Vol 9 No 3 - June 2017

Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.
org
Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org
Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org
IJHSS.NET
Vol. 9 , No. 3
June 2017
Aajhss.org Aajhss.org Aajhss.org
International
Journal of
Humanities &
Social Sciences
Aajhss.org
e-ISSN: 1694-2639
p-ISSN: 1694-2620
AAJHSS.ORG
Vol 9, No 3 - June 2017
Table of Contents
Phenomenon Based Learning Implemented in Abu Dhabi School Model 1
Dr. Eija Valanne, Ms. Rafeea Al Dhaheri, Ms. Riina
Kylmalahti and Ms. Heidi Sandholm-Rangell
Economic Performance on Postharvest Practices among Lowland Rice 18

Farmers in Lanao Del Sur, ARMM, Philippines
Rasmiah D. Macabalang Mama
Using Abu Dhabi Education Councils Abu Dhabi School Model 42

Outcomes to Reorganize Curriculum from Linear Delivery Toward a
Spiral Approach
Cynthia Albert Jorgenson, ABD, Dr. Tommi Eranpalo, Dr. Ahmed
Mohamed Deria and Rita Kumar
Grade 10 Students Career Choice in Sibutu Municipality: A Causal Model 54

Prof. Kaberl O. Hajilan, PhD and Al-Rashier I. Darong
1
International Journal of Humanities and Social Sciences

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 3, pp. 1-17, IJHSS
Phenomenon Based Learning Implemented in Abu Dhabi

School Model
Dr. Eija Valanne, Ms. Rafeea Al Dhaheri, Ms. Riina Kylmalahti and Ms. Heidi
Sandholm-Rangell
Abu Dhabi Education Council, UAE
(This study has been conducted under protection of Abu Dhabi Education Council Research
Department and Professor Masood Badri.)
Abstract
Tell me a fact and Ill learn. Tell me the truth and Ill believe.
But tell me a story and it will live in my heart forever.
Indian Proverb
The aim of this case study was to find out whether PhenoBL (Phenomenon-Based Learning)
approach connected to storytelling has a positive impact on the reading skills and on the
students motivation to read. The key method in delivering ADSM curriculum with a holistic,
cross-curricular approach was built on stories. The classic children stories were chosen after a
thorough review of the themes and outcomes of ADSM curriculum. The outcomes of all
subjects were taken out and combined according to different stories to build a holistic picture.
The teachers have a Finnish teacher education background which gave the possibility to combine
the best practices from Finnish Educational Approach to learning and from ADSM (Abu Dhabi
School Model).
The reading progress was screened with the Running Records assessment tool in the beginning
of the terms one, two and three. The results can be described promising. Significant
improvement in reading skills could be noticed with the entire test group. Forty-four out of 147
Emirati students (30 %) reached the international level and even the level above their age range
in reading during the two terms. This article will describe how the Storyville project was
conducted, what were the benefits and challenges teachers faced and how students reading was
improved during these two terms. The overall benefit of this project can be seen in students
increased motivation to read and learn through the stories, in parents satisfaction and in
teachers collaborative enthusiasm to create meaningful learning with a PhenoBL approach for
the students.
Keywords: Phenomenon-Based Learning, cooperative planning, Abu Dhabi School Model,

cross-curricular approach, curriculum delivery, Finnish approach to education, storytelling
Implementing Abu Dhabi School Model
Introduction
Abu Dhabi School Model (ADSM) started as New School Model (NSM) in 2010. The Abu
Dhabi Education Council (ADEC) defined a set of learning standards and outcomes for subjects
for the curriculum. The Arabic and English languages had a dual focus in the curriculum.
(ADEC 2012). The aim was to standardize the curriculum delivery including pedagogical
http://ijhss.net/index.php/ijhss
2
methods to support 21st-century skills across all ADEC schools. The key understandings of
ADSM are: all students are capable of learning and the teacher is responsible for student
learning. (ADEC 2012).
Teachers are responsible for using student-centered approaches, continuous assessment, and
differentiation for students to reach all learning outcomes. A variety of teaching and learning
resources should be used in a way that facilitates active learning and an inquiry-based
environment. (ADEC, 2015).
Curriculum delivery, how teachers teach or deliver instruction, is hardly new, but
conceptualization of the way teaching and learning strategies are and how we define the terms
remains ever changing. What (the content) is taught and how it (the curriculum) is taught
depends on the setting, the needs of the learners and, to some extent, teacher preferences. The
main point is that the responsibility for delivery of the curriculum belongs to the teachers.
(Ernpalo, Jorgenson & Woolsey, 2016) In this setting, we should address curriculum delivery as
a school-based curriculum. To empower teachers to take the professional responsibility of the
curriculum delivery at the school level can be seen as a tactic to permit teachers to adapt system-
level policies into school-level actions. Sahlberg (2012) points out that having the school-based
curriculum teachers and administrators can formulate the values and goals of their schools
established on their professional judgment in respect of the input of parents and the community.
Sahlberg & Hajak (2016) believes that Big Data alone wont improve educational systems.
Decision-makers should define what leads to the better learning in schools. Recognizing Small
Data such as relationships and narratives in schools can reveal important clues how to improve
education.
ADSM curriculum is outcome based, which makes it quite fragmented. Each outcome is
basically taught only once per school year. Teachers need to proceed rapidly into the next
outcome having never time to revise or deepen the learning. Acknowledging this, teachers of Al
Raqiah School took their professional responsibility to create the curriculum delivery with a new
approach.
Given the opportunity to develop teaching and learning in line with the cross-curricular
approach the grade two teachers in Al Raqiah School started to innovate a new way of
conducting ADSM in respect of the outcome-based curriculum. Since the cross-curricular
approach to learning is emphasized in Abu Dhabi School Model (ADSM) the solution was found
in Phenomenal Education.
The starting point for learning in Phenomenon-Based Learning relies on a holistic, real-world
phenomena that are studied as complete entities and by crossing the boundaries between
subjects. The key requirement for learning process is authenticity. PhenoBL is not built on a
strict set of rules. The essential part of the process is students active role in creating an
understanding of the phenomenon. (Silander, 2015; Zhukov, 2015).In contrast with passive, rote
memorization curricula of the past, PhenoBL actively involves students in hands-on activities
aimed at answering questions and solving problems. (Dougherty, 2015). Also Tough (2016)
supports the idea of increased emphasis on experiential learning and student autonomy to enable
deeper learning to appear. The more in-depth learning the abler the students will become in
bridging the gap between the different subject areas (Al Kilani, 2016).
PhenoBL enhances 21st-century skills improving students critical thinking and creativity
providing possibilities to refine communication, collaboration, and game-based learning.
(Zhukov, 2015). This statement is also supported by a two-year research study that introduced
Dynamic Problem-Based Learning in Chemistry run by the researchers at Hull University.
3
Positive results were found especially regarding skills development, critical thinking, and
engagement. (Dougherty, 2015). Four major advantages of PhenoBL them being cross-subject
lessons, holistic approach to learning, enquiry-based learning, and group learning. Furthermore,
he finds that in PhenoBL students are not passive recipients of lessons, but proactive
participants, contributing to and learning from the topic. (Rahaan, 2016). Media has given a lot
of attention to Finlands expansion of PhenoBL approach. The latest core curriculum that was
taken into practice 2016 requires teachers to include at least one topic a year for every student to
be conducted according to PhenoBL approach. Innovative use of technology and exploiting
learning environments outside the school play a significant role in activating and engaging
students in learning. (Spiller, 2017; Uudet opetussuunnitelmat phkinnkuoressa, 2016)
A cross-curricular approach to delivering curriculum is based on collaboration. Teachers are

encouraged to engage in joint planning and co-teaching to facilitate the learning of concepts and
skills across subject areas to provide additional language development support. To enable
teachers to practice collaborative working methods there is a need for timely and supportive
resources. Walther-Thomas, Bryant, and Sue (1996) divide these assets into three levels. First of
all the district-level planning (that could be referring ADEC level in our case) should provide a
districtwide design of broad expectations, confirm resource allocation and timely resources for
collaborative staff development. Building-level planning ensures administrative participation and
ongoing co-planning possibilities for designing long-term and short-term plans for instruction.
The third one is classroom-level planning. Ongoing team planning has been found helpful for
building mutual understanding in co-teaching relationships, communication, and problem-
solving and for monitoring the progress.
To succeed with collaboration there are several elements that need to be in place. The positive
interdependence is the most important element. The group members must acknowledge that one
cannot succeed unless everyone succeeds. Accountability requires each member to contribute
her share of the work. Promotive interaction is actualized by helping, supporting, encouraging
and praising each others efforts. The fourth essential element is the requirement of interpersonal
and skills to work in groups. For fruitful collaboration, the group members need to be able to
lead effective decision-making and to create a trustworthy atmosphere for smooth
communication and effective conflict management. (Johnson & Johnson).
The results of the study conducted in ADEC schools in 2015 (Al Dhaheri 2015) showed that
teachers membership exists in ADEC schools and teachers have opportunities to set their own
goals and actions. Teachers were satisfied regarding their opportunities to share vision and
values. The aim of collective learning is to establish trust among peers and develop the desire to
success as a team through collaboration and shared goals and values. Additionally, involving
personal practices in the learning community allow educators to set and implement personal and
professional goals in their work. Also, Sahlberg & Hasak (2016) have indicated that teachers
should be liberated from bureaucracy and be given opportunities to invest in collaboration with
colleagues in schools. Enhanced social capital is proved to demonstrate a vital aspect of building
trust for mutual understanding of education and for improving students learning.
The key tool in delivering ADEC curriculum with the cross-curricular approach in our project is
stories. Both in UAE and in Finland, we have a strong history of storytelling. Folk stories have
been passed forward from generation to generation around fireplaces of crofts and campfires of
Bedouins. Friday (2014) emphasizes storytelling to be the oldest method of teaching. The stories
united the early human communities and gave answers to the major questions of life. They
moulded and cultivated people. Even if every human culture isnt literate, they all tell stories.
The major benefit of using storytelling as a teaching method is the way it engages learners in
different levels. It is not only a natural and effective approach to learning but also an excellent
4
way of retaining the information. Storytelling proves to be an active method of coding

knowledge. The stories can be memorized easily and passed on to the others. The emotions that
the stories evoke seem to play a major role in students retention of the story and the lesson
impeded in the story. (Eck, 2006).
Stories engage students with its narratives and invite them to reflect the stories of their own
experiences. Students may find similarities with the story characters and plot twists compared to
their own life. These identifications are the reasons for engagements. Students elaborate the
stories by finding comparisons and associations to the real-life. It is important to acknowledge
that the associations are activated by anticipating of what is happening next in the story.
(Branaghan, 2010; Green, 2004).
Method
Participants
This case study was conducted in Al Raqiah School, an ADEC school in Al Ain during the
academic year 2016-2017. The school has been part of EPA (Education Partnership Agreement
between Edu Cluster Finland Ltd and ADEC11) project from 2010 to 2017. The project
developed best classroom practices with a focus of transferring them to the other ADEC
schools. Al Raqiah School is a Cycle one school with grades 1-5. The research was piloted in six
of the grade 2 classes, having 147 Emirati students, in a cycle one school.
Design
Five EMT teachers created a Storyville project for grade two students targeting to increase
motivation to read, improve students reading skills and to deepen the learning of outcomes by
cross-curricular revision. Following PhenoBL approach, the learning of the whole academic year
was built on 12 different stories. The classic children stories were chosen after a thorough review
of the themes and outcomes of ADSM curriculum. The outcomes of all subjects were taken out
and combined according to different stories to build a holistic picture.
The students reading skills were examined in the beginning of the academic year and at the
beginning of the terms two and three. The aim of the study was to describe how the PhenoBL
approach was conducted and what were the benefits and challenges. We also wanted to see
whether this approach improved students reading skills and increased students motivation to
read. The following research questions were investigated:
1. How can the PhenoBL approach be implemented in ADSM?
2. What kind of progress could be seen in students reading skills?
3. What are the benefits and challenges in the implementation of PhenoBL approach in
teaching and learning?
This study employs qualitative methods to investigate how the PhenoBL approach can be
applied within ADEC curriculum. To fully understand the implementation of the PhenoBL
approach with ADECs outcome-based curriculum, grade two teachers participate in two-phase
data collection survey. The feedback from the grade two students parents was gathered to form
a complete understanding of the benefits and challenges of this approach. To answer the
research questions, the data was examined through qualitative analysis design. Students reading
skills were screened in the beginning of the academic year with Running Records Assessment
tool. To see the progress students are making, these results were compared with the results from
1
The EPA has been created to fuse Abu Dhabi and Finnish education designing and trials of different delivery
methods in the ADEC curriculum. (http://peda.net/veraja/ecfi/epa/project).
5
the beginning of terms two and three using the same assessment tool. The research procedure
and all test results have been dealt discreetly. Neither students, teachers nor parents individual
information was revealed.
The design of the study can be seen in the framework presented in figure 1.
Figure 1. Framework of the study: PhenoBL Approach implemented in ADSM
6
Results
How can the PhenoBL approach be implemented in ADSM?

To avoid fragmentation of the outcome-based curriculum the teachers decided to try out a new
approach to curriculum delivery. They ended up with the PhenoBL approach implementing that
in ADSM. They started with piloting a project for a period of three weeks during the academic
year 2015-2016 with our first graders. The story Cat in the Hat was explored and connected to
all subjects. Students studied rhyming words by versatile methods combined with games,
memorizing, and reading methods. They studied patterns in Math inspired by the striped hat of
the Cat using art and handicrafts. They explored the Science topic of using five senses through
the story thinking which sense is used in each incident of the story. The crown of the project was
an art exhibition, a visual story reading experience made by the first graders. The visitors could
walk through the story reading it from the walls and enjoying the art. It was a huge success.
According to Dougherty (2015), the similar way of addressing PhenoBL approach can be found
in New Zealand schools where they are incorporating music and art into the eight projects that
students are required to complete per semester (from STEM to STEAM).
The inspiring results of this pilot encouraged teachers to revise the way of planning the learning
for the following academic year. Teachers wanted to see teaching and learning as big entities
rather than separated subjects and they wished to provide a totally new way for the children to
learn and to raise their motivation to the next level. Storyville project was built on 12 different
stories following PhenoBL approach. The classic children stories were chosen after a thorough
review of the whole year outcomes respecting the themes of ADSM curriculum. The outcomes
of all subjects were taken out and combined with different stories depending which ones related
naturally to the story.
The focus was mainly in the Math and Science outcomes since most of the English outcomes
could be taught with any of the stories. Clear connections between Math and Science outcomes
were found. As a result, the outcomes were divided between the terms in a whole new way. The
purpose of integration of suitable outcomes was to create natural possibilities for revision and
real life connections.
The outcomes of different subjects were chosen so, that the outcomes of each separate subject
supported and deepened the learning of others. The fragmentation was minimized and the
revision maximized in a way that the children did not necessarily know that they were revising
something. Certain English outcomes could be revised in a Math lesson or a Science outcome in
an English lesson. The boundaries of different subject names were gently pushed down to make
way for more efficient theme based entities. The Scope and Sequence were reorganized to
support deeper learning and cross-curricular revision. (See Figure 1.)
The story content and plot had always an educational meaning. For example when students were
studying measuring length and volume in Math and natural materials in Science the story was
Goldilocks. It was easy to connect to measuring the furniture and containers of different sizes
and volumes and to talk about and investigate from which materials they are made of. Learning
took place using multiple resources and methods like drama, hands-on learning, critical
discussions, creativity, reading, painting, and crafting, singing, dancing, writing, exploring,
imagining and solving problems.
7
Teachers estimated the basic planning of the project took approximately three weeks at the end
of term three last academic year and two days of the PD-week in the beginning of the academic
year 2016-2017. As for the consistent planning during the academic year teachers used
approximately four to five hours weekly to the project planning. In the beginning of a new story,
the demand for planning increased extremely. Beside this teachers had a joint planning period
embedded in their timetable.
What kind of results could be seen in students reading skills?

The schools are repeatedly facing a challenge with students reading skills once they enter grade
three and try to cope with the outcome expectations. Achieving the learning outcomes of the
third grade Math, Science, and English, curriculum demands fluent reading skills in English. One
of the aims of the Storyville project was to make an intense change in the way reading has been
taught in our school. The focus needed to change into reading comprehension, making the
students realize why they need to learn to read. The process of technical, sound based reading
teaching was speeded up to release time for the meaningful and motivating reading experiences.
Instead of using many hours a week in practicing how to read certain sounds or double sounds,
the focus was placed on reading whole meaningful, story based words. The weekly spelling tests
with unconnected, sound based words of the week were cancelled. Instead, the spelling words
from the grade two high-frequency word list were chosen with the connection to the theme story
contents or to the contents Math or Science outcomes of the week. There was a clear association
between learning to read the words of the week and learning other things. The focus on the tests
was changed towards comprehensive reading. Right from the beginning of grade two, it was
emphasized to the students that one reads to get information, to understand and to learn, not to
succeed in the spelling test.
Students started to read more books; whole books, even small ones at the beginning, instead of
separate words. Integrating learning contents into the theme stories opened the students eyes to
see, how much one storybook can teach them. How much is hidden between the lines of one
book? The Storyville project motivated the children to read at home and at school even aloud in
front of the class. In the Math and Science lessons, the students read the task instructions and
acted accordingly. In the free writing lessons, the students used dictionaries to find ways to
express themselves. This has increased their vocabulary and made the essay writing more
exciting.
PhenoBL approach inspires students to figure out how topics are related to each other. The
motivation for reading has increased tons. Students have realized why reading is important!
They have found the miracle world of books, stories, and fairytales. (teacher 3)
Students reading skills were screened with Running Records in the beginning of the term 1. The
same procedure was repeated at the beginning of the term two and three to find out whether
there had been progressing. Running Records gives a detailed analysis of literacy growth when
used systematically and accurately. Teacher registers childs reading using specific standardized
codes resulting in a record that reveals the smallest details on the readers attitude, demeanor,
accuracy, and understanding. The number of errors is subtracted from a number of running
words in the text. The qualitative information and the students comprehension level are
combined with the calculated rates to determine students reading level. (Learning A-Z, 2017).
The text is at the students independent level if she manages to read the text with 95 % or higher
accuracy level. The accuracy of 90%-94% indicates the text is considered to be at childs
instructional level. Lower than 90 % accuracy level is regarded be too difficult for the student.
(Learning at the Primary Pond, 2016).
8
It is important to acknowledge that Reading A-Z Levelling Criteria are made to measure native
English-speaking childrens reading skills. However, the Running Record reading results in this
article are showing the progress of the non-native English speaking Emirati childrens reading
skills at the age six to seven.
Figure 2. The progress (%) of reading skills on the Running Records accuracy levels (0
90) in the beginning of each term.
The progress of individual students reading can be verified in figure 2. In the beginning of term
1, only 6 % of the students could reach the accuracy level of 90-94 % which indicates the text is
considered to be at childs instructional level. Sixty-two % of the students could have been
regarded illiterate according to the Running Records test. The last Running Records test was
conducted at the beginning of term 3 which revealed significant progress in reading skills within
two terms. Thirty present of the students had reached the demanded accuracy level related to the
international standards.
Figure 3. The difference between female and male students in readings skills in the
beginning of term three
9
When we take a closer look at the differences between male and female students results (see
figure 3) we can notice that female students tend to progress faster in reading skills than the male
students. However, there can be found a significant progress in male students reading when the
individual students progress is studied carefully.
Figure 4 presents the progress of reading of the 43 male students in grade 2. The green bars state
the level of reading at the beginning of term 3 which in most cases shows excellent progress.
Figure 4. Male students progress in reading
All of the students who reached over 90 accuracy level, were given a higher level text to scaffold
childs real reading level. The reading texts were levelled in an accelerating rate. Students who
read at the Level G could be compared to be reading as native English speaking 6-7 years old
children. At the Level, J students read as well as 6-8 years old native English speaking children.
In the levels K - P the text is getting a bit more challenging in each step regarding the
vocabulary, the length of the words and sentences. These levels can be compared to the reading
levels of 7-8 years old native English speaking children. Table 1 demonstrates the process of
reassessment of the students who succeeded over 95 % with their reading. In this particular
class, nine students were tested repeatedly to find the highest level of text the child could read
fluently with a clear understanding of the content. These nine students read above their age-level
according to the international reading standards.
10
Table 1. An example (one section of the six classes) of the process of reassessing reading
levels of the students who reached over 95% with their reading
Student Term 1 Term 2 Term2 Level G Level H Level I Level J Level K Level L Level M Level N
1 16 33 58
2 27 100 100 65
3 4 47 60
4 0 0 0
5 28 84 94
6 20 98 100 90 74
7 2 33 63
8 38 97 100 73
9 38 70 96
10 100 100 100 92 96 96 91
11 87 100 100 91 90 92 90
12 99 100 100 96 95 95 95 95
13 6 24 24
14 24 98 100 84
15 0 33 55
16 8 33 37
17 40 100 100 91 92 91
18 18 58 58
19 94 100 100 91 96 92
20 0 25 31
21 3 21 21
22 25 71 90
23 6 21 21
24 8 22 47
25 3 11 20
Parents were sent a questionnaire to find out their discovery on their childrens improvement in
reading. The total of 44% parents participated in the inquiry. 75 % of these parents declared they
were aware of the Storyville project.
The total of 84 % of parents who participated in the inquiry felt their children's reading skills had
improved significantly during the term one. It is inappropriate to conclude that the improvement
in reading skills would be merely due to the PhenoBL approach. However, the project and
renewed teaching methods surely have a great impact on the progress.
11
Figure 5. Parents satisfaction on their childrens improvement in reading and their

notification on their childrens willingness to read books at home.
It was satisfying to find out that 70 % of parents that participated in the inquiry reported that
their child has started to read story books eagerly at home.
My daughter wants to read any words in the street. (mother 24)
The results of my daughter have progressed distinguished and this is because of the brilliant
efforts of the teacher and the school system. (mother 2)
I would suggest that it would be possible to teach a different story to the students every week for
the development of reading skills. (mother 19)
Please, add English language stories! (mother 26)
In the questionnaire, parents were able to give their contact number for further discussion. Three
mothers were interviewed in Arabic. When asked what had been their childrens feedback about
the reading project, the response was very promising.
Our daughter is very happy about this project. She was telling me (her mother) about what she
read at school directly when she was back home from the school. She was telling a lot of details
about the characters and events happened in the stories. (mother 2)
Our son started to create his own stories and telling me (his mother) about it. (mother 19)
For the next step parents suggested that our school should increase the number of books
available for the students and activate the borrowing system in the school library. They appraised
teachers professionalism and hoped the same teacher would continue with the same classes in
the following year applying the project at the school-wide level. Parents also were looking for the
continuation of effective home-school communication and requested us to reward the students
to encourage them to achieve more. Most parents seemed to be happy with the reading project
and their childrens learning to read. The request for having more stories to read can be met with
the new A-Z program that ADEC provides us since there are more than 2000 English stories
available online for the students.
12
What are the benefits and challenges in the implementation of PhenoBL approach in
teaching and learning?
The teachers were questioned of the benefits and challenges in the implementation of PhenoBL
approach in teaching and learning (see Figure 6). If we look at the evaluation of the statements
we can notice that every one of them found storytelling a beneficial method. The teachers agreed
with Friday (2014) who has stated that storytelling promotes the enthusiasm for reading and
increases students purposeful talking. Mutual understanding was found also in the finding of
students increased willingness to write stories and improved listening skills
It is motivating for the teachers and students. Students are quite excited always when the new
story is announced. The topics are revised in different subjects and it helps the students to
understand the topics. Their vocabulary grows easier and wider. (teacher 2)
Teachers found it meaningful for the students to study phenomena as complete entities by
crossing the boundaries between subjects. All of the teachers agreed that to succeed with
PhenoBL approach promotive interaction is needed which is actualized by helping, supporting,
encouraging and praising each others efforts.
It (PhenoBL) gives the impression of having more time to concentrate on the most important
topics. It gives possibilities to revise and constantly emphasize the cornerstones of the curriculum.
Students are more motivated to learn while issues and topics are related to something they are
already familiar with. It seems to be easier for students to follow their own development. (teacher
3)
The implementation of PhenoBL approach has promoted students critical thinking, group work
skills and motivation to read. As for teachers they have benefited with the deeper understanding
of the outcomes and realizing the connection between the outcomes and the real world. (teacher 4)
Figure 6. Implementation of PhenoBL in ADSM according to the teachers inquiry
13
They all found joint planning time as an essential component. They all also pointed out the time
they have had for joint planning hasnt been adequate.
The long-term planning turned out to be the most vital part of planning. Having enough time
and resources for the planning process at that point is the main cornerstone in order to reach
successful results. Being able to concentrate on planning with peers for the whole days is
important. (teacher 3)
It requires a lot of advanced planning ahead and good knowledge of the curriculum. In the
beginning of the project, it is very time consuming if done properly. It also requires more
differentiation than the normal, outcome based teaching. (teacher 1)
Needs time to collect, produce, read and evaluate materials and plan activities to be used (books,
worksheets, hands-on activities, group works, outside game activities etc.) (teacher 5)
Apart from the lack of planning time the other concerns teachers shared were a deficiency of
adequate resources for curriculum delivery and the use of PD activity sessions. These requests
can be respected by the school administration when notified in time.
It is time-consuming to find/create materials that match with the theme. It requires more
creativity and in order to be creative, you should have enough time. (teacher 2)
When teachers were asked whether the Storyville project matched up their expectations the
results turned out to be promising. The teachers had a mutual strong feeling of success when
describing their reflections.
Beforehand I did not expect that reading skills could improve this much. The joy of learning and
motivation of students have also appeared to grow more than I expected. (teacher 3)
In some parts, it has exceeded my expectations. (teacher 4)
It has been a good project but still a lot to improve to make it more holistic and phenomenal
based. (teacher 1)
The teachers praised the project to have promoted their professional growth.
I have understood how nice, useful and better it is to plan together. It makes this demanding job
easier and more fun. I have gained self-confidence. I have fallen in love with our stories and want
to do this again. (teacher 2)
The level of teaching has improved. I have worked a lot but with pleasure. The Storyville project
and the cooperation experience with grade 2 teachers have kindled and increased enthusiasm to
teaching and developing higher and higher. (teacher 3)
It has been a good motivation boost and also it has given me more confidence to do things my
own way and to believe in what I do. (teacher 4)
Having a special project has also had a positive effect in group forming and cohesion of classes.
Their motivation to read and learn has had a positive side effect of them wanting everyone else
to be able to enjoy the same feeling. After the students finished their work they automatically
moved on to help the ones not finished yet. This, peer support, has been a great help for
especially the weakest students. Sometimes the child of the same age and the same mother
tongue can find better ways to explain a new phenomenon, than a teacher.
14
Discussion
The Storyville project was a whole new way of looking at the ADSM Curriculum. It was an
attempt and a pilot to make curriculum delivery more cohesive and efficient. The curriculum of
ADSM is outcome based, which easily makes it fragmented. To avoid that to happen and to
improve students engagement in learning teachers used PhenoBL approach successfully to
support students learning.
The curriculum delivery in a new, meaningful way was empowering the teachers who
participated in this research. Teachers in Finland are regarded professionals as doctors or
architects. The expectations for teachers professional performance regarding curriculum delivery
is mandatory with the absence of common teaching standards. Finnish teachers design together
their own school curricula in respect of the national framework. Teaching is a team sport, not
an individual race. Sahlberg (2015). Teachers in this study were unanimous about their
responsibility for delivery of curriculum. It is teachers right.
This pilot shows clearly the method of delivering ADSM curriculum with the cross-curricular
approach built on stories motivates students enormously. The outcomes of different subjects can
be taken out and combined according to different stories to build a holistic picture. The project
also responded to the governmental call for motivating the Emirati children to read. By the end
of this project students have a good knowledge of these 12 classic stories and their morals, but
more importantly, an understanding of how fascinating and fun learning and reading can be! The
results in improving the reading skills were promising and on the individual level outstanding.
The aim of this article was also to describe how the PhenoBL approach was conducted and what
were the benefits and challenges the teachers faced. One challenging component in a project like
this turned out to be adequate joint planning time. It was mutually agreed that the joint planning
should be respected on yearly, termly, weekly basis and according to the themes. A furthermore
project like this requires a solid planning session at the end of the previous academic year in
June-July for everything to be ready for the beginning of the next academic year.
PhenoBL was found a very convenient way of deepening childs learning at home. The
connections to the curriculum outcomes can easily be found in every day chores like cooking or
baking. Children can be measuring, making mixtures, observing and calculating physical and
chemical changes etc. Replicating the PhenoBL methods taught at the school can improve
childrens critical and analytical thinking and has strong influence on creativity and problem
solving skills.
As a limitation, we must recognize that the Running Records Assessment tool has been created
for native English speaking children. Therefore, it doesnt clearly appraise the struggling start of
the non-native English-speaking childrens reading. However, it clearly shows the speed of
progress in reading including the motivation to read compared to the previous tests as an
evidence of success. The assessment was done in the beginning of the term one, two and three.
The results in the end of the school year could have given more perspective. We must also admit
that it is impossible to declare that the progress in reading would be mere because of the specific
teaching approach.
15
Conclusion
Figure 7. Conclusion of benefits and challenges in implementation PhenoBL approach

in ADSM
To conclude the challenges and benefits of the Storyville project it must be recognized that the
benefits and positive effects weigh far more that the challenges (see figure 7). Teachers brought
up some concerns of the joint planning time, adequate differentiated reading materials and the
request to use schools PD-sessions more beneficially for the project. However, they appraised
highly the benefits of the project. Storytelling was found an effective way to teach and the
teachers had enjoyed collaborative planning. The cross-curricular approach had strengthened
students understanding of topics and teachers had proudly developed their own way of
curriculum delivery that worked successfully with the students. When teachers are excited in
curriculum delivery, students get eager to study.
16
Figure 8. The benefits for the students of revising ADSM curriculum according to the
PhenoBL approach using storytelling as a teaching method
The major result of this project was the students high reading and learning motivation and the
improved reading skills which encourage teachers to proceed with this line of curriculum delivery
also in the future. The benefit of this approach are highlighted in figure 8. Emotions of the
stories seem to support students retention of the stories. (Eck, 2006). Since the learning
outcomes were embedded in the lessons along with the stories and revised through different
subjects, students remembered and learned to understand the learning outcomes. Enhanced
elaboration and thinking skills results in strengthening students holistic understanding of the
phenomena occurring in their own lives.
This project can be replicated in any country and any school. These stories are internationally
known. This could also be implemented with stories from a certain country. It could also be
applied to other grade levels. It just requires choosing the right kind of stories for each grade
level curriculum. ADEC is strongly supporting schools to improve cross-curricular connections
in teaching. A project like the Storyville can be seen as a pilot for further development of
curriculum delivery in a child-centered way. These active learning methods used with the
PhenoBL approach seem to suit well also mixed-gender education. Regardless of the limitation
the joy and excitement to build learning on stories in a holistic and a cross-curricular way has
been evident and gives teachers a vision to continue with this new path of delivering the
curriculum.
References
ADEC (2012). The foundation of the New School Model: Teachers guidebook. Retrieved from:
https://www.adec.ac.ae/en/mediacenter/publications/teachers-guide-partA.pdf
ADEC (2015). ADEC Public School Manual. (2015, March 28.) Retrieved from HTTPS://portal.adec.ac.ae.
Al Dhaheri, R. (2015). Teachers Agency and Identity ADEC Schools as Professional Learning Communities. University of
Jyvaskyla, Faculty of Education
Al Kilani, B. (2016). What is Phenomenon-Based Learning? Retrieved from
http://teachmiddleeastmag.com/pehomenon-basdes-learning/
Branaghan, R, J. (2010). What is so special about stories? The cognitive basis of contextually rich learning. In
Storytelling as an Instructional Method Research Perspectives Dee H. Andrews, Thomas D. Hull and
Karen DeMeester (Eds.). Sense Publishers, 11-27.
Dougherty, K. (2015). Global Trends in Project Based Learning: From the UK, to Finland and Beyond! Education
Insider. Retrieved from http://blog.iat.com/2015/06/26/new-global-trends-in-project-based-learning/
Eck, Jill E. (2006). An Analysis of the Effectiveness of Storytelling with Adult Learners in Supervisory Management. University of
17
Wisconsin-Stout. Retrieved from http://www2.uwstout.edu/content/lib/thesis/2006/2006eckj.pdf

Ernpalo, T., Jorgenson, C., Woolsey, L. M. (2016). The Abu Dhabi school model: Effective delivery of the curriculum. In
International Journal of Humanities and Social Sciences. p-ISSN: 1694-2620 e-ISSN: 1694-2639. Vol. 8
No. 6, (24-35).
Finland Will Become The First Country In The World To Get Rid Of All School Subjects. (2016, November 16.)
Retrieved from https://brightside.me/wonder-curiosities/finland-will-become-the-first-country-in-the-
world-to-get-rid-of-all-school-subjects-259910/
Friday, M. J. (2014). Why Storytelling in the Classroom Matters. Edutopia. Retrieved from
https://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matthew-friday
Green, Melanie, C. (2004). Storytelling in Teaching. APS Association for Psychological Science. Retrieved from
http://www.psychologicalscience.org/observer/storytelling-in-teaching#.WIyvIfl97IU
Johnson, D. W. & Johnson R. T. An Overview of Cooperative Learning. (2017, January 28). Retrieved from
http://ww.co-operation.org/what-is-cooperative-learning/
Learning A-Z. (2017, March 7). Retrieved from https://www.readinga-z.com/helpful-tools/about-running-
records/scoring-a-running-record/
Learning at the Primary Pond. (2017, March 7). Retrieved from http://learningattheprimarypond.com/blog/how-
to-analyze-running-records/
Raahan, B. D. (2016). Addressing the Disconnect. The Statesman.
Sahlberg, P. & Hasak, J. (2016, May 9). Big data was supposed to fix education. It didnt. Its time for small data.
Washington Post. Retrieved from https://www.washingtonpost.com/news/answer-
sheet/wp/2016/05/09/big-data-was-supposed-to-fix-education-it-didnt-its-time-for-small-
data/?utm_term=.435b1fed2b9a
Sahlberg, P. (2015, October 5). Do teachers in Finland have more autonomy? The Conversation.
https://theconversation.com/do-teachers-in-finland-have-more-autonomy-48371
Sahlberg, P. (2012, September). Quality and Equality Finnish Schools. School Administrator. Retrieved from
https://pasisahlberg.com/wp-content/uploads/2013/01/Qualit_and_Equity_SA_2012.pdf
Silander, P. Re-thinking from Finland. Phenomenal Education. (2017, January 28) Retrieved from
http://www.phenomenaleducation.info/phenomenon-based-learning.html
Spiller, P. (2017, May 29). Could subjects soon be a thing of the past in Finland? BBC News. Retrieved from
http://www.bbc.com/news/world-europe-39889523
Tough, P. (2016). Helping Children Succeed. What Works and Why. New York: Houghton Mifflin Harcourt.
Uudet opetussuunnitelmat phkinnkuoressa. (n.d.). Retrieved from
http://www.oph.fi/koulutus_ja_tutkinnot/perusopetus/opetussuunnitelma_ja_tuntijako/uudet_opetussu
unnitelmat_pahkinankuoressa
Walther-Thomas, C., Bryant, M. & Land, S. (1996). Planning for Effective Co-Teaching. The Key to Successful
Inclusion. Remedial and Special Education. Vol. 17 No.4, (255-264).
Zhukov, T. (2015, July 27). Phenomenon-Based Learning: What is PBL? Retrieved from
https://www.noodle.com/asticles/phenomenon-based-learning-what-is-pbl
18

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 3, pp. 1-41, IJHSS
Economic Performance on Postharvest Practices among

Lowland Rice Farmers in Lanao Del Sur, ARMM,
Philippines
Rasmiah D. Macabalang Mama
Central Mindanao University, Musuan, Bukidnon, May 2014.
Adviser: Dr. Celso CabahugTautho
Abstract
Farming is an extensive cultivation of plants to yield food, feed, or fiber; to provide medicinal or
industrial ingredients; or to grow ornamental products. This study sought to determine the
economic performance of postharvest practices among lowland rice farmers in Lanao del Sur,
ARMM, Philippines. Two hundred (200) randomly selected lowland rice farmers from the
municipalities of Ramain, Buadiposo-Buntong, Bubong, and Mulondo, all Lanao del Sur
participated this survey research. Results revealed that farmers have less threshing and drying
practices. Majority used mechanical threshing and solar drying; never practice storage and
milling. Postharvest problems are: lack of awareness and appropriate technologies, lack of
capital and incentives for quality products; too much broken straw on oscillating screen, grain
blown over the wing board, high investment cost, unfavorable weather conditions, inefficient
one-pass method, lack of electric power/fuel, drying, milling, and storage methods. Furthermore,
educational attainment, yield, annual gross income, transportation cost, and extension contacts
have significant influence to threshing practices. Family size, farm size, yield, annual gross
income and credit availability had significant influence. Family size, tenure status and annual
gross income showed significant influence to storage. The losses, cost, output recovery, and time
spent were significantly different for threshing while drying; only output recovery has no
significant difference. As such, farmers form cooperative and purchase facilities to improve
postharvest practices, and get financial assistance from government and private institutions to
improve crop yield.
Keywords: Economics, performance on Postharvest; Lowland rice farmers, Meranao
Introduction
Farming is mankinds most important activity. Management of farms has therefore always been
critically important for the production of food, fibre and fuel (Kemp et al., 2004). Rice (Oriza
spp.) after wheat is the most widely cultivated cereal in the world and it is the most important
food crop for almost half of the worlds population (IRRI, 2009).It is consumed by over half of
the world population. The total world production of unmilled rice (paddy) is around 592 million
tons (based on the average production for 2000 and 2001). Ninety percent of this total is grown
in developing countries, mostly in Asia, while Latin America and Africa produce 3.8 and 2.8
percent, respectively (FAOSTAT, 2001). Rice is often the main source of employment, income
and nutrition in many poor, food insecure regions of the world. In South Asia, where 530 million
19
people live on less than US $1 a day, calories supplied by rice account for about 60-70% of total
food intake.
Rice cultivation is the principal activity and source of income for about 100 million households
in Asia and Africa. Post-harvest and transformation activities generated by rice production also
employ a large share of the total labour force in Southeast Asia. Several countries are also highly
dependent on rice as a source of foreign exchange earnings and government revenue (FAO,
2004). It is estimated that by 2025, 10 billion people will depend on rice as a main food and the
demand may reach about 880 metric tons. Many Asian countries and international institutions
agree to the strengthening of national programmes for policy and financial support to research,
seed production and extension of hybrid rice (FAO, 2001).
The maximization of benefits from rice production requires crop quality management along the
so-called postharvest chain operations that include threshing, drying, storage and milling. While
much has been done to increase crop yields through improved cultural and management
practices, little attention is given to postharvest operations. Considerable losses were incurred
after harvest than losses before harvest. Pava and Abellanosa (1987) cited that the major causes
of postharvest losses were grouped into the following: (1) biological and microbiological
consumption or damage done by insects, mites, rodents, birds, and by microbes such as molds
and bacteria; (2) chemical and biochemical undesirable reactions between chemical compounds
that are present in the food such as fat oxidation, and a number of enzyme activated reactions
substance such as pesticide; (3) mechanical spillage, abrasion, bruising, excessive polishing,
peeling or trimming and puncturing of containers; (4) physical excessive or insufficient heat or
cold, and improper atmosphere; and (5) physiological sprouting of grains caused by respiration
and transpiration.
Rice producers can significantly increase their income from their rice crops if they can reduce
physical losses throughout the post-harvest chain, store their rice until they can get a better price
in the off season and produce better quality in which most markets translate into a higher price.
Postharvest losses in food crops occurring during harvesting, threshing, drying, processing,
storage and transportation have been estimated to claim between 30 and 40% of all food crops
in developing countries.
Lanao del Sur as the locale of the study has a cool and pleasant climate which is distinguished by
an even distribution of rainfall throughout the year which is very suitable for lowland rice
production; it is observed that during crop season rice production has its potential. However,
there are problems during postharvest critical operations such as harvesting, threshing, drying,
storage, and milling hardly which result to reduction of yield or supply due to losses. It is for this
reason that the study on economic performance of postharvest practices among lowland rice
farmers in Lanao del Sur is conducted.
Objectives of the Study

The main objective of this study was to assess the economic performance of postharvest
practices among lowland rice farmers in Lanao del Sur, ARMM, Philippines. The study aimed to:
1. present the demographic and socio-economic profile of the respondents;
2. determine lowland rice farmers perception towards the different postharvest practices or
operation;
3. determine the perception of the respondents towards the problems indicated in
postharvest practices or operation in terms of:
a. lack of awareness/resistance to change,
b. lack of capital/operating cost,
20
c. lack of incentives for better product quality, and

d. lack of appropriate technologies and infrastructures;
4. ascertain lowland rice farmers perceptions towards specific problems indicated in each
postharvest practices;
5. identify the factors that significantly influence the postharvest practices of farmers; and
6. identify the significant difference in the economic performance of postharvest practices
adopted by lowland rice farmers in terms of losses, output recovery, time spent, and cost.
Conceptual Framework
Mostly, Filipinos are rice eaters. The essentially rice consumers position of the vast majority of
Filipinos has eclipsed the complex ties that bind the cultivator to the rice crop. In a culture
where the symbolic value of rice has undergone historic marginalization, consumers are alienated
from the dynamics of production, and treat rice as a mere commodity. In farming, postharvest
operations must be given adequate attention since the quality and quantity of the product is
highly dependent on product handling until the same reaches the point of consumption. It is
interesting to know how the lowland rice farmers handle their product.
The postharvest research paradigm in Figure 1 shows the interplay between the independent
variables and the dependent variables. The independent variables include the Demographic
factors such as sex, age, education attainment, family size, and socio-economic factors which
include farming experience, tenurial status, farm size, yield, annual gross income, transportation
cost, credit availability, extension contact, membership in an organization. The intervening
variables are postharvest practices that include threshing (Hampasan, Trampling and Mechanical
thresher), Drying (Solar/Conventional drying and Mechanical drying), the storage: (Farm level
storage and Off-farm level storage) and lastly the milling: (Mortar & pestle, Kiskisan, and Cono
rice mill). Figure 1 below shows the research paradigm wherein the dependent variables include
the economic performance caused by losses, time spent, cost and output recovery.
Independent Variable Intervening Variable Dependent Variable

DEMOGRAPHIC & SOCIO- POSTHARVEST
ECONOMIC FACTORS PRACTICES
Threshing
Demographic factors: - Hampasan
- Sex ECONOMIC
- Trampling
- Age PERFORMANCE
- Mechanical thresher
-Educational attainment
- Family Size Drying
- Losses
- Solar/ Conventional
Socio-economic factors: drying
- Farming Experience - Time spent
- Mechanical drying
- Tenurial Status Storage
- Farm Size - Cost
- Farm Level storage
- Yield
- Off-farm Level - Output recovery
- Annual Gross Income
storage
- Transportation cost
Milling
- Credit availability
- Mortar & pestle
- Extension contact
- Membership in an organization - Kiskisan
- Cono rice mill
Figure 1. Schematic diagram of the Study
21
Methods
Research Locale and Participants of the Study

The study was conducted at Lanao del Sur, Autonomous Region of Muslim Mindanao (ARMM),
Philippines, particularly in the four (4) municipalities in Lanao del Sur engaged in lowland
farming, namely: Ramain, BuadipusoBuntong, Bubong, and Mulondo. The selection of these
municipalities was based on the following reasons/or factors: farmers in these municipalities
were commonly engaged in lowland rice production; there is a stable peace and order; and these
places are accessible to the researcher. The Province of Lanao del Sur, is a province of the
Philippines located in the Autonomous Region in Muslim Mindanao (ARMM). The capital is the
Islamic City of Marawi and it is bordered by Lanao del Norte in the North, Bukidnon in the
East, and Maguindanao and Cotabato in the South. On the Southwest lies Illana Bay, and arm of
the Moro Gulf. Found in the interior of Lanao del Sur is Lanap Lake, the largest lake in
Mindanao.
A total of 200 lowland rice farmers were taken as respondents coming from four (4)
municipalities of Lanao del Sur, namely: Ramain, Buadipuso Buntong, Bubong, and Mulondo.
The distribution of respondents by municipalities is shown in Table 1.
Table 1. Distribution of the respondents of the study

MUNICIPALITY TOTAL SAMPLE PERCENTAGE
POPULATION %
Remain 100 50 25%
BuadipusoBuntong 106 51 25.5%
Bubong 89 47 23.5%
Mulondo 107 52 26.%
Total 402 200 100%
As shown in Table 1, there were a total population of 402 in the four municipalities. Lists of
qualified farmers from the selected municipalities were obtained from the DA/ MAO in Ramain,
BuadipusoBuntong, Bubong, and Mulondo. Since the study only employed 200 respondents, the
researcher made used simple random sampling design in selecting the respondents. In
determining the desired number of the respondents, a formula of Slovin (1980) as cited by
Carabelle (2004) was used in this study.
The formula is as follows:

N / (1 + N e2)
where: N = total size of the population
n = size of sample
e = margin of error (0.1)
Research Instruments and Data Gathering Procedure
22
Structured questionnaires were used by the researcher in data gathering. A pre survey was
conducted on the first week of February 2014 to determine the appropriateness of the
questionnaire content and add-on those questions that were not included during the first draft of
the questionnaires. For the convenience of the respondents, the questions written in English
were translated orally into the vernacular dialect (Meranao) to facilitate proper communication
and comprehension.
The data collected were the demographic and socio-economic background of the farmer-
respondents which includes age, sex, educational attainment, family size, farming experience,
tenurial status, farm size, yield, transportation cost, credit availability, extension contact, etc. the
following data were also included: perception of the respondents towards the different
postharvest practices; perceptions towards the problems identified; the factors influencing the
farmers choice in postharvest practices; and lastly, the economic performance of postharvest
practices in terms of cost, losses, output recovery, and time spent.
Data Analysis
Descriptive statistics such as relative frequency, percentage, standard deviation, simple and
weighted mean was used in data analysis. Chi-square was also used to identify the factors that
significantly influence the postharvest practices of farmers. Moreover, for the comparison on the
performance of postharvest practices adopted by lowland rice farmers in terms of output
recovery, time spent, cost, and losses, the data were analyzed using t-test.
The farmers perceptions on the different postharvest practices were measured in a 5-point
scaling as follows:
Scale Range Qualitative Description
5 4.20-5.00 Highly Practiced
4 3.40-4.19 Practiced
3 2.60-3.39 Moderately Practiced
2 1.80-2.59 Less Practiced
1 1.00-1.79 Never Practiced
Where:
Highly Practiced means that the lowland rice farmers always used the type of practice.
Practiced means that the lowland rice farmers commonly used the type of practice.
Moderately Practiced means that the lowland rice farmers fairly used the type of practice.
Less Practiced means that the lowland rice farmers sometimes used the type of practice.
Never Practiced means that the lowland rice farmers certainly not used the type of practice.
Perceptions towards the problems on postharvest was measured in a 5-point scaling as follows:
5 4.20-5.00 Very Major Problem
4 3.40-4.19 Major Problem
3 2.60-3.39 Moderate Problem
2 1.80-2.59 Minor Problem
1 1.00-1.79 Not a problem
Where:
Very Major Problem means that the lowland rice farmer considers it as extreme or main problem which is hard to deal with.
Major Problem means that the lowland rice farmer considers it as foremost or main problem.
Moderate Problem means that the lowland rice farmers consider it as fair or tolerable problem.
Minor Problem means that the lowland rice farmers consider it as slight or lesser problem.
Not a Problem means that the lowland rice farmers consider it as not or never a problem.
For threshing and drying practices:

A) average output recovery of one type was compared with the output recovery of the other type of practice;
23
B) average time was the time spent for each practice and was compared with the other type of practice;
C) average cost incurred for one type was compared with the other type of practice; and
D) average losses for one time were compared with the other type of practice.
For milling, the data gathered were analyzed using descriptive statistics since the respondents
practiced the same type of milling operations.
Results and Discussion
Demographic and Socio-Economic Profile of Farmers

Rice farmers demographic and socio-economic characteristics include sex, age, educational
attainment, family size, farming experience, tenurial status, farm size, yield, annual gross income,
credit availability, extension contact, transportation cost, and membership in an organization.
The distribution of respondents according to these variables is shown in Table 2 shows that all
respondents (100%) are males. This implies that males dominated the population of lowland rice
farmers in Lanao del Sur, a fact that was actually expected because in Maranao culture, women
are not allowed to go on farming; by nature male is the provider for familys needs while the
females role is for household chores.
Table 2. Demographic and socio-economic profile of the lowland rice farmer-

respondents in Lanao del Sur, ARMM
VARIABLES FREQUENCY PERCENTAGE
(N=200) (%)
Sex
Female 0 0
Male 200 100
Age
18-28 years old 49 24.5
29-39 years old 45 22.5
40-50 years old 74 37
51-61 years old 23 11.5
62-72 years old 9 4.5
Average = 39 years old
Youngest = 18 years old
Oldest = 67 years old
Educational Attainment
Elementary 72 36
High School 94 47
College Level 28 14
College Graduate 6 3
Family Size
1-5 101 50.5
6-10 50 25
11-15 49 24.5
Average = 6 members
Farming Experience (years)

1-10 58 29
24

(N=200) (%)
11-20 75 37.5
21-30 55 27.5
31-50 12 6
Average = 12 years
Tenurial Status
Owner cultivator 94 47
Amortizing owner 46 23
Rental 60 30
Farm Size (hectare)

1 50 25
1.1 3.0 147 73
3.1 -5.0 3 2
Average = 2 hectares
Yield (kilograms)
2,000 3 1.5
2,001-4,000 47 23.5
4,001-6,000 84 42
6,001-8,000 61 30.5
8,001-10,000 5 2.5
Average = 4, 500 Kg
Annual Gross Income (Php)

20,000 10 5
20,001-40,000 28 14
40,001-60,000 69 34.5
60,001-80,000 74 37
80,001-100,000 19 9.5
Average = Php65,000.00
Credit Availability
No 178 89
Yes 22 11
Extension Contact
Fellow farmers 147 73.5
DAs Extension worker 10 5
Extension worker SUC 32 16
Agricultural dealers 6 3
Local buyers/traders 5 2.5
Transportation cost (Php/sack)

20.00-25.00 84 42
26.00-30.00 68 34
31.00-35.00 48 24
25

(N=200) (%)
Average = Php23.00/sack
Member in an Organization
No 156 78
Yes 44 22
The study revealed that the highest frequency of age falls from the age bracket 40-50 years of age
which comprised 74 respondents (37%). Almost one-fourth (24.5%) of them belong to 18-28
years old and less than 5% belong to 62 years and above. The oldest lowland rice farmer
respondent was 67 and the youngest was 18 years old.
Most of the lowland rice farmers (47%) attained high school and 3% graduated from college.
This implies that rice farmers are more likely to take strategies to improve economic
performance of postharvest practices. Kilpatrick (1997) disclosed that education enhances
farmers ability and willingness to make successful changes to their farm.
It was found out that a little more than one-half of the respondents (50.5%) have a family size of
1-5, followed by family size of 6-10 members (24%) and 11-15 members (24.5%). The result was
expected because Maranao culture preferred many members of the family for paramihannglahi
and for helpers in rice farming. It was also expected since they do not practice family planning
because it is prohibited in Islam religion.Ali (2003) stated that for traditional Maranaos, having
plenty of children in the family is a blessing as well as an opportunity to achieve economic
success, since there are more producers of economic goods and services in the family. Unlike
today, having many children in the family means more consumers in the family rather than
producers. At this point in time, only rich can afford to support many children considering the
rising cost of living in our modern society. The Maranao believes that every member of the
family not only the head must o utilize his/her knowledge, skills, and abilities in earning
It was observed that almost half of the respondents (47%) were owners of the land they
cultivated. More than one-fourth of the respondents (30%) rented land they cultivated, followed
by 23% were amortizing owner. None of the respondents involved into mortgage. This implies
that farmers who own the land are more innovative than tenants and leaseholders because
landowners can go with the risk of investing something whether labor or cash. This finding
supports study of Caraballe (2004) and Bautista (1993) that landowner farmers are prone to
adopt new technology compared to tenants. There were (37.5%) respondents that had been in
the rice farming for 11-20 years followed 1-10 years farming experience (29%), 21-30 years
(27.5%), and only 6% have engaged in rice farming for 31-50 years. This finding implies that
with the length of experience on rice farming, it is expected that farmers are knowledgeable and
skilled in different postharvest practices. This finding supports the notion that experience is the
best teacher and the length of time spent in farming affects the adoption of technology (Ebd-
Ella cited by Intong, 1996).
Majority (73.5%) of the lowland rice farmers have farm sizes of 1.1 to 3.0 hectares. A fourth
(25%) had farm size less than 1 hectare and only three respondents (1.5%) have 3.1 to 5 hectares.
The study revealed the average yield per hectare was 4000 cavans (kilograms) or 80 sacks per 50
kilograms. Majority (42%) has an average yield of 4000-6000 kilograms. The least yield is less
than or equal to 2000 kilograms where there are 1.5% of the respondents. Based on the
findings, it is no surprise that the average yield of lowland rice farmers falls on the range 4000-
6000 cavans because it was previously found that more or less fixed hectarage for rice
26
production, the average yield per hectare should be 3 to 5 tons in the irrigated and rainfed areas,
respectively (PRRPO, 2005).
Thirty-seven (37%) have an annual gross income ranging from 60,000-80,000. Only ten or 5%
have reported a gross income of less than or equal to 20,000. The average annual gross income
was 63,000.00.
The transportation cost of rice products to nearest market outlets shows that most of the
respondents (42%) have a transport cost of 20 to 25 pesos which is also the cheapest
transportation cost. Only one-fourth (24%) of the respondents have a transportation cost of 31-
35 pesos which is also the most expensive transportation cost.
Majority (89%) of the lowland rice farmers in the Lanao del Sur have have not availed of any
credit or financial assistance from their postharvest production and only 11% positively
responded that they avail of financial assistance or loan from their postharvest production but
such loan is a credit from their friends or relatives, and not from any lending institution. The
finding implies that the lowland rice farmers of Lanao del Sur has no access to any credit
institution. According to Nhelmachena and Hassan (2007), access to affordable credit increases
financial resources of farmers and their ability to meet transaction costs associated with various
adaptations that they might want to take.
Many farmers (73.5%) of the respondents rely on their fellow farmers as a source of information
about postharvest operation/technology. This was followed by extension worker from SUC
(16%); DAs extension worker (5%) and the least source of information that lowland rice
farmers were the local buyers which has only 2.5%. The finding coincided with the study of Dela
Cruz (1994) that the farmers main source of information with regards to postharvest is their
fellow farmers.
Perceptions of Respondents by Type and Extent of Postharvest Practice among Lowland
Rice Farmers
Table 3. Perceptions of lowland rice farmer-respondents by type and extent of
postharvest practices
Postharvest Never Practiced Less Moderately Practiced Highly Total Mean Qualitative
Practices Practiced Practiced Practiced Description
F % F % F % F % F % F %
Threshing:
Hampasan 200 100 0 0 0 0 0 0 0 0 200 100 1.0 NP
Trampling 124 62 10 5 24 12 42 21 0 0 200 100 1.92 LP
Mechanical 76 38 6 3 8 4 24 12 86 43 200 100 3.19 MP
Average: 2.04 LP
Drying:
Solar 89 44.5 6 3 9 4.5 18 9 78 39 200 100 2.95 MP
Mechanical 194 97 0 0 0 0 6 3 0 0 200 100 1.12 NP
Average: 2.03 LP
Storage:
Farm level 58 29 85 42.5 54 27 3 1.5 0 0 200 100 2.01 LP
Off-farm 200 100 0 0 0 0 0 0 0 0 200 100 1.0 NP
Average: 1.51 NP
Milling:
Mortar & 200 100 0 0 0 0 0 0 0 0 200 100 1.0 NP
pestle
Kiskisan 107 53.5 3 1.5 37 18.5 11 5.5 42 21 200 100 2.39 LP
Cono 200 100 0 0 0 0 0 0 0 0 200 100 1.0 NP
Average: 1.46 NP
27
The farmers do threshing manually (hampasan and trampling) and mechanically. It was found
out that 100% of the respondents never practiced hampasan, less practiced trampling and
moderately practiced mechanical thresher. Lowland rice farmers in Lanao del Sur both practiced
trampling and mechanical thresher. They revealed that they make use of trampling if small
amount of paddy is to be threshed. They usually threshed the paddy by using their underfoot but
if large amount of paddy is to be threshed, they prefer to use mechanical thresher because
according to them it is not laborious.
Drying has also two types or method and these are solar or sun drying and mechanical drying. As
revealed in the table, on the average, solar drying is moderately practiced by the respondents
compared to mechanical drying where only 6 out of 200 respondents practiced it but on the
average mechanical drying is not practiced. The finding implies that majority of lowland rice
farmers rely on sun drying of threshed paddy.
Lowland rice farmers of Lanao del Sur usually dried their threshed paddy by putting and
spreading the threshed paddy in a tarpaulin sheet on the road or concrete pavement of a
basketball court under the sun and manually raked it several times a day to ensure uniform drying
to prevent deterioration. They added that sun drying is cheaper and did not need special skills or
expertise.
For storage, 100% of the respondents never practiced off-farm level storage (storing paddy or
milled rice in a private or government warehouses) but less practiced farm storage (storing paddy
or milled rice for consumption or retain paddy as seed for planting in the next season). Lowland
rice farmers in Lanao del Sur usually do not practiced storage because according to them they
chose to sell their produce directly to have cash on hand and buy the needs of their family. They
revealed that storing rice is very critical for them considering that they lack the facilities that will
prevent deterioration of paddy and pest attack that will bring a big loss for them. That is why
they prefer to sell it. They added that if in case they will store accordingly, it is intended only for
consumption or to be used as seeds for the next cropping.
In milling the respondents never practiced mortar and pestle and cono rice mill but there are 134
out of 200 respondents practiced kiskisan for milling, while 66 respondents never practiced all
the said types or methods of milling. They prefer to sell it to rice miller that offers them higher
income than milling it through kiskisan that will bring only 50-60% output recovery. Lowland
rice farmers in Lanao del Sur usually milled their produce in kiskisan because it is the only
available method. The findings imply that lowland rice farmers in Lanao del Sur is dependent
only on kiskisan or one pass mill.This suggests that lowland rice farmers in Lanao del Sur should
adopt cono rice mill or modern rice mill.
.
Perceptions of Respondents towards the Problems on Postharvest Practices
Perceptions of respondents towards the problems on postharvest practices are shown in Table 4.
As shown in the table, lack of capital to pay for postharvest practices and credit unavailability are
the major problems of the individual/poor farmers. This is not surprising. The fact that lowland
rice farmers in Lanao del Sur have not availed of any financial or credit assistance for their
postharvest operation, no doubt that they consider lack of capital as their main problem.
Accordingly, they stress that if there is available capital then they can buy postharvest facilities
but still they suffer on the payment of the high interest and the high power cost in using the
facility.
28
In terms of lack of awareness/resistance to change, the respondents consider it as a moderate

problem. The need to educate the end users is also another problem, since most lowland rice
farmers obtained a high school level of education, so it is expected that they need to be educated
and be aware of those technologies promoted by the government and need to have an aggressive
extension program. They learned postharvest technology only from their fellow farmers so if
they are properly informed by these extension workers and these co-lowland rice farmers to
make themselves ready for change and improvement.
Table 4. Perceptions of respondents towards the problems on postharvest practices of

lowland rice farmers in Lanao del Sur, ARMM.
Np Mip Mop Mjp Vmp Total Mean Sd Qualitative
PROBLEMS Description
F % F % F % F % F % F %
Lack Of Capital:
A. Individual/ Poor 21 11 8 4 28 14 64 32 79 39.5 200 100 3.86 30.1 Mjp
Farmers Cannot Afford
To Buy Postharvest
Facilities.
B. Credit/ Financing 13 6.5 12 6 25 13 85 43 65 32.5 200 100 3.89 33.1 Mjp
Not Readily Available.
C. High Interest Rates 0 0 0 0 38 19 84 42 78 39 200 100 4.2 25 Vmp
D. High Energy/Power 0 0 4 2 42 21 62 31 92 46 200 100 4.21 36.9 Vmp
Cost
Average: 4.04 31.3 Mjp
Lack Of Awareness/
Resistance:
A. Need To Have An 18 9 39 20 47 24 44 22 52 26 200 100 3.37 13.2 Mop
Aggressive Extension
Program As In The
Production Phase
B. Need For 28 14 58 29 56 28 32 16 26 13 200 100 2.85 15.7 Mop
Government To
Initiate/Assist
Promotion Of
Technologies
C. Need To Educate 0 0 13 3.5 95 48 74 37 18 9 200 100 3.49 40.8 Mjp
The End-Users
Average: 3.24 23.2 Mop
Lack of
Technologies:
a. Difficulty in 15 7.5 30 15 79 40 48 24 28 14 200 100 3.22 24.8 MOP
operation, repair and
maintenance
b. Mismatch of 11 5.5 37 19 62 31 62 31 28 14 200 100 3.3 22.1 MOP
capacity
c. Lack of capacity 5 2.5 14 7 58 29 75 38 48 24 200 100 3.74 29.6 MJP
during peak of
harvest
d. Poor or absence 82 41 74 37 43 22 0 0 0 0 200 100 1.8 20.6 NP
of road system in the
rural
Average: 3.02 24.3 MOP
29
Legend:
5 4.20-5.00 Very major problem (VMP)
4 3.40-4.19 Major problem (MJP)
3 2.60-3.39 Moderate problem (MOP)
2 1.80-2.59 Minor problem (MIP)
1 1.00-1.79 Not a problem (NP)
With regards to the problem on lack of technologies, it was revealed that 39% ( x = 3.22) of the
respondents view difficulty in operations, repair and maintenance a problem, 31% ( x = 3.30)
consider mismatch capacity as a moderate problem while 29% ( x = 3.74) of the respondents
consider lack of capacity during peak harvest as a problem. Poor or absence of road system in
the rural areas is never considered a problem. Therefore, the findings imply that lack of
technologies is a moderate problem in the lowland rice farmers in the province of Lanao del Sur.
Perceptions of Respondents towards the Specific Problems on Postharvest Practices
As for the specific problems in each postharvest operation, it was found out in the study that
with regards to the problem on threshing, the respondents, on average ( x = 3.65), consider
threshing as a major problem. Almost half (47.5%) of the respondents consider too much
broken straw on oscillating screen as a major problem, 42.5% consider grain being blown over
the wind board as a major problem and 33% consider dirty grain as a moderate problem on
threshing as one of the postharvest operations in lowland rice farming.
As found out in the study, the respondents used mechanical thresher which suggests that these
farmers must be trained and informed on proper usage of these mechanical thresher to avoid the
mentioned problems and economic losses may be eliminated, if not minimized. The respondents
consider high investment cost and unfavorable weather condition as a major problem. Out of
the 200 respondents, 96 and 67 respectively say it is a major problem.
In addition, milling as a postharvest practice is also done by the lowland rice farmers and they
consider it as one of the major problems. The lowland rice farmers in Lanao del Sur used to mill
their paddy using kiskisan or one-pass mill and they consider it as a very big problem because
accordingly, high breakage occurs especially if the paddy is not well-dried giving them low
recovery of grains. Another problem encountered by the lowland rice farmers is there is no
electric power/fuel and the technology is costly. If there is no electric power, they cannot mill
their rice.
Moreover, the lowland rice farmers in Lanao del Sur consider storage as a major problem
because they lack storage facilities that would maintain the quality of the produce. Consequently,
high investment cost is a major problem because the farmers cannot afford to buy storage
facilities since these are expensive and they lack capital.
30
Table 5. Distribution of respondents on the extent of the identified specific problems on

postharvest practices among 200 lowland rice farmers in Lanao del Sur, ARMM
NP MIP MOP MJP VMP TOTAL Mean SD Qualitative
PROBLEMS F % F % F % F % F % F % Description
Threshing:
a. Too much 0 0 0 0 55 27.5 95 47.5 50 25 200 100 3.98 24.66 MJP
broken straw on
oscillating
screen
b. Grain being 0 0 25 12.5 51 25.5 85 42.5 39 19.5 200 100 3.69 25.64 MJP
blown over by
the wind board
c. Dirty grain 11 5.5 37 18.5 62 31 66 33 24 12 200 100 3.28 23.8 MOP
Average: 3.65 24.7 MJP
Drying:
a. High 0 0 0 0 47 23.5 96 48 57 28.5 200 100 4.05 25.89 MJP
investment cost
b. Unfavorable 4 2 32 16 53 26.5 67 33.5 44 22 200 100 3.58 23.84 MJP
weather
condition
Milling:
a. Inefficient 0 0 0 0 39 19.5 88 44 73 36.5 200 100 4.17 25.11 VMP
one-pass
b. No electric 4 2 32 16 53 26.5 67 33.5 44 22 200 100 3.58 23.84 MJP
power/fuel
c. Costly 32 16 60 30 64 32 30 15 14 7 200 100 2.67 21.31 MOP
Storage:
a. High 0 0 19 9.5 88 44 83 41.5 10 5 200 100 3.42 41.21 MJP
investment cost
b. Unfavorable 6 3 21 10.5 74 34 80 40 19 9.5 200 100 3.43 34.33 MJP
climate
Legend:
5 4.20-5.00 Very major problem (VMP)
4 3.40-4.19 Major problem (MJP)
3 2.60-3.39 Moderate problem (MOP)
2 1.80-2.59 Minor problem (MIP)
1 1.00-1.79 Not a problem (NP)
Factors Influencing the Farmers Choice on Postharvest Practices
Factors influencing the farmers choice on postharvest practices are shown in Table 6. According
to the results, it was found out that educational attainment, annual gross income, transportation
cost and extension contact have significant relationship to threshing. Lowland rice farmers
educational attainment is only high school level, which implies that the farmers has a greater
chance of adopting or learning improvement strategies in their postharvest practices particularly
in threshing.
31
According to Maddison (2006), educated and experienced farmers are more knowledgeable and
informed about agronomic practices and therefore can take an adaptation measure in response to
the effects of change. Bordey (2004) found out also that farmers with at least secondary level of
education have greater probability of hybrid rice continuous adoption. This was contradicted by
Torregoza (2000), who pointed out that educational attainment played no significant influence
on farmers decision to adopt new technology because it is the nature of innovation being
considered. According to Rustia and Talaima (as cited by Carabelle, 2004), education is not an
adoption factor.
Table 6. Factors affecting farmers choice of threshing, drying and storage practices
among 200 lowland rice farmers in Lanao del Sur, ARMM
Independent THRESHING DRYING STORAGE

variable p-value Chi-square p-value Chi-square p-value Chi-square
Sex 0.315 2.186 0.665 0.506 0.810 0.421
Age 0.866 30.329 0.105 51.486 0.932 62.059
Educational 0.013 10.855** 0.765 1.151 0.776 3.256
attainment
Family size 0.428 1.699 0.028 11.699** 0.023 11.045**
Farm size 0.120 4.241 0.043 5.858** 0.478 3.500
Farming experience 0.458 2.596 0.458 2.596 0.299 7.247
Tenurial status 0.524 1.292 0.370 1.988 0.00 20.156**
Yield 0.029 10.803** 0.022 11.432** 0.970 2.311
Annual gross 0.043 9.157** 0.026 11.045** 0.013 10.855**
income
Transportation cost 0.006 10.753** 0.031 0.533 0.395 4.083
Credit availability 0.426 0.205 0.006 11.393** 0.734 0.620
Extension contact 0.019 11.730** 0.138 6.952 0.990 1.642
Member in an 0.194 1.105 0.194 1.105 0.827 0.380
organization
Yield is another factor that has significant relationship to threshing. As found in the study, the
respondents average yield per hectare is 4,500 kilograms and they both practiced trampling and
mechanical threshing. This means that higher yield is gained because of the availability of
mechanical thresher where the farmers can be able to thresh the paddy in a short period of time.
The use of agricultural machinery substantially reduces the amount of human labor needed for
raising crops. The average amount of labor required per hectare to produce and harvest rice,
corn and other crops has fallen to less than a fourth of what was required only a few decades
ago, hence mechanization has enabled the small percentage on farms to produce enough yield
(Microsoft Encarta [DVD], 2009). Transportation cost is a factor to be considered in threshing
practiced.
Contact to extension workers is another factor that has significant relationship in threshing. It
implies that farmers contact to extension workers from DA or SUC enables them to gather
more information in improving their postharvest practices especially in minimizing the economic
losses incurred. As found out in the study, lowland rice farmers are not members of any
32
organization; in fact, their sources of information with regards to postharvest practices or

technology are their fellow farmers. Hence, if these farmers will be able to have extension
contact, then there is possible improvement in their threshing practices. According to De
Guzman (as cited by Damag, 2003), the local government units particularly the Department of
Agriculture provides service delivery system to the people specifically the agricultural sector as
embodied in the Local Government Code (LGC) of 1991 (RA 7160). According to Rogers
(1995), mass media such as TV, radio and newspaper is considered a more effective way to
generate awareness of the innovation; whereas, interpersonal communication is considered more
effective in influencing individuals decision to adopt.
In addition, for drying practices, the factors that have significant relationship were family size,
farm size, yield, annual gross income and credit availability. Family size influenced drying
practices because expenditures by farmers are for family living and for production of goods
(Microsoft Encarta [DVD], 2009); a lesser family size would mean a higher income for the
farmers to spend on buying mechanical drying facilities. Farm size is also an important factor to
be considered in drying. As observed in the study, the average farm size of the lowland rice
farmers in Lanao del Sur is two hectares and the maximum farm size of four hectares. These
imply that lowland rice farmers have sufficient farm size in producing rice and drying their
produce and likely willing to adopt strategies in improving their postharvest practices particularly
in drying. The result agrees with Palero (2005) that farm size is significantly associated with
farmers extent of adoption of total quality and productivity management. Estigoy as cited by
Laurente (2004), found significant relationship between the adoption of innovation and farm
size. The study of Laureto (1997) showed that farm size is significantly related to the adoption of
modern technologies. Aguanta (2008) stresses that Maranao rice farmers practices are
significantly influenced by farm size and appropriateness of MSB strategies. On contrary,
Deressa et al. (2010) stresses that farm size negatively affects the use of one, or a combination of
identified coping strategies by farmers. Also, yield is an important factor. Lowland rice farmers
average yield per hectare is 4,500 kilograms which means that these farmers can dry their
produce either through sun drying or mechanical drying.
Annual gross income is significantly related to drying practice as well as credit availability. The
average gross income of the lowland rice farmers per hectare was 65,000 and their lone source
of income is farming. They have not availed of any financial assistance for their postharvest
production. The findings imply that lowland rice farmers in Lanao del Sur are willing to adopt
new strategies or purchase drying facilities if their income is sufficient. If not, loans or financial
assistance could help them much better to buy mechanical dryer as substitute to solar drying. It
can be noted that these farmers rely mainly on sun drying, so if the weather condition is not
good then these farmers will not be bothered if they have a mechanical dryer. Ramos (1994) said
that the flow of income may reckon daily, weekly, monthly, or yearly. A community where the
economic level is subsistent, agricultural change is unlikely to occur. If the family income is
considerably lower, it may then proceed to become a member of an organization to avail of
modern technology and have greater yields in production (Solidan as cited by Palero, 2005). The
study of Bautista (1993) cited that family income in DFS is affected by the wet and dry season
making these two seasons a predictor of annual income.
Furthermore, in terms of storage, family size, tenurial status, and annual gross income are factors
to be considered in storage practices. A large family size would influence the farmers income;
this obliged farmers to defer means of improving their properties and facilities (Microsoft
Encarta [DVD], 2009). Most of the lowland rice farmers cultivate their own land which means
that make their own decisions to adopt for the improvement of their storage practice, implying
that there is a possibility that the farmer-respondents may decide converting portion of their land
33
to be used as their storage for their paddy. However, as found in this study, the farmers actually
less practiced storage due to lack of storage facilities. Kemp et al. (2004) stated that the land and
its related resources for ones basic needs serve as the source of the worlds accumulated wealth.
Salva (1990) observed too that owners are more prone to make decision to adopt new practices,
while non-owners obtain permission first before trial or use of innovation. Annual income is an
important factor to storage because those with higher income would possibly purchase storage
facilities like silo in storing their paddy or milled rice. For milling, there is only one type of
method used and that is kiskisan or one pass mill.
Economic Performance of Postharvest Practices
Threshing
As shown in Table 7, majority (62%) of the respondents used mechanical type of threshing while
38% used trampling type of threshing. It implies that both trampling and mechanical thresher
was practiced by the lowland rice farmers in Lanao del Sur.
Table 7. Threshing practices of lowland rice farmers in Lanao del Sur, ARMM
PERCENTAGE
TYPE OF THRESHING FREQUENCY
(%)
Trampling 76 38
Mechanical thresher 124 62
Total 200 100%
Table 8 shows that the economic performance of threshing a sack or 50 kilogram of paddy in
terms of time spent was 7.0 minutes in mechanical threshing while 50 minutes in trampling. The
finding implies that trampling spent much time due to its laborious method compared to
mechanical threshing. The cost spent per sack of paddy in mechanical threshing was 22.00
compared to trampling which was 56.00 per sack. Out of 50 kilograms, the output recovery for
using mechanical thresher was 45.3 kilograms while there is a greater output recovery in
trampling which is 48.2 kilograms. As for the losses, mechanical thresher incurred 8.36% loss
higher compared to trampling that incurred only 2.66%. The results imply that there is a
significant difference between mechanical and trampling in terms of cost, time spent, output
recovery and losses.
Table 8. Economic performance of threshing practices by lowland rice farmers in terms

of losses, output recovery, time spent, and cost in Lanao del Sur, ARMM
INDICATORS THRESHING Difference t-test
Mechanical Trampling
Thresher
Time spent (min) 7.0 50 43 -161.45**
Cost (P/sack) 22 56 34 -160.79**
Output Recovery(kg) 45.3 48.2 2.9 -60.01**
Losses (%) 8.36 2.66 5.7 57.37**
** Significant at 0.05 level
Lowland rice farmers in Lanao del Sur prefer to use mechanical thresher even if it gives higher
loss and low output recovery. The result of the study agrees with Basavaraja et al. (2007) that
34
grain losses during threshing activity were estimated to be 0.52kg/q in rice. The threshing losses
were mainly in the form of broken grains, which were slightly higher, when produce was
threshed by machine as compared to manual threshing. However, a majority of the producers
preferred power thresher due to their cost and time advantages. Ramos (1994) found that
threshing by using treading or trampling caused 3.6% losses. Besides, it increased the presence of
mud balls and the broken percentage of the milled rice. Patil and Basappa (2005) added that an
average total losses during the threshing was 0.18 quintals per farm or 0.07 quintals per ha, which
was to the tune of 11.92% of the total at field level, or farm level. This is because majority of
farmers threshed their produced by power thresher. The losses during threshing in terms of
broken grains, scattering of grains out of threshing yard, grains left over in the thresher were
higher when produce was threshed by machine. But due to cost and time advantage, majority of
the producers preferred to thresh their produce by mechanical thresher. The higher losses were
compensated through the reduction in labor cost and time. Guisse (2010) stressed that threshing
losses were also higher (6.14%) when threshing was done using the bambam (a big locally
made wooden box) than when the bag beating method (2.45%).
In many countries in Asia and Africa, the crop is threshed by being trodden underfoot (by
human or animals); the output is 30-50 kg of grain per hour. The same method, using a
mechanical thresher the output is a few hundred kg per hour (FAO, 2007). With regards to cost,
threshing service fees normally varies with regions of the country. In Central Luzon, for
example, threshing fees are normally in kind (paddy) which is 6% of the total amount of
threshed paddy (PRRPO, 2005).
Drying
Table 9 reveals that out of 200 respondents, there were only 117 of them who practiced drying
either through mechanical or solar drying. A little more than one-half (55.5%) of the respondents
prefer solar drying while only 3% used mechanical drying. The rest of the respondents (41.5%)
did not practice drying; they directly sell their produce to traders or millers for the reason that
they needed immediate cash and they have inadequate facilities to practice milling and storage.
The finding implies that lowland rice farmers in Lanao del Sur preferred to use solar drying in
drying paddy.
Table 9. Drying practices of lowland rice farmers in Lanao del Sur, ARMM
TYPE OF DRYING FREQUENCY PERCENTAGE

(%)
Mechanical 6 3
Solar drying 111 55.5
No answer 83 41.5
Total 200 100%
Table 10 shows the economic performance of drying practices of a 50 kg or sack of paddy. In

terms of time spent, sun drying of paddy spent eight hours and 51 minutes while mechanical
drying spent only of two hours and 50 minutes. Lowland rice farmers in Lanao del Sur mainly
rely on sun drying for it is cheaper and does not need expertise. They usually put their paddy and
spread it in a sheet of tarpaulin on a concrete pavement under the sun and occasionally stirred it
to have uniform drying. As found in the study, there were six respondents who used mechanical
dryer because for them, it eliminates the problems associated with sun drying and it offers more
advantage of timeliness in the drying operation aside from maintaining the quality of grain and
35
control in drying process. The result implies that there was a significant relationship in terms of
time spent at 0.05 level between sun drying and mechanical drying. They usually do this for
about 8-24 hours depending on the weather condition. The result agrees with the Philippine
Recommends for Rice Postproduction Operation (2005) stating that about eight hours is
required to dry wet paddy from 24% to 14%.
Table 10. Economic performance of drying practices by lowland rice farmers in terms of
losses, output recovery, time spent, and cost in Lanao del Sur, ARMM
INDICATORS THRESHING Difference t-test
Sun drying Mechanical
Time spent (min) 8.51 2.50 6.01 17.8**
Cost (P/sack) 10.00 100.00 90.00 29.60**
Output Recovery(kg) 46.19 47.33 1.14 1.18
Losses (%) 3.17 4.39 1.22 2.48**
In terms of cost, cost incurred in mechanical and solar drying a 50 kg or sack of paddy was
100.00 and 10.00 per sack respectively, it implies that mechanical drying of paddy incurred
high cost compared to sun drying. Several studies have been conducted to determine the
operating cost of mechanical heating system. As cited in the Philippine Recommends for Rice
Postproduction Operation (2005) and in the study of Tumambing (1984), there is an average
drying cost of 6.00/cavan for rice-hull mechanical dryers. This is very high compared with the
cost of sun drying of 1.50/cavan (Villaruel and Cardino, 1984).
The output recovery performance of the two methods or types of drying was found that out of
50 kilograms, 48 kilograms was the output recovery for mechanical drying and 47 kilograms were
recovered using the sun drying type. Thus, there was no significant difference between the
performance of the respondents who used mechanical and solar type of drying in terms of
output recovery.
As for the performance of drying in terms of losses, it was shown that there was 4.39% loss for
solar drying and 3.17% loss for mechanical drying. This means that greater loss is incurred in
using solar drying compared to mechanical drying and by using critical regions t<-1.96 or t>1.96
the t-test value of the study was 2.48 which implies that that there was a significant difference
between the performance of the respondents who used mechanical and solar type of drying in
terms of losses. The National Postharvest Institute for Research and Extension (NAPHIRE,
2003) rice postharvest loss assessment studies reported that the average magnitude of losses
attributed to drying is about 6.5% of its potential yield. Some 30% of the total postharvest losses
were attributed to drying alone. According to Basavaraja et al. (2007), the losses due to drying
operation in grains were estimated to be 0.80 kilogram per quintal in rice and 0.66 kilogram per
quintal in wheat. These were mainly due to use of traditional methods of drying by the farmers.
It was also indicated in the study of De la Cruz (1994) that there was a statistically significant
difference in losses between amacan and concrete pavement at 0.01 levels. This indicates that the
use of concrete pavement incurs more losses than conventional type. Patil and Basappa (2005)
added that the drying loss was 13.91%. This was mainly because most of the farmers adopted
manual method of drying and most of the farmers spread out the grains on the country yard,
tarpaulins which cause loss due to birds, rodents and animals.
36
Storage
Table 11. Storage practices of lowland rice farmers in Lanao del Sur, ARMM
TYPE OF STORAGE FREQUENCY PERCENTAGE

(%)
Farm storage 142 71
Neither nor farm or off-farm 58 29
Total 200 100%
In addition, based on the study, storage is less practiced by these farmers as they chose to sell
their produce directly to have cash on hand and buy the needs of the family. They also revealed
that storing paddy is very critical for them for they lack storage facilities that may prevent
deterioration of paddy and pests attack that may bring a big loss for them. They added that if in
case they will store accordingly, it is intended only for consumption or for seeds in the next
cropping. They usually put their paddy in a sack and store them in a vacant space in their house.
As for the duration of storage, the respondents answered differently but the longest length of
storage is 1-2 weeks, but as much as possible they immediately sell their paddy due to their need
of cash, lack of storage facilities and lack of capital for building storage facilities. Aside from
these reasons, they are afraid that their stored paddy will be lost because of fire, bad weather,
theft or attack by a pest or rat or spillage. These were the reasons why no economic performance
computations was done for drying in terms of cost, loss, time spent and output recovery.
According to the Philippine Recommends for Rice Postproduction Operations (PRRPO, 2005),
storage facilities of farmers in farm level were sacks, container types such as wooden boxes, cans,
granaries, bamboo baskets and volcani cubes. Grains in sack are usually placed directly on the
floor, on wooden boxes or in open sheds, or under the house. In the Philippines, 60% of the
total stack is stored in the farm level while the rest are stored in private and government
warehouses. A study conducted in Luzon showed that farmers lose an average of 0.6 kg/bag
inside granaries as a result of spillage and 0.4 kg/bag due to rodent attack (Ebron et al., 1978).
Milling
Table 12 reveals that out of 200 respondents, there were only 93 or 46.5% of the respondents
who use mechanical type of milling specifically the kiskisan or one pass mill and the rest of the
respondents did not practice milling since they directly sell their produce to the traders or rice
millers.
Table 12. Milling practices of lowland rice farmers in Lanao del Sur, ARMM
TYPE OF STORAGE FREQUENCY PERCENTAGE

(%)
Kiskisan or one-pass mill 93 46.5
No answer 107 53.5
Total 200 100%
The average time spent in milling a 50 kg produce is 26.77 minutes per sack and the cost
incurred was 2.42 per kilograms. In terms of output recovery, 29.4 kilograms was recovered
while the losses were 20.5%. The results of the study agree with PhilRice Production Training
Manual (2007) stating that the popular kiskisan has a milling recovery of only 60-62% out of a
37
potential 72%. Losses in the milling process were due either to inherent poor technical
performance of milling machinery, or operator ineptitude, resulting in poor milling yields (De
Padua, 1999). Peutyet al. (1994) reported that paddy drying conditions affected the rice breakage
during the milling process so that rice breakage rapidly increased with the decreasing moisture
content of paddy. The difference between paddy temperature and milling environment
temperature decreased the performance of rice milling system. They also found that relative
humidity of milling environment had significant effect on milling system yield.
Table 13. Economic performance of milling practices using kiskisan or one pass
milling
INDICATORS MEAN STANDARD
DEVIATION
Time spent (min) 26.77 5.78
Cost (P/sack) 2.42 1.44
Output Recovery(kg) 29.40 2.96
Losses (%) 20.50 2.96
Conclusions
Lowland rice farmers in Lanao del Sur are dominated by males, aged 40-50 years old, attained
high school level, belong to a family of one to five members, with 11-20 years of farming
experience who cultivate their own land with an average farm size of 2 hectares, yield of 4,500
kilograms and average gross income of 65,000.00. The farmers have not availed of credit
assistance, and are not members of any organization. They rely on their fellow farmers as a
source of information and transport their produce to the nearest market which cost 20-
25/sack.
On the average, lowland rice farmers in Lanao del Sur less practiced threshing, less practiced
drying, never practiced storage, and never practiced milling. The farmers have never practice
storage and milling because they prefer to sell their produce after drying. As to the perceptions
of lowland rice farmers in Lanao del Sur towards the problems on postharvest practices, lack of
capital was considered to be a major problem. Meanwhile, lack of awareness/resistance and lack
of technologies are considered as moderate problems. On the average, lowland rice farmers
considered threshing, drying, milling and storage as major problems. Specifically, the following
problems on postharvest practices were perceived as major problems: too much broken straw on
oscillating screen; grain being blown over by the wind board; high investment cost; unfavorable
weather condition; inefficient one-pass; and lack of electric power/fuel.
Educational attainment, yield, annual gross income, transportation cost, and extension contact
are significantly associated with threshing. If farmers are educated and supported by extension
workers from DA or SUC, they are more knowledgeable and have more information in
improving their postharvest practices. Meanwhile, lower transportation cost and the availability
of mechanical thresher result to a higher yield and higher annual gross income. In addition,
family size, farm size, yield, annual gross income and credit availability influence drying, because
the availability of credit and sufficient income will help the farmers to adopt new strategies or
facilities for drying. Meanwhile, family size, tenurial status, and annual gross income affect
storage because those with higher income may purchase the appropriate storage facilities.
38
There is a significant difference between the economic performance of the respondents in terms
of losses, cost, output recovery, and time spent for threshing while for drying only output
recovery has no significant difference. Thus, lowland rice farmers choose the type of postharvest
practice that gives them high output recovery, low cost and losses incurred. With this, if farmers
can form their cooperative they will be able to purchase facilities that will improve their
postharvest practices.
Recommendations
Based on the results, it is recommended that the government may consider vigorously promoting
extension programs to upgrade the skills of the lowland rice farmers in the province of Lanao del
Sur. While it is true that existing extension programs of the government is centered on grain
production, the province is still behind with respect to the objectives and goals of the
Department of Agriculture for sustainable agriculture in the key grain producing areas.
Also, since one major problem of the farmers is the lack of capital/operating cost, it is
recommended that the government would strive to provide financial assistance to these lowland
rice farmers to improve their postharvest facilities and operations, and to reduce postharvest
losses of rice at the farm level. If not, the farmers themselves should organize themselves to
form a cooperative. Seminars and trainings are also recommended with regard to postharvest
operations in order to eliminate if not minimize losses and obtain greater output and income for
the farmers.
The DA may also consider to strengthen its efforts in promoting farm level adaptation strategies
and providing technologies to improve postharvest practices that could eliminate if not reduce
or minimize of losses in rice production. Access to extension services ensures that farmers have
the necessary information that is helpful in decisions and the means to take up important
adaptation strategies. Thus, provision of extension support/programs from concerned
institutions is deemed urgent in order to hasten adaptation is imperative. It is in this aspect that
the academe, particularly Mindanao State University in Marawi City, could play a vital role in the
agricultural aspect of the province by enhancing its extension programs in collaboration with the
local government and non-government agricultural organizations.
Credit can increase financial resources of farmers and their ability to meet transaction cost
incurred in taking various strategies. For instance, availability of credit will enable farmers to
finance farm inputs like fertilizer and quality seeds. In this light, affordable financial assistance
from government and private institutions is recommended. It is finally recommended that a
replication of this study could be undertaken to include province-wide investigations in order to
come up with a comparative analysis and to validate further results of this study.
References
African Rice Center (2013).Improving Post-Harvest Technology in Senegal. Retrieved From

Http/Www.Africanrice.Org.
Aguanta, L. M. (2008). Effectiveness of Madrashsabasak As An Extension Program Among
Meranao Rice Farmers in Lanao Del Sur.
Ali, D. P. (2003). Muslim Culture: Proposed Integration in Teacher Education In Muslim Areas
Of Mindanao. A Research Project Funded By Ovcre, Mindanao State University, Marawi City.
Badawi, T. (2001). An Assessment of Rice Postharvest Losses.
Basavaraja, H. Et Al. (2007). Economic Analysis Of Postharvest-Losses In Food Grains In India: A Case
Study of Karanataka.
Bashir, H. A. (2005). Awareness and Acceptability Of Sustainable Agricultural Development
Program among Farmers In Lanao Del Sur. Unpublished Masters Thesis, Mindanao
39
State University, Marawi City.

Baustista, E. U. and E. F. Javier. (2005). The Evolution Of Rice Production Practices.
Unpublished Masters Thesis, Mindanao State University, Marawi City.
Bautista, D. (1993). Adoption Of Corn Production Technology.Unpublished Masters Thesis,
University Of Southern Mindanao, Kabakan, North Cotabato.
Bordey, F. H. (2004). Socio-Economic Evaluation of Hybrid Rice Production In The
Philippines. Unpublished Masters Thesis, University of the Philippines, Diliman,
Quezon City.
Cambodian Agricultural Research and Development Institute. (2004). Project To Reduce
Postharvest Losses For Rice Farmers In Cambodia And Viet Nam: News Release.
Retrieved On December 28, 2013 From
Http://Www.Adb.Org/Media/Articles/2004/4441_Cambodia_Viet_Nam_Reduce_Pot
harvest_Losses/
Carabelle, M. R. (2004). Adoption of Sustainable Agriculture Program In Tongantongan, Valencia
City.Unpublished Masters Thesis, Central Mindanao University, Musuan, Bukidnon.
Caroll, J. J. (2009). Small Rice Farmers Adaptation to Climate Change In The Philippines.
Institute on Church and Social Issues.
Damag, E. S. (2003). Role Performance of Devolved Extension Workers Participation In
Extension Activities in Bukidnon. Graduate School Journal, Central Mindanao University,
Musuan, Bukidnon.
De Padua, D. (1997). Rice Post-Harvest Handling In Asia. Retrieved On September 15, 2013
from Www.Fftc.Agnet.Org/Libraryarticle
De Padua, D. (1999). Grain Post Production Systems.Agricultural Engineering Division,
International Rice Research Institute Philippines. Retrieved On September 15, 2013 From
Www.Agnet.Org/Library/Eb/465a/
Dela Cruz, R. (1994). Economic Analysis of Postharvest Practices Among Small Corn Farmers
In Bukidnon.Unpublished Masters Thesis, Central Mindanao University, Musuan, Bukidnon.
Da Unpublished Accomplishment Report. (2001). Department Of Agriculture, Quezon City,
Philippines.
Deresa, T.T., C. Ringler and R. M. Hassan. (2010). Factors Affecting The Choices Of Coping
Strategies. The Case of Farmers in The Nile Basin Of Ethiopia. Retrieved From
Http://Www.Ifpri.Org/Pubs/Dp/Ifpridp01032.Pdf
Ebron L.Z., G. Castillo and P. M. Kaiser. (1983). Changes in Harvesting-Threshing
Arrangements and Landless Laborers. Paper Presented At The Workshop On the
Consequences of Small Rice Farm Mechanization in The Philippines.
Egwuda, J. E. (2001). Economic Analysis of Lowland Rice Production In Ibaji Lga Of Kogi
State. Retrieved September 15 2013 Www.Google.Com
Ezeh, C. I., C. O. Anyiro, I. O. Ehiemere and N. Q. Obioma. (2012). Gender Issues On Poverty
Alleviation Programmes in Nigeria. The Case of the National Fadama 1, Development Project In
Abia State Nigeria. Agris On-Line Papers in Economics And Informatics 2012, 4(3):15-20.
Retrieved On November 8, 2013 From
Http://Online.Agris.Cz/Files/2013/Agris_Online_2012_3_Ezeh_Anyiro_Ehiemere
_Obioma.Pdf
Food and Agriculture Organization (2001). Workshop On Policy Support For Rapid Adoption
of Hybrid Rice On Large-Scale Production In Asia, Hanoi, Viet Nam, 22-23 May. Fao Final
Report, P. 10
Food and Agriculture Organization (2004). International Year Of Rice: Rice Based Production
Systems And Their Associated Post-Harvest Operations. Retrieved On May 26, 2013
From Http://Www.Fao.Org/Rice2004/En/Rice-Us.Htm
Food and Agriculture Organization (2007). Estimates of Post-Harvest Losses Of Rice In South
East Asia. Retrieved On May 26, 2013 from Http://Www.Fao.Org./News/ Factfile/Ff9712-
Ehtm
Food And Agriculture Organization (2008). Terminal Report: Action Programme For The
Prevention Of Food Losses. United Nations And Agricultural Organization, Pp. 17-72, 2008.
Retrieved On May 4, 2013 From Www.Phlosses.Net/Index.Php
Food and Agriculture Organization (2008). Rice Marketing Monitor. European Commissions
40
Evaluation of the Impact Of Rice Sector Reforms. Retrieved On April 6, 2013 from
www.Agritrade.Cta.Int>Home>Commodities>Rice Sector
Food and Agriculture Organization (2009). Crops Prospects and Food Situation In Africa.
Retrieved On March 10, 2010 From Www.Iisd.Ca//Publications Resources/Sust_Devt2009htm
Food and Agriculture Organization Statistical Databases (2001). Retrieved On February 2012
From www.Devtest.Fao.Org/Cgi-Bin/Nph-Db.Pl Food Facts. Retrieved From
Http://Www.Hungrymonster.Com/Foodfacts.Cfm
Garbo, A. S. (2003). Adoption Of Diversified Farming System (Dfs) In Wao Lanao Del Sur.
Unpublished Masterss Thesis, Central Mindanao University, Musuan, Bukidnon.
Gascon, J. M. (2001). Adoption Behavior Of Farmer-Irrigators Towards Farming Practices Of
Communal Irrigators System In Maramag, Bukidnon. Unpublished Masters Thesis, Central
Mindanao University, Musuanbukidnon
Gbetibouo, G. A. (2009). Understanding Farmers Perceptions And Adaptation To Climate
Change and Variability: The Case of The Limpopo Basin, South Africa.
Goletti, F. (2003). Current Status and Future Challenges For The Post-Harvest Sector In
Developing Countries. Actahorticulturae628: 41-48. Retrieved On January 2, 2013 From
wws.Magma.Ca/Publication/Books/Documentsyahiapdf
Grolleaud, M. (2001). Post-Harvest Losses: Discovering the Full Story Overview Of The
Phenomenon of Losses During The Post-Harvest System. Food And Agriculture Organization,
United Nations Programme, Rome.
Gambia Statistical Department (2003). The Bitter Harvest Of Gambian Rice Policies. Retrieved
On May 26, 2013 From Www.Informaworld.Com/ Index/793867553.Pdf
Guisse, R. (2010). Postharvest Losses Of Rice From Harvesting To Milling.A Case Study In
Besease And Nobewam In The Ejisujuabeng District In The Ashanti Region Of Ghana.
Heyes, J. A. (2003). Post-Harvest Action: The Global Post-Harvest Forum. Actahorticulturae,
628: 55-61. Retrieved On January 8, 2013 From Http://Sciway3.Net/Proctor/State/Sc.Ricehtml
Hidalgo, F. C. (2001).Economic Analysis Of Adopting Hybrid Rice In The Philippines.
Unpublished Masters Thesis, University Of The Philippines, Diliman, Quezon City.
Intong, J. D. (1996). Influence Of Farming Environment On Adoption Behavior. A Study Of
Maize Farmers In Southern Philippines.Dissertation, University Of Queensland Australia.
International Rice Research Institute (2005). Improving Rice Production In Sub Saharan Africa.
Retrieved On May 26, 2013 From Beta.Irri.Org/News/Bulletin/2008.40/Audio
International Rice Research Institute (2009). Rice Policy - World Rice Statistics (Wrs). Retrieved
On May 28, 2013 From Http://Www.Irri.Org/Science/Ricestat
Kemp, D. R., J. Girdwood, K. A. Parton And A. Charry. (2004). Farm Management: Rethinking
Directions? Afbm Journal, 1(1):36-44. Retrieved On November 9, 2013 From
Http://Ageconsearch.Umn.Edu/Bitstream/120917/2/Kemp Girdwoodparton05.Pdf
Kilpatrick, S. (1997). Education And Training: Impacts On Farm Management Practice. Centre
For Research And Learning In Regional Australia.
Laurente, D. P. (2004). The Effectiveness Of Pccs Artificial Insemination Services In Its Impact
Zones: A Comparative Assessment. Unpublished Masters Thesis, Central Mindanao University,
Musuan, Bukidnon.
Laureto, A. S. (1997). Adoption Of Sloping Agricultural Land Technology In Selected Areas Of
The Manupali Watershed Lantapan, Bukidnon, Philippines.Unpublished Dissertation, Central
Mindanao University, Musuan, Bukidnon.
Maddison, D. (2006). The Perception Of And Adaptation To Climate Change In Africa. World
Bank Policy Research Working Paper 4308. Retrieved From Http://Econ.Worldbank.Org.
Masnar, A. O., B. S. Macabalang And A. Diamla(2003). Madrasah Sabasak: A Participatory Field
School For Meranao Rice Farmers. Mindanao Journal, Mindanao State University, Marawi City,
Philippines Vol. Xxvi.
Meja, D. J. (2002). An Overview Of Rice Post-Harvest Technology: Use Of Small Metallic Silos
For Minimizing Losses. Proceedings Of The 20th Session Of The International Rice
Commission (Bangkok, Thailand, 2326 July 2002). International Rice Research Institute.
Retrieved On December 23, 2013 From Http://Www.Irri.Org/Irrc/Outreach/
Fighting%20asia.Asp
Microsoft Encarta [Dvd] (2009). Redmond, Wa: Microsoft Corporation.
41
National Post-Harvest Institute For Research And Extension (2003). Technical Guide On Grain
Post-Harvest Operation. Muos, Neuvaecija, Philippines. Retrieved From
www.Fao.Org/Inpho/Content/Compend/Text/Ch10-05.Htm
National Food Authority (2001). Retrieved On March 2014 From Http://Www.Nfa.Gov/
Nhelmachena, C. And R. Hassan (2007). Determinants Of African Farmers Adaptation To
Postharvest Practices.
Palero, R.D. (2005). Total Quality And Productivity Management (Tqpm) Among Lowland Rice
Farmers In Surigaodel Sur: Its Adoption And Production Impact. Unpublished Masters Thesis,
Central Mindanao University, Musuan, Bukidnon.
Patil, B. L. And J. B. Basappa (2005). Postharvest Losses Of Maize Crop In Karnataka: An
Economic Analysis.
Pava, H. And Abellanosa (1987). Introduction to Crop Science.
Peuty, M. A., A. Themelin, C. Bonazzi, G. Aranud, V. M. Salakhe And G. Singh (1994). Paddy
Drying Quality Improvement By Process Optimization. In Proceedings Of The Agricultural
Engineering Conference Bangkok, Thailand, December 7-10, 1994.
Philippines Recommends For Rice Postproduction Operations (Prrpo). 2005. Retrieved On May
26, 2013 From Http://Www.Google.Com
Philrice Production Training Manual. 2007. Retrieved On May 26, 2013 From
Http://Www.Google.Com
Torregoza, S. (2000). Adoption Of Vegetable Production In Bukidnon.Unpublished Masters
Thesis, Central Mindanao University, Musuan, Bukidnon.
World Bank (2008). Addressing the Food Crisis: The Need For Rapid And Coordinated Action,
Background. Document Prepared For G8 Finance Ministers. Retrieved On January 3, 2013 from
www.Ric.Fao/Initiative/Pdf/Bolobs1_Enpdf
42

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 3, pp. 42-53, IJHSS
Using Abu Dhabi Education Councils Abu Dhabi School

Model Outcomes to Reorganize Curriculum from Linear
Delivery Toward a Spiral Approach
Cynthia Albert Jorgenson, ABD, Dr. Tommi Eranpalo, Dr. Ahmed Mohamed Deria and
Rita Kumar
Abu Dhabi Education Council
Abu Dhabi, UAE
(This study conducted under protection of Abu Dhabi Education Council Research Department
and Professor Masood Badri.)
Abstract
Curriculum delivery has a meaning learners interaction with the designed curriculum. That is
why planning of curriculum delivery is essential for teaching - learning process. This study uses a
sample of 33 teachers engaged in a Professional Learning Network to examine the possibilities
and purposes of a spiral design of curriculum delivery instead of a linear one with Abu Dhabi
School Model (ADSM) curriculum outcomes. The authors collected the data and analyzed
results using the method of purposive sampling-collection to find out the teachers ability and
interest to implement the delivery model. Consistent with findings from earlier studies of
effective curriculum delivery, this study points to the significance of teachers ownership to
curriculum delivery and to the importance of meaningful patterns for differentiation and
assessment. The authors also found that the incorporation of time for teachers to plan for
curriculum delivery is essential. Results from the collected data show it is possible and purposeful
to build a spiraling model for curriculum delivery with Abu Dhabi Education Council (ADEC)
ADSM outcomes.
Keywords: Abu Dhabi Education Council, spiraling curriculum delivery, collaboration,

Professional Learning Network, curriculum delivery.
Background and introduction

Historically, education in the United Arab Emirates (UAE) has developed through four phases.
These are: 1) the Matawa and Katateeb, 2) Educational Circles, 3) Semi-Organized Education,
as well as 4) the Modern Education System (Alnabah, 1996, p. 2).
Mutawa means the Imam of the Mosque. In the past, the Iman taught children how to read using
the Quran, Prophet Mohammeds biography and other information about Islam. The word,
Mutawa referred to any person who did good by assisting others to learn the Quran and live life
in an Islamic way. Mutawa held lessons in his home most of the time while richer communities
set up a Katateeb. The Katateeb was what we would refer to as a school where students learned
the Holy Quran, Islamic teachings, writing, reading and mathematics.
The second type of education in the UAE consisted of teachers lecturing to a group of students
called Educational Circles. Scholars held the lectures on a variety of subjects. Most came from
43
areas like Saudi Arabia and were brought by the Sheikh and held in the mosque, palace, or
scholars home.
Following the Educational Circles, education moved into an era called semi-organized from1907
to 1953 bringing back the study of the Holy Quran and Islamic faith. The Modern system
developed from these systems starting with a school in Sharjah that taught the Kuwaiti
curriculum.
When the United Arab Emirates became a country in 1971, a decree declared that education was
available and free for all Emiratis. Elementary education was mandatory for all students (Alhebsi,
et. al., 2015). ADEC originated in 2005 under the direction of Sheikh Khalifa bin Zayed Al
Nahyan, the crown prince of Abu Dhabi, with one task; to manage the schools of the emirate.
ADEC developed and implemented a plan that included the New School Model which has since
been changed to the Abu Dhabi School Model and 2030 Vision in cooperation with other
government agencies.
Abu Dhabi School Model designates the outcomes each term for teachers. The outcomes are
taught once and then a new set of outcomes is put in place for the next term. ADSM puts
student-centered learning first. Students learn from exposure to resource and technology-rich
environments in modern school facilities (ADEC, 2017). Students different levels, styles and
education met their needs through differentiation. Students develop their communication skills
and become critical thinkers and problem solvers with this model.
The Abu Dhabi School Model incorporates these elements: Arabic and English instruction;
monitoring of learner outcomes; and support for teachers through resources and professional
development. With these elements, the students should develop their language abilities, critical
thinking, and national identity learning through standardized, international curriculum and
resources.
Abu Dhabi continues to work on perfecting the programs they are working with and develop
activities to highlight science and technology so that the students are capable of competing
worldwide. Emiratis need to be eligible for the job market as the economy expands and schools
in Abu Dhabi must prepare these students to step into the market.
With that said, the purpose of this project is to study best practices of implementing ADSM
curriculum learning outcomes, requiring collaboration between English and Arabic teachers.
Developing a shared understanding of best ways to deliver the curriculum throughout the school
community is key. Teachers in Abu Dhabi Education Council (ADEC) work in a multicultural,
bilingual environment.
The research problem for this study is to clarify whether there is purpose for teachers to use a
different delivery model with the ADSM outcomes. At the beginning of the 2016-2017 school
year, the researchers met to decide on a plan to optimize the delivery of curriculum for the
students at Sas al Nakhl Boys School in Khalifa City A. The decision came to work with a pilot
project involving one or two grade levels to redesign the curriculum from a linear design to a
spiral one so students revisit outcomes more than once during the year allowing for mastery. At
the same time, this design has the rigor engrained, to challenge the learners continuously.
The project then proceeded in stages. The culmination of one stage brought on the next stage of
the project, using the results of the previous stage as a platform to move forward. The
44
curriculum delivery design produced by the project uses empirical experiment and theoretical
background. The timeline for this study is as follows1:
1. Pilot study in 2016 (Eranpalo, et. al., 2016)
2. The follow-up study in 2017, Using Abu Dhabi Education Councils Abu Dhabi School
Model Outcomes to Reorganize Curriculum from Linear Delivery toward a Spiral
Approach current study to be published June 2017
3. Ethnographic field study AY 2017-2018 Collaborative curriculum delivery model
results to be published June 2018
Curriculum Delivery Designs: From Linear to Spiral
The delivery of curriculum and styles of teaching are not a new concept but definitions of best
practices in teaching and learning strategies are always changing. Content and curriculum taught
depends on where the teaching happens, students needs and what teachers are comfortable with
in their classrooms. In the ADEC schools, the curriculum is descriptive and prescribed so the
delivery of instruction by teachers determines whether a student achieves at high levels or no
progress is made or worse, regression. Therefore, teachers are the key to this and must
determine how to deliver curriculum to their students to optimize the educational experience.
When outcomes are taught in isolation and only once in a year, it is defined as linear delivery of
the curriculum. Some teachers will do what is called stair stepping to make sure lower level
outcomes are taught before difficult ones.
Learning influences a persons intellectual development because it builds on itself culminating
with someones intellectual capacity. A childs development depends on learning a systematic set
of experiences that stair step using the aptitudes of the students to determine how fast and at
what level to work. Evaluation of these experiences happens by looking at the abilities of
students to discriminate, retain and transfer the learning. Making the idea of cumulative learning
very basic at the present.
Picture 1. Example of Linear Delivery
1These stages of the project depend on the success of each component, and acceptance and approval from Abu Dhabi
Education Council.
45
Arranging the outcomes in the curriculum so that they relate to one another allows consistent
association with the learning. Gagne (1965) cited that outcomes must serve as building blocks
in cumulative learning. When outcomes are put together in cumulative order, its expected
students learn at a higher level and achieve success.
Linear design with effective supporting system for low performing students is a model that can
drive learning to achieve excellent results in a short timeframe. The problematic part occurs
when outcomes need to be revisited in case of dropout students, or simply because of difficult
and time-consuming task, to be sure that the needs of all learners are taken into account and to
make sure the knowledge is expanding. A solution to this problem can be found in the
hermeneutic methodology.
The idea of hermeneutic circle is one of the classic models of teaching-learning process.
Gadamer (2005) stated, Hermeneutics refers primarily to mans natural ability to process
knowledge (p. 129). Hermeneutics expands past only being a scientific method. Understanding
is inherent in people. People must understand to coexist in the World and solve problems
through language and joint discussions (p. 207). The physicist Helmholtz believed, according
to which the tools for human mind are memory and imagination and tact, artistic sensitivity and
life experience (p.6). While doing research an understanding of the ancient hermeneutic rule is
necessary, entity is understood alone and alone we can understand entity. Therefore, the sum
total of all the parts is how we define our own existence called hermeneutic circle (Gadamer,
2005, p.29).
When research happens in a spiral manner, it can be referred to as hermeneutic spiral
(Gadamer, 2005, 31). It does not mean there is circular thinking, but allows for reworking the
knowledge resulting in new understanding and interpretation. All of this happens when we
explore the details of existence (p. 32). This statement can be understood as a reference to
meta- cognitive skills of a learner. A hermeneutic researcher takes into account their own
prejudices and preliminary views as conditions for understanding.
Siljander (1988) gave factors related to hermeneutic spiral:
1) All human knowledge is a basic prerequisite for understanding, also known as
preliminary understanding. This is the understanding that gets researchers to want more
information and begin exploring knowledge (p. 115).
2) We need to understand the relationship between the part and the whole, the dialogue
between these elements (p. 117). A true understanding of everything together only
comes from knowing the pieces that make it up.
3) The temporary nature of the process of knowledge is always open, comes around again
sometime, and has no end.
Thomas Bayes (1763) captured the spiral approach to interpreting knowledge visually. It was
called Bayes Theorem and is pictured below.
Picture 2 Bayes Theorem
46
Simply stating to research something, you analyze new data collected related to the past
experiences and knowledge. From the new understanding we get, more data is collected and we
analyze this data based on our past experiences and knowledge as well as the knowledge gained
with our first analysis to come up with new knowledge. The cycle keeps going and is
neverending. Bayes Theorem permits the researcher to use hermeneutic spiral to guide the study
in many different circumstances. Building a spiral delivery model is clarified by looking at the
Bayes Theorum and ensures rigor within the curriculum.
Teaching the learning outcomes in spiraling way instead of linear gives us confidence that
knowledge will expand, but it will also lead to meta-cognitive monitoring and controlling the
learning. The development of Meta-cognitive strategies help individuals to improve their learning
effectiveness and increase the motivation toward schoolwork. Educators can chart the path of
students when placing learning about learning to the list of outcomes. By developing students
meta-cognitive learning capacities, educators can pave the way for better learning results (Kolb &
Kolb, 2009).
Collaborative planning of the curriculum delivery
In order to be effective, teaching in the classrooms requires advance planning. Yinger (1980)
states the reasons to plan are the wealth and variety of instructional materials available, the
emphasis on meeting objectives of the school or the district, and the wide range of student
aptitudes to be found in most classrooms (p. 107). Planning requires teachers to be problem-
solvers and decision-makers in their own classrooms, using good pedagogical knowledge of
teaching and learning.
Good plan includes long term planning for the school year and term, as well as short-term
planning for the school week and a single lesson. The lesson plan is where a teacher describes in
detailed manner the course of instruction and the learning trajectory for a single lesson. With
daily lesson plans teacher is able to guide class learning, and above all, able to adjust her teaching
according to learning.
At times teachers find themselves planning for their subjects in isolation leading to plans that
only include the area of expertise for that teacher. This is often fruitful and even necessary, since
the teacher is the expert of her own subject. Using a wider perspective, looking at all the
outcomes required in a school year, teachers need the opportunity to plan together to ensure that
all outcomes are addressed and aligned for students to learn them (Connelly, F. & Clandinin, D.,
1988; Putnam, R. & Borko, H., 2000). This is where collaborative planning with teachers in grade
level groups comes into play.
One of the most important things professionally and educationally for teachers is to collaborate.
In addition to meaningful lesson planning, teacher collaboration provides professional
development, which is purposeful through a helping environment that allows teachers to alter
their teaching styles and delivery of curriculum. Teacher collaboration in schools leads to higher
student achievement (Ostovar-Nameghi & Sheikhahmadi, 2016). Not to mention, one of the
main features and advantages of collaborative teacher work is the impact to commitment.
Assertions and arguments while collaborating can be understood as commitments (Andriessen,
Baker & Suthers 2013). When participant is challenged, he or her is obliged to defend own ideas
in the dialogue.
47
The form of planning this study is implementing could be called collaborative school based
inquiry (CSI) 2 . Studies show that when allowing teachers to collaborate to find answers to
inquiries, the results show better cooperation and better learning results (Kai Wa Chu, Tse &
Chow 2011).
Collaboration does not only provide professional development for teachers, it also leads to
academic fulfillment. Ostovar-Nameghi and Sheikhahmadi (2016) suggested that schools:
(1) be structured in ways that maximize collaborative discussion among teachers;
(2) create conditions that are conducive to growth and development for both teachers and
learners;
(3) reinforce study groups which aim at making teachers reflect on their current beliefs and
practices and change them for the better;
(4) move away from the once-popular teacher training courses towards teacher study groups,
peer observation of teaching and mentoring, which are conducive to constructing
knowledge rather than passively receiving knowledge (p. 202).
Empirical part of the study
The empirical part of the research took place in April 2017. ADECs School operations
department sent an invitation to the principals of eight schools chosen by the Cluster managers
to participate in the Pilot. Four Cycle 1 (C1) schools and four Cycle 2 (C2) schools 3 . Six
principals responded in the time given and the project launched with a meeting of these
principals.
This enthusiastic group decided to implement the pilot in grades four to six, to cover both
Cycles. Schools choose the teachers to participate in the pilot and training sent up for these
teachers during the Spring ADEC Professional Development Week. The number of teachers
involved in the study and their subgroups are specified in Chart 1. Sas Al Nakhl School invited
the selected teachers to attend a one-day training.
Data collection took place during the training for the study in the form of participatory action
research. The training consisted of two sessions. In the first session, the teachers participated in
an interactive lecture about the new curriculum delivery model with Pedagogical background
focusing on differences between linear and spiral teaching-learning processes (Gadamer 1999;
Varto 2005; Siljander 2014).
During the second session teacher were working in six groups by grade level and subject.
Chart 1 Study groups
C1 GRADE 4 ARABIC 4 TEACHERS
C1 GRADE 4 ENGLISH 4 TEACHERS
2 Collaborative School based Inquiry (CSI) is about adopting the knowledge from the data collected (inquiry) from academics, self
assessments and observations in the school and implementing this information to cross curricular (collaboration)Curriculum
framework. The aim is to introduce interdisciplinary and alternative approach to curriculum delivery (Gallimore, Ermeling,
Saunders & Goldenberg 2009).
3 Cycle 1 in Abu Dhabi is students between age 5-11, Cycle 2 students between age 11-15.
48
The groups task was to rearrange the ADEC ADSM (Abu Dhabi School model) curriculum
outcomes to match the spiral design of curriculum delivery. To deliver the task teachers received
all outcomes and a modified version of ADEC curriculum map for cycle 1 and 2 schools.
The differences between original curriculum map and the modified one are, firstly in the
modified one the cross cutting themes are left open for teams to determine what they are the
length of time. Secondly, in the modified version, assessment and pedagogical backgrounds were
added to the template. In order to achieve the spiraling approach of teaching-learning process,
teachers were empowered to dismantle the patterns of ADSM curriculum. They were told to
build the curriculum map for their subject against the pedagogical background given and their
own expertise. The fundamental question for the action research was given openly to the
teachers: Is it possible and purposeful to build a spiraling model of the curriculum delivery with
ADEC ADSM outcomes?
The research team had previous experience with this type of Professional Learning Network,
giving teachers the opportunity to work in collaborative manner, knowing the teachers would be
eager to share their experience (Eranpalo, Jorgenson, & Woolsey 2016). As work began, the
teachers proved that this was true. Braking the pattern and rearranging the outcomes made sense
to all participants and their job proceeded rapidly. After two hours of group work, everyone
gathered in the meeting room to wrap up the end of the day. We collected their achievements on
memory sticks and gave them the final task to wrap up the Professional Learning Network,
individual evaluation form with the questions:
A. What are the benefits of this delivery model?
B. What are the Challenges of this delivery model?
C. What are your thoughts after this Professional Learning Network?
Results
At the culmination of the Professional Learning Network, we analyzed the achievements and
answers of the participant teachers by using purposive sampling-collection method 4 . In this
example, you can see how teachers were working with the new modified curriculum map. This
group had no difficulties to rearrange the ADSM outcomes so that learning spiraled.
Chart 2 Example of Curriculum map

Grade 6
Term 1 ( 14 weeks)
10.9 - 17.9 - 24.9 - 1.10 - 8.10 - 15.10 - 22.10 - 29.10 - 5.11 - 12.11 - 19.11 - 26.11 -
Weeks
14.9 21.9 28.9 5.10 12.10 19.10 26.10 2.11 9.11 16.11 23.11 30.11
6R1.3 6R1.4 6R1.5 6R2.3 6R1.4 6R2.4 6R1.3 6R1.5 6R1.5 6R2.3 6R2.3 6R2.4
Reading
Speaking
6SL2. 6SL2. 6SL2. 6SL2. 6SL2. 6SL2. 6SL2. 6SL2.
and 6SL1.3 6SL1.3 6SL1.3 6SL1.3
3 3 3 3 3 3 3 3
Listening
Writing
Process 6W2.3 6W1.1 6W1.2 6W1.1 6W1.1 6W2.3 6W1.1 6W1.1 6W1.2 6W1.2 6W1.2 6W2.3
Writing
Conventi 6L1.3 6L1.3 6L1.2 6L1.2 6L1.1 6L1.1 6L2.1 6L2.1 6L2.9 6L2.9 6L2.3 6L2.3
ons
4Purposeful sampling collection is commonly used method in qualitative research for the identification and selection of the most
significant data against the research questions and phenomenon of interest.
49
To clarify the pattern, we have added the explanations for the outcome codes5, to verify the
achievement of the pedagogical design. This picture clearly shows the rigor of the outcomes the
teachers were able to build, against the skills. This allowed teachers to set clear targets for
students and use these to base differentiation.
Chart 3 The rigor of the outcomes

Speaking and Listening Writing Reading
6R1.3 use the reading
comprehension strategy of
questioning.
6SL2.3 communicate ideas in a

persuasive poem and/or letter.
6SL2.3 communicate ideas in a 6R2.4 explain how visual elements

persuasive poem and/or letter. add meaning to print texts.
6W1.1 plan for writing by

generating ideas.
6SL1.3 follow rules for collaborative 6R2.3 retrieve, interpret and

discussion. reflect on information and ideas in a
written or visual critical response
text.
6W1.2 draft and revise writing with

a focus on adding and deleting for
meaning.
6SL2.3 communicate ideas in a 6R1.5 locate information or texts

persuasive poem and/or letter. for a specific purpose.
6W1.1 plan for writing by

generating ideas.
6SL1.3 follow rules for collaborative 6R1.4 self-evaluate and monitor

discussion. reading progress.
6W2.3 produce a written

persuasive poem and/or letter.
6R1.3 use the reading

comprehension strategy of
questioning.
Teachers participating in the Professional Learning Network were pleased with the new delivery
design. English (EN) and Arabic (AR) teachers were eager to have their say after the
collaborative session. Once teachers gave their opinions on a three-question survey, a summary
of the responses based on subjects and grade levels was compiled in Chart 3.
5In ADSM curriculum, the outcomes are marked with codes which indicate the subject, term and order. However, teachers are
encouraged to plan the delivery for the best benefit of the students.
50
Chart 4 Survey Summary

BENEFITS CHALLENGES THOUGHTS
C1 AR More flexibility in The time for the There should be resources
setting the objectives. planning is tight. We for pilot schools from
have to use PD time for ADEC.
this.
C1 EN The delivery design is Barriers (language) in A lot of extra miles to run,
more cohesive than the co-planning between but itll be worth it!
old one. different subjects.
C2 AR We are building the Assessment criteria will It would be great to have
knowledge on the be the challenge. It eSIS [the assessment
previously learned! An should be against the program used by ADEC
opportunity to reach rigor. schools] adjusted for the
those students who pilot.
have gaps in learning.
C2 EN It will be great to have How to integrate the Why hasnt this been done
authority to arrange outcomes between before?
the outcomes. different subjects.
To summarize, the following results surfaced:
It is possible and purposeful to build a spiraling design for curriculum delivery with
ADEC ADSM outcomes.
Responses from the participants indicates that this collaborative curriculum framework
will give a kind of ownership to the teachers in planning their work, which they have
longed for.
Strong support to plans of our research team to start wider ethnographic pilot on the
same subject.
Conclusion
The purpose of the project is to provide research-based knowledge for the development of the
curriculum delivery at the school level and better learning outcomes of the students. Therefore, it
is appropriate to raise the significance of the theoretical background of this study. To certify the
results is one purpose, but equally important is to give research-based material to the PD needs
of the teachers. UNESCO Learning (2013) The Treasure Within identifies learning through five
pillars:
1. Learning to Know refers to knowing facts, learning to learn gives purpose to the
learning.
2. Learning to do means putting your knowledge into action, while learning to live is to
do so cooperatively with others.
3. Learning to exist describes someones responsibility to develop as a human being.
4. Learning to choose denotes a persons ability to understand there are more than one
points of view and decide which one is in line with their own values and wisdom.
5. Learning to live sustainably suggests a persons ability to respect and protect the
environment in which they live.
Using the five pillars learners are able to use the skills they have acquired in their everyday life.
The same approach moving from isolation to a wider range of knowledge taught is
representative in cross-curricular planning, done in a variety of ways within the schools
curriculum. School curriculums require development of students on many levels: spiritual, moral,
51
cultural, mental, and physical. The curriculum must be broad enough to prepare students for
their adult life and responsibilities.
While some schools limit the cross-curricular planning to specific subjects like English,
mathematics, history, and science, other schools are broader with their themes including health
education, environmental issues, and citizenship for example. Schools determine the manner in
which themes become part of the curriculum; themes taught through subjects or subjects
taught through themes (Whitty, Rowe & Aggleton, 1994). This kind of initiative is called
Phenomenon-based curriculum delivery model. Teachers from different subject plan together
using themes across the subjects to guide the teaching. Teachers choose these themes based on
student knowledge and the surrounding environment of the school. Using this model learning
views education as a conceptual change in the interaction with the environment (Ostergaard,
Lieblein, Breland & Francis, 2010, p. 8).
Through the phenomenon based themes and cross-curricular planning, 21st century skills are
addressed and students are given a wider scope of understanding. Core skills are important as
well as educational views when using phenomenon-based delivery (Ostergaard,et.al., 2010).
Based on the previous, an optimal way to use phenomenon-based curriculum delivery model is
to use a spiral design.
A critical point of view for further research should be noted, this study was carried out in
experimental conditions with a known selection of teachers. To increase the credibility, it is
necessary to continue in realistic conditions, in several schools. In the article rises
comprehension and connection between commitment and collaboration. From this point of
view, it would be advisable to reinforce this link between piloting teachers and research team in
the future. To incorporate the research team an ethnographic approach could be a constructive
alternative.
Watson-Gegeo (1988) defines ethnography as "the study of people's behavior in naturally
occurring, ongoing settings, with a focus on the cultural interpretation of behavior" (p. 576).
Principles identified by Ramanathan and Atkinson (1999) pertaining to educational ethnographic
research are:
1) Concentrating on behaviors while people are working in groups and patterns that evolve;
2) Focusing on the whole while analyzing;
3) Paying attention to theory while not letting it take over the study.
Working with an ethnographic study allows the research team to engage in the study side by side
with teachers while gathering data. Ramanathan & Atkinson (1999) referred to this as "the
conceptual frameworks or value systems whereby insiders both categorize and engage in their
daily lived experience" (p. 48). While this is important, the team cannot forget the theoretical
frameworks, concepts, and language (Geertz, 1976, 1983), as said before. The main emphasis of
ethnographic research is to give a deeper and concrete understanding of the concepts studied to
practical use (Hammersley 2013).
The results and conclusions of this study, modelling School based curriculum framework around
spiral model of curriculum design, are consistent with findings from other similar studies
(Ostovar, et. al., 2016) that show the importance of collaborative teaching and mentoring in
curriculum framework. All this indicates that an ethnographic study in real teaching conditions is
in place. The authors are starting a collaborative curriculum delivery pilot in a number of ADEC
schools, and it will be interesting to follow the further steps of these piloting schools.
52
References
ADEC. 2017: The government of Abu Dhabi aspires to transform the Emirate into and innovation based,
knowledge producing society. ADEC website
https://www.adec.ac.ae/en/Education/Pages/Education-History-in-Abu-Dhabi.aspx#
Alnabah, N. (1996) Education in the United Arab Emirates. Abu Dhabi, UAE: Alflah.
Andriessen, J., Baker, M., Suthers, D. (Eds.) (2013). Arguing to learn: Confronting cognitions in computer-supported
collaborative learning environments. Springer Netherlands.
Alhebsi, A., Pettaway, L. D., & Waller, L. (2015). A history of education in the United Arab Emirates and
trucial sheikdoms. Global eLearning Journal, 4(1).
Bayes, T.R., 1763. An essay towards solving a problem in the doctrine of chances. Philosophical Transactions
of the Royal Society 53, 370418.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as Curriculum Planners. Narratives of Experience. New
York: Teachers College Press.
Eranpalo, T., Jorgenson, C. & Woolsey, M. L. (2016). The Abu Dhabi school model: Effective delivery
of the curriculum. International Journal of Humanities and Social Sciences, Vol. 8(6), 24-35.
Gadamer, H. (1999). Hermeneutics, Religion and Ethics, trans. by Joel Weinsheimer, New Haven: Yale
University Press.
Gadamer, H. (2005). Hermeneutiikka, ymmrtminen tieteiss ja filosofiassa. Valikoinut jasuomentanut Ismo
Nikander. Tampere: Vastapaino.
Gagn, R. (1965). The conditions of learning. New York: Holt, Rinehart and Winston.
Gallimore, R., Ermeling, B. A., Saunders, W. M., & Goldenberg, C. (2009). Moving the learning of
teaching closer to practice: Teacher education implications of school-based inquiry teams. The
Elementary School Journal. Retrieved from http://journals.uchicago.edu
Geertz, C. (1976). From the native's point of view: On the nature of anthropological understanding. In
Meaning in anthropology, p. 221-237 . Edited by K. Basso and H. Selby, K. Basso and H.Selby.
Albuquerque: University of New Mexico Press, 1976.
Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books.
Hammersley, M. (2013) What's wrong with ethnography? Routledge, Taylor & Francis group.
Kai Wah Chu, S. , Tse, S., Chow, K. (2011):Using collaborative teaching and inquiry project based
learning to help primary school students develop information literacy and information skills.
Library & Information Science Research, 33, 132143.
Kolb, A., Kolb D. (2009) The Learning Way: Meta-cognitive Aspects of Experiential Learning. Simulation
Gaming 40, 297.
Ostergaard, E., Lieblein, G., Breland, T. & Franics, C. (2010). Students learning agroecology:
Phenomenon-based education for responsible action. The Journal of Agricultural Education and
Extension. Competence for Rural Innovation and Transformation, 16.
Ostovar-Nameghi, S. A. & Sheikhahmadi, M. (2016). From teacher isolation to teacher collaboration:
Theoretical perspectives and empirical findings. English Language Teaching, 9(5), 97-205.
Putnam,R. & Borko, H. (2000). What do new views of knowledge and thinking have to say about
research on teacher learning? Educational Researcher, 29(2), 4-15.
Ramanathan, V. & Atkinson, D. (1999). Ethnographic approaches and methods in L2 writing research: A
critical guide and review. Applied Linguistics, 20(1), 44-70.
Siljander, 1988. Hermeneuttisen pedagogiikan psuuntaukset. Oulun yliopiston kasvatustieteiden
tiedekunnan tutkimuksia. Oulu: Oulun yliopisto. Monistus- ja Kuvakeskus.
Siljander, P. 2014: Systemaattinen johdatus kasvatustieteeseen, perusksitteet ja suuntaukset. Tampere:
Vastapaino.
UNESCO. The Four Pillar of Learning. Retrieved from January, 14, 2013, the website
http://unesdoc.unesco.org/images/0022/002200/220050E.pdf.
Varto, J. 2005: Laadullisen tutkimuksen metodologia. Hygieia-sarja. Helsinki: Kirjayhtym.
53
Watson-Gegeo, K. A. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterlv, 22, 575-592.
Whitty, G., Rowe, G. & Aggleton, P. (1994). Discourse in Cross curricular contexts: limits to
empowerment, International Studies in Sociology of Education, 4(1), 25-42.
Yinger, R. (1980). A study of teacher planning, The Elementary School Journal, 80(3), 107-127.
54

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 3, pp. 54-75, IJHSS
Grade 10 Students Career Choice in Sibutu Municipality:

A Causal Model
Prof. Kaberl O. Hajilan, PhD
Graduate School, Mindanao State University Tawi-Tawi College of Technology and
Oceanography,
Bongao, Tawi-Tawi,
Philippines
Al-Rashier I. Darong
National High School Teacher, Department of Education,
Division of Tawi-Tawi,
Philippines
Abstract
Choosing a career or certain profession must be carefully planned and should be based on
individual interests and preference. However, there are instances that parents will decide or
influence their children career according to their preference or in other case influence by
counselling and training opportunities. This study made use of descriptive and survey method of
research among 280 Grade 10 Students from 1 private and 5 public secondary schools to
determine and analyze the factors that influence students career choice. The result of the study
showed that the 280 respondents have the abilities and potentials of choosing their careers.
Parents and teachers were Very Much influential compared to other variables. The parents
monthly income is directly affected by the parents occupation. The mother educational
background affects mothers occupation while fathers job affects parents monthly income.
Fathers educational attainment also affect students Career Choice, while mothers educational
attainment and fathers occupation affects the fathers educational attainment. On the basis of
causal model presented in the study, the model that is best fit to students career choice is the
linear regression equation model. Furthermore, students career choice is greatly influenced by
their preference and abilities. Based on the findings, the researcher recommends that career
guidance programs and services must be stressed out as an integral part in the six secondary
schools considering the best careers that promises better jobs in the future.
Keywords: Career Choice, Causal Model, Demographic Profile, Career Guidance Programs and Services
Introduction
Nowadays, more and more Filipinos are enlightened to reach their success. And the belief of
having an established and permanent status for a brighter future is through education. Filipinos
then are wiser enough to suit the best equalizer which can bring them to the top if not to the
most engaging one. In the K to 12 curriculum of the Philippine education, the school provides a
career guidance program for the in coming senior high school in preparation for their career
choice.
55
Senior high school students need professional advice especially in the choice of their careers. It is
in this period where the students are advised to prepare for their future worthwhile occupations.
Choosing the perfect career is one of the most important and crucial decision a person has to
make. This can be the one of the measures whether an individual will be successful in the future
or not. At this stage, self-realization, role tryouts, occupational explorations in schools, and
finding the first job is the tentative step. It is at this stage when the teenager needs guidance in
the proper selection of their desired career. Where, they will arrive at the right decision
considering their innate capacities, educational privilege offered to the students and other
resources that society makes available for them to be more efficient and effective. Guan,
Capezio, Restubog, Read, Lajom, and Li ( 2016) cited the idea of Salazar-Clemea (2002) that
parents is an influential person to their children in terms of decision making and viewing
education that could advance their family welfare. They further said that traditional beliefs
influence parental support and career adaptability. Career counselling and value-based
clarification interventions among graduating students is necessary. Research findings conducted
by Su, M.S., Chang, T.C., Wu, C.C., and Liao, C.W. (2016) revealed that personal factors, family,
school, and career exploration are the main and significant factors affecting students career
decision.
According to the theory of vocational development by Super (2005), the student should first
become aware of the need for a career. So every graduating student needs wise choice in decision
making, Bautista (1997) stated that at this stage, a student must take important in vital decision in
the selection of a career which will determine his future success. On the other hand, Ferry (2006)
asserts that context, personal aptitudes, and educational attainment are factors that thought to
influence the individual occupational choice. He further said that developmental milestone is
critical in adolescent stage particularly in career decision making. Choosing a career needs
guidance, trainings and exposure. Personal aptitudes, educational background, demand of work,
and family are very important to consider in choosing a career. Savickas (2002); Savickas &
Porfeli, (2012) as cited by Guan et.al (2016) mentioned that career construction theory posits
higher level of career adaptation to different vocational development and trainings.
Based on the preceding discourse as the backdrop of this study, the researcher would like to
know and take into consideration the causal model that best fits the Grade 10 student career
choice of Sibutu municipality. The result of this study will help the school officials in coming up
with relevant and effective, integrated career information of guidance programs in public
secondary school in the Municipality of Sibutu as guide for students in choosing their career;
career preferences so much so that they would be able to integrate the importance and
consequences of this careers in their program of instruction vis--vis teaching-learning situation.
This will also give ideas on the significance and primordial participation of the roles as parents in
guiding their sons and daughters in choosing their careers or the right practice of profession.
Statement of the problem
This study aimed to determine and analyze a set of factors that influenced students choice of
career of the 6 secondary schools in Sibutu municipality School Year 2015-2016
Specifically, it sought to answer the following problems:
1. What is the demographic profile Grade 10 students?
2. What is the most preferred career of the grade 10 students?
3. Who influence their choices of career?
56
4. What is the level of career choices of grade 10 students based on the following variable:
1.1Classmates;
1.2 Club/Organization;
1. 3 Datus;
1.4 Guidance Counselor;
1.5 Neighbors;
1. 6 Peer Groups;
1.7 Relatives;
1.8 Religious Leader; and
1.9 Teachers?
5. Is there any significant relationship between the demographic profile and their career
choice?
6. What factors that have the direct and indirect effect in the six (6) models presented?
7. Which of the models best fit the Grade 10 students Career Choice?
Casual Models for Students Career Choice
Model 1
Neighbors
Students
Career
Datus
Choice
Parents
Figure 1: showing the direct effect of neighbors, parents and datus to students career choice.
57
Model 2
Ethnicity
Students
Career
Parents
Income Choice
Siblings Rank
Figure 2: Showing the relationship of ethnicity, parents income and siblings rank to students
career choice.
Model 3
Parents
Income
Students
Siblings Career
Classmates
Rank Choice
Gender
Figure 3: The different arrows shown in this figure are treated as the indirect effects of parents
income, sibling ranks and gender in relation to classmates for students career choice.
58
Model 4
Parents
Guidance
Counselor
Religious Career
Leader
Choice
Peer
Teacher
Groups
Figure 4: Parents, religious leaders and teachers have the direct effects to students career choice,
while guidance counselor and peer groups have both direct and indirect effects.
59
Model 5
Parents
Friends
Students
Relatives Teachers Career
Choice
Club
Guidance
Organization
Counselor
Figure 5: Showing the direct effects and relationships among parents, relatives, guidance
counselor, teachers, club/organization and friends as determinants to students career
choice.
60
Model 6
Parents
Peer Groups
Career
Teachers
Choice
Relatives
Guidance
Counselor Neighbors
Figure 6: Showing the direct and indirect effects between teachers, parents and guidance
counselors on students career choice. However, peer groups, relatives and neighbors
affects directly the students career choice.
61
Methodology
Participants
This study was participated by the 280 Grade 10 Students from one (1) private and five (5) public
secondary schools in Sibutu Municipality, Tawitawi, Philippines. Sibutu is one the inter-island in Tawitawi
predominantly Tausug tribes. The study determines and analyzes a set of factors that influence students
career choice.
Research Design
This study utilized the descriptive method of research through survey. The main source of data
was to answer the survey questionnaire by the respondents. The design specifically determined
and analyzed a set of factors that influenced the students career choice. It also determined the
relationship of different variable of the study which measures the different levels that
significantly contribute to be the key determinants of a casual model of the grade 10 students
career choice in Sibutu Municipality.
Research Instrument
The instrument used in study was adopted with few modification from the research instrument
of Shehana Ladja (2013) in her thesis entitled ``Causal Model of Fourth Year High School
Student in Bongao Municipality. Since the instrument was adopted, the validity and reliability
has been previously established and there is no need for the researcher to validate the reliability
of the instrument.
Data Gathering Procedure
After the successful proposal defense, the researcher sought permission to administer the
instrument to the respondent through a letter duly noted by the thesis adviser and the Dean of
the Graduate School, MSU-TCTO, addressed to the six secondary school principals in Sibutu
Municipality seeking permission to conduct the study to the 280 grade 10 students. With
permission granted, two days after, the researcher personally administered the questionnaire to
the respondents and was able to collect the survey questionnaire and later brought to statistician
for analysis and statistical treatment.
Statistical Treatment of Data
The data gathered through the instruments used in this study were tabulated and tallied. In
processing the data, a hypothetical mean range was assigned to the scales under dimension of the
questionnaire. The weighted mean of each item in the research instrument was computed using
the following formula:
3fx
U= ---------
N
Where:
U= weighted mean
3= the sum of
F= the number of response under each scale
X= weight assign to each scale
62
To determine the significant relationship between the demographic profiles of the respondents
and their careers choice, a Correlation Analysis of the IBM SPSS ver. 22 was utilized. To
determine the model (fit) for the grade 10 students career choice, the linear regression Model of
IBM SPSS ver. 22 was used. And the Analysis of Variance (ANOVA) was used in some cases to
determine and execute the variables in the statistical treatment.
Results and Discussion
The data of this paper which were drawn from the questionnaire conducted in the six (6) schools
in the municipality of Sibutu categorized as public and private schools to determine the ``Causal
Model of Grade 10 students Career Choice. The data were presented in tabular form as a
summary for better understanding. The data gathered includes the respondents demographic
profile gender, age, ethnic origin, child count in the family, birth order, parents (occupation,
monthly income, educational attainment), and the persons influencing their choice, which are
treated as the exogenous variables(independent variables) and the pupils respondents career
choice, as the endogenous variables(dependent variable) in this study. All these variables were
subjected for the statistical treatment particularly the Regression Analysis of the IBM SPSS
ver.22, which is required for the path analysis.
There were 280 pupils considered in this study comprising six (6) high schools of the Sibutu
municipality. Results revealed the following:
A. Demographic Profile
1. Majority or 88.2% of the grade 10 students were coming from the five (5) public schools
while only 11.8% were from one (1) private school.
2. Of the six (6) schools, only Notre Dame of Sibutu is a private school that has 11.8% or
33 of the respondents. Ranges of 3.9% to 30.0% of the respondents were from the five
(5) public schools and majority (30%) of them was from MSU-TCTO Tandubanak High
School.
3. Of the 280 Grade 10 students by gender, 59.3% were coming from the female students
and 40.7% were male students of the six (6) schools of Sibutu Municipality.
4. Most (69.3%) of students age range is between 16 to 17 years old and only 2 of these
280 students are in the range of 20 to 21 years.
5. Student-respondents ethnic origin that majority (84.6%) of them are ``Sama, followed
by 12.1% who are ``Tausug, the badjao tribe comprise only 1.8% as respondent and
1.4% Visayan.
6. Most (45.7%) of the students in Sibutu municipality chose MSU-TCTO as their most
preferred school when in College, 19.3% said that they will be Mahardika Institute of
technology (MIT), 10.4% of them opted to be in Tawi-Tawi Regional Agricultural
College (TRAC) while other almost 26% of them want to go outside of Tawi-Tawi
colleges, such as in Zamboanga City, Iligan City, Marawi City, and Luzon Schools.
7. Most (48.9%) common count of the children in the families in Sibutu is between 4 to 6
children and about 2.9% of these families whose children exceeds a dozen.
8. The number of the boys in family commonly range only from 0 to 2 which is about
51.4% as indicated in Table 2.6, while 3 of these families or 1.1% having between 9 to 11
boys.
9. Almost similarly situated in the case of number of boys where the number of girls in the
family commonly ranges in count from 3 to 5 or 45.7% from the total respondents, and a
case of 2 families or having 9 to 11 girls.
10. The student-respondent ranking of birth order in the family from being first child to the
11th child were most (22.1%) of them are being ``first child, the second, third and fourth
63
are statistically evenly distributed. Of the 280 respondents, 2 of them are being the 11 th
kid in the family.
11. It is 185 (66.1%) respondents whose fathers occupation is ``farming particularly
seaweeds farming, 12.1% of them whose parents are working in the government agencies
while from 0.4% to 4.3% of the respondents whose parents are housekeeper, fisherman,
businessman, Overseas Filipino Worker, etc.
12. Majority (83.2%) of the mother are ``housewife or housekeeper and about 16.8% of the
mother`s occupation that helped generate income for the family.
13. Most (22.5%) of the student`s father educational attainment are high school graduate,
while 19.3% of them whose father is a collages graduate. Approximately, about 45% of
the fathers are in ``no schooling, part elementary, elementary grad, and part high school,
as detailed in
14. Comparatively, the student`s mother educational attainment are statistically no difference
with the father`s educational attainment as regards to the percentage distribution.
15. About 21.1% (majority) of the student`s parents monthly income ranged only from Php
2,000.00 to Php 3,000.00, the lowest income that is ``less than PhP500.00 a month
comprises about 18.2% of the parents which is almost equally (18.6%) to those parents
whose monthly incomes is ranging from PhP6, 000.00 and more.
16. Students parents monthly income was mainly sourced from farming, fishing, self-
employment; salary in others (includes OFW). Majority (62.5%) of the income was
generated from ``farming, followed logically down by income from ``salary, ``others
(OFW, skilled-related works, etc) and ``fishing.
B. Preferred Career Choice of the Respondents

Below is the summary of the responses where student-respondents were asked about their
preferred career when they reach College.
1. Of the 26 different careers, there are at least eight of these careers commonly chosen and
ranked usually from 1- as top choice, followed sequentially down to five as least priority.
The basis of this ranking in the average number of choice. The average number of
choice for Education which is 31 that is consistently from ``First choice, while that of
the Military Career is only 27.6 on the average of the five choices. But, in the column for
First Choice it found out that 28.9% of the student-respondent chooses Military Career,
while only 21.4% who choose Education as their first choice.
2. Students career choice was based on his/her potential and ability towards the chosen course
where 25.4%of them said so; 15.4% said that it was their parents who wanted to take the
course; and 13.2% said that they were inspired by their teachers.
C. Influence of Respondents Career Choice

1. On the average, the parents and teachers are rated as Very Much influencing; the
friends, classmates, relatives and barkadas influence rated as Much, rated as
Moderately are the imam or religious leaders, guidance counselor, neighbors and datus.
2. Monthly income of the parent (column: Parent Monthly Income) is significantly related to
the careers Marine Merchant (r = 0.182 with p-value = 0.002), Military Career (r = 0.175,
p-value = 0.03), and Social Services (r = 0.197, p-value = 0.003). The mother educational
attainment (col.: Mother Education, with r = 0.129, value = 0.031) and the primary source
of income (col.: Source #1income, with r =0.133, p-value = 0.026) are significantly related
to the students choice of the Military Career; and also the Social Services. With r = -
0.133, p-value = 0.026) significantly related to the fathers occupation (col.: Father
Occupation). The rest of the demographic variables have no significant relationship to the
student career choice.
64
D. Model of Fit for Students Career Choice

To determine the model (fit) for the Grade 10 student career choice of the six (6) high school in
the municipality of Sibutu, the Linear Regression model of the IBM SPSS v.22 was utilized the
path analysis, at a pre-set 0.05 level of significance.
The path analysis started by using the Grade 10 student`s most preferred course (Career Choice)
when they reached college. The top five course chosen (Education, Military Career, Nursing,
Social Services and Computer Service) were used as the Career choice and served as endogenous
variable (or dependent variable), while the demographic variables (Father Occupation, Mother
Occupation, Father Educational Attainment, and Parents Monthly Income) and influencing
variable (Parents, Teachers, Friends, Imam/Religious Leaders, and Relatives) served as the
exogenous variables (or the independent variables). These variables were utilized for the reason
that their relationship towards one another is significant. First regression analysis was used to
determine the effects of the endogenous variable. Summary of findings are shown below:
1. The model summary informed us that only 7.5% (coefficient of multiple determination r
squared = 0.075) of the exogenous variables the Demographic Profile and Influencing
Persons variables accounted for by the endogenous variable, the Career Choice.
2. The analysis of variance (ANOVA) was found to be significant (Sig. = 0.020) which
meant that the exogenous variables (Demographic Profile and influencing Persons)
effect to the Career Choice is significant at 0.05 level of significance.
3. The regression coefficients indicated that of the ten (10) exogenous variables only the
fathers educational attainment (Father Educ. Attainment) with p-value = Sig = 0.023
and parents income (Parent Monthly Income) with p-value = sig =0.015 since they are
lower than the preset 0.05 level of significance, and thus, indicated that only these
variables (Father Educ. Attainment and Parent Monthly Income) have a direct effect to
the career choice of the grade 10 students in the municipality of sibutu.
The succeeding figure illustrates the relationships of the variables used to model I Linear
Regression as a requisite to a path analysis.
error
Parent Monthly
Income term
Other Demographi
= 0.094
Profile
Correlational
R=0.075 Or
Indirect effect
? CAREER CHOICE
Other influencing = 0.083
factors
Father Educational
Attainment
Figure 7. Initial Model Summary for the Exogenous Variable (Career Choice) and Endogenous
Variables (Demographic Profile and Influencing Variables) for the Grade 10 Students
of Sibutu
65
Based from Figure 7, the variables (?) were assumed that they may have a correlational effect and
a hypothetical direct effect to any of the exogenous variables and thereby influencing the
students Career Choice. In the figure, the Other Demographic Profile includes mother
educational attainment, mother occupation, father occupation, while the Other Influencing
Factors includes Imam/Religious Leaders, parents, teachers, friends a relatives.
Since the First Regression Analysis found out that two of the exogenous variables have a direct
effect to the endogenous variable, a series of experiment were conducted to determine if the
remaining variables or just mere correlational effect.
Regression Analysis
After a series experiment (regression analysis), summary of Regression Analysis (second

experiment) where parents` monthly income (PaMoIncome) was set to be the endogenous
variable against the exogenous variables mentioned in the first Regression Analysis. The model
summary manifested that only 33.8% (coefficient of multiple determination r squared = 0.338)
of the exogenous variables (the Demographic Profile and influencing Persons as considered
the model variables) was accounted for by the endogenous variable, the parents monthly income
PaMoIncome. Analysis of variance (ANOVA) was said to be significant (Sig. = 0.000) which
meant that the exogenous variables (Demographic Profile and Influencing Persons) effect to
the parents monthly income is significant at 0.05 level of significance.
The summary of the regression coefficient indicated that of the eight (8) exogenous variables
there are four (4) found to have a direct effect (in red arrows) to the parents monthly income
(ParentMoIncome), namely fathers occupation (FatherOccuwih a p-value of sig = 0.000); the
mothers occupation (MotherOccu witha p-value of sig = 0.000); the mothers educational
attainment (motherEducAttainwitha p-value of sig = 0.01), and one from them the Other
Influencing Variables the imam or religious leaders (ImamRelLead_inf with a p-value = Sig =
0.035). The fathers educational attainment (fatherEducAttain) is not considered since it was a
co-regressor (dashed red arrow) with the parents monthly income (see first Regression Analysis
results). The Other Influencing Variables are found to have a correlational effect only.
Figure 8 below, shows the relationship of the variables used to model in Linear Regression
analysis making use of the parents monthly income (ParentMoIncome) as the endogenous
variable. The red arrow indicates a direct effect while the gray arrow indicates a correlational
effect.
66
Correlational Effect Direct Effect
Father Error
Occupation
Term
r
= 0.217
r
Mother R= 0.338
Education
= 0.152
Parent
Influencing Monthly
r
Person r Income
= 0.326
r
Mother As
Occupation Cogressor
r
= 0.205
Father
Education
Figure 8. Model Summary for the Exogenous Variable (Parents Monthly Income) and
Endogenous Variables (Demographic Profile and Influencing Variables) for the Grade 10
Students of Sibutu the regression analysis was making use of the father educational attainment
(FatherEducAttain) as the endogenous variable against the exogenous variables mentioned in the
first Regression Analysis.
The model summary evidenced that only 39.5% (coefficient of multiple determination r squared
= 0.395) of the exogenous variables (the Demographic Profile and Influencing Person as
considered in the model variable) was accounted for by the endogenous variable, the father
educational attainment (FatherEducAttain). The ANOVA analysis was found to be significant (Sig.
= 0.000) which meant that the exogenous variables (Demographic Profile and Influencing
Persons) effect to the fathers educational attainment is significant at 0.05 level of significance.
Regression coefficients of Exogenous Variables
1. Results indicated that of the eight (8) exogenous variables there are two (2) found to have
a direct effect(in red arrows) to the fathers educational attainment (fatherEducAttain),
namely fathers occupation (FatherOccu with a p-value of sig = 0.013); and the mothers
educational attainment (MotherEducAttain with a p-value of sig = 0.000.The parents monthly
income (ParentMoIncome) is not considered since it was a co-regressor (dashed red arrow)
with the fathers educational attainment (see first Regression Analysis results). The
Other Influencing Variable is found to have a correlational effect only.
Figure 9 below, shows the relationships of the variables used to model in Linear Regression
analysis making use of the fathers educational attainment (FatherEducAttain) as the endogenous
67
variable. The red arrow indicates a direct effect while the gray arrow indicates a correlational
effect.
Father Error
Occupation Term
r
Mother = 0.151
r Education R= 0.395
= 0.485
r Father
Influencing Education
Person
r
Attainment
r
r
r
Mother
Occupation
r
= 0.226
Parent
Monthly
Income
Figure 9. Model Summary for the Exogenous Variable (Father Educational Attainment)
and Endogenous Variable (Demographic Profile and Influencing Variables) for the Grade 10
Student of Sibutu to further determine if other exogenous variables such as the mother
occupation (MotherOccu) and the mother educational attainment (MotherEducAttain) have a direct,
indirect or just a correlational effect to the endogenous variable, the father occupation
(FatherOccu), the experiment was continued at 0.05 level of significance.
2. Only 6.9% (coefficient of multiple determination r squared = 0.069) of the exogenous
variables the mother occupation (MotherOccu) and the mother educational attainment
(MotherEducAttain) in the model was accounted for by the endogenous variable, the father
occupation (FatherOccu).
3. The summary of the ANOVA shows that the model is significant (Sig. = 0.000) which
meant that the exogenous variables the mother occupation (MotherOccu) and the mother
educational attainment (MotherEducAttain) with the endogenous variable, the father
occupation (FatherOccu) at 0.05 level of significance.
4. The regression coefficients indicated that of the 3 (2) exogenous variables the mother
occupation (MotherOccu) and the mother educational attainment (MotherEducAttain) have
direct effect to the endogenous variable, the father occupation (FatherOccu). This
relationship is indicated in red arrows in the succeeding figure (Figure 10). The red arrow
indicates a direct effect while the gray arrow indicates a correlational effect.
68

Error
Term
Mother = 0.175
R= 0.069
Education
Father
Influencing
Education
Person
Attainment
Mother = 0.180
Occupation
Figure 10.Model Summary for the Exogenous Variable (Father Occupation) and
Endogenous Variables (Mothers Educational Attainment and Mothers Occupation) for the
Grade 10 Students of Sibutu also the mother educational attainment (MotherEducAttain) was used
as exogenous Variables versus the mother occupation (MotherOccu) as the endogenous variable at
0.05 level of significance.
5. Only 8. 6% (coefficient of multiple determination r squared = 0.069) of the exogenous
variables the mother educational attainment (MotherEducAttain) has been acounted for
by the mother occupation (MotherOccu) as the endogenous variable in the model.
6. ANOVA results indicated that the model is significant (Sig. = 0.000) which means that
the exogenous variables the mother educational attainment (MotherEdcAttain) is
significant as predictor of the mothers occupation (MotherOccu) a 0.05 level of
significance.
7. Mother education attainment (MotherEducAttain) has direct effect to the mothers
occupation (MotherOccu). The red arrow indicates a direct effect while the gray arrow
indicates a correlational effect as can be seen in the succeeding figure.

Error
Term
Mother = 0.207
R= 0.069
Education
Father
Influencing
Education
Person
Attainment
Figure 11. Model Summary for the Exogenous Variable (Mothers Educational Attainment) and
Endogenous Variables (Mothers Occupation) for the Grade 10 students of Sibutu.
69
Thru the series of experiments conducted using Linear Regression Analysis of the IBM SPSS
ver22, the succeeding figure (Figure 12) is the conclusion of the model for the
Causal Model of Grade 10 Students Career Choice in Sibutu Municipality. The red arrow
indicates a direct effect while the gray arrow indicates a correlational effect. Figure 12
summarizes the path effect of the different exogenous variables to the endogenous variable, the
career choice. It can be interpreted as based from the available data from the questionnaire
served to 280 grade 10 students in 6 high schools of Sibutu municipality that the Career
Choice of these students was directly influenced by their fathers educational attainment and
their parents monthly income. These effects are discussed as follows:
On the parents monthly income:
1. The parents monthly income was directly affected by the parents occupation (father and
mother), the mothers educational attainment and the Imam or religious leaders.
2. The mothers education has a direct effect to the mothers occupation in which the
mothers occupation also has the direct effect to the fathers occupation and fathers
occupation also have a direct effect to the parents monthly income.
3. The influencing variables such as parent, teacher, friends, and relatives have no effect
(direct or indirect to the parents monthly income except for the variable imam/religious
leaders that also has a direct effect to the parents monthly income.
On the fathers educational attainment
1. In this model, the fathers educational attainment has a direct effect to the students
Career Choice.
2. The mothers educational attainment and fathers occupation also have a direct effect to
the fathers educational attainment.
3. On the other hand other exogenous variables (influencing persons) do not have a direct
effect to the fathers educational attainment but they were significantly correlated to the
fathers educational attainment.
Correlational Effect Indirect Effect Direct Effect
Error
Term
Parents
Monthly
Income
Imam/Religious leaders =0.132 R= 0.069
= 0.217 = 0.094
= 0.152
= 0.326
r
r 0.2
0.1
Influencing Mother Mother Mother CAREER
Person Education Occupation Occupation CHOICE
70 80
= 0.151
= 0.485
= 0.083
Father
Education
Figure 12. The Causal Model of Grade 10 Attainment
Students Career Choice in Sibutu Municipality
70
Graphically, the model presented in figure 12 is schematically different from those 6

hypothetical models presented in the statement of the problem, although the career choice set as
endogenous variable (dependent variable) and exogenous variables (independent variables) were
based from those models.
With this model, the grade 10 students career choice in Sibutu municipality can be best
predicted by the Regression Equation model (using the Unstandardized Coefficients as modeled
by the following linear regression equation).
Model: Ypredicted= B0+B1*x1+B2*x2+B3*x3+++Bn*xn+e

Where:
Ypredicted is the predicted students career choice;
B0 is the constant term (0.241);
B1xB2xB3Bn are the beta coefficients; and
e is the error term (0.075)
Therefore, Career Choice = 0.241 + B1*x1+B2*x2+B3*x3++Bn*xn+0.075
71
Summary of Findings
The main purpose of the study was to determine and analyze a set of factors that
influenced students career choice in Sibutu municipality. On the basis of the data gathered, the
following were the findings: Majority with 88.2% of the grade 10 students was coming from the
five (5) public secondary schools, while only 11.8% was from one (1) private school. MSU-
TCTO Tandu-Banak High School has found to be the highest number of respondents with 30%.
There were 59.3% of the female respondents and 40.7% of the male according to gender. The
range of students age was between 16 to 17 years old and only 2 respondents were said to be 20
to 21 out of 280 respondents. The majority participants of the study concluded were Sama
with 84.6%. most of the students in Sibutu Municipality chose MSU-TCTO as their preferred
school when going to college with 45.7%. 48.9% were the most common count of children in
the families. The number of boys in the family commonly ranged only from 0 to 2 which was
about (51.4%). The number of girls in the family commonly ranged from 3 to 5 or (45.7%).
Students-Respondents ranking in the family from being first child to the eleventh child were
22.1% with statistically evenly distributed. The highest fathers occupation was farming with
66.1%. 88.2% was concluded as the highest mothers occupation of the respondents known as
house wife or house keeper. Most (22.5%) of the students fathers educational attainments
were high school graduate. The students mothers educational attainment was statistically no
difference to the fathers educational attainment as regards to the percentage distribution.
Majority of the students parents monthly income ranged from PhP 2,000.00 to PhP 3,000.00.
Farming was being generated as the highest source of income with 62.5%. Secondary source
of income was also evident with 11.7% like that of sari-sari store and other options.
Out of the 26 different careers, there were 8 of these were commonly chosen. Thus Education
was consistently ranked as the top priority with 31% from first choice to fifth choice. On
the other hand the Military Career has found to be the first choice with 28.9% compared to
Education with 21.4%. The most influential choice of career was the students themselves that
is according to their potentialities and abilities with 25.4%. There were 11 distinct persons
believed and identified for the level of career choice. Out of theses, Parents rated as the
highest influencing individual with 90%. Parents and teachers were rated very much with
regards to the interpretation and level of impact to students career choice.
The monthly income of parents was significantly related to the career Marine Merchant
(r=0.182 with p-value=0.002), Military Career (r=0.175, p-value=0.0003) and Social Service
(r=-0.197, p-value=0.003). Also, the mothers educational attainment (with r=0.129, p-
value=0.031) and the primary source of income (with r=0.133, p-value=0.026) were significantly
related to the students choice of the Military Career and Social Services, (with r=-0.133, p-
value=0.26). The outcome was significantly related to fathers occupation.
The Linear Regression Model of the IBM SPSS V.22 was utilized - the path analysis, at a pre-set
0.05 level of significance 7.5% (Coefficient of Multiple Determination r-squared=0.075) of the
exogenous variables the demographic profile and influencing person accounted by the
endogenous variable, the career choice. The analysis of variance was found to be significant
(sig.=0.020) and the effect to the career choice was significant at 0.05 level of significance. The
fathers educational attainment (with p-value=sig=0.023) and parents income (with p-
value=sig=0.15) have a direct effect to the career choice.
Since the first Regression Analysis found out that two (2) of the exogenous variables have a
direct effect to the endogenous variables, a series of experiment were conducted to determine if
the remaining variables can have a direct effect to the other variable or just a mere correlational
effect. 33.8% (Coefficient of Multiple Determination r squared=0.338) of the exogenous
72
variables was accounted for by the endogenous variable, the parents monthly income. The
Analysis Variance was said to be significant (sig=0.000) and the effect to the parents monthly
income was significant at 0.05 level of significance. Out of eight (8) exogenous variables, there
were four (4) found to have a direct effect to parents monthly income namely, fathers
occupation (with p-value of sig=0.000); mothers occupation (with p-value of sig=0.000);
mothers education attainment (with p-value sig=0.01) and Imam or Religious leader (with a p-
value=sig=0.035). 39.5% (Coefficient of the Multiple Determination r squared=0.395) of the
exogenous variable was accounted for by the endogenous variable, the fathers education
attainment. The analysis of variance was found to be significant (sig=000) and its effect to
fathers educational attainment was significant at 0.05 level of significance. There were only two
(2) found to have a direct effect to the fathers educational attainment, namely the fathers
occupation (with a p-value of sig=0.013) and the mothers educational attainment (with a p-value
of sig=0.000).
To determine if other exogenous variables such as the mothers occupation and mothers
educational attainment have a direct, indirect or just a correlation effect to the endogenous
variable, the fathers occupation, the experiment was continued at 0.05 level of significance. Only
6.9% (Coefficient of Multiple Determination r squared=0.69) of the exogenous variable was
accounted for by the endogenous variable. The Analysis of Variance said to be significant
(sig=0.000). Both exogenous and endogenous variables have an effect at 0.05 level of
significance. The regression coefficient indicated that the three (3) exogenous variables have the
direct effect to the endogenous variables, the fathers occupation.
The mothers educational attainment was also used as exogenous variables versus mothers
occupation as the endogenous variables at 0.05 level of significance. 8.6% (Coefficient of
Multiple Determination r squared=0.069) of the exogenous variables has been accounted for by
the mothers occupation as the endogenous variable. The mothers educational attainment was
considered as predictor of the mothers occupation at 0.05 level of significance. The mothers
educational attainments have direct effect to mothers occupation.
Best model fitted for grade 10 students career choice.
Based from the questionnaire served to 280 grade 10 students in 6 high schools of Sibutu
municipality, the Career Choice of these students was directly influenced by their fathers
educational attainment and their parents monthly income.
73
Correlational Effect Indirect Effect Direct Effect
Error
Term
Parents
Monthly
Income
Imam/Religious leaders =0.132 R= 0.069
= 0.217 = 0.094
= 0.152
= 0.326
r
0.2
0.1
Influencing Mother Mother Mother CAREER
Person Education Occupation Occupation CHOICE
70 80
= 0.151
= 0.485
= 0.083
r
Father
Education
Attainment
Figure 12. The Causal Model of Grade 10 Students Career Choice in Sibutu Municipality
Conclusion and Recommendation

On the basis of the findings of this study, it was revealed that the students career choices were
greatly influenced by their own potentialities and abilities. The students were somehow able to
choose their choices of career in line with their self-interest and preference. Notwithstanding, the
greatest participation of parents and teachers were found to be significant also in terms of
students career choice. This means, though students of today can generally decide their own
aspiration and personal beliefs basing from their own knowledge, understanding and skills, the
ideas of decision-making in relation to choose the right vocation or seeking the best career can
be hopefully determined and addressed by most influential persons like those of teachers and
parents. Furthermore, the best fit model for students career choice must involve many factors
and anylze through regression analysis. Career choice must be carefully planned based on
individual skills and abilities, preference and work demand. As such it is recommended that
career guidance programs and other job seeking related services must be regularly conducted
among the six (6) secondary schools in Sibutu Municipality. Every secondary school must have a
guidance counselor to supply those senior high students with enough pertinent information and
proper interpretations concerning their abilities, aptitudes, interest, needs, temperament and
personal characteristics to help them make crucial decision. Career choice examination must be
also conducted among senior high school students for them to be guided with their career
preference. Orientation and seminar on career guidance must be conducted every year. Brown,
Roche, Abrams, Lamp, Telander, Daskalova, Tatum, and Massingale (2017) research findings
suggested that efforts to develop effective support-building interventions promoting positive
74
educational and career development is encourage in order to promote greater academic

persistence.
References
Anagnogu, M.A. (1988). Foundation and Counseling of Colleges and Universities. Enugu: Academic
Printing Press.
Brown, S.D., Roche, M., Abrams, M., Lamp, K., Telander, K., Daskalova, P., Tatum, A., and Massingale,
M. (2017). Relationships among supports and barriers and career and educational outcomes: A
meta-analytic investigation. Journal of Career Assessment 1-18 The Author(s) 2017. SAGE
Publication
De Vera-Mateo, L. (2011). Improving the quality of ECCE: The Global Experience Powerpoint
presentation during the Regional Consultation Forum on Early Learning Frameworks, Policies
and Programs SEAMEO INNOTECH, Philippines.
Domingues, ML and Guito, J. (2011). DonBOsco Technical College High School. Department
Curriculum in: Forum on Differentiated Secondary Schools in the Philippine. March 4, 2011,
SEAMEO INNOTECH, Philippines.
Guan, P., Capezio, A., Restubog, SLD., Read, S., Lajom, J.N. L. and Li, M. (2016). The role of
traditionality in the relationships among parental support, career decision-making self-efficacy
and career adaptability. Journal of Vocational Behavior 94 (2016) 114123) The first, second, and
third authors contributed equally.We thank Patrick Garcia and Lara Tolentino for their research
assistance. http://dx.doi.org/10.1016/j.jvb.2016.02.018 0001-8791/ 2016 Elsevier Inc. All
rights reserved.
Hanushek, E, (2005). Economic Outcomes and School Quality. Education Policy Series, Vol. 4. Paris:
International Institute for Education Planning and International Academy of Education.
Healy, C, C, and Reilly, K.C. (1989). Career Needs of Community College Students: Implications for
Services and Theory. Journal of College Student Development, 30, 542-545.
Jamma, Anselma A. (2009). Course Preferences and Career Choice of Senior Students Public Secondary
Schools of Bongao: Unpublished Masters Thesis, MSU Tawi-Tawi College of Technology and
Oceanography, Bongao, Tawi-Tawi, 2009.
Jean Charest (2004). The Youth and Career Development. Port Harcourt: Kench Resources UNITECH.
K to 1 Toolkit (2012). Reference Guide for Teacher Educators, School Administrators, and Teachers.
Southeast Asian Ministers of Education Organization. Regioanl Center for Educational
Innovative and Technology. Commonwealth Avenue, Diliman, Quezon City 1101 Philippines.
Ladja, Shahana D. (2013). Causal Model of Fourth Year Students Career Choice in Bongao, Tawi-Tawi:
Unpublished Masters Thesis, MSU Tawi-Tawi College of Technology and Oceanography,
Bongao, Tawi-Tawi.
Lucas, E.B., Gysbers, N.C., Buescher, K.L., Heppner, P.P. (1988). My Vocational Situation: Normative,
Psychometric and Comparative Data. Measure and Evaluation in Counseling and Development,
20 (4), 163.17.
Medrano, V., (2011). San Pedro Relocation Center National High School Curriculum In: Forum on
Differentiated Secondary Schools in the Philippines. March 4, 2011, SEAMEO INNOTECH,
Philippines.
ML Savickas (2005). Development and counseling: Putting theory and practice. Books.google.com.
75
NM Ferry (2006). Journal of Extension, 2006 joe.org

Orines, F., (2011). Manila Science High Schools Curriculum In: Forum on Differentiated Secondary
Schools in the Philippines. March 4, 2011, SEAMEO INNOTECH, Philippines.
Poe, R.E (1991). Developmental Changes in Vocational Identity among College Student Development,
23,249,252.
SEAMEO INNOTECH, (2012). K to 12 in Southeast Asia: Regional Comparison the Structure, Content,
Organization and Adequacy of Basic Education. Quezon City: Philippines.
Siguan Jr., Bienvenido E. (1994). Factors Affecting Career Preferences of 4th Year High School Students
of Leyte Institute Technology. Unpublished Masters Thesis, Graduate School of the Visayas
State College, Tacloban City: March.
Su, M.S., Chang, T.C., Wu, C.C., and Liao, C.W. (2016). Factors affecting the student career decision-
making of junior high school students in central Taiwan area. International Journal of
Information and Education Technology, Vol.6, No. 11, November 2016
Wolgemuth, Liz (2008). The 30 Best Careers in 2009 Gets Updated for a Rapidly Changing Economy in
the United State of America News.
World Economic Forum (2011). Global Demand for Skilled Jobs High in the Indian Express Online
Media 9prt) Ltd, 9 and 10, Bhadur Shah Zafar Marg.

Vol 9 No 3 - June 2017

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Vol 9 No 3 - June 2017

Uploaded by

Copyright:

Available Formats

Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.

Economic Performance on Postharvest Practices among Lowland Rice 18

Using Abu Dhabi Education Councils Abu Dhabi School Model 42

Grade 10 Students Career Choice in Sibutu Municipality: A Causal Model 54

International Journal of Humanities and Social Sciences

Phenomenon Based Learning Implemented in Abu Dhabi

Keywords: Phenomenon-Based Learning, cooperative planning, Abu Dhabi School Model,

A cross-curricular approach to delivering curriculum is based on collaboration. Teachers are

way of retaining the information. Storytelling proves to be an active method of coding

Figure 1. Framework of the study: PhenoBL Approach implemented in ADSM

How can the PhenoBL approach be implemented in ADSM?

What kind of results could be seen in students reading skills?

Figure 4. Male students progress in reading

Figure 5. Parents satisfaction on their childrens improvement in reading and their

My daughter wants to read any words in the street. (mother 24)

Please, add English language stories! (mother 26)

Figure 6. Implementation of PhenoBL in ADSM according to the teachers inquiry

In some parts, it has exceeded my expectations. (teacher 4)

Figure 7. Conclusion of benefits and challenges in implementation PhenoBL approach

Wisconsin-Stout. Retrieved from http://www2.uwstout.edu/content/lib/thesis/2006/2006eckj.pdf

International Journal of Humanities and Social Sciences

Economic Performance on Postharvest Practices among

Keywords: Economics, performance on Postharvest; Lowland rice farmers, Meranao

Objectives of the Study

c. lack of incentives for better product quality, and

Independent Variable Intervening Variable Dependent Variable

Research Locale and Participants of the Study

Table 1. Distribution of the respondents of the study

The formula is as follows:

Research Instruments and Data Gathering Procedure

For threshing and drying practices:

Results and Discussion

Demographic and Socio-Economic Profile of Farmers

Table 2. Demographic and socio-economic profile of the lowland rice farmer-

Farming Experience (years)

VARIABLES FREQUENCY PERCENTAGE

Farm Size (hectare)

Annual Gross Income (Php)

Transportation cost (Php/sack)

VARIABLES FREQUENCY PERCENTAGE

In terms of lack of awareness/resistance to change, the respondents consider it as a moderate

Table 4. Perceptions of respondents towards the problems on postharvest practices of

Perceptions of Respondents towards the Specific Problems on Postharvest Practices

Table 5. Distribution of respondents on the extent of the identified specific problems on

Factors Influencing the Farmers Choice on Postharvest Practices

Independent THRESHING DRYING STORAGE

organization; in fact, their sources of information with regards to postharvest practices or

Economic Performance of Postharvest Practices

Table 8. Economic performance of threshing practices by lowland rice farmers in terms

TYPE OF DRYING FREQUENCY PERCENTAGE

Table 10 shows the economic performance of drying practices of a 50 kg or sack of paddy. In

TYPE OF STORAGE FREQUENCY PERCENTAGE

TYPE OF STORAGE FREQUENCY PERCENTAGE

African Rice Center (2013).Improving Post-Harvest Technology in Senegal. Retrieved From

State University, Marawi City.

International Journal of Humanities and Social Sciences

Using Abu Dhabi Education Councils Abu Dhabi School

Keywords: Abu Dhabi Education Council, spiraling curriculum delivery, collaboration,

Background and introduction

Chart 2 Example of Curriculum map

Chart 3 The rigor of the outcomes

6SL2.3 communicate ideas in a

6SL2.3 communicate ideas in a 6R2.4 explain how visual elements

6W1.1 plan for writing by

Model: Ypredicted= B0+B1x1+B2x2+B3x3+++Bnxn+e