If you are a leader in a school or a manager at your respective station, reflect on your ways, how you manage your staff or co-workers, and how you lead them in accomplishing a task. And after reading this, you’ll be able to answer the question, "Are you a leader or a manager?

A leader is someone who inspires and motivates their followers to accomplish a common goal. Someone with vision and ensures that their members have support and tools to achieve their goals. Someone who empowers all the members to bring out the best in them. And also, someone who leads by example and leads with a heart. I believe that there’s always  room to be a better leader. The most effective leaders always listen and learn about others. Ask for insights or ideas from other co-workers and always ensure that everyone’s idea is valued.

On the other hand, a manager is someone who is responsible for organization, planning, and coordination with the members. Their ultimate goal is to have an impact in the organization that they are into.  They also ensure that the tasks are completed within the given time frame. In addition, they tend to focus on efficiency and status quo and also lead with authority.

Being a leader and a manager same with leadership and management are concepts that are often intertwined. Both roles are important in leading and managing a school or an organization in achieving the set goals and objectives of the group or team. Moreover,  it is very indispensable to have a leader or manager  who always listen, lead by example and also inspires and motivates others.

After reading this, can you now answer the question, " Are you a leader or a manager?"

References:

https://www.betterup.com/blog/what-is-a-leader-and-how-do-you-become-one

Urban Gardening does not only focus on having a beautiful vegetable garden but also on creating an impact on the community by creating a beautiful and healthy school environment. It does not only promote vegetable production through natural farming, but it also inculcates the core value of being Maka-Kalikasan among our learners wherein love for the environment is being practiced.

Urban Gardening aims to revitalize the implementation of gardening in their homes; promote vegetable production; strengthen the collaboration with and among  SPG adviser and officers, teachers, parents, and learners; enhance the creativity of the learners by using recycled materials to make the school colorful and beautiful; instill among learners the core value of being MAKAKALIKASAN by using recycled bottles to implement the 3Rs in the school and in the community, and it aims to promote urban gardening for proper nutrition and mitigate hunger among families.  

The SPG officers were responsible for the promotion of urban gardening. They were also assigned to post the happenings in the project Urban Gardening. Included in the project is the advocacy campaign which will be taken care of by the SPG officers. The learners were oriented to promote the use of recycled bottles to grow vegetables and others.

Learners were also encouraged to do their backyard gardening at home and apply the good practices of gardening learned at school, as part of their responsibilities in sharing and implementing the consumption of vegetables among their community for better health and a balanced diet.

Through this project, the value of planting and gardening will be developed among Filipino children and families which will contribute to a self-sustaining environment.  Moreover, it also aims to inculcate among school personnel, parents, and school children the importance of agriculture and to develop their sense of appreciation for a clean and green environment. It also aims to address the problems of malnutrition by teaching families the importance of sustainable food production and eating healthy food. 

M. Nepomuceno Elementary School implemented Project MALASAKIT to help in mitigating solid waste.  Project MALASAKIT stands for (MAgbigay LAgi Sa Abot ng Kakayahan at Ito ay Taos sa puso) and it aims to promote the conservation of the environment by means of collecting used bottles and papers to be sold as income generating activity. The proceeds of the said project were used for gift-giving activity which benefitted forty-four (44) less fortunate learners of the school and 5 non-teaching staff.

After the planning for the project, the proponent called for a meeting to inform all the people involved. Also, in the said meeting, a concrete plan was conceptualized on how the activities will be started and will go about. The school head, faculty officers, SPG adviser & officers, YES-O adviser & officers, teachers and staff worked together to make this project possible. Each adviser presented the project to their parents and encouraged them to support it. And unexpectedly, many parents extended their support for the project by donating their used plastic bottles and papers at home. All donated plastic bottles and papers were sold to the junk shop. The money accumulated from the sold plastic bottles and papers were used to buy the grocery packages for the chosen beneficiaries. The faculty officers were the ones in-charge of buying and preparing the grocery packages.

The gift-giving activity was conducted for five days because teachers have different onsite schedules. Each adviser had one beneficiary and it was only during their onsite schedule that the grocery packages were awarded to their beneficiary. After the gift-giving activity, the teachers conducted an interview to their beneficiaries to get feedback and to determine the impact of the activity.

ABSTRACT

This study was conducted to find out the motivational factors that affect the job performance of the teaching and non-teaching personnel of Pampanga Agricultural College (PAC).

A total of 113 teaching and 86 non-teaching personnel participated in the study conducted from December 2007 to February 2008.

From the foregoing findings, the following conclusions were drawn: PAC teaching personnel were mostly 20-30 years old while non-teaching personnel were mostly 41-50 years old: PAC employees were predominantly females; most of the teaching and non-teaching personnel were married; majority of the PAC employees’ highest educational attainment was post-graduate; the teaching personnel were highly motivated by the extrinsic factors and averagely motivated by the intrinsic factors; the non-teaching personnel were averagely motivated by both the extrinsic and intrinsic factors; PAC teaching personnel got an excellent job performance in planning while the non-teaching personnel were good in leadership; there was a significant difference between the extrinsic motivational factors of the teaching and non-teaching personnel, and no significant difference between the intrinsic motivational factors of the teaching and non-teaching personnel of PAC; there is no significant difference between the job performance of the teaching and non-teaching personnel of PAC; there is a moderate relationship between the job performance and motivational factors affecting the teaching personnel of PAC, and there is high relationship between the job performance and motivational factors affecting the non-teaching personnel of PAC, there is a weak relationship between the motivational factors and age of the teaching and non-teaching personnel; and there is a weak relationship between the job performance and age of the teaching and non-teaching personnel.

The art of dumpster diving is a practice that involves salvaging discarded goods from dumpsters and other waste disposal sites. While some people may view dumpster diving as an unseemly activity, it is a popular practice among those who seek to reduce waste and promote sustainability.

One of the key implications of waste disposal is the environmental impact of excessive waste. In many countries, waste management is a significant challenge, with landfills reaching capacity and the cost of disposal becoming increasingly expensive. Dumpster diving offers a solution to this problem, by reducing the amount of waste that ends up in landfills and promoting the reuse of discarded goods.

In addition to its environmental implications, dumpster diving also has important societal implications. By salvaging discarded goods, dumpster divers challenge the notion that material possessions must be new or expensive to have value. They also highlight the pervasive consumerism that fuels the throwaway culture that characterizes modern society.

Moreover, dumpster diving has the potential to challenge social inequality by providing access to goods that might otherwise be inaccessible. Many dumpster divers are motivated by the desire to reduce waste and promote sustainability, but others rely on discarded goods for their basic needs. For these individuals, dumpster diving offers a means of survival and a way to challenge the dominant economic model that prioritizes profit over people.

However, dumpster diving also raises important questions about the role of waste in our society. While dumpster diving can be seen as a form of resistance to the throwaway culture, it can also reinforce the notion that certain goods and materials are disposable and of little value. Furthermore, dumpster diving may also be seen as a privilege, as it requires access to transportation and the ability to navigate the legal and social barriers that surround waste disposal.

In conclusion, dumpster diving is a practice that challenges the dominant economic model and promotes sustainability. By reducing waste and challenging the notion that material possessions must be new or expensive to have value, dumpster divers offer a vision of a more equitable and sustainable future. However, the practice also raises important questions about the role of waste in our society, and the potential social and economic barriers that may prevent some individuals from accessing discarded goods.

Tattoos have a long and complex history, with evidence of tattooing dating back thousands of years. Throughout the world, tattoos have held a variety of cultural and religious significance, serving as markers of identity, social status, and personal expression.

In many parts of the world, tattoos have served as important cultural markers. For example, in Polynesia, tattoos known as tatau were used to signify social status and identity. Different patterns and designs were reserved for specific groups, such as chiefs, warriors, and women. Similarly, in Japan, tattoos were used to signify membership in certain criminal organizations, as well as to mark the bodies of soldiers and other warriors.

In other parts of the world, tattoos have held important religious significance. In ancient Egypt, tattoos were believed to protect the body in the afterlife and were often placed on mummies. Similarly, in India, tattoos were used to mark the bodies of pilgrims who had visited holy sites, and were thought to offer protection and spiritual benefits.

Tattoos have also played an important role in personal expression and identity. In many Western cultures, tattoos have been used to express individuality and rebellion, with many people choosing to adorn their bodies with intricate designs and meaningful symbols. In recent years, tattoos have become increasingly popular and accepted in mainstream culture, with many people using tattoos as a form of self-expression and personal identity.

Despite their cultural and historical significance, tattoos have also been stigmatized and associated with criminality and deviance in many parts of the world. In some cultures, tattoos have been banned or discouraged, with many people facing discrimination and marginalization as a result of their tattoos.

In conclusion, tattoos have a rich and complex history, serving as markers of cultural identity, religious significance, and personal expression throughout the world. Despite their cultural significance, tattoos have also faced stigmatization and marginalization in many parts of the world. By exploring the history and cultural significance of tattoos, we can gain a greater understanding of their role in shaping our identities and societies.

The phenomenon of time perception is a fascinating area of study that has captured the attention of scientists, philosophers, and artists alike. Our subjective experience of time is shaped by a variety of factors, including our attentional focus, emotional state, and cultural background. These factors can have profound implications for how we experience the world around us.

One of the most interesting implications of time perception is its role in shaping our sense of self. Our perception of time can influence how we perceive our own identity and our relationship to the world. For example, people who have a strong sense of temporal continuity may feel more connected to their past selves and have a greater sense of personal identity than those who experience time as fragmented or discontinuous.

Another important implication of time perception is its impact on decision-making and risk-taking behavior. People who have a future-oriented perception of time may be more likely to take risks and make decisions based on potential future outcomes, while those with a present-oriented perception may be more focused on immediate gratification and short-term rewards.

Time perception also plays a crucial role in how we experience emotions. For example, the passage of time can influence the intensity and duration of emotional experiences. People who perceive time as moving slowly may experience emotions more intensely, while those who perceive time as moving quickly may experience emotions more fleetingly.

Finally, time perception can have significant cultural implications. Different cultures have different perceptions of time, with some valuing punctuality and efficiency while others prioritize a more relaxed, leisurely approach to time. These cultural differences can shape our expectations and attitudes towards time, and can influence how we interact with others.

In conclusion, the phenomenon of time perception is a complex and multifaceted area of study that has important implications for how we experience the world around us. By exploring the ways in which time perception shapes our sense of self, decision-making, emotional experiences, and cultural attitudes, we can gain a greater understanding of the role that time plays in shaping our lives.

Laughter is often referred to as the "best medicine" and for good reason. It has been shown to have a variety of psychological and physiological effects on the human body.

Psychologically, laughter has been shown to reduce stress and anxiety levels. When we laugh, our brain releases endorphins, which are natural feel-good chemicals that can help us feel more relaxed and less tense. This can be particularly beneficial for people who struggle with anxiety or depression.

In addition to reducing stress levels, laughter can also improve our mood and increase feelings of happiness. When we laugh, we are more likely to experience positive emotions and feel more connected to others. This can lead to a greater sense of well-being and improved mental health.

Physiologically, laughter can also have a number of benefits. For example, it has been shown to improve heart health by increasing blood flow and oxygenation. This can help to reduce the risk of heart disease and other cardiovascular problems.

Laughter has also been shown to boost the immune system by increasing the production of antibodies and activating immune cells. This can help to protect the body against infections and illnesses.

Finally, laughter can also have pain-relieving effects. When we laugh, our brain releases endorphins that can act as natural painkillers. This can be particularly beneficial for people who suffer from chronic pain conditions.

Overall, the psychological and physiological effects of laughter on the human body are numerous and can be incredibly beneficial for our health and well-being. So the next time you find yourself feeling stressed or down, try watching a funny movie or spending time with friends who make you laugh. Your body and mind will thank you for it.

Spending time alone in nature has been shown to have a variety of psychological benefits. When we disconnect from the distractions and stresses of modern life and spend time in natural environments, we can experience a greater sense of calm, clarity, and well-being.

One of the primary psychological benefits of spending time alone in nature is a reduction in stress levels. Being in nature has been shown to lower levels of the stress hormone cortisol and reduce feelings of anxiety and tension. This can be particularly beneficial for people who struggle with chronic stress or anxiety disorders.

In addition to reducing stress, spending time in nature can also improve our mood and boost feelings of happiness. Studies have shown that exposure to natural environments can increase feelings of awe and wonder, which can lead to a greater sense of purpose and fulfillment. This, in turn, can improve our overall well-being and quality of life.

Another psychological benefit of spending time alone in nature is increased creativity and cognitive functioning. Being in natural environments has been shown to enhance cognitive performance and increase creative thinking. This is thought to be due in part to the fact that natural environments are less mentally taxing and allow us to relax and recharge our cognitive resources.

Finally, spending time alone in nature can also provide an opportunity for self-reflection and introspection. Being away from the distractions and demands of daily life can give us a chance to reflect on our values, goals, and priorities, and to gain greater clarity and perspective on our lives.

In conclusion, spending time alone in nature can have a variety of psychological benefits, including reduced stress levels, improved mood and well-being, increased creativity and cognitive functioning, and greater opportunities for self-reflection and introspection. By taking time to disconnect from the demands of modern life and connect with the natural world, we can improve our mental health and overall quality of life.

Abstract

Institutions in higher education reinvented their learning environments, and processes by adopting new technologies to remain competitive and relevant due to the effects and the lessons brought about by the pandemic.  The institutions have been moving from on campus learning, on campus academic transactions and processes into online with a lot of trials and errors and uncertainty for everyone in a short period of time.  As to address some issues towards some academic concerns, urgent study of the development of an online enrollment advising system and its implementation takes place to help generate automated student advising processes in a widely accessible, efficient, and effective manner in a minimal time frame amid to the new norm embraced by the institution.  To achieve the goal of the study, this project followed the phases of software development life cycle model, aiming to develop high quality software that meets or even exceeds the expected requirements based on the academic standard of a state university in lowland Cavite. The developed and implemented system was tested and its application is a beneficial tool for conducting efficient, reliable, and accessible automated advising processes during school enrollment period amid to pandemic. Future studies and integration enrollment system, offline electronic class record, and existing student portal system using both web and mobile platform are recommended as well as the application of data analytics as key support for management decisions in the future.

Keywords: Student Advising System, Software Development Life Cycle, Online System,  

                 Course Pre-requisites, and Student Grades

Abstract

The gender situation in the Philippines is characterized by sharp contradictions as it graphically showcases samples of women’s advancement in politics, academic and professional excellence, and even legislation. But this is contrasted by images of economically disadvantaged women, battered wives, prostituted women and exploited migrant workers according to Anoňuevo (2000).  The Gender Equality in the Labour Market in the Philippines Report from the Asian Development Bank in 2013 documented the nature and extent of gender inequalities in the Filipino labor market. The report also shares promising initiatives that have been developed to counter gender discrimination and promote equality for working men and women through legislation and social and economic policies to reverse the unequal labor market outcomes for women.

There is still a need to propagate the advocacy on gender and development to the widest audience possible particularly at the local government communities where the level of awareness along this concern is of primary concern. It is with this premise that the study on Gender and Development (GAD) awareness on policy implementation and practices in selected local government units in the province of Cavite was undertaken. Results revealed that from a sample size of 240 participants, there are no significant differences in awareness and practices among local government units except that there exists a significant difference in terms of the policy implementation. Overall, the employees of the local government units who are the participants in the study appeared to be moderately aware of the policies, practices and activities being implemented on gender and development programs at the local level.

Key words: Gender and development, policy implementation and practices, gender equality, local government units

1.1   Kaligiran ng Pag-aaral

“Siyap ko pagilidan”. Nangangahulugang ang mga katagang ito sa Filipino na “pagmamahal sa likas na kapaligiran o ang lantay na kalikasan”. Tumutukoy ang salitang siyap sa damdamin ng pagmamahal, pag-ibig, pagpapahalaga at natatanging pagmamalasakit. Ito ay klasikal na katawagang ginagamit sa klasikal na talastasan ng mga Meranaw. Ang mga kabataan sa kasalukuyang henerasyon ay di na nakaririnig nito dahil sa impluwensya ng sosyal midya.

Sa pagpapahalaga rito, marami nang kwento maging sa mga uring pambata ang nalathala na. Gayunman, mas maraming di-nalathala at lalong hindi pa rin napagtutuunan ng pansin. Sa mga Meranaw ay lalong hindi rin ito gaanong naipapasok sa kanilang panitikan.   Ayon kay Hufana (2009, p.105) ito ay isang malawak at basal na larangan na tulad rin ng iba pang larangan ng panitikan.

Isang anyo ng panitikan ang mga kwentong pambata.  Ayon kina Sauco at San Miguel (1989), ang maikling kwentong pambata ay isang kathang pampanitikan na kinasasalaminan ng buhay ng isang lipunan at nagtatampok ng kakintalan sa kapaligiran.  Sinasabing ang isang kwentong pambata ay sangay ng sining ng pagsasalaysay na may iisang kakintalan o impresyon.  Dito tinatalakay ang madulang bahagi ng buhay.  Sa pamamagitan ng mga maiikling kwentong pambata, naituturo ang mga paniniwala, paninindigan, kaugalian at kaasalan ng bawat pamilyang bahagi ng lipunan nitong kinakatawan.

         Ang pananaw na ito ay siya ring sinasabi ng ilang mga manunulat na   pinaniniwalaan ng mga Meranaw hinggil sa relasyon ng indibidwal at sa kapaligiran na katatagpuan ng kanyang tahanan.  Sa mga kwentong ito, maisisiwalat ang pagpapahalaga sa iba’t ibang aspekto ng kalikasan na may malalim na relasyon sa kultural na etikang pantribo.

Meranaw ang mga mamamayan ng Lanao del Sur na pawang nanampalataya sa relihiyong Islam. Bagaman may Meranaw rin sa mga pangunahing lungsod sa bansa gaya ng Maynila at Cebu, hindi pa rin sila nakalilimot sa kanilang tunay na pinanggalingan, ang lugar ng Lanao del Sur.

Kabilang sila sa tatlong pangunahing grupo ng mga Muslim sa Pilipinas (Maguindanao, Tausog at Meranaw). Ang salitang Meranaw ay nangangahulugan na mga tao sa paligid ng “ranao” na tumutukoy sa lawa kaya sinasabing mga taong naninirahan sa paligid ng lawa ang mga Meranaw (Macarampat, 2002).  

         Mayaman sa panitikan ang mga Meranaw, marami ring aral na mula sa bibig nila na nagpasalin-salin na sa mga henerasyon. May mga panitikang naisulat sa mga paaralan, gayunman, marami-rami pa sa kanilang kamalayan ang naghihintay ng tamang panahon upang malapatan ng panitik. Pinatunayan ito ni Saber 1968, (mula kina Hufana at Semorlan 2009) aniya:

“isang basal at malawak na larangan ang panitikang Meranaw ngunit di gaanong nasisiyasat ng mga poklorista, antropolohista at iba pang mag-aaral na nagtitipon at nagsisiyasat ng maagham at makabuluhang aspeto ng yamang-lahi ng kalinangan ng Pilipinas”.

Hindi nahuhuli ang mga Meranaw sa makabagong takbo ng panahon. Masasabing ang uri ng kanilang pamumuhay ay maunlad at nakikisabay sa makabagong teknolohiya. Kung ano ang bagong kagamitang pangkusina o pansilid-tulugan ay matatagpuan sa kabahayan ng pamilyang Meranaw.  Moderno man o hindi ay di pahuhuli sa makabagong muwebles ang mga Meranaw. Sa kabilang dako, makikita pa rin ang isang uri ng nakagawiang ginaganap sa lipunan nila. Ito ay ang mga paniniwala na nakatago sa kanilang panitikan.

May iba’t ibang uri ng panitikan ang mga Meranaw. Ang mga ito ay kwentong-bayan o ‘tutol’, tula ng pag-ibig o ‘tubad-tubad’, kasabihan o ‘pananaroon’, katutubong sayaw o ‘sagayan/saduratan’, epiko at drama o‘sowasowai o Darangen’ at iba pa. Ang drama o Darangen ay maaaring hatiin sa anim at ito ay (a) Kambayoka; (b) Kaganat sa Darangen; (c) Diabro; (d) On-ta; (e) Mauled a Nabi; at (f) Zagayan.

Maituturing na ang katutubong panitikang Meranaw ay may kakayahan umunlad bilang panitikan.  Marami na rin ang naisulat ng mga ninuno ng mga Meranaw na hindi pa naisasalin at naaanalisa dahil nasusulat ito sa klasikong kirim.  Kirim ang tawag sa matandang paraan ng pagsulat sa wikang Meranaw na hawig sa Arabik. Sa ganitong paraan ng pagsulat nahihimlay sa mahaba-haba nang panahon ang pagpapahalaga ng liping ito sa likas na kapaligirang pinamumuhayan ng mga puno, hayop at hitik na kalikasan. Dito malinaw na masasalamin ang kanilang mga kaugalian, tradisyon, paniniwala at pagmamahal sa kalikasan na tahasang karugtong ng kanilang buhay.

Kadalasan, ang mga paniniwala at tradisyong Meranaw ay ikinukuwento sa mga bata.  Waring ritwal na palaging inilalakip sa mga naratibong pambata upang madisiplina sila nang sa gayon ay makaiwas silang gumawa ng labag sa kaugalian ng tribo.  Ang mga kwentong ito ay madalas nagpapasigla sa kabataan na ipagmalaki ang kanilang angkan. Dito umuusbong ang tunay na pagmamahal ng isang tao sa kanyang kinamulatang kultura dahilan upang kanyang ipagmalaki, magmalasakit at manindigan para dito.

Ito ang ugat ng kasalukuyang pagnanais ng mananaliksik na isa-isahin ang mga kwentong pambata sa lalawigan ng lanao.  Hangarin niyang ilantad ang mga tiyak na balyu at pagpapahalagang pangkalikasan ng Meranaw na napapaloob sa panitikang pambata, kalakip na nito ang papel ng kalikasan ng Meranaw sa lipunang Meranaw.

         Samakatwid, binigyang tuon ang Siyap ko Pagilidan (pagmamahal sa kalikasan) na makikita sa kanilang kwentong-pambata. Pokus nitong maipakita ang repleksyon sa etikang pangkalikasan ng Meranaw na napapaloob sa mga salaysayin at kwentong pambata sa buong lalawigan ng Lanao.

Lahat ng bagay dito sa mundo ay bahagi ng kalikasan na magkakaugnay batay sa punto de bista ng Meranaw.   Ang tubig, lupa, dagat, mga pananim, mga hayop at mga tao ay magkakaugnay. Ang pagkakaugnay ng mga ito ay makikita sa pangangailangan sa lahat ng ito ng isang mamayang Meranaw.   May kasabihan na no man is an island. Ang ibig sabihin nito, walang sinumang nabubuhay para sa sarili lamang. Upang mabuhay ang bawat isa ay nangangailangan ng kapwa at elemento ng kalikasan upang maligayang danasin ang buhay sa daigdig. Kalikasan ang lahat ng nasa paligid. Sa tahanan, ang mga magulang, kapatid, kaibigan, kamag-anak, mga pananim at hayop ang bumubuo sa kapaligiran sa isang tao. Ang mga aso, pusa, butiki, langgam at mga halaman ang mga karaniwang bagay sa kapaligiran. Ang mga establisimyento gaya ng parke, simbahan, mga daan at mga hardin at mga sentrong pang komunidad ay mga bahagi rin ng kapaligiran. Iba’t ibang bagay ang makikita ng isang tao mula sa paggising sa umaga hanggang sa pagtulog sa gabi. Nakikita sa loob ng bahay ang pagsikat at paglubog ng araw, ang mga halaman at hayop.  Ang lahat ng ito ay konektado sa isa’t isa. Ito ay maituturing na isang siklo na umiikot lamang ng paulit-ulit at walang hanggan sa tribo ng Meranaw.  Batay sa koneksyong ito, nararamdaman ng isa’t isa ang anumang bagay na kakulangan o kasiraan ng isang bahagi lamang. Tulad ng kapaligiran, kapag may kasiraan rito ay mararamdaman ito ng bawat nilalang mula bata hanggang matanda. Nararapat lamang na bigyan ng tuon ang pagmamalasakit sa kalikasan, ang paglalaan ng damdaming makakalikasan sapagkat kinilalang marangal na damdamin ang nagbibigay ng ibayong sigla sa kaayusan ng kalikasan upang ganap na lumigaya at humaba ang buhay ng tao sa sanlibutan.  Para sa mga bata, ang mga kwentong kaugnay ng kalikasan ay kwento ng masaya at malusog na buhay.

Ang kahalagahan sa pag-aaral ng panitikan tulad ng kasalukuyang pananaliksik ay nagpapakita ng higit na katotohanan sa ugnayang banal na tao at kalikasan batay sa isinisiwalat sa kwentong pambata. Karaniwang layunin ng isang akda ang makapagkintal ng malinaw na kaisipan sa mga mambabasa. Sa saliksik na ito, sinisiyasat ang mga ugali/konsepto ng paggalang at pagpapahalaga ng isang indibidwal sa kalikasan kaugnay ng isinasaad sa kwento.

Anumang pangyayari sa kalikasan ay tahasang nakaaapekto sa buhay ng mga mamamayan lalo na sa mga bata.  Sa mga kwentong pambata, madalas, ang mga sakuna sa kalikasan ang nagpapalungkot sa kanilang murang puso.  Ano ang dulot ng wasak na kapaligiran sa buhay ng isang batang Meranaw? Paano dapat makilala ang kalikasan? Anong halagang pangkalikasan ang napapaloob sa mga kwentong para sa paslit na gulang?

         Mahalaga ang paglikom ng mga kwentong pambata na naglalaan ng kanilang panahon sa pagsasagawa ng mga kilos o aksyon upang gisingin ang diwa ng nakararami na mag-alay at magpakita ng pagpapahalaga sa kalikasan. Ang mga kilos o aksyong ito ay karaniwang idinadaan sa mga panulat upang malinang ang paglikom ng mga tumpak na pag-iingat sa kapaligiran na bahagi ng pagkatao. Ang mga akda hinggil dito ang pokus ng kasalukuyang saliksik.

1.2   Paglalahad ng Suliranin

Ang pag-aaral na ito nakatuon sa mga pagpapahalaga ng mga Meranaw sa kapaligiran na nakapaloob sa iba-ibang piling salaysayin/kwentong pambata sa probinsya ng Lanao. Aalamin din sa pag-aaral na ito ang konsepto ng lipunang Meranaw sa pagpapanatili ng mayamang kalikasan na inilahad pa rin sa salaysayin/kwentong pambata. Narito ang mga tiyak na katanungan:

1.2.1 Ano-anong anyo sa kalikasan ang ipinahahayag sa mga kwentong pambata ng mga Meranaw?

1.2.2 Ano ang sinisimbolo o sinasagisag ng mga anyo ng kalikasan na masasalamin sa mga kwentong pambata sa lalawigan ng Lanao?

1.2.3 Ano-ano ang mga etikang Meranaw na may kaugnayan sa paggalang at pagpapahalaga ng kalikasan na napapaloob sa mga kwentong pambata sa lalawigan ng Lanao?

1.2.4 Ano ang kultural na konsepto ng mga Meranaw sa etikang pangkalikasan kaugnay ng tao at kalikasan batay sa mga kwentong pambata?

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"A people without the knowledge of their past history, origin, and culture is like a tree without roots." - Marcus Garvey

In the tapestry of human existence, Marcus Garvey's words hold a profound truth: knowledge of our history, origin, and culture nourishes our growth like tree roots. Local literature, an ancient and sacred tome, preserves the essence of our heritage, carrying echoes of traditions, beliefs, and collective experiences. Yet, amidst rapid globalization and societal changes, local literature teeters on the edge of obscurity, overshadowed by popular culture's clamor. Yet, preserving local literature is not merely an act of nostalgia or an exercise in sentimentality. A profound endeavor safeguards the essence of who we are, illuminating the pathways that connect us to our ancestors and guiding us toward a future that honors our unique narratives and voices.

To sustain local literature, we embark on a journey of cultural preservation and artistic rejuvenation. Recognizing its power, local literature weaves the essence of our communities, preserving our cultural identity. Cherishing and safeguarding these treasures ensures the vibrant continuity of our heritage.

Language, the symphony of local literature, deserves attention. Preserving indigenous languages and dialects is paramount, as they are intrinsic to our identities. Revitalizing them through literature ensures their survival and ignites pride within our communities. They are the living testament of our linguistic heritage.

Local literature, like a powerful oracle, can empower communities. It provides local authors and storytellers a platform to weave their tales, expressing their people's unique experiences, challenges, and aspirations. By preserving and promoting local literature, we empower our communities to raise their voices, forging a deep sense of ownership and instilling an unshakeable belief in the power of their own stories. Likewise, education is vital in preserving local literature. By integrating local literary works into educational curricula, we cultivate cultural awareness and appreciation among the younger generation. This fosters a deep understanding of our roots and instills pride in our identity. Additionally, archiving and documenting local literature ensures its accessibility for future generations, utilizing libraries, cultural institutions, and digital platforms as vessels for these invaluable literary treasures. More so, supporting local authors, poets, and publishers is vital. By providing platforms, organizing events, and fostering a nurturing environment, we cultivate a space for local literature to thrive. Together, we become the guardians of these voices, lighting the path for future generations.

Indeed, reserving local literature safeguards our cultural heritage. It strengthens our identity, empowers communities, educates and enlightens us, and ensures the resonance of unique narratives through time. Let us embrace the beauty and power of our local literature as the torch illuminating our memories and guiding us toward a vibrant future.

In an era where information reigns supreme, we have become citizens of the digital universe, perpetually swimming in a vast sea of knowledge. With the coming of the digital era, we now have instant access to extensive knowledge at the tip of our fingers. However, as we navigate this boundless ocean of data, we face a daunting challenge: preserving the art of reading comprehension amidst the waves of overwhelming information. We will explore the profound impact of the digital age on our ability to comprehend written texts while uncovering strategies to navigate the stormy waters of information overload skillfully.

The digital revolution has transformed information consumption, providing unprecedented access to diverse data through social networking sites and the internet. However, this accessibility has resulted in a challenge: information overload impacting reading comprehension. The constant influx of information from various platforms bombards students, making engaging deeply with written texts challenging. Distractions within the digital landscape further hinder understanding, leading to superficial skimming and weaker reading skills.

The sheer magnitude of information available can make it incredibly difficult for students to filter through the noise and identify reliable, relevant, and accurate sources. Misinformation, biased narratives, and fake news proliferate online, posing a significant threat to critical thinking and undermining the trustworthiness of information sources. Students must navigate this intricate web of information and develop the ability to discern credible sources from unreliable ones while avoiding the pitfalls of confirmation bias and misinformation. Moreover, the digital age has transformed reading habits, shifting towards short-form content like tweets and headlines. Deep, focused reading is declining as students rely on scanning and skimming texts for brevity. This sacrifice of depth impacts comprehension of complex ideas and subtle meanings. Attention spans have decreased, and deep reading skills need support for understanding elaborate texts.

What should educators do to combat this challenge? Foremost, educators should emphasize the importance of digital literacy skills. Teaching students how to evaluate sources, fact-check information, and recognize bias will empower them to navigate the digital landscape confidently. In addition, promoting active reading habits can help combat the decline in reading comprehension. Teachers should encourage students to engage with texts by highlighting, taking notes, and asking questions to promote more profound understanding and critical thinking. By actively interacting with the material, students can overcome the tendency to skim and improve their comprehension.

Reading comprehension in the digital age presents a complex challenge. Students must develop critical thinking skills and active reading habits to navigate information overload and digital distractions. Educators play a vital role in teaching digital literacy and promoting effective comprehension strategies. We empower students to extract valuable knowledge from the digital world by equipping them with these skills. Are you prepared to join this crucial endeavor?

Context and Rationale

Reading has become the most vital part of day-to-day school activities. It is the key to skillful learning and better living. Learners who read well develop a better understanding and an effective adjustment to life’s situations. Reading, therefore, is one of the potent areas where the learners must be placed and where an appropriate design may be addressed or utilized to assure the learners' effective learning of the basic skills in reading.

Poor reading performance is one of the various problems that teachers encounter as they teach. The quality of education acquired by the pupils depends largely on their know-how to read and interpret printed materials adequately, and without such abilities, they are practically barred from learning effectively and meaningfully about the other subjects in the curriculum. The difficulty pupils have in understanding the materials has a direct effect on their academic performance.

Schools have resorted to remedial reading for some good reasons. Remedial reading measures would then be expected if the pupils could not come up with their expected performance. This is one way of knowing and meeting the needs of pupils. It is through remedial teaching that the pupils will achieve better reading skills and comprehension. When pupils are given assistance, encouragement, and challenges that intend to improve performance, they will be inspired to study, which would enable them to perform better than they ordinarily do.

For these reasons, the researcher conducted action research employing the phonics approach and determined its effects on the reading abilities of the selected Grade VI pupils of Igburi Elementary School.

Summary

         This study used the descriptive research design to find out the effectiveness of Phonics Approach as a strategy to improve the reading abilities of Grade 6 pupils.

The participants were 20 purposively selected Grade 6 pupils of Igburi Elementary School who were officially enrolled during the school year 2021-2022. Data were gathered using the Standardized Wide Range Assessment Test for Grade 6 pupils.

The data gathered in this study were analyzed and interpreted using the mean as a descriptive statistical tool and dependent t-test as an inferential statistical tool set at a 0.05 level of significance.

The findings of the study were the following:

1.     The level of pupils’ reading abilities before the Phonic Approach is used was frustration.

2.     The level of pupils’ reading abilities after the Phonic Approach was used was independent.

3.     There was a significant difference in the level of pupils’ reading abilities before and after the Phonics Approach was used.

Conclusions

         In view of the foregoing findings, the following conclusions were drawn by the researcher.

1.   The Grade 6 pupils of Igburi Elementary School have poor reading abilities. They have not yet developed full mastery of the reading competencies that are expected of them in their grade level. Given the deficiency of pre-requisite skills in reading, pupils grow no interest in the subject and develop anxiety about it.

2.   Pupils can read unfamiliar words and slowly develop mastery of the reading competencies. An increase in the level of reading abilities was evident for they can learn to read unfamiliar words or new words. The developing level was attained through the conduct of comprehensive remedial reading with the use of Phonics Approach and by means of localized instructional reading materials prepared by the researcher.

3.   Remedial reading has greatly helped pupils to read. The Phonics Approach used in the remedial has been effective in developing their reading abilities. Phonics Approach established pupils’ skills in pronouncing the sound of each letter correctly which leads to reading fluency. Aside from the remediation, continuous evaluation of pupils’ performance during the remedial reading session enables them to become more competitive and eager to learn how to read unfamiliar words.

Recommendations

              In light of the findings and conclusions of the study, the following recommendations are hereby presented by the researcher.

1.              The teacher must conduct remedial reading sessions to the identified struggling Grade 6 pupils in order to fully develop the basic reading abilities needed in elementary competencies.

2.               Proper guidance makes pupils feel that they are important. It also builds proper attitudes and provides them with desirable experiences that make learning meaningful.

3.              Since the phonics approach in reading had been found effective in teaching reading, teachers are encouraged to use this method in remedial reading instructions. Pupils should be grouped according to their abilities and level of difficulty to facilitate assessment and evaluation of pupils’ reading abilities.

4.              Teachers should try to meet the learners where they are instead of using a one-size fits-all approach. This kind of structure will keep the learners engage and enjoy the remedial reading session.

Reflection

         In view of the results of the study, the researcher has the following reflection:

1.           The Grade 6 pupils in general didn’t develop any reading skills during the pandemic and their reading abilities are behind what would be expected in intermediate competencies.

2.           Classroom-based or face-to-face learning is very effective in developing learners’ reading abilities because the teacher can intensively follow up on the reading progress.

3.           Reading fluency is fundamental for academic development. If not fully developed, it can interfere with learners’ ability to learn other subjects as they make their way through later grades.

References

Dechant, E.V. and Henry P. Smith (1977). Psychology in Teaching Reading. 2nd Edition. Englewood Cliffs, N.J., Prentice Hall.

Miranda, Benita N. (2008). English For You And Me (Reading) 4 NPSBE. Book Wise Publishing House, Inc.

National Reading Panel (2004). Retrieved September 23, 2021 from https://www.readingrockets.org/article/phonics-instruction.

Punsalan, Twila G. and Gabriel G. Uriarte. (1997). Statistics, A Simplified Approach. Rex Printing Company, Inc.

Villamin, Araceli M. and Villamin, Chita R. 2005. Remedial Reading. A Handbook for Teachers and Students. Phoenix Publishing House.

Technology and Livelihood Education (TLE) is a program designed to equip students  with  skills  and  knowledge  to  make  them  productive members of society. TLE integrates theoretical and practical lessons in areas such  as  agriculture,  home  economics,  industrial  arts, entrepreneurship,  etc.  With  the  advancement  of  technology,  TLE  has evolved to include modern technology in teaching and learning.

One of the significant impacts of technology on TLE is the use of multimedia materials in teaching. With the introduction of smart boards, projectors, and other multimedia tools, teachers can present information more  interactively  and  engagingly.  This  helps  students  to  understand concepts better and retain information. In addition, online resources such as  educational  videos,  websites,  and  apps  have  made  learning  more accessible and convenient for students.

Another way technology has impacted TLE is in the area of industrial arts. Using computer-aided design (CAD) software, students can create complex designs in a fraction of the time it would take using traditional methods. This technology has also made it possible to create 3D models, allowing students to visualize their designs before construction begins. In addition, using computer-controlled machines such as CNC routers and laser cutters has made it possible to create detailed and intricate designs.

However,  the  use  of  technology  in  TLE  also  presents  some challenges. With the reliance on technology, students may become too dependent  on  it  and  need  more  practical  skills  such  as  woodworking, metalworking,  and  other  essential  vocational  skills.  TLE  must  balance technology and traditional vocational skills to ensure that students are well- rounded and equipped with practical skills.

Thus,  technology  has  significantly  impacted  TLE,  from  using multimedia  materials  in  teaching  to  integrating  CAD  software  and computer-controlled machines in industrial arts. However, TLE must also be  mindful  of  the  potential  challenges  that  arise  from  the  reliance  on technology and strive to strike a balance between the use of technology and traditional vocational skills. By doing so, TLE can continue equipped students  with  the  skills  and  knowledge  they  need  to  succeed  in  their chosen careers.

Rationale

         Teacher Education Institutions are tasked to mold persons who are the future builders of the nation. They mold teachers who are the models of the young generation whose total outlook is worth emulating. However, the qualities of teachers are common issues and problems. There are instances when they are most vulnerable in their psycho-social outlook which affects their relationship with peers and students consequently create depression.    

Serious attention is thus called to the need for a nurturing environment, whether one provided by family, friends, colleagues or peers.  The need is more compelling especially in the teaching   profession where students are educationally nurtured.  The lack of social acceptance may   drive that person to harmful escape routes or sources of relief such as drugs for depression which are addictive.

The importance of peer acceptance as a buffer against negative feelings, for example, low self-confidence and loss of self-esteem, and worse, serious problems like depression, can hardly be over-emphasized.   Peer acceptance is the degree to which a child or an adult is socially accepted by peers. It includes the level of peer popularity and the ease with which a child or adult can initiate and maintain satisfactorily peer relationship. Peer acceptance and relationship are important to one’s social and emotional development, as it provides a wide range of learning and development. This includes companionship, recreation, building social skills, participating in group problem solving, and managing competition and conflict. They also allow for self-exploration, emotional growth, moral and ethical development (Mostow et al.,2002).

         Problems like depression that are generated by denial or want of peer acceptance

plucked a positive chord in this researcher’s heart, igniting a keen interest in finding out and examining “wedge” factors that build high walls separating people or make for mutual acceptance among groups of Teacher Education Institutions (TEIs) students like similarity in interest, culture, religion and lifestyle. Forming part of the study’s objective is to determine the level of closeness or acceptance which students have with fellow students and the frequency of togetherness, and the level of depression they feel after being not welcomed by peers or other groups of students.

The researcher’s ultimate intent is to determine the impact on academic performance of a student if he or she is accepted, liked or disliked by his/her fellow students. Lending impetus to this study is the compelling need to examine in depth the link between peer acceptance and depression among students in teacher education institutions (TEIs) in Lanao del Sur I and II, and Marawi City.  Teaching, among the helping professions, has been determined to be a fertile soil for phenomena like job burnout, frustrations, and depression.   

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         “Save Our Planet by Going Straw less and Stainless!”. The message that the title is trying to say, is that we can save our planet by not using plastic straws as much as possible and we can use stainless straws instead. But first, let us know more about plastic straws.

Why is it invented? In earlier days, straws were made of natural rye grass straws which left a grassy flavor in people’s beverages so plastic straws were invented. These plastic straws are then used in fast food chains since the 1950s because these restaurants replaced washable glassware with low-cost disposable packaging and plastic straws. A sad but true fact is all of those plastic straws that were used since the 1950s still exists today because plastics have no natural materials in them that can break them down. According to an article by Footprint, entitled “History of Straws: From Invention to Regulation”, in February 2011, a shocking estimation of 500 million plastic straws are used every day in the United Stated alone.

Why do people love plastic straws so much? Well because it made our lives easier. For example, when you have the perfect shade of lipstick on, you would rather drink with straws rather than straight from the cup so that your look wouldn’t be ruined. Also, when you are driving, straws are perfect to use so that you would not spill your drink inside your car.

We get it. Straws are very practical and helpful because they are easy to use. But get this, straws don’t need to be plastic. They can be paper made straws and it works just the same. Plus, it doesn’t harm the environment like plastic straws do. And most of the time, you don’t really need straws to drink. Yes, you have your own decisions to make, and you have your own preferences, but just think selflessly for a moment and take a look at our planet. These plastic straws have a negative environmental impact. They clogged our streets, parks, rivers, lakes, oceans, endangering our marine animals, and all in all polluting our environment.

This simple advocacy aims to open your minds to do something about this in any way you can. Tell your families and friends to use straws less and use stainless metal straws instead. I also think that seminars in schools about saving our planet can be of great help and giving the students freebies including stainless metal straws. Businessmen can also sell these metal straws and use social media influencers and artists to be advocates in opening the minds of people in saving our planet by going straw less and stainless.

References:

Footprint. (n.d.). History of Straws: From Invention to Regulation. Footprint. https://blog.footprintus.com/en/sustainability/history-of-straws-from-invention-to-regulation#:~:text=1937%20Joseph%20Friedman%20creates%20the,through%20the%20Flexible%20Straw%20Corporation.

ABSTRACT

Internal control is vital in any organization, regardless of whether it is profit or non-profit. The automotive industry is one of the providers of mobilization. Dealers and distributors are both participants of manufacturer channels; distribution and dealer were the two-tier system that the manufacturer may prefer. The difference between dealers with distributors is that they sell to the public. The main objective of the study was focused on the components of the Internal Control System of automobiles manufactures in the Philippines. In this study, the researcher employed a case study approach and documentary analysis was used. Key Informant Interview (KII) was used in gathering salient data from four key informants. Within the limitations of the study, the following conclusions drawn from the results of the study seem pertinent.  A sound internal control system can serve as a foundation to mitigate the risks which stem from these (economic) forces which threaten the achievement of business objectives The company’s system of internal control acts as the integrator of such crucial management objectives as: control over the execution of current objectives set for staff and fulfillment of their functional duties; preventing errors in the established system of accounting, analysis, and assessment; control over the execution of the company’s strategy; analysis of deviations from control indicators and adjustment of tactics and strategy for the company’s business activity; flexible (adaptive) control over innovative development; putting together an efficient personnel control and communication information system; ensuring a balance between the influence of formal and that of informal institutions on indicators of the operation of the company’s management system. The researcher recommends that Internal control environment should  be enhanced to further improve the performance of companies through strategic planning and control. Management should take note of aspects related to internal control activities that do have a statistically significant relationship with sustainability. Management should conduct trainings related to internal quality control. Ensure the efficient operation of the system of internal control, the following elements of COSO’s ICIF international standard may need to be utilized: control environment, risk assessment, control activities, information and communication, and monitoring Ensure the effective execution of the company’s strategy, it helps to utilize coordinated control indicators in the company’s general management system. The indicators are put in place in alignment with the elements of the ISO 9001:2015 international standard: management responsibility; product realization; resource management; measurement, analysis, and improvement Further research could improve the validity of my results and address the limitations of my study.

Keywords: Internal Control System, Automobile Manufactures, Case Study, Philippines

ABSTRACT

          This study aimed to investigate the vocabulary size and academic performance of Grade 12 students in Alugan National School of Craftsmanship and Home Industries. Specifically, it aimed to examine the following: The correlation between vocabulary size and academic performance was found to have slight correlation or definite but small relationship. It can also be concluded that the correlation is statistically insignificant (r = .028, p > .01). Hence, the Ho is accepted. This shows that the vocabulary size and academic performance of students in English do not have a significant relationship.

ACKNOWLEDGEMENT

         The researchers would like to thank the following people and entity for their significant contribution to this endeavor:

         To the students, thank you so much for actively participating in this study and for providing relevant response to the instrument used in our study.

         To the School Principal of Alugan National School of Craftsmanship and Home Industries, Mrs. Ofelia A. Gelina, our deepest gratitude to you Ma’am, for allowing our group to conduct our study in your school.

         To Eastern Samar State University, thank you for providing us this opportunity to contribute to the existing body of knowledge and to humanity through this research study.

         To Dr. Marina Apilado, our sincerest gratitude and appreciation to you Ma’am for guiding us in our journey and for providing us valuable insights in research writing.

         To our family, thank you so much for the moral support and inspiration that we received all throughout the accomplishment of this study.

         Above all, to God Almighty, all praises and humble thanks to you our Lord, for providing us good health, strong well-being, and wisdom throughout this journey.

CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

The importance of vocabulary in communication and language development cannot be disputed. Vocabulary offers the "enabling knowledge" necessary for the achievement in various fields in the academe and allows individuals to navigate through social interactions. Any language's vocabulary is essential for effective communication in the communities, offices, markets, meetings, and most importantly in learning inside the classrooms or even at the confines of family and friends. However, the importance of vocabulary in language learning has not always been reflected in the amount of attention that it has received from language teachers and applied linguistics researchers (Calub et. al., 2017).

Although vocabulary size has not been given ample attention in local theses and studies, there is mounting evidence to support the idea that language proficiency increases with vocabulary size. It has been discovered that a student's vocabulary size closely correlates with both writing skill and reading comprehension (Beglar, 1999; Qian, 1999; Laufer, 1998; Laufer and Nation, 1995; Treffers-Daller, J. and Milton, J., 2013).

But what is vocabulary size and how does it influence learning? According to Karakoce and Kose (2017), vocabulary size is the amount of vocabulary required to comprehend and use a language. For native speakers and language learners alike, it is impossible to determine the precise number of words because it is always changing (Karakoce & Kose, 2017). Without vocabulary, neither language production nor language comprehension are possible. Vocabulary knowledge provides the fundamental building blocks of language (Ahmed, 2017). Calub and Calub (2017) noted that vocabulary knowledge is a key component of linguistic competence, which, along with discourse competence, socio-cultural competence, and strategic competence, is the four-tier framework of communicative competency described by Canale and Swain (1980).

Academic accomplishment can be predicted well by general vocabulary knowledge, academic vocabulary knowledge, and general intelligence, according to research (Milton, Masrai, 2017). Matter of fact, it is widely agreed that in order to succeed in academic study using English as a foreign language, a learner will need a sizable general vocabulary as well as knowledge of academically pertinent vocabulary, which typically entails familiarity with Coxhead's well-known Academic Word List (AWL). (Masrai, 2017)

But in the Philippine setting where English is only a secondary language, learners may have difficulties acquiring a huge amount of vocabulary; hence challenging them to express their ideas with difficulty through their second language.

English language learners are aware that their insufficient vocabulary knowledge could seriously hamper their ability to communicate. In studies on second or foreign languages, vocabulary knowledge plays a crucial part in the process of language learning and acquisition (Nouri & Zerhouni, 2016).

On the other side of the coin, a study also revealed that higher vocabulary counts do not guarantee academic proficiency in all disciplines. Even though it does not ensure high communicative proficiency, vocabulary knowledge satisfies one of the requirements for language use, which ultimately results in communicative proficiency (Calub & Calub, 2017).

In the Philippines, in order to address this gap in language learning, the Department of Education proclaimed Memorandum 173, s. 2019, which promotes the need to strengthen Every Child A Reader (ECARP) Program. Whereby, all schools are encouraged to nurture a culture of reading in schools, communities, and various levels of governance in central office, regional offices and division offices. The concept of reading habit encouraged in school is supported by studies. Engku Haliza Engku Ibrahim (2016) cited the work of Hu & Nation (2000) supporting reading as a habit that plays a crucial role in the acquisition of a language, particularly in second and foreign language learning. It is thus essential for educators to ensure that learners acquire adequate vocabulary to be able to read and comprehend academic texts well.

The locale of this study, Alugan National School of Craftsmanship and Home Industries, is a secondary school with 706 population in total. There are no established standardized vocabulary tests for every grade level; however, reading comprehension, is quarterly assessed. In the Senior High School Department, as assessed in the recent quarter, it gained 75.9% independent readers; 14.7% instructional readers; 9.4% are frustration readers. Although vocabulary is not solely measured in the reading test, it still posts an influence on student achievement in reading comprehension. Laufer (1989), as cited in Fatih Güngör (2016), supports the significant correlation between vocabulary size and reading comprehension, and suggests that 95% and above lexical coverage of the text is necessary. If this study presumes text-based vocabulary size as a predictor in reading comprehension, then the numbers are sending a proposition: a study on the vocabulary size as a predictor to academic performance may also be further investigated to assess and see situations where teaching and learning be improved; hence the conception of this study.

STATEMENT OF THE PROBLEM

The researchers aimed to find relevant correlation of vocabulary size and academic performance of Grade 12 students in Alugan National School of Craftsmanship and Home Industries. Specifically, the following questions were set to be answered:

1. What is the vocabulary size of the students?

2. What is the academic performance of the students in English?

3. Is there a significant relationship between the vocabulary size of the students and their academic performance in English?

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This article is backed-up by a material written by Angela Watson where she stated that, “…the school year 2020-2021 is just like a usual new school year, and teachers should be prepared to work longer hours in the beginning. There will be far more teaching of routines and procedures, and that is to be expected. There is a so-called setting up of a new normal, with an entirely different approach to teaching with brand new expectations for students.” In response to the effects of the COVID-19 pandemic, the young population of learners should be staying at home but educated in a way that quality of learning is more ensured.  This is the big task for teachers.  For now discussion should be focused on how can teachers maintain an equilibrium between life and work amid the work from home set-up.

Teachers should follow a very strict time table from which they should not deviate from.  It must be put into practice that working hours should be spent for work alone even in a work from home scenario. This way, it is ensured that no time for work will be wasted.  It must be a strong commitment for teachers to honestly adhere to punctuality and time management.  On the other hand, hours which do not cover work should not be spent for work, unless very essential.  This is no big deal for teachers, since they are used to taking home bundles of works that they need to urgently finish or accomplish.  The thing is, whether it is the usual or it is a work from home situation, teachers should always keep the balance between working and living life.

It must be kept in mind that we work in order to live.  We should not only work.  We should also be living our lives too and we simply cannot live our lives without the provisions that we get as a reward for working hard. Life and work are equally important.  The following should be seriously considered: (1) No amount of work can make up for lost time. (2) Honesty at work progresses even in a work from home set-up. (3) Life should be both meaningful and functional.

No amount of work can make up for lost time, so even in a work from home set-up, one must be honest in terms of time allotted for work. Honesty at work progresses even in a work from home set-up. One must genuinely devote all commitment and dedication in order to be work efficient. Life should be both meaningful and functional.  Above dedication and commitment should be the real meaning of life. Life is intended not only to be functional but also pleasurable. Amid work, there should be no room for stress and pressure.

School governance plays a crucial role in shaping the educational landscape of a nation. In the Philippines, the Department of Education (DepEd) is responsible for ensuring quality education for all students. To achieve this, DepEd implements a robust system of school governance that aims to promote transparency, accountability, and stakeholder participation. This article provides an overview of school governance in DepEd, highlighting its key components and recent developments based on real-time references.

DepEd operates under a decentralized structure, empowering regional and division offices to oversee schools within their respective jurisdictions. This approach allows for localized decision-making and a better understanding of regional educational needs. Regional directors and division superintendents are responsible for implementing policies, managing resources, and monitoring school performance.

At the school level, DepEd promotes the establishment of School Governing Councils (SGCs) as a means to encourage community involvement in educational decision-making. SGCs are composed of representatives from various stakeholders, including parents, teachers, students, non-teaching staff, and community members. These councils actively participate in the formulation and implementation of school policies, development plans, and budget allocation.

DepEd's Enhanced School Improvement Plan (SIP) serves as a blueprint for school development and improvement. It outlines the school's vision, mission, goals, and strategies to achieve educational excellence. The SIP is a collaborative effort involving school administrators, teachers, and SGCs. It incorporates data-driven approaches, such as needs assessments, and sets targets for academic performance, infrastructure development, and resource allocation.

To further enhance the effectiveness of SGCs, DepEd issued DepEd Order No. 007, s. 2019. This order mandates the election of SGC representatives through a transparent and democratic process. It also emphasizes the roles and responsibilities of SGCs, which include crafting policies, approving the annual school budget, and monitoring the implementation of programs and projects. This order aims to empower stakeholders and ensure their active participation in school governance.

DepEd places great importance on monitoring and evaluation to ensure the efficient and effective implementation of policies. The Regional and Division Offices conduct regular inspections and assessments to gauge the performance of schools. Additionally, DepEd employs various assessment tools, such as the Basic Education Information System (BEIS) and the National Achievement Test (NAT), to monitor student learning outcomes and identify areas for improvement

DepEd recognizes the value of partnerships with various stakeholders, including local government units, non-governmental organizations, and the private sector. Collaborative efforts with these entities help enhance educational programs, provide additional resources, and expand access to quality education. These partnerships also foster community engagement and ensure that schools meet the needs and aspirations of their respective communities.

School governance in the Department of Education (DepEd) plays a vital role in ensuring quality education for all students. Through a decentralized structure, the establishment of School Governing Councils (SGCs), the implementation of the Enhanced School Improvement Plan (SIP), and the promotion of stakeholder engagement, DepEd aims to foster transparency, accountability, and community participation. As DepEd continues to evolve its governance framework, it strives to provide an inclusive and equitable educational environment for all learners.

References:

Department of Education. (2019). DepEd Order No. 007, s. 2019 - School Governing Councils. Retrieved from http://www.deped.gov.ph/2019

Sports play a significant role in the holistic development of students, promoting physical fitness, teamwork, discipline, and character-building. In the Philippines, sports management in education is an essential component of the educational system, aiming to foster athletic excellence and nurture future champions. This article provides insights into the world of sports management in Philippine education, highlighting its key aspects and recent developments based on real-time references.

The Department of Education (DepEd) actively promotes sports and physical education through various programs. These programs encompass a wide range of sports, including traditional Filipino games, individual and team sports, and indigenous sports. DepEd's Sports Unit oversees the implementation of these programs, which include the conduct of regional and national competitions, training camps, and sports clinics.

The Philippine Sports Commission (PSC) plays a crucial role in sports management and development at both the grassroots and elite levels. It collaborates with DepEd in implementing sports programs and provides support through funding, coaching, and infrastructure development. PSC's grassroots programs, such as the Batang Pinoy and Palarong Pambansa, serve as avenues for identifying and nurturing young talents across the country.

Palarong Pambansa, the national multi-sport event for student-athletes, is one of the highlights of sports management in Philippine education. Organized annually, this prestigious event brings together athletes from different regions, showcasing their skills and talents in various sports disciplines. Palarong Pambansa serves as a platform for talent identification, fostering healthy competition, and providing opportunities for student-athletes to excel both academically and athletically.

Schools play a crucial role in sports management by providing platforms for talent identification and development. Many schools have comprehensive sports programs that include regular training, participation in inter-school competitions, and collaboration with local sports clubs. These programs aim to hone the skills of student-athletes and promote a culture of sportsmanship and healthy competition.

The inclusion of physical education in the curriculum is fundamental to sports management in Philippine education. Physical education classes provide students with the opportunity to engage in various sports and physical activities, enhancing their overall health and well-being. A well-designed physical education curriculum ensures that students receive comprehensive instruction in different sports, acquire essential movement skills, and develop an appreciation for a physically active lifestyle.

To further support talented student-athletes, many educational institutions offer sports scholarships, which provide financial assistance and academic support. These scholarships aim to create a conducive environment for student-athletes to excel in their chosen sports while pursuing their education. Moreover, partnerships between educational institutions, sports organizations, and private entities contribute to the development of sports management by providing resources, coaching expertise, and infrastructure support.

Sports management in Philippine education is a dynamic and multi-faceted endeavor aimed at nurturing athletic excellence and character development among students. DepEd, in collaboration with the Philippine Sports Commission and various educational institutions, is committed to providing opportunities for student-athletes to showcase their talents, participate in competitions, and pursue their athletic aspirations. Through comprehensive sports programs, school-based initiatives, physical education curriculum, and scholarships, the country is building a strong foundation for sports development and producing future champions in various sports disciplines.

References:

Department of Education. (n.d.). Sports. Retrieved from http://www.deped.gov.ph/programs-and-projects/sports

Philippine Sports Commission. (n.d.). About Us. Retrieved from http://www.web.archive.org/psc.gov.ph/about-us

In times of educational crises, such as the COVID-19 pandemic, effective management across departments becomes paramount in ensuring the continuity of education and addressing the challenges faced by the education system. In the Philippines, the Department of Education (DepEd) plays a crucial role in managing these crises and implementing strategies to mitigate their impact. This article sheds light on the importance of department management in DepEd during educational crises, highlighting key aspects and referencing real-time sources.

During educational crises, coordinated planning and communication across departments are vital to ensure a cohesive and unified response. DepEd establishes crisis management teams comprising representatives from different departments and offices to develop comprehensive plans and strategies. These teams collaborate closely, regularly sharing information, updates, and guidelines to address emerging challenges and ensure consistent communication with stakeholders.

Effective department management in DepEd involves the formulation and adaptation of policies to address the specific needs and circumstances arising from educational crises. Real-time policies are developed to address remote learning, alternative delivery modes, and support systems for students, teachers, and parents. Policies are regularly reviewed and revised based on feedback, emerging research, and best practices, ensuring their relevance and effectiveness in managing crises.

In times of crises, efficient resource allocation and management are critical to ensure equitable access to education. DepEd's department management includes allocating resources, such as learning materials, digital tools, and connectivity, based on the specific needs of schools and learners. Real-time references inform resource allocation decisions, considering factors like geographical disparities, socioeconomic conditions, and technology infrastructure.

Department management in DepEd during educational crises emphasizes the provision of training and professional development opportunities for teachers and staff. Real-time references contribute to the identification of training needs and the design of relevant programs. Training initiatives focus on enhancing digital competencies, online pedagogy, and mental health support to equip educators with the skills necessary to navigate crisis situations effectively.

Effective department management necessitates a robust monitoring and evaluation system to assess the impact of interventions during educational crises. DepEd employs data-driven approaches, leveraging real-time references, to monitor the implementation of policies, identify areas of improvement, and measure student learning outcomes. Monitoring and evaluation help inform decision-making, modify strategies, and allocate resources where they are most needed.

Department management in DepEd during educational crises involves fostering collaboration and partnerships with various stakeholders. DepEd collaborates with local government units, non-governmental organizations, private entities, and international partners to leverage additional resources, expertise, and support. Collaborative efforts enhance the capacity of the education system to respond effectively to crises, ensuring that no learner is left behind.

Effective department management is essential in DepEd during educational crises, enabling the education system to navigate challenges and provide quality education to all learners. Coordinated planning and communication, policy formulation and adaptation, resource allocation and management, training and professional development, monitoring and evaluation, as well as collaboration and partnerships, form the pillars of successful department management during crises. By referencing real-time sources, DepEd can make informed decisions, respond promptly, and implement strategies that address the unique needs and circumstances of educational crises, ultimately ensuring the continuity of education for all students.

References:

Department of Education. (n.d.). COVID-19 Updates. Retrieved from http://www.deped.gov.ph/covid-19-updates

Department of Education. (2021). Basic Education Learning Continuity Plan: Responding to the Challenges of COVID-19. Retrieved from http://www.deped.gov.ph/learning-continuity-plan

Department of Education. (2020

The use of social media platforms in academia has become increasingly important, connecting educators with colleagues, sharing research, and engaging with a broader audience. However, ethical concerns must be considered in using social media in academia. Privacy is one of the primary ethical concerns, as educators must avoid sharing personal and private information that could harm individuals or violate their privacy rights.

Educators are responsible for ensuring that the information they share is accurate and based on reliable sources. The implications of sharing research data on social media platforms must also be considered. Educators must obtain informed consent from research participants before sharing data and ensure that any shared data is de-identified and does not compromise the privacy or confidentiality of participants. Dissemination of misinformation and disinformation on social media platforms is another ethical concern.

Cyberbullying and harassment are significant ethical concerns that can occur through social media platforms. Educators must avoid engaging in harmful or inappropriate behavior that could negatively affect colleagues or students. Establishing clear guidelines and policies that address cyberbullying and harassment is essential, as well as providing support to those who may experience it.

Educators must be mindful of the public nature of social media platforms and avoid sharing content that could be perceived as unprofessional or offensive. Educators must also consider the potential impact of their social media activity on their professional reputation. Maintaining a professional demeanor and avoiding behavior that could harm one's professional reputation is essential.

The use of social media in academia can also raise issues of bias and discrimination. It is essential to acknowledge the potential limitations and biases in social media data and to be transparent about the methodologies used in research. Educators must be aware of the potential for social media to perpetuate discriminatory attitudes and behaviors.

To ensure responsible social media use, educators can take several steps. Guidelines and policies for social media use in academia must be established. These policies should address privacy, confidentiality, cyberbullying, and discrimination issues and guide responsible social media use. Second, educators must be transparent about their research methods and data sources when sharing research findings on social media platforms. Third, educators can verify information before sharing it on social media platforms. Fourth, educators can use social media to engage in constructive dialogue with colleagues, students, and the wider public. Fifth, educators can seek guidance and support from their academic institutions when addressing ethical concerns related to social media use.

Social media platforms have become an essential tool for educators in academia, allowing them to connect with colleagues, share research, and engage with a wider audience. By doing so, educators can use social media to promote inclusive and representative research that upholds ethical standards and contributes positively to their professional development and the advancement of their field. However, the use of social media in academia also raises ethical concerns related to privacy, the spread of misinformation, cyberbullying, and professional reputation.

Panimula

Sa anumang anyo ng komunikasyong nagaganap sa mga tao ay wika ang pinaka-instrumento ng bawat isa upang ipahayag ang kanyang sariling opinyon at ideya. Wika ang namamagitan upang maunawaan ang sarili, mga karanasan, kapwa tao, ang paligid, ang mundo, panlipunang realidad, pulitika, ekonomiya at ang kultura. Wika rin ang daluyan ng mga kaisipan at kamalayan ng isang lahi, lipi at lipunan. Ito’y nangangahulugang nasa wika ang tanging paraan upang maisalin at maipabatid ang kaalaman, karanasan at mga alaala ng isang lahi tungo sa iba. (Jocson;2014)

Ang wika ay isang napakasalimuot na kasangkapan sa pakikipagtalastasan. Kailangang malaman ang mga pangkalahatang katangian ng wika at gayundin ay masuri ang wikang ginagamit upang makagawa ng epektibong mga kagamitan at pamamaraan sa pagkatuto.

   Ang mga dalubwikang sina Henry Gleason, Edward Sapir, Hemphil at iba pa ay nagbigay ng kani-kanilang depinasyon ng wika. Ayon kay Gleason, ang wika ay masistemang balangkas ng mga sinasalitang tunog sa paraang arbitraryo na ginagamit sa pakikipagkomunikasyon ng mga taong kabilang sa isang kultura. Binigyang-kahulugan naman ni Edward Sapir ang wika na isang likas at makataong pamamaraan ng paghatid ng mga kaisipan, damdamin at mga hangarin sa pamamagitan ng isang kusang-loob na kaparaanan na lumikha ng tunog, habang si Hemphill ay nagpahayag na ang wika ay isang masistemang kabuuan ng mga sagisag na pinagkaisahan na sinasalita o binibigkas na pinagkaisahan o kinaugalian ng isang pangkat ng mga tao at sa pamamagitan nito’y nagkakaugnay, nagkakaunawaan at nagkakaisa ang mga tao. (mula sa Jocson et. al. 2014) Kung susuriin ang mga kahulugang inilahad tungkol sa wika, iisa ang pinatutunguhan nito, na ginagamit ito sa masistemang pamaraan upang maipahayag ng tao ang kaniyang kaisipan at damdamin nang maayos at may layunin. Samakatwid, ginagamit ang wika nang maayos at wasto. Walang mali sa estruktura nito, sa palatunugan (aspetong ponolohikal), palabuuan (morpolohikal), palaugnayan (sintaksis) Sa mga pag-usap isinaalang-alang ang mga nabanggit na estruktura ay makabubuo ng wasto, buo at angkop na komunikasyon ang mga taong nag-uusap. Sa ganitong paraan, magiging malinaw ang pagpaparating ng mga mensahe ng mga nag-uusap. Lahat ng wika sa Pilipinas ay magaganda, mabubuti at mayayaman sa kultura at kasaysayan. Isa na rito ang wikang Meranao na kinapapalooban ng mayamang kultura at tradisyon.  Ang wikang Meranao ang siyang nagsisilbing susi sa karunungang ng mga mamamayang Meranao, sapagkat sa wika nahahango sa kahirapan ang mga mamamayan.

  Ang wikang Meranaw ay pinagbubuklod ng kanilang wikang sinasalita. Kabilang ang wikang Meranaw sa pamilya ng Astronesian sa wika.  Ang mga mamamayang Meranaw ay nakatira sa katimugang bahagi ng kapuluan ng Mindanao.  Ang salitang Meranaw ay mula sa salitang-ugat na Mera na nangangahulugang Ibon at Nao na nangangahulugang gising na pinagdugtong ay nagiging Meranaw na ang ibig sabihin ay Ibong Gising Tingcap Pandi (Sempad a Maradika A Paninggalan sa Ranaw Volume 1), na natutungkol sa mga taong nakatira malapit sa Lake lanao at sa kalapit nitong mga lugar na nakahilira sa mga gilid ng mga bundok.  Bagamat mainam ang pamumuhay sa lugar na ito, ay hindi pa rin maiwasan ang palipat-lipat o migrasyon ng bawat indibiduwal upang maghanap ng pangunahing ikabubuhay.

Ang paglipat ng mga Meranaw sa ibang lugar ang kadalasang nagiging dahilan ng pagkakaroon ng varyasyon ng wikang Meranaw.  Maraming mga salitang Meranaw na iba ang gamit, tawag at kahulugan sa mga Munisipalidad na nakapalibot sa Lawa ng Lanao.

Ang paglipat ng lugar ng mga Meranaw ay magdudulot ito sa kanila ng bagong pakikiangkop sa buhay.  At ang pakikiangkop na ito ay nasa kanila pa ring pagpapasya kung patuloy nilang tatangkilikin ang pagbabago partikular sa kanilang unang wikang nakagisnan o tuluyan nilang yayakapin at lalong paiigtingin ang kanilang nakagisnang wika sapagkat maaaring sa kanilang nilipatang bagong kapaligiran ay makikita pa rin nila ang pagkakapareho ng paraan sa kanilang pagsasalita.

         Gaya ng nabanggit na, ang Pilipinas ay binubuo ng iba-ibang wikain o mga katutubong wika at isa na rito ang wikang Meranaw. Tulad ng iba pang mga wikain sa Pilipinas, ang wikang Meranaw ay mayoon ding itinatangi na kakaiba sa iba pang mga wikain. Maaaring ang ikinatatangi nito sa bigkas, tono, intonasyon o kaya ay sa haba at diin. Hindi lamang natatangi ang pangkat-etnikong Meranaw sa kanilang kultura kundi maging sa paraan ng kanilang pagpapahayag at sa paraan ng pagbigkas nila ng mga salita. Tuwina ay mayroon silang mga impit na tunog na may katigasan.  Ang mga bagay na ito ay isa nang hubad na katotohanan, gayun pa man, naniniwala pa rin ang mananaliksik na maliban sa mga nabanggit ay mayroon pa ring mga bagay na maaaring hindi pa nabatid ng mga naunang pag-aaral. Kaya naman, ito ang nais malaman ng mananaliksik.

Suliranin ng pag-aaral

Ang pag-aaral na ito ay naglalayong masagot ang mga sumusunod na katanungan;

1. Anu-ano ang mga salita na may titik “h” sa Meranaw na nagkokontrast?

2. Anu-ano ang mga salitang may titik “H” at ano naman ang walang “H”?

3. Ano ang wastong bigkas at baybay ng mga salitang ito sa wikang Meranaw?

4. Ano ang kahalagahan ng pag-aaral na ito sa paglilinang ng Wikang pambansa?

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INTRODUCTION

        In this modern world, there are several challenges and demands brought by social, cultural, political, and economic crises. With these demands, one must be equipped with the necessary education in facing real – life challenges, and education that could offer varied learning, develop basic life skills and enrich positive values, that could prepare individuals to be globally competitive and accountability in achieving worldwide peace, progress and development.

       In answer to these current demands, the Philippine government through the Department of Education (DepEd) launched several innovations in the country’s educational system. One innovation in education is through curriculum development. The 2002 Basic Education Curriculum (BEC) was a big change in educational system as a compliance with the 1987 Constitution of the Republic of the Philippines, the 1982 Education Act, and the 2001 Governance of Basic Education Act. The 1987 Constitution ensures that, “the state shall protect and promote the right of all citizens to equality education at all levels and shall take appropriate steps to make such education accessible to all”. Article XIV, (section 2.1) specifies that “the state shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people and society”.

       In 2003, the Basic Education Curriculum (BEC) was modified to Restructured Basic Education Curriculum (RBEC). According to Roco (2002), the restructuring of curriculum is a part of ongoing effort to improve the quality of learning. In the RBEC, the secondary curriculum is composed of five areas: Filipino, English, Science and Technology, Mathematics, and MAKABAYAN. This MAKABAYAN subject comprised of four components: Araling Panlipunan (AP), Technology and Livelihood Education (TLE). Edukasyon sa Pagpapahalaga (EP), and Music, Arts, Physical Education and Health (MAPEH).

       The present administration proposes to add two years in the basic education. This proposed program is called K+12 which is described as K+6+4+2. K stands kindergarten, 12 stands for 6-year elementary and 4- year basic secondary education, and the proposed inclusion of 2 year senior high.

       To further enhance our educational system, assistance was sought from foreign countries like United States and Australia to appropriate enough funds in support of our educational system. Through these funds, the DepEd launched projects and programs that could increase access to and quality of basic education thereby contribute to the attainment of peace and development. One of these programs mandated in the DepEd Memorandum Order No. 107 s. 2008, was the Two – Summer Certificate Programs of 2008-2009 for Secondary School. Non –Specialist Teacher in Filipino, Araling Panlipunan, TLE and MAPEH. Implementation of this program was a joint partnership of the Bureau of Secondary Education with the Regional Offices and the Center of Excellence (COE) Teacher Education Institutions (TEIs). The non-specialist teachers teaching the said subjects were the recipientsof the trainings, each teacher trained for two summers in specific subject area like MAPEH was credited 24 units Master’s advance course. The certificate program aimed to enhance the classroom instruction, enrich teaching strategies, and open an avenue for every teacher to improve the needed facilities specially the teaching MAPEH where scarcity of specialists is evident.

The teaching of MAPEH is one way of exposing students to various true-to-life situations that can help them to develop the basic skills they need in time of crisis and coping to the demands of the society and the country as well.Sagai (NW August, 2008) affirms this need as he quotes: “Our Classes with actual real world experiences create a very powerful environment to obtain and test the skills that will be most relevant to ourstudents after graduation”.

       MAPEH subject comprises four component areas, namely: Music, Arts, Physical Education, and Health. This subject facilitates students to make connections between their experiences and the new information presented in this subject so that they can be able to cope up to the current demands towards the attainment of quality life. It is emphasized in this study that every component of MAPEH is very essential in the development of related aspects on the life of the learner. To link on the importance of MAPEH, every component is discussed in the theoretical framework to make a clearer understanding on the subject and how it is related to one’s life.

        On the above mentioned facts, the teaching MAPEH is essential in developing the learner’s physical, mental, personal, social, and aesthetic skills and values. With this, it makes the difference in the lives of every learner. Ideally, every component is important to the development on the life of every learner, but as observed in the school setting not all components are taught to its utmost, teaching only the specific areas based on facilities available in the school. Hence, the researcher considered MAPEH a neglected subject which should be given consideration by the curriculum planners and the proper authorities. Unlike the core areas where DepEd focuses on the learning of Learning, Mathematics and Science, notwithstanding the fact that MAPEH as a single subject comprises four different learning areas where every component is a separate course of study in college. Little emphasis is given towards MAPEH subject, it has only 1.2 units equivalent to 240 minutes per week.

         Despite the condition tag along the teaching of MAPEH subject, there is a need for every school to improve the process of handling it. The teacher who handles the subject must be equipped with varied learning strategies, accessible to rich learning materials and must be in a venue conducive to learning, thereby generating good performance among students.

Barr (cited by Gatab,2002) explained that the teachers’ characteristics are predictions of good performance. This means that student’s performance and success are directly proportional to the ability of the teachers to facilitate learning Aquino(1989) conformed to this observation by citing that teachers’ effectiveness and efficiency are needed in every school. With these, they can produce the desire results or output in terms of knowledge gained, skills acquired, and attitudes changed in the part of the learners. Thus, quality education can only be achieved if they need to train or develop quality teachers should have been done by administrators (Daily Globe, July 6,1991). Teachers’ exposure to trainings and proper guidance by their immediate supervisors can poster professional efficiency among them.

       Adequacy of classroom and facilities should also be taken into account like textbooks, instructional devices, and the like. Its absence in school would greatly affect the teaching performance of any teacher. Moreover, Yannong (1994) stressed in her study that the effectiveness in carrying out of meaningful program depends on the sufficiency and quality of facilities and equipment.

       Apparently, administrators should be cognizant to these demands for students’ total development. Their total development is not one- sided. The teaching MAPEH encompasses not only physical fitness of the learners as in Physical Education component but also mental and aesthetic from Art, restfulness of the soul and values from music, social, personal, and hygiene from the Health component. If this four components of MAPEH will be developed in the learners, country’s peace and development depends on this young generation.

Thus, this study focused on perception of Adiong Memorial Polytechnic State College Junior high school students in the teaching of MAPEH subject during the academic year 2015-2016.

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An important characteristic of a teacher is having a positive view of his profession, especially in the subject he teaches. It is formed from the striking experiences of a teacher in his teaching. It can be revealed in this article that the teachers have a positive view of teaching Filipino based on their good and memorable experiences. This includes having the responsibility of shaping the personalities of the students and delivering change in their lives for the betterment of their future. Negative views also appeared here due to the experiences brought about by being mediocre on this subject. But the idea still prevails that the longer you spend on a task, the more you fall in love with it. It is just proof that when the teachers spend a lot of time or get used to teaching Filipino, they will gradually realize the true happiness it brings. The main problems teachers face in teaching Filipino that serve as challenges or obstacles in their transmission of knowledge and wisdom to students. This includes developing tools that help students learn more. It turns out that the weakness in the creation of teaching materials and the lack of sufficient basic books for the students to learn more effectively have become challenges for the teachers. Students also learn more if the teachers are also skilled in using the academic language in teaching it, so it is a problem for non-medium teachers to use the Filipino language during their class.

The students' negative view of the importance of learning the Filipino subject can also be considered a challenge for teachers due to the wrong perception that it is a weak and ordinary subject. It also served as a challenge for the teachers to adapt a strategy to discuss topics of interest to the students. Therefore, it has been strongly proven that it is very important to focus on the strategies necessary to get the attention and interest of the students, which will be the reason for their full learning. This article also strongly proves that this can only be achieved through additional training for teachers on modern teaching methods in Filipino that are appropriate and fit the needs of teachers and the modern youth of today. And above all, additional support and understanding from supervisors and administrators regarding their needs as teachers and as part of the goal of bringing positive change in the lives of students will greatly help teachers. In sum, the experiences and challenges faced by the teachers are what made their story as Filipino teachers meaningful. These are the ones who shaped their personalities as teachers who continue to seek goodness in their students and give wholehearted appreciation to the Filipino subject.

        Technology and Livelihood Education (TLE) is a subject of varied skills which needs an interest of teachers and students, good environment, proper tools and equipment, and availability of materials to deliver more effective learning. Teachers should also be creative to utilize different techniques that can help the students understand the subject TLE.

The aims of the enhanced K-12 have positive implications to improve the education that every Filipino student should get. College Educators could attest to the fact of the lack of preparation that high school graduates receive when they enter college. Because basic education is free in the Philippines, this should not actually harm the many poor families in the country What should everyone be aware about is the implementation of those aims to assure quality education.

The Enhanced K-12 Basic Education Program seeks to provide for quality 12 years basic education program that each Filipino is entitled to. This is consistent with Article XIV, section 2(1) of the Philippine Constitution which states that “The state shall establish, maintain, and support a complete, adequate, integrated system of education relevant to the needs of the people and the society.” Graduates will possess competencies and skills relevant to the job market. The K-12 was designed to adjust and meet the fast-changing demands of society to prepare graduate with skills essentials for the world of work. This is also the aim of TLE subject to equipped students with the necessary skills for them to be prepared in the enhanced K-12 education.

         The demand of the educational modernization requires the TLE teachers, on top of being masters of their subjects and teaching practices, have the knowledge and skills related to the use of technological tools that can be integrated into the teaching process. It is not surprising that some teachers feel overwhelmed when facing this “new necessity” that society raises integrating the use of new technologies in the teaching and learning processes.

Background of the Study

         English is considered one of the most widely spoken languages globally.  It is spoken even in day-to-day communication in school, work and transactions.  Even in the academe English has always been a core subject, may it be in the elementary, secondary ang college level.

         In the English curriculum, there are four major skill which have to be taught in the teaching and learning process.  These are listening, speaking, reading ang writing.  Learners must learn to listen, speak, read, and write in English and master the four English major skills to achieve the teaching objectives.

         English language as the only medium of classroom instruction in the high schools has affected students’ academic performances greatly because the language is foreign to the students.  Students who have problems in communication skill may likely not do well academically, that is why English language is very important in the educational system.

         There is such a term as universal language or common language, which binds tongue and tribes as one.  It creates a global village with a common language.  The said language facilitates international relations, Interrelates concepts, ideas and opinions, promotes worldwide peace and harmony, conveys scientific facts and technological advancement and spread ideas by great minds of both future and modern times (H.L. Menchen, 1997).  Indeed, these are the significants roles played by English as a universal language.

         Poor English language spoken and reading skills will adversely on English writing skills.  These factors are inter-related.  It is possible to be fairly fluent in spoken English but he be inadequate in writing, and especially academic writing skills as two different types of skill are required.

         In general the students had less motivation in learning English. They did not show the interest to take part in the classroom activities.  They were passive in the teaching and learning process.  In the researcher’s view, students lack motivation and interest in the content being taught in class.  Therefore, teachers need to motivate students and draw their interest or them to actively participate in class.

         The vintage point of the study focuses on the educational system.  Does it prepare mold and eventually integrate one into the English-speaking global community? Through this study, by looking the performance of pupils at a certain local school, the researcher believes that they can have a certain glimpse of what is happening nationally in terms of the English performance of an individual.

         Actually, there were a few of the students who wanted to learn and to practice their English but they were not brave enough to find partners and practice speaking English.  This is perhaps related to the fact that they have inadequate mastery of vocabulary, grammar, pronunciation.  On the other hand, some of them did not pay attention to the teacher and the lesson whereas students as the main part of the learning process play an important role in maintaining the quality of interaction in the classroom.  Students who give positive responses to the teacher’s talks and classroom activities indicate a good quality of classroom interaction.

         However, some Meranao students who are considered slow learners have difficulty in English subject either in the area of writing or speaking because of their insufficient understanding about vocabulary and sentence grammar.  Students in private colleges mostly have problem because of their difficulty in English comprehension plus the teachers themselves do not have effective strategies in teaching English more understandably on the part of the students.

         It is a known fact that one of the most important problems of the researcher’s school is the improvement of the quality of instruction.  But such improvement of the quality of instruction depends on a measure upon the students’ performance in English.  It is for the reason that the researcher came to think of making this study of factors affecting the students’ English performance of the Grade 10 students of selected national high schools in Ditsaan-Ramain, Lanao Del Sur

Statement of the Problem

         This study is primarily concerned in determining the factors affecting the English performance of the Grade 10 students of some national high schools in Ditsaan-Ramain, Lanao del Sur.  Specifically, it attempts to answer the following questions:

1. What is the profile of the respondents in terms of Gender, Parents’ educational attainment, parents’ occupation, and parent’s income

2. What is the academic performance of students in English?

3. What is the assessment of the students on the Learning Mechanisms employed in teaching English?

4. Is there a correlation between the respondent’s profile and their academic performance?

5. Is there a correlation between the Learning Mechanisms employed in teaching English and their academic performance?

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Pre-colonial Filipinos: Literate, religious, philosophers and dreamers

               Long before colonizers set their foot on Philippine soil, the native inhabitants appropriately called indigenous people knew by heart and in fact,  were already practicing the basic principle of ‘doing good, avoiding evil’. They knew the concept of aesthetic value, they communicated and expressed themselves in their own indigenous languages, they practiced a moral sense of belongingness and community relation, and they worshiped their own gods or supreme beings. In a sense, traditional indigenous philosophy and spirituality were part of the way of life.

       Our indigenous people were literate. We had collections of both written and oral lores. Our ancestors know natural-moral laws, thus, they were civilized, contrary to the erroneous and arbitrary branding as ‘uncivilized’. They practiced belief in gods of nature and in the spirits of their long gone ancestors. They turn to these beliefs for guidance and blessings in this life (Imran, 2017). A case in point is our Tingguian brethren in the province of Abra. The Tingguians or Itneg addressed the moon as Apo Bulan or the sun as Apo Init. Apo is an address that connotes respect. Hence, Tingguian folk literature is laiden with stories about pantheons of their divine beings (De Vera, M.P., et al. 2011).

       The Ilocanos of the Ilocandia region utter the expression ‘bari-bari’ which does not have a meaning known in language as gibberish. However, this utterance which is pre-Hispanic in origin is expressed as an excuse or apology to unseen spirits. This implies the showing of respect to what they believed as guardians of the environment. This simply means that Filipinos believed in the existence of beings who in one way or the other, influenced and controlled their lives.

       The Igorots, indigenous peoples of Cordillera Administrative Region in Northern Luzon, uphold the principle of ‘Adi tako bukodan di gawis’. This is a Kankanaey (ethnolinguistic group) phrase which is literally translated as ‘let us not take for our own self the goodness there is’. This implies that, even before the arrival of the Spaniards, the practice of sharing and generosity was already running in the blood of our people. Moral consciousness and moral obligation were part of their existence that served as norms and standards of living. Thus, it is not surprising if one reads in Igorot folk literature stories with themes on consequences of human actions which are an embodiment of their philosophy of ‘Inayan’.

       Filipinos, in particular the indigenous people, are by nature animistic (Garcia, C., 2020 and Domingo, E., 2009). Animism is a belief that everything around us is controlled or at least, possessed by spirits. Indigenous people all over the world still hold to animism at different degrees and many of indigenous practices are colored with animistic belief (Macaranas, 2021). However, Filipinos also believed in one Great Spirit known as Bathala, Maykapal, Kabunyan or Lumauig . Thus, our culture and beliefs system which are embodied in our literature, specifically in our folk literature, reflected and incorporated how we treat and consider nature, how we viewed certain events or phenomenon and the same served as foundation of our world view (Santos, 2008). The spirits or the ‘unseen’ are to be appeased, respected and be friend. Doing the contrary would result to jinx, suffering, disease and death, summarized as negative vibration.

       Our ancestors’ stories of love, joy, victory, defeat, struggles for survival, doubts, loss, suffering and death were expressed in their indigenous literature. Folk literature was created as answers in their desire for explanation and enlightenment from the many issues that confronted them. It also served as means of instruction and education for the people on living a happy and peaceful life.

       Our literature then was crude, unsophisticated and without formal styles, yet it showed our rich culture and unique identity as Filipinos. Primitive as it was, nevertheless, still our own literature expressed in both verbal and written language. Sufficed to posit that, we were literate people, who made use of language as medium of expression and communication. Our cultures were embodied and evident in the different languages we speak.

       Verily, we had our unique literature that reflects who we are as a people. Our literature both oral and written was an embodiment of our worldviews, beliefs system, indigenous philosophy and religious biases (Sugue & Reyes, 2022). But the coming of colonizers painstakingly brought as to a paradigm shift, thereby, developing in us what we call as ‘identity crisis’.

      We were conditioned to believe that everything foreign is the best. We are Filipinos as a whole, but our heads are Americans, our hearts Europeans, our hands Chinese, our feet Japanese, and our tongues Koreans, among others. This is identity crises, short and simple. This is the product of colonization.

Colonial education: The genesis of Philippine mind-conditioning

       Before the accidental coming of the Spaniards in the country in 1521, our ancestors had already a flourishing culture, a system of government and laws, education, folk traditions, diverse indigenous languages and a unique system of writing known as Baybayin. Simply put, we were already a civilized raced, literate and with established contacts with neighbouring countries. We had an existing and deeply rooted literature. The Filipino’s unfamiliarity and perhaps, ignorance with this indigenous literature was attributed to what has been conditioned upon him that his country the Philippines was ‘discovered’, thus, our history saw its genesis only in March of 1521. Filipinos believed this, but as we go on we shall deconstruct this.

       The reign of Spanish regime in what they called Filipinas gradually altered our then existing civilization which includes our literature. Miñoza, et al. (2022) noted that Spanish was introduced in the country and it became a medium of instruction and a lingua franca in most places. As a result of these, many Philippine lexicons have Spanish etymology.

       The end of Spanish regime in the Philippines that lasted for three centuries was just another chapter in the remaking of the Filipinos. The Americans officially established their presence in the Philippines in 1901 on board the ship Thomasite. Thenceforth, English was systematically promoted as the language that would ‘civilize’ and ‘pacify’ the Filipinos. English was mandated as the medium of instruction.

       Throughout the American dominance and control of public education, Filipino learners were introduced to the Anglo-American canon of literature. Martin (2004), posited that the conglomeration of canon, pedagogy and dominance of American public education in the country brought forth to the relegation of Philippine writing in English and so with the writing in the local or indigenous languages.

       The Americans established the Philippine public school system in the early 1900, and as expected of a colonial regime, the curriculum was predominantly a copycat from the American educational system. As such, English literature was purely Anglo-American without considering that Filipinos were lacking proficiency in the English language in the early years (Reyes, 2014).

       The institutionalization of English as a medium of instruction in all Philippine schools adversely put Spanish away from the lime light. Reyes (2014) reported that towards the end of the 1930’s, English writing put aside Spanish writing. English then as the language of colonial power gained interest as a medium for young writers. The introduction of English as an official language resulted to become prestigious side by side with the so called Americanization of the Philippine society. English enjoyed its status as an important medium for the essay. It has become the language of Filipino elite and intellectuals in the 20th century.

       Americanization in literature paved its way and spread its influenced in Philippine letters in the major languages, a breed of Filipino writers in both English and Philippine languages organized themselves into two factions, the art for art’s sake (modernists) headed by Jose Garcia Villa, and the socially oriented group under the leadership of Salvador P. Lopez. The first group claimed to be followers of Anglo-American modernist enthusiasts, while the group of Lopez advocated local literary tradition which is socially oriented. Hence, the advent of shaping of Philippine literature in English has begun.

Conclusion

       Contrary to traditional beliefs and erroneous information fed to the minds of Filipinos by way of books and the classrooms that we were ‘uncivilized’, naïve, ‘indio’, indolent and illiterate the Filipinos are unique in their own right and existence. We are a nation of peace-loving people, we practiced good communal/social relationship with our fellows including strangers. We value the dignity of everyone, we uphold social norms and moral standards that a violation thereof shall result to corresponding punishment or penalties (the indigenous way). We consider our ancestral land as life for the reason that the land provides everything we need from birth to death.

     We believed in the Biblical concept of ‘from dust and unto dust we shall be’ as evident in our traditional sayings, thou we were not Christianized back then. We practiced, at least, the principles of ‘do good, avoid evil’, ‘give everyone his due’ and ‘do not do unto others what you do not want others do unto you’. We adhere to the principle of liberty and independence, that if these are threatened we give our life to defend it.  All of these bring us to conclude that Filipinos were not uncivilized after all.

       Our pre-Hispanic history, romances and the narratives of our victories and defeat in life were scribbled on papyrus, bamboo tubes, animal hides and other media of writing using our ancient alphabet or system of writing. Our folklores and varied religious (unstructured) beliefs embodied our worldviews and they defined our very own existence as a unique human race. Hence, we were literate in our own right.

    The indigenous people have in their repositories unique indigenous philosophy or traditional wisdom that served as their moral standard and norms in maintaining the survival of their community. They adhere to’ pakikipag-kapwa’, and ‘ka-loob’ of the Tagalog, the ‘nakem’ of the Ilokanos and the ‘buot’ of the Bisaya. The Tingguians of Abra practice the ‘lapat ‘system and the ‘muyong’ of the Ifugao, an indigenous forest conservation and sustainability. The Kankanaey ethnolinguistic group have ‘adi tako bukodan di gawis’  and ‘inayan’ (bad/ something detestable). These indigenous philosophy have become the way of life of our people.

   Postdecolonization is a light at the end of the tunnel. There is now a pressing need to free our minds from the toxins we were conditioned from. Decolonization does not only pertain to both external and internal processes, we need to be willingly free ourselves from the things that enslaved us. Simply put, it should emanate from deep within our subconscious mind, from the inner and real self, only then we shall be free as nation of nations.

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Research involving community members is quite widespread in government settings. The government works with the public to learn about their perspectives, concerns, and goals. Meetings, workshops, and permanent web portals are just a few examples of how communities can get involved. Public participation in decision-making allows citizen input into government policy and program development.

       However, how governments interact with their citizens is evolving after recent pandemics. How are top officials in the public sector reevaluating their approaches to citizen participation? A discussion is the first step.

        And what, exactly, makes innovation so crucial? Let's set the stage, shall we? Imagine a city's new plan for boosting its economy. You're doing a vital planning exercise to identify the constraints and requirements for development, and you must hear from the locals. Events, council meetings, and town halls—all face-to-face encounters—have been the backbone of your government's community involvement efforts until then. However, these initiatives have always yielded the same feedback from the same community organizations.

       Digital participation is something you should start implementing. Due to financial constraints, you have decided to make do with a no-cost survey form. You team up with local groups to spread the word, flood the area with eye-catching flyers, and receive more responses than you did at the in-person meetings.

      This victory was monumental at the time. But when we examine that situation now, we notice much more potential. We see potential in going beyond just an online form to incorporate all channels of participation, creating lasting connections with respondents, and including them in the design of future programs.

     Governments regularly update the public on their activities. There are instances when the information must be shared to save lives, and there are other occasions when it must be transferred to inform communities of important policy decisions or upcoming initiatives. Ultimately, it is up to elected officials to determine the most effective means of reaching their constituents with a message.

     We must be informed that the community is progressing. Websites, emails, leaflets, and other print and digital media are all used for public relations and promotion. Community members are expected to participate in outreach activities beyond listening.

     Not having to do anything yourself doesn't necessarily make things simple, either. The epidemic perfectly illustrates the difficulty of effective outreach. Governments had to have critically essential dialogues with the public about staying safe amid a quickly escalating public health disaster.

     Governments are increasingly making use of data to target their outreach activities. Governments may better target their messages to specific communities by collecting active and passive data on where people go to get their information, what languages or devices they use, what news has the most impact, and who is delivering them.

  Governments can open a new realm of community-centered administration by including citizens in the project planning stage. Collaborating with communities means including them in every project or significant decision stage.

      To aid in the planning, design, and execution stages of a project, governments may convene a dedicated coalition of community partners through collaborative community engagement. They could take cues from the alliance while also soliciting. 

    Along with the Department of Education's aim of providing high-quality education following the K-12 Curriculum, "Every Learner a Reader" is one of the goals that has been envisioned as a goal.

           With the introduction of the new curriculum, the department is placing more of an emphasis on a learner-centered curriculum, in which learners are guided toward becoming culturally sensitive individuals capable of functioning in a global environment. To realize these aspirations requires implementing new programs and activities, including the Reading Intervention Program.

        This Reading Intervention Program is an outlet for strengthening learners' talents and capacities in all subject areas. It is aligned with DepEd Memo No. 39, 2012, Policy Guidelines on Addressing Learning Gaps and Implementing a Reading and Writing Program, and follows those guidelines.

       When it comes to reading, many students require more instruction and support. In situations like these, having a tutor can be of great help. A student who struggles with reading can benefit from the assistance of a tutor, who can also assist with completing homework assignments and preparing for examinations. They can also provide encouragement and inspiration, often necessary when a student is having difficulty.

    Consider the following advice if you are considering getting a private instructor for the learner. First, you must be sure that the person you pick has the necessary experience and qualifications. The tutor should accommodate the student's specific demands and strengths as much as possible. It is critical to locate a welcoming environment to conduct tutoring sessions to create an atmosphere where pupils can feel comfortable and be encouraged to ask questions.

Literacy centers are one form of intervention that teachers can use to help their children improve their reading skills. Literacy centers are parts of the classroom for pupils to focus on reading skills. Literacy centers come in a wide variety of forms; the following are:

Word Work is a center that organizes words according to syllables, identifies vowel sounds, and forms terms by utilizing magnetic letters.

Reading: At this center, students can read books suited to their ability level while working on comprehension questions or tasks.

Writing: This center is designed to assist students in improving their writing skills by providing writing prompts, narrative starters, and other writing activities.

Spelling: At this center, learners can participate in different activities designed to teach them new spellings and provide them with practice using those spellings.

Literacy centers are a popular addition in many classrooms since many teachers have found that they can raise student achievement levels in reading. It is possible to rotate the centers weekly or biweekly so that each student can participate in all of the centers. In addition, teachers can provide individualized training and help to kids suffering from reading areas. Teachers can assist all of their children in becoming successful readers by implementing specific intervention tactics and offering practice opportunities.

        There are innovative solutions regarding reading interventions. Because of this, the reading education that is provided to each learner should be tailored to their specific needs. Educators and parents must collaborate to identify the most effective support for each pupil.

       Personalized reading instruction, often known as individualized reading instruction of the PHILIRRI, is a standard intervention method. This strategy gives pupils instruction that focuses specifically on meeting their requirements. Students with difficulty reading may benefit significantly from IRI, which can assist them to perform better.

Contrastingly, evidence suggests gaming has certain cognitive advantages, such as greater attention control and spatial reasoning. Sometimes, it is still determined how much these advantages carry over into the real world. Finally, video games can be used in medicine. For example, they can help patients with balance problems, boost the cognitive abilities of ADHD-affected teenagers, or instruct surgeons on performing technically challenging procedures.

      Injuries will occur, known as stress injuries, happen when muscles and tendons are used repeatedly during an activity to the point where discomfort and inflammation are produced. If these wounds are left untreated, numbness and weakness may set in.

        Although it is unclear how much these advantages carry over from the virtual world of video games to the actual world, there is conflicting evidence indicating some cognitive benefits to gaming, such as greater attention control and spatial reasoning. Finally, video games can be used in medicine. For example, they can teach surgeons how to perform technically challenging operations or help people with degenerative disorders improve their balance.

       Repetitive stress injuries are wounds caused by activities that repeatedly use tendons and muscles to the point that pain and inflammation appear. Numbness and weakness may occur if these wounds are left untreated.

      Controlling evidence suggests that gaming has certain intellectual advantages, such as greater control over attention and more vital spatial reasoning. We always need to be clarified on how much these advantages carry over into the real world. Finally, video games have medicinal uses, such as teaching patients with chronic illnesses to better their balance, assisting adolescents with ADHD in improving their thinking skills, or instructing surgeons on how to perform technically challenging surgeries.

      Overusing muscles and tendons repeatedly can result in repetitive stress injuries, which cause pain and inflammation. If these wounds are left untreated, numbness and weakness may appear,

      Gamers frequently complain about vision issues. Eye strain is the most typical issue with vision, and it causes headaches and impaired focus. Seizures have been linked to gaming, which has prompted box warnings.

       An American Society of Psychotherapy study found that between 0.3% and a rate of 1. of Americans may have an internet gaming disorder. Because of the lack of consensus or complete understanding of the disorder, treatments for this issue are still being developed. However, they can also incorporate public health strategies, including harm reduction and education, stricter product labeling, and cognitive behavioral therapy. There are also support groups that use the strength of group support to combat gaming addiction, such as Computer Gaming Addicts Anonymous. Group support has also been shown to be effective in treating other addictions.

       Additionally, playing video games has been linked to insomnia, circadian rhythm issues, melancholy, anger, and anxiety. More research is required to determine the reliability and strength of these relationships. Concerns have also been raised about how playing violent video games may desensitize teenagers and young adults to such violence, which could result in emotional issues or even violent behavior on the part of young people.

Education is crucial to a person's growth and development as a person and citizen. The evolution of a person's independence, the suppression of social ills, and the advancement of society and the country are all results of education. Education makes it simpler to comprehend the enigma of nature. It enables us to understand how our society functions and make it better. It makes things possible for a better life. Education develops the skills necessary to combat social injustice. Each person has a right to education. The social institution of education is how society imparts knowledge, facts, practical skills, and morals to its members. One of its most significant functions is that schooling enhances individual lives and contributes to the smooth operation of the community. As was already established, it is possible to end poverty, and everyone can help the nation prosper. The benefits of education for society In comparison to an uninformed person, a more educated individual is likelier to adopt superior moral and ethical values. Everyone has an equal chance to education, and knowledgeable individuals can improve society. Education, A crucial component of human society, is education. Numerous societal problems, including ill health, disputes, and low living standards, are caused by a lack of education. More educated people are better equipped to discover solutions to all issues. Education promotes creativity and innovation. Education promotes innovation. Innovation and creativity arise Only when talented individuals can advance with various technologies. Education always helps people use better methods to tackle difficulties. Education Makes a Better Human Being.

The most effective tool for altering one's entire worldview is education. A person can acquire morally good values through schooling. It aids in our growth as individuals. Understanding Your Responsibilities Because we are social beings, we must contribute to society and improve it for the benefit of future generations. An educated person is conscious of his societal and personal obligations. Education plays a role in influencing a person's values. It aids in developing moral principles, modesty, empathy for others, and other traits. Reading, writing, and learning help students, and everyone else build their ability to articulate their opinions. And the only way to learn these traits or skills is through education. The road to progress for a country is through education. The foundation of any society is education. The government should make every effort to ensure that every citizen in the nation receives an education. This will promote equality among people, and as individuals change how they live, they will take on greater social responsibility. The literacy rate in more developed countries is similarly high, depending on each country's educational system. There is no doubt that the government has created laws and developed plans, but putting those plans into action is a challenging challenge. The government should improve society and the country in collaboration with the people. Every country's development is influenced by the population it has. A developed country will have a well-educated populace.

Reading intervention techniques encompass a wide variety of ways that may apply to assist students who are having difficulty reading. The fact that a child is having trouble reading could result from several different things; nonetheless, teachers are in a position to assist these pupils in improving their reading aptitude by applying particular reading intervention tactics. Reading is challenging for students because they need help comprehending what they are reading, their reading fluency could be better, and they need help decoding words correctly.

         Reading intervention strategies are essential to a comprehensive support system for children falling behind in this subject area. By applying unique tactics that are targeted to the specific requirements of each student, teachers can assist these children in increasing their reading abilities and reaching their goals of being good readers.

       Students who are struggling to read can be assisted in several different ways using a variety of different strategies. There is a possibility that some children would do better with additional reading time, education that is more highly specialized, or other assistance. Many utilized different methods to provide service; however, conversing with the guardians of the students in question is the most effective way to determine which method will most benefit a confident learner. The following piece of generic advice may be of some assistance to you: In addition, it is helpful to provide kids with opportunities to read aloud and develop their decoding capacity. Graphical organizers are a tool that may be used in instruction by teachers to assist students in better comprehending the content that they are currently reading as well as in determining which topics are the most important. It can be used to overstate the significance of praising and offering feedback to kids for their reading achievements and providing feedback on their reading development. Teachers can cater their instruction to the needs of each of their pupils if they use various instructional methods and employ multiple strategies.

       The word "intervention" can refer to various pedagogical practices, each with particular use in the classroom. Utilizing a reading curriculum that can adapt to meet the requirements of the students is a strategy that is gaining in popularity. It can help ensure that the student obtains the highest possible quality of instruction and support, which can significantly benefit the student.

1. Allocate the learners more time in their schedule for reading. Can be accomplished by allowing learners to take as much time as they need in class or by giving them additional time to finish their homework at home. Both options are viable solutions.

2. Provide the learner with assistance in deconstructing words into the parts that make up each word. One strategy involves instructing youngsters on the sounds of phrases, while another assists children in discerning the meaning of unfamiliar words.

3. Inspire the kid to become enthusiastic about reading aloud. They will be allowed to receive further reading lessons as you assess the areas in which they have the most significant difficulty.

4. Identify some reading material the pupil will enjoy and make it available to them. If a student is enthusiastic about the topic, it is more likely that they can still want to read the book given to them. Find books that are at a level appropriate for the pupil to read so that they do not become frustrated.

Education provides people with the knowledge, abilities, skills, and information they need to achieve their responsibilities to their families, communities, and nation. You can enlarge your field of vision and perspective to take in your surroundings. It changes how we perceive life. Learning expands your ability to try out novel concepts and foster innovation. Your creativity has the potential to develop the nation. Educating people on the value of education in our personal lives and society is still necessary. Before promoting education and working to guarantee that everyone has access to it, it is essential to understand its importance and necessity. Applying the curriculum in real-world settings is a component of traditional and modern learning methodologies. Education empowers individuals. It has dramatically impacted how the modern industrialized world has grown. People need education to keep up with technological advancements in this competitive atmosphere. Some of the fields where education is necessary are listed below:

Poverty Eradication: Education helps to make our society's poverty history. An educated person can secure a stable job and meet his family's basic needs. Security and protection from crime a knowledgeable individual is not susceptible to being conned or the victim of any crime. They can develop the ability to fight against injustice. Education makes people work harder, which increases productivity. Using their skills and expertise, they can research new ideas. Having self-assurance Attending schools and universities is a requirement for a decent education. People with considerable self-confidence and independence are better able to handle complex tasks. A higher standard of living is attained through instruction. If you are fortunate to land a respectable career through education, you can realize your aspirations of having a home, a car, or other luxuries. Women can become more independent with the help of education. In society, women can speak up against injustices committed against them. They are free to be independent and don't need to rely on anyone. The advancement of women will significantly impact the country and society.

Economically Weaker Section Uplift: Education is essential to change the world. The injustice, untouchability, and inequality that permeate society are felt by those who lack literacy. With the advancement of education, the less fortunate group can raise their standard of living. Education and communication go hand in hand since being well-educated makes it simpler to communicate with others. It also improves our verbal and nonverbal communication abilities. National development: Countries that prioritize education for their citizens and have higher levels of education are thought to be more developed overall.

Personal growth: An educated person can always be seen in many illiterates. Since education gives information, they will be better informed and able to make better judgments in their daily life. A person who is informed about something can understand it more clearly.

Independent: Education fosters an individual's capacity for independence. If someone has a good education, they can manage their life independently. Success: Education helps to reshape our thinking positively, and people can improve their lives with this approach. Education leads to a degree, which opens up further opportunities. Everything will fall into place if you make better choices for yourself.

Comparison of the PEER model with the traditional model regarding the impact of scientific mindsets on the development of science process abilities throughout the required fundamental physics practicum. Planning, Experimenting, Evaluating, and Reporting (PEER) describes the process stage whereby actual work is done.

     We value honesty, teamwork, self-control, accountability, and curiosity in this scientific community. The steps of the scientific method that are relevant here are categorization, formulation of a question, identification, regulation of variables, measurement, and inference. Because of the increased pace of social and technological change brought on by globalization, today's students must be equipped with the scientific literacy and process skills necessary to succeed in the globalized 21st century [1]. Education is the process of acclimating a person to the norms of a specific culture by teaching our learners how to be productive members of society and taking charge of their learning and actions [2]. Process skills in science are the intellectual abilities and psychomotor skills connected to learning the natural sciences in all aspects generated from students' foundational competencies [3]. These skills are employed in discovering, developing, and applying science. Process skills in science include things like observation, categorization, measurement, and communication.

       Skills include operationally defining terms, generating hypotheses, conducting experiments, creating and applying models, and inferring and forecasting outcomes [4]. Attitudes like objectivity, correctness, precision, honesty, collaboration, discipline, responsibility, open-mindedness, courage, humility, decisiveness, integrity, diligence, persistence, curiosity, etc., can be included in the study of natural sciences. The simultaneous growth of numerous attitudes during the learning process is, in fact, impossible.

      A crucial stage in learning Natural Sciences is incorporating some of the chosen attitudes as scientific ones. Physics, the study of matter and its interactions with energy and space, is a helpful tool for thinking critically and solving practical issues following the rules of nature. The scientific process is the foundation from which fundamental physics emerges.

     Explores the most fundamental Science assumptions, such as the basic Physics concepts and principles needed for advanced Science study or other disciplines [5]. Inquiry-based approaches to teaching physics are preferred because they foster students' development of scientific habits of mind. Therefore, physics education traces scientists' scientific abilities to construct science and solve practical problems, including abilities related to scientific products, processes, and attitudes [6]. Teaching strategy whereby pupils put into practice what they have learned theoretically. Practicum has three purposes:

      Training, providing feedback, and boosting motivation are all processes that call for scientific attitudes (honesty, objectivity, and a desire to learn) since they rely on developing the intellectual and psychomotor abilities necessary for success.

     They are working together on self-control, accountability, and an open mind. This research examines the difference between the PEER model (planning, experimenting, evaluating, and reporting) and the traditional model (practicum) regarding the impact of scientific viewpoints on developing science process skills in introductory Sciences. For 21st Century Skills, we must be aware of its best importance.

Every school day can be filled with dread, despair, and embarrassment for the millions of students with difficulty reading at grade level. Experts contend that, particularly in later years, it is crucial to meet children's social, emotional, and reading needs. Students must transition from learning to read to reading to learning after the third grade. However, if pupils have not learned the fundamentals of reading by then, they might never develop into proficient readers. As the years pass, they can lose interest in learning, and many—particularly those from low-income families—won't complete their education. According to Elizabeth Jaeger, an associate professor at the University of Arizona College of Education, children struggling with reading by the third or fourth grade tend to see it as a personal failing. They believe they cannot read because it is crucial to academic success. "All these other kids like me are doing great, and I just can't seem to get it together," one child complained. That's just a massive weight for many kids, and that's the source of their fragility, in my opinion. These signals that school isn't for them, that they're not smart, and that reading isn't fun have indeed been swallowed by them. Sarah Part, policy analyst, New York's Advocates for Children For many youngsters, school can be a minefield, especially when they enter middle and high school. Every subject area includes reading, so even if a child can understand the content cognitively, they may fall behind if they don't have the right kind of support. The opportunity for peer criticism or snickers arises when teachers ask pupils to read aloud in front of the entire class.

Additionally, early reader books that feel childish and uninteresting are occasionally given to pupils needing decoding experience. According to Ann Monroe, the assistant dean of the University of Mississippi School of Education and an expert in teaching shame in the classroom, students who do not advance in reading as quickly as their peers frequently feel awful and attempt to conceal their subpar development. According to the Compass of Shame concept developed by psychiatrist Donald Nathanson, the impulse to hide can take four forms: Defend yourself. This can take many forms, from verbal insults (such as "I'm so stupid") to self-harm.

Attack other people. If a teacher or classmate points out a pupil's reading inadequacy, the student may react violently. Students who feel embarrassed about their reading skills may refrain from participating in class or stop coming. A student might act out or engage in other disruptive activities to divert attention. Many kids struggle in the early grades to acquire basic abilities. According to research, teaching children to read words explicitly and systematically with phonics is the most effective way to ensure this happens. However, as many elementary teachers lack the necessary training, pupils are frequently taught to recognize words by guessing with context cues. They may be taught some letter-sound patterns but not others. They cannot dependably decode words, but if they can foresee comments that make sense, appear as they should on the page, and understand the story's meaning, they can mask their reading difficulties. The opposite is also true: While some kids may be able to decode, they need a solid enough grasp of oral language to comprehend what is being said. Sarah Part claimed that as time passes, "the issue just gets worse and worse and worse, and the student grows increasingly frustrated and falls further and further behind." "They are students who, without a doubt, could have learned to read if they had received the right instruction." The Matthew Effect in Reading, named after the Bible verse in which the affluent get richer and the poor get poorer, is a phenomenon where little reading deficiencies students may have over time accumulate. If teachers give struggling readers other options, they can access the content in grade-level literature. If they can't get to the material, they won't be able to use it to understand subsequent texts, affecting their background knowledge and comprehension. By the time they enter middle or high school, many adolescent readers have spent years in ineffective reading rehabilitation programs, according to specialists. They could experience worry or low self-esteem, and many of them feel angry—both at themselves and at the teachers who failed to teach them to read successfully. Part claimed that the students "have internalized these messages that school isn't for them, that they aren't smart, and that reading isn't a fun activity." The teachers may assume these kids aren't trying or don't care about learning if they act out or become uninterested in class regularly. But in truth, "it's all coming from the fact that it's frustrating and embarrassing to become older and not be able to read," claims Part.

The use of information technology has resulted in a revolution within the realm of education by rendering the process of learning to be more participatory, interesting, and convenient for students. Students now have access to a world of learning opportunities they did not have before, thanks to the integration of technology into the classroom in the form of immersive experiences, collaborative spaces, virtual classrooms, and interactive media. However, despite the growing prevalence of technological elements in educational settings, there are still several potential drawbacks that must be addressed.

The use of technology into instructional settings is associated with a variety of positive outcomes for students. Students now have easier access to a great amount of information on any subject that may be of interest to them because to the increased availability of educational resources made possible by the internet. In addition, the process of education has grown more dynamic and interactive in recent years because to the proliferation of digital media, which enables students to comprehend difficult ideas through the use of visual presentations and immersive experiences. Students can take advantage of individualized learning experiences made possible by technology, which helps to create a learning environment that is tailored to the students' individual requirements.

In addition, technology has made teamwork and communication possible, which has resulted in the creation of an atmosphere in which students can connect with both their classmates and their instructors. This has led to an improved sense of community, which in turn has led to increased engagement and motivation.

 Every time a new piece of technology is implemented, there comes with it a unique set of challenges that must be overcome. One of the most significant dangers is posed by cybersecurity threats, which put educational institutions like schools and universities at risk of being attacked by cybercriminals. There is also the possibility of placing an unhealthy amount of reliance on technology, which can result in a deficit of analytical and problem-solving abilities. A further danger is posed by the digital divide, which widens the difference between students who have access to technology and those who do not. This, in turn, makes it more difficult for students who do not have access to technology to be motivated and interested in their studies. The final point is that students' easy access to social media and entertainment apps provided by technology can be a source of distraction for them. This can result in a lack of attention and concentration, which in turn has a poor impact on academic performance.

There are a lot of ways in which technology may improve education, however, it is extremely important that we confront the dangers that come along with it. Educational institutions have a responsibility to guarantee that the data security of their students is a top priority, to establish a balance between the use of technology and more conventional learning techniques, to reduce the extent to which the digital gap exists, and to provide students with the essential abilities to think critically and solve problems. If these safety measures are taken, learners will benefit from a more promising future and we can maximize the  transformative power of technology in the classroom.

ABSTRACT

The study sought to identify the determinants of numeracy skills among Junior High School students in Eastern Samar and to determine the relationship of age, sex, family monthly income, teaching strategies, peer support, teacher support, and parent support to the students’ numeracy skills. It also aimed to identify the variable that best predict the level of numeracy skills of the students. The subjects of the study were 200 Grade 10 students randomly selected from Alugan National School of Craftsmanship and Home Industries, Oras National Agro-Industrial School, and Jipapad National High School. Descriptive-correlational design and regression analysis were utilized in this study. Data were subjected to statistical treatment using Spearman rho and Stepwise Regression Analysis. Findings revealed that 1) Most of the respondents are 15-16 years old. It showed that 41.5% of the respondents are male and 58.5% are female students. Majority of the respondents belong to the poor family, specifically, 86%; 2)The respondents have outstanding perception with the teaching strategies of their mathematics teacher; 3) The respondents are very satisfied with the support they receive from their peers; and satisfied with the support they receive from their teacher, and parents; 4) There is no significant relationship between age, sex, family monthly income, parent support, and the students’ numeracy skills; 5) There is a significant relationship between teaching strategies, peer support, teacher support, and the students’ numeracy skills; 6) The independent variable teaching strategies best predict the students’ numeracy skills. The study concluded that that the more equipped the mathematics teacher in varied teaching strategies, the better the numeracy skills of the students.

CHAPTER I

INTRODUCTION

Background of the Study

         The education sector provided learners with reasons to choose the learning that best suited them as well as resources for a quality learning experience. Different foundation subjects were introduced to the students in basic education as a prerogative to understanding the different life perspectives. However, out of all the subjects covered in basic education, Education Scotland (2019) claims that mathematics exposes pupils to issues that might come from within or beyond, which has an impact on their numeracy abilities. Consequently, Latiban & Mendez, (2022) explained that numeracy skills are skills that necessitate a basic understanding of the number system, a set of computing abilities, and the desire and ability to solve number problems in a variety of contexts. Layug et al. (2021) averred that instead of assuming many disciplines in mathematics and intricate formulas, it is significant to note that mathematics numeracy is a complex and broad range of knowledge, comprehension, and most of all, appreciation of what mathematics can do in everyday life.

         In the pursuit of a comprehensive comprehension of numeracy skills, scholarly research has identified various factors that can impact the acquisition and development of these skills. Among the factors that have been recognized as potentially significant, environmental factors emerge as a prominent consideration. Specifically, the social environment, which encompasses the learner’s interactions and relationships with peers, teachers, and members of the broader community, is acknowledged as one such environmental factor that can have a bearing on the acquisition and development of numeracy skills. Accordingly, Angela (2018) argued that a child needs a good learning environment whether they are at school or at home. Major findings from the study by Wali (2015) revealed that because children have specific formal and informal experiences at home, the home environment is crucial in the development of children’s numeracy skills. Furthermore, other researchers propounded that instructional design can support the learners’ development of numeracy skills. Saritas (2009) stated that it is crucial for educators to implement instructional design strategies to obtain higher accomplishment rates. Other investigations have shown that instructional design might enhance the learners’ development of numeracy skills. The instructional design provides a systematic process and a framework for thoughtfully designing, developing, and adjusting mathematics education while taking into account students' needs and levels of understanding of higher-order mathematical concepts.

         Meanwhile, students from the Philippines are not immune to a lack of numerical literacy. In fact, the Philippines finished second-lowest out of 79 nations in the Programme for International Student Assessment (PISA) in 2018. According to a Rappler investigation, only 19% of Filipino pupils met the low standard of fundamental mathematical understanding, while 81% did not even reach this level. Evidently, Layug et al. (2021) stated that the low numerical skills of Filipino students can be attributed to their attitude toward the subject, poor study habits, or overuse of technology. These factors may also be to blame for their continued poor performance in mathematics. However, the Department of Education (DepEd) implemented numerous intervention efforts, such as peer tutoring, self-assessment, and various other academic interventions, in the Philippines.

         A 2022 updated joint report by the World Bank, the UN Educational, Scientific, and Cultural Organization, and the UN Children's Fund states that learning poverty is anticipated to worsen globally as a result of extended school closures due to the pandemic, costing the current generation of learners $21 trillion (Yang, 2022). In the study by Contini et al. (2022), "Mathematics Achievement During the COVID-19 Pandemic," the author emphasizes that the pandemic negatively affected children’s math skills. Furthermore, the International Journal of Educational Development asserted that teaching mathematics had its own set of challenges for teachers. The majority of the teachers in the survey expressed frustration with their inability to employ the instructional strategies they employed to teach mathematics in synchronous classes in the schools (Haser et al., 2022). As a result, this predicted propensity is frequently impacted in Philippine contexts by students' preference for face-to-face interaction with their lecturers. As a result, putting kids through blended learning affects their ability to learn arithmetic, and getting them ready for tests may have an effect on how well they perform overall (Pagaran et al., 2022). Thus, in the presence of Covid-19 pandemic and its aftermath, the closure of schools was a significant factor that impacted the numeracy skills of students in basic education.

         The paucity of local data on the determinants of numeracy skills among grade-schoolers in Eastern Samar prompted the researchers in conducting the study that will contribute to the existing body of literature, with a particular focus on grade 10 students. Consequently, the goal of this study is to systematically and analytically investigate how these determinants contribute to the numeracy skills among students and to propose possible recommendations on how to address these factors.

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Amidst the threat of COVID-19 pandemic in the Philippines, the educators, students, and the school are still coping and adjusting to the distance learning education (Lapada et al., 2020).

Parents or guardians are now the teachers of their children under a modular distance learning system being implemented by the Department of Education amidst the coronavirus disease 2019 (COVID-19) pandemic. Distance learning is a specific challenge for families with young children (ACS, 2020) 

According to Marshall and Jackman's (2015) research, the more parents become involved in their children's schooling, the better the children's successful outcomes. The task for parents is to remain active in school activities throughout their children's school years. Furthermore, Marshall and Jackman reported that when parents frequently spoke about or showed an interest in their children's school-related matters; they directly cultivated students' level of school engagement, influenced students' self-perceptions, and increased students' feeling of identification with the school. As a result of these parental activities, kids were encouraged to participate both behaviourally and academically.

Furthermore, parents must be informed that it is impossible for teachers to personally check their children regularly, parents must double their parenting effort by keeping their children on track and checking and confirming their progress with their teachers on a regular basis. However, teaching guidance is not only the job of the teacher but also the job of the parents. This time, the parents are an efficient substitute for the teachers. In addition, parents must know their children better than any teacher, and the teacher knows how to guide. If this method is combined, then educating children in this pandemic can be successful (Llego 2020).

Locally, it has been observed that parents’ involvement has always been essential to pupils learning and success. But more pupils must learn from home as a result of school closures, family involvement has taken on an entirely new meaning. Moreover, the parent's involvement in the child's learning has a great impact on their learning. In the midst of COVID-19 pandemic parents will be able to monitor their children even more.

Statement of the Problem

This study will be determined the Parental Support and Challenges of Parent’s Involvement Towards Distance Learning: Inputs for Community Extension Program of BWES, District of Hinoba-an, Division of Negros Occidental during the academic year 2020-2021.

         Specifically, it sought to answer the following queries:

1.     What is the profile of the parents’ participants when they grouped according to:

a. Home Living Environment;

b. Age;

c. Gender

d. Monthly Income;

e. No. of children; and

f. Highest Educational Attainment?

2.     What is the level of parental support towards distance learning, in terms of:

a. Financial Support;

b. Emotional Support; and

c. Social Support;

3.     What is the level of parent involvement towards distance learning?

4.     Is there significant difference on parental support towards distance learning when they are grouped and compared to:

a.    Home Living Environment;

b.    Age;

c.    Gender;

d.    Monthly Income;

e.    No. of children; and

f.      Highest Educational Attainment?

5.     Is there significant difference on parental involvement towards distance learning, when they are grouped and compared to:

a. Home Living Environment;

b. Age;

c. Gender;

d. Monthly Income;

e. No. of children; and

f.  Highest Educational Attainment?

6.     Is there significant relationship between parent support and parental involvement towards distance learning?

7.      Based on the findings, what extension program can be proposed to address the problem?

This study utilized the descriptive research design specifically the survey method. This study was conducted at Bilbao-Watkins Elementary School, Barangay Talacagay. The place located at Negros South Road, Hinoba-an, 6114 Negros Occidental. The respondents of this study was the 99 parents of grade III pupils who are officially enrolled at Bilbao-Watkins Elementary School, Hinoba-an, Negros Occidental for the school year 2020-2021.

The researcher employed simple random sampling technique. The researcher used a self-made questionnaire and interview guide questionnaire. Those were the only instrument which has been used in gathering the needed data. To ensure the validity of the test questionnaire and to meet the necessary data for the study, the instrument was analyzed and checked for face and content validity by 3 (Three) jurors knowledgeable on the topic. The jurors validated the questionnaire using the criteria set forth by Carter V. Good and Douglas E. Scates. The obtained mean from the scores given by the jurors had the equivalent of 4.78 interpreted as excellent. Therefore, the instrument was deemed valid.

Reliability refers to the extent to which test scores are consistent, with respect to one or more sources of inconsistency-the selection of specific questions, the selection of raters, the day and the time testing (Livingston, 2018). To determine the reliability of the test instrument, the researcher conducted a dry run to the 30 individuals in Talagacay Elementary School, Brgy. Talagacay, Hinobaan, Negros Occidental grade III pupils’ parents with a Cronbach Alpha value of 0.944 and interpreted as Good and the researcher’s instrument was reliable.

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INTRODUCTION                               

The inclusive learning approach highlights the importance of providing quality education to all learners regardless of their different abilities, backgrounds or  circumstances.  It recognizes the unique strengths and challenges of every student and strives to create an environment that fosters equal opportunities for learning and growth. In order to highlight the potential of inclusive education for creating a more equal and inclusive society, this article draws attention to its essential principles, benefits as well as strategies.

PRINCIPLES OF INCLUSIVE EDUCATION

Inclusive education is guided by several core principles that lay the foundation for its implementation. First, it ensures that no individual learner is denied access to education regardless of their background. Second, it promotes the full participation and active involvement of all students in the learning process. The provision of appropriate support and accommodation in order to meet each learner's learning needs is also a priority for inclusive education. In addition, it promotes the development of a welcoming and inclusive school culture in order to promote diversity and create an atmosphere of belonging. It also highlights the need for collaboration among teachers, families and communities with a view to ensuring that all learners are fully developed and success

                BENEFITS OF INCLUSIVE EDUCATION

                A number of benefits for students, teachers and society as a whole are achieved through inclusive education. It contributes to the development of socially, emotionally and cognitive maturity in pupils with disabilities or specific education needs through relevant interactions with their peers. The inclusive classroom aims to foster a more inclusive and accepting society by fostering empathy, tolerance and understanding between students. In addition, research has proven that students who are educated in inclusive settings improve their educational attainment and develop higher levels of self belief and confidence. For educators, inclusive education offers opportunities for professional growth and learning, as they adapt their teaching strategies to meet diverse needs. Finally, inclusive education has long-term societal advantages, such as reducing stigmas and creating a workforce that values diversity and inclusion. 

                STRATEGIES FOR IMPLEMENTING INCLUSIVE EDUCATION

               A comprehensive approach needs to take account of different strategies and considerations for ensuring inclusion in the education system. Firstly, education institutions must provide teachers and staff with professional development and training which prepares them for the knowledge and skills they need in order to ensure that diversified learning is effectively supported. To meet all students' specific learning needs, it is crucial to be flexible in curriculum design and teaching methods. Differentiated teaching methods, assistive technology and individual education plans can be part of this. It is also important to create a supportive and inclusive physical environment that includes accessible facilities. Effective teamwork and increased quality of support for pupils are promoted through collaboration between teachers, parents and specialists. Finally, promoting inclusive values and attitudes through awareness campaigns, cultural celebrations, and anti-bullying programs helps create a positive and inclusive school culture. 

             CONCLUSION

              Inclusive learning is an essential tool in empowering and respecting the diversity of learners. It will help to ensure fairer and equal society where every learner has an opportunity to prosper, by recognizing and addressing differences of opinion.

 As the world becomes increasingly focused on reducing greenhouse gas emissions and transitioning to renewable energy sources, solar panels are emerging as a key player in the transition towards a sustainable future. Electric vehicles (EVs) are charged at charging stations, which is one application where solar panels are having a significant impact. In this article, we will explore the benefits and challenges of charging area stations using solar panels as the source of electricity.

The use of solar panels to power charging area stations has several advantages. Firstly, solar energy is renewable and free, making it a sustainable option that doesn't deplete natural resources or contribute to greenhouse gas emissions. Secondly, the cost of solar panels has decreased significantly over the years, making them a more affordable option for powering EV charging stations. Thirdly, solar-powered charging stations can be installed in remote locations where access to the grid is limited or non-existent.

However, there are also issues related with charging area stations using solar panels. One of the key issues is the fluctuation of solar energy, which is based on factors such as weather conditions and time of day. This variability can lead to fluctuations in the charging speed and reliability of the charging station. A solar-powered charging station can also be expensive to install initially, though this cost is coming down as technology advances and is used more frequently.

Despite these limitations, there are various examples of effective solar-powered charging stations around the world. For example, in California, the EV ARC charging station uses solar panels to generate and store energy, making it a completely self-sustaining system that can be deployed anywhere. The EV ARC has been used in disaster relief efforts, providing essential charging for EVs during emergencies.

To encourage sustainability and lessen reliance on non-renewable energy sources, a solar-powered charging station is a great idea. The concept involves installing solar panels on the rooftop or on the ground near the charging station to generate electricity. The charging station would be designed to accommodate different types of electric vehicles, including cars, buses, and bikes. Additionally, it would be equipped with the software and hardware needed to effectively manage the charging process.

 Another example is the Solaris Bus & Coach company in Poland, which has developed solar-powered charging stations for its electric buses. These stations are equipped with a battery storage system to ensure that the buses can be charged even when there is no sunlight available.

Making use of a solar-powered charging station has a number of advantages. In the beginning, it is a sustainable solution that lessens greenhouse gas emissions and aids in the fight against climate change. Second, it is cost-effective, as the sun is a free and abundant source of energy. Third, it fosters energy independence, as it decreases dependency on non-renewable energy sources.

In conclusion, a solar-powered charging station is an innovative and environmentally friendly solution for electric vehicle charging. With proper planning and design, it can be a reliable and efficient way to promote sustainable transportation.

 Technological developments have completely changed scientific research in the twenty-first century. The advent of new tools and procedures has improved everything, from data collecting to analysis. These advancements have made it possible for scientists to learn more and comprehend more about a range of topics, from human biology to the inner workings of the universe.

The widespread adoption of electronic lab notebooks has been one of research's most important technological advances. These digital notebooks offer various capabilities that can improve the study process in addition to taking up less physical space than conventional paper notebooks. Electronic lab notebooks make it simple to save and organize data so that researchers may access old experiments and data sets with ease. Additionally, these notebooks frequently include collaboration facilities that enable a research team's various members to work on the same project at once.

Data visualization software is a crucial instrument that has altered research in the twenty-first century. Data visualization software enables researchers to produce intuitive and interactive displays of their experimental data as opposed to relying on cumbersome spreadsheets or extensive reports. Researchers can quickly spot patterns and anomalies that might not have been visible in a standard data set. Additionally, these visualizations are simple to share with friends, family, and the general public, enabling for quicker dissemination of research findings.

The 21st century's research has been significantly impacted by improvements in imaging technology. Researchers can now examine the human body at the cellular and molecular level thanks to advanced imaging equipment like MRI machines and electron microscopes, which have made it feasible to observe biological processes that were previously impossible to see. Similar to how high-resolution cameras and sensors have enabled observatories to take breathtaking pictures of far-off galaxies and other celestial entities, imaging technology has likewise significantly improved our understanding of space.

The way academics look at data has changed a lot since they started using machine learning and artificial intelligence (AI). Researchers can now employ AI techniques to swiftly find patterns and trends instead of manually sorting through endless data sets, enabling faster scientific discoveries. AI has been applied in a many industries, including meteorology and healthcare, to assist researchers find complex correlations between many aspects and produce more precise predictions.

Overall, technological improvements have considerably improved research in the twenty-first century. With so many potent tools at their disposal, researchers are better equipped than ever to tackle complicated issues and produce more important findings. These technologies, which range from electronic lab notebooks to AI tools, have enabled researchers to push the frontiers of what is feasible and deepen our understanding of the universe and ourselves.

ABSTRACT

Description of the Study

Teacher stress has been considered an ongoing problem across the universe; different coping practices were studied by many to enhance different types of stress experienced by teachers. In this study, the researcher selected a descriptive survey method designed to determine the coping strategies concerning the teachers' stress in Catalino D. Salazar National High School. Data were obtained from 30 teachers in Catalino D. Salazar National High School. A validated researcher-made questionnaire was used to collect the data. The study found no significant differences among the coping practices of the male and female teachers, but age and number of years in teaching were found to have a statistically significant mean difference. The most usual coping practices utilized by the teachers and considered efficacious were creating classroom routines and rules, attending personal and professional development seminars, maintaining self-composure, doing an advance reading, prioritizing tasks, and praying. Based on the findings of the study, the following recommendations were made. Stakeholders and/or school official such as principal should arrange stress management seminars or training and other precautionary measures to assist teachers decrease the stress they encounter in their workstation. Hence, they will be able to make a conducive and meaningful teaching experience.

CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

      Small-Scale Enterprises play a critical role in fostering and strengthening economies worldwide. It is an important sector of the global economy, contributing significantly to the gross domestic product and job creation. These small-scale enterprises refer to businesses that function on a small-scale level, involving less capital investment, fewer employees, and fewer machines to operate. It manufactures, offers goods, or services and produces goods with fewer workforce and machines.

      As the City of Borongan's economy faces challenges to its goal of continued growth, small-scale enterprises are regarded as the city's economic backbone.  It is considered one of the leading solutions for reducing unemployment, poverty and boosting economic growth.

      Small-scale enterprises in the city, just like in other places or regions, are easy to establish and do not require resources in terms of capital to prepare the business location, procure the needed equipment and technology, or attract the human resources required to manage and make the same operational for an extended time. It merely requires a small space with minimal preparations, office equipment such cash registry, and computers, with a limited number of essential employees to be employed. It does not require a highly educated workforce with higher education degrees. As such, these small-scale enterprises easily employ less-educated Boronganons or Estehanons, consequently improving the standard of living and alleviating poverty.

      The City of Borongan has flourished small-scale enterprises since the creation of the city. As a result, the city developed a culture of self-dependency among the population of the province of Eastern Samar, rather than depending on the national government and its public sectors to provide jobs and secure sources of income and revenue. Small-scale enterprises in the City of Borongan reduce the pressure on the governmental agencies to create jobs while increasing the standard of living. 

  Hence, this study on the factors of business longevity among small-scale enterprises in the City of Borongan will allow the researcher to identify the factors contributing to the sustainability of the existence of small-scale enterprises in the city that will be helpful to the readers, the aspiring entrepreneurs, the local government, and future researchers.

BACKGROUND OF THE STUDY

Roughly a third of new businesses exit within their first two years and half exit within their first five years. Bureau of Labor Statistics, Business Employment Dynamics states that 21.4% of businesses exit within one year, 31.4% within two years, 38.4% within three years,44% within four years, and 48.9% within five years.  (Small Business Longevity | JPMorgan Chase Institute, n.d.).

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The publication of research at both undergraduate and graduate levels has changed substantially and dramatically. Many educators, researchers, and research specialists have taken opposing positions on this.

The boundary's perspective may be lofty, yet it is reachable. The breadth and depth of study parameters could be demanding yet attainable. The publication requirement may be excessive, but it is feasible.

And perhaps the entire scholarly endeavor has gone too far beyond expectations, causing some, if not many, scholars to become disillusioned and falter along the way. They give up and pursue another professional interest. 

Research and publication in schools, colleges, and universities must adhere to the parameters established by higher education institutions based on research thrusts. The requirements for quality research and publications have become so stringent that even full-time faculty researchers are struggling to meet them.

We can, however, meet these expectations. We can meet the quality research parameters that we set. We can make it worthy of publication in peer-reviewed and legitimate journals such as Scopus, Web of Science, I.S.I. (International Scientific Indexing), or ACI (ASEAN Citation Index), etc.

The idea of reaching excellence in research and publication in order to match the parameters of a Higher Education Institution is a significant task. Let us consider it a relevant personal milestone to strive for on a regular basis. It should be a steady and continual movement geared toward the attainment of the researcher's personal aims.

When you don't falter and modify your path, you can maximize your research output. It occurs when you do not give up despite the increased requirement for research.

Anyone can conduct high-quality research that has a substantial impact on the lives of many people.  There is no exemption in this case.  Every researcher bears the obligation of conducting meaningful studies that can improve the lives of many people, particularly impoverished communities and those afflicted by natural disasters.  Consider the Taal and Taal Volcano eruptions: what might we possibly write/do as researchers to support the affected areas, the bakwit (evacuees), and so on? Consider the disadvantaged groups in our society, such as cultural minorities, who require attention and assistance.

Every day is a new opportunity for researchers to produce high-quality research outcomes that have meaning for many people. This is the true substance of pertinent research. This is a new perspective on research production.

However, we must keep our research in line with the institution's research priorities. Consider the national and international research trends such as Industry 4.0, where the majority of research is focused on technology development and transfer to universities and industry partners.

The productivity of research begins the moment we get up in the morning. It will last the entire day. It came to an end when we went to bed at night.  Every innovation we consider and accomplish attracts quality and greatness. As a result, we should strive for the best, work for the best, and only expect the best.

To borrow a few lines from my book, Stamping Life and Job with Excellence, "the coming days in our lives (as researchers) is an opportunity to live, a quest to address gaps, simplify complexities, transform inabilities into abilities, and enrich the people (in the community) where we live." Every moment of a researcher's life is an opportunity to replace discrepancies with consistency. It is the never-ending quest for people's quality of life and self-actualization so that they can live meaningfully and achieve true happiness even in the most difficult times of their lives. In research, this is known as a paradigm shift."

As educators, we must also adhere to research excellence in order to contribute to the success of school, college, and university research goals. The efficiency and effectiveness with which we manage time, arrange activities, perform duties and responsibilities, communicate with others, and practice professionalism in each research project we do determines the quality of our study.

As researchers, we must keep our enthusiasm alive in order to produce novel, substantial collaborative, and transformational research results. Instill a love of superior standards in you. Participate in research collaborations, interdisciplinary and multidisciplinary research undertakings, international research conferences, and other activities to nurture your research DNA.

Let us take a quantum leap forward in performing more helpful research as undergraduate and graduate school faculty researchers. Take part in research forums. Participate in focus group conversations to share your insights. Be pertinent. Create policies that benefit researchers. Encourage student researchers. Create a model of your outputs. Mentor other mentors.  Leave a legacy for future investigators.

To student researchers, attempt to pump the true DNA of fineness and brilliance that will remind us of quality research into your veins. These could also encourage us to maintain high-quality standards and produce additional high-quality products along the road. We should work doubly or triply hard to achieve quality research outputs. This is the researcher’s tall order. Start ahead of time to ensure quality outputs. Stay (a little bit) longer at work to improve our research capability and productivity, and many more little undertakings that could sustain the research culture in the institution.

To ensure excellent procedures, we will kaizen (improve) our systems. Sharpen your saw.  Read the latest study books to learn more about what Abraham Lincoln said, "If I had eight hours to chop down a tree, I'd spend six hours sharpening my axe." Look for recently published books on the shelves of bookstores. Begin with John Creswell's Research Design, which was published in 2014. Participate in research conferences, fora, and colloquiums. Attend training, seminars, and workshop to learn novel ideas on the current trend and issues of research and publication.

Allow our studies to be a new brand of relevance and productivity. This is our humble insight on scholarly research and publication. This is our modest contribution to academia and humanity.

Introduction

Education plays an important role in the society. It is a social process, which provides the kind of knowledge that serve as foundations for innovations. It additionally gives humans fundamental basic skills and knowledge they need in the future. It is also an effective instrument in the improvement of the socioeconomic life of the people ad in liberating the masses from ignorance, ill health and from other barriers that impeded them from attaining their fullest potential as human beings and as citizens of the country.

      As stated in Article XIV, Section 1 of the 1987 Philippine Constitution:

      “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.”

      The cited provision reiterates the importance of education in nation-building and offers chance to every Filipino to go to school and learn basic education. This provision emphasizes that, DepEd finds different approaches to develop young minds meaningful experiences in the classroom so that pupils emerged as productive partners when they graduate.

As stated in the DepEd order 18, s. 2017, the program, "Every Child a Reader," aims to provide Filipino learners the literacy, numeracy abilities and attitudes that will support lifelong learning. The department wants to raise the pupils’ reading and numeracy levels through this. The innovative approach that would promote students' growth includes numeracy.

As an implication, the teachers, as the best instructional materials help in aiding the learning progress of pupils must also be accompanied by supplementary instructional materials through provisions of learning instructional materials, making/improvised localized modules and visual aids in a subject matter specially in Mathematics VI. Teachers of Mathematics must be fully equipped with knowledge and skills to handle classes with the production of instructional materials and improvisation of localized visual aids and supplementary materials like localized modules to increase the performance level of Grade VI pupils in Mathematics specifically in the operations of Fractions.

This is designed to provide each learner with information, background, and ideas about the materials to be used on their learning acquisition. It also gives teachers an idea to understand the importance of their supplementary materials like modules, remediation activities, and others so that they can implement best strategies into their daily activities, curriculum and assessments. It is best to reinforce the pupils with different supplementary materials to enhance their skills on the operations of fractions.

     One of the difficulties in teaching mathematics is most of the learners do not show interest in tedious computation in the operations on fractions. The researcher came to develop a localized mathematics module to aid their difficulty in answering fraction exercise in particular. Fraction as one of the difficult lessons to learn in Math 6 Quarter 1 opted to realize and find solution to address the gap in learning these hard competencies.

     Pre-requisite skill and mastery of the learning competencies are intervening factors that hinders the learning of the pupils, to lessen the burdens skill faced by the pupils localized modules are in need to increase their performance and motivate pupils to learn more when their scores are high.

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Abstract

The study was conducted to determine the significant difference in the level of performance in Araling Panlipunan among Grade Eight learners and the effectiveness of intervention materials as an aid in Araling Panlipunan (I-MAPA) for Grade 8 learners in the Third Quarter of Pililla National High School in Pililla, Rizal for the school year 2022-2023. 

The study utilized descriptive and paired-sample t-test types to determine the respondents' academic performance in the given pre-test and post-test with the use of the intervention materials. The development of intervention materials is considered the most common problem of teachers regarding the decreased performance of learners for the third quarter of the lesson in the third quarter. Participants are selected through random sampling, and the teachers-experts evaluated the developed I-MAPA. The learners were pre-tested before being taught using I-MAPA, and a post-test is given at the end of the intervention. The pre-test and post-test results determined the effectiveness of the intervention materials in the World History lesson with a selected topic. Based on the findings, I-MAPA is found effective in increasing the participants' level of academic performance before and after utilizing pre-test and post-test because of the high post-test score and answers on the qualitative interview that the researcher made. Learners who used the intervention materials found some good experiences after using the I-MAPA. It increased the participants' performance in Araling Panlipunan concerning the different lessons considered; hence, the intervention material effectively enhanced learners' performance. Moreover, the I-MAPA in Kasaysayan ng Daigdig addressed Most Essential Learning Competencies (MELCs) in the current curriculum of the Department of Education. The findings have revealed that there is a significant relationship between the academic performance of the learners and the use of intervention materials. 

      KEYWORDS:  Effectiveness, Intervention Materials, Level of Performance, Students 

INTRODUCTION

Interventions can be helpful for students who need to catch up in school. Strategies include clarifying tasks, breaking them down into smaller steps, and asking for help early. Teachers can also pay attention to signs of frustration and intervene quickly with extra support. Identifying struggling students and formulating a plan of action is essential to help them succeed in school. 

Upon observing that students find it challenging to understand the concept in the different topics in Araling Panlipunan. The development of intervention tools to aid in the teaching of Araling Panlipunan 8 is based on DepEd Order no.12, s.2020, entitled "Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021," which states the different learning modes will be used as an alternative learning platform in place of traditional face-to-face classroom instruction to ensure the continuity of education afloat. Relative to implementing the new normal for this school year 2020-2021, the development of the Learning Activity Sheets (LAS) based on streamlining the K to 12 curricula into Most Essential Competencies (MELCs) issued by the Central Office. The students shall utilize the LAS during the intervention and home learning sessions.

Several studies have investigated the effectiveness of intervention materials in different subject areas, including Araling Panlipunan. According to Dodd (2015), as cited by Tek Mani Karki (2018), supplementary materials help to motivate learners and enable them to grasp the information from a given text. These materials will save time and effort and lessen the burden on the teacher while presenting the learning items. In History, some students said this subject has lengthy readings, and many students need help understanding some of the terms used. The questions are also complex, which results in confusion among learners. 

As claimed by Guillermo (2017) explained that teacher-made materials pave the way to quality instruction. It helps students grasp information quickly because they are correctly directly involved in the discussion. This constant change makes Araling Panlipunan's teaching difficult. It requires extensive and intensive study of the rapidly changing content that requires regular additions and revisions.

As educators, we must remember that students come from diverse backgrounds. Where they live, the kind of family they have, their friends, IQ, and interests all influence how they learn. Because of this, we need to understand that not all students will respond well to all our assigned tasks. Some may struggle and not fully comprehend the lesson, while others may excel. Therefore, acknowledge of the diversity and adjust our teaching methods to ensure every student can learn and succeed. Since teaching Araling Panlipunan as a subject requires intensive mastery of facts, there is a need to devise a plan or a guide for the learners to study to minimize the time spent making notes. The unavailability of the learning materials to the students is also one of the reasons why teaching the subject is difficult for the teacher. 

Trying various strategies to help students learn and understand the material for years of teaching this subject. Despite all efforts, many students still need help grasping the lessons. Not all of them can digest information at the same pace. The word "teaching materials" is frequently used to refer to the teacher's tools to deliver the lesson. The teachers will create ideal teaching materials following the level and requirements of the students and the lesson based on Most Essential Learning Competency (MELCs)they can use set by the Department of Education. The ability to promote student learning is in all teaching materials, which can be altered to accommodate the learners' various multiple intelligences, Pasion, R. B. (2019).

It considers individual differences and is believed to be the most appropriate teaching technique to help learners grow and develop their study habits. The study by Dangle & Sumaoang (2020) showed that the main challenges that were evident are lack of school funding in the production and delivery of modules, students struggle with self-studying, inappropriate level of assessment, unaligned objectives to some exercises and lack of varied activities found in the Self Learning Modules (SLMs). Teachers should try something new in the classroom.

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The study was conducted to determine the significant difference in the level of The hospitality industry is a dynamic and exciting field, with many opportunities for those who have the knowledge and skills to succeed. To demonstrate their expertise and commitment to their career, many hospitality professionals pursue certifications. One of the most recognized certifications in the industry is the Certified Hospitality Management Professional (CHMP), jointly offered by the International Alliance of Certified Hospitality and Tourism  Professionals (IACHTP) through Global Professional Advancement.

Passing the CHMP exam requires careful preparation and focused study. Here are some strategies to help you succeed:

1. Know the exam format and content: Understanding the format and content of the CHMP exam is the first step towards successful preparation.  This will help you identify your strengths and weaknesses and focus your study efforts on the areas where you need the most improvement.

2. Use study resources: To pass the CHMP exam, you need to have a deep understanding of hospitality management concepts and practices. Take advantage of the study resources available, such as textbooks, study guides, online courses, and practice exams.

3. Practice time management: Time management is crucial when taking any exam, and the CHMP exam is no exception.  To manage your time effectively, practice taking timed practice exams. This will help you get used to the pace of the exam and develop strategies for answering questions quickly and accurately.

4. Focus on key concepts:  It's also important to focus on key concepts that are likely to appear on the exam. These include topics such as applied ethics, customer relation, human resource, strategic marketing and accounting, operation management, room division, food and beverage operations and fundamental of hospitality technology system.

5. Take care of yourself: Finally, don't forget to take care of yourself before the exam. Get plenty of sleep, eat a healthy meal, and stay hydrated. Being well-rested and nourished will help you stay focused and alert during the exam. Also, try to reduce stress by practicing relaxation techniques such as deep breathing or meditation.

Acquiring certification of a Certified Hospitality Management Professional (CHMP) from Global Professional Advancement marks a significant milestone in my career as a college instructor in hospitality program. This esteemed certification has equipped me with comprehensive knowledge and essential skills to excel in the dynamic world of hospitality management. I am now equipped to lead with confidence, navigate complex industry challenges, and provide exceptional experiences for my students. I look forward to leveraging my CHMP credentials to make a positive impact, driving innovation, and achieving excellence in the hospitality industry.

I am now equipped with the latest industry trends, best practices, and innovative strategies that will enable me to thrive in a highly competitive market. The CHMP certification has not only expanded my knowledge base but has also honed my leadership abilities, enabling me to inspire and motivate teams to deliver exceptional guest experiences.

Therefore, I am immensely proud to be a Certified Hospitality Management Professional from Global Professional Advancement. This achievement serves as a testament to my dedication, expertise, and commitment to raising the standards of the hospitality industry. I eagerly anticipate the opportunities that await me and look forward to contributing my knowledge and skills to the continued success of this thriving industry.

From a computer science or IT perspective, escapism serves as a valuable mechanism for mental replenishment and problem-solving enhancement. When confronted with the overwhelming demands of the industry or personal obligations, I find respite in immersing myself in the digital realms of my favorite e-books, movies, and video games.

By temporarily detaching from the real-world challenges, I can create a mental environment free from the constraints and pressures that accompany IT-related tasks. This break allows me to reset my cognitive processes, fostering a refreshed mindset and enabling me to approach complex issues with greater clarity and creativity. There's something magical about being transported to a different world just like a parallel universe, even if it's just for a little while. When I watch a movie or read a e-book, I'm able to forget about my problems and immerse myself in a story that captures my imagination and transports me to a different time and place. It's a way to experience new emotions and perspectives, and to gain a greater understanding of the world around me.

Of course, there are risks associated with excessive escapism. It's easy to get lost in a fantasy world and to become disconnected from reality, leading to procrastination, neglect of responsibilities, and avoidance of necessary personal growth and development. But when used in moderation, escapism can be a healthy way to cope with stress and difficulties. In fact, I would argue that escapism is an essential part of self-care. Just as we need to take breaks from work and exercise to recharge our bodies, we also need to take breaks from the stresses and difficulties of everyday life to recharge our minds. Escapism provides a way to do just that, allowing us to step away from our problems and come back to them with renewed energy and perspective.

At its best, escapism can be a source of inspiration and motivation. It can inspire us to pursue our dreams and to see the world in a different way. It can also provide us with the motivation we need to tackle difficult problems and overcome obstacles. By allowing us to take a step back from the stresses and difficulties of everyday life, escapism can help us to see things in a new light and to approach problems with renewed energy and optimism.

Escapism is a powerful tool that can help us to cope with stress and difficulties in our lives. While it's important to use it in moderation and to be aware of the risks associated with excessive escapism, it's also important to recognize its value as a form of self-care and a way to gain new perspectives on the world around us. So the next time you're feeling overwhelmed by the stresses of life, take a break and immerse yourself in your favorite book, movie, or video game. You might be surprised at the new insights and perspectives it provides.

ABSTRACT

This study aimed to determine the recurring code-switching patterns and functions of two Grade Four English classes at Dolores Elementary School Taytay, Rizal during the school year 2022-2023 which served as a basis for a proposed teachers’ webinar.

More specifically, it sought answers to the following questions:

1. What are the recurring code-switching patterns of two Grade four English classes based on their tape-recorded sessions?

2. What are the functions of the recurring code-switching in the two English classes based on the transcribed class sessions?

3. Based on the interview with the teachers and pupils, what influenced them to code-switch from English to Tagalog?

4. What teachers’ webinar could be proposed based on the findings of the study?

A combination of descriptive quantitative and qualitative methods of research was used with the questionnaire and the unstructured interview as the data-gathering instruments. The researcher employed purposive sampling in selecting the respondents. The descriptive quantitative method was used to get the frequency of the recurring code-switching patterns based on the two tape-recorded English classes, while the qualitative method was used to analyze the functions of code-switching based on the interview results and the analysis of the transcribed English class session, audio recordings of two classes, transcription, tabulation, interpretation, and interviews were used.

The study was undertaken during the second grading period of the school year 2022-2023. The statistical tools used to treat the data were frequency, percentage, and rank.

The salient findings of the study are as follows:

1. The recurring code-switching patterns observed in the audio-recorded sessions of the two Grade 4 English classes are as follows: rank 1: Intra-sentential, rank 2: Inter-sentential, and rank 3: Extra-sentential or Tag.

2. The functions of code-switching in the two English classes, based on the transcribed class sessions and ranked in order are, as follows: rank 1: Showing deficiency in the language, rank 2.5: Clarifying a point and emphasizing a point, rank 4: Communicating efficiency through the insertion of content words, rank 5.5: Communicating an idea more quickly and easily, rank 7.5: Substituting a word and expressing respect, rank 9.5: Reinforcing a request or command and expressing a concept without a direct equivalent in the other language, rank 11: Facilitating communication through idioms, rank 12: Signaling a change of attitude or relationship, and finally, rank 13: Indicating humor.

3. Based on the interviews conducted with the two teachers and pupils, several reasons for code-switching in Grade 4 English classes were identified. Some of these reasons include: teachers code-switch to explain things in a simpler language and making them more understandable, and pupils code-switching due to their limited ability to express themselves in English, lack of vocabulary, and insufficient practice in oral communication using the English language.

4. In response to the study's results, the researcher developed a teachers’ webinar to enhance teachers' competency in English communication skills.

My dear sweet daughter, you are the light,

That fills my heart with joy and delight,

From the moment you entered this world,

My love for you has endlessly swirled.

You are a precious gift from above,

The embodiment of all that is love,

With your kind heart and gentle soul,

You make this world a better whole.

As you grow and explore this life,

I will be here to guide you through strife,

I will cheer you on with every step,

And hold you close when you need to weep.

My little sunshine on a cloudy day,

The reason I wake up and seize every day,

Grateful and proud to call you my own,

And so, blessed for the love you have shown.

So, here’s to you, my beloved daughter,

Wishing your life to be filled with love and laughter,

May your dreams take you far and wide,

And may you always know that you are loved inside.

Introduction

         Master Teachers I-IV are expected to: manifest an in-depth and sophisticated understanding of the teaching and learning process; have high education-focused situation cognition, are more adept in problem-solving and optimize opportunities gained from experience; provide support and mentoring to colleagues in their professional development, work collaboratively with them to enhance the potential for learning and practice of their colleagues; and continually seek to develop their professional knowledge and practice lifted from Deped RPMS Manual (2022).

In response to Civil Service Commission Memorandum Circular No. 06, s. 2012, or the Strategic Performance Management System (SPMS), DepEd issued Order No. 2, s. 2015, the RPMS Tools for Teachers were created by connecting the RPMS with the PPST, and this served as the basis for providing Master teachers with relevant instructional competence for efficient and effective mentoring. Furthermore, the Implementation of the Results Based Performance Management System - Philippine Professional Standards for Teachers RPMS-PPST for the school year 2021-2022 provides guidelines for the performance management and appraisal of teachers using the remaining 18 indicators in their IPCRF (DepEd Order no. 004 s. 2022) supplement teacher quality enhancement initiatives PPST evaluates and describes teacher quality via well-defined domains, strands, and indicators that measure professional learning, competent practice, and effective engagement across teachers' career stages.

This further poses difficulties for Master Teacher’s instructional competence in the mastery of subject matter, classroom management, mentoring, and coaching to teachers as there is no Master Teacher’s Continuing Professional Development (MTCPD) (DM no. 81 s 2020) given by the HRTD for the last two years in the Division.

      Nonetheless, the researcher saw varying degrees of competence as they are not capacitated in the new strands of IPCRF rolled out by the Department of Education. The researcher observed that some master teachers struggle with instructional competence, resulting in inefficient instructional supervision of teachers, which may affect how the teachers educate the students under their supervision.

      As a Master teacher, the researcher saw that her colleagues, especially those who had just been promoted, struggled to meet their commitments and responsibilities, particularly during these trying times. As a result, the researcher decided to conduct this research to determine how effective master teachers are at instructing. This might be used as a starting point for making ideas and developing additional methods to acquire skills.

Statement of the Problem

      This study aimed to determine the Master teachers’ level of instructional competence in one of the districts in a medium-sized Division, in the central Philippines during the School Year 2021-2022 as a basis for the capability-building plan.

      Specifically, the study sought to answer the following questions:

1. What is the profile of the respondents in terms of the following variables?

a. Age

b. Civil Status

c. Length of Service

d. Highest Educational Attainment

e. Number of Trainings Attended

2.     What is the master teachers’ level of instructional competence according to the following areas?

a. mastery of the subject matter

b. classroom management

c. mentoring and coaching

3.     What is the level of instructional competence of master teachers when grouped according to the aforementioned variables?

4.     Is there a significant difference in the master teachers’ level of instructional competence when grouped and compared according to the aforementioned variables?

5. Based on the findings of the study, what capability-building plan can be formulated?

Hypothesis

There is no significant difference in the master teachers’ level of instructional competence when grouped and compared according to the aforementioned variables.

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The growing prevalence of desensitization to media violence is cause for grave concern. Despite this, the international community and the Philippine government remain uninterested in resolving the problem. Access to graphic depictions of violence online and in other media is a significant cause for concern in today's culture. This paper seeks to add to the literature on the lived experiences of Filipinos desensitized to media violence by investigating the perspectives of those who have become desensitized. Using a semi-structured questionnaire, the researcher interviewed six Filipinos desensitized to media violence in this qualitative investigation.

Six Filipinos who had become desensitized to media violence were interviewed using a semi-structured questionnaire for this qualitative study. The semi-structured interview allowed the researcher to ask any questions they wanted, so they came up with 28 of them to delve into the real-life experiences of Filipinos desensitized to media violence. Five overarching themes emerged from the data when interpretative phenomenological analysis (IPA) was used as the primary method of analysis: (1) Media Violence Experiences; (2) Thoughts; (3) Emotions; (4) Behavior; and (5) Disturbances. The results of this study suggest that desensitization to media violence has both positive and harmful consequences for Filipinos. Only other desensitized people would understand how they feel about the prevalence of violence in the media and everyday life. Desensitized people recognize and appreciate their desensitization, which allows them to distinguish between real-world and mediated violent experiences. The study's authors devised a plan to help desensitized people recover and discourage desensitization in future generations.

This study must serve as a wake-up call to help alleviate the desensitization created by violent images in the media. It is quite alarming how easy it has become to obtain violent media and how it impacts an individual's development. Those aware of their desensitization must endeavor to educate others and assist them in preventing or mitigating the effect of desensitization. Desensitized individuals are highly advised to self-reflect and better grasp their worldview to avoid any potentially violent behaviors resulting from their desensitization.

Keywords: media violence, desensitization, Filipino identity, lived experiences

ABSTRACT

      This study focused on the development of media-facilitated teaching and learning package in Economics for Grade 9 Learners of Pililla National High School in Pililla, Rizal for the school year 2019-2020.

      In the development of the media-facilitated teaching and learning package, the study considered the most common problem of teachers which regard to the decreasing performance of learners for every fourth quarter with respect to the different lessons in Economics such as Sektor ng Agrikultura, Sektor ng Industriya at Sektor ng Paglilingkod. Two (2) homogeneous sections were chosen as participants, selected through random sampling. A toss coin was done in order to identify who between the two groups of participants to compare the experimental and control groups. The table of specification was the basis in constructing the tests to ensure proper distribution and placement of the items. The prepared set of questions was initially administered to the Grade 10 learners for the try out and for item analysis.

      The study employed the experimental method utilizing two group pre-test and post-test design. The developed media-facilitated teaching and learning package was evaluated by the teacher-experts.

      The experimental and control groups took the same topics in Economics. The control group was taught by traditional way of teaching while the experimental group utilized the media-facilitated teaching and learning package. At the end of the lesson a posttest was given to each group. The results of the pretest and posttest of the two groups were recorded to determine the level of performance in Economics with respect to the selected topic. In addition, the posttest scores were recorded to measure the percentage increase on the performance of the participants exposed to the media-facilitated teaching and learning package.

      To determine the significant difference on the level of performance in Economics of the experimental and control groups as revealed by the pretest and posttest with respect to the different lessons, t-test was applied. To determine the issues and challenges encountered by the Grade 9 after utilization of media-facilitated teaching and learning package qualitative discussion was used.

      Based on the findings of the study, the media-facilitated teaching and learning package was found to be effective in increasing the participants’ performance. The teachers who evaluated the media-facilitated teaching and learning package found some issues and challenges after utilizing the learning package.

      The media-facilitated teaching and learning package increased the performance of the participants in Economics with respect to the different lessons considered hence, the developed material was found effective in enhancing participants’ performance. The use of the media-facilitated teaching and learning package served as an aid to improve teaching-learning process. Moreover the media-facilitated teaching and learning package in Economics addressed the competencies to the present curriculum set by the Department of Education.

ABSTRACT

This study aimed to determine the parents’ profile variables as correlates of their preferred learning modalities and those of their children during the school year 2022-2023 which served as basis for an intervention program.

More specifically, it sought answers to the following questions:

1. What is the profile of the parents in terms of the following aspects?

a. Age

b. Educational attainment

c. Employment status

d. Monthly income

2. What is the extent of preference of the parents and their Grade IV children on the following learning modalities?

a. Modular Distance Learning

b. Online Learning

c. Face to face

d. Blended Learning

3. Is there a significant difference between the perceptions of the parents and their Grade IV children respondents on their preferred learning modalities?

4. Is there a significant relationship between the parents’ selected profile variables and the preferred learning modalities of the parents and their Grade IV children?

5. What intervention program can be proposed based on the results of the study?

The study used the descriptive type of research utilizing a teacher-made questionnaire as the data gathering instrument in determining the parents’ profile and the learning modalities preferred by them and their children. The respondents of the study were 184 parents and their Grade IV children from Dolores Elementary School, 255 parents and their Grade IV children from Muzon Elementary School and 284 parents and their Grade IV children from Rosario Ocampo Elementary School. The researcher tallied, tabulated, and encoded the data gathered and then statistically treated them using frequency, percentage, weight mean and z-test.

The salient findings of the study are, as follows:

1. Majority or 74% of the parent respondents belonged to 31 to 35 years old bracket, mostly or 44% of them were high school graduates, majority or 68% were either employed and self-employed, and majority or 56% had monthly income of Php 5,000-Php 10,000 per month.

2. Both the parents and their Grade IV children prefer Modular Distance Learning, Online Distance Learning and Blended Distance Learning at a High

Extent as evidenced by their respective weighted means of 3.01 and 2.98, 2.97 and 2.96, and 3.20 and 3.17. However, both respondents perceived the Face-to-Face Learning modality at a high extent with the highest weighted means of 3.41 and 3.38.

 3. There is no significant difference between the perceptions of the parents and the pupil respondents on their preferred learning modality.

4. There is a weak positive correlation between the four learning modalities and educational attainment and monthly income of parents. Oppositely, there is no significant correlation between the four learning modalities and the parents’ age and employment status.

5. An intervention program is deemed necessary to address the results of the study.

Abstract—In the modern era, the interchange of data and information through social apps and online platforms has become crucial and affected the educational paradigm. These technologies make real-time messaging, rapid project sharing, seamless connections, and the capacity to have virtual meetings and classes possible. However, since they rely so heavily on the internet, online classrooms are susceptible to hacker attacks and breaches in data security. Despite these obstacles, educational institutions work to deliver high-quality instruction through research and the application of learning continuity. These initiatives success depends on stakeholders, including parents, students, and teachers. New techniques and alterations within educational institutions can promote learners' development.

Keywords—Online Learning, Conjoint Approach, Covid-19

From the journal article by Ong A.K. et al. on Preference analysis on the online learning attributes among senior high school students during the COVID-19 pandemic: A conjoint analysis approach. I found out that in the present day, the development of educational apps is used as a tool to share knowledge and ensure concrete communication of the involved parties functioning and acting from diverse geographical academic boundaries amid the pandemic.

However, the conjoint approach amid the pandemic has eaten an enormous chunk of the learner's time in getting or receiving information. The result can be devastating and overwhelming because learners have been confronted with many challenges, such as a weak signal or internet connection, and many other related ones hamper the approach above.

The survey says the global app market will be worth $1.9 billion by 2019. Enterprises across the globe have been increasingly navigating towards reliable and safe school virtual norms to conduct their daily communication among teachers, students, parents, and other groups, not to mention the increasing utilization of social media apps for marketing, business, and academic display of talents and skills of students in this new normal.

Home tasks or assignments are traditionally given right after discussing the topic inside the classroom. In using social apps, even if the learners are not in the four corners of the school but in the comfort of their homes or anywhere they may be, they could do research through their mobile phones. There might be other virtual platforms like Google Meet, Teams, etc. Still, here, we are talking about the accessibility of both the teachers and students by just using data load and without bothering about joining the links.

Various colleges and universities, in their pursuit of quality but accessible education for all, even amid any crisis, is in dire need of conducting further research basically because we were concerned about our learners who are currently in 'Home-based' learning and badly require supplement/intervention/easy access for information from the teachers as far as their lessons are concerned.

However, learners with no gadgets still have the option to submit the tasks above on a given schedule. The only problem there is the reality of late submission.

To disseminate information quickly to the learners anywhere without compromising their money for connection and safety.

 The willingness of the stakeholders, such as the parents, learners, and teachers, has always been a fundamental factor to have come into reality in employing immediate home tasks and information for teachers and students.

As to confront the issues of the pandemic, schools, through the effort of the teachers, are addressing challenges in primary education through the Learning Continuity Plan, which will be in effect up until the time when the world is completely healed of the virus.

With that end in mind, the teachers can then picture how they could work better to reach their goals and aims for the welfare of all. Learning Modalities are processes that meet school standards in conveying learning and information and can help focus on improving each student using a distance learning approach.

Improving education is a responsibility of all societies' institutions, including the educational agency. The development of the learners can be accomplished with the help of various curricula within educational institutions if modern methods, requirements, and adjustments are available.

In conclusion, the Learning Continuity Plan addresses primary education challenges during the pandemic, focusing on distance learning modalities to improve student outcomes. Institutions must embrace modern methods and adjust curricula to enhance education and learners' development.

References

         A.K. Ong, Y.T Prasetyo, T. Chuenyindee, M.N Young, B. Doma, D. Caballes, R. Centeno, A. Morfe, C.Bautista, "Preference analysis on the online learning attributes among senior high school students during the COVID-19 pandemic: A conjoint analysis approach, Evaluation and Program Planning", Volume 92, 2022, 102100, ISSN 0149-7189, https://doi.org/10.1016/j.evalprogplan.2022.102100. (https://www.sciencedirect.com/science/article/pii/S0149718922000544)

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ABSTRACT

Mathematics is a required subject at all levels of education, including primary, secondary, and higher education. Some students find this lesson to be difficult, if not frightening. This is intrinsically tied to the material element, which contains numbers and symbols with a variety of formulas. As a result, the student's motivation to follow this lesson will be so low that it will affect the student's cognitive and psychomotor aspects in this lesson.

The purpose of this comparative study is to determine how Grade 11 students at Tala Senior High School assess their learning on different topics in General Mathematics and how the responses differ when grouped according to strand. This study also aimed to identify the challenges and difficulties encountered by learners in that subject. This study used self-made questionnaire as data gathering instrument. The respondents of the study were 119 Grade 11 students enrolled during first semester of SY 2022-2023.The statistical tools utilized were percentage, weighted mean, and composite mean.

           Findings revealed that students learned better in topics such as simple interest, compound interest and annuities which ranked the first three. Meanwhile, the topics that ranked least were piecewise functions, amortization, and inverse functions. When grouped according to strand, STEM students learned better among the other strand, while TVL students learned the least.

The result also revealed that the most common challenges encountered by learners were as follows: they struggle to understand mathematical concepts; they have difficulty in translating word problems into math equations; and they find it hard to connect Math class into real-life situations. On the other hand, students strongly disagree to the following challenges: they did not receive enough support like learning materials; they did not find Math class boring and unengaging feel; and they did not get enough support from their teacher. To address these issues and challenges and as output of the study, intervention using video lessons and Kotobee application was proposed to enhance students learning in General Mathematics.

One of the causes for the identified gap in students' learning skills is the two-year distance education given at the height of the COVID-19 pandemic. According to the findings of the General Assessment of Proficiency (GAP) performed under the instruction of the Schools Division Office of Calamba City, the obstacles experienced in the previously offered modalities had an impact on the literacy and numeracy skills of the students. Aside from the challenges in the competencies of the students, the resumption of face-to-face classes revealed their low engagement in classes. The SDO Calamba City directed schools to maximize gap-bridging strategies to address these academic concerns. In this research, the use of Gamified and Reflective Enhancement Activities and Tasks (GREAT) Strategy in Reading and Writing subject in improving the students’ performance was assessed. The strategy includes the use of gamification in class sessions for it has been proven in previous studies to be instrumental in optimizing learning. Portfolio assessment, journal writing, and giving personalized feedback are also key components of the strategy.  A pre-test and post-test were given to a chosen section of 47 students, recording an MPS of 23.74 and 28.98 respectively. The paired sample t-test found a significant difference between the two sets of results. The study's findings show that implementing the GREAT Strategy is beneficial to the growth of students' literacy, notably in reading and writing.

Ang pananaliksik na ito ay naglalayong luminang sa kasanayan sa pakikinig na nagsilbing batayan sa pagbuo ng kontekstwal na materyal sa pagtuturo sa asignaturang Filipino sa Baitang 7. Ang pananaliksik ay isinagawa sa ikatlong markahan ng taong panuruan 2019-2020, sa Pililla National High School.

Upang maisakatuparan ang layunin ng pag-aaral ay ginamit ang deskriptibong disensyo ng pananaliksik upang matukoy, masuri at mabigyang suhestiyon ang nabuong kontekstwal na materyal batay sa kasanayan sa pakikinig ng mga mag-aaral sa Baitang 7. Ito ay binubuo ng sampung (10) guro na siyang nagbalideyt ng tseklis gamit ang google forms dahil sa panahon ng pandemya. Ang tseklis ay isinangguni sa mga guro upang malaman ang antas ng pagtanggap sa binuong kontekstwal na materyal sa pakikinig batay sa aspetong pangnilalaman ayon sa layunin, paksa, wika, kontekstwalisayon at panksyonaliti. Gayundin batay sa aspetong teknikal ayon sa kalidad ng boses, kahinaan at kalakasan ng boses, daloy ng boses at haba ng presentasyon. Ang suhestiyon ng mga guro ang naging basehan upang ayusin at mapaganda pa ang nabuong kontekstwal na materyal batay sa kasanayan sa pakikinig.

Ang antas ng kasanayan ng pitumpung (70) mag-aaral ay tinukoy sa pamamagitan ng kanilang Least Mastered Competencies na resulta mula sa kanilang unang markahan hanggang ikatlong markahang pagsusulit.  Ang dayagnostik na pagsusulit ay binubuo ng animnapung (60) aytem. Ang bawat aytem sa bawat kasanayan ay hinati: labindalawang (12) aytem para sa Nahihinuha ang kalalabasan ng mga pangyayari batay sa napakinggan, labindalawang (12) aytem para sa Nahihinuha ang kaalaman at motibo/pakay ng nagsasalita batay sa napakinggan, labindalawang (12) aytem para sa Nasusuri ang mga salitang ginamit ayon sa napakinggan, labindalawang (12) aytem para sa Natutukoy ang mahahalagang detalye at mensahe ng napakinggang bahagi, at labindalawang (12) aytem para sa Nagmumungkahi ng mga angkop na solusyon sa mga suliraning narinig. Ang naging resulta nito ang siyang ginamit sa pagbuo ng kontekstwal na materyal.

Bumuo ng kontekstwal na materyal na may animnapung (60) aytem at ang bawat aytem sa bawat kasanayan ay binatay sa Talaan ng Espesipikasyon: dalawampung (20) aytem para sa Nahihinuha ang kaalaman at motibo/pakay ng nagsasalita batay sa napakinggan, dalawampung (20) aytem para sa Nasusuri ang mga salitang ginamit ayon sa napakinggan, dalawampung (20) aytem para sa Nagmumungkahi ng mga angkop na solusyon sa mga suliraning narinig.

Matapos ang pagsusuri at pagbibigay-halaga sa mga datos natuklasan sa pag-aaral na: Ang kontekstwal na materyal ay maaaring gamitin sa pagpapataas ng kasanayan ng mga mag-aaral sa kasanayan sa pakikinig. Makakatulong ito na mapaunlad ang kasanayan kung ihahambing sa tradisyunal na gawain. Ito ay lubos na makakatulong sa mga guro sa pagtuturo sa piling aralin sa asignaturang Filipino sa Baitang 7. Sa paggamit ng kontekstwal na materyal inaasahang mapapalawak ang proseso ng pagkatuto ng mga mag-aaral.