ASEAN Journal of Basic and Higher Education
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English Language Teachers’ Expectations, Satisfaction, Needs and Performance in the Senior High Schools in Pangasinan, Philippines
Elsa Q. Terre, Ed. D., Ph. D.
This study aimed to determine the English language teachers’ expectations, satisfaction, needs and performance in the Senior High Schools in Pangasinan and to develop an innovative language development plan. Descriptive correlational-comparative design was utilized in the study. Results showed that the level of expectations, satisfactions and needs of the Senior High School English language teachers in Pangasinan were unanimously high that needs to be addressed in order for them to work effectively in their respective schools.There is significant difference between and among expectations, satisfaction and needs of the English language teachers in the Senior High Schools along the seven areas or domains.The teaching performance of the Senior High School English language teachers in Pangasinan was very satisfactory.Thus, the level of expectations, satisfaction and needs of the Senior High School English language teachers didn’t affect their teaching performance.Furthermore, the researcher recommended that the DepEd officials concerned would try out the proposed innovative development plan concerning the needed activities and projects for the Senior High School teachers, likewise, the principals and assistant principals would help and guide new teachers to reduce the stress level that is associated with the multiple tasks of teaching and they should design staff development programs for them.
Relationship of the Use of Mother Tongue-Based Multilingual Education to the English Learning Competencies of Pupils
Gretchen P. Tadeo, M.A.Ed.1, Phillip G. Queroda, Ed.D.2
Gretchen P. Tadeo, M.A.Ed., Phillip G. Queroda, Ed.D.
This study was conducted to find the relationship of the Mother Tongue Based Multilingual Education (MTB-MLE) to the acquisition of the English learning competencies of the Grade 4 pupils. Specifically, it identified the level of acquisition of the English learning competencies as perceived by the teachers across the following domains: listening comprehension, oral language, vocabulary development, reading comprehension, oral reading fluency, study strategy, grammar, writing composition and attitude and its relationship acrosspupils profile variables. The descriptive type of research was used in this study and was anchored on the Second Language Acquisition (SLA) Theories. The data were gathered through the use of a questionnaire. The information gathered were tabulated and analyzed using the frequency counts, percentage, weighted mean, rank, chi-square statistics and Pearson r Correlation. The study found out that the Grade 4 pupils moderately acquired all the English learning competencies with regards to the given. Only oral reading fluency competencies are found to be related to age and with regards to pupils’ sex vocabulary development, grammar and attitude learning competencies show significant relationship. It also disclosed thatvocabulary development, grammar, writing composition and attitude learning competencies are related with the pupils’ parents’ monthly income. While there is significant relationship between listening comprehension and writing composition learning competencies and pupils’ mother tongue. Lastly, results in this study showed that all the English competencies turned out to be highly related with the pupils’ mother tongue grade. Hence, there is a dependence between the pupils’ mother tongue grade and English competencies.
Learning Styles and Difficulties of College Students in Chemistry
Marleo B. Montenegro1, Honelly Mae S. Cascolan, Ph. D.2
Marleo B. Montenegro, Honelly Mae S. Cascolan, Ph. D.
This study set out to identify the most and least dominant learning styles and difficulties in organic chemistry of the second year college students coming from the 7 campuses of Pangasinan State University namely: Asingan, Bayambang, Binmaley, Infanta, Lingayen, San Carlos, and Sta. Maria who took up organic chemistry subject during the school year 2018-2019. The instruments used were survey-questionnaires. The first questionnaire was adopted from Grasha and Reichmann learning style model Turkish Adaptation by Saritas and Sural (2010) comprised of 6 dimensions which are the learning style. These are independent, dependent, participant, avoidant, collaborative, and competent learning styles. Each dimension is composed of 10 items, in total, 60 items. Each learning styles were determined at three levels of low medium and high. The second questionnaire was made by the researchers consists of thirty-five (35) questions and the respondents would rate themselves as to their perceived level of difficulty of the performance task in organic chemistry. To statistically treat the data, frequency counts, percentages, average weighted mean, spearman rho and point biserial were employed. The most dominant learning styles of the respondents in this study were collaborative and competitive learning styles; and least dominant were independent and participant learning styles. It was understood that difficult performance tasks were from the following topics; bonding and molecular structure; functional groups overview; organic reactions and their mechanisms; stereochemistry; and alkenes, alkynes and aromatic compounds. Moreover, students who have independent, avoidant and collaborative learning styles find all the performance tasks as difficult.
Development and Validation of a Multimedia Based-Module in Science for TVL Track
Shiela S. Padua, Honelly Mae Cascolan, Ph.D
This study aimed to develop and validate a multimedia-based module in teaching Physical Science among Senior High School students under the Technical-Vocational-Livelihood Track. This research made utilized the Rapid Application Development (RAD) in developing the module using the Microsoft Visual Studio with Visual Basic as the Programming Language and also used the Research and Development Design (R & D) in validating the said module. After the development phase of the multimedia-based module, Science and IT experts were asked to evaluate the developed module. Results showed that the Level of Validity of the developed Multimedia-Based Module is Highly Valid along its Content, Format, Presentation and Organization, Accuracy and Recency of Information. The Online Readability Index of the Multimedia Based Module is appropriate for Grade 11 learners.