1. DEVELOPMENT AND VALIDATION OF ENGLISH PROFICIENCY TEST (EPT) FOR BASIC EDUCATION TEACHERS
Researchers: Gerry S. Digo, Ed.D. (Project Leader); Esperanza F. Carranza, Ph.D.; Ryan V. Dio; Anabell A. Manga; Michael John A. Jamora; Ma. Carla M. Herrera
The study aims to develop and validate the English Proficiency Test for basic education teachers. The participants of this study were the 40 basic education teachers purposively selected from DepEd Division of Sorsogon. The researcher employed the descriptive developmental method of research in the development of the English Proficiency Test (EPT). The main instrument used in this study was the English Proficiency Test (EPT) which was utilized during the pre-test and was revised for the post test. Difficulty index and discrimination index were used for the item analysis. Statistical tools used were Kuder-Richardson, mean and t-test. Findings showed that the reliability value of 0.80 during the pretest and 0.58 during the posttest were moderately reliable. Data further revealed that during the pre-test the index of difficulty and index of discrimination were moderate as shown by its value of 0.50 and 0.22 respectively. Likewise, the posttests’ index of difficulty and index of discrimination values, 0.56 and 0.l4 respectively were interpreted as moderate. The study concludes that the prepared test is valid and reliable. The paper recommends that the formulated English Proficiency Test (EPT) be finalized and packaged for the professional basic education teachers of DepEd, Sorsogon.
2. EFFECTIVENESS OF THE ENGLISH PROFICIENCY COURSE (EPC) FOR BASIC EDUCATION TEACHERS
Researchers: Dr. Gerry S. Digo (Program Leader); Dr. Gerry A. Carretero (Study Leader); Rosalina H. Enalpe; Rochelle P. Fusana; Maricris D. Labayandoy; Jackielyne M. Maguslog; Dr. Felisa D. Marbella
This study was conducted to determine the effectiveness of English Proficiency Course (EPC) for basic education teachers. This study was conducted in the Teacher Education Department at the Sorsogon State College, Sorsogon City where the EPC was held. It started on September 10, 2011 and ended on December 10 of the same year with a total duration of 16 Saturdays.
To realize the objectives of the study, the experimental or pre-test-post-test design was used. The respondents of this study were the basic education teachers purposively selected from DepEd Division of Sorsogon. There were forty (40) teachers who participated in the EPC from the different schools in the province of Sorsogon both elementary and high school.
The English Proficiency Test (EPT) for Basic Education Teachers was the instrument used in gathering the data needed for the study. (See Appendix) The instrument was validated and finalized during the early sessions of the EPC. The data gathered were tabulated, analyzed and interpreted.
The quantitative data were treated and analyzed using frequency count, mean, standard deviation and t-test.
Results of the study revealed that the Performance Level of the participants in the VOCABULARY AND SYNTACTIC SKILLS in the post-test are both higher than the performance levels in the pre-test. The Performance Levels of the participants in the pre-test for READING COMPREHENSION SKILLS and PARAGRAPH DEVELOPMENT, are higher than the performance levels in the post-test. Findings also showed that there is a significant difference in the pre-test and post-test for both VOCABULARY AND SYNTAX SKILLS. However, there is no significant difference in the pre-test and post-test for READING COMPREHENSION and PARAGRAPH DEVELOPMENT skills. There is a significant difference for all the skills in the pre-test and post-test. The participants considered the EPC as very effective and; the overall rating of the participants as far as PL, is effective.
The following recommendations are: Students be given more exercises in vocabulary skills development, reading comprehension, syntactic skills development and paragraph development skills in daily lessons in the English Proficiency classes to ensure consistent or maintained satisfactory and very satisfactory levels or beyond; Teachers be made aware or be trained in the use of novel pedagogies in classroom teaching to improve students’ performance in the four domains; More intervention activities on reading comprehension and paragraph development be given to participants to enhance skills in these domains. Novel and tested strategies be put to use by teachers to address the weaknesses. Sufficient time be likewise spent by teachers and students in paragraph development so as necessary enrichment be made; A balance of direct instruction and proper planning of intervention activities be implemented to develop the different skills and improve performance; English Proficiency Course be conducted every year for basic education teachers to enhance their knowledge and skills in the English Language.
3. PERSONAL FACTORS THAT RELATE TO THE ASSESSMENT PRACTICES OF SCIENCE TEACHERS
Researcher: Susan S. Salvador-Janer
This descriptive study aims to determine the personal factors that relate to the assessment practices of the purposively chosen twenty-three science teachers in the teacher education institutions in the province of Sorsogon. Data were gathered through survey, interview, and documentary analysis and were analyzed using frequency counts and percentages. Results show that most of the respondents are females, undesignated, with units in Master’s degree and have been in the service for more than four years and have attended trainings related to their field of specialization. Some respondents are fond of using the traditional paper-pencil tests while others are in to authentic assessment methods. The personal factors of the respondents considered in this study all positively relate to the assessment practices of the teachers. Hence, this study recommends, among others, that the teachers should continuously upgrade themselves by pursuing their graduate studies and attend trainings if possible to develop or enrich their existing knowledge on assessment; and enhance their know-how and creativity in innovating and crafting valid and effective assessment tools.
4. DEVELOPMENT OF THE SORSOGON STATE COLLEGE ADMISSION TEST
Researchers: Dr. Edna L. Hapin (Project Leader); Dr. Magdalena M. Ocbian; Dr. Jeanelita B. Gile; Prof. Jinilin R. Caturia; Prof. Rosario J. Lanuza; Prof. Evangeline B. Belen; Dr. Esperanza F. Carranza; and Mr. Saturnino C. Garranza, RGC
For the past years, the Sorsogon State College has been using an admission test written by foreign authors. A group of research team developed the SSC Admission Test for the tertiary and secondary levels that considered the nature of Filipino enrollees. In coming up with the test, the research team followed 12 steps which includes planning, preparing the table of specifications, test formulation, critiquing by subject experts, revision, printing for the dry run, test administration, scoring, validation, testing the reliability, preparing the final copy and production of the final form.
After determining the indices of difficulty and discrimination, the items possessing good statistical characteristics were selected and included in the second draft and final copy of the test. There were more acceptable items that were formulated than those which were rejected and revised. The tests were found to have high reliability in English, Science and Mathematics and fair reliability in Filipino and Social Studies. The final test for secondary level was composed of 100 items covering the four subject areas of English, Filipino, Science and Mathematics while for the college level there were 190 items including those for Social Studies.
It was recommended that a continuous monitoring of the test and revision be made; that Set B of the test be developed; that the test be subjected to test-retest method and parallel method of testing reliability; and that a study on the predictive validity of the test be conducted.
5. EFFECTIVENESS OF JIGSAW IN TEACHING ELEMENTARY CHEMISTRY CONCEPTS
Researchers: Gerry S. Digo, Ed. D. (Project Leader); Ritzelda A. Deri, Ph. D.; Susan S. Janer; Edna Marie L. Mijares
The study sought to determine the effectiveness of Jigsaw in teaching elementary chemistry concepts to the BEED Inorganic Chemistry students. Quasi-experimental research design was utilized for this study. Twenty five (25) subjects each for the control and experimental groups were utilized for this research. The control and experimental groups were administered with the researcher-made Elementary chemistry Concepts Test (ECCT) as pre and post tests. The experimental group was exposed to Jigsaw while the control group was exposed to Jigsaw while the control group was exposed to the traditional teaching technique. T-test for depended sample means was used to determine the effectiveness of the intervention. The pre-tests results for the control and experimental groups showed an average mastery and low mastery along the topics covered by the ECCT. The traditional teaching technique for the control group improved the students’ performance. Similarly, Jigsaw as the strategy used in teaching the experimental group also resulted to improved students’ performance. T-test for correlated means showed that the two strategies used in the two groups were both effective. Likewise, the two teaching techniques exhibited the same level of effectiveness.
6. TRACER STUDY OF BSED GRADUATES OF THE SORSOGON STATE COLLEGE, SORSOGON CAMPUS, S.Y. 2003 – 2008
Researchers: Ritzelda A. Deri, Ph. D.; Esperanza F. Carranza, Ph.D.; Jinilin R. Caturla; Susan S. Janer; Jhonner D. Ricafort; Ryan V. Dio
In response to the CHED’s Higher Education Development Project and AACUP’s accreditors recommendation, the “Tracer Study of BSED Graduates of the Sorsogon State College, Sorsogon Campus, S.Y. 2003 – 2008” was conceptualized to determine the extent of the SSC’s program thrust from providing a quality and relevant education to ensure that the graduates actually make use of their training in worthwhile employment opportunities opened up for them.
The tracer study determined the employability of BSED graduates in SSC, Sorsogon Campus from School Year 2003-2008 in relation to their profile and performance in the Licensure Examination for Teachers (LET) with an end-view of proposing measures that will improve the competitive edge of SSC BSED graduates.
The study utilized descriptive-correlational research design and used unstructured interview, documentary analysis and survey questionnaire to gather the needed data. The respondents are 231 BSED graduates from years 2003 – 2008 with majors in English, Mathematics, Chemistry, Physics, PEHM and THE. The results were analyzed and interpreted with the use of appropriate statistical tools.
The study revealed that (1.) Most of the respondents are Math majors, under the age bracket of 24-26 years old, female and single. Only sixteen percent (16%) of these respondents pursue graduate studies. (2.) The over-all mean performance of the respondents in the LET for the coverage of six-years is 72.5per cent. Its passing percentage is 65%. (3). The performance of the students as reflected by it passing percentage in the CS Professional exam and Sub-professional exam for the coverage of six years is 53.85 per cent and 20.83 per cent respectively. (4). Fifty-two percent (52%) of the respondents are employed as teachers. Hence the employability rate of the graduates of SSC from school years 2003-2008 is 52 per cent. The thirty-five percent (35per cent) of the respondents are employed in other fields; three percent (3per cent) of the respondents are self-employed and were considered underemployment. The remaining ten-percent (10per cent) of the respondents are not yet employed. This also indicates that 90 per cent of the graduates of SSC from school years 2003-2008 have jobs. (5.) The following are the perceived factors that contributed to employability of the graduates: top in the rank is passing the applicant’s exam and interview given by the employer, sociability and very good human relations, very good communication skills, impressive demonstration lesson, being a scholar, passing the LET with flying colors, topping the DepEd ranking procedures, having personal connections and strong referrals and graduating with honors or distinction. (6.) The relationship between the profile of the respondents in terms of major field of specialization, age, gender, civil status and graduate studies undertaken and their employment status is insignificantly low. On the other hand, performance in the LET of the respondents is moderately but significantly correlated to their employment status. Correlation between the respondents’ performance in CS Eligibility exam and employment status was excluded due to questions of reliability of the gathered data. (7.) The possible measures identified by the respondents that will improve the employability of the SSC graduates are as follows: (1) Hold pre-service trainings for graduating Teacher Education students (i.e. teaching strategies, DepEd Curriculum Updates, Course Training, Speech, etc.), (2) Establish institutional LET review program or center for graduating students, (3) Provide preliminary Licensure Examination for Teachers (LET) before graduation and a refresher course should be given to those who failed the preliminary LET, (4) provide faculty development program to update the faculty and improve/enhance their teaching competencies, (5) Provide job placement program for graduating teacher education students, (6) Review the Teacher Education curriculum, (7) improve facilities, and finally (8) intensify selection procedures for students who wish to apply in the teacher education program.
Based from these findings the following are recommended: (1) Encourage more graduates to pursue advance studies. (2) Improve the LET performance of the graduates by strengthening the pre-service trainings and quality of instruction in the teacher education curriculum and provide review programs for graduates who need it. (3) Disseminate information regarding the CS Eligibility exams and encourage students to take it for they may need it in the future. Performance of the students in these tests will improve once they are well informed and prepared in getting it. (4) Increase the employability rate of the graduates by raising the rate of employment and decreasing the rate of underemployment by providing job placement program for graduates of teacher education courses. (5) Language Proficiency and course content mastery programs, intensification of the co-curricular activities and curricular and performance enhancement, personality development classes and exposure trips are suggested to strengthen and improve the pre-service training program of the institution hence graduates will be more competitive, acceptable and attractive to employers. (6) Possible measures identified by the respondents that will improve the employability of the SSC graduates be adopted and implemented by the institution. (7) Further research parallel to this study be conducted.
7. MOTIVATING SITUATIONS IN READING
Researchers: Marigrace D. Carretero; Dr. Tarcela F. Detera; Mrs. Sherill A. Gilbas; Ryan D. Remolacio; Dr. Magdalena M. Ocbian; Mr. Gerry D. Carretero
This study determined the motivating situations in reading of the students in SSC LHS. It identified the reading interest/needs of the students; documented and constructed the instructional materials in reading; validated and evaluated the instructional materials, and published the instructional materials in reading
To achieve the objectives of this study, the descriptive method was used. A survey questionnaire was prepared and validated and was used for identifying the motivating factors in reading and the students’ interest and needs. Interviews were also conducted by the researchers prior to the preparation of items in the survey questionnaire.
The results of the interpretation served as basis in the preparation of the instructional materials. The top five most preferred books of the respondents were prepared and developed as instructional materials. It was called “Reading Catchers.”
The respondents of this study were composed of the 275 high school students of Sorsogon State College Laboratory High School. They were randomly selected from every level with equal percentage to complete the target number of respondents.
The data gathered were tabulated, analyzed and interpreted. The statistical treatments used were the frequency, percentage and rank form. The findings of the study were: the top three preferred motivating situations of the students are: “when given the chance to choose their own type of material” as rank 1 which was considered by 238 students; followed by “when given free reading time” with a frequency of 228 as rank 2; and “when they are inside a quite room” having a frequency of 219 as rank 3. The succeeding preferred fourth and fifth motivating situations are: “when teachers give new stories to read” and “when teachers assign a new topic to be read” with a frequency of 215 and 209, respectively.
The top five most preferred types of materials are: Scary Books, Humorous Books, Adventure Books, Mystery Books and Comic Books. On the validation of the reading catchers as instructional materials: As to motivation questions, per teacher-respondents’ rating, questions asked in the reading catchers were very good having a mean rating of 4.14. Along the activities included in the Reading Catchers, the teachers gave a sub-area rating of 4.33, described as very good; Along questions raised in the reading catchers, the teacher-raters considered them as very good with mean rating of 4.33. Along the activities included in the Reading Catchers, the teachers gave a sub-area rating of 4.33 described as very good. As to the suitability of the reading selection to students’ level of interest and motivation, the Magic Banana was considered excellent receiving a mean rating of 4.54 from the teacher respondents. This was followed by Monolog which got 4.15; then the Dragon’s Dice having 4.08.
In line of the findings of the study, the following conclusions were drawn: the students in the adolescence period, preferred to read materials that are packed with action, that students are more motivated to read if they feel independent, self regulating and free from any distraction; the students in the adolescence period preferred to read materials that are packed with action.
Based from the conclusions drawn, the following recommendations are made: There are instructional materials that can be developed that would cater to the reading needs and interests of the first year students; Study 2 be pursued that is, the materials developed be tried out, validated and evaluated and the validated materials be published.
8. ICT SKILLS OF FACULTY AND THIRD YEAR TEACHER EDUCATION STUDENTS OF SSC
Researchers: Maritess D. Carreon; Ritzelda A. Deri, Ph. D.; Susan S. Janer, Ph. D.; Beatriz D. Guarte; Sherill A. Gilbas; Thaddeus D. Carreon
The study was conducted to determine the level of confidence of faculty and 3rd year teacher education students along their ICT skills. The Teacher Education teachers assigned to teach the ICT and ICT-related subjects were not included as respondents. Majority of the student-respondents are taking BEED. The BSED respondents are mostly Mathematics major, and majority is female. Results also showed that very few students personally own computers and that most of them access computers in school and internet shops; unlike teachers who own one and still have the access in school. They vary in terms of the tasks performed in the computers depending on their respective works. Most of the teachers acquired their knowledge in computer through self-study only and yet still believed that they are ready for NICS.
The level of confidence of the students on their ICT skills is significantly related to their profile. The level of confidence of the teacher-respondents is slightly lower than the student-respondents’.
Hence, this study recommends that trainings intended for the teachers be made possible to enhance their ICT skills. Moreover, teaching guides may be devised for use by both sets of respondents.
Researchers: Gerry S. Digo, Ed.D. (Project Leader); Esperanza F. Carranza, Ph.D.; Ryan V. Dio; Anabell A. Manga; Michael John A. Jamora; Ma. Carla M. Herrera
The study aims to develop and validate the English Proficiency Test for basic education teachers. The participants of this study were the 40 basic education teachers purposively selected from DepEd Division of Sorsogon. The researcher employed the descriptive developmental method of research in the development of the English Proficiency Test (EPT). The main instrument used in this study was the English Proficiency Test (EPT) which was utilized during the pre-test and was revised for the post test. Difficulty index and discrimination index were used for the item analysis. Statistical tools used were Kuder-Richardson, mean and t-test. Findings showed that the reliability value of 0.80 during the pretest and 0.58 during the posttest were moderately reliable. Data further revealed that during the pre-test the index of difficulty and index of discrimination were moderate as shown by its value of 0.50 and 0.22 respectively. Likewise, the posttests’ index of difficulty and index of discrimination values, 0.56 and 0.l4 respectively were interpreted as moderate. The study concludes that the prepared test is valid and reliable. The paper recommends that the formulated English Proficiency Test (EPT) be finalized and packaged for the professional basic education teachers of DepEd, Sorsogon.
2. EFFECTIVENESS OF THE ENGLISH PROFICIENCY COURSE (EPC) FOR BASIC EDUCATION TEACHERS
Researchers: Dr. Gerry S. Digo (Program Leader); Dr. Gerry A. Carretero (Study Leader); Rosalina H. Enalpe; Rochelle P. Fusana; Maricris D. Labayandoy; Jackielyne M. Maguslog; Dr. Felisa D. Marbella
This study was conducted to determine the effectiveness of English Proficiency Course (EPC) for basic education teachers. This study was conducted in the Teacher Education Department at the Sorsogon State College, Sorsogon City where the EPC was held. It started on September 10, 2011 and ended on December 10 of the same year with a total duration of 16 Saturdays.
To realize the objectives of the study, the experimental or pre-test-post-test design was used. The respondents of this study were the basic education teachers purposively selected from DepEd Division of Sorsogon. There were forty (40) teachers who participated in the EPC from the different schools in the province of Sorsogon both elementary and high school.
The English Proficiency Test (EPT) for Basic Education Teachers was the instrument used in gathering the data needed for the study. (See Appendix) The instrument was validated and finalized during the early sessions of the EPC. The data gathered were tabulated, analyzed and interpreted.
The quantitative data were treated and analyzed using frequency count, mean, standard deviation and t-test.
Results of the study revealed that the Performance Level of the participants in the VOCABULARY AND SYNTACTIC SKILLS in the post-test are both higher than the performance levels in the pre-test. The Performance Levels of the participants in the pre-test for READING COMPREHENSION SKILLS and PARAGRAPH DEVELOPMENT, are higher than the performance levels in the post-test. Findings also showed that there is a significant difference in the pre-test and post-test for both VOCABULARY AND SYNTAX SKILLS. However, there is no significant difference in the pre-test and post-test for READING COMPREHENSION and PARAGRAPH DEVELOPMENT skills. There is a significant difference for all the skills in the pre-test and post-test. The participants considered the EPC as very effective and; the overall rating of the participants as far as PL, is effective.
The following recommendations are: Students be given more exercises in vocabulary skills development, reading comprehension, syntactic skills development and paragraph development skills in daily lessons in the English Proficiency classes to ensure consistent or maintained satisfactory and very satisfactory levels or beyond; Teachers be made aware or be trained in the use of novel pedagogies in classroom teaching to improve students’ performance in the four domains; More intervention activities on reading comprehension and paragraph development be given to participants to enhance skills in these domains. Novel and tested strategies be put to use by teachers to address the weaknesses. Sufficient time be likewise spent by teachers and students in paragraph development so as necessary enrichment be made; A balance of direct instruction and proper planning of intervention activities be implemented to develop the different skills and improve performance; English Proficiency Course be conducted every year for basic education teachers to enhance their knowledge and skills in the English Language.
3. PERSONAL FACTORS THAT RELATE TO THE ASSESSMENT PRACTICES OF SCIENCE TEACHERS
Researcher: Susan S. Salvador-Janer
This descriptive study aims to determine the personal factors that relate to the assessment practices of the purposively chosen twenty-three science teachers in the teacher education institutions in the province of Sorsogon. Data were gathered through survey, interview, and documentary analysis and were analyzed using frequency counts and percentages. Results show that most of the respondents are females, undesignated, with units in Master’s degree and have been in the service for more than four years and have attended trainings related to their field of specialization. Some respondents are fond of using the traditional paper-pencil tests while others are in to authentic assessment methods. The personal factors of the respondents considered in this study all positively relate to the assessment practices of the teachers. Hence, this study recommends, among others, that the teachers should continuously upgrade themselves by pursuing their graduate studies and attend trainings if possible to develop or enrich their existing knowledge on assessment; and enhance their know-how and creativity in innovating and crafting valid and effective assessment tools.
4. DEVELOPMENT OF THE SORSOGON STATE COLLEGE ADMISSION TEST
Researchers: Dr. Edna L. Hapin (Project Leader); Dr. Magdalena M. Ocbian; Dr. Jeanelita B. Gile; Prof. Jinilin R. Caturia; Prof. Rosario J. Lanuza; Prof. Evangeline B. Belen; Dr. Esperanza F. Carranza; and Mr. Saturnino C. Garranza, RGC
For the past years, the Sorsogon State College has been using an admission test written by foreign authors. A group of research team developed the SSC Admission Test for the tertiary and secondary levels that considered the nature of Filipino enrollees. In coming up with the test, the research team followed 12 steps which includes planning, preparing the table of specifications, test formulation, critiquing by subject experts, revision, printing for the dry run, test administration, scoring, validation, testing the reliability, preparing the final copy and production of the final form.
After determining the indices of difficulty and discrimination, the items possessing good statistical characteristics were selected and included in the second draft and final copy of the test. There were more acceptable items that were formulated than those which were rejected and revised. The tests were found to have high reliability in English, Science and Mathematics and fair reliability in Filipino and Social Studies. The final test for secondary level was composed of 100 items covering the four subject areas of English, Filipino, Science and Mathematics while for the college level there were 190 items including those for Social Studies.
It was recommended that a continuous monitoring of the test and revision be made; that Set B of the test be developed; that the test be subjected to test-retest method and parallel method of testing reliability; and that a study on the predictive validity of the test be conducted.
5. EFFECTIVENESS OF JIGSAW IN TEACHING ELEMENTARY CHEMISTRY CONCEPTS
Researchers: Gerry S. Digo, Ed. D. (Project Leader); Ritzelda A. Deri, Ph. D.; Susan S. Janer; Edna Marie L. Mijares
The study sought to determine the effectiveness of Jigsaw in teaching elementary chemistry concepts to the BEED Inorganic Chemistry students. Quasi-experimental research design was utilized for this study. Twenty five (25) subjects each for the control and experimental groups were utilized for this research. The control and experimental groups were administered with the researcher-made Elementary chemistry Concepts Test (ECCT) as pre and post tests. The experimental group was exposed to Jigsaw while the control group was exposed to Jigsaw while the control group was exposed to the traditional teaching technique. T-test for depended sample means was used to determine the effectiveness of the intervention. The pre-tests results for the control and experimental groups showed an average mastery and low mastery along the topics covered by the ECCT. The traditional teaching technique for the control group improved the students’ performance. Similarly, Jigsaw as the strategy used in teaching the experimental group also resulted to improved students’ performance. T-test for correlated means showed that the two strategies used in the two groups were both effective. Likewise, the two teaching techniques exhibited the same level of effectiveness.
6. TRACER STUDY OF BSED GRADUATES OF THE SORSOGON STATE COLLEGE, SORSOGON CAMPUS, S.Y. 2003 – 2008
Researchers: Ritzelda A. Deri, Ph. D.; Esperanza F. Carranza, Ph.D.; Jinilin R. Caturla; Susan S. Janer; Jhonner D. Ricafort; Ryan V. Dio
In response to the CHED’s Higher Education Development Project and AACUP’s accreditors recommendation, the “Tracer Study of BSED Graduates of the Sorsogon State College, Sorsogon Campus, S.Y. 2003 – 2008” was conceptualized to determine the extent of the SSC’s program thrust from providing a quality and relevant education to ensure that the graduates actually make use of their training in worthwhile employment opportunities opened up for them.
The tracer study determined the employability of BSED graduates in SSC, Sorsogon Campus from School Year 2003-2008 in relation to their profile and performance in the Licensure Examination for Teachers (LET) with an end-view of proposing measures that will improve the competitive edge of SSC BSED graduates.
The study utilized descriptive-correlational research design and used unstructured interview, documentary analysis and survey questionnaire to gather the needed data. The respondents are 231 BSED graduates from years 2003 – 2008 with majors in English, Mathematics, Chemistry, Physics, PEHM and THE. The results were analyzed and interpreted with the use of appropriate statistical tools.
The study revealed that (1.) Most of the respondents are Math majors, under the age bracket of 24-26 years old, female and single. Only sixteen percent (16%) of these respondents pursue graduate studies. (2.) The over-all mean performance of the respondents in the LET for the coverage of six-years is 72.5per cent. Its passing percentage is 65%. (3). The performance of the students as reflected by it passing percentage in the CS Professional exam and Sub-professional exam for the coverage of six years is 53.85 per cent and 20.83 per cent respectively. (4). Fifty-two percent (52%) of the respondents are employed as teachers. Hence the employability rate of the graduates of SSC from school years 2003-2008 is 52 per cent. The thirty-five percent (35per cent) of the respondents are employed in other fields; three percent (3per cent) of the respondents are self-employed and were considered underemployment. The remaining ten-percent (10per cent) of the respondents are not yet employed. This also indicates that 90 per cent of the graduates of SSC from school years 2003-2008 have jobs. (5.) The following are the perceived factors that contributed to employability of the graduates: top in the rank is passing the applicant’s exam and interview given by the employer, sociability and very good human relations, very good communication skills, impressive demonstration lesson, being a scholar, passing the LET with flying colors, topping the DepEd ranking procedures, having personal connections and strong referrals and graduating with honors or distinction. (6.) The relationship between the profile of the respondents in terms of major field of specialization, age, gender, civil status and graduate studies undertaken and their employment status is insignificantly low. On the other hand, performance in the LET of the respondents is moderately but significantly correlated to their employment status. Correlation between the respondents’ performance in CS Eligibility exam and employment status was excluded due to questions of reliability of the gathered data. (7.) The possible measures identified by the respondents that will improve the employability of the SSC graduates are as follows: (1) Hold pre-service trainings for graduating Teacher Education students (i.e. teaching strategies, DepEd Curriculum Updates, Course Training, Speech, etc.), (2) Establish institutional LET review program or center for graduating students, (3) Provide preliminary Licensure Examination for Teachers (LET) before graduation and a refresher course should be given to those who failed the preliminary LET, (4) provide faculty development program to update the faculty and improve/enhance their teaching competencies, (5) Provide job placement program for graduating teacher education students, (6) Review the Teacher Education curriculum, (7) improve facilities, and finally (8) intensify selection procedures for students who wish to apply in the teacher education program.
Based from these findings the following are recommended: (1) Encourage more graduates to pursue advance studies. (2) Improve the LET performance of the graduates by strengthening the pre-service trainings and quality of instruction in the teacher education curriculum and provide review programs for graduates who need it. (3) Disseminate information regarding the CS Eligibility exams and encourage students to take it for they may need it in the future. Performance of the students in these tests will improve once they are well informed and prepared in getting it. (4) Increase the employability rate of the graduates by raising the rate of employment and decreasing the rate of underemployment by providing job placement program for graduates of teacher education courses. (5) Language Proficiency and course content mastery programs, intensification of the co-curricular activities and curricular and performance enhancement, personality development classes and exposure trips are suggested to strengthen and improve the pre-service training program of the institution hence graduates will be more competitive, acceptable and attractive to employers. (6) Possible measures identified by the respondents that will improve the employability of the SSC graduates be adopted and implemented by the institution. (7) Further research parallel to this study be conducted.
7. MOTIVATING SITUATIONS IN READING
Researchers: Marigrace D. Carretero; Dr. Tarcela F. Detera; Mrs. Sherill A. Gilbas; Ryan D. Remolacio; Dr. Magdalena M. Ocbian; Mr. Gerry D. Carretero
This study determined the motivating situations in reading of the students in SSC LHS. It identified the reading interest/needs of the students; documented and constructed the instructional materials in reading; validated and evaluated the instructional materials, and published the instructional materials in reading
To achieve the objectives of this study, the descriptive method was used. A survey questionnaire was prepared and validated and was used for identifying the motivating factors in reading and the students’ interest and needs. Interviews were also conducted by the researchers prior to the preparation of items in the survey questionnaire.
The results of the interpretation served as basis in the preparation of the instructional materials. The top five most preferred books of the respondents were prepared and developed as instructional materials. It was called “Reading Catchers.”
The respondents of this study were composed of the 275 high school students of Sorsogon State College Laboratory High School. They were randomly selected from every level with equal percentage to complete the target number of respondents.
The data gathered were tabulated, analyzed and interpreted. The statistical treatments used were the frequency, percentage and rank form. The findings of the study were: the top three preferred motivating situations of the students are: “when given the chance to choose their own type of material” as rank 1 which was considered by 238 students; followed by “when given free reading time” with a frequency of 228 as rank 2; and “when they are inside a quite room” having a frequency of 219 as rank 3. The succeeding preferred fourth and fifth motivating situations are: “when teachers give new stories to read” and “when teachers assign a new topic to be read” with a frequency of 215 and 209, respectively.
The top five most preferred types of materials are: Scary Books, Humorous Books, Adventure Books, Mystery Books and Comic Books. On the validation of the reading catchers as instructional materials: As to motivation questions, per teacher-respondents’ rating, questions asked in the reading catchers were very good having a mean rating of 4.14. Along the activities included in the Reading Catchers, the teachers gave a sub-area rating of 4.33, described as very good; Along questions raised in the reading catchers, the teacher-raters considered them as very good with mean rating of 4.33. Along the activities included in the Reading Catchers, the teachers gave a sub-area rating of 4.33 described as very good. As to the suitability of the reading selection to students’ level of interest and motivation, the Magic Banana was considered excellent receiving a mean rating of 4.54 from the teacher respondents. This was followed by Monolog which got 4.15; then the Dragon’s Dice having 4.08.
In line of the findings of the study, the following conclusions were drawn: the students in the adolescence period, preferred to read materials that are packed with action, that students are more motivated to read if they feel independent, self regulating and free from any distraction; the students in the adolescence period preferred to read materials that are packed with action.
Based from the conclusions drawn, the following recommendations are made: There are instructional materials that can be developed that would cater to the reading needs and interests of the first year students; Study 2 be pursued that is, the materials developed be tried out, validated and evaluated and the validated materials be published.
8. ICT SKILLS OF FACULTY AND THIRD YEAR TEACHER EDUCATION STUDENTS OF SSC
Researchers: Maritess D. Carreon; Ritzelda A. Deri, Ph. D.; Susan S. Janer, Ph. D.; Beatriz D. Guarte; Sherill A. Gilbas; Thaddeus D. Carreon
The study was conducted to determine the level of confidence of faculty and 3rd year teacher education students along their ICT skills. The Teacher Education teachers assigned to teach the ICT and ICT-related subjects were not included as respondents. Majority of the student-respondents are taking BEED. The BSED respondents are mostly Mathematics major, and majority is female. Results also showed that very few students personally own computers and that most of them access computers in school and internet shops; unlike teachers who own one and still have the access in school. They vary in terms of the tasks performed in the computers depending on their respective works. Most of the teachers acquired their knowledge in computer through self-study only and yet still believed that they are ready for NICS.
The level of confidence of the students on their ICT skills is significantly related to their profile. The level of confidence of the teacher-respondents is slightly lower than the student-respondents’.
Hence, this study recommends that trainings intended for the teachers be made possible to enhance their ICT skills. Moreover, teaching guides may be devised for use by both sets of respondents.