Technical Staff

Yva Louselle A. Rivera

Managing Editor

Fr. Bernhard R. Abrazado, SVD

Consultants / Editors

Corazon S. Morilla, Ph.D.

Evelyn S. Javier, Ph.D.

Fr. Anthony Ibarra B. Fabella, SVD

Layout Designer

Xenia L. Fesalvo

FOREWORD

Research has served as a powerful tool to intensify reform

efforts in education. For this reason, research outputs have put a

premium not solely on quality but also on how outputs can

demonstrably effect the needed changes in education as seen in

paradigm shifts, curriculum design, teacher training, skills

acquisition, leadership style, new work patterns, new teaching

strategies and varied but meaningful experiences for academic and

lifelong learning.

Research efforts have centered on new orientation and

perspective aimed at creating an enabling academic environment for

the students and a satisfying workplace where teachers can re-

invent themselves in the aspect of delivery of basic knowledge and

learning competencies.

Aside from studies about educational quality and academic

performance, there have been studies conducted on the social

dimensions of education that stress the development of positive civic

values among students for sustainable education, environmental

care, social responsibility, and a progressive society.

Clearly, the demands for more effective learning paths are great. While significant steps have been taken, research outputs will continue to provide an enhanced appreciation for quality learning, work ethic and core values for Higher Education graduates.

CONTENTS

Dissertations

Extent of Implementation of HR Management Policies and Level of Job Satisfaction of Faculty and Employees of DWCC:

Basis for Strategic Direction Jay-R D. Banco, Ph.D. (2012) p. 2

Determinants Affecting Science Performance of

Second Year Students in the First District of Oriental Mindoro: Basis for Proposed Science Intervention Plan

Fenelia M. Morada, Ph.D. (2012) p. 11

Masters’ Theses

Cooperative Learning on Mathematics Performance Among Fourth Year Students in Puerto Galera National High

Elma I. Abante (2012) p. 22

Core Values Integration and Academic Performance in English of the Students of Good Shepherd Academy:

A Proposed Core Value-Based Teaching Guide in English Cheryl C. Casapao (2012) p. 24

Morphological and Biological Responses of Selected Mindoro Butterflies

on Hybrid Crop and Non-Hybrid Crop Dominated Environment Mark Jeffrey V. Coz (2012) p. 32

Solid Waste Management Practices in Selected Barangays of Pinamalayan:

Basis for Strict Policy Implementation Marivel V. Delmo (2012) p. 41

Course Preference and National Career Assessment Examination Results of

DYCNHS Third and Fourth Year Students: Basis for Career Orientation Program

Restituto O. Lolong (2012) p. 48

Teachers’ and Pupils’ Verbal and Non-Verbal Communication Skills in Relation to Academic Performance in English of Grade VI Pupils

in Pinamalayan East District Roder A. Ogbac (2012) p. 53

Straight Teaching and Academic Performance of

Selected Grade V Pupils in Victoria District: A Basis for Enhancement Program

Lenie L. Recinto (2012) p. 56

Education for Sustainable Development Integration in Teaching English 3 to Students of City College of Calapan:

A Basis for Enhanced ESD Curriculum in English 3 Mary Jane G. Salazar (2012) p. 62

Analysis of Selected Post Edsa Poetry for Appreciation and Understanding

Edgardo D. Tenedora (2012) p. 69

DISSERTATIONS

Extent of Implementation of HR Management Policies and Level of Job Satisfaction of Faculty and Employees of DWCC:

Basis for Strategic Direction Jay-R D. Banco, Ph.D. (2012)

The study determined the extent of implementation of HR

Management Policies and Level of Job Satisfaction of Faculty and

Employees of DWCC as Basis for Strategic Direction. In general,

despite the policies of the institution and the privileges and

benefits which an employee and faculty member can enjoy, there

are still problems on the implementation of such policies. There

is a seeming lack of job satisfaction obviously felt in the work

setting particularly in the four streams of the organization.

This study was anchored on the following theories: Theory of

Needs by Abraham Maslow, Theory on motivation, McGregor theory of

management, Theory X and Theory Y, and theory Z by Ouchi.

Descriptive – correlational research was employed in the

study. As a quantitative, qualitative research, quantitative

part, the extent of the level of implementation of the human

resource management policies was correlated with the level of job

satisfaction of faculty and employee in the four aspects of the

organization. Meanwhile the qualitative part used

phenomenological design.

The respondents of the study for the quantitative portion

were the full-time faculty members and employees of Divine Word

College of Calapan. On the other hand for the qualitative part,

DWCC administrators were selected on the basis of experience and

length of service to get a more plausible response.

A self – made questionnaire was administered composed of two

parts, the first part measured the extent of implementation of

the human resource management policies and the second part

identified the level of job satisfaction using the four streams

namely: organizing arrangement, physical setting, technology, and

social factors.

Descriptive statistics including frequency, percentage,

mean, and ranking was used. To test the hypothesis, Pearson’s

product moment of correlation was used to get the relationship of

the dependent and independent variables.

GRADUATE SCHOOL 02

The findings revealed existing policies pertaining to human

resource management as sometimes applied by the administration

along with the human resource office. It has been observed that

organizations, by and large, have achieved relatively low levels

of effectiveness in implementing Human resource management

practices.

In addition, extent of implementation of policies and

practices must be long term in focus, integrated with one another

and in line with organization’s strategy and objectives in

particular with treating employees fairly, increasing employee’s

motivation, satisfaction and commitment and helping all employees

develop their maximum potentials.

There was a moderate relationship between the human resource

management policies on regulation, benefits, compensation and

training and development to organizing arrangement, physical

setting, social factors and technology. Likewise, moderate

relationship exists in both performance appraisal and motivation

measures in relation to organizing arrangement and social factors

and low or slight correlation to physical setting and technology.

Promotional transfer has marked correlation to organizing

arrangement, social factors and physical setting while low

correlation exists with technology. Similarly, there is moderate

relationship between safety measures and organizing arrangement

and physical setting but low correlation to social factors and

technology.

On the contrary, low correlation exists between recruitment

and social factors, physical setting and technology but of

moderate relationship with the organizing arrangement.

Based on the findings and conclusions, it is recommended

that the policies be reviewed and revisited by a pool or a

committee which has expertise on HR policies with the

collaboration of the faculty, employee and administrators.

Further stream analysis should be done in order to identify

the core problem in all aspects of the Human resource management

policies. The human resource personnel should explore the use of

Banco, 2012

GRADUATE SCHOOL 03

faster recruitment process and ensure a pool of experts in the

field that is needed.

Regular orientation and re-orientation of the VMG of the

institution be inculcated for both the new and old employees

yearly through team buildings and dialogue. The present physical

structure as to the quality of some classrooms and offices should

be improved particularly in adaptation of the new type of

learners beyond minimum requirements.

To ensure that the extent of implementation of the MRM

policies and the level of job satisfaction the administration

should:

a. develop a culture that encourages communication, and conduct

proper orientation on the duties, responsibilities and

rights of the employees based on the approved faculty

manual.

b. strictly implement the policies with proper monitoring of

the immediate supervisor.

c. regularly visit the work setting as to the physical plant

and the manpower.

d. recognize good performance and behavior both intrinsic and

extrinsic.

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Determinants Affecting Science Performance of Second Year Students in the First District of Oriental Mindoro:

Basis for Proposed Science Intervention Plan Fenelia M. Morada, Ph.D. (2012)

The study focused on the determinants affecting

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GRADUATE SCHOOL 11

study habits and classroom behavior of second year students in

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GRADUATE SCHOOL 18

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GRADUATE SCHOOL 20

MASTER’S THESES

GRADUATE SCHOOL 21

Cooperative Learning on Mathematics Performance Among Fourth Year Students in Puerto Galera National High School

Elma I. Abante (2012) MAED – Administration and Supevision

The descriptive-comparative study with control and

experimental groups was conducted to determine the effects of

cooperative learning on mathematics performance of fourth year

students in Puerto Galera National High School (PGNHS).

Mathematics has been considered as the “unshaken foundations of

sciences and the plentiful fountain of advantage to human

affairs” Isaac Barrow, (1630-1677). It is regarded as an

essential part of the secondary curricula all over the world.

Mathematics, on the learning aspect, involves deep understanding

and analysis which require effective teaching-learning

methodologies. Appropriate teaching-learning technique is

important not only for learners but as well as for the teachers,

education planners, managers and administrators. Two sections of

fourth year students; heterogeneously grouped were the

respondents of the study. One section was taught under

traditional method (control group) and the other section was

under cooperative learning approach (experimental group) both in

a period of one quarter.

Pre test and post test were used as research instrument in

determining students’ performance. Before the start of the

instruction a pre test was conducted to determine their initial

status. The same lessons were given to both groups for the whole

third quarter of school year 2011-2012. After the provision of

instruction the academic achievement of the control group and the

experimental group was examined through a post test. Actually

post test was the same as the pre test to determine easily the

retention of students on the topics discussed. It was a division

made test. The results were treated, compared and interpreted to

come up with the findings and conclusions of this study. Tables

were used to present the performance of the two groups.

Results of the study showed that the use of cooperative

learning in teaching Mathematics to fourth year students in

Puerto Galera National High School was more effective strategy

than the traditional method. It was observed that the group of

students under cooperative learning approach has gain positively

not only in terms of Mathematics achievement as well as in

developing individual self-esteem.

GRADUATE SCHOOL 22

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A Pearson Education Company.

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Gillies, R. M. (2007). Cooperative learning: Integrating theory

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Abante, 2012

GRADUATE SCHOOL 23

Core Values Integration and Academic Performance in English of the Students of Good Shepherd Academy:

A Proposed Core Value-Based Teaching Guide in English Cheryl C. Casapao (2012)

MAED – Teaching English Language

This study, “Core Values Integration and Academic

Performance in English of the students of Good Shepherd Academy:

A Proposed Core Value - Based Teaching Guide in English”

determined the relationship between core values integration in

Stewardship, Humaneness, Empathy, Peace, Harmony, Excellence,

Reverence, and Discipleship and the Academic Performance of the

students of Good Shepherd Academy in English. The respondents of

this study were all first year, second year and third year

students in Good Shepherd Academy (GSA) SY 2011 – 2012.

In order to determine the relationship between the

variables, descriptive correlational design, inferential and

descriptive statistics were used in analyzing and interpreting of

data.

Findings of the study revealed that there was an average

level of performance in English of students of Good Shepherd

Academy. But it showed a high level of core values integration in

English subjects at Good Shepherd Academy.

There was a significant positive low relationship between

core values integration (stewardship, humaneness, peace,

excellence, reverence and discipleship) and academic performance

of Good Shepherd Academy students in English. However, core

values which included empathy and harmony were not significant

and were perceived to have a positive and very low relationship.

Moreover, core values integration in terms of stewardship,

humaneness, empathy, peace, harmony, excellence, reverence and

discipleship, and academic performance of the students of Good

Shepherd Academy in English were related.

Based on the findings and conclusions of the study, a core

value based teaching guide in English was proposed.

GRADUATE SCHOOL 24

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GRADUATE SCHOOL 26

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GRADUATE SCHOOL 27

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GRADUATE SCHOOL 28

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GRADUATE SCHOOL 30

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GRADUATE SCHOOL 31

Morphological and Biological Responses of Selected Mindoro Butterflies on Hybrid Crop and Non-Hybrid Crop Dominated Environment

Mark Jeffrey V. Coz (2012) MAED – Science Education

This study was conducted to determine the extent of

morphological and biological responses of selected Mindoro

butterflies (Papiliodemoleus, Bibasisgomata and Catopsiliapomona)

on hybrid crops dominated environment.

Rearing two samples in different environments, research

showed that experimental samples had shorter upper forewing (span

Af),while no significant difference was observed in B. gomata and

C. pomonalower forewing (span Bf). On the other hand,P. demoleus

only exhibited significant changes (decreased) in hindwings’

morphometry.

In terms of life history, all samples exhibited prolonged

larval and pupal periods and shortened adult stage. Moreover,

life span of experimental samples was described as longer

compared to control group due to extended critical periods

(larval and pupal).

Results of the experiment also showed negative impact among

experimental animals. Morphological change could have been

affected by their aerodynamic efficiency and flight mechanism

during wooing stage. Changes on life history could have resulted

in fluctuations in their population.

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studying butterfly wings in an evolutionary ecological

context. Morphometrics for non-morphometricians (124)(271-

287). Berlin Heidelberg: Springer Berlin Heidelberg.

GRADUATE SCHOOL 32

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GRADUATE SCHOOL 33

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GRADUATE SCHOOL 40

Solid Waste Management Practices in Selected Barangays of Pinamalayan: Basis for Strict Policy Implementation

Marivel V. Delmo (2012) MAED – Science Education

This study titled, “Analysis of Solid Waste Management in

Selected Barangays in Pinamalayan: Basis for strict policy

implementation” analyzed the extent of implementation of the

local government in solid waste management.

At present, a clear and inclusive local ordinance on solid

waste management is not yet formed by the local officials of

Pinamalayan although there is an anti-littering policy enacted

many years ago. But a book on environmental code which includes

the SWM is being finished by the local officials, with the hope

that a rigid attention will be given on the implementation of the

RA 9003.

The researcher who is residing at the town for quite a long

time has not observed strict implementation of policies and a

comprehensive program on solid waste management. In spite of the

efforts exerted by some barangay officials to minimize the

throwing of garbage in their respective barangay; still the

residents carelessly throw garbage anywhere without taking into

consideration the risk brought about by these trashes to the

environment as well as to people’s lives.

This study was anchored on the theories of Contemporary

Conservation, Environmental psychology, Ecological perception and

theory of environmentally significant behaviour. These theories

were used as the bases of the study in arriving at valid

conclusions and beneficial recommendations.

The study concluded that the community is aware and

knowledgeable about the proper disposal of wastes. Due to limited

budget given by the local officials in terms of seminars and

symposiums, the support activities on solid waste management were

not enough. The community had not employed any clear and proper

practices on waste disposal. The technical assistance provided by

the local officials to the community in terms of waste disposal

was at moderate extent.

This study recommended the following, awareness and the

knowledge of the community members about Solid Waste Management

practices should be followed-up whereof strictly following the

proper practice on waste disposal. The Municipal Environment and

GRADUATE SCHOOL 41

Natural Resources Officer with the cooperation of the local

government unit, non-government organization, schools, and

barangay officials should conduct regular meetings, seminars,

symposiums and other related support activities to address the

necessity to be educated on solid waste management. The LGU

should ban the use of “sando” bag instead promote the use of

native “bayong” or basket to minimize the use of plastic. The use

of Materials Recovery Facility should be strengthened by

allocating a budget which will be enough for its operation. The

benefits of recycling should be disseminated. Segregation should

not only be done at source. Composting should not be taken for

granted. Development of recycling market through establishment of

the recycling network that will enhance the opportunity to

recycle should be considered. MENRO designate should be appointed

as a career officer and allot funds thereof for strict monitoring

in the implementation of policies and programs.

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plan for Maseru City.

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validation results.

Clayton, S., & Myers, O. E. Jr. (2009). Conservation psychology:

Understanding and promoting human care

fornature. New York, NY: Wiky/Blackwell publishers.

Delmo, 2012

GRADUATE SCHOOL 42

Flint, W. (2012). Seeking resiliency in the development of

sustainable communities. Society for human ecology. Human

Ecology Review, vol. 17,(no. 1).

Hoornweg, D., Laura, T., & Lambert, O. (2000). Composting and its

applicability in Developing Countries”.Washington DC,USA:

The World Bank.

Liwag, B. D., & Zulueta F. M. (2001). Social problems andissues

in the Philippines (pp.224-233).

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Sandmo, A. (2000). The public economics of the environment.The

lindhal lectures. Oxford University Press, Oxford.

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Publishing Company.

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generation. The World Bank Group 2002 (ed.).

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environment. Publications clearing house of the Oklahoma.

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United States Environmental Protection Agency (2002 ). What

isintegratedmsolid waste management? Solid waste management

response.

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Guidelines and methodologies pp. 10-12, 16-17. , New York,

NY: United Nations.

University of Cape Town. Environmental and process Systems

engineering. Research groups.

Delmo, 2012

GRADUATE SCHOOL 43

Journals/Magazines/Reports/Newspapers

Andin, Z. L. Jr. (2007). Philippine strategy on 3R presentation.

The 3rd workshop on effective solidwaste management and

resource use in East and Southeast Asia Manila Philippines

(Reports).

Bolido, L. B. (2012). Create a zero-waste home. Philippine Daily

Inquirer, p.c4.

Gargantel, D. (2012). Taking stock of overall personal Wellness.

Enrich magazine, vol.5,(issue 46).

Guevarra, R. B. (2005). Materials recovery facility viability

computations.

Joaquin, ME. T. (2001). “ Mandates and funding: Divorce of

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Administration, XLV (1 and 2).

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perspective taking on concern for environmental issues”.

Journal of solid issues, Vol. 56 (no.3), 2000, 391 -406.

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significant behavior”. Journal of social issues, vol. 56

(no. 3), 407-424.

Uriarte, F. Jr. (2008). Solid waste management principles and

practices. Diliman, Quezon City: UP Press.

Villasanta, A. (2012). Revisiting the three R’s. Enrich magazine,

vol.5 (issue 44).“Oxo- biodegradable” for the environment!,

vol. 3 (Issue 27), 22 -23.

Vincent, T. (2012, May 6). Youth shown Manila Bay they’ll

inherit. Philippine Daily Inquirer, p. A26.

Vincent, T. (2012, May 7). Protests stop collection of garbage in

Baguio. Philippine Daily Inquirer, p. A8.

Delmo, 2012

GRADUATE SCHOOL 44

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Anwar, S. M. (2005). Solid waste management and GIS: A case from

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a garbologist? Retrieved from: http: Environmental

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Bennagen, E., Nepumuceno, G., & Covar, R. (2002). “Solid waste

suggestion and recycling in Metro Manila: household

attitudes and behavior”. Waste Econ resources.Online.

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Delmo, 2012

GRADUATE SCHOOL 45

Salvador, M. V., & Helneman, B. (2005). Theories of ecology.

Theories of community and social organization. Retrieved

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Unpublished Theses/Dissertation

Baula, E. (2010). School-based solid waste management initiative

in the Philippines: Lessons and experiences of the Toyota

auto parts and Sta. Rosa City partnership. (Unpublished

Master’s Thesis). De La Salle University Manila.

Bermoy, D. (2012). Analysis of DWCC Religious Education

curriculum and instructional pedagogies. Basis for a

revitalized religious education Program. (Unpublished

Master’s Thesis). Divine Word College of Calapan, Calapan

City.

De Jesus, M. (2009).An evaluation of the environmental program of

Barangay Libis of Calapan City: A Basis for5 year

development program. (Unpublished Master’s Thesis). Divine

Word College of Calapan, Calapan City.

Madlangbaya, O. (2003). Assessment of solid waste management

practices in the school and communities in Victoria

district. (Unpublished Master’s Thesis). Divine Word College

of Calapan, Calapan City.

Maranan, L. (2008). Organizational variables related to the

Medium-term integrated multi-technological solid waste

Management of urban barangays in Calapan City. (Unpublished

Master’s Thesis). Divine World College of Calapan.

Delmo, 2012

GRADUATE SCHOOL 46

Naz, A. (2006). Choice models for ecological Solid Waste

management and strategic financing option for local

governments. (Unpublished Doctoral Dissertation). National

College of public administration and governance, University

of the Philippines, Quezon City

Quizon, R. (2010). Analysis of Iligan City solid waste

management: Basis for an effective solid waste management

program. (Unpublished Doctoral Dissertation). Mindanao State

University of Iligan City, Iligan City

Serrano, D. (2005). Dynamics of policy formulation: The passage

of the ecological solid waste management act”.( Republic Act

No. 9003). (Unpublished Doctoral Dissertation). School of

economics University of Asia and the Pacific, Davao City.

Sison, R. (2006). Level of satisfaction and public attitudes

towards solid waste management: The case of Buhangin

District, Davao City. (Unpublished Doctoral Dissertation).

College of Governance, Business and Economics University of

South Eastern Philippines. Obreo Campus.

Zabala, D.(2008). “Environmental health states of the open dump

in barangay Santiago, Iligan City”. (Unpublished Doctoral

Dissertation). MSU-Iligan Institute of Technology, Iligan

City.

Delmo, 2012

GRADUATE SCHOOL 47

Course Preference and National Career Assessment Examination Results of DYCNHS Third and Fourth Year Students:

Basis for Career Orientation Program Restituto O. Lolong (2012)

MAED – Mathematics

This study is a quantitative research. Specifically, it used

the descriptive-comparative method which investigated the

difference between the students’ perception and National Career

Assessment Examination result of Domingo Yu Chu National High

School that served as basis for a career orientation program.

The Career Development Theories of Holland, Bandura and

Super, Law of Readiness of Thorndike, Achievement Motivation

Theory of Atkinson and McClell and and Trait Factor Theory of

Pearson laid the foundation for this research. They are

interrelated with each other and each one supports the other.

Various related literature and studies were also discussed and

analyzed to make this paper substantial and comprehensive.

The study used purposive sampling for fourth year

respondents and random sampling for third year respondents. The

researcher instituted his research through the use of

questionnaire, in checklist form, about the respondent’s

perception on their course preference, job interest and subject

inclination. The internal factors in terms of job interest and

subject inclination and NCAE result in terms of occupational

field of interest and scholastic aptitude were the independent

variables. Chi-square was employed to determine the difference

between the variables.

Results showed a significant difference between the internal

factors in terms of job interest and NCAE result in terms of

Occupational field of interest. It was then recommended that the

career orientation program be adapted by the Domingo Yu Chu

National High School to lead the students to a productive future

thus lessen the unemployment problem of the locality.

GRADUATE SCHOOL 48

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Isaacson, L. E., & Brown, D. (2000). Career information, career

counseling, and career development. Boston: A Pearson

Education Company.

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intermediate statistics use and interpretation (2nd ed.).

New Jersey: Lawrence Erlbraum Associates, Publishers.

Garcia, G. A.(2003). Fundamental concepts and methods in

statistics. Manila: University of Santo Tomas Publishing

House.

Noe, R. A. (2008). Employee training & development (4th ed.). New

York: McGraw-Hill Co., Inc.

Periodicals

Agravio, Y. (2007). The Filipino child first: Implication to

uplifting the quality of education. The Modern Teacher,

LVI(5), 179.

Almerañes-Macarayan, N. (2007). Bridging gaps: research and

teaching. The Modern Teacher, LVI(3), 91.

Arellano, R. (2007). The need to develop pupils’ self-esteem. The

Modern Teacher, LVI(5), 181.

Bartolay, P.(2007). The need to strengthen moral values. The

Modern Teacher, LVI(7), 267.

Deterala, D. (2007). The social behavior of adolescents. The

Modern Teacher, LVI(5), 183.

Flannery, R. (2012). The world’s billionaires Asia Pacific

negative net. Forbes Asia, vol 8, 30.

Lolong, 2012

GRADUATE SCHOOL 49

Herman, M. (2006). Mentoring: The path to success. Office Pro,

vol. 66(no.10), 28-31.

Kagahastian-Candelaria, A. (2011). What resume?. Educator

Magazine for Teacher, 28-29.

Laruan, M. (2007). Multiple intelligences of Bachelor of

Secondary Education (BSE) students (An action research). The

Modern Teacher, LVI(5), 195.

Luistro, A. (2011). Looking ahead the new school year and

beyond. Educator Magazine for Teacher, 22-23.

Mabuan, K. (2011). Taking the tech-voc track technical

vocational education as a viable option. Educator

Magazine for Teacher, 30-33.

Obal, M. (2007). Self-esteem: The greatest gift you can give your

child. The Modern Teacher, LVI(5), 182.

Pascua, G. (2007). Good nutrition: Great foundation for

tomorrow. The Modern Teacher, LVI(2), 59.

Sideridis, G. (2005). Goal orientation, academic achievement, and

depression: Evidence in favor of a revised goal theory

framework. Journal of Educational Psychology, vol.97, 366.

Teves, G. (2011). Aquino’s 10 a look at the president’s agenda

for basic ed. (Special report). Educator Magazine for

Teachers, 10-21.

Tonga, L. (2007). Does love matters?. The Modern Teacher,

LVI(5), 180.

Ubiña-Aquino, P. (2008) A seminar on directed career path for

senior high school students. The Modern Teacher, 377.

Lolong, 2012

GRADUATE SCHOOL 50

Unpublished Materials

Acyatan, M. (2012). Computer-assisted instruction and the level

of performance of third year students in DYCNHS: Basis for

mathematics program. (Unpublished Master’s Thesis). Divine

Word College of Calapan.

Apostol, R. (2012). The extent of implementation of Millennium

Development Goal (MDG) for education through resources

utilization in the municipality of Roxas: Basis for a

proposed policy intervention. (Unpublished Master’s Thesis).

Divine Word College of Calapan.

Arguelles, L. (2008). An analysis of the NCAE result and the

career choice of the 2006-2007 graduates of the Northern

Mindoro Academy. (Unpublished Master’s Thesis). Divine Word

College of Calapan.

Claveria, R. (2012) Job satisfaction dimension and organizational

commitment at Divine Word College of Calapan, as correlates

to turnover intentions; Basis for institutional retention

construct. (Unpublished Doctoral Dissertation). Divine Word

College of Calapan.

Dapito, R. (2004). An assessment of environment and

organizational factors affecting the level of performance of

public secondary schools in the division of Or. Mindoro: A

basis for OD intervention. (Unpublished Doctoral

Dissertation). Divine Word College of Calapan.

Dumalagan, E. (2000). The school characteristics, job

satisfaction and the administrative performance of

elementary school administrators in Socorro district.

(Unpublished Master’s Thesis). Divine Word College of

Calapan.

Male, I. (2006). Occupational interest and career preferences of

fourth year of selected high school in Pola: A basis for

proposed career program. (Unpublished Master’s Thesis).

Divine Word College of Calapan.

Lolong, 2012

GRADUATE SCHOOL 51

Marsh, H., & Hau, K. (2004). Explaining paradoxical relations

between academic self-concepts and achievement: Cross-

cultural Generalizability of the internal/External Frame of

Reference Predictions Across 26 Countries. Journal of

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Mercado, M. (2002). The types of test used by grade VI teachers

and the performance level of their pupils in Naujan West

district. (Unpublished Master’s Thesis). Divine Word College

of Calapan.

Ramirez, F. R. (2012) Development needs and level of teachers’

satisfaction in Domingo Yu Chu National High School

(DYCNHS). (Unpublished Master’s Thesis). Divine Word College

of Calapan.

Telesforo, M. (2004). Creativity and music achievement of Grade V

pupils in Lucio Suarez, Sr. Memorial School, Odiong, Roxas,

Or. Mdo.: Basis for integrative and interactive music lesson

plan. (Unpublished Master’s Thesis). Divine Word College of

Calapan.

Vitto, J. (2005). Skills acquired in early childhood experiences

and performance of grade 1 pupils in selected elementary

schools in Calapan East District. (Unpublished Master’s

Thesis). Divine Word College of Calapan.

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GRADUATE SCHOOL 52

Teachers’ and Pupils’ Verbal and Non-Verbal Communication Skills in Relation to Academic Performance in English of Grade VI Pupils

in Pinamalayan East District Roder A. Ogbac (2012)

MAED – Administration and Supervision

The research analyzed the extent of teachers’ and pupils’

verbal and nonverbal communication skills in relation to the

academic performance in English of Grade VI Pupils in Pinamalayan

East District during the School Year 2011-2012.

The study employed descriptive – correlational and

comparative method. Descriptive study was undertaken in order to

ascertain and describe the characteristics of the variables of

interest in a situation. The correlational study was employed,

consistent with the goal of correlational research which is to

find out whether one or more variables can predict other

variables.

Furthermore, the study also used comparative survey method

of research to determine the significant differences on the

variables studied.

Among the variables compared are the extent of teachers’

communication skills in terms of verbal and nonverbal and

students’ verbal and nonverbal communication skills.

Based on the findings, the following conclusions are drawn:

Teachers have developed verbal and nonverbal communication

skills. Pupil-respondents are affected by other factors such as

interest, motivation, instructional materials, time allotment for

the English subject that serve as barriers to achieving the

highest level of communication skills. Meanwhile, the academic

performance of grade VI pupils in English is dependent on their

performance, quizzes and outputs gained for every grading period.

As to extent of communication skills, there is a high extent of

verbal and nonverbal communication skills of teachers. On one

hand, there is a significant difference in the verbal and

nonverbal communication skills of the pupils. Teachers’

communication skills are not significant to the performance of

Grade VI pupils in English because it is not the only determinant

factor of the academic performance of the pupils.

GRADUATE SCHOOL 53

REFERENCES

Books

Fisher, D., & Frey, N. (2007). Checking for understanding. United

States: ASCD.

Gutierrez, Teresita B. (2002). The power of speech. Manila: Rex

Book Store.

Llarena, M. G. A. (2003). The power of speech. Manila: Rex Book

Store.

Memorandum

DepEd Memorandum No. (2011). Unnumbered Memorandum (The more you

read the more you learn).

Published and Unpublished Masters’ Theses

Chavez, J. C. (2011). Factors affecting the oral proficiency of

freshmen of the private schools in cagayan de oro city.

(Unpublished Master’s Thesis). Xavier University, Cagayan de

Oro City.

Electronic References

Butt, M. N. et al. (2011). Eye contact as an efficient non-

verbal teaching technique: a survey of teachers opinion.

european. Journal of Social Sciences, Vol.19, (Number 1)

http://www.eurojournals.com/EJSS_19_1_04.pdf

Butt, M. N., Igbal, M., & Faroog, T. (2011). A study of teachers’

perception about the significance of body language as an

effectual teaching technique . Retrieved from http://www.

ijar.lit.az/pdf/14/2011%2814-73%29.pdf

Ogbac, 2012

GRADUATE SCHOOL 54

Emotin, M. D. (2005). Pronunciation difficulty of kamayo students

of barobo national high school. Retrieved from

http://pnupres.tripod.com/emotin.html

Mason, R. (2003). Teach yourself. Speaking on special occasions.

London: Hodder & Stoughton. Retrieved from http://www.

eurojournals.com/EJSS_19_1_04.pdf

Nierenberg, G. I., & Calero, H. H. (2001). How to read a person

like a book. Barrens & Noble. Retrieved from http://www.

4shared.com/network/searches.

Rahman, M. M. (2010). Teaching oral communication skills: A

task-based approach. Retrieved from http://www.esp-

world.info

Slate, D. (2010). The theory of verbal language. Retrieved from

http://www.ehow.com/facts/_7608752_theory–verbal-

communication.html

Trochim, W. (2006). Descriptive statistics. Retrieved from:

www.socialresearchmethods.net>Home>Analysis.

Williams, S. (2011). Posture & body movements in communication.

Retrieved from http://www.ehow.com/info__7950237_posture-

body- movements-communication.html

Wright, K. W. (2009). The art of teaching. Retrieved from

http://www.mb.com.ph/articles/259083/alternative-english-

teaching- methodologies.html

Zekia, P. C. (2009). The importance of non - verbal communication

in classroom management. Procedia Social and Behavioral

Sciences 1. (World Conference on Educational Sciences).

North Cyprus. Retrieved from http:/www.

sciencedirect.com/science

Ogbac, 2012

GRADUATE SCHOOL 55

Straight Teaching and Academic Performance of Selected Grade V Pupils in Victoria District: A Basis for Enhancement Program

Lenie L. Recinto (2012) MAED – Administration and Supervision

The study, “Straight Teaching and Academic Performance of

Selected Grade V Pupils in Victoria District: A Basis for

Enhancement Program” determined the relationship between straight

teaching in terms of objectives, learning activities and

instructional materials and the academic performance selected

grade V pupils in Victoria District S.Y 2011-2012.

The research study comprised eight selected grade V straight

teaching classes in Victoria District. These are Alcate

Elementary School, Antonino Elementary School, Bagong Silang I

Elementary School, Bagong Silang II Elementary School, Daniel

Sapaden Memorial Elementary School, Ordovilla Elementary School,

San Cristobal Elementary School and Villa Cerveza Elementary

School.

In order to determine the relationship between the

variables, descriptive correlational design was utilized.

Descriptive and Inferential Statistics were used in analyzing and

interpreting the data.

Findings of the study revealed that the status of straight

teaching in terms of objective was very good, same with the

learning activities. On the other hand, the status of straight

teaching in terms of instructional materials was good. The

selected grade V straight teaching pupils of Victoria District

had an average academic performance. There was a significant low

positive relationship between straight teaching in terms of

objectives and learning activities and academic performance while

there was a moderate positive relationship between learning

activities instructional materials and academic performance of

the selected

Based on the findings and conclusions of the study, an

enhancement program was proposed.

GRADUATE SCHOOL 56

REFERENCES

Books

Acero, V., & Leuterio F. (2006). Method of research. Rex Book

Store. Manila.

Acero, V., Javier, S., & Castro, H. (2004). Human growth and

learning. Sampaloc Manila: Rex Book Store.

Albano, C. (2003). RBEC: Through the looking glass. The

Philippine Journal of Education. LXXXII.

Aquino, A. (2009). Facilitating Human Learning. Sampaloc Manila:

Rex Book Store.

Arends, R. (2004). Learning to teach (3rd ed.).

Bjorklund, D. (2005). Children’s thinking cognitive development

and individual differences fourth edition. Thompson

Wadsworth.

Borich, J. (2005). Effective teaching methods. Frontiers of

Education. New Jersey.

Calmorin, & Piedad. (2009). Statistics with computer. Manila: Rex

Book Store, INC.

Cruickshank, D., & Haefele, D. (2001). Good teachers/s: education

leadership. Addison: Wesley.

Department of Education (2002). Gender Sensitivity Training

Facilitators Manual.

Ellington, H. (2007). Producing Teaching Materials. Kogan Page.

London (2nd ed).

Pressley, M., Dolezal, S., Raphael, L., Mohan, L., Roehrig, A., &

Bogner, K. (2003). Motivating primary-grade students. New

York, NY: Guilford Press.

San Mateo, R., & Tangco, M. (2003). Foundation of education II:

Historical philosophical and legal foundation of education.

Quezon City: Kathal Publishing.

Solon, V. (2006). Roles of teachers in new millennium.

Experiential Learning Context. Pasig City: Meralco Avenue.

Strong, J. (2002). Effective teachers. Virginia USA. Association

of Supervision and Curriculum Development.

Recinto, 2012

GRADUATE SCHOOL 57

Teacher Education Council (TEC) DepEd, (2007). Experiential

learning courses handbook. Pasig City. Eralco Avenue.

UNICEF Philippines. (2008). Issues in Philippine education.

Viscarra, F. (2003). Introduction to educational research. Quezon

City: Green Books Trading.

Weggins, G., & Mc Tighe, J. (2007). Schooling by design missing

action and achievement. USA. AGCD.

Published Materials

Flood, J. (2003). Research on vocabulary instruction.

International Reading Association. National Council of

Teachers of English. Voltaire Reduv.

Ozmen, H. (2008). The influence of computer assisted instruction

on students’ conceptual understanding of chemical bonding

and attitude towards chemistry: a case study for Turkey

computer and education. 51(1), 423-438.

Shimabukuro, J. (2009) Are full teaching loads the answer to the

recession. Educational Technology and Change Journal.

Unpublished Materials

Acyatan, M. (2012). Computer-assisted instruction and level of

performance of third year students in Domingo Tu Chu

National High School Main Campus. A basis for mathematical

program. (Unpublished Master’s Thesis). Divine Word College

of Calapan. Calapan City.

Castro, A. (2004). Performance level of grade-V pupils in English

subject to academic achievement of Sambulawan elementary

school. (Unpublished Master’s Thesis). Elsalvador, Misamis

Oriental.

Gardoce, R. (2009). Performance of grade VI pupils in the

National achievement test in science and mathematics in

selected elementary schools of Victoria district: an

assessment. (Unpublished Master’s Thesis). Divine Word

College of Calapan. Calapan City

Recinto, 2012

GRADUATE SCHOOL 58

Gotiangco, G. (2008). The realities of Philippine educational

system: problem and prosppects:: (The teaching of history as

a case sudy). University of the Philippine Diliman/PNHA/MSA

Illaga, C. (2011). Reading comprehension and word problem

analysis of math majors in Divine Word College of Calapan: A

basis for curriculum enhancement. (Unpublished Master’s

Thesis). Divine Word College of Calapan. Calapan City.

Mendoza N. (2011).The athematics anxiety and the level of

academic performance of the selected first year students in

Calapan City: Basis for mathematics enhancement.

(Unpublished Master’s Thesis). Divine Word College of

Calapan. Calapan City.

Ramos, B. (1995). Teachers’ perception of straight teaching, its

relation to the performance of intermediate classes in some

selected schools of Calapan East and Calapan South.

(Unpublished Master’s Thesis). Divine Word College of

Calapan. Calapan City.

Retanal, M. (2004). Teachers’ motivational patterns and

performance in relation to learning styles of the selected

students in Vicente B. Ylagan National High School.

(Unpublished Master’s Thesis). Divine Word College of

Calapan. Calapan City

Periodicals and Magazines

Bautista, L. (2007). Learning and teaching styles: holistic

instructional designs in English. The Philippine Journal of

Education. LXXXV.

Chua, Q. (2006). Curriculum changes. The Philippine Journal of

Education. LXXXV.

Collinson, V., Killeavy, M. & Stephenson, J. (2009). Exemplary

teachers. Practicing an Ethics of Care. England, Ireland and

the U.S. Journal for a Just and Caring Education.

Dave, T. (2007). Thorndike’s law of learning.

Dicdican, R. (2005). The role of a classroom teacher in

developing critical and creative in matehematics among

school children. The Modern Teacher. Vol. 56. (No. 5).

Recinto, 2012

GRADUATE SCHOOL 59

Erpelo, R. (2003). B.E.C.-A step towards quality education. The

Philippine Journal of Education. LXXXII.

Etcuban, J. (2007). Computer programming: Its role and impact in

taching mathematics. The Modern Teacher. LVI. (4), 151.

Gahite, W. (2003). Multi-grade teaching: quest for quality

education. The Philippine Journal of Education. LXXXI

Gapuz, C. (2011). Keep the fire burning. Virginia USA.

Association of Supervision and Curriculum Development.

Gonzales, A. (2006). The positive impact of time-on task on

pupils’ achievement. The Philippine Journal of Education.

LXXXV.

Gonzales, A. (2003). Towards integrating subject in a content-

based instructional program in language. The Philippine

Journal of Education. LXXXII

Guzman, R. (2003). A challenge. The Philippine Journal of

Education. LXXXII, 186.

Hidalgo, F. (2011). Teacher effectiveness. Educator Magazine for

Teachers. Metro Manila: MPR Publication.

Hidalgo, R. (2003). Job satisfaction among teachers. The

Philippine journal of education. LXXXII.

Mainggang, J. (2006). Productivity as a way of life. The

Philippine Journal of Education. LXXXIV.

Morales G. (2003). Teacher and pupils. The Philippine Journal of

Education. LXXXI.

Peńaho-Ho, L. (2004). Teaching, anyone?. The Philippine Journal

of Education. LXXXII.

Schneiter, K. (2010). Preparing teachers to use technology:

considerations from a capstonemathematics and

technologycourse. Contemporary Issues in Technology and

Teacher Education. 10 (4).

Tajon, V. (2002). Non-reader pupils of Bayanihan elementary

school. The Philippine Journal of Education. LXXXI.

Talaga, E. (2003). Developing good study habits. The Philippine

Journal of Education. LXXXII.

Recinto, 2012

GRADUATE SCHOOL 60

Teves, G., Nilo, A., & Valarao C., (2011). K+12 in focus: a look

at the Aquino administration’s flagship program in basic

education. Educator Magazine for Teachers.

Torres, C. (2003). Teachers role in the implementation of the

2002 basic education curriculum (BEC). The Philippine

Journal of Education. LXXXII.

Visitacion, R. (2002). Teachers’ classroom management styles. The

Phiippine Journal of Education. LXXXI.

Villaceran, D. (2002). Teaching multi-grade and straight teaching

classes-a tiring effort. The Philippine Journal of

Education. LXXXI.

Yarcia, R. (2007). No finish on quality. The Philippine Journal

of Education. LXXXV.

Memo

Department of Education Order No. 70, s. 2012

Department of Education Memorandum No. 291, s. 2008

Department of Education Memorandum No. 160, s. 2012

Recinto, 2012

GRADUATE SCHOOL 61

Education for Sustainable Development Integration in Teaching English 3 to Students of City College of Calapan:

A Basis for Enhanced ESD Curriculum in English 3 Mary Jane G. Salazar (2012) MAED – English Language

This study titled “Education for Sustainable Development

Integration in Teaching English 3 to Students of City College of

Calapan: A Basis for Enhanced ESD Curriculum Development in

English 3” analyzed the development and improvements brought by

integrating ESD to English 3 in terms of teaching and learning

process in general in the lives of the teacher and students in

particular on the three categories namely: attitudes, knowledge

and skills. This research was anchored Gardner’s theory of

Multiple Intelligences, Alderfer’s theory of motivation,

Glasser’s Choice theory, Carl Roger’s facilitation theory, and

Jean Paul Sartre’s theories of transmission, opportunity and

value.

Data were gathered by utilizing the transcript of individual

interviews with the student-respondents using a purposive

sampling. In order to analyze the inputs of the study, the

researcher followed the three-part process of identification,

collection, and examination of data.

The researcher prepared a repertory grid in categorizing the

data from the in-depth interview with guide questions. The

constructs gathered were used in the analysis and interpretation

of data.

Analysis centered on the development classified into two

categories: development in the teaching process and development

in learning experienced by the student and the teacher. These

categories are divided into three aspects namely attitude,

knowledge and skills.

Results showed ESD integration in teaching English 3 as

having contributed remarkable improvements in the teaching-

learning process for both the teacher and students manifested in

their attitudes, knowledge, and skills.

The teacher demonstrated good quality traits, were effective

in motivating students, and in teaching them, and maintained a

GRADUATE SCHOOL 62

relationship with learners characterized by fairness, discipline,

humane treatment and hard work.

The learners had high degree of self-concept, showed

willingness to work with others, manifested improved-value

concept, developed creativity, broadened knowledge, and with

receptivity to change, and desire for joining ESD advocacies.

The teaching approaches used were both theoretical and

practical, whereby theories were applied in real life situations.

The approaches were characterized as integrative, facilitative,

innovative, discovery, and collaborative.

Furthermore, highly suggested learning experiences included

debate, broadcasting, hosting of events, live performance

(individual and group), interview, reporting, panel discussion

and symposium.

The problem identified was the limited facilities in City

College of Calapan like speech laboratory and auditorium.

Based on the results and conclusion, the researcher has

recommended key agents and possible remedies to address the

problem identified.

REFERENCES

Books

Aquino, A. M., & Ed. D. (2009). Facilitating human learning. Rex

Bookstore Inc.

Aquino, G. A. (2003). Effective teaching. National Book Store.

Asian development bank (2008). Support for Human Development.

Bago, A. L. (2001). Curriculum development: The Philippine

experience. De La Salle University Press, Inc.

Beamon, G. W. (2001. Teaching with adolescent learning in mind.

USA. Pearson Education Company.

Salazar, 2012

GRADUATE SCHOOL 63

Boiser, D. C. (2004).Strategies for teaching. Rex Book Store.

Denzin N., & Lincoln Y. (Eds.) (2000).Handbook of qualitative

research. London: Sage Publication Inc.

Encyclopedia of management.(2006) Gale Cengage.

Franken, R. (2001). Human motivation (5th ed.). Pacific Grove.

CA: Books/ Cole.

Gardner, H. (2006). Changing minds: The art and science of

changing our own and other people's minds. Boston MA.:

Harvard Business School Press.

Glasser, W. MD. (1998). Choice theory: A new psychology of

personal freedom. New York, NY: HarperCollins Publisher Inc.

Kornhaber, M. L. (2001). 'Howard Gardner' in J. A. Palmer

(ed.) Fifty modern thinkers on education. from Piaget to the

present, London: Routledge.

Maronilla, M. N., & Jamora, L. G. (2004).Instructional materials:

Strategies for teaching.

Prieto, N. G., & Vega, V. (2006). Facilitating learning. Books

atbp. Publishing Corporation.

Santrock, J. W., Payne, G. V., & Isaacs L. D. (2006). Selected

chapters from lifespan development. 10thed. And human motor

development: A lifespan approach (6th ed.). USA: McGraw Hill

Companies Inc.

Santrock, J. W. (2004). Educational psychology (2nd ed.). USA:

McGraw Hill Companies, Inc.

Scott, W. A. H., & Gough, S. R. (2004). Sustainable development

and learning: Framing the Issues. London and New York, NY:

Routledge Falmer.

Shank, G. (2002). Qualitative research.A personal skills

approach.New Jersey: Merrill PrenticeHall.

Salazar, 2012

GRADUATE SCHOOL 64

Snowman, J., & Biehler, R. (2006). Psychology applied to

teaching. USA: Houghton Mifflin Company.

Violeta, V. A., Prieto, D. Nelia G., & Carreon, M. L. (2006).

Social Dimension of Education. Lorimar Publishing Inc.

Journals

Ames, R., & C. Ames. (2007). Motivation and effective teaching.

In B.F. Jones and L. Idol (eds.) Dimension of Thinking and

Cognitive Instruction.

Bacow, L., Rappaport, A. & Creighton S. H. (2007). Degrees that

matter. Massachusetts: MIT Press

Chapman, A. (2007). Abraham Maslow original hierarchy of needs

concept. Alan Chapman review and other material, design,

code.

Dubois, R., & Balgobin, K. (2010). A case study of practices for

integrating education for sustainable development in TVET

for the tourism industry in Mauritius. Integrating

Sustainable Development in Technical and Vocational

Education and Training. UNESCO-UNEVOC International Centre.

PDF format retrieved from www.unesco@unevoc.unesco.org.

Gomani, M. S. (2010.) A case study on initiatives in the current

use of integrating education for sustainable development in

TVET in Malawi. Integrating Sustainable Development in

Technical and Vocational Education and Training. UNESCO-

UNEVOC International Centre. PDF format retrieved from

www.unesco@unevoc.unesco.org.

Hargreaves, A., & Fink, D. (2006). Sustainable leadership.PPT

Retrieved from www.doe.mass.edu/literacy/

presentations/0808hargreaves.pps

Jickling, B., & Wals, A. E. J. (2012). Debating education for

sustainable development 20 years after Rio: A conversation

Salazar, 2012

GRADUATE SCHOOL 65

between Bob Jickling and Arjen Wals. Journal of Education

for Sustainable Development, 6, 49-57

Kelemba, J. K. (2010). Case study for integrating education for

sustainable development in model youth polytechnics in

Kenya. Integrating Sustainable Development in Technical and

Vocational Education and Training. UNESCO-UNEVOC

International Centre. [PDF format]. Retrieved from

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Konayuma, G. S.(2010). A case study of practices for integrating

education for sustainable development in TVET: The case of

mobile mission maintenance vocational training centre,

Ndola, Zambia. Integrating Sustainable Development in

Technical and Vocational Education and Training. UNESCO-

UNEVOC International Centre. [PDF format]. Retrieved from

www.unesco@unevoc.unesco.org.

Phiri, M. L. (2010). A survey of experiences and practices in

current use for integrating education for sustainable

development in TVET in Botswana. Integrating Sustainable

Development in Technical and Vocational Education and

Training. UNESCO-UNEVOC International Centre. [PDF format].

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Simiyu, J. W. (2010). A study of current model for integrating

education for sustainable development in centres of

excellence in Kenya. Integrating Sustainable Development in

Technical and Vocational Education and Training. UNESCO-

UNEVOC International Centre. [PDF format] Retrieved from

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education', The encyclopedia of informal education.

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development. [PPT] Retrieved from www.edu.plymouth.

ac.uk/esd/.../...

UNESCO-APNIEVE. (2002). Learning to be: A holistic and integrated

approach to values education for human development.

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GRADUATE SCHOOL 66

Sourcebook No.2 for teachers, students and Tertiary Level

Instructors. UNESCO Asia Pacific Regional Bureau of

Education, Bangkok.

UNESCO-APNIEVE. (2002). Learning to be: Values for learning and

working together in a globalized world. Sourcebook No.3 for

Trainers, Teachers, Students in the Area of Technical and

Vocational Education and Training.

UNESCO. (2011). Education for sustainable development country

guidelines for changing the climate of teacher education to

address sustainability: Putting transformative education

into practice. UNESCO Office, Jakarta.

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learner/materials/KM%20delegate%20Pack.pdf

Glasser, W. (1998). Choice theory. Retrieved from http://www.

choicetheory.com/ct.htm

Peura, A. G., & Jean Paul Sartre’s educational theory. Retrieved

from http://www.newfoundations.com/GALLERY/Sartre.html© 2001

New Foundations.

UNESCO. (2012). The four pillars of education. Retrieved from

http://www.unesco.org/delors/fourpil.htm

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http://www.un.org.ph/index-global commitment.htm

UNESCO. (2009). Millennium development goals. Retrieved from

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UNESCO. (2010). Education for sustainable development. Retrieved

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Salazar, 2012

GRADUATE SCHOOL 67

UNESCO. (2012). Five pillars of learning. Retrieved from

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pillars-of-learning/

Salazar, 2012

GRADUATE SCHOOL 68

Analysis of Selected Post Edsa Poetry for Appreciation and Understanding Edgardo D. Tenedora (2012)

MAED – English Literature

This study on the selected post EDSA poetry is analyzed for

better understanding and appreciation. Anchored on Plato’s

Literary Theory (mimetic, pragmatic, expressive and objective)

mentioned by Retanal (2001) and Adams’ Critical Theory

(epistemological, linguistic, and politico-cultural) cited by

Hernandez (2008), the researcher focused on the identifying of

literary devices used by the poets, the structure, images

recreated on each poems, the themes discussed by the poet and the

lessons from the selections. Based on the research, a guide for

better understanding and appreciation of the post EDSA poetry was

written.

The selected post EDSA poetry were chosen based on their

relevance to this work, these are: Danton Remoto’s From the

Quirino Grandstand, and Candles; Oscar F. Picazo’s Diaspora, and

My Martial Law Baby; Cirilo F. Bautista’s Song of a Teargassed

Man; and Alfred Salanga’s A Way Of Coming Home.

Other poems included are: Mila D. Aguilar’s Pigeons for my

Son; Karl Gaspar’s To Give Flesh to One’s Faith; Merlinda Bobis’

Politics, and Mother’s Break; and Ophelia Alcantara-Dimalanta’s

Violence on TV Can’t Compare to Reality.

The following were the findings and conclusions of this study:

First the poets used synecdoche, allusion, hyperbole,

personification, paradox, simile, symbolism, oxymoron, irony,

rhetorical question, apostrophe, exclamation, and euphemism in

the selected post EDSA poetry.

Second, the structure of the poems are mostly in free verse

with unrhymed lines, the images recreated in the selected post

EDSA poetry and the themes discussed by the by the poets are

truly reflective of the condition prevalent in that era.

Third, the lessons learned from the selected post EDSA

poetry are the tenets that teach the reader to behave better.

And lastly, a guide for the better understanding and appreciation

of the post EDSA poetry was furnished by the researcher.

The researcher recommends the following based on findings

and conclusions:

First Post EDSA poetry must be read and studied because

these contained a variety of the literary devices used by the

GRADUATE SCHOOL 69

writers. These are the basic ones that are being taught in

schools, in intermediate, secondary and tertiary levels to

enhance their skills in analyzing poetry.

Second Post EDSA poetry must be read and studied because of

the richness of themes and images provided by the poets. These

themes and images illustrate the life’s reality of the post EDSA

period.

Third, Post EDSA poetry must be read and studied because of

the assortment of lessons and consciousness to be learned from

the selections. These lessons are the significant contributions

of the post EDSA poetry so that readers acquire the archetypes

needed to advance his/her sense of nationhood.

And finally, a guide for understanding and appreciation of

the post EDSA poetry which the researcher provided must be read

and studied for the easy understanding of the selection.

REFERENCES

Books

Abrams, M. H. (1993 ed.). The Norton anthology of English

literature. New York: W. W. Norton & Company.

Aguila, A. A. A., Arriola, J. L., Wigley, J. J. G. (2008).

Philippine literatures: texts, themes, approaches.

Manila: UST Publishing House.

Banez, L. G., Bautista, C. F., & Evasco, M. M., eds. (1988).

Introduction to literature. Manila: DLSU Press.

Bascar, L. R. (2004). World literature: A tertiary textbook for

literature (Revised ed). Manila: Rex Bookstore.

David-Maramba, A. (1990). Philippine contemporary

literature: in English and Filipino. Manila: FEU Press.

Dones, M.G. (Ed.). (2009). Philippine literature: a student

guide. Manila: Mindshapers Co. Inc.

Dimalanta, O. A., & Mata, V. M. (2001). Philippine contemporary

literature in English: tradition and change (from the 20s

to the present. Manila: UST Publishing House.(poems)

Tenedora, 2012

GRADUATE SCHOOL 70

Enriquez, D. C. (2008). Philippine literature: a regional

approach. Navotas City: Navotas Press.

Gopen, G. D. (2009). Rhyme and reason: Why the study of

poetry is the best preparation for the study of law?

College English.

Gutierrez-Ang, J. (2009). Kritika: selected readings in

Philippine literature from pre-colonial to post edsa.

Manila: Mindshapers Co. Inc.

Lumbera, B., & Lumbera, C. N. (2002). Philippine

Literature: A history and anthology (Revised ed.).

Caloocan City: Scholars’ Printing Press.

Lacia, Ferdilyn C.etal(2008).The literatures of the

Philippines. Manila: Rex Bookstore, Inc.

Martin J. R. (2010). Discourse semantics Vol. 2. Shanghai,

China: Jiaotong University Press.

Pinsky, R. (2009). Favorite poems. New EngLand, USA: Boston

University Press.

Veric, C. S. (2006) Anticipating Filipinas: Reading Bienvenido

Lumbera as a critic. Manila: UST Publishing House.

Viar, O. M. (2006). Treasures of the Philippine regional

literatures. Quezon City: Rex Book Store.

Periodicals

Montiel, C. J. (1989). Martial Law, EDSA and the young: Politico-

psychological effects of martial law and edsa on two

generations of activist. Pantas. A Journal for Higher

Education, volume 3(issue number 0116-645), 13-18.

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GRADUATE SCHOOL 71

Marcos, F. E. (1981). An encounter with destiny: part 1.

Philippine Development, volume 6(number 17), issn: 0115-

0073, 24-32.

Sicat, G. P. (1981). Women development in the Philippines.

Philippine development, volume 8(number 16), issn: 0115-

0073 , 28-35.

Tejon, G. OP. (Ed.). (2001). Church News: News in brief. Life

Today, volume 57(number 1), 3-4.

Unpublished Materials

Basilio L. B. (2012). The analysis of the language of selected

Philippine poems in English: Basis for an enhanced English

classroom instruction. (Master’s Thesis). Divine Word

College of Calapan.

Hernandez, G. M. (2008). Deconstructing Shakespearean sonnets as

a guide to understanding and appreciation. (Master’s

Thesis). Divine Word College of Calapan.

Quinzon J. (2004). The style employed by Jose Garcia Villa in

his selected lyric poem: An analysis. (Master’s Thesis).

Divine Word College of Calapan.

Retanal, D. M.(2001). An analysis of Percy Bysshe Shelley’s style

in the use of sounds and figures of speech to achieve

meaning in his selected lyric poems. (Master’s Thesis).

Divine Word College of Calapan.

Rey-Dela Cruz, R. M. (2012). An analysis of Dante Alighieri’s

divine comedy using archetypal, thematic and reader-

response criticism: Implications on teaching literature,

literary appreciation and Christian living. (Master’s

Thesis). Divine Word College of Calapan.

Tenedora, 2012

GRADUATE SCHOOL 72