Moderator: Prof. Portia R. Soriano

Technical Support: Jomar Blancaflor and Jieen Kian Martinez

Documenter: Christine C. Alibio and Angel Cabreros

1A- ENHANCING THE ANCHOR, ADD, APPLY AND AWAY (4A’S) INSTRUCTIONAL DESIGN MODULE FOR GENERAL EDUCATION-READINGS IN PHILIPPINE HISTORY I (GE-RPH)

Author: Vincent C. Ngoa

Abstract

This study investigated the viability of Anchor, Add, Apply and Away (4A’s) Instructional Design Module in imparting the four learning competencies of the college freshmen in General Education- Readings in Philippine History 1 (GE- RPH) at Colegio de San Antonio de Padua (Main Campus) of the school year 2021- 2022 in the College of Teacher Education with the use of experimental research design. The study showed that the students’ academic performance had increased as reflected on their good grades in Readings in Philippine History class. The pre-assessment mean score of the students showed slight comprehension to the subject matter that was the baseline data for the post assessment. The post- assessment mean score divulged a high proficiency remarks that consummates relevant academic performance compared to the pre-assessment. The students’ learning experiences of Anchor, Add, Apply and Away (4A’s) Instructional Design Module was very acceptable where it enhances the four skills, namely: memory, analytical, creative/innovative and practical. Based on the findings and conclusion, it is recommended that an enhanced instructional design module be utilized in teaching Readings in Philippine History to give innovation in the presents educational set-up, specifically for the modular distance learning.

1B- CRISIS-RESILIENT PEDAGOGIES IN TEACHING SCIENCE IN THE NEW NORMAL: BASIS FOR CONTEXTUALIZED DYNAMIC LEARNING PROGRAM

Author/s: Arvin John P. Pene, Vince Harold L. Pingol, Angelie Mariel Pacot, Maria Queenie L. Pejano, Minie L. Bulay, PhD

Abstract

Crisis Resilience Pedagogy (CRP) is defined as a teaching and learning technique that helps instructors to act quickly and creatively in navigating through any critical events or emergency scenarios (Chow, Lam, & King, 2020). This action research explored the lived experiences of the teacher participants as they navigate in using crisis resilient pedagogies in teaching science in the new normal. The results will be a starting basis to develop a contextualized dynamic learning program. This action research follows the ADDIE model. Triangulation and Phenomenological Approaches were used for data analysis. There were two major themes that emerged; Crisis-Resilient Pedagogies in Teaching Science in the New Normal (Modality, Preparation, Motivation, Teaching-Learning Activities, Assessment, and Engagement) and Lived Experiences in Teaching Science in the New Normal (Challenges, Breakthrough, and Opportunities). Researchers contextualized the CVIF dynamic learning program which has 4 essential components namely; parallel classes, activity-based learning by doing, in-school comprehensive student portfolio, and strategic study and rest periods. It will be developed through a series of validations and pilot tests. The contextualized dynamic learning program will be presented to Buenavista SPED High School for development, implementation, and evaluation.

1C- OVERCOMING CHALLENGES ON MODULAR TEACHING APPROACH: COPING MECHANISMS AND BEST PRACTICES OF EDUCATORS DURING THE NEW NORMAL

Authors/s: Arvin John P. Pene, Vince Harold V. Pingol, Angelie Mariel Paco, Elmer Salubre, & Maris T. Lasco

Abstract

During this pandemic, Educational Institutions are obtainable with overcoming challenges in their education system despite this pandemic would still have an impact on its educational provision (Sintema, 2020). To analyze and describe how educators cope up during the pandemic including its best practices in overcoming the challenges of the modular teaching approach, data were collected through an online survey through google forms. Fifty (50) purposely selected teacher-respondents across Agusan del Norte and Butuan City Divisions participated in the said survey. Results indicate that educators face obstacles during the pandemic, including stressors (3.412, high level), emotions (3.716, high level), and perceived challenges (3.257, sometimes) on a modular teaching method. On the contrary, educators have also best practices (4.416, very high) and cope (4.270, very high) with a modular teaching approach during the pandemic. The researchers proposed intervention programs that are suitable and applicable to their new normal professional development.

1D- GLOBAL CITIZENSHIP EDUCATION: BAGONG ANYAYÁ AT HÁMON NG GLOBALISASYON SA MGA GURÒ NG FILIPINO

Author/s: Jose Apollo G. Jaca

Abstract

Bukod sa kaunlaran na dala ng globalisasyon, nagbúnga rin ito ng pagsibol ng mga pandaigdigang suliranin tulad ng hindi pantay na pag-unlad ng mga bansa, terorismo, kahirapan, at pagkasirà ng kalikasan at climate change. Bílang tugon, muling naglunsad ang United Nations ng iba’t ibang mga pandaigdigang layunin na susundan ng mga kasaping bansa. Tinawag itong Sustainable Development Goals. Isa sa mga layuning ito ang SDG 4 o Quality Education na naging daan upang ipakilala ng United Nations ang Global Citizenship Education (GCED), na ayon din sa UN ay malaki ang maitutulong upang matupad ang iba pang Sustainable Development Goals. Inaasahan na magdudulot ng pagbabago sa sistema ng edukasyon ang integrasyon ng GCED sa kurikulum. Gayunman, sa konteksto ng mga nagtuturò ng Filipino ay oportunidad ito upang makapag-ambag sa intelektuwalisasyon ng wikang Filipino. Sa papel na ito susuriin ang mga umiiral na kontemporaneong literatura kaugnay ng Global Citizenship Education at Edukasyong Panggurò upang matukoy ang mga oportunidad at hámon na dalá ng Global Citizenship Education para sa mga guro na nagtuturò ng asignaturang Filipino. Mangangalap ng mga literatura sa mga online search engine tulad ng Google Scholar at Eric gamit ang mga keyword na “global citizenship education,” “teacher education,” global education,” at “cosmopolitanism.” Sa pamamagitan ng paglalahad sa mga oportunidad at hámon, magbibigay ang mananaliksik ng iláng mungkahi para sa pagpagsasanay ng mga gurò ng Filipino kaugnay ng Global Citizenship Education.

1E- STRENGTHENING GLOBAL CITIZENSHIP SKILLS: THE PROJECT GLACE EXPERIENCE

Authors/s: Marco D. Meduranda

Abstract

The enacted Republic Act 10533 or the Enhanced Basic Education Act of 2013 mandates the Department of Education (DepEd) to create holistically developed learners who can think globally and can act locally. It suggests that learners should be given opportunities to sharpen creative and critical thinking competencies, problem-solving, and socio-emotional learning domains in real-life contexts that will enable them to address local problems using global mindsets towards becoming global citizens.

This paper shares the milestones of Project GLACE or Global Learning through Active Citizenship Education, an after-school enhancement program that sought to enhance students' global citizenship skills through after school learning sessions, off-campus intercultural education experiences, and service- learning or community outreach activities. Using the 4-I's (Inquire, Investigate, Innovate and Impact), selected teachers taught global citizenship education concepts for a span of 12 - 15 weeks with the first six to ten weeks exploring the themes of social justice and equity, identity and diversity, self-awareness and reflection, concern for the environment, commitment to sustainable development, and commitment to participation and inclusion.

354 Grade 9-12 students and 27 teachers from 9 public high schools in Navotas City participated in the initiative. Participants also visited learning spaces in selected embassies to widen their international understanding. Students also embarked on service-learning projects that allowed them to address identified community concerns or issues. Initial outcomes reveal the improvement of socio- emotional learning aspects of learners as well as global citizenship attitudes based on the result of researcher-made questionnaires and focus group discussions.

Moderator: Dr. Minda I. Cabilao-Valencia

Technical Support: Kim Patricia Salamida and Marc Clarence Cruz

Documenter: Cyril C. Cabahug and Edgar Paul B. Arrogante

2A- PHENOMENOLOGIZING THE EXPERIENCES OF SOCIAL STUDIES TEACHERS IN MODULAR DISTANCE LEARNING AMONG IP STUDENTS

Author/s: Ivan Karlo S. Pating, Mejia, Stephen D., Gayla, Jhustin Jay B., Mangino, Baron B., Napiza, Mike Julius M., Padilla, Shem Maielle O., Douglas C. Ferrer, Deyo Carlos Dela Cruz

Abstract

The COVID-19 pandemic brought various challenges to different aspects of society, specifically education. It urged a shift from traditional face-to-face classes to modular distance learning and the need to adapt to the New Normal. Hence, the purpose of this study was to explore the experiences of Social Studies teachers in conducting modular distance learning among IP students. This study answers the question, "How are the lived experiences of social studies teachers in conducting modular distance learning among IP students?" The study used descriptive, qualitative, and phenomenological research to deeply understand the experiences of Social Studies teachers in conducting modular distance learning among IP students. Due to the ease of the restriction as to the trend of the infection decreases, the interview happened face to face while following safety and health protocols and virtually using Google Meet as the researchers’ platform. This study's participants were the Social Studies teachers at Iba High School and Moriones High School who work with IP students. The study results showed that most of the participants experienced a lack of resources for the printing of self-learning modules. Distance has been identified as a problem teachers face in the dissemination and retrieval of self-learning modules. Also, most of the time, teachers run out of time when it comes to checking off the activities that they need to finish the rest of their work at home. In addition, the queries they receive from their students are not heavily time-bound, which is why they need to work beyond the call of their duty.

The study's findings highly suggest crafting a specially localized curriculum that is culturally sensitive and relevant for the IP students. Also, state colleges and universities should have a specialized teacher education program that specializes in IP education and must include subjects about ethnic groups and minorities. Furthermore, based on the findings, there's a need for constant collaboration between the local government unit and non-governmental organizations to increase the provision of materials and equipment needed for the reproduction, dissemination, and retrieval of modules. The IP community's continuous communication and partnership will also benefit everyone involved.

2B- BEYOND THE BINARY: LEVEL OF GENDER LANGUAGE SENSITIVITY AMONG EDUCATION STUDENTS

Author/s: Dr. Adelyne C. Abrea, Diane Deuna, Jefrey Puspus, Azil Jane Guingguing, Bryan Abondo, Bethany Villanueva

Abstract

This study investigated the level of gender language sensitivity among education students in the Philippine Normal University-Mindanao using a descriptive quantitative research design. Two hundred fifty-five (255) first- and second-year students randomly selected answered the validated survey questionnaire, which composed of two tests: Gender-Neutral Pronoun Usage Test and Gender-Sensitive Language Test. Supporting information were also collected through a Focus Group Discussion (FGD) with six respondents, taken from the sample. Descriptive Analysis, ANOVA and Z-test were used to analyze the gathered data. There was no significant difference among the respondents’ profiles (i.e. year level, program and section, gender identity and preferred pronouns) on the use of gender-neutral pronouns. However, on the Use of Gender-Sensitive Language, there was a significant difference among the respondents’ year level and preferred pronouns. Respondents in all profiles have beginning level of proficiency in both gender-neutral pronoun usage and gender-sensitive language usage. Year level, program, gender identity and preferred pronouns might not be factors on the use of gender-neutral pronoun usage. Gender-neutral pronouns are not solely for queer and non-cisgender people, and gendered pronouns are not solely for cisgender and heterosexual people. Year level and their program might affect the gender-sensitive language usage of the students. The study recommends that educative activities – seminars, discussions, infographics, informative videos, forums, etc. –that present topics related to gender language sensitivity must be provided by the Gender and Development Program to ensure that students are informed about the importance of this pivotal concept.

2C- CONTEXTUALIZATION OF INSTRUCTIONAL MATERIALS OF ARALING PANLIPUNAN TEACHERS WITH IP LEARNERS

Author/s: Ivy F. Cosme, Rea Lynne L. Dela Cruz, Erwin Hilario, Neldin M. Mallari, Joshua B. Pacada, Rustico T. Ramos Jr., Deyo Carlos L. Dela Cruz, Angelu Jane F. Inalvez

Abstract

The purpose of this study was to determine the concepts and practices of Araling Panlipunan teachers with IP learners regarding contextualization of instructional materials. Specifically, this research aimed to explore the concepts of Social Studies teachers regarding contextualization; their practices in terms of preparation, development, and implementation of contextualized instructional materials; and also the advantages and challenges of using contextualized instructional materials.

Hence, to fulfil these objectives, the study used a qualitative research approach and the main research design was case study. The researchers conducted interviews with the help of semi-structured interview guide in order to gather data. A combination of online and face to face interview was administered to Social Studies teachers with IP learners from various schools in Capas, Tarlac.

The findings of the study revealed that the concepts of Araling Panlipunan teachers regarding contextualization are heavily centered on making the lesson more relevant to the students by relating its content to their cultural background and environment; aligning and adjusting the topic based on the level of students’ understanding; and making the curriculum more meaningful and useful to the learners.

Furthermore, understanding and acknowledging the cultural context, beliefs, and traditions of the IP students are among the primary considerations and practices of Araling Panlipunan teachers when preparing and developing a contextualized instructional material. It was strongly emphasized that it is important to consider the cultural background of the IP learners and the available materials that can be found within their locality in order to create an effective and relevant teaching materials.

Moreover, by using contextualized instructional materials, the discussion of the lesson becomes easier and the topics become more interesting and relevant to the IP learners. According to the teachers, students become more active and participative in the class when they are using contextualized instructional materials. However, the challenges encountered by the teachers in the contextualization of instructional materials are the unfamiliarity of the teachers when it comes to the culture of the IP learners, lack of time, cultural differences, and unavailability of materials.

2D- THE AYTA-LEARNERS IN MAINSTREAM EDUCATION INSTITUTIONS: IMPLICATION TO INCLUSIVE EDUCATION

Author/s: Keneth S. Tolentino

Abstract

This mixed-methods of research aimed to determine the Ayta-learners’ profile, academic performance, identification and management of academic challenges, and supplementation from the school community among mainstream education institutions in a province in the Philippines. The researcher employed purposeful sampling and utilized a validated research instrument with a Cronbach value of 0.97. Document analysis and semi-structured interviews were administered and conducted. Mean scores, frequency, and percentage were applied to the quantitative data using MS Excel and SPSS, while content and thematic analysis for qualitative data.

Findings revealed that Ayta-learners have declining enrolment at higher grade levels; the school is far from the community; they belong to poor families; farming is their source of livelihood; and they are beneficiaries of cash and in-kind donations. The Aytas are still aware of their culture and practices, but some are seldomly practiced due to modern times. Academically, they have satisfactory academic standing and have low rates of performance indicators. They struggle with English and Filipino reading, numeracy, and less participation in co-curricular activities.

Their academic challenges include language barriers, access, demand, and treatment in mainstream education. Nevertheless, they are still determined and eager to finish their education by seeking assistance from their teachers and classmates. The school community is responsive to their academic needs. It was concluded that Ayta-learners are confronted with academic challenges that contribute to their satisfactory academic performance. It is recommended that the proposed Modified Indigenous Peoples Education (MIPEd) Plan to improve these learners’ learning conditions be implemented.

Moderator: Prof. Maria Eljie M. Mabunga

Technical Support: Zyrha Hydee Gitierrez and Michael Lui Manlapat

Documenter: Valerie Tinio and Kate Guzman

3A- EXPERIENCES, CHALLENGES AND COPING STRATEGIES OF PRE-SERVICE TEACHERS IN AN ONLINE FIELD STUDY COURSE

Author/s: Joy Talens

Abstract

Field Study courses are integral part of the teacher education training before Internship program that involves observation, participation and assistantship in the actual school setting. However, flexibility in delivering the course should be resorted to prevent further spread of the Covid19 virus. Thus, this paper explored the experiences and challenges encountered by the pre-service teachers of De La Salle Lipa and the coping strategies they employed in an online Field Study course. This qualitative study through content analysis found that pre-service teachers have memorable and meaningful experiences to prepare them as future teachers although the activities were jam-packed. They claimed that they encountered the following challenges: (1) ineffective time management; (2) lack of motivation; (3) physical and mental health issues; (4) lack of knowledge; (5) personal responsibilities; (6) technology issues; and, (7) course-related issues. They overcame these challenges by: (1) praying; (2) creating a to-do list; (3) talking to friends and classmates; (4) seeking advice from the professors; (5) remembering ones goals in life: (6) enhancing ones knowledge and skills; and, (7) creating a distraction-free zone. Based on the findings, a more calibrated program for Field Study courses should be developed to address the challenges of online teaching and learning.

3B- "FROM TROLLS TO TALLANO GOLD: USING MEDIA AND INFORMATION LITERACY IN COMBATING HISTORICAL DISTORTIONS AND MISINFORMATION IN SOCIAL MEDIA

Author/s: Romel P. Misa & Arvin John Ramirez

Abstract

Digital citizenship is defined as the appropriate norms and behaviors in using technology. It is characterized by practicing respectful and tolerant behavior towards others and increasing civic engagements in the online world. In this age where the Internet connects people around the world and pieces of information are accessible through the web, it is essential for the students to learn the skill of digital and information literacy. Meanwhile, in the Philippines, where there are 76.01 million internet users as of January 2022, Social Weather Stations (SWS) recorded that 51 percent of Filipinos find it difficult to spot fake news in the media. This alarming number is crucial as it helps in spreading misinformation in social media. Its implication is seen during the 2022 National and Local Elections in the Philippines, where fake news and misinformation were prevalent during the campaign period. Hence, one core course in Senior High School, Media and Information Literacy is offered to “develop students to be creative and critical thinkers as well as responsible users and competent producers of media and information”. This study aims to evaluate the perception of senior high school students in dealing with fake news and misinformation. Interviews and open-ended responses will be utilized to further flesh out their opinions about combating fake news and misinformation. The study argues that Media and Information Literacy plays an important role in the fight against fake news, misinformation, and historical distortions on social media.

3C- ADAPTING 5E INQUIRY-BASED MODEL IN ONLINE SCIENCE TEACHING

Author/s: Roberto L. Rodriguez Jr., Reychelle A. Serrano, Erickson S.J. Serrano, & Zenaida Q. Reyes

Abstract

The preoccupation with equipping science learning among students has engendered educators to explore various approaches and strategies in the online setup. A plethora of studies promoted the use of the 5E inquiry-based approach to augment science learning. Yet, a dearth of studies employing this approach is observed especially in the New Normal setup, hence, the conduct of the study. The study ventured into how senior high school teachers' and students' experiences and strategies can serve as inputs to the implementation and development of the 5E inquiry-based instruction model in online science teaching following a case-study design. The respondents of the study were purposively sampled. Qualitative data were generated from the answers of the teachers to open-ended questions and thematically analyzed. A focused group discussion with students was conducted to triangulate the data. Data revealed a recalibration of the model wherein the evaluation phase is an integrative phase of all phases and teachers exemplify an iterative process of Explain and Elaborate phases in the online setup. The researchers proposed lesson exemplars for biology, physics, and chemistry capitalizing on the adapted teaching model.

3D- DIGITAL RESOURCES’ AVAILABILITY, USAGE, AND SUFFICIENCY: INSIGHTS FROM FILIPINO SCIENTIFIC LITERACY SCORES IN PISA 2018

Author/s: Roberto L. Rodriguez Jr., Marie Grace S. Bulanadi, & Adonis P. David

Abstract

The underperformance of 15-year-old Filipino learners in the scientific domain of the Programme for International Student Assessment (PISA) last 2018 has raised red flags to educational researchers and leaders in the investigation of predictive factors for these results. Yet less is known about the interplay between the standardized science cognitive test score of Filipino learners in PISA 2018 and digital resources at home and school. Hence, the conduct of this study. Specifically, this study examined how the standardized science cognitive test score of Filipino learners in PISA 2018 is predicted by (a) gender and type of school as covariates, (b) availability of digital resources in school, and school’s support for teachers’ digital instruction; and (c) availability and sufficiency of digital resources at learner’s home. Findings on the regression analysis with covariate variables unveiled that sex did not conclusively predict the science scores while learners from private institutions perform better in PISA 2018. Additionally, the availability of digital resources in school and the sufficiency of digital resources at home positively predicted the science scores, whereas the school's support for teachers' digital instruction and availability of digital resources at home negatively predict science scores. The implications and further investigations for future studies on these predictions were also underscored.

3E- E-LEARNING CHALLENGES AND OPPORTUNITIES IN THE TERTIARY EDUCATION SECTOR IN REALIZING SDGS IN ZIMBABWE

Author/s: Muchowe Regis Misheal

Abstract

The main thrust of this investigation is to closely look at the contribution of e-learning in tertiary education on the advancement of SDGs in Zimbabwe. E-learning has become the dominant form of learning in tertiary education, and this enthused the researcher to probe into its role in the achievement of SDGs in Zimbabwe. The major objective of this study is to understand the impact of e-learning on the five selected SDG goals of quality education, gender equality, reduced inequality, climate action and end of poverty. The study employed quantitative methodologies to understand the problem at hand, and hypothesis of the impact of e-learning were tested against sub constructs of SDG which are the selected five goals. The investigation was a cross-sectional survey of five state universities in Zimbabwe, whose lecturers and students constituted a sample size of 1200. The study established that there is a strong positive relationship between e-learning and SDGs in Zimbabwe.

Moderators: Prof. Nonita C. Marte

Technical Support: Jaymark Arabia and Ashley Molina

Documenter: Gretchen Silverio and Bill Howard Diaz

D1- WELLNESS OF FILIPINO COLLEGE STUDENTS WITH DEPRESSIVE DISORDER

Author/s: Mary Joy Bermas

Abstract

Wellness is a life orientation that aims toward optimal health. The stress brought by the pandemic and the various interrupted life milestones makes it hard to achieve wellness. This study aims to develop an understanding of the perception of wellness in students with depression and have a grasp of their process of pursuing wellness. This study uses a Charmaz (1995) grounded theory (GT) approach to guide in finding explanations for the wellness exploration in a different context, grounded from the experiences of the students themselves. A semi-structured and open-ended one-on-one interview was conducted in both a face-to-face and virtual setting. The choice depends on the participants. This study is conducted among 5 Filipino college students currently enrolled in universities in NCR and clinically diagnosed with any depressive disorder. The findings about the perception of wellness among students show similar emerging themes in the study of Samaco-Zamora & Fernandez (2016). However, this study found that most students define wellness as achieving psychological well-being. Because most of them see wellness as becoming happy and being psychologically well. Meanwhile, another finding indicates that in a family-oriented country, family is always the core of achieving and hindering wellness; this shows the power a family holds in influencing. Lastly, through axial coding, a model of achieving wellness is created.

D2- YOUTUBE KIDS CHANNEL: A MODERN WAY OF BABYSITTING AND ITS IMPACT ON CHILDREN’S BEHAVIOR

Author/s: Krisha Mae Calingasan

Abstract

This paper is a qualitative phenomenological study which focuses on capturing the essence of parents' lived experiences with the use of the YouTube Kids Channel on child-rearing and its impact on children's behavior. A total of eight (8) parents of children aged 3-7 years old participated in the study. The data were analyzed through coding and defining related themes that emerged through the participants’ responses. Data collection involved virtual interview with the participants. The findings revealed that parents use Youtube Kids Channel as an educational tool, entertainment tool, and a safe activity for their children. Findings also revealed that it has a negative impact on children’s behavior. Children imitate the inappropriate words and languages of the characters they have watched on Youtube Kids Channel. Lastly, this study recommends an in-depth analysis and exploration of how Youtube Kids Channel affect children’s communication skills.

D3- EXPLORING THE COLLEGE STUDENT’S ACADEMIC LIFE: THEIR SELF-EFFICACY, PROCRASTINATION, AND ACHIEVEMENT DURING THE ONLINE DISTANCE LEARNING

Author/s: Eunice Paular

Abstract

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D4- STIGMA, ATTITUDE, AND INTENT TO SEEK SCHOOL COUNSELING SERVICES AMONG ADOLESCENTS

Author/s: Lorrence Prim

Abstract

School counseling services are expected to assist students who are at risk for academic, career, mental health, and psychosocial concerns. On the other note, aside from tangible aspects like counselor-student ratio, misalignment of work for school counselors, and counselors’ competency, the theory of planned behavior indicates that the stigma and attitude of adolescents towards school counseling and the different modalities where it will be held like online or face-to-face may potentially influence the intent to seek and participate in the counseling programs. This study revealed that there is neutral stigmatization by self and only little to some stigmatization by others towards school counseling programs among adolescents. Somehow agreement for the value and discomfort towards online and face-to-face counseling was also observed. Correlations between measures were also found wherein it was revealed to be present for stigmatization by self and perceived stigmatization by others, stigmatization by self and others and discomfort towards face-to-face and online counseling, stigmatization by self and value to face-to-face counseling, stigmatization by self and intent to seek school counseling in psychological and academic concerns, perceived stigmatization by others and intent to seek school counseling in psychological, interpersonal and academic concerns, face-to-face and online value to intent to seek school counseling in psychological, interpersonal and academic concerns and face-to-face discomfort to intent to seek school counseling in academic concerns. Moreover, the study indicates that the theory of planned behavior potentially applies to Filipino adolescents for online and face-to-face counseling modalities but with several conditions.

D5- AN ASSESSMENT GUIDE IN HEALTH-RELATED PHYSICAL FITNESS TEST FOR JUNIOR HIGH SCHOOL STUDENTS

Author/s: Rashibin P. Colis

Abstract

The importance of a fitness assessment for students is not only to help develop a pertinent and personalized training program, but also to help teachers in assessing and monitoring students’ physical fitness. The purpose of this study is to help teachers in the field of physical education and health to have a detailed description of procedures in the development of norm- referenced in health-related physical fitness. It aims to develop standard norming as basis for of physical fitness activities for improvement of health and skill performance. This study utilized the descriptive method of research which attempts to establish the norms for physical fitness level of male and female ages 12 to 16. Data show that means, standard deviation, and z-scores vary across age and sex, indicate that scores in health-related physical fitness tests should not be treated for the general population, uniformly. It is also seen that anthropometric measures for the students should also be considered.

The pocket assessment guide for health-related physical fitness test was created as a product of the steps in establishing the norm-reference of the junior high school student, it provides a tool kit and templates for teachers to use in the design and review of valid reliable and equitable assessments to record vital scores in the different physical fitness test. The Assessment Guide aims to promote principles of consistency of practice; coherent program assessment structure; sustainable assessment and quality of contact hours.