryanchester.manzanares@deped.gov.ph
Tayabas West Central School I
ABSTRACT
Purpose. This study determined how computerized music instruction enhanced the competence of non-music major teachers in understanding the elements of music under the K to 12 curriculum.
Design/Methodology/Approach. This study used descriptive method to determine the increased competence of NonMusic Major teachers in teaching Music.
Findings. Results showed that using MuseScore as aid in teaching Music helped teachers to have more comprehensive and clearer visualization and understanding on the elements of music, which, in turn, made their music lessons easier and more understandable for the pupils.
Research Limitations/Implications. The study focused on enhancing the competence of non-music major teachers on the elements of music. The enhanced musical competence of the teachers will help them in delivering music subject on their classes. All the transcribed songs presented in the TGs and LMs were given to the teachers as a tool in teaching music subject.
Originality/Value.The study enhanced the teaching competence of non-music major teachers using music transcribing software for the pupils to easily understand the lesson.
Keywords. Elements of music, Music Transcribing Software, MuseScore.
Published: THE TAYABAS TRAJECTORY 2018
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