Music Instruction in the Public Elementary Schools in the Division of Quirino Sy 2003 – 2004

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This study intended to assess the Music Instruction in the public elementary schools in the Division of Quirino during the School Year 2003 – 2004.

Specifically, it sought to answer the following problems:

1. What is the profile of the teachers teaching Music as to: age, sex, civil status, highest educational attainment, professional eligibility, designation/position, number of seminars attended in music as to: local/district, regional, national, and special skills/talents in Music?
   
   
2. To what extent is the attainment of objectives of the public elementary Music Education in the Division of Quirino based on the three behavioral domains of learning?
   
   
3. What is extent on the use of the teaching strategies and materials used in teaching music?
   
   
4. What is the degree of difficulty encountered by the pupils in learning music theory and skills based on the three behavioral domains of learning?
   
   
5. What activities teachers have been undertaken by the teachers to enhance music instruction and appreciation of music?
   
   
6. What problems were encountered by the teacher-respondents in the teaching of Music and to what degree are these felt?

The researcher used the Descriptive Survey Method in the research activity covering the entire DepEd division. Questionnaire was the data gathering tool distributed to music teachers jointly identified by the researcher and the Music Supervisor. Weighted Mean was used in treating the data gathered.

Summary of Findings

Majority of the teacher respondents belonged to the early. All the respondents were non-music major but some possessed innate skills/talents in music. Ninety-nine percent of the teacher-respondents were eligible to teach in the elementary.

There were more seminars/training attended in the local/district than in the regional and national levels. There was a satisfactory attainment of the cognitive objectives in music based on the average mean of 3.19 or “good.”

There was a very high attainment of the affective objectives based on the mean of 3.57 or “very good.”

Majority of the provisions under the attainment of the psychomotor objectives were rated “fair” with a mean ranges from 1.55 to 2.34. The extent on the use of the various strategies in teaching music rated “moderately often”.

The use of the various materials and equipment in teaching music rated “slightly often”.

As to the difficulty encountered by pupils in the three domains of learning the cognitive domain was found “slightly difficult” with 2.39 mean; affective domain rated “moderately difficult” with 2.58 mean and the psychomotor had the highest rating of 3.73 mean or “difficult”.

There were various musical activities provided to the pupils to develop their musical inclination but more frequency on most of the activities is needed.

The administrators were supportive morally to their teachers in conducting music activities. However, financial support and lack of planning in developing music appreciation was felt to be “very serious” problems. Moreover, lack of knowledge and interest on the importance of music was felt to be “serious” problem of the school heads.

The data revealed that the teachers need more in-depth knowledge and skills in teaching music.

On problems encountered by pupils in learning music, it was found out that inability to provide required musical devices/instruments was the most serious problem encountered.

As to the problems encountered by teachers on instructional materials in teaching music, lack of musical instruments was felt to be the most serious problem encountered.

Conclusions

Many of the teacher-respondents were young in the field of teaching, thereby more opportunities for professional development be done through formal and informal training particularly in the teaching of music.

There is a need of professionally qualified teachers to teach music in the elementary.

Only a few were qualified based on their innate talent in music.

There is a need to upgrade higher educational attainment of the majority of the teachers.

Very few attended the regional and national seminars/trainings in music.

There was a favorable attainment of the cognitive objectives and very satisfactory attainment of the effective objectives domains of learning. On the contrary, the psychomotor objectives need to be improved on its attainment.

There was a favorable extent on the use of the various strategies in teaching music. The use of the audio-visual materials and musical instruments were slightly often.

There is a serious necessity to solve the problems encountered by the teachers on the four categories such as administrative support, teachers, pupils, and on instructional materials/instruments.

Recommendations

1. There is a need to further uplift the professional development of the teachers through the graduate studies program or attendance to in-service training especially in the regional or national levels.
   
   
2. There is a need for closer supervision of the teachers particularly the newly appointed ones.
   
   
3. There is a need for more learning activities and longer sessions on the application of musical concepts learned to attain the desired objectives of music education.
   
   
4. Better program planning on musical activities is encouraged to be conducted within the school, interschool, or division wide such as children’s choir, creative music and movements, and playing musical instruments.
   
   
5. There is a need to advocate the importance of music to all the teachers and administrators for better support and planning of music education in the public elementary schools.
   
   
6. There is a need for more acquisition of reference materials and musical instruments to effectively realize the objectives of music education.

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Masining na Pagsusuri ng mga Piling Tula sa Filipino

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Ang pag-aaral na pinamagatang “Masining na Pagsusuri ng mga Piling Tula sa Filipino” ay isinagawa upang ipakilala at ipakita sa mga mambabasa na ang Panitikang Filipino ay maaaring maging tanglaw sa pagsusuri at pagpapahalaga at pagpapahalaga ng mga tula.

Hinanap sa pamamagitan ng masusing pagsusuri o ng tiyak na kasagutan sa mga sumusunod na tanong:

1. Anu-ano ang uri ng tula ayon sa kaanyuan at layunin?
   
2. Ano ang magagandang kaisipan na nahahayag at nailalarawan sa bawat tula?
   
3. Anong mga katangian na nahayag ng bawat makatang pinag-aralan?
   
4. Anong implikasyon sa buhay ng mga mag-aaral at mambabasa ang mga natuklasan sa pag-aaral ng mga tula?

Dahil sa ang suliranin ng pag-aaral ay tumalakay sa mga katangian na nakapaloob sa tula, ay gumamit ang mananaliksik ng pagsusuring pampanitikan at paraang paglalarawan (descriptive method).

Lagom sa Paraan ng Pag-aaral

Nilikom ng mananaliksik ang lahat na kailangang materyal sa pag-aaral. Ito ay nagmula sa ibat - ibang aklat na ginagamit na sangguniang pampaaralan. Binasang mabuti ang bawat tula, pinag-aralan at sinuri ang mga uri ayon sa kaanyuan at salig sa layunin at hinanap din ang mga katangian ng makatang sina Amado V. Hernandez at Teo S. Baylen sa pagkatha ng kanilang mga panulat. Ang mga natuklasan sa pag-aaral ay may implikasyon sa buhay ng mga mambabasa at mag-aaral.

Gumamit sa kanyang pag-aaral at pagsusuri ang mananaliksik ng pagsusuring pampanitikan at palarawang pagsusuri.

Sinuring mabuti ang mahahalagang bahagi ng tula upang makuha ang sadyang pinag-uukulan ng mga halaga nito.

Lagom sa Natuklasan Uri ng Tula Ayon sa Kaanyuan

Isang Dipang Langit – Ito ay pandamdamin, sumusunod sa marangal na batas ng buhay, matapat at realistiko, sa buhay ni Hernandez ay totoong nangyari.

Ang Panday – Ito ay pandamdamin sapagkat may kaugnayan sa tunay na buhay ng tao, ang gawain ng panday.

Ang Buhay – Ito ay pandamdamin. May damdaming nagpapataas sa kalagayan ng tao, makatotohanan. Hindi lahat ng ibig ay makakamtan.

Kung Tuyo na ang Luha Ko, Aking Bayan – Pandamdamin, nauugnay sa buhay karanasan ng tao.

Ang Tao – Tulang pandamdamin, may kaugnayan sa tototong buhay, nagsasaad ng damdaming pansarili.

Laboratoryo at Dambana – Tulang pandamdamin, mayaman sa paglalarawan, payak at maiksi, ang pagkakaroon ng bukas na isipan sa pagbabago at kababaan ng loob.

Takip Silim at Lumang Lambat – Tulang pasalaysay, naghahayag ng mga pangyayari sa buhay ng tao. Ang pag-aalala sa nakalipas ay magpapahalaga sa buhay ng tao.

Ang Tuod na Tulay – Tulang pandamdamin, naghahayag ng katotohanan sa buhay. Pakikibaka sa buhay na nangangailangan ng pagtitiis, pagtitiyaga at kung minsan kawalan ng pag-asa.

Uri ng Tula Ayon sa Layunin

Isang Dipang Langit – naglalarawan ng tunay na nangyayari sa buhay ng sumulat. Naglalahad ng aral.

Ang Panday – mapaglarawan ng buhay, mapagpanuto, nagbibigay ng patnubay sa buhay.

Ang Buhay – nagtuturo ng aral. Nagbubukas ng isipan na ang buhay ay may ibat-ibang kahulugan.

Kung Tuyo na ang Luha Ko, Aking Bayan – naglalarawan ng kalikasan ng tao, ng paligid nito, ang paghihirap ng bayan, ng sambayanang Pilipino sa kamay ng mga Kastila.

Laboratoryo at Dambana – nagbibigay kabatiran sa wastong paggamit ng modernong teknolohiya at maging bukas ang isipan sa anumang pagbabago.

Takip Silim at Lumang Lambat – naglalarawan, mapagpanuto at gumagabay kung paano gamitin ang buhay na makabuluhan upang sa panahon ng katandaan ay hindi makaramdam ng panghihinayang.

Ang Tuod na Tulay – nagbibigay ito ng aral at mga kabatiran sa buhay kung paano mamuhay ang tao sa mundo. Gumagabay sa mambabasa ng mga dapat ikilos o gawin upang maging matatag ang sarili.

Magagandang Kaisipan na Naihahayag at Nailalarawan sa Bawat Tula

Isang Dipang Langit – magtiis, magtiyaga, huwag lang palipin ang diwa at panitik.

Ang Panday – sa kabila ng maruming kaanyuan ng panday, siya ay dakila sa bayan.

Ang Buhay – hindi lahat ng naisin ng tao ay makakamtan, may ligaya at lungkot.

Kung Tuyo na ang Luha Ko, Aking Bayan – nagtitiis hanggang makakaya, kung dumating na ang sukdulan, ay gumaganting parang bulkang sumasabog.

Laboratoryo at Dambana – ang imbensyon ng tao kung hindi wasto ang paggamit ay magdudulot ng masaklap na kapahamakan. Kababaang loob na tanggapin ang pagbabago.

Ang Takip Silim at Lumang Lambat – ang buhay ay parang pagmamalakaya, samut-saring karanasan ang mahihila sa dagat ng buhay na lalong nagpapatingkad ng kulay sa tunay na kahulugan ng buhay.

Ang Tuod na Tulay – huwag mawalan ng pag-asa, pagkat nasa huli ang pakinabang at maging huwaran sa katatagan upang maging inspirasyon ng mga taong nawawalan ng pag-asa.

Katangian ng Makatang Pinag-aralan

Amado V. Hernandez. Siya ay may katangiang pukawin ang damdamin ng mambabasa sa pagbibigay ng kahulugan ng buhay. Siya ay tinaguriang “Makata ng Manggagawa” sa ating panitikan sa dahilang nasasalamin sa kanyang mga tula ang marubdob na pagmamahal sa mga dukhang manggagawa. Para sa kanya, ang tula ay halimuyak, taginting, salamisim. Ang panitik ang makapangyarihan at ayon sa kanya ang hari ang nagpapayuko ng panitik. Mayamang maglarawan at magpahayag ng katotohanan, kung ano ang anumang mangyari sa buhay. Siya ay malikhain, at may kasiyahan sa pagkatha (humor).

Teo S. Baylen. Siya ay may kakayahang tulungan ang mambabasa sa pagkilala ng buhay sa tanglaw ng kabutihan at kagandahan ng pananaw. Sa tula niyang “Takipsilim at Lumang Lambat” at “Tuod na Tulay” ay naglalarawan ng kalagayan ng buhay. Pinupukaw ang ating damdamin ni Baylen sa kanyang tulang “Laboratoryo at Dambana”. Sa pagkamalawak ang kakayahan upang mag-isip at dumama ng mga bagay-bagay na binabanggit ng kanyang mga tula. Umaakay sa matuwid at makatotohanan ang mga panitik ni Baylen.

Implikasyon ng mga Natuklasan sa Pag-aaral sa Buhay ng mga Mag-aaral at Mambabasa

Sa mga magagandang kaalaman mula sa pag-aaral ay lumalawak at yumayaman ang isipan at damdamin ng mga mag-aaral hinggil sa buhay. Hinuhubog ang kanilang diwa at damdamin sa paraang dakila at marangal. Iginagabay sila sa wastong kaparaanan upang magtamo ng buhay na makatuwiran at dalisay.

Konklusyon

Ang mga sangkap ng tula ay nagpapaganda at nagiging mahalaga upang mataglay ng uri ang tula. Punong – puno ng magaganda at makabuluhang kaisipan ang mga tula na huhubog sa pagkatao ng mga mambabasa. Ang mga may – akdang mahuhusay, may malikhaing guni-guni ay nakagagawa ng mga mapaglarawang mga panitikan. Maraming ginintuang aral at kaalaman para sa mga mambabasa ang mga tulang pinag-aralan.

Rekomendasyon

1. Pag-ibayuhin pa ang pag-aaral at pagsusuri hinggil sa mga sangkap ng tula upang mapaningning pa ito.
   
2. Pahalagahan ang mga magagandang kaisipan mula sa mga tula upang magamit na halimbawa sa buhay.
   
3. Maging masigasig at bigyan ng pandama ang pag-aaral ng tula upang makilala ang mga tagong kagandahan nito.
   
4. Sanaying magbasa ng magaganda at may-uring mga tula upang makita ang maramingf katotohanana sa buhay.
   
5. Mag-aral at magsaliksik pa ng maraming tula upang makahango ng mabubuting aral at halimbawa sa buhay ng tao.

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Recruitment and Employment Policies of the Local Government Unit of Echague, Isabela: An Analysis

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It was the objective of this study to find out recruitment and selection of employees/personnel of the Local Government Unit of Echague, Isabela.

Specifically, it aimed to find answers to the following problems:

1. What is the profile of the respondents as to: age, sex, civil status, highest educational attainment, civil service eligibility, designation and number of years in current position?
   
   
2. What are the established procedures in the recruitment and selection of employees in the Local Government Unit of Echague, Isabela and to what extent are these complied with?
   
   
3. What are the classifications of recruitment – appointment in the said organization?
   
   
4. Who are those involved in the screening committee and what classification do they possess to fit them for the task?
   
   
5. What are the problems encountered in appointment and recruitment practice of the agency?

The researcher used the Descriptive Survey Method in the conduct of the study. The respondents were 53 personnel from the Office of the Mayor, Vice Mayor, the HRMO, Civil Registrar Office, Planning and General Service, Health and Social Welfare Office and the Office of Agriculture. Questionnaire and interview were the tools used in gathering the data which were treated with the computation of the weighted mean.

Summary of Findings

On sex stratification, the females with 39 or 73.58 percent outnumbered their male counterparts with only 14 or 26 percent.

On age, the dominant age bracket was 29 – 34 where 14 or 26.42 percent responded. Least was on age bracket 53 and above with only 3 or 5.66 percent.

On civil status, the married ones were dominant with 41 or 77.36 percent.

On educational attainment, the Business Administration graduates were dominant with 32 or 60.37 percent.

On Civil Service Eligibility, the Civil Service Career Professional Board Passers were dominant with 24 or 45.28 percent.

On designation, the support staff with 24 or 45.28 percent was dominant.

On number of years in position, what registered the highest was on 7 – 13 years with 18 or 33.96 percent.

On the extent of compliance on Recruitment Procedures, what came out rank no. 1 was on the determination of the basic requirements for employment with a mean of 3.50. Least was on determining en banc and recommending to the Local Chief those considered qualified. This had a total mean gain of 2.77 meaning moderately complied with.

On the extent of compliance on merit selection and basic policies, what came out dominant were on competency and publication of vacant positions fifteen days before screening. Both came out with mean gains of 3.58 meaning moderately complied with. The over – all computed mean was 3.37 which indicates that in general all the standards under merit selection were “moderately complied with.”

On the extent of compliance by the Selection Board, dominant was on the implementation of criteria and evaluation procedures with a mean of 2.94. The over – all computed mean was 2.93 which indicates “moderate compliance” on standards on promotion.

On the extent of compliance on the drawing of appointments, what came out was considering merit and fitness as the key standard with a mean of 3.56 meaning partly complied with. The over –all computed mean was 3.33 indicative of moderate compliance on all the standards on promotion.

On the summary mean of all the concerns considered in determining staff and employees in the local government unit, dominant was on merit and selection where a mean of 3.37 was arrived at. The grand mean computed was 3.14 which indicates that in general all the standards were moderately complied with.

Conclusions

The machinery of any organization, business or otherwise is anchored on its workforce. Hence, for an agency to come out productive and gainful, it must have in its employ not only qualified but efficient and dependable workforce. In the process of determining who may qualify for positions as demanded by the organizational structure of an agency, some standards concerning recruitment, promotion, selection and appointment is a must if the right persons are to be assigned in the job. Designating the right person leads to a gainful operation which thus escapes unnecessary wastage of time, effort, and money.

As revealed in this study, all the standards considered and approved by the Local Chief Executive were moderately complied with.

The implication demands a sterner enforcement of the policies of the agency to come out better and more productive in the operations.

Recommendations

1. A more stern compliance with CS rules to escape bias and grudges in issuance of appointment.
   
   
2. Publication of the standards and criteria for the information of applicants and their readiness in presenting the requirements needed in their application.
   
   
3. A follow – up interview should also be conducted for a better assessment on the qualification of the applicants.
   
   
4. Qualifying examination should also be a basic requirement in the recruitment, selection and appointment of employees.

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Assessment on the Implementation of Multi-Grade Teaching in Public Elementary Schools in the Division of Isabela for School Year 2003-2004

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The objective of this study was to come out with an assessment on the implementation of multi – grade teaching in public elementary schools in the Division of Isabela for School Year 2003 - 2004.

Specifically, it sought to find answers to the following questions:

1. What is the profile of the respondents as to: age, sex, civil status, highest educational attainment, designation, no. of years as multi - grade teacher, levels of in – service trainings attended relevant to multi – grade teaching?
   
   
2. What grade levels do the teacher – respondents hold in their multi – grade teaching?
   
   
3. What aspects and their extents do the teachers perceive as vital parameters in multi – grade teaching?
   
   
4. What methods and approaches do the teachers consider as effective in multi – grade teaching?
   
   
5. What evaluative techniques and to what extent are these carried on with?
   
   
6. What problems do the teachers meet in their multi – grade teaching?

The Descriptive Method of research was used with the aid of questionnaire and interview as data gathering tools. There were 146 multi-grade teachers in the division that composed the respondents of the study. The data gathered were treated with descriptive statistics.

Summary of Findings

On the age stratification of the respondents, the dominant ages were on 26 – 30 years with 38 or 26.03 percent. On sex distribution, the females with 115 or 78.77 percent outranked the male group with only 31 or 21.23 percent. The married ones were dominant with 99 or 67.81 percent. On designation, majority were Teachers 2 with 58 or 39.73 percent. As to the highest educational attainment, the BEED graduates were dominant with 52 or 75.62 percent. As to the number of years in the job, majority that is, 37 or 25.34 percent have been in the job for 11 – 15 years.

On Discipline, what came out as rank No. 1 was on “improved study habits” with a mean of 4.47 meaning “vital”. Least was on “parental involvement” with a mean of 3.71. The over – all mean computed was 4.13 meaning “vital.”

On emotional / intellectual aspect, dominant was on “gender classification” registering a mean of 4.32. Least was on “emotional stability” with a mean of 3.89. The over – all mean was 4.13 meaning, the emotional / intellectual aspect were “vital” parameters to multi – grade teaching.

On cultural differences, dominant was on “learning references” with a mean of 4.29. Least was on “environmental influence” that registered a mean of 4.10. The over – all mean computed was 4.19 which is described as “vital.”

On physiological aspect, No. 1 was “tactile element” with a mean of 4.72 meaning “very vital”, least was “aural element” registering a mean of only 3.56. The over – all mean of 4.38 is described as “vital”.

On the sociological element, what came out common was on “preference to be with peers” with a mean of 4.10. Least was on the item “prefers to be alone” with a mean of 3.86. The over – all mean was 4.10 meaning “vital.”

On methods and approaches, the common method was on “leadership” with a mean of 4.50. Least was on “drill work method” registering a mean of only 3.73. The over – all mean of 4.22 indicates that all the methods cited were “often” used.

The grand mean arrived at when all parameters are combined, was 4.12 which indicates that all parameters are vital determinants to multi – grade teaching.

Conclusions

The concept of multi – grade teaching is a cost – cutting measure of the Department of Education. This especially holds true to areas where the number of enrolment does not suffice to meet the minimum number of students in a class, thus the fusion of 2 or 3 grade levels in a single setting. While such is a rigorous job on the part of the teacher, with the proper motivational approaches, use of appropriate teaching methods and strategies and a continuous training, the objective of multi – grade teaching is not far from getting realized. While there were problems met, formulating the necessary and immediate solutions redound to a better teacher performance in the teaching process. The implication, which in general, points to a productive output in the educative process, and which is responsive to the constitutional mandate in making education accessible to all.

Recommendations

1. For a more productive result in the process, teachers should be more adept in the use of motivational processes.
   
   
2. Teachers should be more knowledgeable and discerning on the use of proper teaching methods and strategies.
   
   
3. There should be a periodic consultation between parents and teachers to see progress of instruction and learning.
   
   
4. More parental involvement should be encouraged.
   
   
5. Pupils with good performance should be given recognition to inspire others to strive.
   
   
6. More instructional materials and administrative support should be extended to the program.
   
   
7. Pupils should be encouraged to work with peers.

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The Support Extended by Administrators and Teachers in the Implementation of the Guidance Program of the Six Public Secondary Schools in the Division of Quirino

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This study focused on the perceptions of the major role players to the existing guidance program and their support to the implementation of the Guidance Services in the six public secondary schools of the Division of Quirino.

Specifically, it aimed to answer the following questions:

1. What is the profile of the administrators and teachers in terms of age, sex, civil status, highest educational attainment, designation/position and guidance related experiences?
   
   
2. What are the objectives in the guidance services found in the present guidance program of the six public secondary schools in Quirino as perceived by the respondents?
   
   
3. To what extent are the guidance service of the public secondary schools implemented by the respondents in terms of their objectives, facilities and equipment, personnel and provisions for guidance office?
   
   
4. To what extent are the guidance service of the public secondary schools supported by the respondents in terms of individual analysis service, placement and follow-up service, information service, counseling service and research and evaluation?
   
   
5. To what extent are the involvement of administrators and teachers in the guidance program?
   
   
6. Is there any significant difference between administrators and teachers responses in their implementation of the guidance services in terms of objectives, facilities and equipment, personnel and provisions for guidance office?
   

The researcher utilized the Descriptive Survey Method with the use of the questionnaire in gathering the data. The respondents were 83 teachers and 15 school administrators assigned in 6 secondary schools in the Division of Quirino. Statistics used was weighed mean.

Summary of Findings

1. The typical respondent was 35 – 40 years old, married, with bachelor’s degree in Education, designated as Teacher 1, who attended Test Construction as guidance related activities.
   
   
2. As to objectives in the guidance program, the administrators considered counseling as a priority need which was also confirmed by the teachers.
   
3. On the extent of implementation of guidance services, the teachers gave higher ratings than the administrators. They were more involved than their school heads.
   
   
4. With regards to the extent of support to guidance services, the teachers were found to have higher mean ratings than the administrators. They were more supportive than the administrators.
   
   
5. With regards to the extent of involvement to the guidance program, the information service was considered their priority followed by the counseling service.
   
   
6. Results of the analysis of variance showed that there is inverse significant difference between administrator and teacher responses in their implementation of the guidance services.
   
   
7. Findings also revealed inverse significant difference between administrator and teacher’s responses to the implementation of the guidance services in terms of facilities and equipment, personnel and provisions for guidance office.

Conclusions

1. That the administrator and teacher-respondents were predominantly women, married, within the age bracket 25 - 40 years, and educationally qualified in their positions.
   
   
2. That the respondents have guidance related experiences on test construction and evaluation.
   
   
3. There was a difference between the implementation of the program objectives as perceived by the administrators and teachers.
   
   
4. That implementation of the services of guidance in terms of facilities and equipment, personnel and provisions for the guidance office significantly differ in an inverse relationship.

Recommendations

1. Public secondary school teachers in the Division of Quirino should attend in-service trainings in guidance to include psychological testing and individual analysis, counseling techniques, evaluative techniques in guidance, and diagnosis and remediation.
   
   
2. There should be one school that serves as training center on polishing guidance skills of administrators and teachers.
   
   
3. There should be permanent guidance clinic in the public secondary schools with privacy and well equipped with necessary standardized testing materials, facilities and equipment.
   
   
4. School administrators should allocate budget to financially support the guidance program and its needed resources.
   
   
5. Public secondary schools to sponsor several extra and co-curricular activities aside from those involving academic accomplishments so that students will also be motivated to excel in lines other than academic work. These include holistic approaches on values formation, improvement of study habits, leadership and team building and personality development.

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The Teaching of Science and Technology (Biology) in the Public Secondary Schools in the Division of Isabela, School Year 2001 - 2002

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The study attempted to assess the teaching of Science and Technology (Biology) in the public secondary schools in the Division of Isabela, for the School Year 2001 – 2002.

More specifically, the study sought to answer the following questions:

1. What is the respondents’ profile in terms of sex, age, civil status, educational attainment, major subjects/field of specialization, teaching experience in the public secondary schools, teaching experience as Science Teachers, administrative and supervisory experience (for administrators only), in-service trainings attended in teaching Science and Technology II, and Scholarship grants/awards enjoyed?
   
   
2. What is the extent of implementation of Science and Technology II (Biology) instruction as perceived by the respondents in terms of objectives, contents/learning competencies, instructional materials like books, references, devices/aids, facilities and equipments, teaching methodologies/strategies, evaluation of learning outcomes, supervisory assistance extended by school administrators, and physical facilities and equipments?
   
   
3. What problems were met by the teachers in teaching Science and Technology II (Biology)? To what extent is the seriousness of the problems met?
   
   
4. Is there any significant relationship between the respondents’ responses toward the implementation of Science and Technology instruction when respondents are grouped according to age, sex, civil status, educational attainment, and teaching experience as Science Teachers?
   
   
5. Is the any significant difference between the respondents’ responses toward the implementation of Science and Technology instruction when respondents are grouped according to age, sex, civil status, educational attainment and teaching experience as Science Teacher and between responses of school administrators and teacher – respondents?

The researcher used the Descriptive Survey Method in the study. The questionnaire which was the data gathering instrument was floated to school heads and teachers teaching the subject who were the subjects of the study. They were assigned in 78 public secondary schools, 62 of which were general public secondary schools and 16 vocational and industrial high schools. Weighted mean, chi-square and t – test were used in the treatment of the data.

Summary of Findings

There were more female administrators and teachers than males who were considered young and versatile because the average age of the school administrators was 45 years old while the teacher – respondents was 36 years old. Most of them were married. All of them possessed appropriate educational qualifications to teach in the public secondary schools but only 105 were Science major (General and Biology). The rest had different major subjects but were assigned to teach Biology.

Most of the teachers had more than 10 years teaching experience in the public secondary schools, teaching Science subjects. In like manner, most of the school administrators have more than 10 years administrative and supervisory competencies. The respondents attended different levels of in-service trainings, most common of which were regional, division and school levels.

As to scholarship grants/awards enjoyed, very few had the opportunities to avail such scholarships such as DOST Scholarship, RISE and others.

As a whole, the teaching objectives in Science and Technology (Biology) were “often” carried or implemented. The objectives were not ”always” carried because of many school activities like scouting, athletics, attendance to meetings and others. Nonetheless, the different contents or learning lessons/competencies in Biology were “often” carried/taught or implemented.

Graphic materials and improvises science devices were reported as “adequate” but as a whole the different instructional materials used by the teachers were “partly adequate” as confirmed by the composite mean of 3.36 by the school administrators and 3.40 by the teacher – respondents.

In teaching methodologies/strategies, games was the most common method/strategy used by the teachers, however, as a whole, the different teaching methodologies/strategies were “often” used by the teachers. They always used evaluative instruments in assessing the students’ learning.

As to physical facilities and equipments used in teaching Biology, claimed to be “adequate” were light, water, chairs, tables, cabinets and electric fans in the Science and Laboratory rooms. However, the facilities and equipments in the library and science gardens were found “partly adequate”. Inspite of these, as a whole, the physical facilities and equipments used in teaching Biology were “adequate”.

The school administrators extended some supervisory assistance to the Biology teachers and both respondents stated that checking of lesson plans was “always” made by the school administrators while issuance of bulletin in Science was “occasionally” done. However, as a whole, all the supervisory practices performed by the school administrators were “often” extended to their teachers.

The problems under administration and physical facilities and equipments were considered “serious” while the problems met under staff development, students’ development and instructional materials were considered as “moderately serious”. In research and evaluation, “inability of teachers to conduct school or classroom action research” was considered “serious”.

There is highly significant relationship between the respondents’ responses toward the implementation of Science and Technology (Biology) instruction when respondents were grouped according to sex, age, civil status, educational attainment and teaching experience as supported by their computed Chi-square ratios, the null hypothesis of the study is rejected, because the Chi – square critical ratio of 5.99 is lower than the computed chi-square ratios.

In terms of significant differences, the t – test computed ratios confirmed that there is highly significant difference between the respondents’ responses toward the implementation of Science and Technology (Biology) instruction when respondents were grouped according to sex, age, civil status, educational attainment, teaching experience and between the responses of the school administrators and teacher – respondents of the study. The null hypothesis of the study is rejected.

Conclusions

Most of the school administrators and teachers were females, young, versatile and strong, and married and academically prepared to teach but few were major in Biology. However, they tried to upgrade their teaching competencies and pursuing additional units in Science through scholarship grants/awards.

The teachers have adequate teaching experience in teaching the subject, hence it is assumed that they are knowledgeable with the different objectives and contents of the subject.

The teachers tried their best to teach the objectives and contents of Biology through the use of different instructional materials, different teaching methodologies/strategies and evaluative instruments in assessing students’ learning outcomes.

Biology instructions were not so much supervised by the school administrators because of lack of time due to many intervening school activities attendance to meetings/conferences.

Physical facilities and equipments used in Biology instruction were adequate.

The teaching of Biology was adversely affected, including the academic achievements of the students because of some serious problems in administration, physical facilities and equipments, and curriculum and instructional materials.

The respondents’ responses toward the implementation of Biology instruction is highly significantly related to sex, age, civil status, educational attainment and teaching experience.

Their responses toward the implementation of Biology instruction is highly significantly different between males and females, below 45 years old and 46 years old and above, married and single, bachelors’ and masteral/doctoral degree holders, below 10 years and above 10 years.

The responses between the school administrators and teachers – respondents were highly significantly different from each other.

The findings manifest that the teaching of Biology in the public secondary schools is not well implemented or carried due to some factors such as teachers who are non – major in Biology teach the subject, inadequate instructional materials like computer units, and computer – aided instructional materials and some serious problems under administration and physical facilities and equipment both in the classroom and laboratory rooms and school library.

Recommendations

1. Only teachers who majored in Biology should teach the subject. In cases of non - major teachers teaching the subject, they should be encouraged to attend different levels of in – service trainings, attend summer classes and observe classes in Biology.
   
   
2. School administrators and higher school authorities should find ways and means to provide adequate instructional materials, like computer units, computer aided instructional materials, physical facilities and equipments of classroom or science room and laboratory rooms, as well as making the school libraries functional.
   
   
3. Science and Technology II (Biology) instructions should be periodically monitored and supervised/observed by the school administrators by having balance school programs/schedule of school affairs/activities so that the time allotted for the subject will not be sacrificed.
   
   
4. Teachers who are lagging behind in the implementation of Biology instructions should be closely supervised, observed and extended necessary supervisory assistance.
   
   
5. The objectives and contents of Biology should be properly budgeted by grading periods so that the teachers will be properly guided in teaching the subject.
   
   
6. The national government through the Department of Education should provide additional items for teachers so that the big enrolment and over – loading of teachers will be lessened or reduced.
   
   
7. Teachers teaching the subject should be motivated / encouraged to use the new teaching methodologies/strategies so that learning of students will be more meaningful and interesting.

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Variables Affecting the Critical and Creative Thinking of First Year Students in the Public High Schools of Quirino Province

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This study was aimed primarily to determine the extent with which the student -related, family- related, and teacher- related variables affected the level and quantity of critical and creative thinking questions asked by the sample student - respondents of the study.

More specifically, the study was intended to seek answers to the following:

1. What is the profile of the participant respondents in terms of: Student - Related Variables - gender, age and rating in English (grade 6); Family - Related Variables - parents educational attainment, parents occupation, and print media available at home; Teacher - Related Variables - number of years teaching English, teaching load: English only or English with other subjects, schools graduated from: public/state or private, scores in Torrance checklist and scores in Holland Baird originality measures?
   
   
2. Of the total number of questions asked by the sample students questions trigged by the stimulus selections what are classified as: critical questions and creative questions?
   
   
3. Is there a significant difference between the critical and creative scores produced by the sample students?
   
   
4. Are there significant relationships between the sample students’ critical and creative score and (a) student- related variables, (b) family- related variables, and (c) teacher- related variables?
   

The Descriptive Survey Method was appropriate to this kind of research. Respondents were 152 1st year students randomly selected coming from 10 high schools in Quirino, their parents composed of 304 and 17 teachers. Data gathering tools were questionnaire, stimulus selection and documentary analysis. The questionnaire that included Torrance checklist and Holland Baird Originality Measure was administered to the teacher – respondents and the stimulus selection was administered to the student – respondents. Descriptive statistics and chi – square were used in treating the data gathered.

Summary of Findings

On Profile of Respondents

Students. There were 152 sample first – year high schools students who participated in the investigation, 59 were males and 93 females; the male students had a mean age of 13.34 (SD = 1.79) years and the female students had a mean age of 13.0 (SD = 1.05) years; the male students obtained a mean rating in English (Grade 6) or 83.39 (SD = 5.01) and the female students obtained a mean rating in English of 84.72 (SD = 4.68); and for both male and female students a mean rating in English of 84.20 (SD=4.84) was obtained

Parents. There were 304 parent respondents who participated in the study: 152 fathers and 152 mothers. The fathers reported an average year of schooling of 8.55 years (roughly equivalent to four months in second year high school education, 43 collegiate education. The mother respondents reported an average year high Schooling 8.99 years (roughly equivalent to completion of the third year high school); 44 mothers respondents had elementary education, 78 high school education, and 30 collegiate education. The parent respondents reported of the availability of print media at home consisting of books, magazines, newspapers, and Bibles.

Teachers. There were 17-teachers respondents who participated in the study: 2 males and 15 females; 11 were major in English without minor and 6 major in English with minor; 11 taught only English and 6 taught English with other subjects; 4 were graduates of public / state school and 13 graduates of private sectarian and non- sectarian schools. The teacher respondents obtained a mean score of 2.88 (SD= 1.81) in Torrance Checklist and a mean score of 20. 88 (SD= 3.39) in Holland – Baird Originality Measure.

On Testing the Significant Difference

Null Hypothesis 1. There is no significant difference between the critical / creative total scores and literal score. The sample students asked a total of 1519 questions: 770 literal, 573 critical, and 176 creative. A Chi- square of 3.30 was obtained showing that there was no significant difference between the number of literal questions and the combined number of critical and creative questions.

Null Hypothesis 2. There is on significant difference between the critical and relative scores obtained by the sample students. A Chi – Square of 210.42 was obtained showing that there were far more critical questions asked by the sample students (573) than they did creative questions (176). This result indicated a significant difference. This means that for every four higher-level questions asked by the students three were critical and one creative.

On Testing Significant Relationships

Null hypothesis 3. There are no significant relationships between the critical and creative scores and student – related variables. Three Chi – square tests of independence were calculated to determine the relationships between the sample students’ performance in asking higher level questions and gender, age, and rating in English (Grade 6). Two Chi – squares relative to the relationships between students’ performance in raising higher level of questions and gender and age were not significant. The student’s gender and age did not influence their performance in asking higher level questions.

However, the Chi – square relative to the relationship between the students performance in raising higher-level questions was significant. Rating in English had influenced the student’s performance in asking higher level questions, i.e., critical and creative questions.

Null Hypothesis 4. There are no significant relationships between the sample students critical and creative scores and family – related variables. Three Chi – squares were computed to ascertain the relationships between the sample students performance in asking higher level questions and the parents educational attainment, occupation, and availability of print media at home failed to influence the students performance in asking higher level questions.

Null Hypothesis 5. There is no significant relationship between the sample students’ critical and creative scored and teacher related variables. Six Chi- square test of independence were calculated to determine the relationship between the students’ performance in asking higher level question s and teacher respondent ‘s years of teaching English, major field, teaching load, schools graduated from, Scores in productive / creative thinking, and scores in originality / critical thinking. Three Chi- squares were small indicating that the student performance in asking higher level questions, i.e. critical and creative, had. No significant relationships with the teachers’ years of teaching implies that these teacher- related variables did not affect the students’ performance in asking higher level questions.

However, three Chi- squares were substantially large revealing that the student’ performance in asking higher level questions had significant relationship with the teachers’ major field, with and without minor, scores in productive / creative thinking, and scores originality/ critical thinking. This finding implies that these teachers’ variables had influenced the performance of the students in asking higher level questions, i. e, critical and creative questions.

Conclusions

Mostly literal level questions - rather than the inferential, critical, and creative levels - are raised by the first- year school student.

Findings in any previous studies on “questions” tally with this conclusion. Literal questions are the lowest level of questions in the hierarchy of question classification. Many reading authorities believe that the literal questions are necessary, but they offer that these questions lack inquiring potency. Significantly more critical level questions rather than creative level questions are raised by students.

Critical and creative questions are higher level questions. Compared to creative questions ,critical questions are at many times text - dependent, while creative level questions are less, or depend on a prior knowledge an individual has, the better his or her chance to ask (and more prepared to answer) creative level higher questions.

Speaking of gender and age, these do not affect the students’ performance in asking higher level questions. Many studies have confirmed this conclusion. Very little or no influence at all is exerted by gender and age of the students in their performance in raising higher level question.

On the other hand, Rating in English (Grade 6) affected positively the performance of the student respondents in asking higher level questions. This is proven by the levels of questions asked by student-respondents: student-respondents with good grades asked higher level questions while student-respondents with lower grades in English asked lower level of questions preferably literal level questions. Moreover, the stimulus selections are in English and the respondents ask questions in that language. It is expected that the ability to use the language in the previous grade may have offered them some advantage of facility to formulate higher level questions.

Meanwhile, parents’ educational attainment and occupation and availability of print media at home do not influence the performance of the first year students in asking higher level questions.

Many studies have confirmed this conclusion. An examination of the data on education attainment and occupation suggest that the parents may not be in strategic position to provide their children enough guidance in the matter of asking higher level questions. The data show limited print media available at home.

Teachers’ years of teaching English, teaching load, and schools graduated from do not affect the students’ performance in asking level questions.

An examination of the data shows that seven of the teachers have taught for less than four (3.85 years) teaching English. The implication in this is these teachers may not have acquired essential experience in teaching the language. Further, the data show that students under teachers teaching not only English but also other subjects produce a little more number of higher level questions. Again the data reveal that all teacher - respondents are graduates of School in the region, supervised by CHED.

Teachers’ major field, with and without minor, scores in productive / creative thinking (as by Torrance Checklist), in scores in originality/ critical thinking (as assessed by Holland – Baird measure) do positively influence the performance of the students in raiding higher level questions, i.e., critical and creative questions.

The student respondents received instruction in English which gave them due advantage in accomplishing the stimulus selections. An examination of the data suggests the teacher respondents have potential in critical thinking based on the mean score achieved (M = 20.88) by the teacher respondents.

Recommendations

1. Although literal questions serve as building blocks to higher level thinking, teachers should master the art of questioning that insures the development of the students’ performance in raising higher level questions, i.e., inferential, critical, and creative questions.
   
   
2. Teachers of both work – type (i.e., reading) and content – area subjects should include in their pivotal list of questions some that can trigger higher level thinking. Corollary to this, students should be encouraged to ask questions directed to the teachers, to their classmates, and to themselves.
   
   
3. Teachers should assign meaningful library works to their students. Every teacher should stock his or her classroom with multiple prints / instructional materials: books, dictionaries, magazines, newspapers, encyclopedia, thesaurus, and the like. Teachers should use interactive teaching methods of teaching that require intensive use of questions, e.g., group discussion and make – believe interview.
   
   
4. An in – service education be conducted in the division on the art of questioning where opportunity for all teachers to ask higher level of questions is learned and mastered.

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