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Institute of Graduate Education,Kalinga –Apayao State College

KALINGA-APAYAO STATE COLLEGEGRADUATE SCHOOL

Tabuk City2013

Editorial Board : Jovita E. Saguibo Research Director

Associate Editors: Marilou B. Adora

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VOL. 2 NO.1 A Semi-Annual Publication JANUARY- JUNE 2013

IGS DeanLoneza G. CarbonelResearch Chairman

CONSULTANTS:

AMADO P. IMPER Vice Pres.PRE&DT

EDUARDO T.BAGTANG, CPA, DBM President

COMPUTER LITERACY ASSESSMENT OF DEPED TEACHER IN TABUK CITY, KALINGA

Author/Advisee: Josephina BaiAdviser: Carmelita T. Ayang-ang,Ph.D.

ABSTRACT

The use of technology study looked into the teaching of information technology in the public secondary schools in the Division of Kalinga, School year 2011-2012. It specifically looked into the level of attainment of the objectives in teaching information technology, extent of strategies used, level of adequacy instructional materials and degree of seriousness of problems encountered in teaching information technology.

The responses were extracted through the use of a set of questionnaire and were quantified through the three-point scale and given statistical equivalent through the weighted mean. The ANOVA was used to determine significant differences along the variables and the Tukey’s significant difference was used to identify the groups with the significant difference.

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According to this study, the objectives in teaching information technology were moderately attained. It was revealed that there were significant differences on the level of attainment of the objectives in teaching information technology as to the moderator variables of field of specialization and school affiliation. While the strategies were moderately used in teaching information technology. There were significant differences on the extent of strategies used in teaching information technology as to the moderator variables of age, field of specialization, years in teaching and school affiliation. The instructional materials used in teaching information technology were moderately adequate as revealed by the mean. Further, it was noted that there were no significant differences on the level of adequacy of instructional materials used in teaching information technology as to the moderator variables of age, gender, field of specialization, years in teaching and school affiliation.

While the problems encountered in teaching information technology were moderately serious with “student related problems” of the highest and “teacher related problems” of the lowest. As to the test of significant differences, it was noted that there were significant differences on the degree of seriousness of problems encountered in teaching information technology as to the moderator variables of age, years in teaching and field of specialization.

Conclusions

Based from the aforementioned findings, the following are concluded:1. The objectives in teaching information technology were moderately attained.1.1 There were significant differences on the level of attainment of the

objectives in teaching information technology as to the moderator variables of field of specialization and school affiliation.

2. The strategies were moderately used in teaching information technology. 2.1. There were significant differences on the extent of strategies used in

teaching information technology as to the moderator variables of age, field of specialization, years in teaching and school affiliation.

3. The instructional materials used in teaching information technology were moderately adequate.

3.1. There were no significant differences on the level of adequacy of instructional materials used in teaching information technology as to the moderator variables of age, gender, field of specialization, years in teaching and school affiliation.

4. The problems encountered in teaching information technology were moderately serious.

4.1. There were significant differences on the degree of seriousness of problems encountered in teaching information technology as to the moderator variables of age, years in teaching and field of specialization.

RecommendationsBased from the findings, the researcher offers the following recommendations:1. The alumni of the schools must be tapped to provide internet connection so

students can avail of the use of the web.2. Teachers should be more tap resource people in the community to assist them

in the teaching of information technology.3. School administrators should coordinate with other community resources, like

government offices, for students to have a sort of an “on the job training” for more hands on activities.

4. Teachers should be encouraged to try out a variety of strategies.

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5. Administrators should initiate the conduct of interschool demonstration teaching.

6. Parents and teachers association should be encouraged to assist in the provision of instructional materials.

7. Teachers should use peer influence as an advantage to motivate students.8. Teachers should divide the class into groups with each group working a task to

fit in the other components of the subject on a rotation basis. 9. A follow up study is encouraged after 3 years.

REFERENCES

Agyan, Isabel T. (2006) Psychological Implications of Information Technology as Published in the PhilippineJournal of Education.

Cariaga, Helen G.(2009) Technology and Home Economics- a Response of Education to the Millenium, The TeachersJournal.

Demalat, Felomina C. (2007) “Performance of the Third Year High School Students in Information Technology”.Unpublished Master’s Thesis, Philippine Normal University, Manila.

De Ramos, Lynda Theresse K.(2008)” An Analysis on the Teaching of Information Technology in the SectarianSchools in Cavite”. Unpublished Dissertation, PhilippineNormal University, Manila.

Gabat, Delia A.(2009) “Analysis on the Teaching of Information Technology among the Fourth Year High SchoolStudents in Public Secondary Schools in the Three Districts of Catarman, Division of Samar”. UnpublishedDissertation, Philippine Normal University, Manila Gonzalez, Esperanza (2002) Philippine Secondary Education: A Real Scenario. The Philippine Journal of Education.

Laguna, Karen W. (2007) “ An Analysis on the Teaching of Information Technology in the Public Secondary Schools in the Division of Bohol”. Unpublished Dissertation, Philippine Normal University.

Leonarda-Herion, Susan T.(2007) Information Technology a Blessing or a Curse? The Teachers Journal.

Lopez, Janice Marie A. (2004) “ The Teaching of Information Technology in the Public Secondary Schools in the Division of Pangasinan 11”. Unpublished Dissertation, Baguio Central University.

National Secondary Curriculum (NSEC)

Zinzero, Rachelle W.(2010) A Study on the Teaching of Information Technology in the Public Secondary SchoolsIn Vinzons, Camarines Sur”. Unpublished Master’s Thesis,

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Philippine Normal University, Manila.

THE TEACHING OF MATHEMATICS VI INNORTHERN TABUK DISTRICT

DIVISION OF KALINGA

Author: Janice WassigAdviser and Co-author: Dr. Lope Buen

Co-author: Loneza G. Carbonel

The study looked into the teaching of Mathematics in Northern Tabuk District, Division of Kalinga for School Year 2012-2013. It focused on the level of attainment of the teaching objectives in Mathematics, the extent of use of the teaching methods in mathematics, and the degree of seriousness of the problems in teaching Mathematics. The study made use of the descriptive survey type of research method with the questionnaire as the main instrument used in gathering the data needed for the study. The respondents of the study included all Grade VI teachers of the Northern Tabuk District in the Division of Kalinga .

To gather the data, this study used a set of questionnaire which was lifted from the Minimum Learning Competencies (MLC) and BEC for Grade VI Mathematics which was quoted and used by Paguel (1998). The other parts were lifted from the studies of Edas and Adaol that were conducted in the Tinglayan District and KASC. Frequency

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Tables were used to categorize the data and were statistically described using the percentage and weighted mean.

Based on the findings, it was revealed that the level of attainment of the objectives in teaching Mathematics is “moderately attained”. The extent of use of the methods in teaching Mathematics is moderately used.

The findings revealed that the level of adequacy of instructional materials used in teaching Mathematics is moderately adequate. The degree of seriousness of the problems encountered in teaching Mathematics is moderately serious.

Based from the findings of the study and conclusions made, the following recommendations are offered:

1. Teachers and parents should exert more effort in teaching the pupils to improve their skills in Math.

2. Pupils should be given extra exercises to solve during their vacant time.3. Teachers should join seminars and trainings related in teaching Math for

updates.4. Female teachers should be creative and have initiative to provide instructional

materials to be used in teaching if the school cannot afford to give. 5. Teachers teaching Mathematics should equip themselves with varied techniques

and strategies.6. Teachers should give emphasis both in language and Mathematics so that pupils

should be able to improve their performance in solving word problems.7. Mathematics background should be strengthened as early as primary grades so

as to give them better understanding in Math in the higher grades.8. The school should conduct a regular parent-teachers meeting to discuss matters

on the performance of the children and convince them to help in teaching and disciplining their children.

9. Parents should strengthen the values of pupils toward their study habits. 10. Parents should supervise their children and check if they really go to school. 11. Pupils should study their lessons regularly.

REFERENCES

Ada-ol, Renato et. al.,(2006) “Mastery of Basic Mathematics Among First Year College Education Students”.

Ambasing, Helen (1997) “Teaching Mathematics in Grade II in the Division of Baguio City”. Unpublished Master’s Thesis, Baguio Central University, Baguio City.

Boaler, J. (1998) “Open and Closed Mathematics: Student Experiences and Understanding”. Journal for Research in Mathematics Education, 29, 41-62.

Castro, Isabel (2007) “Mathematics for Everyday Use”. Textbook for Grade VI.

Edas, Gudelia (2002) “The Teaching of Mathematics III in the Public Elementary Schools in Tinglayan District,Kalinga. Unpublished Master’s Thesis, Kalinga-Apayao State College, Tabuk, Kalinga.

Edchanag, Tomana (2006) “Analysis on the Effect of the Cooperative Learning Strategies Among the Grade II Pupils in the Public Schools in Kiangan, Ifugao”. Unpublished Master’s Thesis, University of Baguio.

Gabot, Estel (2000) “Difficultiesin Grade VI Elementary Mathematics in the Division of Apayao”. Unpublished Master’s Thesis, Baguio Central University, Baguio City.

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Grouws, D. & Cebulla, K. (2000). Improving Student Achievement in Mathematics.Geneva, Switzerland: International Academy of Education International Bureau of Education, Educational Practices Series -4.

Hiebert, J. & Wearne, D. (1992). “Links Between Teaching and Learning Place Value with Understanding in First Grade”. Journal for Research in Mathematics Education, 22,98-122.

Katio, Shiele (2008) “An Analysis on the Cooperative Learning Strategies in the Public Elementary Schools in Sabangan, Mt. Province”. Unpublished Master’s Thesis, Cordillera Career Development College, Buyagan, La Trinidad, Benguet.

TEACHING COMPETENCIES AMONG THE SUBJECT TEACHERS OF THE DIFFERENT TECHNICAL VOCATIONAL SCHOOLS

IN KALINGA

Author : BRENDALYN C. BANAWAAdviser and Co-author : PAULINO REYES 11,Ph.D.Co-author: Loneza G. Carbonel, MAED, MAMATH

The descriptive research looked into the teaching competencies of teachers in the Technical Vocational schools in Kalinga.It specifically sought answers to the following objectives and hypothesis: to determine the level of competencies among Tech-Voc teachers; to find if there are significant differences in the perceptions of the respondents on the level of competencies of the Tech-Voc teachers as to moderator variables of age, gender, years of teaching and field of specialization; there is no significant differences on the level of competencies of the Tech-Voc teachers in relation to the moderator variables; to determine the extent of utilization of methods and strategies in teaching TVE; to determine if there are significant differences on the extent of utilization of methods and strategies in teaching TVE as to the moderator variables; there are no significant differences on the extent of utilization of methods and strategies in teaching TVE as to the moderator variables; to determine the level of adequacy of instructional materials, tools, equipments and facilities for TVE as to

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moderator variables; to determine if there are significant differences in the perception of the respondents on the level of adequacy of instructional materials, tools, utensils, equipments and facilities for TVE as to the moderator variables; there are no significant differences in the perception of the respondents on the level of adequacy of instructional materials, tools, utensils, equipments and facilities in teaching TVE along the moderator variables; to find the extent of factors affecting the teaching of TVE subjects; to find if there are significant differences in the perception of the respondents on the extent of factors affecting the teaching of TVE along the moderator variables; there are no significant differences in the perception of the respondents on the extent of factors affecting the teaching of TVE along the moderator variables.

The study involves 31 vocational teachers of the five vocational schools in Kalinga. The responses gathered from the respondents were quantified using the three point Likert scale while the weighted mean was used to determine the statistical meaning and equivalent of the responses. The ANOVA was used to determine the significant differences that exist on the perception of teachers.

The study discovered that the level of competencies of the teachers as perceived by the respondents is much competent based from the total average weighted mean of 2.57.Despite the differences in the competencies of the teacher, 14 out of 15 were perceived to be much competent. Asking Questions that lead to reflective learning obtained a mean of 2.23 which is described as moderately competent.

The null hypothesis is accepted along the moderator variables of gender, length of service and fields of specialization.

On the other hand, variables along age reject the null hypothesis. It implies that there are significant differences on the level of competencies of the tech voc teachers along their age.

The study revealed that the respondents claimed that the methods and strategies in teaching TVE were moderately utilized. It revealed further revealed that there are no significant differences in the responses of the respondents on the extent of utilization of methods and strategies in teaching TVE along the variables of age, gender, length of service and field of specialization.

The instructional materials, equipment, tools, and facilities for TVE are moderately adequate . There are no significant differences on the perceptions of the teachers along all the variables of gender, length of service and fields of specialization.

The variable of age rejects the null hypothesis. It can be said that the teachers differ significantly in their perceptions on the level of adequacy of the instructional materials, tools, equipment and facilities in the light of their age.The factors affecting the teaching of TVE are moderately affected.

Based from the findings, the following conclusions are drawn:1. There are no significant differences on the perception of the respondents on the

level of teaching competencies among TVE teachers along the variables of gender, length of service and fields of specialization while the variable along age reveals that there is a significant difference on the competencies employed by the TVE teacher.

2. The methods and strategies in teaching TVE are moderately utilized.3. There are no significant differences in the perceptions of the teachers on the

extent of use of methods and strategies in TVE as to moderator variables.4. The instructional materials, tools, equipments and facilities for TVE as perceived

by the respondents are moderately adequate.5. There are no significant differences in the perception of the teachers as to the

level of adequacy of instructional materials, tools, equipments, and facilities for TVE along the moderator variables of gender, length of service and fields of

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specialization. There is a rejection of the null hypothesis on the moderator variable of age.

6. The factors affecting the teaching of TVE are moderately affected.7. There are no significant differences on the perception of the respondents on the

extent of factors affecting the teaching of TVE along the moderator variables.Based on the aforementioned findings and conclusions, the following are

recommended:1. The teachers should attend seminars on innovative teaching to increase their

competencies in teaching.2. The teachers should attend more seminars on methodology and techniques

of teaching to increase their competencies in teaching.3. Reference books, journals and magazines should be bought by the school

administrator to keep the teachers and students abreast of new trends of TVE.

4. More funds should be allocated for the improvement and installation of facilities especially for lights and ventilation.

5. The school should initiate an activity which requires parent’s involvement to further develop camaraderie between the school authorities, students and parents.

6. Local experts who are knowledgeable on the topics on Technical Vocational Education should be tapped so that symposium will be utilized.

REFERENCES

Agbisit, I (2012) Teaching Competencies Among Science Teachers in Private and Public Colleges in Tabuk City Kalinga (Unpublished Dissertation, Kalinga-Apayao State College, Bulanao, Tabuk City)

Agno, Linda N.(2009)Principles of teaching I: A modular approach ,C&E Publshing Inc.839 EDSA, South Triangle, Q.C

Andales, M. (2004) Work text in Technology and Home Economics: Innovative Educational Materials, Inc.

Andres N.B.(1991)The Implementation of Home Economics Program in the Vocational Schools of Kalinga-Apayao (Unpublished Master’s Thesis, Baguio Central University, Baguio City)

Atiwag,S. M.(2012)The Technical Vocational Education Program in the Department of Education, Division of Kalinga (Kalinga-Apayao State College, Bulanao, Tabuk City, Kalinga)

Banglagan, C. (1997) “Home Economics and Livelihood Education in the District of Tanudan: An assessment”(Unpublished master’s Thesis, St. Paul University, Tuguegarao, Cagayan)

Bumanglag, J. (1998) “The implementation of Technology and Home Economics in the Province of Apayao” (Unpublished Master’s Thesis, Cagayan State

University, Tuguegarao City)

Clemente, A. (1996) Philippine Education into the 21 st Century, Quezon City: Valeriano Publishing House)DepEd.net

Encarta(2009)

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Flavio, D.(2001)”Differences of Teachers in Teaching Technology and livelihood Education Subjects in Kasarinlan High School”(Unpublished Master’s Thesis, The university of Caloocan City, Sangandaan, Caloocan City)

PERFORMANCE OF THE STUDENTS IN SCIENCE IN TABUK NATIONAL HIGH SCHOOL

NEW TANGLAG ANNEX

Author: Genevieve OllibacAdviser and Co-author: Tules P. Banwa,Ph.D

ABSTRACT

The study looked into the Performance in Science of the Tabuk National High School New Tanglag Annex Students during the School Year 2012-2013. It determined the level of performance of the students in Science under the Understanding by Design curriculum, and the extent of the factors which influenced the performance of the students.

The questionnaire was used to gather needed data from the ninety four (94) second and third year students. The three-point-Likert scale, percentage, frequency,

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weighted Mean, Chi-square and Analysis of Variance (ANOVA) were used to treat and analyze the responses of the respondents.

Based on the data gathered and analyzed, the performance of the students in science was found out to be average. And the identified variables moderately affect.

The findings of this study led to recommend the following : that library materials used in Science subjects should be updated such as magazines, brochures, and other reading and reference materials; the school should purchase additional equipment and facilities needed in Science; the administration must send teachers to trainings and seminars; teachers must find ways and means to attend seminars and trainings in Science; teachers are encouraged to use teaching strategies that lead to the enhancement of the critical thinking skills of the students; teachers must use visual aids to concretize abstract concepts and to arose the interest of the learners; parents should buy science materials such as books or encyclopedia to be used at home as remedial measures; parents should assist their children in their studies and follow-up their performance in school regularly; and students should exert effort to study their lesson in their subjects including Science.

REFERENCES

Agaran, Jacqueline M.(2011). “The Teaching of Science and in the Public Secondary Schools of Conner District, Apayao Division.” unpublished master’s Thesis, Kalinga-Apayao State College, Tabuk City Kalinga

Agod, Mary P.(2006). “Factors Affecting the Scholastic Performance of Grade V Pupils in Mathematics in Tinglayan District, Division of Kalinga”, Kalinga- Apayao State College, Bulanao, Tabuk Kalinga

Asuncion, Catalina G. (2007). “The Teaching of Science and Technology in the Newly Nationalized High School of the Division of Kalinga”, unpublished master’s thesis, Kalinga-Apayao State College, Tabuk City Kalinga

Ayangdo, C.(2010). “Performance and anxieties in Mathematics among the Freshmen Students in Tanudan”, unpublished master’s Thesis, Kalinga-Apayao State College, Tabuk City Kalinga

Britannica Learning Library (2006). Encyclopedia Britannica Inc.

Burton, Consuelo A. (2009). “Academic Performance in English among the First Year High School students of Tinglayan District”, unpublished master’s Thesis, Kalinga-Apayao State College, Tabuk City Kalinga

Harcourt Science (2000). California Edition by Harcourt, Inc. http://e-turo.org/?q=node/855

Igadna, Mercy Grace T. (2005). “The Improvement of Quality Education in Kalinga-Apayao State College”, unpublished master’s Thesis, Kalinga-Apayao State College, Tabuk City Kalinga

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Tracer Study of the Graduates School Graduates of Kalinga-Apayao State College

Advisee/Author : Sharmaine LotonAdviser/ Co-author: Marymina Odiem

Tracer study of graduates is very important in managing programs of higher education. It gives benchmarks and feedbacks to the institution to show whether the programs being offered are relevant to the needs of times .This study looked into the answers of the specific objectives, namely: 1) to determine the profile of the graduates; 2) to determine their employment status; 3) to find the extent of factors affecting the employment/promotion of the graduates; and, 4) to suggest some ways to enhance the MAED and Ph.D. Dev. Ed. curriculum. A total of 65 graduates from 2000-2012 were covered in this study. The questionnaire was used to solicit the information needed from the graduates. A 3 point scale was used to quantify for description the responses on the extent of factors. The frequency, weighted mean, t-Test, spearman rank correlation, and the F-test were used in quantifying and analyzing the data using the .05 significant level.

There were a total of 65 graduates whose profiles were determined in this study. Specifically, 58 MAED graduates and 7 doctorate graduates were traced in terms their

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names, date of birth (age), gender, civil status, tribal affiliation, eligibility(ies), graduate degree course finished, school year graduated, present position/rank.

Employment Status of the Graduates

It was noted that before the graduates enrolled in the Institute of the Graduate Studies, 50 of them equivalent to 77 percent were permanently employed, while 9 or 14 percent were substitutes, and 6 or 9 percent were employed on a casual or contractual basis. The finding implies that there was still a considerable number of graduates not permanently when they came to enroll their graduate studies. It was further revealed in this study that at present 100 percent of the graduates are permanently employed as teachers, employer and address, and position/rank before enrolling in KASC Graduate Studies .Master teachers, principals, college instructors. It is worth to note that no one the graduates were still substitute, casual/contractual after graduating their degrees in the graduate studies.

Through the use of the Spearman Rank Correlation, it was determined that there was a very high correlation between the previous and present employment status of the graduates as revealed by the computed value of r of 0.99 and further proven by the t-Test computed value of 3.31 which is higher than the t-tabular value of 2.31 at.05 level of significance.

The null hypothesis that there is no significant relationship between the previous and present employment status of the graduates was rejected. In addition, there was a significant difference between the previous and present status of the graduates. The null hypothesis stated that there is no significant difference between the previous and present status of the graduates was likewise rejected.

Factors Affecting the Employment/Promotion of Graduates

The obtained total average weighted mean of 2.24 indicated that as a whole the identified factors moderately affected the employment/promotion of the graduates. However, 5 of the specific indicators much affected the graduates such as competition” with a mean of 2.55; followed by “school/administration policies” and “educational qualification”, 2.51 each; teaching experience and seminars/trainings attended, 2.38 each.

The indicators “political intervention”, “personal attributes”, hiring practices of schools, performance, location, eligibility, computer literacy, and major field of specialization moderately affected the graduates. It was noted that the indicator on “nepotism” had the lowest mean of 1.17 implying that the practice of nepotism in the employment/promotion of the graduates less affected the graduates. No significant findings were noted along the variables of employment status, degree program graduated, ethnic affiliation, and eligibility.

Suggestions to Enhance the MAED & Ph.D. Dev Ed. Curriculum

Three ways of enhancing the MAED and Ph.D. Dev. Ed curriculum identified by the graduates were in the forms of curriculum enhancement by adding some suggested

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topics under the core subjects, major Subjects, and Cognate Subjects; more student activities in the form of symposia, case studies, and field studies.

Based on the findings, the following conclusions were drawn.1. The graduates varied in their profile2. All the graduates were permanently employed after they finished their

graduate studies3. There was high correlation between the previous and present

employment/promotion status of the graduates4. The factors moderately affected the employment/ promotion of the graduates

as a whole 5. The indicators “competition”, “school/administration policies”, “educational qualification”, “teaching experience”, and seminars/trainings attended were factors that much affected the employment /promotion of the graduates.

6. There were no significant differences in the extent of factors affecting the employment/promotion of the graduates when grouped as to employment status, degree program graduated, ethnic affiliation, and eligibility.

Recommendations 1.Graduates should make themselves more competitive through graduate studies.

2.School administrators should be consistent in the implementation of policies on employment and promotion. 3.Graduate students should select their courses wisely

or choose their field of specialization responsive to the needs of the educational system.

4.Graduates of education courses should seek employment whether in the private or public school at any employment status (Local School Board, Casual, Contractual, Substitute. etc.) to gain teaching experience. 5.To upgrade their educational qualifications, teachers should enroll and finish their master’s and doctorate degrees. 6.Graduates must have the initiative to attend in-service trainings/seminars to for professional growth and for update by sharing in the expenses if their school fund does not warrant. 7. The Kalinga Apayao State College should adopt the suggestions of the graduates to enhance the MAED and Ph.D. Dev. Ed. Curriculum. 8. A Parallel study is recommended to cover the other graduates not covered by this study.

References

Arcelo, A.A.(1996).Graduate Tracer Study. FAPE Publication. CHED-FABE study (2004). “Evaluation of Graduate Education in the Philippine Administration”, University of Regina Carmeli.

Boyer,E.L.(1996).Scholarship Reconsidered-Priorities of the Professoriate ,Tenth Printing. Cruz, REYNALDO C.(2007).

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“Impact Study of the URC Graduate School in Three Master’s Degree Programs: Teacher Education, Business Education and Public”.

Dela Cruz,Elmer M. (2004). “Status of the Master in Business Administration (MBA) Program in Region I, Philippines: Towards Building Development Framework”. unpublished Doctorate dissertation , Divine Word College of Laoag , Laoag City.

Scanlan, C.L. (2003). “Reliability and validity of a student scale for assessing the quality of Internet-based distance learning”, Online Journal of Distance Learning Administration. http//www.westga.edu/~distance/ojdla/fall63/scanlan63.html.

Schomburg, HARALD (2003). Handbook for Graduate Tracer Studies : Center for Research on Higher Education and Work, University of Kassel,Germany. http://www.qtafi.de/handbook_v2.pdf

Umar Abdurrahman (2006). Assurance Procedures in Teacher Education: The Case of the National Teachers’ Institute , Kaduna, Nigeria”, In Perspectives on Distance Education :Toward a Culture of Quality eds. Badir K. Koul & Asha Kanwar. Commonwealth of Learning.

Zembere S.N. and Chinyama N.P.M (1996) “ The University of Malawi Graduate Tracer Study”. University of Malawi.Blantyre.

PROBLEMS ENCOUNTERED BY MULTI-GRADE TEACHERS IN TANUDANDISTRICT, DIVISION OF KALINGA

Author: BRIGIDA W. SUMOLDONGAdviser and Co-author: MARYMINA PABLO ODIEM, Ph.D.

Co-author: Loneza G. Carbonel, MAED,MAMATH

ABSTRACT

This study deals with the problems encountered by Multi-grade Teachers in Tanudan District . It specifically describes and obtained the results of the specific objectives namely: 1) to determine the degree of seriousness of the problems of multigrade teachers in Tanudan District along the following: objectives and content; instructional materials; classroom management; and administration/supervision; and 2) to find if there are significant differences in the perceptions of the respondents on the degree of seriousness of the problems encountered by the multi-grade teachers as to the variables of age, educational attainment, number of in-service trainings, and years in teaching multigrade classes.

The Total Average Weighted Mean (TAWM) of 2.56 showed that the problems along the objectives and content were perceived by the multi-grade teachers as much serious as a whole with the indicator “Limited time to execute prepared lesson plans” as the highest with a Mean of 2.91, followed by

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the difficulty in the of preparation of lesson plan, the lack of knowledge in the use of teaching methods and techniques for multi-grade classes, and the lack of knowledge in the use of ELC.

In summary, the respondents significantly differed in their perceptions on the degree of seriousness of problems encountered in multi-grade teaching along objectives and content as to the variable of age specifically between the youngest group and the oldest group of teachers and number of in-service trainings. On the other hand, no significant differences were noted along educational attainment, and years in teaching multi-grade classes.

Degree of Seriousness of Problems ofMultigrade Teachers along Instructional Materials

The Total Average Weighted Mean (TAWM) of 2.46 indicated that the problems along instructional materials were perceived by the multi-grade teachers as much serious. Under the problems on instructional materials, there were seven (7) specific problems identified in this study. Five of these identified problems were perceived as much serious while two were looked upon as moderately serious.

From the five (5) much serious problems related to instructional materials; the problem related to the insufficient textbooks and other teaching references obtained the highest mean of 2.74; followed by the problem on the limited time to prepare instructional materials for each subject in each grade level with an obtained mean of 2.70; the problem on the lack of funds for the purchase of visual aids, seatwork exercises, activity cards, workbooks, etc., 2.57; inadequate teaching devices, 2.48; and the problem related to the inadequacy of equipment needed in teaching multi-grade classes, 2.39.

In summary, the teachers significantly differed in their perceptions on the degree of seriousness of problems encountered along instructional materials when grouped according to the variable on number of in-service trainings and years in teaching multi-grade classes while no significant differences were noted when grouped as to age and educational attainment.

Degree of Seriousness of Problems of Multi-Grade Teachers along Classroom Management

The Total Average Weighted Mean (TAWM) of 2.44 indicated that the problems along classroom Management were perceived by the respondents as “much serious”. Under the problems on Classroom management, there were four (4) specific problems identified in the study. Among the identified problems, 3 were much serious while the remaining 1 was moderately serious. The highest obtained weighted mean of 2.61 was the indicator “difficulty in using varied teaching strategies to different grade levels”, followed by the problem on the difficulty in handling pupils with different abilities and with different age level with 2.44; and the problem on the large number of pupils in one class with 2.39. The number one problem of the teachers under classroom in the present study was the same problem of the respondents of Guizoven (2011) in Southern Tabuk District.

The problem indicator “classrooms are not intended for multi-grade classes” with an obtained Mean of 2.30 was perceived as a moderately serious problem by the respondents under classroom management.

The teachers did not significantly differ in their perceptions on the degree of seriousness of problems encountered along classroom management when grouped according to the selected variables used in this study.

Degree of Seriousness of Problems of Multi-grade teachers

Along Administration/Supervision

The Total Average Weighted Mean (TAWM) of 2.63 indicated that the problems along administration/supervision were perceived by the multi-grade teachers as much serious. Under the problems on administration/supervision, there were four (4) specific problems identified which were all perceived as much serious with the problem indicator “Multi-grade teachers are seldom given merits/awards” obtaining the highest Mean of 2.70, followed by “difficulty in handling both administrative and multi-grade teaching functions” with 2.70; No INSET of Multi-grade teachers on multigrade teaching, 2.61; and “administrators seldom visit schools with multi-grade classes”, 2.44.

There were no significant differences in the perceptions of the teachers on the degree of seriousness of problems encountered along supervision/administration when grouped as to the selected variables used in this study.

Summary of the Degree of Seriousness

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Of Problems of Multi-Grade Teachers

The problems encountered by multi-grade teachers in Tanudan District were much serious with an Overall Average Mean of 2.52 with the problems under administration/supervision as the highest with TAWM OF 2.63 followed by the problems along objectives and content,2.56; instructional materials, 2.46; and classroom management, 2.44.

Indentified Teaching Techniques/Strategies Used by Multi-grade Teachers in Tanudan District

There were 10 identified teaching techniques/ strategies used by multi-grade teachers in Tanudan District with “Peer Tutoring” strategy as the number one commonly applied; followed by the “little teacher” strategy;“Team Teaching Strategy”; the use of “Man to Man” strategy; Inviting Resource Speakers; Remedial classes to slow learners; home visitation; Use of varied and flexible groupings; Use of varied teaching devices; and the use of models.

Conclusions1. The problems of multi-grade teachers in Tanudan District during the School Year 2012-2013

along objectives and content, instructional materials, classroom management, and administration/supervision were much serious as a whole.

2. Along objectives and content, all the problem indicators were perceived as much serous with “Limited time to execute prepared lesson plans” as the highest, followed by the difficulty in the of preparation of lesson plan, the lack of knowledge in the use of teaching methods and techniques for multi-grade classes, and the lack of knowledge in the use of ELC.

3. The seriousness of the problems along objectives and content significantly differed as to age but not as to educational attainment, number of in-service trainings, and years of teaching in multigrade classes

4. Along instructional materials, 5 of the problem indicators were perceived as much serious with the problem related to the insufficient textbooks and other teaching references as the number 1; followed by the problem on the limited time to prepare instructional materials for each subject in each grade level; lack of funds for the purchase of visual aids, seatwork exercises, activity cards, workbooks, etc.; inadequate teaching devices; and the problem related to the inadequacy of equipment needed in teaching multi-grade classes.

5. The teachers significantly differed in their perceptions on the degree of seriousness of problems encountered along instructional materials when grouped according to the variable of number of in-service trainings and years in teaching multi-grade classes while no significant differences were noted when grouped as to age and educational attainment.

6. Under the problems on Classroom management, of the four problem indicators,3 were much serious with 1 moderately serious with the “difficulty in using varied teaching strategies to different grade levels” as the number 1 followed by the difficulty in handling pupils with different abilities and with different age levels; and the problem on the large number of pupils in one class. On the other hand, the problem indicator “classrooms are not intended for multi-grade classes” was perceived as moderately serious.

7. The teachers did not significantly differ in their perceptions on the degree of seriousness of problems encountered along classroom management when grouped according to the selected variables.

8. Along administration/supervision, the four specific problem indicators were all perceived as much serious with the problem indicator “Multi-grade teachers are seldom given merits/awards” as number 1, followed by “difficulty in handling both administrative and multi-grade teaching functions”; No INSET of Multi-grade teachers on multigrade teaching, 2.61; and “administrators seldom visit schools with multi-grade classes”.

9. There were no significant differences in the perceptions of the teachers on the degree of seriousness of problems encountered along supervision/administration when grouped as to the selected variables.

10. There were 10 identified teaching techniques/ strategies used by multi-grade teachers in Tanudan District with “Peer Tutoring” strategy as the number one; followed by the “little teacher” strategy;“Team Teaching Strategy”; the use of “Man to Man” strategy; Inviting Resource Speakers; Remedial classes to slow learners; home visitation; Use of varied and flexible groupings; Use of varied teaching devices; and the use of models.

RecommendationsFrom the findings, the following are recommended:1. Teachers handling multi-grade classes should not be assigned administrative functions.

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2. Conduct of trainings/seminars along teaching methodology and lesson planning, use of ELC for multi-grade teachers is needed

3. Enhance the existing teaching techniques/strategies4. Try other techniques/strategies in teaching multi-grade classes5. Schools supplies like textbooks and other reference materials and needed furniture should be

equitably distributed to the different schools including schools wit multi-grade classes. 6. Multi-grade teachers should be considered like the teachers of mono-grade classes in terms of

merits/awards and other benefits.7. Parallel studies on multigrade teaching should be conducted in other districts in the Division of

Kalinga where multigrade classes exist

REFERENCES

Ciubal,I.A.(2000). “Multi-Grade Teaching in Gonzaga District, Cagayan Division”. Unpublished Thesis, University of La Salette Santiago City.

Dagson, Benet W. (2012). “Evaluation of Multi-grade Teaching in Tinglayan District, Division of Kalinga”. Kalinga-Apayao State College, Bulanao, Tabuk City.

Dayag, R.T. (2000) Multi-grade Program in the Cordillera Region. Unpublished Doctoral Dissertation, Baguio Central University.

De Los Santos, Gregorio M. (2000). Common Statistical Tools and Application Problems for Behavioral Sciences. Mountain Province Polytechnic College, Bontoc, Phlippines

Denosta,A.P. (2008) Lecture Notes In Special Topics 1, 2, & 3 A Compilation Western Visayas Colleges of Science and Technology, Burgos St., La Paz, Iloilo City

DEPED (2004). Manual on Multi-grade Teaching

Ferguson, George A.(1989) Statistical Analysis in Psychology and Education. New York: Mc Graw Hill Inc.

Guizoven, Jacinta M.(2011).”Problems Encountered by Multi-grade Teachers in Western Tabuk District, Division of Kalinga”. Kalinga-Apayao State College, Bulanao, Tabuk City, Kalinga.

Lucero, Ricarte(1994). The Problem in Multi-Grade Teaching. The Philippine Journal of Education Vol. XXVII, No. 10, October 1994.

Manuel, R.Z.Sr. (1997). Multi-grade Program in Philippine Education. “The Modern Teacher, LXXI, 405.

Miller, E. (1983). Handling Multi-Grade Classes. New York, (Inc. Graw Hill Book Co..

Muse,I.,Smith, R.,Baker, B, (1987).The one-Teacher School in the 1980s. Las Cruces, NM:ERIC Clearinghouse on Rural Educational and Small Schools. (ERIC Document Reproduction Service No. ED 287 646)

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LEARNING READINESS OF THE GRADE I PUPILS IN THEPUBLIC ELEMENTARY SCHOOLS IN NORTHERN

TABUK DISTRICT, DIVISION OF KALINGA

AUTHOR : KARLA L. REYESAdviser and Co-author: MARYMINA P. ODIEM, Ph.D.

ABSTRACT

This study looked into the learning readiness of the Grade I pupils in the public elementary schools in Northern Tabuk District, Division of Kalinga during the SY 2011-2012.It specifically sought responses on the level of learning readiness of the pupils, and on the extent of factors that affected the learning readiness of the pupils.

The data needed were gathered through the questionnaire. The weighted mean was used to give statistical meanings to the data gathered and the Analysis of Variance (ANOVA) was used to determine the significant differences along the variables. The Tukey’s Honestly Significant Difference (HSD) method was used to look into the groups which significantly differed.

It was found out that the grade I pupils were of the satisfactory level of learning readiness and the learning readiness of the pupils were much affected by the factors.

Recommendations of the study were as follows: teachers should provide more drills to pupils in counting odd numbers in a sequence and should conduct oral reading either by group or individually; events or other items needed in learning should be posted on a bulletin board to remind pupils; teachers should develop in the class the feelings of collegiality and collaborative work; more motivational approaches and techniques should be utilized by teachers; teachers should try out a variety of strategies; the school should conduct parent education programs to improve child rearing practices and the like; during homeroom meetings, parents should be motivated and encouraged to maintain the classroom to make it safe and conducive for learning, the teaching-learning process should be made more child-centered to elicit pupils interest, and the conduct of a parallel study

REFERENCES

Agod, Renita F. (2000) “The Teaching of Music in the Intermediate Grades of Western Tabuk District

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Benitez, Flora P. (2004) “The Teaching of Music among the Freshmen Students in the Public Secondary Schools in Tabuk, Kalinga”.

Benward & Saker. (2003) Music: In Theory and Practice, Vol. I, Seventh Edition.

Buenaventura, Antonio, (1985) et. al., “Sing and Be Happy” for Grades V and VI, Bureau of Public Schools.

Coleman, Satis. (1967) Creative Music for Children, New York: G.T. Putman’s Sons.

Cosidon, Lilibeth P. (2006) “The Teaching of Music in the Intermediate Grades of Western Tabuk District”.

Dawaten, Jocefa B. (2012) “The Difficulties of Teachers Teaching Makabayan Subjects Among the Grade V Pupils in the Public Elementary Schools in Southern Tabuk District, Division of Kalinga

del Valle, Leticia G. (2008) History of Music Education in the Philippines Thursday.

Department Order No.1 Series of 1957, The Revised Philippine Educational Program Republic of the Philippines, Bureau of Public Schools.

Grindulo, Rizaldy, (2011) “The Teaching of Music Education among the Grade IV and V Pupils of Northern Tabuk District”.

THE DIFFICULTIES OF INTERMEDIATE MUSIC TEACHERS IN THEPUBLIC ELEMENTARY SCHOOLS IN NORTHERN TABUK DISTRICT,

DIVISION OF KALINGA

Author: CARA C. BASNICAdviser: Raymond E. Balbin, Ph. D.

Co-author: Loneza G. Carbonel

ABSTRACT

This paper looked into the difficulties of teachers in teaching Music in the intermediate grades of elementary schools in Northern Tabuk District, Division of

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Kalinga . It specifically determined the level of difficulties of teachers in teaching Music, degree of seriousness of the problems of teachers in teaching Music and the level of need to implement remedial measures to overcome the difficulties of teachers in teaching Music.

The data needed were gathered from twenty eight (28) Music teachers in the public elementary schools in Northern Tabuk District, through the four- part questionnaire and data were treated using the three- point scale.

The weighted mean was used to give statistical equivalent to the data and the One Way Analysis of Variance (ANOVA) was used to determine the significant differences along the variables of gender, age and years in teaching.

It was found out that the teachers teaching Music are of moderate level of difficulties, the problems of teachers in teaching Music are very much serious and the proposed remedial measures to overcome the difficulties are very much needed to be implemented.

It was recommended that teachers should attend seminars and trainings relevant to Music education, they should ask support and assistance to the school administrators to overcome the difficulties, there should be available musical instruments such as piano, guitar and pitch pipe to provide accurate pitch of songs, teachers should gather and use appropriate teaching aids, they should plan and prepare lessons very well, they should have remedial classes for Music and school heads should provide textbooks, references and other needed materials.

REFERENCES

Agod, Renita F. (2000) “The Teaching of Music in the Intermediate Grades of Western Tabuk District

Benitez, Flora P. (2004) “The Teaching of Music among the Freshmen Students in the Public Secondary Schools in Tabuk, Kalinga”.

Benward & Saker. (2003) Music: In Theory and Practice, Vol. I, Seventh Edition.

Buenaventura, Antonio, (1985) et. al., “Sing and Be Happy” for Grades V and VI, Bureau of Public Schools.

Coleman, Satis. (1967) Creative Music for Children, New York: G.T. Putman’s Sons.

Cosidon, Lilibeth P. (2006) “The Teaching of Music in the Intermediate Grades of Western Tabuk District”.

Dawaten, Jocefa B. (2012) “The Difficulties of Teachers Teaching Makabayan Subjects Among the Grade V Pupils in the Public Elementary Schools in Southern Tabuk District, Division of Kalinga

del Valle, Leticia G. (2008) History of Music Education in the Philippines Thursday.

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Department Order No.1 Series of 1957, The Revised Philippine Educational Program Republic of the Philippines, Bureau of Public Schools.

Grindulo, Rizaldy, (2011) “The Teaching of Music Education among the Grade IV and V Pupils of Northern Tabuk District”.

Harkavy, Michael D.,et. al. (1996) The New Webster’s International Encyclopedia.

INDIGENOUS HEALTH PRACTICES AND BELIEFSAMONG THE KALINGA SUB-TRIBE

OF TINGLAYAN

Author:DOMINGA DAISY B. ACCADAdviser and Co-author: MAXIMO B. GARMING, DPA

Co-author: Loneza G. Carbonel, MAED,MAMATH

ABSTRACT

The study looked into the indigenous health practices and beliefs of the Itongrayan (people from Tinglayan) a subtribe of Southern Kalinga in Northern Luzon, Philippines. It documented the indigenous health practices and beliefs of the Itongrayan along pregnancy, birth and infancy, food preparation, hygiene, cleanliness and sanitation of the surrounding. The study also determined the implications of the health practices and beliefs in teaching health subjects in the secondary schools in Tinglayan along health condition of the students, nutrition, hygiene of students, and cleanliness and sanitation of the surrounding.

The study was conducted in the municipality of Tinglayan during the school year 2012-2013. A total of 50 Itongrayan were taken as key informants comprising of 20 folks and 30 teachers.

The key informants were selected based on the criteria of age, number of children, and actual performance of customs and traditions of the community.

This study presents a summary of the findings of the study, the conclusions drawn as a result of the findings, and recommendations offered based from the findings and conclusions of the study.

Beliefs and Practices ImplicationsA. During Pregnancy

1. Ngilin

a. Mother is prohibited from going to “tabooed” places such as bodies of water and places of big trees.

b. Mother is prohibited to eat “tabooed” foods like meat of male pig, intertwined or entangled fruits, for it lead

-Children are healthier, stronger and well-cared.a. The spirits dwelling in the tabooed places that inflict harm to the baby.b. It causes sicknesses, allergies and complications on the child and mother.

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to an abnormal development of the body like twins or a baby with gloved fingers. Moreover, the pregnant woman is also advised not to eat crab and other animals that make holes, black colored food, meat butchered from wakes, meats of carabao, goat, bats for the breast of the mother might bear holes. c. The mother is also prohibited to do “tabooed” activities e.g. hiding when eating or else the shapes of the foods may develop into the baby’s body; carrying langngay (fruit basket), pocketing fruits, witnessing dying person or animals, playing musical instruments, dancing the salip (gong dance) or else the baby acquire bad mannerisms, staring at a lighted flashlight for her offspring become crossed-eyed, and sharing fruits from what she is carrying or else the body suffers from skin diseases. d. Father has “tabooed” activities too such as looking and touching banyas (lizard), dismantling furniture sets because of the belief that the pregnant wife might experience difficulty during delivery, going fishing, hunting, and gathering snails with the belief that the wife dies after delivery, and he must sleep outside the house when he goes for an errand the following day or else the wife suffers miscarriage.

c. Scars are developed and appear on the baby’s body. The activities of the mother become the actions of the baby later. So, abiding with the ngilin, unfavorable actuations of the child and occurrence of scars are prevented.

d. The mother suffers from miscarriage, difficulty in delivering the child and or death of the mother.

B. During birth and infancy

1. Ontad- A ritual done as a

-The child gains masculinity for boys and femininity for girls because they are taught well in their young age.1. Butchering chickens and pig are for appeasement and serve as a food for the mother

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gesture of welcome for the baby.

2. Songa- A ritual done for the first born baby boy and first born baby girl only to wish for the protection and security of the child.

3. Fob-oro’- It is a thanksgiving celebration by the family. 4. Kabfo’- This is a native way of baptizing a baby. It is an initiation ritual. The priestess prays to Afuniyan (Supreme Being) that He showers the family with abundant blessings and gives long successful life to the child.5. Chug-owo’- A ritual done when the child is sickly. This is performed in order that infant has the appetite to eat in order to be healthy and strong. 6. Sifit- A ceremonial rite performed by a quack doctor when the child is sickly. This is done with the belief that the child is free to go and visit his relatives without fear. 7. Salip- A ritual administered by themanchachawa’ for a girl only when she reaches 1 to 3 years old so that she always possesses feminine actions, modest, fine character and beautiful. 8. Arur-ur- A ritual done to a baby boy when he reaches one year old to ask Afunianto entreat the boy with courage,

in order to have enough breast milk to meet the demand of a sucking baby.2. The six (6) butchered piglet signify to have many children later and one (1) puppy is to guard the baby as he/she grows.

3. The child is always strong and alive.4. Children are stronger and healthier since the mother provided him/her with enough breast milk by following all the beliefs and practices.5. The infant gains the appetite of eating in order to be strong.

6. The child regains his/her appetite of eating in order to become healthy and strong

7. The child is always healthy and possesses feminine actions, modest and fine character, beautiful and longevity of life.8. They ask Afuniyan to give and enter at the boy with courage, bravery, industry, wisdom and good health.9. The boy is becoming a brave warrior, hunter and of good health always.

10. The child received the blessings from his/her parents and even closes relatives.

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bravery, industry, wisdom and good health. 9. So-ob- This celebration is done when the baby boy reaches 2 months to one year old. This feast is applicable to boy only to show that man is superior to woman. 10. Kammid- This is a welcome and thanksgiving ceremony to the baby by his grandparents and even close relatives of the family. C. On food preparation 1. Old preparation of food of infant 2. Finarat- Meat, fish and vegetables are just boiled with enough broth with salt as the only ingredient. 3. Inang-ang- A way of cooking all kinds of legumes by boiling it until it becomes soft. Leafy vegetables can be added with broth. 4. Inaguban- Meat is sliced and placed in a bamboo for 3 days to one week. It produces an unpleasant odor but it makes the viand delicious. 5. Tinapa- A smoke dried or sun dried way of preserving meat and fish. 6. Chawis- Meat and fish are barbecued or grilled. 7. Langon- Animals are placed directly on fire to remove the hairs or feathers. 8. Chinna’- Root crops are sliced in small pieces and boiled until they are cooked. Salt or inti(sugar) is placed to add taste to its broth. 9. Intum- Wrapping the fishes to be cooked with leaves and place under the fire until cooked. 10. Tifaru- Cooking food in a bamboo. 11. Inapin- Placing woven leaves at the bottom when cooking rice. The leaves add pleasant odor, good taste and

-Clean and simple preparation and or cooking the food to avoid complicated sicknesses.-The original aroma and contents of the food will be tasted.

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prevent from being burnt. 12. Sangrag- Roasting or frying the legumes before boiling for viand. It is also a way of keeping the legumes for couple of months so that it will not be destroyed or eaten by weevil.D. On hygiene 1.Urut- Burnt rice stalks for shampoo, soap and detergent. They use it in taking a bath and washing clothes and utensils. 2.Small twig of plant- It is used for cleaning the teeth. 3.Rice stalks- It is used as tooth pick. 4.Moma- The combinations of Fua (beetle nut), Lawod (Betel leaf pepper) and Apug (lime) to make the teeth stronger and refrain from tooth decay. Healing rites performed by person with power: 1. Chawa’- Driving out evil spirit in a person by a priestess. She uses herbal plants, animals and others with rituals. 2.Sap-uy- A way of curing by a person with agasang(a person who accidentally gives sickness to other people) to a victim or ma’na. Touching and prayer can cure the person from his/her sickness. 3.Manfufug-is- A person who has the power to cure boils believed to be caused by thunder. A wine or basi is used to flash the sickness. 4.Person who can cure furaw- A gifted person who can see and remove foreign materials or dirt that entered the eye. Oil is used to remove the dirt. 5.Ngitngit- A way of curing a skin disease or scabies using tooth cavities.Indigenous medicinal plants:

-Poor hygiene is the outcome.

-Sicknesses that are believed to be inflicted by bad spirits are cured and lessen the expenses of the family from going to the hospital.

-Cheaper kind of medicines and they are abundant in the surrounding, and they are available anytime.

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1.Sinlafi and Akinfurus- herbal plants that can be used to cure wounds. The pounded leaves are used or applied as a poultice preparation to stop the blood. 2.Ara-aray- A vine which is used for deworming and for stomach ache. The stems are boiled and the broth is used as medicine. 3.Charaw- Herbal plant that lives in moist places which is used for stomach ache and deworming. 4.Taw-tawa- A plant which is used for dog bite.E. Cleanliness and Sanitation of the surrounding 1. Inadequate water system 2.Lack of toilet in far flung barrios 3. Poor drainage systems

-It leads to muddy surroundings that are unsanitary to health.

Based from the findings, the following conclusions were drawn:1. The Itongrayan have various indigenous health Practices and beliefs on

pregnancy, birth and infancy, food preparation, hygiene, and cleanliness and sanitation of the surrounding.

2. The implications of these indigenous health practices and beliefs are very important on the health of the students, nutrition, hygiene and cleanliness and sanitation of the students.

Based from the findings and conclusions, the following recommendations are offered:

1. Documentation and publications of the indigenous Health practices and beliefs of Itongrayan should be included in Health subjects as instructional materials for supplementary readings in the secondary schools;

2. The desirable cultural health practices and beliefs should be strengthened, enriched and enhanced while negative ones should be discarded;

3. Encourage teachers, elders, professionals and folks of the community to continue preserving the positive health rituals, beliefs and practices and discourage the negative ones;

4. Regular cultural affairs should be held in school and in the community on traditional practices in an effort to make the people better appreciate their living traditions;5. The practices that entail so much extravagance like fob-oro’, songa for

Sumadeland soob for Butbut should be modified;6. Teachers should teach on their Health subjects the importance of proper waste disposal. Defecating anywhere should be discouraged and avoided in order to have sanitary surroundings;

28

7. Teachers should tell or inform the adults the disadvantage of chewing the food before giving to the baby. 8.The result of the copy should be published and be made available and accessible in the community, libraries and appropriate offices; and9. Follow up studies should be conducted on the cultural practices of other sub

tribes of Kalinga.REFERENCES

Andres, Tomas Quintin D. (2009).PHILIPPINES CONSTITUTION CURRICULUM DEVELOPMENT IN THE PHILIPPINE SETTING

Aggalao, Corazon G. (1994).The Social Life of the Tulgaos of Tinglayan, Kalinga-Apayao.Masteral Thesis, St. Paul University, Tuguegarao City

Balbin, Raymond E. (1990).Tribal Wars in Kalinga: Its Implication to Values Education in the Tertiary. Disertation, St. Paul University, Tuguegarao City

Daliyong, Francisco D. (1999).The Indigenous Values in the Cultural Practices and Beliefs of the Ififilas of Tinglayan, Southern Kalinga.Masteral Thesis, St. Louis College, Bulanao, Tabuk, Kalinga De Leon, Hector S. (1989).THE NEW PHILIPPINE CONSTITUTION

De los Reyes, Angelo and De los Reyes, Aloma (1987).Ethnologies of Major Tribes; Igorot, A People Who Daily Touch the Earth and Sky

DepEd Advisory No. 240 s. 2009.IN COMPLIANCE WITH DECS ORDER NO. 28 S. 2001

DepEd Order No. 15, s.1973.REVISED PHYSICAL EDUCATION AND HEALTH, PREPARATORY MILITARY TRAINING AND SCOUTING PROGRAM IN SECONDARY SCHOOL

Education.Htm/#ixzz22cz9TxNe eHow.com.hhtp.//www.ehow.com/about 4828092 principles of health http:/www.answers.com/main/health.jso#ixzz22

Garming, Maximo B. (1977).Kalinga, “Three Living Traditions in Kalinga,” Social Science Information, April-June 1977K TO 12 CURRICULUM GUIDE HEALTH MANUAL

PROFESSIONAL DEVELOPMENT AMONG PUBLIC ELEMENTARY SCHOOLTEACHERS IN LOWER TANUDAN DISTRICT

DIVISION OF KALINGA

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Advisee/ author :DELIA A. DINANASAdviser: Carmelita T. Ayang-ang, Ph. D.

ABSTRACT

This study describes the professional development status of the public elementary school teachers in lower Tanudan District Division of Kalinga . It specifically looked into reasons for undergoing professional development; extent of effectiveness of the activities of teachers for professional development; extent of benefits derived from growing professionally and the degree of seriousness of problems encountered in growing professionally. Likewise the perceptions of the respondents were compared along the moderator variables of age, civil status, educational attainment, length of service, and school affiliation.

The descriptive method of research was used with the structured questionnaire as the data-gathering instrument. The respondents were the 35 public elementary school teachers with permanent appointment at Lower Tanudan District, Division of Kalinga. Ranking and percentage, weighted mean, and ANOVA were used as statistical tools to attain an objective interpretation of data.

The reasons of teachers for undergoing professional development are ranked as follows: enhancement of leadership potentials; improvement of supervisory and administrative competence; attainment of prestige in the profession; upgrade salary; upgrade teaching skills and competencies; advancement of school; motivated by school heads; influence of peers and relatives; pleasing one’s superior; and the last reason is as a means of going abroad.

The activities of teachers for their development were found to be effective. The benefits derived from growing professionally were claimed by the teachers that they are much benefitted

The problems encountered in the pursuit of professional development were claimed by teachers to be moderately serious. However, lack of funds was perceived as very serious and securing study permit is not a problem in the pursuit of professional development. The result showed that there were no significant differences in the perception of the respondents on the degree of seriousness of problems encountered in the pursuit of professional development along the moderator variables.

REFERENCES

Agno, Lydia N. [2009].Principles of TeachingManila, Rex Bookstore Inc. Anggaco, M.[2001].”Professional Growth among the Public

Elementary Teachers in Tanudan District, Division of Kalinga” Unpublished Masters’ Thesis,Kalinga-Apayao StateCollege, Bulanao, Tabuk, Kalinga.

Anunciation, V. [1975] .”Trends in the Professional Growth Of College instructors in the University of Northern Philippines” Unpublished Masters’ Thesis, Lyceum of Baguio.

Becker, H. J.(1993)Preparing Teachers as Professionals :The role of Educational Studies. New York: Teachers’ College Press.

Bilbao, Purita P. [2006]. The Teaching Profession. Manila, Lorimar Publishing Inc.

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Bona, F. [2012]. “Professional Development Among Public Elementary School Teachers in Paracelis District, Mountain Province”Unpublished Masters’ Thesis, Kalinga-Apayao StateCollege, Bulanao, TabukCity.

Brown, Denise “Professional Goal Setting for Teachers”[http://external.dmtracker.com]

Clement, V. [2000] .“Teachers’ Professional Development, a Solitary or Collegial Venture” In Teaching And Teacher Education, [p.81-101]Cook, Cathy J. “Downside of Growing Professionally”[http://.info @ncrel.org]

Dove, Laurie L. “How Professional Development for TeachersWork” [http://www.howstuffwork.com]

CLASSROOM MANAGEMENT AMONG GRADE 6 TEACHERS IN SOUTHERN TABUK DISTRICTDIVISION OF KALINGA

Advisee/co-author:RACHEL L. BANGGAWANMay 2012

Adviser: Dr. Paulino P. Reyes IICo-author: Loneza G. Carbonel

ABSTRACT

This study examined classroom management strategies among grade VI teachers in Southern Tabuk District, Division of Kalinga during the school year 2012-2013. This study made use of the descriptive survey method. The survey questionnaire gathered demographic data such as civil status, gender, years in teaching, educational attainment and their ethnic affiliation. Twenty-five teachers handling Grade VI responded to the survey. The data collection methods include survey instrument and interviews of faculty members to clarify some of the responses.This study demonstrated that while there are benefits to the use of classroom management strategies for a functional learning environment in the Grade VI classroom, there are major challenges that may have limiting effects on the optimization of those benefits at the levels of the classroom.

In summary, the classroom management strategies are ‘moderately used’ as evidenced by the obtained mean of 2.30. There are significant differences in the perceptions of the respondents on the extent of use of the classroom management activities along civil status, gender, years in teaching, educational attainment and ethnic affiliation. Hence, the null hypothesis is rejected along all the moderator variables.

The study further revealed that the factors ‘much affect’ the extent of use of classroom management strategies among Grade VI teachers of Southern Tabuk District as shown by the total average weighted mean of 2.57. There were significant differences in the perceptions of the respondents along years in teaching and educational attainment. No significant differences were observed along civil status and ethnic affiliation. Hence, there is a rejection of the null hypothesis along years in teaching and educational attainment. On the other hand, the null hypothesis is accepted along civil status, gender and ethnic affiliation.

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The study recommends that in-service trainings on classroom management strategies should be conducted for elementary teachers to equip them with relevant knowledge on classroom management and skills to better manage their classes. Teachers should also design the teaching and learning process according to the factors that are present in the classroom, school and community.

In addition, it is necessary for teachers to learn the child’s family and cultural setting so that they can pay attention to students’ cultural values and family background as well as incorporate them into teaching and learning situation. Teachers should also receive administrative support in classroom management skills. This may include the observation of other teachers, providing teachers with ideas for helping students, designing conflict resolution conferences between the student and the teacher or meeting with an administrator to find solutions for the problems.

Finally, this study offers suggestions for teacher education programs to consider changes regarding the need for program revision, offering stand alone classroom management courses rather than integrating with other classes, helping pre-service teachers focus more on unfamiliar strategies and encourage the application during the field work, and classroom observations.

REFERENCESAllen, J.D. (1986). Classroom management: students' perspectives, goals, and strategies. American Educational Research Journal, 23, 437-459.

Berliner, D. C. (1988). Effective classroom management and instruction: A knowledge base for consultation. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.)

Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillan.

Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4).

Evertson, Carolyn M., and Emmer, (1982) "Effective Management at the Beginning of the School Year in Junior High Classes. Journal of Educational Psychology 74 (4):485 - 498.

Evertson, Carolyn M., and Harris, Alene H. (1999). "What We Know about Managing Classrooms." Educational Leadership 49 (7):74 - 78.

Evertson, Carolyn M., and Harris, Alene H. (1999). "Support for Managing Learning-Centered Classrooms: The Classroom Organization and Management Program." In Beyond Behaviorism: Changing the Classroom Management Paradigm, ed. H. Jerome Freiberg. Boston: Allyn and Bacon.

Freiberg, H. Jerome, ed. (1999). Beyond Behaviorism: Changing the Classroom Management Paradigm. Boston: Allyn and Bacon.

Freiberg, H. Jerome; Stein, Terri A.; and Huang, S. (1995). "The Effects of Classroom Management Intervention on Student Achievement in Inner-City Elementary Schools." Educational Research and Evaluation 1:33 - 66.

Gump, Paul V. (1982). "School Settings and Their Keeping. In Helping Teachers Manage Classrooms, ed. Daniel Duke. Alexandria, VA: Association for Supervision and Curriculum Development.

Jones, Vernon. (1996). "Classroom Management." In Handbook of Research on Teacher Education, 2nd edition, ed. John Sikula. New York: Simon and Shuster.

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Kounin, Jacob S. (1970). Discipline and Group Management in Classrooms. New York: Holt, Rinehart and Winston.

“Classroom Management Practices Of Multi-grade Teachers in the Four Districts of Tabuk, Division of Kalinga.” Bulanao, Tabuk City, Kalinga.

Advisee/ author:BALIGOD, CRISPINA G.

Adviser:MARILOU B. ADORA, Ph.DCo-author: Loneza G. Carbonel

ABSTRACT

The descriptive research looked into the classroom management practices of multi-grade teachers in the four districts of Tabuk, Division of Kalinga.It further looked into the level of classroom management practices along pupil’s behavior, instruction strategies, peer tutors, group management, school-community relations; and the extent of factors affecting the classroom management practices of multi-grade teachers.

The questionnaire was the main instrument in gathering the data which were quantified through the tree-point scale. The statistical meaning of the responses was determined through the weighted mean and the differences along the variables were determined with the use of the one-way analysis of the variance (ANOVA).

It was found that the multi-grade teachers always practice along managing pupil’s behavior, peer tutors and school community relations and sometimes practice along instructional strategies and group management.

Pupil related factor very much affected the classroom management practices of multi-grade teachers and moderately affected by school, teacher and home related factors.

It was recommended that there should be more in-service trainings to be conducted to enrich managing skills and strategies of teachers, teachers should exert self-help effort to be abreast with more strategies and managing skills, remediation activities must be regularly conducted to improve the comprehension skills of the pupils; teachers should conduct regular activities so that pupils will gain interest and

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study habit, during PTA meetings parents are encourage to motivate children in developing proper behavior and attitude towards the education of their children and a more in-depth study on innovative teaching strategies on multi-grade teaching is recommended.

REFERENCES

Bongngat, Anacita G. (2011) Performance of the Multi-grade Teachers in the Four Districts of Tabuk, Division of Kalinga Buyogan, Juan B.(2006) The Management Practices of Public Elementary School Teachers in the Division of Mt. Province

Dagson, Benneth W. (2011) An Evaluation of Multi-grade Teaching in Tinglayan District, Division of Kalinga

Kissob, Linda W. (2012) Teaching Competencies of Multi- grade Teachers in Eastern Tabuk District

Langkit, Emily B. (2003) “Grammar Proficiency of Grade VI of Southern Tabuk District”, Saint Louis College of Bulanao, Tabuk Kalinga

Manoli, Margie C. (2009) Competencies of Teachers Teaching English in the Public Elementary Schools in Southern Tabuk District, Division of Kalinga

Multi-grade Module (1998) DepEd

Multi-grade Program in the Philippine Education (2008) DepEd

National English Profeciency Program, Module I DepEd

Songday, Molven C. (2012) Teaching of Multi-grade Classes in Balbalan District, Kalinga Division

The Modern Teacher (June 2006)

www.slideshare.net/petermercks/multi-grade teaching introduction

www.the teachers guide. Com/classroom management.htm

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