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Institute of Graduate Education,KalingaApayao State College
KALINGA-APAYAO STATE COLLEGE
GRADUATE SCHOOL
Tabuk City
2013
VOL. 2 NO.1 A Semi-Annual PublicationJANUARY- JUNE 2013
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Editorial Board : Jovita E. Saguibo
Research Director
Associate Editors: Marilou B. Adora
IGS Dean
Loneza G. Carbonel
Research Chairman
CONSULTANTS:
AMADO P. IMPER
Vice Pres.PRE&DT
EDUARDO T.BAGTANG, CPA, DBM
President
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COMPUTER LITERACY ASSESSMENT OF DEPED TEACHER IN TABUK CITY, KALINGA
Author/Advisee: Josephina Bai
Adviser: Carmelita T. Ayang-ang,Ph.D.
ABSTRACT
The use of technology study looked into the teaching of information
technology in the public secondary schools in the Division of Kalinga, School year 2011-
2012. It specifically looked into the level of attainment of the objectives in teaching
information technology, extent of strategies used, level of adequacy instructionalmaterials and degree of seriousness of problems encountered in teaching information
technology.
The responses were extracted through the use of a set of questionnaire and
were quantified through the three-point scale and given statistical equivalent through
the weighted mean. The ANOVA was used to determine significant differences along the
variables and the Tukeys significant difference was used to identify the groups with the
significant difference.
According to this study, the objectives in teaching information technology were
moderately attained. It was revealed that there were significant differences on the level
of attainment of the objectives in teaching information technology as to the moderator
variables of field of specialization and school affiliation. While the strategies were
moderately used in teaching information technology. There were significant differences
on the extent of strategies used in teaching information technology as to the moderator
variables of age, field of specialization, years in teaching and school affiliation.
The instructional materials used in teaching information technology were
moderately adequate as revealed by the mean. Further, it was noted that there were no
significant differences on the level of adequacy of instructional materials used in
teaching information technology as to the moderator variables of age, gender, field of
specialization, years in teaching and school affiliation.
While the problems encountered in teaching information technology were
moderately serious with student related problems of the highest and teacher related
problems of the lowest. As to the test of significant differences, it was noted that there
were significant differences on the degree of seriousness of problems encountered in
teaching information technology as to the moderator variables of age, years in teaching
and field of specialization.
Conclusions
Based from the aforementioned findings, the following are concluded:
1. The objectives in teaching information technology were moderately attained.
1.1 There were significant differences on the level of attainment of the
objectives in teaching information technology as to the moderator variables of field of
specialization and school affiliation.
2. The strategies were moderately used in teaching information technology.
2.1. There were significant differences on the extent of strategies used in
teaching information technology as to the moderator variables of age, field of
specialization, years in teaching and school affiliation.
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3. The instructional materials used in teaching information technology were
moderately adequate.
3.1. There were no significant differences on the level of adequacy of
instructional materials used in teaching information technology as to the moderator
variables of age, gender, field of specialization, years in teaching and school affiliation.
4. The problems encountered in teaching information technology were
moderately serious.
4.1. There were significant differences on the degree of seriousness of problems
encountered in teaching information technology as to the moderator variables of age,
years in teaching and field of specialization.
RecommendationsBased from the findings, the researcher offers the following recommendations:
1. The alumni of the schools must be tapped to provide internet connection so
students can avail of the use of the web.
2. Teachers should be more tap resource people in the community to assist them
in the teaching of information technology.
3. School administrators should coordinate with other community resources, like
government offices, for students to have a sort of an on the job training for more
hands on activities.
4. Teachers should be encouraged to try out a variety of strategies.
5. Administrators should initiate the conduct of interschool demonstrationteaching.
6. Parents and teachers association should be encouraged to assist in the
provision of instructional materials.
7. Teachers should use peer influence as an advantage to motivate students.
8. Teachers should divide the class into groups with each group working a task to
fit in the other components of the subject on a rotation basis.
9. A follow up study is encouraged after 3 years.
REFERENCES
Agyan, Isabel T. (2006) Psychological Implications of Information Technology as
Published in the Philippine
Journal of Education.
Cariaga, Helen G.(2009) Technology and Home Economics- a Response of Education
to the Millenium, The Teachers
Journal.
Demalat, Felomina C. (2007) Performance of the Third Year High School Students inInformation Technology.
Unpublished Masters Thesis, Philippine Normal University, Manila.
De Ramos, Lynda Theresse K.(2008) An Analysis on the Teaching of Information
Technology in the Sectarian
Schools in Cavite. Unpublished Dissertation, Philippine
Normal University, Manila.
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Gabat, Delia A.(2009) Analysis on the Teaching of Information Technology among
the Fourth Year High School
Students in Public Secondary Schools in the Three
Districts of Catarman, Division of Samar. Unpublished
Dissertation, Philippine Normal University, Manila
Gonzalez, Esperanza (2002) Philippine Secondary Education: A Real Scenario. The
Philippine Journal of Education.
Laguna, Karen W. (2007) An Analysis on the Teaching of Information Technology in
the Public Secondary Schools in the Division of Bohol. Unpublished Dissertation,
Philippine Normal University.
Leonarda-Herion, Susan T.(2007) Information Technology a Blessing or a Curse? The
Teachers Journal.
Lopez, Janice Marie A. (2004) The Teaching of Information Technology in the Public
Secondary Schools in the Division of Pangasinan 11. Unpublished Dissertation,
Baguio Central University.
National Secondary Curriculum (NSEC)
Zinzero, Rachelle W.(2010) A Study on the Teaching of Information Technology in the
Public Secondary Schools
In Vinzons, Camarines Sur. Unpublished Masters Thesis,Philippine Normal University, Manila.
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THE TEACHING OF MATHEMATICS VI INNORTHERN TABUK DISTRICT
DIVISION OF KALINGA
Author: Janice Wassig
Adviser and Co-author: Dr. Lope Buen
Co-author: Loneza G. Carbonel
The study looked into the teaching of Mathematics in Northern Tabuk District,
Division of Kalinga for School Year 2012-2013. It focused on the level of attainment of
the teaching objectives in Mathematics, the extent of use of the teaching methods inmathematics, and the degree of seriousness of the problems in teaching Mathematics.
The study made use of the descriptive survey type of research method with the
questionnaire as the main instrument used in gathering the data needed for the study.
The respondents of the study included all Grade VI teachers of the Northern Tabuk
District in the Division of Kalinga .
To gather the data, this study used a set of questionnaire which was lifted from
the Minimum Learning Competencies (MLC) and BEC for Grade VI Mathematics which
was quoted and used by Paguel (1998). The other parts were lifted from the studies of
Edas and Adaol that were conducted in the Tinglayan District and KASC. Frequency
Tables were used to categorize the data and were statistically described using thepercentage and weighted mean.
Based on the findings, it was revealed that the level of attainment of the
objectives in teaching Mathematics is moderately attained. The extent of use of the
methods in teaching Mathematics is moderately used.
The findings revealed that the level of adequacy of instructional materials used
in teaching Mathematics is moderately adequate. The degree of seriousness of the
problems encountered in teaching Mathematics is moderately serious.
Based from the findings of the study and conclusions made, the following
recommendations are offered:
1. Teachers and parents should exert more effort in teaching the pupils to improvetheir skills in Math.
2. Pupils should be given extra exercises to solve during their vacant time.3. Teachers should join seminars and trainings related in teaching Math for
updates.
4. Female teachers should be creative and have initiative to provide instructionalmaterials to be used in teaching if the school cannot afford to give.
5. Teachers teaching Mathematics should equip themselves with varied techniquesand strategies.
6. Teachers should give emphasis both in language and Mathematics so that pupilsshould be able to improve their performance in solving word problems.
7. Mathematics background should be strengthened as early as primary grades soas to give them better understanding in Math in the higher grades.8. The school should conduct a regular parent-teachers meeting to discuss matters
on the performance of the children and convince them to help in teaching and
disciplining their children.
9. Parents should strengthen the values of pupils toward their study habits.10. Parents should supervise their children and check if they really go to school.
11. Pupils should study their lessons regularly.
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REFERENCES
Ada-ol, Renato et. al.,(2006) Mastery of Basic Mathematics Among First Year College
Education Students.
Ambasing, Helen (1997) TeachingMathematics in Grade II in the Division of Baguio City.
Unpublished Masters Thesis, Baguio Central University, Baguio City.
Boaler, J. (1998) Open and Closed Mathematics: Student Experiences and
Understanding. Journal for Research in Mathematics Education, 29, 41-62.
Castro, Isabel (2007) Mathematics for Everyday Use. Textbook for Grade VI.
Edas, Gudelia (2002) The Teaching of Mathematics III in the Public Elementary Schools in
Tinglayan District,Kalinga. Unpublished Masters Thesis, Kalinga-Apayao State College,
Tabuk, Kalinga.
Edchanag, Tomana (2006) Analysis on the Effect of the Cooperative Learning Strategies Among
the Grade II Pupils in the Public Schools in Kiangan, Ifugao. Unpublished Masters Thesis,
University of Baguio.
Gabot, Estel (2000) Difficultiesin Grade VI Elementary Mathematics in the Division of
Apayao. Unpublished Masters Thesis, Baguio Central University, Baguio City.
Grouws, D. & Cebulla, K. (2000). Improving Student Achievement in Mathematics.
Geneva, Switzerland: International Academy of Education International Bureau of
Education, Educational Practices Series -4.
Hiebert, J. & Wearne, D. (1992). Links Between Teaching and Learning Place Value with
Understanding in First Grade. Journal for Research in Mathematics Education,
22,98-122.
Katio, Shiele (2008) An Analysis on the Cooperative Learning Strategies in the Public
Elementary Schools in Sabangan, Mt. Province. Unpublished Masters Thesis,
Cordillera Career Development College, Buyagan, La Trinidad, Benguet.
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TEACHING COMPETENCIES AMONG THE SUBJECT TEACHERS OF THE DIFFERENT
TECHNICAL VOCATIONAL SCHOOLSIN KALINGA
Author : BRENDALYN C. BANAWAAdviser and Co-author : PAULINO REYES 11,Ph.D.
Co-author: Loneza G. Carbonel, MAED, MAMATH
The descriptive research looked into the teaching competencies of teachers in
the Technical Vocational schools in Kalinga.It specifically sought answers to the
following objectives and hypothesis: to determine the level of competencies among
Tech-Voc teachers; to find if there are significant differences in the perceptions of therespondents on the level of competencies of the Tech-Voc teachers as to moderator
variables of age, gender, years of teaching and field of specialization; there is no
significant differences on the level of competencies of the Tech-Voc teachers in relation
to the moderator variables; to determine the extent of utilization of methods and
strategies in teaching TVE; to determine if there are significant differences on the
extent of utilization of methods and strategies in teaching TVE as to the moderator
variables; there are no significant differences on the extent of utilization of methods and
strategies in teaching TVE as to the moderator variables; to determine the level of
adequacy of instructional materials, tools, equipments and facilities for TVE as to
moderator variables; to determine if there are significant differences in the perceptionof the respondents on the level of adequacy of instructional materials, tools, utensils,
equipments and facilities for TVE as to the moderator variables; there are no significant
differences in the perception of the respondents on the level of adequacy of
instructional materials, tools, utensils, equipments and facilities in teaching TVE along
the moderator variables; to find the extent of factors affecting the teaching of TVE
subjects; to find if there are significant differences in the perception of the respondents
on the extent of factors affecting the teaching of TVE along the moderator variables;
there are no significant differences in the perception of the respondents on the extent
of factors affecting the teaching of TVE along the moderator variables.
The study involves 31 vocational teachers of the five vocational schools in
Kalinga. The responses gathered from the respondents were quantified using the three
point Likert scale while the weighted mean was used to determine the statistical
meaning and equivalent of the responses. The ANOVA was used to determine the
significant differences that exist on the perception of teachers.
The study discovered that the level of competencies of the teachers as perceived
by the respondents is much competent based from the total average weighted mean of
2.57.Despite the differences in the competencies of the teacher, 14 out of 15 were
perceived to be much competent. Asking Questions that lead to reflective learning
obtained a mean of 2.23 which is described as moderately competent.
The null hypothesis is accepted along the moderator variables of gender, lengthof service and fields of specialization.
On the other hand, variables along age reject the null hypothesis. It implies that
there are significant differences on the level of competencies of the tech voc teachers
along their age.
Thestudy revealed that the respondents claimed that the methods and
strategies in teaching TVE were moderately utilized. It revealed further revealed that
there are no significant differences in the responses of the respondents on the extent of
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utilization of methods and strategies in teaching TVE along the variables of age, gender,
length of service and field of specialization.
The instructional materials, equipment, tools, and facilities for TVE are
moderately adequate . There are no significant differences on the perceptions of the
teachers along all the variables of gender, length of service and fields of specialization.
The variable of age rejects the null hypothesis. It can be said that the teachers
differ significantly in their perceptions on the level of adequacy of the instructional
materials, tools, equipment and facilities in the light of their age.The factors affecting
the teaching of TVE are moderately affected.
Based from the findings, the following conclusions are drawn:
1. There are no significant differences on the perception of the respondents on thelevel of teaching competencies among TVE teachers along the variables ofgender, length of service and fields of specialization while the variable along age
reveals that there is a significant difference on the competencies employed by
the TVE teacher.
2. The methods and strategies in teaching TVE are moderately utilized.3. There are no significant differences in the perceptions of the teachers on the
extent of use of methods and strategies in TVE as to moderator variables.
4. The instructional materials, tools, equipments and facilities for TVE as perceivedby the respondents are moderately adequate.
5. There are no significant differences in the perception of the teachers as to thelevel of adequacy of instructional materials, tools, equipments, and facilities forTVE along the moderator variables of gender, length of service and fields of
specialization. There is a rejection of the null hypothesis on the moderator
variable of age.
6. The factors affecting the teaching of TVE are moderately affected.7. There are no significant differences on the perception of the respondents on the
extent of factors affecting the teaching of TVE along the moderator variables.
Based on the aforementioned findings and conclusions, the following are
recommended:
1. The teachers should attend seminars on innovative teaching to increase theircompetencies in teaching.
2. The teachers should attend more seminars on methodology and techniquesof teaching to increase their competencies in teaching.
3. Reference books, journals and magazines should be bought by the schooladministrator to keep the teachers and students abreast of new trends of
TVE.
4. More funds should be allocated for the improvement and installation offacilities especially for lights and ventilation.
5. The school should initiate an activity which requires parents involvement tofurther develop camaraderie between the school authorities, students and
parents.
6.
Local experts who are knowledgeable on the topics on Technical VocationalEducation should be tapped so that symposium will be utilized.
REFERENCES
Agbisit, I (2012) Teaching Competencies Among Science Teachers in Private and
Public Colleges in Tabuk City Kalinga (Unpublished Dissertation, Kalinga-
Apayao State College, Bulanao, Tabuk City)
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Agno, Linda N.(2009)Principles of teaching I: A modular approach ,C&E Publshing
Inc.839 EDSA, South Triangle, Q.C
Andales, M. (2004) Work text in Technology and Home Economics: InnovativeEducational Materials, Inc.
Andres N.B.(1991)The Implementation of Home Economics Program in the
Vocational Schools of Kalinga-Apayao (Unpublished Masters Thesis,
Baguio Central University, Baguio City)
Atiwag,S. M.(2012)The Technical Vocational Education Program in the Department
of Education, Division of Kalinga (Kalinga-Apayao State College,
Bulanao, Tabuk City, Kalinga)
Banglagan, C. (1997) Home Economics and Livelihood Education in the District ofTanudan: An assessment(Unpublished masters Thesis, St. Paul University,
Tuguegarao, Cagayan)
Bumanglag, J. (1998) The implementation of Technology and Home Economics in
the Province of Apayao (Unpublished Masters Thesis, Cagayan State
University, Tuguegarao City)
Clemente, A. (1996) Philippine Education into the 21st
Century, Quezon City: Valeriano
Publishing House)DepEd.net
Encarta(2009)
Flavio, D.(2001)Differences of Teachers in Teaching Technology and livelihoodEducation Subjects in Kasarinlan High School(Unpublished Masters
Thesis, The university of Caloocan City, Sangandaan, Caloocan
City)
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PERFORMANCE OF THE STUDENTS IN SCIENCE
IN TABUK NATIONAL HIGH SCHOOL
NEW TANGLAG ANNEX
Author: Genevieve Ollibac
Adviser and Co-author: Tules P. Banwa,Ph.D
ABSTRACT
The study looked into the Performance in Science of the Tabuk National High
School New Tanglag Annex Students during the School Year 2012-2013. It determined
the level of performance of the students in Science under the Understanding by Design
curriculum, and the extent of the factors which influenced the performance of the
students.
The questionnaire was used to gather needed data from the ninety four (94)
second and third year students.The three-point-Likert scale, percentage, frequency,
weighted Mean, Chi-square and Analysis of Variance (ANOVA) were used to treat andanalyze the responses of the respondents.
Based on the data gathered and analyzed, the performance of the students in
science was found out to be average. And the identified variables moderately affect.
The findings of this study led to recommend the following : that library materials
used in Science subjects should be updated such as magazines, brochures, and other
reading and reference materials; the school should purchase additional equipment and
facilities needed in Science; the administration must send teachers to trainings and
seminars; teachers must find ways and means to attend seminars and trainings in
Science; teachers are encouraged to use teaching strategies that lead to the
enhancement of the critical thinking skills of the students; teachers must use visual aids
to concretize abstract concepts and to arose the interest of the learners; parents shouldbuy science materials such as books or encyclopedia to be used at home as remedial
measures; parents should assist their children in their studies and follow-up their
performance in school regularly; and students should exert effort to study their lesson in
their subjects including Science.
REFERENCES
Agaran, Jacqueline M.(2011). The Teaching of Science and in the Public Secondary
Schools of Conner District, Apayao Division. unpublished masters Thesis,
Kalinga-Apayao State College, Tabuk City Kalinga
Agod, Mary P.(2006). Factors Affecting the Scholastic Performance of Grade V Pupils in
Mathematics in Tinglayan District, Division of Kalinga, Kalinga- Apayao State
College, Bulanao, Tabuk Kalinga
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Asuncion, Catalina G. (2007). The Teaching of Science and Technology in the Newly
Nationalized High School of the Division of Kalinga, unpublished masters
thesis, Kalinga-Apayao State College, Tabuk City Kalinga
Ayangdo, C.(2010). Performance and anxieties in Mathematics among the Freshmen
Students in
Tanudan, unpublished masters Thesis, Kalinga-Apayao State College, Tabuk City
Kalinga
Britannica Learning Library (2006). Encyclopedia Britannica
Inc.
Burton, Consuelo A. (2009). Academic Performance in English among the First YearHigh School students of Tinglayan District, unpublished masters Thesis,
Kalinga-Apayao State College, Tabuk City Kalinga
Harcourt Science (2000). California Edition by
Harcourt, Inc.http://e-turo.org/?q=node/855
Igadna, Mercy Grace T. (2005). The Improvement of Quality Education in Kalinga-
Apayao State College, unpublished masters Thesis, Kalinga-Apayao State
College, Tabuk City Kalinga
http://e-turo.org/?q=node/855http://e-turo.org/?q=node/855http://e-turo.org/?q=node/855http://e-turo.org/?q=node/8557/29/2019 KASC IGS Abstracts
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Tracer Study of the Graduates School Graduates of Kalinga-Apayao State
College
Advisee/Author : Sharmaine Loton
Adviser/ Co-author: Marymina Odiem
Tracer study of graduates is very important in managing programs of higher
education. It gives benchmarks and feedbacks to the institution to show whether the
programs being offered are relevant to the needs of times .This study looked into the
answers of the specific objectives, namely: 1) to determine the profile of the graduates;
2) to determine their employment status; 3) to find the extent of factors affecting theemployment/promotion of the graduates; and, 4) to suggest some ways to enhance the
MAED and Ph.D. Dev. Ed. curriculum. A total of 65 graduates from 2000-2012 were
covered in this study. The questionnaire was used to solicit the information needed
from the graduates. A 3 point scale was used to quantify for description the responses
on the extent of factors. The frequency, weighted mean, t-Test, spearman rank
correlation, and the F-test were used in quantifying and analyzing the data using the .05
significant level.
There were a total of 65 graduates whose profiles were determined in this study.
Specifically, 58 MAED graduates and 7 doctorate graduates were traced in terms their
names, date of birth (age), gender, civil status, tribal affiliation, eligibility(ies), graduate
degree course finished, school year graduated, present position/rank.
Employment Status of the Graduates
It was noted that before the graduates enrolled in the Institute of the Graduate
Studies, 50 of them equivalent to 77 percent were permanently employed, while 9 or 14
percent were substitutes, and 6 or 9 percent were employed on a casual or contractual
basis. The finding implies that there was still a considerable number of graduates notpermanently when they came to enroll their graduate studies.
It was further revealed in this study that at present 100 percent of the
graduates are permanently employed as teachers, employer and address, and
position/rank before enrolling in KASC Graduate Studies .Master teachers, principals,
college instructors. It is worth to note that no one the graduates were still substitute,
casual/contractual after graduating their degrees in the graduate studies.
Through the use of the Spearman Rank Correlation, it was determined that
there was a very high correlation between the previous and present employment status
of the graduates as revealed by the computed value of r of 0.99 and further proven by
the t-Test computed value of 3.31 which is higher than the t-tabular value of 2.31 at.05
level of significance.
The null hypothesis that there is no significant relationship between the previous
and present employment status of the graduates was rejected. In addition, there was a
significant difference between the previous and present status of the graduates. The
null hypothesis stated that there is no significant difference between the previous and
present status of the graduates was likewise rejected.
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Factors Affecting the Employment/Promotion of Graduates
The obtained total average weighted mean of 2.24 indicated that as a whole the
identified factors moderately affected the employment/promotion of the graduates.
However, 5 of the specific indicators much affected the graduates such as competition
with a mean of 2.55; followed by school/administration policies and educational
qualification, 2.51 each; teaching experience and seminars/trainings attended, 2.38
each.
The indicators political intervention, personal attributes, hiring practices of
schools, performance, location, eligibility, computer literacy, and major field ofspecialization moderately affected the graduates.
It was noted that the indicator on nepotism had the lowest mean of 1.17
implying that the practice of nepotism in the employment/promotion of the graduates
less affected the graduates. No significant findings were noted along the variables of
employment status, degree program graduated, ethnic affiliation, and eligibility.
Suggestions to Enhance the MAED & Ph.D. Dev Ed. Curriculum
Three ways of enhancing the MAED and Ph.D. Dev. Ed curriculum identified by
the graduates were in the forms of curriculum enhancement by adding some suggested
topics under the core subjects, major Subjects, and Cognate Subjects; more student
activities in the form of symposia, case studies, and field studies.
Based on the findings, the following conclusions were drawn.
1. The graduates varied in their profile
2. All the graduates were permanently employed after they finished their
graduate studies
3. There was high correlation between the previous and present
employment/promotion status of the graduates
4. The factors moderately affected the employment/ promotion of the graduates
as a whole
5. The indicators competition, school/administration policies, educationalqualification, teaching experience, and seminars/trainings attended were factors that
much affected the employment /promotion of the graduates.
6. There were no significant differences in the extent of factors affecting the
employment/promotion of the graduates when grouped as to employment status,
degree program graduated, ethnic affiliation, and eligibility.
Recommendations
1.Graduates should make themselves more competitive through graduate studies.
2.School administrators should be consistent in the implementation of policies on
employment and promotion.
3.Graduate students should select their courses wisely
or choose their field of specialization responsive to the needs of the educational
system.
4.Graduates of education courses should seek employment whether in the
private or public school at any employment status (Local School Board, Casual,
Contractual, Substitute. etc.) to gain teaching experience.
5.To upgrade their educational qualifications, teachers should enroll and finish their
masters and doctorate degrees.
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6.Graduates must have the initiative to attend in-service trainings/seminars to for
professional growth and for update by sharing in the expenses if their school fund does
not warrant.
7. The Kalinga Apayao State College should adopt the suggestions of the graduates to
enhance the MAED and Ph.D. Dev. Ed. Curriculum.
8. A Parallel study is recommended to cover the other graduates not covered by this
study.
References
Arcelo, A.A.(1996).Graduate Tracer Study. FAPE Publication. CHED-FABE study (2004).
Evaluation of Graduate Education in the Philippine Administration, University
of Regina Carmeli.
Boyer,E.L.(1996).Scholarship Reconsidered-Priorities of the
Professoriate ,Tenth Printing. Cruz, REYNALDO C.(2007).
Impact Study of the URC Graduate School in Three Masters Degree Programs:
Teacher Education, Business Education and Public.
Dela Cruz,Elmer M. (2004). Status of the Master in
Business Administration (MBA) Program in Region I, Philippines: Towards
Building Development Framework. unpublished Doctorate dissertation , Divine
Word College of Laoag , Laoag City.
Scanlan, C.L. (2003). Reliability and validity of a student scale for assessing the quality
of Internet-based distance learning, Online Journal of Distance Learning
Administration. http//www.westga.edu/~distance/ojdla/fall63/scanlan63.html.
Schomburg, HARALD (2003). Handbook for Graduate Tracer
Studies : Center for Research on Higher Education and Work, University of
Kassel,Germany. http://www.qtafi.de/handbook_v2.pdf
Umar Abdurrahman (2006). Assurance Procedures in
Teacher Education: The Case of the National Teachers Institute , Kaduna,
Nigeria, In Perspectives on Distance Education :Toward a Culture of Quality eds.
Badir K. Koul & Asha Kanwar. Commonwealth of Learning.
Zembere S.N. and Chinyama N.P.M (1996) The University of Malawi Graduate Tracer
Study. University of Malawi.Blantyre.
http://www.qtafi.de/handbook_v2.pdfhttp://www.qtafi.de/handbook_v2.pdf7/29/2019 KASC IGS Abstracts
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PROBLEMS ENCOUNTERED BY MULTI-GRADE TEACHERS IN TANUDANDISTRICT, DIVISION OF KALINGA
Author: BRIGIDA W. SUMOLDONG
Adviser and Co-author: MARYMINA PABLO ODIEM, Ph.D.
Co-author: Loneza G. Carbonel, MAED,MAMATH
ABSTRACT
This study deals with the problems encountered by Multi-grade Teachers in Tanudan District . It
specifically describes and obtained the results of the specific objectives namely: 1) to determine the
degree of seriousness of the problems of multigrade teachers in Tanudan District along the following:
objectives and content; instructional materials; classroom management; and administration/supervision;
and 2) to find if there are significant differences in the perceptions of the respondents on the degree of
seriousness of the problems encountered by the multi-grade teachers as to the variables of age,
educational attainment, number of in-service trainings, and years in teaching multigrade classes.
The Total Average Weighted Mean (TAWM) of 2.56 showed that the problems along the
objectives and content were perceived by the multi-grade teachers as much serious as a whole with the
indicator Limited time to execute prepared lesson plans as the highest with a Mean of 2.91, followed by
the difficulty in the of preparation of lesson plan, the lack of knowledge in the use of teaching methods
and techniques for multi-grade classes, and the lack of knowledge in the use of ELC.
In summary, the respondents significantly differed in their perceptions on the degree of
seriousness of problems encountered in multi-grade teaching along objectives and content as to the
variable of age specifically between the youngest group and the oldest group of teachers
and number of in-service trainings. On the other hand, no significant differences were noted along
educational attainment, and years in teaching multi-grade classes.
Degree of Seriousness of Problems of
Multigrade Teachers along
Instructional Materials
The Total Average Weighted Mean (TAWM) of 2.46 indicated that the problems along
instructional materials were perceived by the multi-grade teachers as much serious. Under the problems
on instructional materials, there were seven (7) specific problems identified in this study. Five of theseidentified problems were perceived as much serious while two were looked upon as moderately serious.
From the five (5) much serious problems related to instructional materials; the problem related
to the insufficient textbooks and other teaching references obtained the highest mean of 2.74; followed
by the problem on the limited time to prepare instructional materials for each subject in each grade level
with an obtained mean of 2.70; the problem on the lack of funds for the purchase of visual aids, seatwork
exercises, activity cards, workbooks, etc., 2.57; inadequate teaching devices, 2.48; and the problem
related to the inadequacy of equipment needed in teaching multi-grade classes, 2.39.
In summary, the teachers significantly di ffered in their perceptions on the degree of seriousness
of problems encountered along instructional materials when grouped according to the variable on
number of in-service trainings and years in teaching multi-grade classes while no significant differences
were noted when grouped as to age and educational attainment.
Degree of Seriousness of Problems of
Multi-Grade Teachers along
Classroom Management
The Total Average Weighted Mean (TAWM) of 2.44 indicated that the problems along classroom
Management were perceived by the respondents as much serious. Under the problems on Classroom
management, there were four (4) specific problems identified in the study. Among the identified
problems, 3 were much serious while the remaining 1 was moderately serious. The highest obtained
weighted mean of 2.61 was the indicator difficulty in using varied teaching strategies to different grade
levels, followed by the problem on the difficulty in handling pupils with different abilities and with
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different age level with 2.44; and the problem on the large number of pupils in one class with 2.39. The
number one problem of the teachers under classroom in the present study was the same problem of the
respondents of Guizoven (2011) in Southern Tabuk District.
The problem indicator classrooms are not intended for multi-grade classes with an obtainedMean of 2.30 was perceived as a moderately serious problem by the respondents under classroom
management.
The teachers did not significantly differ in their perceptions on the degree of seriousness of
problems encountered along classroom management when grouped according to the selected variables
used in this study.
Degree of Seriousness of Problems of
Multi-grade teachers
Along Administration/Supervision
The Total Average Weighted Mean (TAWM) of 2.63 indicated that the problems along
administration/supervision were perceived by the multi-grade teachers as much serious. Under the
problems on administration/supervision, there were four (4) specific problems identified which were all
perceived as much serious with the problem indicator Multi-grade teachers are seldom given
merits/awards obtaining the highest Mean of 2.70, followed by difficulty in handling both
administrative and multi-grade teaching functions with 2.70; No INSET of Multi-grade teachers on
multigrade teaching, 2.61; and administrators seldom visit schools with multi-grade classes, 2.44.
There were no significant differences in the perceptions of the teachers on the degree of
seriousness of problems encountered along supervision/administration when grouped as to the selected
variables used in this study.
Summary of the Degree of Seriousness
Of Problems of Multi-Grade Teachers
The problems encountered by multi-grade teachers in Tanudan District were much serious withan Overall Average Mean of 2.52 with the problems under administration/supervision as the highest with
TAWM OF 2.63 followed by the problems along objectives and content,2.56; instructional materials, 2.46;
and classroom management, 2.44.
Indentified Teaching Techniques/Strategies Used by
Multi-grade Teachers in Tanudan District
There were 10 identified teaching techniques/ strategies used by multi-grade teachers in
Tanudan District with Peer Tutoring strategy as the number one commonly applied; followed by the
little teacher strategy;Team Teaching Strategy; the use of Man to Man strategy; Inviting Resource
Speakers; Remedial classes to slow learners; home visitation; Use of varied and flexible groupings; Use of
varied teaching devices; and the use of models.
Conclusions
1. The problems of multi-grade teachers in Tanudan District during the School Year 2012-2013
along objectives and content, instructional materials, classroom management, and
administration/supervision were much serious as a whole.
2. Along objectives and content, all the problem indicators were perceived as much serous with
Limited time to execute prepared lesson plans as the highest, followed by the difficulty in the of
preparation of lesson plan, the lack of knowledge in the use of teaching methods and techniques for
multi-grade classes, and the lack of knowledge in the use of ELC.
3. The seriousness of the problems along objectives and content significantly differed as to age
but not as to educational attainment, number of in-service trainings, and years of teaching in multigrade
classes
4. Along instructional materials, 5 of the problem indicators were perceived as much serious with
the problem related to the insufficient textbooks and other teaching references as the number 1;
followed by the problem on the limited time to prepare instructional materials for each subject in each
grade level; lack of funds for the purchase of visual aids, seatwork exercises, activity cards, workbooks,
etc.; inadequate teaching devices; and the problem related to the inadequacy of equipment needed in
teaching multi-grade classes.
5. The teachers significantly differed in their perceptions on the degree of seriousness of
problems encountered along instructional materials when grouped according to the variable of number of
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in-service trainings and years in teaching multi-grade classes while no significant differences were noted
when grouped as to age and educational attainment.
6. Under the problems on Classroom management, of the four problem indicators,3 were much
serious with 1 moderately serious with the difficulty in using varied teaching strategies to differentgrade levels as the number 1 followed by the difficulty in handling pupils with different abilities and with
different age levels; and the problem on the large number of pupils in one class. On the other hand,
the problem indicator classrooms are not intended for multi-grade classes was perceived as moderately
serious.
7. The teachers did not significantly differ in their perceptions on the degree of seriousness of
problems encountered along classroom management when grouped according to the selected variables.
8. Along administration/supervision, the four specific problem indicators were all perceived as
much serious with the problem indicator Multi-grade teachers are seldom given merits/awards as
number 1, followed by difficulty in handling both administrative and multi-grade teaching functions; No
INSET of Multi-grade teachers on multigrade teaching, 2.61; and administrators seldom visit schools with
multi-grade classes.
9. There were no significant differences in the perceptions of the teachers on the degree of
seriousness of problems encountered along supervision/administration when grouped as to the selected
variables.
10. There were 10 identified teaching techniques/ strategies used by multi -grade teachers in
Tanudan District with Peer Tutoring strategy as the number one; followed by the little teacher
strategy;Team Teaching Strategy; the use of Man to Man strategy; Inviting Resource Speakers;
Remedial classes to slow learners; home visitation; Use of varied and flexible groupings; Use of varied
teaching devices; and the use of models.
Recommendations
From the findings, the following are recommended:
1. Teachers handling multi-grade classes should not be assigned administrative functions.
2. Conduct of trainings/seminars along teaching methodology and lesson planning, use of ELC for
multi-grade teachers is needed3. Enhance the existing teaching techniques/strategies
4. Try other techniques/strategies in teaching multi-grade classes
5. Schools supplies like textbooks and other reference materials and needed furniture should be
equitably distributed to the different schools including schools wit multi-grade classes.
6. Multi-grade teachers should be considered like the teachers of mono-grade classes in terms of
merits/awards and other benefits.
7. Parallel studies on multigrade teaching should be conducted in other districts in the Division of
Kalinga where multigrade classes exist
REFERENCES
Ciubal,I.A.(2000). Multi-Grade Teaching in Gonzaga District, Cagayan Division. Unpublished Thesis,
University of La Salette Santiago City.
Dagson, Benet W. (2012). Evaluation of Multi-grade Teaching in Tinglayan District, Division of Kalinga.
Kalinga-Apayao State College, Bulanao, Tabuk City.
Dayag, R.T. (2000) Multi-grade Program in the Cordillera
Region. Unpublished Doctoral Dissertation, Baguio
Central University.
De Los Santos, Gregorio M. (2000). Common Statistical Tools and Application Problems for Behavioral
Sciences. Mountain Province Polytechnic College, Bontoc, Phlippines
Denosta,A.P. (2008) Lecture Notes In Special Topics 1, 2, &
3 A Compilation Western Visayas Colleges of Science
and Technology, Burgos St., La Paz, Iloilo City
DEPED (2004). Manual on Multi-grade Teaching
Ferguson, George A.(1989) Statistical Analysis in Psychology and Education. New York: Mc Graw Hill Inc.
Guizoven, Jacinta M.(2011).Problems Encountered by Multi-grade Teachers in Western Tabuk District,
Division of Kalinga. Kalinga-Apayao State College, Bulanao, Tabuk City, Kalinga.
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19
Lucero, Ricarte(1994). The Problem in Multi-Grade Teaching. The Philippine Journal of Education Vol.
XXVII, No. 10, October 1994.
Manuel, R.Z.Sr. (1997). Multi-grade Program in Philippine
Education. The Modern Teacher, LXXI, 405.
Miller, E. (1983). Handling Multi-Grade Classes. New York, (Inc.
Graw Hill Book Co..
Muse,I.,Smith, R.,Baker, B, (1987).The one-Teacher School in the 1980s. Las Cruces,
NM:ERIC Clearinghouse on Rural Educational and Small Schools. (ERIC Document
Reproduction Service No. ED 287 646)
LEARNING READINESS OF THE GRADE I PUPILS IN THE
PUBLIC ELEMENTARY SCHOOLS IN NORTHERN
TABUK DISTRICT, DIVISION OF KALINGA
AUTHOR : KARLA L. REYES
Adviser and Co-author: MARYMINA P. ODIEM, Ph.D.
ABSTRACT
This study looked into the learning readiness of the Grade I pupils in the public
elementary schools in Northern Tabuk District, Division of Kalinga during the SY 2011-
2012.It specifically sought responses on the level of learning readiness of the pupils, and
on the extent of factors that affected the learning readiness of the pupils.
The data needed were gathered through the questionnaire. The weighted mean
was used to give statistical meanings to the data gathered and the Analysis of Variance
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(ANOVA) was used to determine the significant differences along the variables. The
Tukeys Honestly Significant Difference (HSD) method was used to look into the groups
which significantly differed.
It was found out that the grade I pupils were of the satisfactory level of learning
readiness and the learning readiness of the pupils were much affected by the factors.
Recommendations of the study were as follows: teachers should provide more
drills to pupils in counting odd numbers in a sequence and should conduct oral reading
either by group or individually; events or other items needed in learning should be
posted on a bulletin board to remind pupils; teachers should develop in the class the
feelings of collegiality and collaborative work; more motivational approaches and
techniques should be utilized by teachers; teachers should try out a variety of strategies;
the school should conduct parent education programs to improve child rearing practices
and the like; during homeroom meetings, parents should be motivated and encouraged
to maintain the classroom to make it safe and conducive for learning, the teaching-learning process should be made more child-centered to elicit pupils interest, and the
conduct of a parallel study
REFERENCES
Agod, Renita F. (2000) The Teaching ofMusic in the Intermediate Grades of Western
Tabuk District
Benitez, Flora P. (2004) The Teaching of Music among the Freshmen Students in the
Public Secondary Schools in Tabuk, Kalinga.
Benward & Saker. (2003) Music: In Theory and Practice, Vol. I, Seventh Edition.
Buenaventura, Antonio, (1985) et. al., Sing and Be Happy for Grades V and VI, Bureau
of Public Schools.
Coleman, Satis. (1967) Creative Music for Children, New York: G.T. Putmans Sons.
Cosidon, Lilibeth P. (2006) The Teaching ofMusic in the Intermediate Grades of
Western Tabuk District.
Dawaten, Jocefa B. (2012) The Difficulties of Teachers Teaching Makabayan Subjects
Among the Grade V Pupils in the Public Elementary Schools in Southern Tabuk
District, Division of Kalinga
del Valle, Leticia G. (2008) History of Music Education in the Philippines Thursday.
Department Order No.1 Series of 1957, The Revised Philippine Educational Program
Republic of the Philippines, Bureau of Public Schools.
Grindulo, Rizaldy, (2011) The Teaching of Music Education among the Grade IV and V
Pupils of Northern Tabuk District.
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THE DIFFICULTIES OF INTERMEDIATE MUSIC TEACHERS IN THE
PUBLIC ELEMENTARY SCHOOLS IN NORTHERN TABUK DISTRICT,
DIVISION OF KALINGA
Author: CARA C. BASNIC
Adviser: Raymond E. Balbin, Ph. D.
Co-author: Loneza G. Carbonel
ABSTRACT
This paper looked into the difficulties of teachers in teaching Music in the
intermediate grades of elementary schools in Northern Tabuk District, Division of
Kalinga . It specifically determined the level of difficulties of teachers in teaching Music,
degree of seriousness of the problems of teachers in teaching Music and the level of
need to implement remedial measures to overcome the difficulties of teachers inteaching Music.
The data needed were gathered from twenty eight (28) Music teachers in the
public elementary schools in Northern Tabuk District, through the four- part
questionnaire and data were treated using the three- point scale.
The weighted mean was used to give statistical equivalent to the data and the
One Way Analysis of Variance (ANOVA) was used to determine the significant
differences along the variables of gender, age and years in teaching.
It was found out that the teachers teaching Music are of moderate level ofdifficulties, the problems of teachers in teaching Music are very much serious and the
proposed remedial measures to overcome the difficulties are very much needed to be
implemented.
It was recommended that teachers should attend seminars and trainings
relevant to Music education, they should ask support and assistance to the school
administrators to overcome the difficulties, there should be available musical
instruments such as piano, guitar and pitch pipe to provide accurate pitch of songs,
teachers should gather and use appropriate teaching aids, they should plan and prepare
lessons very well, they should have remedial classes for Music and school heads should
provide textbooks, references and other needed materials.
REFERENCES
Agod, Renita F. (2000) The Teaching of Music in the Intermediate Grades of Western
Tabuk District
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22
Benitez, Flora P. (2004) The Teaching of Music among the Freshmen Students in the
Public Secondary Schools in
Tabuk, Kalinga.
Benward & Saker. (2003) Music: In Theory and Practice, Vol. I, Seventh Edition.
Buenaventura, Antonio, (1985) et. al., Sing and Be Happy for Grades V and VI, Bureau
of Public Schools.
Coleman, Satis. (1967) Creative Music for Children, New York: G.T. Putmans Sons.
Cosidon, Lilibeth P. (2006) The Teaching of Music in the Intermediate Grades of
Western Tabuk District.
Dawaten, Jocefa B. (2012) The Difficulties of Teachers Teaching Makabayan Subjects
Among the Grade V Pupils in the Public Elementary Schools in Southern Tabuk
District, Division of Kalinga
del Valle, Leticia G. (2008) History of Music Education in the Philippines Thursday.
Department Order No.1 Series of 1957, The Revised Philippine Educational Program
Republic of the Philippines, Bureau of Public Schools.
Grindulo, Rizaldy, (2011) The Teaching of Music Education among the Grade IV and V
Pupils of Northern Tabuk District.
Harkavy, Michael D.,et. al. (1996) The New Websters International Encyclopedia.
INDIGENOUS HEALTH PRACTICES AND BELIEFS
AMONG THE KALINGA SUB-TRIBE
OF TINGLAYAN
Author:DOMINGA DAISY B. ACCAD
Adviser and Co-author: MAXIMO B. GARMING, DPA
Co-author: Loneza G. Carbonel, MAED,MAMATH
ABSTRACT
The study looked into the indigenous health practices and beliefs of the
Itongrayan (people from Tinglayan) a subtribe of Southern Kalinga in Northern Luzon,
Philippines. It documented the indigenous health practices and beliefs of the Itongrayan
along pregnancy, birth and infancy, food preparation, hygiene, cleanliness and
sanitation of the surrounding. The study also determined the implications of the health
practices and beliefs in teaching health subjects in the secondary schools in Tinglayan
along health condition of the students, nutrition, hygiene of students, and cleanliness
and sanitation of the surrounding.
The study was conducted in the municipality of Tinglayan during the school year
2012-2013. A total of 50 Itongrayan were taken as key informants comprising of 20 folks
and 30 teachers.
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The key informants were selected based on the criteria of age, number of
children, and actual performance of customs and traditions of the community.
This study presents a summary of the findings of the study, the conclusions
drawn as a result of the findings, and recommendations offered based from the findings
and conclusions of the study.
Beliefs and Practices Implications
A. During Pregnancy1. Ngilin
a. Mother is prohibitedfrom going to tabooed
places such as bodies of
water and places of big trees.
b. Mother is prohibited to
eat tabooed foods like
meat of male pig, intertwined
or entangled fruits, for it lead
to an abnormal development
of the body like twins or ababy with gloved fingers.
Moreover, the pregnant
woman is also advised not to
eat crab and other animals
that make holes, black
colored food, meat butchered
from wakes, meats of
carabao, goat, bats for the
breast of the mother might
bear holes.
c. The mother is alsoprohibited to do tabooed
activities e.g. hiding when
eating or else the shapes of
the foods may develop into
the babys body; carrying
langngay(fruit basket),
pocketing fruits, witnessing
dying person or animals,
playing musical instruments,
dancing the salip (gongdance) or else the baby
acquire bad mannerisms,
staring at a lighted flashlight
for her offspring become
crossed-eyed, and sharing
fruits from what she is
carrying or else the body
suffers from skin diseases.
-Children are healthier,
stronger and well-cared.
a. The spirits dwelling in the
tabooed places that inflictharm to the baby.
b. It causes sicknesses,
allergies and complications on
the child and mother.
c. Scars are developed and
appear on the babys body.
The activities of the mother
become the actions of the
baby later. So, abiding with
the ngilin, unfavorable
actuations of the child and
occurrence of scars are
prevented.
d. The mother suffers from
miscarriage, difficulty in
delivering the child and or
death of the mother.
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d. Father has tabooed
activities too such as looking
and touching banyas (lizard),
dismantling furniture sets
because of the belief that the
pregnant wife might
experience difficulty during
delivery, going fishing,
hunting, and gathering snails
with the belief that the wife
dies after delivery, and he
must sleep outside the house
when he goes for an errand
the following day or else thewife suffers miscarriage.
B. During birth and infancy
1. Ontad- A ritual done as a
gesture of welcome for the
baby.
2. Songa- A ritual done for
the first born baby boy and
first born baby girl only to
wish for the protection and
security of the child.
3. Fob-oro- It is a
thanksgiving celebration by
the family.
4. Kabfo- This is a native
way of baptizing a baby. It is
an initiation ritual. Thepriestess prays toAfuniyan
(Supreme Being) that He
showers the family with
abundant blessings and gives
long successful life to the
child.
5. Chug-owo- A ritual done
when the child is sickly. This is
-The child gains masculinity for
boys and femininity for girls
because they are taught well
in their young age.
1. Butchering chickens and pig
are for appeasement and
serve as a food for the mother
in order to have enough breast
milk to meet the demand of asucking baby.
2. The six (6) butchered piglet
signify to have many children
later and one (1) puppy is to
guard the baby as he/she
grows.
3. The child is always strong
and alive.
4. Children are stronger and
healthier since the motherprovided him/her with enough
breast milk by following all the
beliefs and practices.
5. The infant gains the
appetite of eating in order to
be strong.
6. The child regains his/her
appetite of eating in order tobecome healthy and strong
7. The child is always healthy
and possesses feminine
actions, modest and fine
character, beautiful and
longevity of life.
8. They askAfuniyan to give
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performed in order that
infant has the appetite to eat
in order to be healthy and
strong.
6. Sifit- A ceremonial rite
performed by a quack doctor
when the child is sickly. This is
done with the belief that the
child is free to go and visit his
relatives without fear.
7. Salip- A ritual
administered by
themanchachawa for a girl
only when she reaches 1 to 3years old so that she always
possesses feminine actions,
modest, fine character and
beautiful.
8. Arur-ur- A ritual done to a
baby boy when he reaches
one year old to askAfunianto
entreat the boy with courage,
bravery, industry, wisdom
and good health.9. So-ob- This celebration is
done when the baby boy
reaches 2 months to one year
old. This feast is applicable to
boy only to show that man is
superior to woman.
10. Kammid- This is a
welcome and thanksgiving
ceremony to the baby by his
grandparents and even close
relatives of the family.
and enter at the boy with
courage, bravery, industry,
wisdom and good health.
9. The boy is becoming a brave
warrior, hunter and of good
health always.
10. The child received the
blessings from his/her parents
and even closes relatives.
C. On food preparation1. Old preparation of food
of infant
2. Finarat- Meat, fish and
vegetables are just boiled
with enough broth with salt
as the only ingredient.
3. Inang-ang- A way of
cooking all kinds of legumes
by boiling it until it becomessoft. Leafy vegetables can be
added with broth.
4. Inaguban- Meat is sliced
and placed in a bamboo for 3
days to one week. It produces
an unpleasant odor but it
makes the viand delicious.
5. Tinapa- A smoke dried or
-Clean and simple preparation
and or cooking the food to
avoid complicated sicknesses.
-The original aroma and
contents of the food will be
tasted.
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sun dried way of preserving
meat and fish.
6. Chawis- Meat and fish are
barbecued or grilled.
7. Langon- Animals are
placed directly on fire to
remove the hairs or feathers.
8. Chinna- Root crops are
sliced in small pieces and
boiled until they are cooked.
Salt or inti(sugar) is placed to
add taste to its broth.
9. Intum- Wrapping the
fishes to be cooked withleaves and place under the
fire until cooked.
10. Tifaru- Cooking food in a
bamboo.
11. Inapin- Placing woven
leaves at the bottom when
cooking rice. The leaves add
pleasant odor, good taste and
prevent from being burnt.
12. Sangrag- Roasting orfrying the legumes before
boiling for viand. It is also a
way of keeping the legumes
for couple of months so that
it will not be destroyed or
eaten by weevil.
D. On hygiene
1.Urut- Burnt rice stalks for
shampoo, soap and
detergent. They use it in
taking a bath and washingclothes and utensils.
2.Small twig of plant- It is
used for cleaning the teeth.
3.Rice stalks- It is used as
tooth pick.
4.Moma- The combinations
ofFua (beetle nut), Lawod
(Betel leaf pepper) andApug
(lime) to make the teeth
stronger and refrain fromtooth decay.
Healing rites performed by
person with power:
1. Chawa- Driving out evil
spirit in a person by a
priestess. She uses herbal
plants, animals and others
with rituals.
-Poor hygiene is the outcome.
-Sicknesses that are believed
to be inflicted by bad spiritsare cured and lessen the
expenses of the family from
going to the hospital.
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2.Sap-uy- A way of curing by
a person with agasang(a
person who accidentally gives
sickness to other people) to a
victim or mana. Touching
and prayer can cure the
person from his/her sickness.
3.Manfufug-is- A person
who has the power to cure
boils believed to be caused by
thunder. A wine or basiis
used to flash the sickness.
4.Person who can cure
furaw- A gifted person whocan see and remove foreign
materials or dirt that entered
the eye. Oil is used to remove
the dirt.
5.Ngitngit- A way of curing a
skin disease or scabies using
tooth cavities.
Indigenous medicinal plants:
1.Sinlafi and Akinfurus-
herbal plants that can beused to cure wounds. The
pounded leaves are used or
applied as a poultice
preparation to stop the
blood.
2.Ara-aray- A vine which is
used for deworming and for
stomach ache. The stems are
boiled and the broth is used
as medicine.
3.Charaw- Herbal plant thatlives in moist places which is
used for stomach ache and
deworming.
4.Taw-tawa- A plant which
is used for dog bite.
-Cheaper kind of medicinesand they are abundant in the
surrounding, and they are
available anytime.
E. Cleanliness and Sanitation
of the surrounding
1. Inadequate water system
2.Lack of toilet in far flung
barrios3. Poor drainage systems
-It leads to muddy
surroundings that are
unsanitary to health.
Based from the findings, the following conclusions were drawn:
1. The Itongrayan have various indigenous health Practices and beliefs onpregnancy, birth and infancy, food preparation, hygiene, and cleanliness and
sanitation of the surrounding.
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2. The implications of these indigenous health practices and beliefs are veryimportant on the health of the students, nutrition, hygiene and cleanliness
and sanitation of the students.
Based from the findings and conclusions, the following recommendations are
offered:
1. Documentation and publications of the indigenous Health practices andbeliefs ofItongrayan should be included in Health subjects as instructional
materials for supplementary readings in the secondary schools;
2. The desirable cultural health practices and beliefs should be strengthened,enriched and enhanced while negative ones should be discarded;
3. Encourage teachers, elders, professionals and folks of the community tocontinue preserving the positive health rituals, beliefs and practices and
discourage the negative ones;4. Regular cultural affairs should be held in school and in the community on
traditional practices in an effort to make the people better appreciate their living
traditions;
5. The practices that entail so much extravagance likefob-oro, songa for
Sumadeland soob for Butbut should be modified;
6. Teachers should teach on their Health subjects the importance of proper
waste disposal. Defecating anywhere should be discouraged and avoided in
order to have sanitary surroundings;
7. Teachers should tell or inform the adults the disadvantage of chewing the
food before giving to the baby. 8.The result of the copy should bepublished and be made available and accessible in the community, libraries and
appropriate offices; and
9. Follow up studies should be conducted on the cultural practices of other sub
tribes of Kalinga.
REFERENCES
Andres, Tomas Quintin D. (2009).PHILIPPINES CONSTITUTION CURRICULUM
DEVELOPMENT IN THE PHILIPPINE SETTING
Aggalao, Corazon G. (1994).The Social Life of the Tulgaos of Tinglayan, Kalinga-Apayao.Masteral Thesis, St. Paul University, Tuguegarao City
Balbin, Raymond E. (1990).Tribal Wars in Kalinga: Its Implication to Values Education in
the Tertiary. Disertation, St. Paul University, Tuguegarao City
Daliyong, Francisco D. (1999).The Indigenous Values in the Cultural Practices and Beliefs
of the Ififilas of Tinglayan, Southern Kalinga.Masteral Thesis, St. Louis College,
Bulanao, Tabuk, Kalinga De Leon, Hector S. (1989).THE NEW PHILIPPINE CONSTITUTION
De los Reyes, Angelo and De los Reyes, Aloma (1987).Ethnologies of Major Tribes;
Igorot, A People Who Daily Touch the Earth and Sky
DepEd Advisory No. 240 s. 2009.IN COMPLIANCE WITH DECS ORDER NO. 28 S. 2001
DepEd Order No. 15, s.1973.REVISED PHYSICAL EDUCATION AND HEALTH,
PREPARATORY MILITARY TRAINING AND SCOUTING PROGRAM IN SECONDARY
SCHOOL
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Education.Htm/#ixzz22cz9TxNe eHow.com.hhtp.//www.ehow.com/about 4828092
principles of health http:/www.answers.com/main/health.jso#ixzz22
Garming, Maximo B. (1977).Kalinga, Three Living Traditions in Kalinga, Social Science
Information, April-June 1977
K TO 12 CURRICULUM GUIDE HEALTH MANUAL
PROFESSIONAL DEVELOPMENT AMONG PUBLIC ELEMENTARY SCHOOL
TEACHERS IN LOWER TANUDAN DISTRICT
DIVISION OF KALINGA
Advisee/ author :DELIA A. DINANAS
Adviser: Carmelita T. Ayang-ang, Ph. D.
ABSTRACT
This study describes the professional development status of the public
elementary school teachers in lower Tanudan District Division of Kalinga . It specifically
looked into reasons for undergoing professional development; extent of effectiveness of
the activities of teachers for professional development; extent of benefits derived from
growing professionally and the degree of seriousness of problems encountered in
growing professionally. Likewise the perceptions of the respondents were comparedalong the moderator variables of age, civil status, educational attainment, length of
service, and school affiliation.
The descriptive method of research was used with the structured questionnaire
as the data-gathering instrument. The respondents were the 35 public elementary
school teachers with permanent appointment at Lower Tanudan District, Division of
Kalinga. Ranking and percentage, weighted mean, and ANOVA were used as statistical
tools to attain an objective interpretation of data.
The reasons of teachers for undergoing professional development are ranked as
follows: enhancement of leadership potentials; improvement of supervisory and
administrative competence; attainment of prestige in the profession; upgrade salary;
upgrade teaching skills and competencies; advancement of school; motivated by school
heads; influence of peers and relatives; pleasing ones superior; and the last reason is as
a means of going abroad.
The activities of teachers for their development were found to be effective. The
benefits derived from growing professionally were claimed by the teachers that they are
much benefitted
The problems encountered in the pursuit of professional development were
claimed by teachers to be moderately serious. However, lack of funds was perceived as
very serious and securing study permit is not a problem in the pursuit of professional
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development. The result showed that there were no significant differences in the
perception of the respondents on the degree of seriousness of problems encountered in
the pursuit of professional development along the moderator variables.
REFERENCES
Agno, Lydia N. [2009].Principles of TeachingManila, Rex Bookstore Inc. Anggaco,
M.*2001+.Professional Growth among the Public
Elementary Teachers in Tanudan District, Division of Kalinga Unpublished
Masters Thesis,Kalinga-Apayao StateCollege, Bulanao, Tabuk, Kalinga.
Anunciation, V. *1975+ .Trends in the Professional Growth Of College instructors in the
University of Northern Philippines Unpublished Masters Thesis, Lyceum of
Baguio.
Becker, H. J.(1993)Preparing Teachers as Professionals :The role of Educational Studies.
New York: Teachers College Press.
Bilbao, Purita P. [2006]. The Teaching Profession. Manila, Lorimar Publishing Inc.
Bona, F. *2012+. Professional Development Among Public Elementary School Teachers
in Paracelis District, Mountain ProvinceUnpublished Masters Thesis, Kalinga-Apayao
StateCollege, Bulanao, TabukCity.
Brown, Denise Professional Goal Setting for Teachers*http://external.dmtracker.com+
Clement, V. *2000+ .Teachers Professional Development, a Solitary or Collegial
Venture In Teaching And Teacher Education, [p.81-101]
Cook, Cathy J. Downside of Growing Professionally
[http://.info @ncrel.org]
Dove, Laurie L. How Professional Development for Teachers
Work *http://www.howstuffwork.com+
CLASSROOM MANAGEMENT AMONG GRADE 6 TEACHERS IN SOUTHERN TABUK DISTRICT
DIVISION OF KALINGA
Advisee/co-author:RACHEL L. BANGGAWAN
May 2012
Adviser: Dr. Paulino P. Reyes II
Co-author: Loneza G. Carbonel
ABSTRACT
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This study examined classroom management strategies among grade VI teachers in
Southern Tabuk District, Division of Kalinga during the school year 2012-2013. This study made
use of the descriptive survey method. The survey questionnaire gathered demographic data
such as civil status, gender, years in teaching, educational attainment and their ethnic affiliation.Twenty-five teachers handling Grade VI responded to the survey. The data collection methods
include survey instrument and interviews of faculty members to clarify some of the responses.
This study demonstrated that while there are benefits to the use of classroom management
strategies for a functional learning environment in the Grade VI classroom, there are major
challenges that may have limiting effects on the optimization of those benefits at the levels of
the classroom.
In summary, the classroom management strategies are moderately used as evidenced
by the obtained mean of 2.30. There are significant differences in the perceptions of the
respondents on the extent of use of the classroom management activities along civil status,
gender, years in teaching, educational attainment and ethnic affiliation. Hence, the null
hypothesis is rejected along all the moderator variables.The study further revealed that the factors much affect the extent of use ofclassroom
management strategies among Grade VI teachers of Southern Tabuk District as shown by the
total average weighted mean of 2.57. There were significant differences in the perceptions of
the respondents along years in teaching and educational attainment. No significant differences
were observed along civil status and ethnic affiliation. Hence, there is a rejection of the null
hypothesis along years in teaching and educational attainment. On the other hand, the null
hypothesis is accepted along civil status, gender and ethnic affiliation.
The study recommends that in-service trainings on classroom management strategies
should be conducted for elementary teachers to equip them with relevant knowledge on
classroom management and skills to better manage their classes. Teachers should also design
the teaching and learning process according to the factors that are present in the classroom,
school and community.
In addition, it is necessary for teachers to learn the childs family and cultural setting so
that they can pay attention to students cultural values and family background as well as
incorporate them into teaching and learning situation. Teachers should also receive
administrative support in classroom management skills. This may include the observation of
other teachers, providing teachers with ideas for helping students, designing conflict resolution
conferences between the student and the teacher or meeting with an administrator to find
solutions for the problems.
Finally, this study offers suggestions for teacher education programs to consider
changes regarding the need for program revision, offering stand alone classroom management
courses rather than integrating with other classes, helping pre-service teachers focus more on
unfamiliar strategies and encourage the application during the field work, and classroomobservations.
REFERENCES
Allen, J.D. (1986). Classroom management: students' perspectives, goals, and strategies.
American Educational Research Journal, 23, 437-459.
Berliner, D. C. (1988). Effective classroom management and instruction: A knowledge base for
consultation. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.)
Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock
(Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillan.
Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational
Psychology, 24(4).
Evertson, Carolyn M., and Emmer, (1982) "Effective Management at the Beginning of the School
Year in Junior High Classes.Journal of Educational Psychology74 (4):485 - 498.
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Evertson, Carolyn M., and Harris, Alene H. (1999). "What We Know about Managing
Classrooms." Educational Leadership 49 (7):74 - 78.
Evertson, Carolyn M., and Harris, Alene H. (1999). "Support for Managing Learning-Centered
Classrooms: The Classroom Organization and Management Program." In Beyond Behaviorism:
Changing the Classroom Management Paradigm, ed. H. Jerome Freiberg. Boston: Allyn and
Bacon.
Freiberg, H. Jerome, ed. (1999). Beyond Behaviorism: Changing the Classroom Management
Paradigm. Boston: Allyn and Bacon.
Freiberg, H. Jerome; Stein, Terri A.; and Huang, S. (1995).
"The Effects of Classroom Management Intervention on Student Achievement in Inner-City
Elementary Schools." Educational Research and Evaluation 1:33 - 66.
Gump, Paul V. (1982). "School Settings and Their Keeping. In Helping Teachers Manage
Classrooms, ed. Daniel Duke. Alexandria, VA: Association for Supervision and Curriculum
Development.
Jones, Vernon. (1996). "Classroom Management." In Handbook of Research on Teacher
Education, 2nd edition, ed. John Sikula. New York: Simon and Shuster.
Kounin, Jacob S. (1970). Discipline and Group Management in Classrooms. New York: Holt,
Rinehart and Winston.
Classroom Management Practices Of Multi-grade Teachers in the Four Districts of
Tabuk, Division of Kalinga. Bulanao, Tabuk City, Kalinga.
Advisee/ author:BALIGOD, CRISPINA G.
Adviser:MARILOU B. ADORA, Ph.D
Co-author: Loneza G. Carbonel
ABSTRACT
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The descriptive research looked into the classroom management practices of
multi-grade teachers in the four districts of Tabuk, Division of Kalinga.It further looked
into the level of classroom management practices along pupils behavior, instruction
strategies, peer tutors, group management, school-community relations; and the extent
of factors affecting the classroom management practices of multi-grade teachers.
The questionnaire was the main instrument in gathering the data which were
quantified through the tree-point scale. The statistical meaning of the responses was
determined through the weighted mean and the differences along the variables were
determined with the use of the one-way analysis of the variance (ANOVA).
It was found that the multi-grade teachers always practice along managing
pupils behavior, peer tutors and school community relations and sometimes practice
along instructional strategies and group management.
Pupil related factor very much affected the classroom management practices of
multi-grade teachers and moderately affected by school, teacher and home relatedfactors.
It was recommended that there should be more in-service trainings to be
conducted to enrich managing skills and strategies of teachers, teachers should exert
self-help effort to be abreast with more strategies and managing skills, remediation
activities must be regularly conducted to improve the comprehension skills of the
pupils; teachers should conduct regular activities so that pupils will gain interest and
study habit, during PTA meetings parents are encourage to motivate children in
developing proper behavior and attitude towards the education of their children and a
more in-depth study on innovative teaching strategies on multi-grade teaching is
recommended.
REFERENCES
Bongngat, Anacita G. (2011) Performance of the Multi-grade Teachers in the Four
Districts of Tabuk, Division of Kalinga
Buyogan, Juan B.(2006) The Management Practices of Public Elementary School
Teachers in the Division of Mt. Province
Dagson, Benneth W. (2011) An Evaluation of Multi-grade Teaching in Tinglayan
District, Division of Kalinga
Kissob, Linda W. (2012) Teaching Competencies of Multi- grade Teachers in Eastern
Tabuk District
Langkit, Emily B. (2003) Grammar Proficiency of Grade VI of Southern Tabuk District,
Saint Louis College of Bulanao, Tabuk Kalinga
Manoli, Margie C. (2009) Competencies of Teachers Teaching English in the Public
Elementary Schools in Southern Tabuk District, Division of Kalinga
Multi-grade Module (1998) DepEd
Multi-grade Program in the Philippine Education (2008) DepEd
National English Profeciency Program, Module I DepEd
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Songday, Molven C. (2012) Teaching of Multi-grade Classes in Balbalan District,
Kalinga Division
The Modern Teacher (June 2006)
www.slideshare.net/petermercks/multi-gradeteaching introduction
www.theteachers guide. Com/classroom management.htm
http://www.slideshare.net/petermercks/multi-gradehttp://www.slideshare.net/petermercks/multi-gradehttp://www.the/http://www.the/http://www.the/http://www.slideshare.net/petermercks/multi-grade