KASC IGS Abstracts

7/29/2019 KASC IGS Abstracts

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Institute of Graduate Education,KalingaApayao State College

KALINGA-APAYAO STATE COLLEGE

GRADUATE SCHOOL

Tabuk City

2013

VOL. 2 NO.1 A Semi-Annual PublicationJANUARY- JUNE 2013


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Editorial Board : Jovita E. Saguibo

Research Director

Associate Editors: Marilou B. Adora

IGS Dean

Loneza G. Carbonel

Research Chairman

CONSULTANTS:

AMADO P. IMPER

Vice Pres.PRE&DT

EDUARDO T.BAGTANG, CPA, DBM

President


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COMPUTER LITERACY ASSESSMENT OF DEPED TEACHER IN TABUK CITY, KALINGA

Author/Advisee: Josephina Bai

Adviser: 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 instructionalmaterials 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 Tukeys significant difference was used to identify the groups with the

significant difference.

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.


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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.

5. Administrators should initiate the conduct of interschool demonstrationteaching.

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 Philippine

Journal of Education.

Cariaga, Helen G.(2009) Technology and Home Economics- a Response of Education

to the Millenium, The Teachers

Journal.

Demalat, Felomina C. (2007) Performance of the Third Year High School Students inInformation Technology.

Unpublished Masters Thesis, Philippine Normal University, Manila.

De Ramos, Lynda Theresse K.(2008) An Analysis on the Teaching of Information

Technology in the Sectarian

Schools in Cavite. Unpublished Dissertation, Philippine

Normal University, Manila.


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Gabat, Delia A.(2009) Analysis on the Teaching of Information Technology among

the Fourth Year High School

Students in Public Secondary Schools in the Three

Districts of Catarman, Division of Samar. Unpublished

Dissertation, 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 Schools

In Vinzons, Camarines Sur. Unpublished Masters Thesis,Philippine Normal University, Manila.


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THE TEACHING OF MATHEMATICS VI INNORTHERN TABUK DISTRICT

DIVISION OF KALINGA

Author: Janice Wassig

Adviser 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 inmathematics, 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

Tables were used to categorize the data and were statistically described using thepercentage 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 improvetheir 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 instructionalmaterials to be used in teaching if the school cannot afford to give.

5. Teachers teaching Mathematics should equip themselves with varied techniquesand strategies.

6. Teachers should give emphasis both in language and Mathematics so that pupilsshould be able to improve their performance in solving word problems.

7. Mathematics background should be strengthened as early as primary grades soas 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.


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REFERENCES

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

Education Students.

Ambasing, Helen (1997) TeachingMathematics in Grade II in the Division of Baguio City.

Unpublished Masters 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 Masters 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 Masters Thesis,

University of Baguio.

Gabot, Estel (2000) Difficultiesin Grade VI Elementary Mathematics in the Division of

Apayao. Unpublished Masters Thesis, Baguio Central University, Baguio City.

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 Masters Thesis,

Cordillera Career Development College, Buyagan, La Trinidad, Benguet.


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TEACHING COMPETENCIES AMONG THE SUBJECT TEACHERS OF THE DIFFERENT

TECHNICAL VOCATIONAL SCHOOLSIN 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 therespondents 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

moderator variables; to determine if there are significant differences in the perceptionof 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, lengthof 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.

Thestudy 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


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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 thelevel of teaching competencies among TVE teachers along the variables ofgender, 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 perceivedby the respondents are moderately adequate.

5. There are no significant differences in the perception of the teachers as to thelevel of adequacy of instructional materials, tools, equipments, and facilities forTVE along the moderator variables of gender, length of service and fields of

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 theircompetencies in teaching.

2. The teachers should attend more seminars on methodology and techniquesof teaching to increase their competencies in teaching.

3. Reference books, journals and magazines should be bought by the schooladministrator to keep the teachers and students abreast of new trends of

TVE.

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

5. The school should initiate an activity which requires parents involvement tofurther develop camaraderie between the school authorities, students and

parents.

6.

Local experts who are knowledgeable on the topics on Technical VocationalEducation 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)


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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: InnovativeEducational Materials, Inc.

Andres N.B.(1991)The Implementation of Home Economics Program in the

Vocational Schools of Kalinga-Apayao (Unpublished Masters 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 ofTanudan: An assessment(Unpublished masters Thesis, St. Paul University,

Tuguegarao, Cagayan)

Bumanglag, J. (1998) The implementation of Technology and Home Economics in

the Province of Apayao (Unpublished Masters Thesis, Cagayan State

University, Tuguegarao City)

Clemente, A. (1996) Philippine Education into the 21st

Century, Quezon City: Valeriano

Publishing House)DepEd.net

Encarta(2009)

Flavio, D.(2001)Differences of Teachers in Teaching Technology and livelihoodEducation Subjects in Kasarinlan High School(Unpublished Masters

Thesis, The university of Caloocan City, Sangandaan, Caloocan

City)


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PERFORMANCE OF THE STUDENTS IN SCIENCE

IN TABUK NATIONAL HIGH SCHOOL

NEW TANGLAG ANNEX

Author: Genevieve Ollibac

Adviser 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,

weighted Mean, Chi-square and Analysis of Variance (ANOVA) were used to treat andanalyze 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 shouldbuy 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 masters 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


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Asuncion, Catalina G. (2007). The Teaching of Science and Technology in the Newly

Nationalized High School of the Division of Kalinga, unpublished masters

thesis, Kalinga-Apayao State College, Tabuk City Kalinga

Ayangdo, C.(2010). Performance and anxieties in Mathematics among the Freshmen

Students in

Tanudan, unpublished masters 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 YearHigh School students of Tinglayan District, unpublished masters 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 masters Thesis, Kalinga-Apayao State

College, Tabuk City Kalinga
http://e-turo.org/?q=node/855http://e-turo.org/?q=node/855http://e-turo.org/?q=node/855http://e-turo.org/?q=node/855


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

College

Advisee/Author : Sharmaine Loton

Adviser/ 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 theemployment/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

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 notpermanently 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.


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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 ofspecialization 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

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 profile

2. All the graduates were permanently employed after they finished their

graduate studies

3. There was high correlation between the previous and present

employment/promotion status of the graduates

4. The factors moderately affected the employment/ promotion of the graduates

as a whole

5. The indicators competition, school/administration policies, educationalqualification, 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

masters and doctorate degrees.


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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).

Impact Study of the URC Graduate School in Three Masters 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.
http://www.qtafi.de/handbook_v2.pdfhttp://www.qtafi.de/handbook_v2.pdf


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

Author: BRIGIDA W. SUMOLDONG

Adviser 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

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 of

Multigrade 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 theseidentified 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 di ffered 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.


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


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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 obtainedMean 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.


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

Of Problems of Multi-Grade Teachers

The problems encountered by multi-grade teachers in Tanudan District were much serious withan 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.

Conclusions

1. 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


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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 differentgrade 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.

Recommendations

From the findings, the following are recommended:

1. Teachers handling multi-grade classes should not be assigned administrative functions.

2. Conduct of trainings/seminars along teaching methodology and lesson planning, use of ELC for

multi-grade teachers is needed3. Enhance the existing teaching techniques/strategies

4. Try other techniques/strategies in teaching multi-grade classes

5. 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.


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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)

LEARNING READINESS OF THE GRADE I PUPILS IN THE

PUBLIC ELEMENTARY SCHOOLS IN NORTHERN

TABUK DISTRICT, DIVISION OF KALINGA

AUTHOR : KARLA L. REYES

Adviser 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


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20

(ANOVA) was used to determine the significant differences along the variables. The

Tukeys 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 ofMusic 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. Putmans Sons.

Cosidon, Lilibeth P. (2006) The Teaching ofMusic 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.


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THE DIFFICULTIES OF INTERMEDIATE MUSIC TEACHERS IN THE

PUBLIC ELEMENTARY SCHOOLS IN NORTHERN TABUK DISTRICT,

DIVISION OF KALINGA

Author: CARA C. BASNIC

Adviser: Raymond E. Balbin, Ph. D.


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

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 inteaching 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 ofdifficulties, 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


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22

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. Putmans 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


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.

Harkavy, Michael D.,et. al. (1996) The New Websters International Encyclopedia.

INDIGENOUS HEALTH PRACTICES AND BELIEFS

AMONG THE KALINGA SUB-TRIBE

OF TINGLAYAN

Author:DOMINGA DAISY B. ACCAD

Adviser 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.


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23

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 Implications

A. During Pregnancy1. Ngilin

a. Mother is prohibitedfrom 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

to an abnormal development

of the body like twins or ababy 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 alsoprohibited to do tabooed

activities e.g. hiding when

eating or else the shapes of

the foods may develop into

the babys body; carrying

langngay(fruit basket),

pocketing fruits, witnessing

dying person or animals,

playing musical instruments,

dancing the salip (gongdance) 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.

-Children are healthier,

stronger and well-cared.

a. The spirits dwelling in the

tabooed places that inflictharm to the baby.

b. It causes sicknesses,

allergies and complications on

the child and mother.

c. Scars are developed and

appear on the babys 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.


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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 thewife suffers miscarriage.

B. During birth and infancy

1. Ontad- A ritual done as a

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. Thepriestess prays toAfuniyan

(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

-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

in order to have enough breast

milk to meet the demand of asucking 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 motherprovided 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 tobecome healthy and strong

7. The child is always healthy

and possesses feminine

actions, modest and fine

character, beautiful and

longevity of life.

8. They askAfuniyan to give


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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 3years 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 askAfunianto

entreat the boy with courage,

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.

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.

C. On food preparation1. 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 becomessoft. 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

-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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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 withleaves 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

prevent from being burnt.

12. Sangrag- Roasting orfrying 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 washingclothes 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

ofFua (beetle nut), Lawod

(Betel leaf pepper) andApug

(lime) to make the teeth

stronger and refrain fromtooth 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.

-Poor hygiene is the outcome.

-Sicknesses that are believed

to be inflicted by bad spiritsare cured and lessen the

expenses of the family from

going to the hospital.


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27

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 mana. 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 basiis

used to flash the sickness.

4.Person who can cure

furaw- A gifted person whocan 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:

1.Sinlafi and Akinfurus-

herbal plants that can beused 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 thatlives in moist places which is

used for stomach ache and

deworming.

4.Taw-tawa- A plant which

is used for dog bite.

-Cheaper kind of medicinesand they are abundant in the

surrounding, and they are

available anytime.

E. Cleanliness and Sanitation

of the surrounding

1. Inadequate water system

2.Lack of toilet in far flung

barrios3. 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 onpregnancy, birth and infancy, food preparation, hygiene, and cleanliness and

sanitation of the surrounding.


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28

2. The implications of these indigenous health practices and beliefs are veryimportant 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 andbeliefs ofItongrayan 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 tocontinue 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 likefob-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;

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 bepublished and be made available and accessible in the community, libraries and

appropriate offices; and

9. 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


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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 1977

K TO 12 CURRICULUM GUIDE HEALTH MANUAL

PROFESSIONAL DEVELOPMENT AMONG PUBLIC ELEMENTARY SCHOOL

TEACHERS IN LOWER TANUDAN DISTRICT

DIVISION OF KALINGA

Advisee/ author :DELIA A. DINANAS

Adviser: 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 comparedalong 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 ones 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


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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.

Bona, F. *2012+. Professional Development Among Public Elementary School Teachers

in Paracelis District, Mountain ProvinceUnpublished 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 Teachers

Work *http://www.howstuffwork.com+

CLASSROOM MANAGEMENT AMONG GRADE 6 TEACHERS IN SOUTHERN TABUK DISTRICT

DIVISION OF KALINGA

Advisee/co-author:RACHEL L. BANGGAWAN

May 2012

Adviser: Dr. Paulino P. Reyes II


ABSTRACT


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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 ofclassroom

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.

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 childs 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 classroomobservations.

REFERENCES

Allen, 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 Psychology74 (4):485 - 498.


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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.

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.D


ABSTRACT


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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 pupils 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

pupils 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 relatedfactors.

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

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


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


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

Kalinga Division

The Modern Teacher (June 2006)

www.slideshare.net/petermercks/multi-gradeteaching introduction

www.theteachers guide. Com/classroom management.htm
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