This study aimed to determine the professional and instructional responsibilities among General Education faculty of a Maritime School in Bacolod City during the Second Semester of the School Year 2016-2017.

The respondents was taken from the total population of three thousand two hundred forty three (3,243) which comprises of General Education Faculty, Bachelor of Science in Marine Transportation and Bachelor of Science in Marine Engineering students and ESLP students from first year to fourth year. Using the Slovin’s formula with 5% margin of error, 352 will be taken as the sample population of the respondents.

The study revealed the following results. The level of professional and instructional responsibilities of the General Education faculty is very high as perceived by the faculty and the students of a Maritime School in Bacolod City. This finding can be attributed to the various training as well as from the constant feedback derived from the faculty evaluation of the department heads of the school.

The perceptions of the faculty and the students as regards the level of professional and instructional responsibilities of the faculty are comparably the same. The perceptions of the faculty and the students as regards the level of professional and instructional responsibilities of the faculty are comparably the same.

As for the recommendations, General Education faculty department heads should improve observation, evaluation, and feedback mechanism. General Education faculty professional relationships should be enhanced. Preparation and planning of instruction is always a must. A conducive classroom environment, readiness of instruction, and professional responsibilities must always be observed.

Keywords: Professional Responsibilities, Instructional Responsibilities, General Education, Maritime School, Conducive Classroom Environment.

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This correlational study anchored on the Model of Community-based Treatment, and Seligman’s Positive Psychology utilized Multiple Regression Analysis to investigate the levels of preparedness, acceptance, and commitment of illicit drug surrenderers who voluntarily surrendered, enrolled, and graduated from the wellness program in a selected local government unit in Negros Occidental, Philippines and to see if these three domains are related and predictors of the efficacy of the program. The wellness program for drug surrenderers is the first step of Community Based Rehabilitation Program of the national government – a jump start to the rehabilitation of the surrenderers. Results showed that the levels of preparedness and acceptance of the respondents are “High”, whereas, their level of commitment is “Moderate”. Taken collectively, the respondents’ perceived efficacy of the wellness program is “Moderate”. There were no significant differences in the level of efficacy of the wellness program as perceived by the respondents in all aspects of their demographic profile. Respondents’ preparedness toward rehabilitation is significantly related to their perceived level of efficacy of the wellness program. Moreover, preparedness is the best predictor of efficacy. Acceptance and commitment domains are not related and predictors of efficacy of the wellness program.

Keywords: Wellness Program, Community-based Rehabilitation Program, Multiple Regression, Drug Surrenderers.

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The study is aimed to determine the Level of Self-efficacy and Anxiety in Learning Mathematics of the First Year College Students of the Carlos Hilado Memorial State College for Second Semester Academic Year 2015-2016. The Descriptive-Correlational research design was employed, because this method is used to discover relationships among variables and to allow the prediction of future events from present knowledge (Stangor, 2015). Utilizing the Yamani’s formula, the number of sample was 347 participants out of total population of 4375 First year College Students. Both of the students’ level of Self-efficacy and Anxiety in Learning Mathematics when taken as whole was high, the level of self-efficacy of the participants when grouped according to campus, sex and father’s educational attainment was high, however, when grouped according to field of specialization, the BSHRM illustrated a low self-efficacy level. Furthermore, there was a significant difference on the level of Self-efficacy when grouped according to sex. While on the level of Anxiety, the Talisay and Alijis campus; female participants; AB, BSIT, BEED, BSHRM, BSENTRP and BSCRIM; and participant’s whose father with Elementary Graduate, High School Level and High School Graduate Educational Attainment has a high level of Anxiety in Learning Mathematics. Moreover, there was a significant difference on the level of anxiety when grouped according to father’s educational attainment. The results also showed that there was a weak negative relationship between the level of Self-efficacy and Anxiety of students’ in learning mathematics.

Keywords: Self-efficacy and Anxiety, Mathematics, Student.

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Republic Act 10121 otherwise known as “Philippine Disaster Risk Reduction and Management Act of 2010 provide a systematic outline to guide implementers a very clear path on disaster preparedness. In November of 2013, Philippines experience typhoon Yolanda, Sagay City was one of the cities who experience this great ordeal of disaster. Thus the purpose of this study was to determine the level of disaster preparedness in the Division of Sagay City as perceived by the school administrators, teachers, and students. The level of disaster preparedness of the participants was determined based on four thematic areas namely: school buildings and facilities, program and project implemented, schools as evacuation centers and teachers and students training. The study was done by sourcing out data from 61 school administrators, 267 teachers and 379 students of the 65 elementary and secondary schools of the Division of Sagay City through a researcher-developed questionnaire which was anchored to the Gawad KALASAG checklist of the Office of the Civil Defense. The questionnaire was supplemented with Focus Group Discussion. Statistical tools employed were frequency and percentage to determine the school profile and mean, used to determine the level of disaster preparedness. To determine the differences among variables t-test and analysis of variance were used. The findings of the study revealed that there is a significant difference on the area of programs and project implemented interpreted based on its mean that younger and older school administrators differ significantly in their perceptions of the level of disaster preparedness of the implementing school. Older administrators implement more programs on disaster preparedness compared to their younger counterpart. Among students, the grade level is significant; it is because that high school student experienced the same level of preparedness when they were in the elementary. While when students are grouped according to the age, the result is not significant in the assessment of the four areas of the level of preparedness.

Keywords: School Disaster Preparedness, School Building, Disaster Facilities, Disaster Program, and Implementation.

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This study sought to determine the teachers and students’ difficulty and coping strategy towards Technology and Livelihood Education Program of Domingo Lacson National High School, Bacolod City during the School Year 2016-2017.Respondents were 26 teachers and 313 students. It employed the descriptive research design and utilized self-made questionnaires. Specifically, it identified the profile of the respondents in terms of age, sex, length of service, educational attainment, and subject taught (for teachers) and age, sex, year level, and specialization (for students).The level of difficulty of teachers was moderate on physical facilities and assessment tools while high on instructional materials and competencies. Students were low on physical facilities and competencies while moderate on instructional materials and assessment tools. The extent of coping strategy of teachers was moderate on physical facilities and instructional materials while great on assessment tools and competencies. Students were moderate on physical facilities, assessment tools, and competencies while low on instructional materials. Significant difference exists in the level of difficulty of teachers on assessment tools when grouped according to age and on physical facilities when grouped according to subject taught. Significant difference exists in the level of difficulty of students on instructional materials and assessment tools when grouped according to age and on physical facilities and assessment tools when grouped according to specialization. Significant difference exists in the extent of coping strategy of teachers on instructional materials and assessment tools when grouped according to age and on physical facilities when grouped according to subject taught. Significant difference exists in the extent of coping strategy of students on instructional materials, assessment tools, and competencies when grouped according to year level and in all areas when grouped according to specialization.

Keywords: Teachers, Students, Difficulty, Coping Strategies, Technology and Livelihood Education Program.

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This study sought to determine the awareness, compliance, and women empowerment on Gender and Development program of State Universities and Colleges in the Province of Negros Occidental during the School Year 2014-2015. Respondents of this study were the 22 GAD program implementers and 285 teacher-beneficiaries who have been employed during the said school year. This study employed the descriptive research design. Gathering of data was done by administering the self-made questionnaire to all the respondents. Processing of data was done with the use of Statistical Package for Social Sciences (SPSS) software. The data were analyzed according to the research problems. Frequency and percentage scoring were used in determining the respondents’ profile. The mean was employed in determining the respondents’ extents of awareness, compliance, and women empowerment; the Mann-Whitney U was employed in determining whether or not significant difference existed when respondents were grouped and compared according to selected variables; and Spearman’s rho was employed in finding out whether or not significant relationship existed when said major variables were correlated. The study revealed the following results: Of the total GAD implementers, the group with most number of respondents came from the older group; followed by the Catholic group. More than half of the respondents had longer length of service whereas the least number of respondents came from the younger group and the non-Catholic groups.  On the other hand, from the total of 285 teacher-beneficiaries, more than half of them came from the group with shorter length of service. The same is followed by the Catholic group. On the other hand, the groups with lesser number of respondents came from those with longer period of service and the non-Catholic.

The respondents’ extent of awareness on GAD program was of high extent when taken as a whole across the five areas and even when determined by selected variables; the extent of compliance of the implementers on GAD program was of high extent in all five (5) areas and when considered by selected variables; and respondents’ overall extent of women empowerment on GAD program was of high extent with respect to all five (5) areas and when determined by selected variables. The p-values showed significant difference existed between the extents of awareness of the respondents when grouped and compared according to sex, length of service, and civil status, except age and religion; the p-values showed no significant difference existed between the extents of compliance of the implementers on the GAD program when grouped and compared according to selected variables; and the p-values revealed significant difference existed between the extents of women empowerment of the respondents when grouped and compared according to age and length of service, except sex, religion, and civil status.  The p-value displayed significant relationship existed between the extent of awareness and extent of compliance; the p-value showed significant relationship existed between the extent of awareness and extent of women empowerment; and finally, the p-value exhibited significant relationship existed between the extent of compliance and extent of women empowerment.

Keywords: Women, Empowerment, GAD Program.

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This study focused on the teachers’ levels of self-concept, task perception, and job performance in the selected public high schools with at least a population of 50 teachers in District III, Division of Negros Occidental during the School Year 2015–2016. The sample size of 214 respondents was determined using the Yamane’s Formula. This study utilized both self-made and standardized questionnaire in gathering the data.  The validity rating is 4.75. The reliability rating is 0.777. Computations were processed through the SPSS. The statistical tools that were used using the SPSS were frequency count and percentage rating, the mean, the Mann Whitney U and the Spearman Rho. Based on the gathered data, the following are results of the study. It was found out that the respondents’ levels of self-concept when grouped according to age, sex, civil status, average family monthly income, and educational attainment were very high. The result of the respondents’ levels of task perception when grouped according to age, sex, civil status, average family monthly income, and educational attainment, the result were very high. Moreover, the respondents’ level of job performance when grouped according to age, sex, civil status, average family monthly income, and educational attainment, showed high results. Lastly, there was a significant relationship between the respondents’ levels of self-concept and task perception. On the contrary, there were no significant relationships between the respondents’ levels of self-concept and job performance, and task perception and job performance.

Keywords: Self-concept, Task Performance, Job Performance.

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Language contributes to the meaningful and participative learning environment for children. thus the main purpose of this study is to determine the pupils’ performance using the mother tongue as medium of instruction for the three consecutive academic years starting 2015-2016, 2016-2017 and 2017-2018 in the Division of La Carlota City, Negros Occidental, Philippines.  Specifically, it determines the perceived effects of using mother tongue to the pupils’ performance as assessed by their teachers; and the challenges encountered by the teachers in using the mother tongue in delivering the instruction. This study used mixed methods in gathering the data. In the quantitative approach, documents of 27 pupils analyzed using the mean percentage scores to determine their performance in various subjects with the mother tongue as medium of instruction. In qualitative, ten teacher participants who are the implementers of the native language were involved in a focus group discussion (FGD). The findings showed that improvement in pupils’ cognitive, motor skills, and affective ability observed for three consecutive years of the implementation of the mother tongue. Teachers’ general views of challenges were lack of instructional materials in the teaching mother tongue, lack of translated terms, and programmed training. Nevertheless, these did not hinder them from delivering quality instruction. It recommended that higher education must strengthen its curriculum in primary school to produce resourceful, innovative, and well-rounded teachers in teaching mother-tongue.

Keywords: Use of Mother Tongue; Instruction: Pupils’ Academic Performance; Philippines.

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Abstract

This research entitled, “Learning Outcomes in Basic Sewing through Instructional Videos” was conducted to find out the effectiveness of instructional videos in improving the Basic Sewing Performance of 104 first year students of St. Joseph School- La Salle, school year 2011-2012 utilizing the Quasi-Experimental research design. The Instructional Videos and Lecture-Demonstration teaching methods were implemented as interventions. Additionally, the video was divided into three parts namely basic tools and materials in sewing, basic hand stitches, and Eco-bag making. Each video starts with a short introduction, review of the previous sewing topic/activity, and lesson proper on basic sewing topics basing from the course syllabus. Safety and proper work habits were also integrated in the video as additional reminder to students to always observe safety while doing their sewing activities and project. A researcher-made achievement test was used consisting of 30-item test that measures students’ ability in basic sewing tools, materials, hand stitches and Eco-bag making topics. The achievement test is designed to measure the learning outcomes of the students. The results in the pretest and post test of the students in the Achievement Test were the bases for evaluation of the effectiveness of the two teaching approaches. It showed that improvement in the students’ Basic Sewing performance was evident after the implementation of the interventions in each group however, the group under the Instructional Videos instruction showed great improvement in the achievement test in contrast with the performance of Lecture-Demonstration method group. Taking into account the results of the study, the use of instructional videos is proven to be effective in raising basic sewing performance of students.

Keywords: Instructional Videos, Sewing, Learning Outcomes, Quasi-Experimental Research

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With the advancement of technology and series of curriculum reform, teachers are challenged to recalibrate their teaching methodology and delivery of instruction. Teachers may adopt ways to improve the quality of instruction everyday. In order to achieve this goal, teachers may opt to use variety of instructional methods and techniques such as developing research-based instructional materials that will aid the current teaching-instruction modality. In this context, this paper aimed to develop an instructional material in Literary Criticism and Teaching of Literature to enhance instruction in these fields. The content of the proposed IM was based from CMO 30 s. 2004 to align with the expected competency based standards for education students specializing English and Literature. There were 100 English majors used as respondents for the need assessment, grouped as follows: 57 freshmen, 33 sophomore and 10 juniors. These respondents noted that “learning is best achieved in the presence of sample output exercises reflected in the handouts (WM 1.29)” and “handouts promote the habit of self-individualized learning (WM 1.38)”, lastly, “teaching the theories requires textbooks and references (WM 1.49)”. All the responses fall in the interpretation of strongly agree. Three experts in the field evaluated the content validity of the two instructional materials: The Lectures on Discourse and Teaching of Literature. The instructional materials were evaluated on the following criteria: content, organization, effectivity and preference. The Lectures on Discourse was rated 4.30 while the Teaching of Literature was rated 4.28 both with an interpretation of very satisfactory, recommended for utilization if corrections are typographical in nature; then editors can correct them and return it to the writer then re-submit again the IM for further evaluation. Meanwhile, there were four selected stories used as specimen-texts for this study. The first layer of criticism used content thematic approach to identify the content, which discussed the cultural issues of the texts and the second layer used symptomatic reading to examine the deeper meaning. The actual experience of the respondents in doing the literary analysis provided the insight in establishing the chronology and suggested content of the lecture notes. The actual output from the literary analysis served as sample models in the exercises part. Homi Bhabha’s (1994) postcolonial framework established the concept of postcolonial symptoms while Francis Johnson’s (1975) framework established the framing of the instructional material. At the end of this attempt, this paper hoped that it may open up a series of literary studies to other perspectives and multidisciplinary approaches and develop instructional materials generated from the exercises made by the students to serve as additional reference in appreciating literature and criticism particularly for a student-directed group environment.

Keywords: Instructional Material, Material Development, Postcolonialism.

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