Vol 9 No 2 - April 2017

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Vol. 9 , No. 2
April 2017
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International
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Humanities &
Social Sciences
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e-ISSN: 1694-2639
p-ISSN: 1694-2620
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Vol 9, No 2 - April 2017
Table of Contents
The Mentors and Protgs: A Phenomenological Study 1
Anabelie V. Valdez
Employment Outcomes of Bachelor of Science in Information 19

Technology Graduates in a Technological State College
Catalino L. Centillas Jr., Charles Lumbay and Christian Caben M.
Larisma
Success Factors in Lanao del Sur Construction Projects: A Study for the 27
Development of Project Performance
Jawad Z. Salic
Assessing Faculty Development Needs: The Case of Mindanao State 33

University (MSU) - Marawi Campus
Rasid M. Paca, Anabelie V. Valdez and Maryam Q. Manalundong
Student Teachers Cognition in Literature Teaching: From Planning to 44

Planting
Lynn M. Besa
Predictors of the Performance and the Difficulties in Physics among 56

Senior Students in Mindanao State University-External Studies A
Proposed Intervention Program
Remedios N. Lomoljo
The Lived Experiences of the Low Performing Students of Bachelor of 90

Industrial Technology of Samar State University in Making Portfolio in
Mathematics
Joy B. Araza
Design, Fabrication, and Evaluation of Forage Chopper Machine using 100

three Different Diameter Pulleys
Saanoding A. Balayo, Rasid M. Paca, Alex L. Salmazan and Ysmail
Alongan B. Mangorsi
Analysis of Potency and Supporting Capacity: (Implementation of 12 114
Years Compulsory Education Policy in Pasuruan District East Java
Indonesia)
Asep Sunandar
Micronucleus Test in Exfoliated Buccal Cells of Female Street Vendors 119

Exposed to Vehicular Exhaust in Iligan City, Philippines
Keren Joy A. Recoleto and Annabella G. Villarino
Problems and Benefits of the BEAM Program for Secondary 131

Mathematics Teachers in Lanao del Sur I: Bases for a proposed Program
in Enhancing Mathematics Teachers Competencies
Noraida P. Mecampong and Cabib B. Mecampong
Status of Chemistry Teaching of the MSU Community High Schools and 138
the National High Schools of Marawi City and Lanao del Sur
Cabib B. Mecampong
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International Journal of Humanities and Social Sciences

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 1-18, IJHSS
The Mentors and Protgs: A Phenomenological Study

Anabelie V. Valdez
anabelievillavaldez@gmail.com
Mindanao State University
Marawi City
Abstract
Lived experiences is a representation and understanding of human experiences that influence
ones perception of knowledge. A hermeneutic phenomenological approach in research was used
in this study to uncover the mentors and protgs lived experiences in the Mindanao
Opportunities for Vitalized Education and Upgrading of Science (MOVE UPS) Philippines.
Lived experiences of the mentors and protg deals on personal and unique perspective of the
researcher and the participants of the study exploring who they are, what they do, and other
unforgettable adventurous experiences they had during the mentoring program of MOVE UPS.
Interviews, focus group discussions, on site immersion, and observations were the instruments
used in the data gathering. The primary instrument was the researcher itself. Based on the
analysis of data, three themes emerged that uncovered the mentors lived experiences namely;
dedicated and devoted mentors, moxie mentors, and adventurous mentors. In the protgs perceptions of the
mentoring program three themes also emerged that is; satisfying, impressive and efficacious, and a
cheerful moments. In general, the overarching theme of the mentors protgs lived experiences is
a sweet delight. Therefore this study concluded that mentoring, teaching and they like is not
stressful, not a burden but rather there is more fun in teaching.
Keywords: lived experiences, mentoring, more fun in teaching and learning
Evolution of the Study
As I scroll the gallery of my computer, I felt so happy looking back my experiences

during the mentoring class in Balabagan Lanao del Sur. It was a self-fulfilling looking the happy
faces of the students in the Balabagan Central School and I miss them so much. One day as we
met with my co-mentors, I shared them what I felt saying that my stress and empty heart feelings
will vanish as I look into the different pictures of our adventure in the mentoring program.
Surprisingly; they said that they do the same. When they are sad, and discourage of their work
due to environmental stressors, they also look those pictures for them to forget their
discouragement. With the consensus of our feelings, we decided to write our lived experiences
during our mentoring program in Balabagan Central School. Mentoring program was under the
project of DOST-SEI named Mindanao Opportunities for Vitalized Education and Upgrading
1
of Science (MOVE UPS). DOST-SEI envisioned in continuing to explore all possible avenues,
strategies and approaches to achieve its main goal: to improve the uptake of Muslim pupils in the
Philippine Science High School Central Mindanao Campus (PSHS CMC); and to improve the overall
competitiveness of pupils in feeder schools by strengthening their capillaries. The project was started ahead
prior to our involvement as mentors. We started our mentoring in the year 2013 up to 2014. The
mentoring project was implemented to few select elementary schools namely; Marawi Pilot
School, Amai Pakpak Central School, Jose Abad Santos Central School, and Balabagan Central
School. Among the four selected participating schools, Balabagan Central School is the farthest
and the most remote place among them. So, no one of the remained first batch mentor accepted
the said school. For that reason, the Dean of MSU-ISED, Dr. Nenita Reteracion calls up my
attention to be the mentor of the said school and assigned me to find my companion mentor
there. After knowing the nature of the work, without hesitation I accepted the task and call my
colleagues to be with me in the journey without even knowing what the place look like and how
can we get there.
Fueled with our desire to help other students, coupled with our adventurous character,
without hesitations, the journey of our mentoring in Balabagan Central Elementary School
started and lasted for two years. Now, it is then our interest to treasure our lived experiences in
the mentoring by putting it into records and share to everyone, hoping that it could also touch
the lives of every teacher and motivate them to work religiously and heartily, touching and
changing the lives of the learners.
Phenomenon of Interest
More often than not, teachers experiences are not usually studied in research. Most of
the time, teachers qualification and performance were commonly investigated without looking
the holistic attribute of the teachers. The phenomenon explored in this study is the experiences
we encountered during the two (2) years mentoring program in Balabagan Central Elementary
School, Balabagan Lanao del Sur. We consider our experiences as lived experiences in a sense
that it motivated us to do our job seriously every time we treasure our adventure in the said
place. Lived experiences are a re-reflective dimension of human experience. Wilhelm Dilthey
(1985) as mentioned by Max van Manen (1990), Professor Emeritus University of Alberta
(www.maxvanmanen.com/researching-lived-experience-human-science-f...), describes lived
experience as a reflexive or self-given awareness that inheres in the temporality of
consciousness.
In this phenomenological study, mentoring is just a part of the lived experiences of the
mentors. The effects of the mentoring process towards the protgs or students achievement,
perceptions on mentoring and their experiences with their mentors are also discussed. These
holistic, qualitative researches are inclusive on the day-to-day experiences of the mentors and
protgs in the mentoring program every weekend (Friday and Saturday) for a period of seven
weekends in each year. The study explicitly delved on the meaning of the lived experiences of the
mentors as a person, a mentor, a mother, an ordinary citizen, as well as the environment, health,
and the protgs. This phenomenological study sought to chronicle the lived experiences of the
mentors and the protgs during the mentoring program and at the same time evaluate the
effects of the mentoring towards students academic performance in their junior high school
program.
2
Setting of the Study
This phenomenological study about the lived experiences of the mentors and protgs
was conducted at Balabagan Central School for seven to eight weeks per year in a period of two
years. Balabagan Central School is one of the top performing schools in Lanao del Sur Division
2. The school is situated at the heart of the town in Balabagan Lanao del Sur. Balabagan is a
Philippine municipality. It is located in the province of Lanao Del Sur in Autonomous Region in
Muslim Mindanao which is a part of the Mindanao group of islands. The municipality Balabagan
is seated about 57 km south-south-west of province capital Marawi City and about 858 km
south-south-east of Philippine main capital Manila. The geographic coordinates of Balabagan are
7 30' 37'' N, 124 7' 48'' E, with an area of 230.00 km. The Municipality of Balabagan is
subdivided into 27 barangays. One forms the center of the city whereas the other 26 are in the
outlying areas. Some of them are even several kilometers away from the center of the
Municipality (http://www.philippine-islands.ph/en/balabagan-lanao_del_sur-philippines-
barangays.html, 2010).
A. The school site
Faculty and Staff of the School together

with the three mentors
During heavy rains, the school site is
flooded with water and sand. If this will
happen, classes are suspended. Many
students played under the rain, while their
parent getting panic of finding and
picking their kids to go home. This event
is occasional and constant. The
community did not bother at all and they
said; they are used to it.
3
B. The Mentors Abode and Travel
For the period of two consecutive years in the implementation of the mentoring
program, the mentors were housed at the
resident of an agriculturist in
Balabagan municipality for free. They
were served with fresh and nutritious
Mentors host house
foods and treated as VIPs. The house is just a

walking distance from the school site. It only
took more or less 5 minutes for the mentors to
walk from the house to the school. The house is
situated at the heart of the town nearby wet
market were fresh fishes are sold. The beach or
Mode of Transportation in the place the seashore is just a walking distance from the
house but it can be also reached by riding a
tricycle. The house is a three-story building made of concrete. The original owner of the house is
living at the United State together with her American national husband. The agriculturist is the
care taker of the house which is the aunt of the lawful owner of the house.
The mode of transportation in the

town is a tricycle suited for two. The route
of the tricycle is around the town and
towards other nearby municipality like
Malabang the next municipality. Travelling
of mentors towards the mentoring site was
not as easy as it can be. It was both
adventure and life threatening experienced.
The rough roads of almost two hours to
travel were flooded anytime when rains
come. We have to cross the creek by walking specially when

there is rain because the tricycle could not move when it is
loaded. However, despite of that risky situation we still
managed to take pictures to chronicle our enjoyment on such
unforgettable experienced.
4
There were also some instances that the tricycle we rode get stack on a heavy sand dunes after
floods, and we need to push the tricycle and walk until the tricycle can manage to take us. Photos
shown here are; some of our chronicled experienced during our travel under rains and the
floods. As we walk and cross the creek we enjoy the moment and took some pictures. Photo
shown below is the creek that we need to cross. Originally there was a bridge in the creek;
however it was devastated by a typhoon. As of this year (2015) the government started the
reconstruction of the bridge.
Photo shown at the right is the
appearance of the municipal road when
there is rain. As shown in the photo, the
road is very rough and destroyed.
Actually, I asked the people in the
municipality why their road was not
concreted; they said that the
government did not provide enough
budgets for it and their local
government did not bother to reconstruct their road.
Others also said that concreting their road is useless

and a waste of money because every time there is a heavy
rains their area specially the road and lower part of the
municipality are always flooded not only water but with a
heavy load of sand. In other words, the community felt
frustrated and hopeless with regards to their road repair
and construction. I also asked the opinion of the tricycle
drivers, and they said; naanad ne me ani nga karsada ang
importante peaceful and among lugar dili pareha sa una (we are
used to this kind of road, the important is our place is
peaceful unlike before).Tracing back the history of the place, Balabagan was one of the war-
conflicted areas in Lanao del Sur. It was the war zone between Philippine army and the bandits,
pirates, and the so called barakoda. So, the resident in the said place is thankful enough that
they survived with that long-ending war and now they are contented of having a peaceful life.
Theoretical Basis
This article utilized hermeneutic phenomenology to uncover the lived experiences of the
MOVE-UPS mentors of varying experience. In its most basic form, phenomenology attempts to
create conditions for the objective study of topics usually regarded as subjective: consciousness
and the content of conscious experiences such as judgments, perceptions, and emotions.
Although phenomenology seeks to be scientific, it does not attempt to study consciousness from
the perspective of clinical psychology or neurology. Instead, it seeks through systematic
reflection to determine the essential properties and structures of experience (Giorgi, Amedeo
2009). Creswell (2007) emphasized that hermeneutic phenomenology can be used to make sense
of the phenomenon which are our lived experiences.
5
According to Max van Manen (1990) and I quote; human experience is the main
epistemological basis for qualitative research, but the concept of lived experience (translated from the German
Erlebnis) possesses special methodological significance. Lived experiences derived from the works of
Dilthey (1985), Husserl (1970), MerleauPonty (1962), and their contemporary exponents. In
English term, livedderived from the Latin word experiential, meaning trial, proof,
experiment, experience (Manen, 1990).
Mentoring on the other hand, is widely accepted as strategy for facilitating successful
learning especially in the basic education. Premack principle states that access to high-frequency
behaviors acts as a reinforcer for the performance of low-frequency behaviors (Elliott,
Kratochwill, Cook & Travers (2000). In this manner, mentors play a vital role for learners
reinforcing of knowledge and guidance. In other words, mentoring has great influence on how
an individuals prepare themselves, and develop their skills, knowledge and attitudes throughout
the teaching-learning process. Based on the mentoring theory, mentoring share and retain
knowledge, promote diversity, create continuity of culture, and ensure adequate supply of
leadership talent (Corporate Leadership Council, 2005).
Methodology
This study utilized a hermeneutic phenomenological research design. This design is

relevant in chronicling the mentors and protgs personal lived experiences. According to
Creswell (2007) phenomenological studies examined human experiences through the detailed
descriptions of the participants. This method involves studying a small number of participants
through extensive and prolonged engagement to develop patterns and relationships of meaning.
The data were collected from the entire duration of the
mentoring program conducted by the mentors
participants which was in two years program of
implementation. The mentoring conducted was only
sixteen days each year. Checklist questionnaires,
interviews, observations and focus group discussions
with the participants (the mentors, the school administrator,
faculty, and the protgs) were the instruments used in data
gathering. Among the participants there were three (3)
mentors, seventeen (17) protgs, three (3) classroom
teachers, and one (1) school principal. The school and
protgs participant was selected through a pretest
examination results. Collecting data for
Interview Conducted with the
phenomenological research includes storytelling, tape
recording, documentary analysis and focus groups.
School Principal
Interviews are unstructured or semi-structured (Wimpenny and Gass, 2000; Coalizzi,

1978, and Creswell, 1994). The role of the researchers is to act as facilitator and let the
informants to talk freely. Data analysis was done through hand-coding analysis due to
unavailability of qualitative data analysis software in the island. Hand-coding analysis involves a
read and re-read methods, categorizing and coding similar response in order to generate themes.
In phenomenology, the steps for data analysis are less structured and more open to alternative
6
procedures (Creswell, 1994). Dukes (1984) as mentioned by Creswell (1994) suggested that in
phenomenological analysis, one look for structural invariants of a particular type of
experiencethe patternsand then submit the patterns to a different researcher for
confirmation. Through hand-coding analysis the lived experiences of the mentors and the
protgs were uncovered and the findings are presented through thematic approach.
Uncovering the meaning and essences in the lived experiences of the mentors and
protgs was the ultimate product of this phenomenological study. Moreover, the analysis of
data provides rich, in depth, descriptive and interpretive information that promotes greater
understanding of a particular phenomenon. Findings of this study provide information for future
interventions, policies, and serve as baseline to generate further research and enhance theory
development towards teaching and learning process.
Findings
A. The Mentors
Mentors that provided responses for this study described their lived experiences during
mentoring in four perspectives namely: Who I Am, What I Do and External Factors.
Based on the information collected from the mentors and my immersion with the mentors since
I am also one of the mentors, and at the same time the leader of the team, three themes were
generated and used to explicitly uncover the lived experiences of the mentors. The following
themes are as follows: Dedicated and Devoted Mentors; Moxie Mentors, and Adventurous
Mentors.
A.1 Dedicated and Devoted Mentors
During interview and focus group discussion with the mentors, they were ask to assessed
themselves who they are with their personal perceptions and feelings being selected as one of the
mentor in the MOVE UPS program. All of them feel excited of being a mentor even without
knowing the background of the place where they are assigned to. When they asked about their
expectations of their incoming protgs, they said; well we could not expect too much from them
considering that they are in a remote place. Probably most of them belong to below poverty line. The mentors
were also asked who they are; what is teaching for them and why they accepted the task of being
a mentors and sacrificing their weekends for the sake of teaching. Upon hearing the questions
they said; teaching is an engagement, if you are a teacher you have to sacrifice and do your best for the sake of
the students. They also added that when they saw students learned from them they feel satisfaction
with their profession and proud of themselves of being a teacher. Teachers believed that their
profession is very important to them and with that, many teachers were unmarried because they
marry their teaching profession.
Mentoring needs passion. If a teacher or a mentor love what he or she is doing and
understand deeply the nature of the job, then passion in teaching or mentoring will evolve. When
there is passion in mentoring or teaching, the job will become a worry free and not a stressful
one. A happy mentor or teacher could design different pedagogy that could elicit optimum
learning outcome to the protges. Mentoring is an essential leadership skill, it could motivate
other people or learners by helping them learn how to learn and become more effective and
successful learners. Mentoring can be a rewarding experience both personally and professionally.
7
Through mentoring you can improve your leadership and communication skills, learn new
perspectives and ways of thinking, advance your career, and gain a great sense of personal
satisfaction (http://www.mindtools.com/pages/article/newCDV_70.htm).
A.2 Moxie Mentor
The purpose of the mentoring program was to uplift elementary students content
knowledge and skills in Science, Math, English and critical thinking through abstract reasoning.
From time to time I asked the mentors to describe their teaching experiences during the
mentoring program. When I asked them about their students performance, they said; it so sad to
know that these kids are very eager to learn however, they are not well-taught due to lack of educational materials
and lack of expert teachers in the field of English, Science, and Math subject. Proficiency and expertise in
teaching specifically in English, Science and Math is very much necessary for the leaners to learn
the correct concepts that they need to learn. As I observed the class interaction of the mentors
and the protges, the teaching and learning process took smoothly even in a slow pace
considering the poor background of the protgs towards questions that calls for higher order
thinking skills. To help the protges and other students in the said school, the DOST-SEI
Philippines, the sponsor of the mentoring program provide some review materials in English,
Science, Mathematics, and Abstract Reasoning to the school participants. In this manner the
teachers will make use of the review materials in teaching their students after the mentoring
program.
The mentors gave reviewer books in English, Science, Math and Abstract
Reasoning to the school principal
Despite of the protges difficulty in catching and understanding the subject matter, they
showed positive response and participate actively the class interaction especially during hands-on
activities. When I asked the mentors regarding the attendance of the mentees they said; Wow the
students are very punctual our class time start at 7 in the morning and they arrive at 6:30 or earlier! As I
observed the whole duration of the mentoring program, none of the protgs got absent in the
class even the weather is bad and the school and street are flooded. The attitude of the protgs
8
motivated the mentors to do their mentoring program as efficient and effective as much as
possible. Even heavy rains occurred and it rains like cats and dogs, the protgs are still attending
their mentoring class. Photos shown below are the situation of the school during heavy rains. As
shown in the photos, the school site was flooded with water and sand. The parents were panic
picking their children in school to avoid any accident due to floods. This is the normal
occurrence of the area anytime when rain comes.
Teaching is a moxie because teaching

needs courage and determination. The
attitudes of the mentors in the mentoring
program is a good evidence that they are
courageous and determined to teach the
students despite of a long travel, and
sacrificing their family time just for the
sake of teaching. Moreover, the most
difficult aspect in the mentoring program
The scenery of a flooded mentoring school
site and street
was the travelling period. It took three to
four hours travel of the mentors from
their residence to the mentoring site. The long period of travel was too risky for the mentors
considering that the travel passed along remote places and known to have many bandits and
family fudge. Aside from unsafe road to travel due to bad people or family conflict that resulted
to chaotic scene, the road to travel is not conducive specially going to the Municipality of
Balabagan wherein the road will become flooded when rain comes and the mode of
transportation is just a tricycle. Despite of those difficulty and life-threatening scene, the mentors
are determined and full of courage to move back and forth for the sake of teaching their
protgs. They are willing to sacrifice themselves in order to share their knowledge and expertise
so that the students could be able to access quality teaching and quality education that they
longed over a long period of time. One of the faculty observer during mentoring class said; The
mentors are so bright and willing to give all the knowledge and skills they have that our pupils can fully
understand them. They also give their time to us, as teachers to introduce the knowledge and skills in our teaching
processes especially in K-12 program. Thank you so much and hope and pray that we can have another mentoring
program to come.
More evidence supports that the teachers are moxie enough. As I interviewed the school
principal in Balabagan Central Elementary School and the respective teachers of the protgs in
the mentoring school participant, they unanimously said; mentoring class is very effective, it helps our
students to performed better. They also added that they are satisfied with the performance of the
mentors in the mentoring class. The school principal itself believed the effectiveness of the
mentoring class and said there was a significant improvement in the learning in our students. In fact I was
told lately that they performed well in the schools where they currently enrolled in high school (the mentees are
already in high school during the interview on the effectiveness of the mentoring). When I asked
the science, mathematics, and English teachers of the protgs in the said school about the
performance of their students protgs in their classes, one said the students performed best after
mentoring, while the other said;
9
I observed that they improved their way of understanding especially when I told
them to explain definitions and made conclusions on certain topics. To justify this I
conducted a film viewing last Agust 3, 2015 about parts of speech and vocabulary I
didnt expect that they could interact with me while discussing topics, and I was
surprisingly amazed about their comprehension because it was great and fantastic.
In the aspect of the mentors, I asked the school principal and the teachers concern as well, and
they unanimously said that they were satisfied with the performance of the mentors. The
following excerpts were quoted below to support this claims.
In my opinion, the mentors do their best to discuss all the lessons academically to
the students. They are expert of the subject they teach. (Science and Math Teacher
in the mentored school)
The mentors of the MOVE UPS mentoring program do their best to teach the
students. (The school principal of the mentored school)
To the mentors of the said program, they are all heroes in our school for their
dedication and motivation in coming, conducting and lecturing our pupils even though
its raining cats and dogs! The best mentors the school ever had! (English Teacher)
The moxie mentors are determined to make a difference to their protges. In fact, after the
mentoring program, a test was given to determined how much students learned in the mentoring
program. Table 1 is strong evidence and manifestations that the protgs participated actively the
mentoring class and performed better after the mentoring program. As shown in Table 1
majority of the protgs obtained a higher score in the achievement test after the mentoring
program. Despite of a short period and limited time given by the DOST-SEI in the mentoring
program, still the effect of mentoring is effective enough to say that the students benefited the
program improved their academic performance.
Table 1 Mentees Scores in the Achievement Test

(School Year 2014-2015)
Math Science Abstract English Total Score
Student # (40 items ) (40 items) (40 items) (40 items)
Pretest posttest Pretest posttest pretest posttest pretest Posttest Pretest posttest
180
1 9 9 11 13 26 27 25 24 71 73
2 5 8 12 17 18 26 34 36 69 87
3 4 6 13 15 15 30 32 29 64 80
4 4 4 11 10 10 17 22 25 47 56
5 5 8 10 8 15 24 15 21 45 61
6 9 4 14 13 18 19 26 25 67 61
7 6 7 9 17 20 24 26 22 61 70
8 10 6 9 17 15 33 21 28 55 84
9 7 18 30 32 87
10 7 11 5 13 20 26 18 26 50 76
11 6 6 14 13 14 24 22 25 56 68
12 6 7 3 10 6 22 21 28 36 67
13 5 4 10 16 11 25 17 33 43 78
14 10 15 18 22 19 30 37 40 84 107
15 6 4 7 10 26 27 26 29 65 70
10
16 8 6 9 9 18 22 17 22 52 59
17 10 4 11 14 14 28 23 30 58 76
18 7 13 11 12 15 25 18 16 51 66
19 5 6 2 14 12 26 18 30 37 76
20 6 8 6 16 16 22 25 19 53 65
Mentoring is a two-way process between the mentors and the protges. The learners learned
from the mentors and at the same time the mentors gained some helpful insights and strategies
in dealing the individual differences of the learners. Mentoring coupled with strategies. The
mentors will act as advisers, counselors, and coaches that direct the goals and give interventions
to the learners. According to the International Coaching Federation (2011) as mentioned by
McWilliams and Beam (2013) coaching profession is distinguished by the action, accountability,
and follow-through that are the focus in a coaching session. Coaches seek to elicit solutions and
strategies from clients themselves, as well as to nurture the skills and resources that a client
already possesses, rather than treating a problem or educating a client. Mentoring is
increasingly seen as a critical skill to help learners. Mentoring focuses on work-related needs of
the while building the skills of individual (Schornack and Beack, 2002).
A.3 Adventurous Mentors
Student development needs proper mentoring. Several strategies have been explored and
used to address student developmental needs, specifically towards quality education. However,
mentors or teachers needs also a break and refresh themselves from the unending demand of the
teaching profession. The mentors in the MOVE UPS mentoring program are one of a kind that
could simultaneously do adventures while rendering their job or profession. They enjoy while
they teach and they refresh and rejuvenate as they travelled and mentored the protgs. As I
asked the mentors what impressions could they express in the mentoring sites and locale; they
said that it is awesome because of its richness in natural resources.
The fresh fishes, the very relaxing cold spring and the astonishing seashore served as
their refreshing avenue to rejuvenate their strength. I asked them about their other activities
before and after their mentoring class, and they said; in the early morning we go the beach waiting for
the fishermen so that we can buy fresh fishes to be brought at home. And while waiting for the fishermen to arrive
we enjoy the scenery of seashore and go into swimming they said it with a smile and excitement showing
that they really enjoyed the place. Personally I felt the same what they felt because I am one of
them. The three of us were kept on waiting the fishermen in the seashore running along the
beach if the fishermen arrived. It was so much fun and relaxing. We felt freedom and away from
polluted city where we lived. In the late afternoon, we went to the cold spring for relaxation so
that at night we had a very nice sleep. This cold fresh water spring is just a few meters away
from the seashore. As we submerged ourselves in the water it is so refreshing and we felt the
alternating current of water with alternating cold and hot water.
11
B. The Protgs
The protgs of the mentoring program was composed of grade six and grade five
students at the Balabagan Central Elementary School during school year 2013 2015. These
protgs were selected through achievement test. There were fifteen protgs from grade six and
five from grade five during first year of operation. In the second year of operation the same
number of protgs was selected using the same sampling procedure. The participants of this
study were limited only on the protgs that are still studying within the municipality. Protgs
that transferred to other places were no longer included in this study. Since the interviews were
conducted last August 2015, majority of the protgs were now on their high school level of
education. The information gathered from the protgs under the mentoring program, evolved
three themes. These themes were used in analyzing and describing the lived experiences of the
protgs during mentoring. As such according to them the mentoring program and the mentors
work are satisfying, impressive and efficacious, and made a cheerful moment in their lives.
Thus these are the themes of the lived experiences of the protgs with their mentors.
B.1 Satisfying
Based on interviews from the protgs, they all agreed that the mentoring program was
beneficial and they satisfied the teaching methods of the mentors. They said that they understand
the discussion of the lesson very well and the mentoring classes help them a lot in their study;
ang pagexperemento at pag activity at paglalaro and pinakamasaya at unforgettable (doing experiment and
activity and play was the most enjoyable and unforgettable experience we had). When I asked
them what they can say about their mentors in the mentoring class, some of their responses were
quoted below;
tinuturoan kaming mabuti para makapasa

(They teach us well in order to pass).
masasabi kong maganda ang pagtuturo nila sa amin at hindi sila nagsasawa sa
amin kahit minsan makukulit kami
(All I can say was that they teach us very well and they were not tired
with us even though we are naughty sometimes).
maganda naman klaro ang discussion at marami pa kaming natutunan tulad ng

pag eeperiemnt sa science at pagsosolve sa mga problem at pag-ooral
(The discussion was beautiful and clear and we learned a lot like doing
experiment in science, solving problem in math and oral recitation).
salamat sa inyo dahil marami kaming natutunan sa inyo at nagsaya kami

(Thank you to all of you because we learned a lot from you and we
also enjoyed).
In general, protgs perception on the mentoring class is very commendable. They
really enjoyed and learn a lot through mentoring. Many of them got a firsthand
experience of doing activities and performing a hands-on application of the concept
12
during teaching-learning process. Table 2 below shows relationship of pretest and

posttest score of the protgs in the assessment test.
Table 2 Paired Sample test between Pretest Score and Posttest Score of Protgs
Paired Differences t df Sig. (2-

tailed)
Mean Std. Std. 95% Confidence
Deviati Error Interval of the
on Mean Difference
Pretest Lower Upper
Posttest
-3.8947 4.1351 .948 -5.8878 -1.9017 -4.105 18 .001
As shown in Table 2 pretest and posttest score of the protgs in the assessment test in
English, Science, Math and Abstract reasoning is significantly different (t .001 0.05). This
value implied that the protgs performed better during posttest after they were mentored.
According to McWilliams and Beam (2013), effective mentoring involves intentional
conversations focused on the mentees growth and development. Mentors ask thought-
provoking questions, practice active listening, and provide objective feedback and guidance, and
model effective behaviors. Effective mentoring relationships help build learners ability to learn
and the learners learned key skills about building networks and the importance of lifelong
learning and development. Research reveals that mentoring programs play vital role in teaching-
learning process and bring a positive influence and commitment to the learners, driving retention
and facilitating knowledge with others.
B.2 Impressive and Efficacious
We all believed the saying that first impression is not a final expression. However, first
impressions last. In the case of the mentors protg, their first impressions to their mentors
was their final expression and it last. The protgs all said that they were happy and lucky
that they were chosen as participants in the mentoring program. They all like their mentors,
the way how the mentors treated them and the way the mentors taught them. During
interview I asked them how the mentoring class helped them in their study being a junior
high school student. Excerpt of their responses are quoted below;
ang nakatulong sa amin ay ang nadadaanan naming sa Science, English and

Math na natapos na namin sa mentoring
(The lessons that was taught us in the mentoring class helped a lot in our study)
ngayong high school na kami marami kaming alam na mga bagay na natutunan naming sa mentoring
(Now that we are in high school we already knew a lot that we learned from the mentoring)
marami kaming natotonan at naiintindihan

(We learn a lot and understand)
nakakatulong sa akin ang mentoring dahil hindi kami masyadong nahihirapan ngayon
(Mentoring helped us a lot because we did not find so much difficulty now)
13
Self-assessment checklist was also given to the protgs for them to express their
perceptions in the mentoring program and evaluate their mentors as well. Based on the data
presented in Table 3 almost all of them agreed that the mentoring class helped improved their
academic performance during their elementary education after the mentoring sessions, as well as
to their academic performance in their high school education. In fact when we interviewed them
they said; ang masasabi ko lang magaling silang magturo ng mga bata. Sana magpatuloy ang mentoring nila
sa school naming sa elementary (All I can say is that they really teach well to the children. I hope that
the mentoring class will continue to our school in elementary). Actually the protgs was
emotionally touched during the last day of our mentoring class because that was the last
mentoring program. They said that; marami kami natotonan at naintindihan (we learn a lot and
understand them). While many said; maraming maraming slamat po, dahil marami kaming natutunan
sa inyo tulad ng problem solving (A million thanks to you because we learn a lot from you like
problem solving). Other also said; salamat sa inyo dahil tinuruan mo kami ng mabuti (thank you so
much to you because you teach us very well). Thank you for your guide and some of your subject that we
learn and acquired from you. I am a top 11 in grade 7. Proud ako sa mga mentor naming dahil may
natutunan ako na napakarami kaya nagpapasalamat ako sa kanila (I am so proud to my mentors
because I learn a lot from them so I say thank you to them).
Table 3 Self Assessment of Protges Perceptions on the Mentoring Program
Assessment Frequency Frequency of Frequency of

of Yes No Partly
Are you happy to be one of the students 15

who participated in the mentoring?
Did you understand the discussion of the 14 4
lesson by your mentors?
Is the mentoring class help you in your 18
study?
Did the mentoring class improve your
academic performance in your 18
elementary and high school?
Did the mentoring class improve your 15
academic performance in English,
Science and Math in high school?
Total Protges 18
B.3 Cheerful Moments
An elementary grade is the stage of enjoyment and a period of adjustment between

childhood and puberty. Since the protgs were grade five and grade six pupils, we the mentors
could not avoid making fun with them and even play with them. During mentoring classes, the
mentors provide varied activities and games so that the teaching-learning processes were more
fun and meaningful to the learners. Indoor and outdoor activities were provided; awarding,
giving of snacks and bonding time were done by the mentors.
14
Most protgs said; ang hindi ko malilimutan ay ang pag-aagawan naming ng t-shirt (the
unforgettable experienced I had was the competition of getting t-shirt). Other also said they
enjoyed during awarding. Generally, the most cherish moments of the protgs was the actual
activities done in the class, playing, bonding and awarding. This is expected from them
considering that they are still kids. Learning is an act of getting and assimilating new knowledge,
and or modifying and reinforcing prior knowledge stock in the mind and experiences of the
individual learners. This may involve synthesizing new and old but different types of
information. However, learning become more meaningful and fun if the mentors integrate
activities that are playfull in the aspect of the learners specially in the elementray level of
education. Playing is one way of developing social skills and emotional skills of the kids through
sharing and collaborations. Play has been the first approached form of learning as believed by
several theoriest. Lev Vygotsky as mentioned in the book of educational psychology by Elliot, et
al. (2000), agrees that play is pivotal for childrens development, since they make meaning of
their environment through play. Upadhyay (2005), examined the lived experiences in an urban
science classroom of an elementray school. His findings concluded that students bring different
funds of knowledge that are accumulated through their lived experiences not the classroom. He
suggested that lived experiences of the students will be used to develop a curricular framework in
teahcing.
C. Overarching Theme: Sweet Delight
In general, the overarching theme that described both the mentors and protgs lived
experiences is sweet delight. Sweet delight ultimately became the overarching theme because
the mentoring program and classes executed by the mentors established rapport to the unknown
constituents in the mentored school specifically the protgs, the researchers abode, and the
faculty and staff in the participated school. Sweetness and camaraderie among them made the
mentors and the protgs teaching-learning process effective. It is a delight since the mentors
provide a high degree of gratification and joyous moment to the protgs, to the faculty and the
school principal and at the same time they gave the same feelings in the same way to the
mentors. There are many ways that could make learning more fun to the students. In doing this,
mentors or teachers and they like must make sure that they have satisfaction and devotion to
their profession so that they could create a joyful learning environment and make teaching and
learning more effective, meaningful, and make believe that there are so much fun in teaching and
learning. It is also a sweet delight to us as mentors upon knowing that we effectively and
efficiently impart knowledge to the protges as well as to the teachers of the mentored school.
Results from the checklist that we administered to the teachers of the protges and the school
principals are very satisfying and ease all our fatigue in the travel. Table 4 summarized the
response of the school administrators in Balabagan Elementary School. As shown in Table 4, all
they responded yes to the seven assessments.
15
Table 4 Evaluation on MOVE UPS Mentoring
Assessment Yes No Partly

Are you happy to be one of the participating schools in the
mentoring program? 4
The students academic performance specially in English,
Science and Math improved significantly because of 4
mentoring class
Mentoring classes help our students performed better in 4
their high school academic performance
The lesson discussed in the mentoring classes was very 4
useful and helpful in our teaching with the students
The mentors in the mentoring classes are diligent and 4
hardworking
The mentors in the mentoring class did their best in 4
teaching our students
Are you satisfied with the performance of the mentors in 4
the mentoring classes?
Total (N) 4
The concluding statement of the school principal is quoted below;
He said; hope the program will continue, mentoring time allotment is not enough need more time for the
program. He further said that most of their students are indigenous people, however they excel in
the high school just because of the mentoring program given by the DOST. He suggested that if
there will be another mentoring, it should be started in Grade 5, so that there is a continuity of
learning. Then he added that their teachers should be trained.
Conclusion and Recommendation
Earning a degree and receiving a certification of excellence or diploma is not a guarantee

that one could make difference in their profession. It is not the degree that counts but instead it
is you who can make difference to other people lives and how you touch their lives. Mentoring
program is very helpful and significant for it develops the learning abilities of the learners or
pupils. In doing this it needs a devoted and versatile mentor. There is so much fun in teaching if
the teachers are satisfied with their job and find self-fulfillment and satisfaction of whatever
endeavor he has to undertake. Therefore based on the findings of this study, I can guarantee that
teaching is really a noble profession. In this moment, I recommend that there is need for the
teachers to develop values that could make their profession more enjoyable to them in order to
keep away from stress and stressors. This matter only depends on the personality and outlook of
the teacher and an individual human being as a whole. So make more fun in your job and make
others smile what you have done to them because laughter is the only best medicine that is free
of charge.
16
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The Author
Dr. Anabelie V. Valdez is the president of the Alliance of Teachers for
Innovative Education and Excellence Inc., and permanent faculty in
MSU. She finished Ph.D. Science Education Biology as DOST Scholar
and graduated as the class valedictorian and best dissertation awardee;
Ph.D. Educational Management, Masters in Secondary Teaching General
Science and Bachelor of Science in Secondary Education Biology,
Mindanao State University Marawi City Philippines. She is a regular
lecturer in the MSU SASE reviews, and in private review center for the licensure examination for
teachers. As a researcher, Dr. Valdez presented some papers in the international conferences
held in the Philippines and abroad (Jakarta & Malaysia) and received best presenter and best
dressed researcher, best in power point and talent in the World Research Festival. She was also
awarded as Best Paper/Presenter in the International Conference on Humanity Culture and
Society held in Kuala Lumpur Malaysia. She is a senior member in the International Economics
Development and Research Center (IEDRC), an editorial board member in the International
Journal of Learning, Teaching and Educational Research and a peer reviewer in the Afrasian
Journal of Humanities and Social Sciences and published 6 researches in a peer reviewed
international journals. Keynote Speaker and Session Chair in some International Conferences.
The author is also a module writer and mentor of the MOVE-ON Project of the DOST-SEI,
Philippines.
18

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 19-26, IJHSS
Employment Outcomes of Bachelor of Science in

Information Technology Graduates in a Technological
State College
Catalino L. Centillas Jr., Ph.D.

catalino031765@gmail.com
http://orcid.org 0000-0002-1015-4893
Palompon Institute of Technology-Tabango-Campus,
Tabango, Leyte, Philippines
Charles Lumbay &

chalum76@gmail.com
http:// orcid.org 0000-0002-4606-3045
Christian Caben M. Larisma

cabenedlyn@gmail.com
http://orcid.org 0000-0002-0138-2907
Abstract
This study is a proof which documented the employment status of the graduates related to their
present occupations. This is done to assist administrators and faculty in the enhancement of the
Bachelor of Science in Information Technology program of Palompon Institute of Technology-
Tabango Campus from school year 2011 to 2016. The study used the descriptive type of research
method with 98 graduates who served as respondents. Results revealed that majority of the
graduates were gainfully employed and were working with jobs that were related to the course
where they gained training with. However, forty (40) percent of the total respondents were
unemployed as revealed in the study. Most of those who were unemployed cited that lack of
experience and no job opening as their reasons for being unemployed. Therefore it is strongly
recommended that graduating students before graduation must be given ample time to
experience pre-employment examination and interviews. Furthermore, the school concerned
should find ways to establish more linkages with establishments which can cater with the
employability of the graduates, so as to assist them with their employment after graduating in the
course.
Keywords: Employment status, skills training, graduates, Technological State College, BS
Information Technology program
Introduction
Tracer studies enhance curriculum and maintain the extent of relevance and provide
benefits to the graduates and improve marketability of educational programs Balingbing (2014).
Adequate knowledge and skills on employment outcomes of training could help in formulating
19
policy towards hostility, some of social problems such as unemployment. Students in any degree
program, particularly graduates are required to earn a sense of competence in their chosen field
and develop confidence to explore new possibilities and new employment specially that there is
an increasing competition among rivals at work (Mathed, 2008). As graduates of higher
educational institutions, they must prove the world that job-hunting is not a problem even if the
competition in the business or corporate world is so unbending because of the increasing
demand of the market still we can find a job relevant to the chosen field. Relatively, one,
particularly a graduate of Information Technology, must possess competency among the three
domains like knowledge, skills and attitudes required for the specific job. In addition, tracer study
according to Garcia (2003) as cited by Gines (2004) pointed out that tracer studies is an
important source of information to know what happened to graduates of academic programs in
Higher Education Institution (HEIs).
The study made on the graduates of the graduate course in Urban and Regional Planning
(Probes, 2008) states that the employability and relevance of their graduate trainings to their jobs
and to the field. The survey, a first of its kind in the seven years of its program, sought
information on the nature of tasks and function performed by the graduates in their respective
jobs and requested some feedbacks on how useful and relevant were their degrees in the work
they were engage in. Related to this, the graduates were requested to offer some suggestions on
how graduates programs could be more relevant so as to make their contribution to national
development efforts more substantial and meaningful.
Concorde, (2009) said that the study on the status and prospect of technical education in La
Union Province and its implications to manpower development for industrial world. He revealed
that the graduates of technical courses in the province found difficulty in seeking employment.
However, they have to go through the process of retraining before they are hired as regular
employees in local or national industries. He pointed out that outputs of graduates in technical
education particularly in the manufacturing group employment projection or labor market
indicate a great demand in the service group.
The study quotes the speech made by Y.B. Datoseri Mohamed Khales Nordin (2009) in a
seminar entitled Enhancing Graduate Employability: Issues, Concerns and the Way Forward
states that the challenging economic situation means that it is no longer sufficient for a new
graduate to have knowledge of an academic subject; increasingly it is necessary for students to
gain skills which will enhance their prospects of employment. Thus, Higher Education
Institutions must be responsive to these changes. Historically, academic institutions have tended
to serve as institutions for moral and intellectual development as well as centers of civilization.
With rapid economic development, they are now more effective with emphasis of professional
training. Their prime task is to ensure that education and training are market driven and
responsive to the changing needs of the various sectors of an economy.
According to Mercado (2009) the initiative of the Commission on Higher Education in the
Philippines to spearhead the conduct of graduate tracer study among selected Higher Education
Institutions in order to obtain data that would show if HEIs are offering courses or programs
that produce graduates to meet the needs of industry and society.
In the study conducted by Lalican (2007) she emphasized that the acquisition of knowledge in
the undergraduate specialization, skills and competencies will also promote productivity,
efficiency and expertise in the graduates present job. Prosser and Quigley (1963) pointed out
that the training of students in technical education will be efficient if the environment in which
the learner is trained is a mock-up of the environment in which he/she must subsequently work.
20
Training therefore in the school must replicate the environment or imitate the situation within
the company where the graduates will subsequently work.
Hence, getting employment in industry or being self-employed is not the end in itself but the
beginning of a new life, new environment, new faces and new adjustment. Of course not all of
these graduates find fulfillment of what they are expected to be. Some continue their schooling
just after graduation and some have to hang their diploma instead of working. According to
Wrenn (1951) any professional school is not only concerned with the degree with which its
graduates find gainful employment. In fact, Wrenn further explained that the service extended to
the students in securing jobs upon graduation is one of the more recently recognized
responsibilities of the school.
Just like any other Higher Education Institution (HEIs), PIT-TC would also like to improve its
services to the students. It continues to look for ways in which things are made easier to ensure
the effectiveness of training of the school. Thus, this study was conducted to trace the
employment status of the BS Information Technology graduates to ascertain and institute within
the necessary technical knowledge and skills as well as job morale so that they will be aware of
their rightful function after graduation and that they would be able to be self-employed or land a
job which will lead them to be satisfied and feel fulfilled.
Statement of the Problem

This study determined the employment status of Bachelor of Science in Information Technology
Graduates for the academic year 2011 and 2016. Specifically, this study aimed to find out the
activities engaged in by the graduates; the reasons for unemployment for those who are
unemployed; and to formulate recommendations out of the results to further enhance the
program.
Research Design of the Study

The descriptive survey method was employed in this study with the questionnaire as the main
tool in gathering the needed data. The method ascertains the employment status of the BS
Information Technology graduates to their present activities. Personal interviews regarding the
activities of the respondents were also done in order to strengthen the information gathered.
Significance of the Study

This study has national and international significance to curriculum planners and educational
practitioners regarding the value of the chosen field of the students were the researchers seek to
lay the basis for the improvement of the program in the area covered by the study. The lesson
learned in the classroom by the graduates in relation to their present activities will be the basis
for the enrichment of Bachelor of Science in Information Technology program.
It is hoped that the findings of this study will be valuable to the policy makers, school
administrators, faculty, curriculum planners, and students in the following manner:
School Administrators. The employment status of the graduates would offer insights
to the administrators in identifying the aspects of the program that need redirection and
restructuring so that better quality of instruction could be provided and needs of industry would
be satisfied.
21
Faculty. The result of this study will encourage the faculty to upgrade their teaching
skills for an effective learning process. It would also lead them to prepare and design
instructional materials relevant to the demands of the industry.
Curriculum Planners. This will help them choose the right direction on the trade skills
that should be added to the present curriculum and what is to be improved, particularly in the
information technology program.
Students. On the other hand, the students would be assured of a quality instruction,
hence better job placement in the future that all parents aspire. They will be trained according to
what the actual field of work needs, therefore would make their work assignment easier to
accomplish.
Industry. Various establishments that are possible work areas of the graduates will be
assured of highly skilled graduates, who would contribute largely to high production at low costs.
Method of Procedure
In the conduct of this study, the descriptive research was considered appropriate thereby making
adequate and accurate interpretations about the gathered data with or without the aid of a
statistical method. This type of research method was designed to assist administrators and
instructors in the enhancement of the Bachelor of Science in Information Technology program
of Palompon Institute of Technology-Tabango Campus. Specifically, this study aimed to find out
the activities engaged in by graduates; the reasons for unemployment for those who are
unemployed, and to formulate recommendations out of the results to further enhance the
program.
Collection of Data
The gathering of data was done according to the following scheme:
Preliminary preparation. The researchers made a formal letter of request to the

administrator of the school to conduct the study.
Administration and collection of field instruments. After given the approval to
conduct the research study, the refined instruments were distributed to the respondents and
collected immediately for consolidation and analysis.
Treatment of Data
In order to obtain the necessary information from the graduates, the researcher sought
permission from the Registrars Office to examine the records on file available in order to get the
names and complete addresses of the respondents. The Instructors of BS Information
Technology were also sources of information.
For the respondents who could easily be contacted, the researcher personally gave the
questionnaire and conducted incidental personal interview to enrich the information needed. For
those respondents who could hardly be reached the questionnaires was sent by mail with self-
addressed stamped envelope to facilitate the return of the answered questionnaire.
Findings
The descriptive survey method was utilized to determine the employment status of the BS
Information Technology graduates of Palompon Institute of Technology-Tabango Campus
during the academic year 2011- 2016 in terms of the graduates employment status of their
present occupations.
As indicated in figure I, it was revealed that there were ten (10) students who graduated in 2011,
fourteen (14) in 2012, twenty six (26) in 2013, nineteen (19) in 2014, seven (7) in 2015, and
22
Twenty two (22) in 2016. However, it was noticed that in the graph in 2013. As reflected in the
graph, during the academic year 2013 there was increase of graduates from 2011 to 2013 and
from 2013 to 2015 graduates in this year decreases. This is attributed to the fact that most of the
students prefer to enroll other program offered in this college.
Figure I. Distribution of Graduates by Academic Year
No. of Graduates
No. of Graduates, 2011
2013, 26
2016, 22 2012
No. of Graduates,
2014, 19 2013
No. of Graduates,
2014
2012, 14
No. of Graduates,
2015
2011, 10 No. of Graduates,
2015, 7 2016
Figure 2 describe the summary of graduates status of employment. As indicated in the

graph, from 2011-2016, nineteen per cent of the total number of employed graduates holding a
regular or permanent status; nine per cent were temporary, thirty per cent were contractual and
two per cent were self-employed.
There were graduates who were unemployed with a total of forty per cent which could
be attributed that lack of experience and no job opening as their main reasons for being
unemployed. This means that even if they have acquired adequate knowledge and skills in their
stay in school, they could not utilize these because of lack of job opportunities in the community
they were in.
Figure 2. A graph showing the Graduates Employment Status from 2011-2016
Employment Employment
Outcomes No. of Employment Outcomes Outcomes No. of
Graduates, Graduates, Regular
Unemployed, 39, or Permanent, 19,
40% 19%
Employment
Outcomes No. of
Regular or Graduates,
Permanent Temporary, 9, 9%
Temporary
Employment
Casual Outcomes No.
2% Employment of Graduates,
Contractual Outcomes No. ofCasual, 0, 0%
Graduates,
Contractual, 29,
30%
23
Figure 3 shows the distributions of employed graduates according to the type of agency were
they are working. From 2011-2016, nineteen percent are connected in the government agencies
while eighty one per cent of the employed graduates are connected in the private agencies. This
implies that most of the establishments in Leyte are run by private agencies rather than in
government owned entities.
Figure 3. A graph showing the Employed Graduates According to Types of Agency

Connected from 2011-2016
Distribution of Employed Graduates According

to Types of Agency Connected from 2011-2016
Distribution of
Government
Gradautes
Distribution of
According to Types Private
Gradautes
of Agency No. of
According to Types
Graduates
of Agency No. of
Employed from
Graduates
2011-2016,
Employed from
Government, 11,
2011-2016,
19%
Private, 46, 81%
The table below discusses the results from the data collected regarding the nature of
occupation of employed graduates. One (1) or five and eighty eight percent who was employed
as encoder and three (3) or seventeen and sixty five percent of the graduates was employed as a
computer technician. These results could imply that the nature of occupation of employed
graduates vary on the availability of their willingness on a particular job.
Table I. Nature of Occupation of Employed Graduates from 2011-2016

Nature of 2011 2012 2013 2014 2015 2016 Total
Occupations f % f % f % f % f % f % f %
Encoder 1 25 1 14.3 - - 14 100 3 100 - - 19 33.3
Computer
- - 2 28.6 5 33.3 - - - - 2 14.3 9 15.8
Technician
Call Center
3 75 4 57.1 10 66.7 - - - - 12 85.7 29 50.9
Agent
It can be gleaned in Table II the results on the activity engaged in by the self-employed
graduates from 2011-2016. With regards to their activities from in 2013 and 2015, there were
only one (1) or one hundred per cent graduates were self-employed which means that they
settled in a job by themselves without looking for better job opportunities in the industry. This
24
result attests that to be self-employed one needs a capital, courage, and management skills aside
from their skills learned in school.
Table II. Activities Engaged in by Self-employed Graduates
2011 2012 2013 2014 2015 2016 Total

Activity
f % f % f % f % f % f % f %
Encoder - - - - - - -
Computer Servicing - - 1 100 - 1 100 - 2 100
Programmer - - - - - -
In Table III presents the data on the reasons given by the graduates for being
unemployed. It shows that in 2011-2016, the main reason of the unemployed graduates were lack
of work experience with fifty one per cent, followed by no job opportunities with seventeen per
cent, then followed by did not look for a job with fifteen per cent. In 2016, there were two
graduates who continue further studies because they believe that one of the requirements now a
day the applicants in any establishment must be a graduate of masteral program before they
settled in a job by themselves without looking for better job opportunities in the industry.
Table III. Reasons of the Graduates for Being Unemployed
2011 2012 2013 2014 2015 2016 Total

Reasons
f % f % f % f % f % f % f %
Advanced or
- - - - - 2 25 2 5.13
further study
Family concern
and decided not - 2 28.6 1 10 - - 1 12.5 4 10.26
find a job
Health related
- - - - - -
reasons
Lack of work
3 50 5 71.4 4 40 2 40 2 67 4 50 20 51.3
experience
No job
- - 3 30 2 40 1 33 1 12.5 7 17.9
opportunity
Did not look
3 50 - 2 20 1 20 - - 6 15.4
for a job
Conclusion and Implication of the Study

Most of the graduates are employed along their chosen field, that is, information
technology. The fields of specialization and school acquired skills and competencies of the
graduates are relevant to their chosen occupations and these greatly help them in the
performance of their jobs. However, there still a need to strengthen the skills/competencies that
could make curricular offering more relevant to current jobs specifically the skills in information
technology and communication.
It is therefore implied that there would be continuous monitoring and evaluation on its
implementation of the program to keep abreast of how its graduates are doing and what
initiatives can be done further in the curriculum and manner of instruction for more productive
and worthy graduates. There should be a conduct of follow-up study on the availability of
25
establishments which can cater with the employability of BS in Information Technology

graduates. The school should find ways to establish more linkages with establishments which can
cater with the employability of the graduates, so as to assist them with their employment after
graduating in the course.
References
Gines, A.C. (2004). Towards Relevance and Sustainable Quality in Teacher Education, In M. Fremerey; S.
Amini; M. Wesseler (Ed.) Promoting Relevance and Quality in International Higher Education.
Witzenhausen; Germany: ISOS, University of Kassel Press.
Lalican, N. M. (2007). Tracer Study of Agricultural Students. University of the Philippines, Los Banos,
Laguna.
Mathed, J. (2009). Professional Graduates. www.yahoo.com.sg/ status of graduates/reports/1-23-2008
Mercado, F. M. (2009). A Tracer Study of MSEUF graduates. Enverga University.
Nordin, M. K. (2009). Enhancing Graduate Employability: Issues, Concerns and the Way Forward.
Minister of Higher Education Malaysia.
Probes, M.H. (2008).Business Education Graduates, A Tracer Study. Unpublished Doctoral Dissertation,
Centro Escolar University.
Prosser, C.A. and Quigly, T.H. (1963). Vocational Education in a Democracy. Chicago: American Society.
Wrenn, G.C. (1951). Students Personnel Work in College. New York: Ronald Press Company.
The Author
Dr. Catalino L. Centillas Jr. is the Head of Research Services at the
Palompon Institute of Technology-Tabango Campus. He obtained his
Bachelors Degree in Industrial Education in Leyte Institute of Technology
and finished his Masters Degree in Industrial Education in 1992 and
Doctor of Philosophy in Educational Program Management in 2003 from
Eastern Visayas State University, Tacloban City, Leyte.
26

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 27-32, IJHSS
Success Factors in Lanao del Sur Construction Projects:

A Study for the Development of Project Performance
Jawad Z. Salic
jawad_salic@yahoo.com.ph
Philippine Engineering and Agro Industrial College, Inc.
Marawi City, Lanao del Sur, Philippines
+639106088315
Abstract
Due to the dynamic nature of construction project management, it is inevitable that conflicts will
arise. Construction projects are commonly influenced by both success factors that support
projects parties finish their objective as scheduled or delay factors that reschedule project
completion. The objectives of this research project are to identify success and delay factors to aid
contractors in Lanao del Sur to reach their objective on time throughout the construction. This
research studied success factors and delay factors through survey questionnaires and structural
consultations aiming experts involved in a construction project. Data was collected and evaluated
by statistical method to distinguish the utmost significant success factor and causes of delay. This
research extracted the most significant success factors according to the literature and most
significant delay factors recognized by project parties. The correlation among them is studied to
determine with which the most prominent ways in avoiding delays for the success of the project
construction. Most of the success factors that contribute to the completion of a construction
project are mostly consultant and owner related. Thus, the researcher concluded that to
minimize construction delays, effective strategic planning, site management and supervision and
clear information and communication channels are possible methods that could be of a great
help to be able to have a well-developed construction management.
Keywords: Success factors, delay factors, construction project, construction management and
project performance.
Introduction
The construction industry plays a major role in progression and attaining the goals of civilization.
Project attainment can be distinct as satisfying the goals and the objectives as suggested in the
scheme of the plan; finishing its methodological enactment, keeping up with the timetable, and
staying within the financial budget. Construction has difficulty in its usual aspect since it
comprises great quantity of individuals as stakeholders, contractor, clients and consultants. The
construction industry is one of the industries that have numerous concerns in its daily
operations. The study of fresh literature shows that construction projects are usually
accomplished with large cost overruns, extended schedules (delay) and quality concerns.
27
Most of the construction companies nowadays aspire to step up on the next level of this
industry, to have advantage, to earn more and to succeed. Thus, to attain this objective, it is a key
for contractors to wisely categorize the factors for the success of their projects.
Success of every construction projects such as road development, irrigation, drainage, water
supplies projects, housing projects and building establishments plays a major part on the
economic development of a province. Thus, the aforementioned usual construction projects
were interlinked in the development of the economic growth of the province of s del Sur.
Philippines is now a developing country, Lanao del Sur should be part of this development,
construction companies operating in the province should always consider the success of every
projects they have for the stability and growth of the economic performance of the province.
This study examines success and delay factors in an organized manner to define what success
components are most significant and what delay components are to be considered and to be
avoided. After the success factors and delay factors are determined, the chances for the
development of construction project performance within the province of Lanao del Sur can be
measured by the experts in order for them to have a a successful project outcome.
This study attempts to find answers to the success factors and delay factors of the construction
project in the province of Lanao del Sur implemented by contractor firms/companies working in
the said province. Specifically, this study will sought answers to the following questions:
1. What are the success factors which are the most influential construction companies that
are currently undertaking in the construction industry in Lanao del Sur?
2. What are the delay factors to be avoided or prevented that are experienced in the
construction industry in Lanao del Sur?
3. What are the success factors and delay factors that are presently experienced by the
construction industry in Lanao del Sur?
4. What are the implications can be drawn from the study?
The researcher used the descriptive research method to identify the success factors in
construction industry in the province of Lanao del Sur implemented by contractor
firms/companies working in the said province so that pon ssible remedies will be drawn. This
study used a structured survey questionnaire that was prepared by the researcher in seven pages
paper distributed to the respondents and personal interview which was a one on one talk with
the respondents. It will be conducted towards professionals in construction companies that have
been registered to operate or supervise a construction project.
This research will provide valuable information to reach a better understanding of the
construction industry at Lanao del Sur. This study will be used to improve the understanding of
self-worth in the background of construction system. This study will be beneficial to the
construction firm/company whom has project in the province of Lanao del Sur to enhance their
knowledge to what are the necessary steps to overcome the delay of their construction project
herein Lanao del Sur.
28
It is foremost hope of the researcher that this study will provide clear insights to readers
and enlighten their minds to be able to know and understand what is mean by the duties and
obligations of every citizen to have a successful construction projects.
Data Gathering Procedure
The researcher personally distributed the questionnaires to the respondents and they were given
enough time to give their sincere answers or responses to the questions. The data in the
questionnaires were checked, tallied and tabulated. The results provided valuable data about the
problem to be studied. Ultimately, the findings served as the basis for conclusion and
recommendations.
Statistical Tools
After gathering the data, the researcher used the frequency distribution and percentage in
analyzing them.
Simple Frequency and Percentage

Formula:
P = f/N x 100%
Where:
P = Percentage N = Number of Respondents f = Frequency
Findings
After the data collection and statistical computation from the perspective of the respondents,
every factor was ranked and determined wither it is a success factor or a delay factor to their
assigned index. Majority of the respondents had the senior positions and experienced between 11
to 20 years of employment in construction industry. Most contributing success factors for the
consultant related are: experienced consultant, adequate approval of changes in the scope work
by the consultant, proper performance of inspection and testing, accurate site investigation,
accurate reviewing and approving of design documents, good communication and constant
coordination among the parties. Success factors related to the contractor of the project are:
competent project team, effective project planning and scheduling, proper communication and
coordination among the team and adequate contractor experience. Design success factor related
are: simplicity of the design but artistic, good understanding between the owners and the design
engineer, use of advanced engineering design software and knowledgeable in government
regulations and laws. For the Labor related success factor are: decent coordination among the
laborers, frequent monitoring of attendance, high motivation, productivity and moral and
qualified/experienced laborers. Materials related success factor are: on time delivery, reliable
suppliers, no prior changes in material types and specification during construction and good
quality of construction materials. Success factor related to the owners of the project are:
adequate approval of design, appropriate progress of payment, capable representative, well
oriented in construction project process, open-handed for intensives to the contractor to finish
ahead of schedule, faster decision making and no prior change of order during construction.
Lastly the success factor related to technical aspect of the construction project is: attention to the
legal matters between the project materials and participant act accordance with original contract.
29
This study also identified certain delay factor that should be avoided. A delay factor for the
consultant related is conflict between consultant and design engineer. Delay factors related to the
contractor of the project is old-fashioned technology. Design delay factor related is insufficient
data collection and survey before designing. For the Labor related delay factor slow mobilization
of labor because of transportation delay matters due to some detoured road. Lastly the materials
related delay factor is shortage of construction materials in the market.
Conclusion and Implication
In a construction project where time truly equals money, the management of time is critical, thus
predicting the likelihood of schedule delay may play a key role towards project success. There
existed a need to develop a probabilistic schedule delay analysis model in construction projects as
a decision support tool for contractors before the bidding stage.
This report emphasized the survey research that had been sent to the professionals in
construction industry in Lanao del Sur. 60 respondents answered and were statistically computed
and tabulated in order to determine the success and delay factors for the construction project in
Lanao del Sur. However, this research is mainly focused on general aspect, not stated in specific
condition of projects. The factors might be applicable at any situation during the projects. In
fact, future research can be continued for further detail of the success factors in specific
condition of projects.
Subsequence with the research and survey, the following is the most defined delay factor in
Lanao del Sur construction industry; Conflicts between consultant and design engineer, obsolete
technology, insufficient data collection and survey before design, slow mobilization of
equipment, loss of time by traffic control and restriction at job site, slow mobilization of labor,
shortage of construction materials, delay in progress payments and original contract duration is
short. Thus, the most critical delay factors could be taken as the mitigation measures for
construction professionals in Lanao del Sur in the future projects. Understanding the delay
factors in Lanao del Sur, will help to increase success rate in the construction projects.
Future studies could be performed for different specific types of construction projects, such as
road and railway construction projects, building housing projects, utility projects, highways,
viaducts and dam construction projects, etc. Future studies can be designed by utilizing different
model parameters such as: different number and group of schedule delay factors, linguistic
variables and membership functions, weights of rules, aggregation, etc. This study opens up a
realm of possibilities where future researchers can produce more powerful, user friendly software
that can analyze all the possible schedule success factors, producing fast and reliable results.
Further research is needed to investigate potential improvements in the implementation of

project management systems in Lanao del Sur construction industry. Efficient project
management would result in tangible outcomes for all aspects of planning, scheduling and
monitoring control of time, cost and specification of projects. Implementing efficient
management methods will overcome political, organizational and cultural obstacles. Appropriate
training for workers related to their task should be organized. For instance, proper management
training should be coordinate among engineers and project managers. Skill training for laborers
workers is one of the mitigation measures of succes factors in construction projects.
30
References
Ahuja, H.N. (2002). Construction Performance Control by Network. New York: McGraw-Hill.
Benetth, F. Lawrence (2003). The Management of Construction: a Project Life Cycle Approach.
Butterworth-Heinemann.
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Berger, Seymour (1977). Estimating and Project Management for Small Construction Firms. New York: Van
Nostrand Reinhold.
Bonny, John Bruce (1973). Handbook of Construction Management of an Organization. New York: Van
Nostrand Reinhold.
Bush, Vincent (1973). Construction Management: A Handbook for Contractor, Architects, and Students. Reston, Va:
Reston Pub., A prentice Hall.
Clough, Richard Hudson (2012). Construction Project Management. New York: Wiley-Intersciece.
Cottom, Truman W. (2014). Building and Construction desk book-with forms. Englewood Cliffs, N. J.: Prentice
Hall.
Gatti, Stefano (2008). Project Finance in Theory and Practice: Designing, Structuring, and Financing Private and Public
Projects. London: Elsevier/Academic Press.
Halpin, Daniel W. (2000. Design of Construction and Process Operations. New York: Wiley.
Harris, Frank (2013). Modern Construction Management. London: Granada Crosby Pub., Lockwood Staples.
Johnston, John E. (2013). The Construction Industry Handbook. Boston, Mass: Cashners books,
Division of Cashners Pub.
Kavanagh, Thomas C. (1998). Construction Management: A professional Approach. New York: McGraw-Hill.
Lambeck, Richard (2009). Urban Construction Project Management. New York: McGraw Hill.
Layrock, Adrian (2007). Irrigation Systems: Design, Planning and Construction. Wallingford, UK; Cambridge,
MA: CABI.
Llanto, Gilberto (2010). A review of Build-Operated-Transfer for Infrastructure Development. Makati City, Phil:
Philippine Institute for Development Studies.
Llnato, Gilberto M. (2010). A review of Build-Operated-Transfer for Infrastructure Development. Makati City, Phil:
Philippine Institute for Development Studies.
McAfree, R. Bruce (1977). Cases in Construction Supervision. Reston, Va: Reston Pub., A Prentice-Hall.
Melvin, Tom. (1979). Practical Psychology in Construction Management. New York: Van Nostrand Reinhold.
National Statistic Office-Manila (2008). 2008 Annual Survey of Philippine Business and Industry: Construction.
Manila, Phil: National Statistic Office.
Northrup, Herbert R. (1984). Open Shop Construction Revisited. Philadelphia, Pa: Industrial Research Unit.
Oberlender, Garold D. (2000). Project Management for Engineering and Construction. Boston: McGraw Hill.
Oppenheimer, Samuel P. (1971). Directing Construction for Profit: Business aspects of Contracting. New York:
McGraw-Hill.
Parker, Henry W. (1927). Methods Improvement for Construction Managers. New York: McGraw-Hill.
Peurifoy, R.L. (2002). Construction Planning, Equipment and Methods. Boston: McGraw Hill.
Pilcher, Roy (1976). Principle of Construction management. Boston: McGraw-Hill.
Royer, King (1974). The Construction Manager. Englewood Cliff, N.J.: Prentice-Hall.
Reston Pub.
Salvan, George Salinda (1986). Architectural Practice and Construction Management. Quezon City, Phil: JMC
Press.
Sanares, Romeo A. (1986). Project Study: Road Construction. Quezon City, Phil: 5138 Merchandising.
Stillman, William J. (1978). Construction Practices for Project Managers and Superintendents. Reston, Va.:
31
Stipanuk, David M. (1992). Hospitality Facilities Management and Design. Michigan: Educational Institute of
the American Hotel and Motel Association.
Sullivan, Gary (2010). Managing Construction Logistics. Chicster, West Susses, U.K.; Ames, Iowa: Blackwell.
Uff, John (1978). Construction Law: An Outline of Law and Practice Relating to the Construction Industry. London:
Sweet and Maxwell.
Stipanuk, David M. (1992). Hospitality Facilities Management and Design. Michigan: Educational
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Sullivan, Gary (2010). Managing Construction Logistics. Chicster, West Susses, U.K.; Ames, Iowa:
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Uff, John (1978). Sonstruction Law: An Outline of Law and Practice Relating to the Construction
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Warnier, Jean Dominique (1981). Logical Construction of System. New York: Van Nostrand Reinhold.
William, Harry (1975). Construction Practices. Englewood Cliffs, N. J.: Prentice-Hall.
The Author
Jawad Z. Salic was born at Marawi City, Lanao del Sur on March 16, 1991.
He is currently the College Administrator of Philippine Engineering and Agro
Industrial College (PEACI) and Program Director of Kalumbayan
Philippines, Inc. He completed his BS Civil Engineering at PEACI. He also
completed his AB Islamic Studies, MA Islamic Studies and earned 18 units in
Ph.D. Philippine Studies at MSU Main Campus.
32

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 33-43, IJHSS
Assessing Faculty Development Needs: The Case of

Mindanao State University (MSU) - Marawi Campus
Prof. Rasid M. Paca

Dr. Anabelie V. Valdez
Engr. Maryam Q. Manalundong
Office of the Vice President for Planning & Development
msumain.ovppd@gmail.com
Abstract
Assessment is an essential process of gathering necessary information useful for evaluating the
needs of a certain variables. In this study, assessment was primarily used to examine the faculty
development needs of the Mindanao State University Marawi Campus. Variables investigated
through survey, focus group discussions and consultative meetings include faculty profiles,
trainings, performance, research and publications, housing program, appointment status, study
grant and promotions, and the needs for faculty enhancement program. Based on the data
gathered from the survey and series of consultative meeting/focus group discussion in the
different colleges in the university, comprehensive results revealed that, the faculty force of
Mindanao State University in terms of educational attainment, trainings, and research outputs is
not enough for the university to be considered as candidate for center of excellence and or
center of development. Faculty needs motivation such as financial supports, conducive learning
environment, enough housing program, continuous and regular attendance of fora and other
professional growth are the most urgent needs of the faculty. Generally, MSU administrations
need extra efforts in providing faculty development needs so that the university will meet the
requirement to achieve center of excellence and center of development.
Keywords: assessment, faculty development, faculty needs, faculty feedbacks
Introduction
Productive working environment requires skilled and competent employees. Having competent
and skilled employees can do complex tasks efficiently, effectively and in safe manner.
Universities around the world precisely attempt and initiate different plan and strategies in
applying the idea of quality in the context of education. Globalization and global
competitiveness towards academic excellence continues to be a challenge as it is reflected to
quality that signifies different means of coping with the continuous intense competitiveness.
Instructional quality plays a vital role in attaining the framework of quality education. Growing
evidence has been set that students are most motivated to learn and excel when teachers are
strong on all three legs of the instructional tripod that is: content knowledge, pedagogic skills,
and relationship skills. The importance of teacher effectiveness in providing quality learning
experiences to all students is absolutely clear. However, some teachers produce much larger
33
achievement gains than others do and that differences in teacher effectiveness tend to persist
from year to year in the absence of effective professional development (Ferguson, 2007).
In the Philippines, the Commission on Higher Education Memorandum Orders (CMO)
in attaining Center of Excellence (COE) and or Center of Development (COD) gives more
emphasis and percentage to instructional quality research and publication. Key persons that give
instructional quality are the faculty since they are the prime movers and doer in delivering
instructions to the students. However, studies conducted which was reaffirmed by UNESCO
reports (2003) revealed that quality education is declining especially in developing countries in
which Philippines is part of it due to problems and challenges face by the teachers and learners
which includes lack of classrooms and instructional materials, inadequate teachers, and no
appropriate funds for faculty development and among others. Given this deficiency, assessing
faculty development needs is much needed in order to address the so called attaining academic
excellence or center of excellence in educational services. According to Irby, OSullivan and
Steinert (2015), faculty development is an indispensable and often undervalued institutional
resource, yet it plays essential role for the advancement of faculty competence and organizational
vitality. In the World Education Forum, Dakar (2000) stipulated that to achieve education for all
it needs to improve the quality of education. He said Improve all aspects of the quality of education to
achieve recognized and measurable learning outcomes for all-especially in literacy, numeracy and essential life
skills Development is a lifelong process. Its a way for people to assess their skills and qualities,
consider their aims in life and set goals in order to realize and maximize their potential
(SkillsYouNeed.com2011-2016).
The purpose of this paper is to assess and examine the status of the faculty in terms of
educational qualification/educational attainment, terms of appointment, seminars and trainings
attended, faculty housing program, research outputs, enhancement needs and personal
perceptions of the teachers. Assessing faculty development needs was done through needs
assessment analysis and consultative meeting, for us the Mindanao State University (MSU) office
for planning and development could draw a workable development plan that could address the
issues on faculty development needs.
Methodology
Assessment has many purpose, it could be used to appraise the performance of the students or
teachers, and to provide feedback. In this study assessment was used to dealt on the present
status of the faculty in MSU in order to identify and evaluate their needs and feedbacks was
drawn. This study documented the faculty development needs through needs analysis and
consultative meeting using survey questionnaire and focus group discussions in each college in
the university. The data was gathered through a series of formal and informal consultative
meetings apart from the survey questionnaires. Aside from survey questionnaire, focus group
discussions and consultative meetings, data from annual reports of the university was also used
as data source that serve as platforms of the previous issues of the variables investigates so as to
draw conclusive evidence on the faculty development needs.
Results and Discussions
A. MSU Faculty Profile

Faculty profile of the MSU includes educational qualifications and trainings attended.
Educational qualification of a university faculty is an important thing to consider in planning
towards attaining academic excellence. Based on the collected data, out of 856 faculty
respondent who successfully participate the assessment survey only one hundred thirteen
(113) or 13.2% are Ph.D. holders, and among the seventeen colleges, the faculty of the
College of Agriculture has the highest percentage (17.78%) of PhD holders, followed by the
34
College of Forestry (17.39%), and then the College of Public Affairs or CPA (16.88%). In
general, less than 50 % of MSU the faculty members are masters degree holder (44%).
However, combining the numbers of PhDs and masters degree holder it comprise 57.2%,
yet this percentage is still weak considering that the university is aiming to be known as either
center of excellence and or center of development. Based on the standard criteria of the
Philippine Commission on Higher Education (CHED) center of excellence and center of
development instructional quality comprise 45% of the total key areas in which faculty force
and qualifications has a greater percent composition (30% - 40%) of its components
depending on the course or field. According to this standard criterion, faculty is the primary
operative resource in the academic institution. Faculty shoulder the institutions
responsibilities to teach and facilitate learning, generate new knowledge, and assist in
providing service programs of the institution to the community. The faculty roster of every
field or course areas must be composed of professionals in terms of education, experience
and skills.
The minimum requirement of the Philippine CHED for a certain degree program to be
acknowledge as either center of excellence and center of development is that there will be at
least five (5) full time PhDs and two (2) PhDs plus three (3) masters degree holder
respectively. However, this requirement is just a minimum and it will vary according to the
degree programs of each college of department. As shown in Table 1 and the succeeding
figures (Figure 1 and Figure 2), the Mindanao State University (MSU) Marawi Campus, the
number of faculty members in each college who are PhDs is not enough or does not meet
the minimum requirement to be a candidate for Center of Excellence and or Center of
Development except for the two programs or department under the College of Natural
Sciences and Mathematics namely Mathematics and Biology Department.
Table 1 College Faculty Profile of MSU-Marawi Campus in Terms of Educational

Qualifications (2016)
Total
College Ph.D./EDd MS/MST/ BS/BSEd/AB POST GRAD
MAEd
f % f % f % f %
College of Agriculture 8 17.78 25 55.56 11 24.44 1 2.22 45
College of Business Adm. 2 5.26 19 50.00 17 44.74 38
College of Education 7 16.67 17 40.48 18 42.85 42
College of Engg 3 10.34 12 41.38 14 48.28 29
College of Fisheries 0 0.00 10 62.50 6 37.50 16
College of Forestry 8 17.39 15 32.61 23 50.00 46
College of Health Sciences 4 10.26 6 15.38 29 74.36 39
CHARM 3 10.71 10 35.71 13 46.43 2 7.14 28
CIT 0 0.00 3 13.64 19 86.36 22
ISED 3 14.29 8 38.10 10 47.62 21
King Faisal 0
College of Law 0
CNSM 32 13.55 86 55.48 37 23.87 155
CPA 26 16.88 64 41.56 64 41.56 154
CSSH 16 9.25 83 47.98 74 42.77 173
CSPEAR 1 4.17 15 62.50 8 33.33 24
Engg Tech 0 0.00 4 16.67 16 25.00 4 16.67 24
Overall Total 113 13.2% 377 44% 359 41.9% 7 0.8% 856
Overall Mean 0.132 0.44 0.419 0.008
35
Higher Education
1400
1200
1000
800 2011
600 2012
2013
400
2014
200
2015
0 2016
Figure 1 Comparative Number of College Faculties by Educational Attainment (2011 2015)

(Source: MSU Annual Report 2015)
High School Department
600
500
400 2011
2012
300
2013
200
2014
100 2015
0
PhD/EdD/DPA MS/MST/MA Bachelor's Total
Degree
Figure 2 Comparative Numbers of High School Faculties by Educational

Attainment (2011 2015)
(Source: MSU Annual Report 2015)
36
As shown in figure 1, the trend of the MSU faculty educational attainment is fluctuating.
There is no continuous progression especially in the higher education of college faculty. This
trend implied that the MSU failed to maintain or sustains the professional growth of its faculty
by sending them to further studies and by giving them opportunity to avail study grants. If this
trend will not be mitigated then, MSU could not really attain its goal towards a center of
academic excellence or center of development. In terms of trainings and seminars attended by
the faculty of MSU as shown in Table 2, generally less than 50% of the faculty in each college
attended various trainings and seminars except for the sole college, the College of Sports,
Physical Education & Recreation (CSPEAR) in which almost all of them (95.83%) attended
various trainings and seminars. Again, Philippine CHED memorandum for center of excellence
and center of development stipulated and clearly emphasized that self-improvement among
faculty such as participation in postgraduate programs, trainings and skills development are
deemed necessary. Further studies, trainings and seminars are important motivation on the part
of the faculty with the interest to improve its prime resource. Irby, OSullivan & Steinert (2015)
study related to recognizing excellence in faculty development programs revealed that the faculty
development program takes place in accredited professional schools which should be aligned to
the school missions and goals. Faculty development program must be systematic, evidenced-
based and must focus on improving educational practices, leadership and scholarships. Teachers
at professional higher or educational institutions have the task to arrange the conditions that
would enable the students to absorb fully the knowledge transfer, techno-transfer and any form
of education and learning. University should optimally provide competent graduates and solve
problems related to in depended monitoring educational processes and surely produce graduates
which are in demand in the employment market (Safargaliev & Vinogradov, 2015).
Table 2 Faculty Profile of MSU-Marawi in Terms of Trainings/Seminar Attended
College Total #
of Faculty Mean
f %
College of Agriculture 16 35.56 45 0.36
College of Business Adm. 2 5.26 38 0.05
College of Education 6 14.29 42 0.14
College of Engg 9 31.03 29 0.31
College of Fisheries 3 18.75 16 0.19
College of Forestry 10 21.74 46 0.22
College of Health Sciences 2 5.13 39 0.05
CHARM 4 14.29 28 0.14
CIT 2 9.09 22 0.09
ISED 1 4.76 21 0.04
King Faisal
College of Law
CNSM 24 14.48 155 0.15
CPA 40 25.97 154 0.26
CSSH 33 19.08 173 0.19
CSPEAR 23 95.83 24 0.95
Engg Tech 3 12.50 24 0.13
PUC 3 11 0.27
Overall Total 181 867
Overall Mean 0.209
37
B. Faculty Research & Publication

Research and publications is a strong manifestation of a matured university. Research and
publications is one of the important vehicle in making linkages and collaborations to other
universities around the world. Literature and studies survey reveals that external integration of
education is very important especially on this globalization theme. Interrelations between
universities that allow networking and collaborations are a promising strategy towards gaining
more diverse and productive forms of integrations towards achieving academic excellence,
research and extensions. However in the case of MSU Marawi campus, the research outputs of
faculty in not progressive. Only few of the faculty has successfully conducted research due to
overloading of teaching loads. The MSU research and publications has not given priority, thus
faculty are not motivated to do so. This research outputs issues is same as true in terms of
research publications. As shown in Figure 3, research publications are fluctuated. In the year
2015 publications rises however, in 2016 it drastically move downward. The trend on research
and publication implied that the MSU failed to sustain the research capabilities of its faculty. In
fact, the MSU is missioned to perform the traditional trilogy of functions of a university, namely:
instruction, research, and extension. Study conducted in U.S. by Mullen, Murthy, & Teague
(2008) revealed that availability of sufficient laboratory space, equipments, financial and material
resources were deemed critical for supporting facultys efforts in doing research.
Research Output Research Publication

100
40
90
80 35
70 30
60 25
50 20
40
15
30
10
20
10 5
0 0
Faculty Research Refereed Publication
2011 2012 2013 2014 2015 2010 2011 2012 2013 2014 2015 2016
Figure 3 Research and Publications
C. Housing Program
Another needs that is relevant for efficient and competent performance of the faculty in
the universities and any other institution is the housing program intended for the faculty. In
order to attain productive and sustainable academic excellence, faculty must be self-motivated.
However, if the faculty has a long-way to travel from their home to the campus, the situation
might be chaotic and stressful and could suppress the utmost transfer of knowledge from the
teachers to the learners. In the context of globalization and academic excellence, educational
environment or school climate must be conducive to both teachers and students. Many
universities in other countries efficiently provide housing program for all of its employees.
38
Nanyang University in Singapore is a very good example in terms of providing housing programs
for their employees and the university environment is conducive to all constituents.
In the case of MSU Marawi Campus, Table 4 shows that there is no equal distribution of
housing programs to the faculty and other employees of the university. Majority (69%) of the
employees in the university are either renting private cottages or commuting from the campus to
their respective home which is either in Marawi City and Iligan City. These results implied that
the employees of the university have no equal opportunity in terms of housing program. Maybe
the university could not provide enough housing for its employees or there it might be no proper
regulation in terms of its housing program. Since most of the employee particularly the faculty is
commuting, traveling from their respective homes to the university and vice versa could hamper
the efficient delivery of their services. They might be late in the office due to some unavoidable
circumstances during travel like traffic or mechanical malfunction of the vehicle and others.
Based on interviews, commuters faculty are avoiding to handle early schedule classes and classes
in the late afternoon because they having troubles of their travels. This issue must be resolved by
the university officials so that attaining its missions and goals towards academic excellence and
globalization will not be jeopardize.
Table 4 Faculty Profile of MSU-Marawi in Terms of Housing Program
College MSU Private Commuter Total

Housing/C Cottage/Ren
ottage ting
f % f % f %
College of Agriculture
College of Business 14 18.18 18 23.38 21 27.27 53
Adm.
College of Education
College of Engg 13 25.00 13 25.00 26 50.00 52
College of Fisheries 6 33.33 6 33.33 6 33.33 18
College of Forestry 12 54.54 4 18.18 6 27.27 22
College of Health 5 15.15 4 12.12 24 72.73 33
Sciences
CHARM 32 80.00 4 10.00 4 10.00 40
CIT 1 5.26 8 42.11 10 52.63 19
ISED 8 38.10 8 38.10 3 14.29 19
King Faisal
College of Law
CNSM 14 14.89 46 48.94 34 36.17 94
CPA 14 41.18 7 20.59 13 38.24 34
CSSH
CSPEAR 9 39.13 13 56.52 1 4.35 23
Engg Tech 5 31.25 7 43.75 4 25 16
PUC 1 11.11 1 11.11 7 77.78 9
Overall 134 31% 139 32% 159 37% 432
39
D. Appointment Status
Academic excellence is a long overdue pursuit of the Mindanao State University,
specifically the Marawi Campus. Attaining to this pursuit needs quality and qualified manpower
needed to accelerate the educational system toward excellence. However, manpower needs
motivation and greener pasteur in order to sustain their individual needs. As such,
faculty/teachers status of appointment is one variable that is considered to motivate the teachers
to be competent on their job. Nagtalon (2001) as cited by Hajilan (2016) stressed out that quality
education implies an upgraded educational standard that isa condition that is essential to the
development of academic excellence as well as the quality of life. In the case of the Mindanao
State University, 44% of the faculties are already on permanent status, 38% are under
probationary and 18% are on contractual status. Among of the sixteen (16) participating colleges,
more than 50% of the faculty force in the College of Health Sciences is contractual status, and
46.15% in the case of the College of Hotel and Restaurant Management (CHARM).
Table 5 Faculty Profile of MSU-Marawi in Terms of Appointment Status
College Permanent Probationary Contractual Total
f % f % f %
College of Agriculture 20 44.44% 25 55.56% 0 45
College of Business Adm. 11 31.43% 18 51.43% 9 25.71% 35
College of Education 13 76.47% 2 11.76% 2 11.76% 17
College of Engg 27 58.7% 15 32.61% 4 8.7% 46
College of Fisheries 7 46.67% 8 53.33% 0 15
College of Forestry 13 56.52% 10 43.48% 0 23
College of Health Sciences 5 16.67% 9 30% 16 53.55% 30
CHARM 4 30.77% 3 23.08% 6 46.15% 13
CIT 2 10.53% 14 73.68% 3 15.79% 19
ISED 12 57.14% 5 23.81% 4 19.05% 21
King Faisal 19 54.29% 13 37.14% 3 8.57% 35
College of Law 5 55.56% 2 22.22% 2 22.22% 9
CNSM 45 45.45% 35 35.35% 19 19.19% 99
CPA 23 62.16% 9 24.32% 5 13.51% 37
CSSH 67 47.18% 51 35.91% 24 16.90% 142
CSPEAR 9 37.5% 11 45.83% 4 16.67% 24
Overall Total 269 230 114 610

Overall Mean & 0.44 44% 0.38 38% 0.18 18% 100%
40
Percentage
0%
cotractual
18%
Permanent
44%
Probationary
38%
Figure 4 Percent Composition in Terms of Faculty Appointment Status

Source: OVCAA Office
E. Study Grant
Professional growth of faculty is very important in attaining academic excellence and
globalization. As of 2014 records provided by the annual report of the Mindanao State
University, study grant provided to the faculty by MSU is not progressive. As shown in figure 5,
year 2013 has the highest number of faculty that is on study grant on doctoral degree. However,
it abruptly decreases in the year 2014. In the case of maters degree program there is a
progression increase number of faculty on study grant for 2011 and 2012, but decreases as much
in the year 2013, and manage to increase again in the year 2014. The fluctuation of providing
study grant program of the faculty implies that the university does not seriously prioritize the
professional growth of its faculty regularly. According to Monterona (2014), human resource is
the most essential components in any organization. Each employee brings to the organization
different skills, knowledge, and ideas that help the organization or university attaining its goals.
An employee must continuously grow professionally in order to keep abreast on the un-ending
change in the process of learning, education and innovations. Professional growth in terms of
continuous education through study grant, trainings, and symposia is the process of preparing
the manpower of the university towards innovations and educational revolutions of the mind in
terms of multidimensional basis for the solution to a wide range of pedagogical and content
knowledge problems. Continuous education and learning is an educational process in any
educational system or universities that serve as reference points on the development of heuristics
and exploratory capabilities to face the challenge of global competitiveness.
41
MSU-Faculty Study Grant

35
30
25
20
15
10
0
Ph.D. MA/MS/MST
2011 2012 2013 2014
Figure 5 Study Grant of MSU Faculty

Source: Annual Report 2014
F. Other Needs
Faculty needs enhancement in all aspects namely; training and conferences, research, and
further studies through scholarship programs and study grant. They also need enough housing
program, regular monitoring in the process of giving tenure and promotion. Incentives, hazard
fees, and equal opportunity are mostly requested by them. Moreover, motivating factors that
drives the faculty to do efficiently their jobs is also one of their concerns considering that most
of the time or none at all. Mullen, Murthy, & Teague (2008) concluded in their study that
university infrastructure and organizational structure and culture are important factors to
consider so as achieving academic excellence. . Furthermore, the working environment of the
faculty must be conducive enough so that they will become more productive. Housing program
must be also properly regulated so that all faculties can avail such privilege. Lastly, school climate
must be friendly and just. A sound and healthy organization is depicted through social and
professional interactions of the employees (Sia-ed, 2016).
Conclusion
Development of educational process towards academic excellence and globalization is of
current interest to all educational institutions and universities. However, these could not be
attained if manpower especially faculty are equipped totally in transfer knowledge and skills to
the learners. For many institution and university including the Mindanao State University, the
most serious drawbacks in the attaining of academic excellence should begin to comprehend the
pedagogical content knowledge of the faculty, and the different activities in conditions of the
further existence and development of mankind as a whole. Based on the findings of this needs
assessment survey, MSU needs to capacitate the faculty in terms of instructions and research.
MSU officials must regularly provide study grant to the faculty in each college with proper
selections, monitoring and time bound. There must be proper execution and implementation of
the MSU Code of governance on the case of faculty development program. All learning
institutions must see to it that the organizational structure is bound to proper ethics that could
42
serve as guiding rules in monitoring the university climate and health conditions. Giving
incentives and other form of motivations must be equally distributed to the deserving faculty
members and other employees in the university. Commitment and cooperation of every
employee and higher officials in the university is significantly needed to effectively promote
faculty development and in this way, academic excellence and globalization will surely attain.
Analyzing the needs of the university employees is a continuous process and must be done
regularly in every institution. Assessing faculty development needs is a continuous process
because the mood of the school campus environment and the needs of the faculty are always
changing. Hence, the task of faculty development needs assessment must be regularly conducted
and monitored so as to develop plans and strategies in order to address those needs and for
continuous development towards academic excellence and global competiveness.
References
American Alliance of Museum (2012). Developing an Institutional Plan.
CHED CMOs. Commission of Higher Education, Philippines.
Hajilan, K.O. (2016). Path Analysis of the Performance of Educators in Mindanao State
University Tawi-tawi College of Technology & Oceanography. International Journal of
Learning, Teaching and Educational Research. Vol 15, No 4. P-ISSN 1694-2492, e-ISSN
1694-2116 Global Research & Development Services.
Faculty Development Program (2012-2015). De Lasalle University (DLSU).
Faculty Development Needs Assessment Survey (2011). American Society of Radiologic
Technologists
Institutional Strengtheing Framework (2014). A Guidance Note. Asian Development Bank
Publication Stock No. ARM146733-2
Institutional Development Plan (2016-2021).Quality of Life is a Commitment of All. Universidad
de Bosque
Irby, D.M., OSullivan, P.S., Steinert, Y (2015). Is it Time to Recognize Excellence in Faculty
Development Programs? University of California, USA, McGill University, Canada
Kekeeva, Z. Sardarova, Z. & Ergalieva, G. (2015). The Preparation of a Specialist in Networking
Cultural-Educational Space University. UDK 378.6:004 (574) Studies and Articles
MSU Annual Report (2014 -2015). Mindanao State University, Annual Report
Mullen, C.A., Murthy, U., & Teague, G. (2008). Listening to those we serve: Assessing the
research needs of university faculty. The Journal of Research Education, Volume 39.
Sia-ed, A. (2016). Organizational School Climate and Organizational Health of Mountain
Province State Polytechnic College. International Journal of Learning, Teaching and Educational
Research. Vol 15, No 4. P-ISSN 1694-2492, e-ISSN 1694-2116 Global Research &
Development Services.
Travis, J.E., Hursh, D. Lankewicz, G. & Tang L. (1996). Monitoring the Pulse of the Faculty:
Needs Assessment in Faculty Development Programs.
http://digitalcommons.unl.edu/podimprovedacad/369
Whalen, M. L. (2002). Institutional Assessment. Division of Planning & Budget. Cornell
University 20012-03 Financial Plan.
43

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 44-55, IJHSS
Student Teachers Cognition in Literature Teaching: From

Planning to Planting
Lynn M. Besa
Rizal Technological University
Philippines
Abstract
Teacher cognition is one of the many factors perceived to influence in literature teaching. What
teachers believe and think affect their teaching. Therefore, this study was conducted to explore
student teachers views in literature and literature teaching and how such beliefs were reflected in
their plans and actual teaching. In the conduct of the study, triangulation method which included
survey, observation and interview were employed as part of the quantitative analysis while
content analysis was used in qualitative part of the study. The result indicates that there is
congruence between the student teachers (STs) view in literature and literature teaching. In
addition, it was evident that their plans were religiously executed. However, it was uncovered
that the STs views in literature and literature teaching were not congruent with their lesson plans
(LPs) in which, the divergence was found to be dominantly influenced by their early education.
Keywords: congruence, lesson plan, literature teaching, teacher cognition, student teacher
Introduction
Teaching is one of the most complicated jobs today. It demands broad knowledge of subject
matter, curriculum, and standards; enthusiasm, a caring attitude, and a love of learning;
knowledge of discipline and classroom management techniques; and a desire to make a
difference in the lives of young people. With all these qualities required, it is no wonder that it is
hard to find great teachers. All students have had hundreds of teachers in their lifetimes. A very
few of these teachers were remembered as being exceptionally good. What are the qualities that
create an excellent, memorable teacher? Why do some teachers inspire students to work three
times harder than they normally would, while others inspire students to skip class? Most
importantly, what do teachers believe in and think or plan that make or break their teaching in
general?
A belief as described by Incecay (2011) is a mental state that is believed to be true by the person
holding it, although the individual may know that alternative beliefs may be held true by others.
According to the assumption, beliefs can influence thoughts and actions of individuals. While
teacher cognition refers to the unobservable cognitive dimension of teaching-what teachers
know, believe and think. Teacher cognition includes beliefs, knowledge, theories, attitudes,
images, assumptions, metaphors, conceptions, perspectives which are about teaching, teachers,
learning, students, subject matter, curricula, materials, instructional activities and self (Borg,
2006).
Johnson (1994) as cited by Incecay (2011) concluded that research on teachers beliefs shares
three basic assumptions: First, teachers beliefs influence both perceptual and judgment which, in
44
turn, affects what teachers say and do in the classroom. Second, teachers beliefs play a crucial
role in how teachers learn to teach that is, how they interpret new information about learning
and teaching and how that information is translated into classroom practices. Third,
understanding teachers beliefs is essential to improving teaching practices and professional
teacher preparation programs. While information about students, such as ability, sex, and
classroom behavior, were commonly found to influence what teachers believe in. The immediate
classroom and wider school environment were also found to be influential. The latter includes
extra-classroom pressures in the school such as administrators and policies and in the
community (such as parents) [which] set boundaries on teachers pedagogical decisions.
Literature is characterized as writings of expression and form, in connection with ideas of

permanent and universal interest (dictionary.reference.com/browse/literature). Literature
teaching, on the other hand, is a different matter (Gutierrez, 2004). There are diverse, but not
opposing approaches to teaching it. On one end, literature is seen as caught, that is, in the
process of analysis and discussions in class, students will naturally catch the ability to read
appropriately. Then, there is transmissive mode of teaching, where the teacher retreats to
teaching literature. Teaching literature ensures the formation of individuals who are familiar with
the significance of tradition. This perspective is built on the assumption that literature (the object
of the literary critical) expresses the tradition (or societys values and beliefs). Thus, studying
literature is essentially like studying and learning about societys values and beliefs.
Pre-service teaching which is commonly called Student Teaching or Practice Teaching, an integral
subject in teaching or education course. Pre-service teachers are required to practice their
teaching profession in a specified time either in-campus or out-campus or both. CHED
Memorandum Order No. 11, series of 1999 which specifies the Revised Policies and Standard
for Teacher Education and CHED Memo No.30, series of 2004 states that practice teaching is
the key phase and the most important experience in the pre-service preparation of future
teachers. As a valuable component of the Bachelor of Elementary and Bachelor of Secondary
Education Curriculum, it is designed to provide the student teachers with opportunities to put
into practice the learning competencies they have acquired in the teacher education program and
at the same time harness their competencies. This stage bridges theory and practice since it
provides the teachers the clinical experience in an actual school setting. Thus, the primary
purpose of the student teaching experience is to provide beginning educators with a carefully
mentored experience to develop and enhance knowledge, skills and dispositions necessary to
positively impact student learning and development (Cortez, 2011). As such, how do student
teachers (ST) teach? More importantly, what do they consider before they get into their classes?
In this study, the researcher aimed to explore the student teachers cognition in literature and
literature teaching and to investigate if such beliefs were reflected in their lesson plan and actual
teaching. Specifically, the study probed the following questions:
1. What are the student teachers views about literature and literature teaching?
2. What are the sources of student teachers beliefs in literature and literature teaching?
3. Are their views reflected in their lesson plans and actual teaching?
45
Teacher cognition is vital to understanding the nature of teacher education and the roles as
teacher educators. Moreover, understanding teacher cognition ultimately leads to better learning
in the classroom (Bernardo and Limjap, 2003). Therefore, the results of this study seeks to
provide inputs especially to the administration in the improvement of Teacher Education
Institution (TEI) curriculum in the University in literature and literature related subjects, the
faculty members to reinforce their teaching of literature, the cooperating teachers to extend
maximum assistance to the student teachers in their lesson planning. Analyzing what the STs
Think and how they teach during their first year of pre-service would help them develop a sound
judgment in decision making during their teaching. Furthermore, this study would give them the
ideas on handling literature classes.
Methodology
The researcher utilized quantitative- qualitative or mix method design in the analysis of data. This
design aimed to gather information about existing STs cognition on literature teaching and its
manifestation in the lesson plans (LP) and actual teaching. In the quantitative-descriptive
analysis, survey questionnaires, class observation which validated the responses in the survey and
verified the implementation of the LPs and interview which aimed to verify the decisions made
during the actual teaching were used. Thus, a triangulation method was employed to get a holistic
view of the analysis (Nunan, 2009). While in the qualitative analysis of data, an exploratory
research where content analysis was specifically utilized in the analysis of the contents of the
LPs. (http://es.scribd.com/doc/36491906/Exploratory-Research. Retrieved last December 15,
2016)
The Participants
Eight (8) female and only two (2) male participants with a total of 10 STs majoring English who
were assigned in different year levels at the Laboratory High School of Rizal Technological
University for their Professional Education 13 subject or in-campus training were requested to
be the respondents in the study. The respondents ages range from 18-22 years old. The eight (8)
STs were generally first timers with no experience in classroom teaching other than reporting in
their academic subjects, while two (2) had been facilitators in NSTP program during the previous
semesters.
Instruments Used
The lesson plans (LP) written by the STs which were intended for one or two sessions were
analyzed based on the criteria for effective integration of language and content set by Bigelow
and Ranney in 2005. To gain further understanding of what participants considered in their LPs
objectives, objectives were sorted into the following categories: vocabulary, form, reading,
writing and activity. A survey questionnaire was also used to solicit the ideas of the students
about literature and literature teaching. While the interview was under covered to verify the
decisions made during the actual teaching. The interview questions ranges from the STs
questions asked during the discussion to the activities realized during the enrichment section of
the lesson. The class observation was used to validate the contents of the lesson plan.
The table below shows the frequency of observation among the participants.
46
Table 1
Summary of Observation Time
Teacher Year level Frequency of observation Time allotment
ST 1 Grade 8 Twice 4 hours
ST2 Fourth year Twice 2 hours
ST3 Fourth year Twice 2 hours
ST 4 Third year Twice 2 hours
ST5 Third year Twice 2 hours
ST6 Third year Once 1 hour
ST7 Grade 7 Thrice 6 hours
ST 8 Fourth year Twice 2 hours
ST 9 Grade 7 Thrice 6 hours
ST 10 Grade 7 Thrice 6 hours
Total no. of hours observed 32 hours
The table shows that the longest hours of observation is 6 with STs 7, 9 and 10. Only ST1 was
observed for 4 hours while the rest of the STs were observed for 2 hours each. ST6 was
observed only for 1 hour (1 session) due to the shifting/ rotation of STs.
(As per schedule, each ST is tasked to teach a lesson for a session which usually last for two meetings (an hour
each session for Third and Fourth year levels while for Grades 7 and 8, a session may last for 2 hours depending
on the schedule of the class).
In the conduct of the study, the researcher first sought permission to observe in literature classes
from the Laboratory High School English teachers. The STs were informed of the observation
but not of the time and the names [of STs] to be observed to avoid artificial preparation.
Observers paradox was activated during the observation of actual teaching to avoid discomfort
on the part of the STs. Hence, the researcher observed the implementation of the lesson plan
and the entire teaching. LPs were also borrowed from the respondents to verify their overall
objectives and plan in teaching.
After the observation, the STs were interviewed to clarify the decisions made during their actual
teaching: the use of strategies which include choice of strategies for motivation, vocabulary,
enrichment activity etc. After the interview, the STs were requested to answer the survey form
on their views about literature and literature teaching.
Results of the Study

Student teachers views in literature and literature teaching
Table 2 presents the participants views in literature:
47
Table 2
STs Views in Literature
Student Views in Literature
Teachers
ST 1 Literature is about the realities of the true story. It is also about story within the story
and it focuses on the importance of moral lesson or the value that is based on the story
ST2 Literature is life itself; through it we are able to make connections with people across
nations and from all walks of life for it appeals to one aspect of human life that is
common to everyone- feelings. We study literature because it always has something to
teach us and one of these is values.
ST3 Literature mirrors society/ Literature is life. Literature transcends the value of life
ST 4 Literature is defines as S.H.E. (significant Human Experience). Literature is life itself.
ST5 Literature is all about life
ST6 Literature is life itself. Its a manifestation of how we live, expressing emotion, instill
values and teach history through written form.
ST7 Literature is part of our history that is being past generation by generation that should
be connected in our present society
ST 8 Literature is life. It includes human experiences which are significant.
ST 9 Literature is the reflection of life.
ST 10 Literature is the presentation of life in different forms
* no editing was made to preserve the actual responses of the STs
Table 2 reveals that the STs concepts of literature are geared towards life. Their definition is no
longer the technical or superficial definition/ level but an in-depth realization of the subject.
Thus, their belief in literature encompasses a beyond the text understanding and not the
memorized definition literature.
Table 3 displays the participants views on literature teaching.
Table 3
STs Views in Literature Teaching
Student Views in Literature Teaching
Teachers
ST 1 To come up to the true meaning of the story and to analyze the elements and also
the sequencing of events
ST2 Literature teaching is helping the students go into the deepest depths of the piece,
the lesson it manifests and especially to make the students be fond of literature.
ST3 Teaching literature means teaching life, through literature students are able to
expose into many lifes faces.
ST 4 Teaching literature is exposing students to different situations or happenings in life,
and appreciating as well the different literary works.
ST5 Teaching should not be conformed in a box
ST 6 Literature teaching is an effective way of instilling values to students, literature
opens door for students to take a glimpse of the history.
ST 7 Teaching of literature is the way for us to communicate the pasts narrative works.
ST8 To spread the values in life
ST 9 Literature teaching is making a difference in the students live where you show them
the values
ST 10 Literature teaching should be the presentation of different experiences of the
characters in the story
*
48
It could be gleaned from the table that most of the STs concept of literature teaching is about
presentation of life in which lessons are reflected. Thus, the emphasis of literature teaching is the
moral extracted from the characters.
Sources of student teachers beliefs in literature and literature teaching

The table below shows the summary of the sources of STs beliefs:
Table 4
Sources of Beliefs
Sources of Beliefs Frequency Rank
Teacher 7 1
Seminar 3 2
Journal articles 2 3.5
Personal understanding of the subject 2 3.5
Classmates 1 5.5
Media (television, social networking, etc.) 1 5.5
Table 4 reveals that the STs based their teaching on Teachers as the primary source of
information, it was followed by the seminars they attended as rank 2. While journal articles
and personal understanding of the subject ranks 3.5 respectively. Classmates and media as
source of information rank last. When STs were asked on their sources of beliefs, majority of the
STs cited that their former teachers including cooperating teachers contributed to their concept
of literature and literature teaching. Data divulges that teachers play pivotal role in the
transmission of information among the learners. While other sources include input from
seminars, journal articles, classmates during class reporting or demonstrations. While others
believed that their concepts of literature are innate to them. During the interview, one of the STs
said:
Maam, from Sir Xhe told us before the start of the class to be strict so
that students will listen to usI found that effective (ST 4).
Views reflected in the STs lesson plans and actual teaching
Lesson plan is the totality of the teachers plans and ideas about a particular lesson which
includes the methods and strategies s/he wants to use in order to execute the lesson. One
observable feature of the STs plan is the inclusion of the vocabulary building objective. Goals
such as extract meaning, unlock unfamiliar words, determine the meaning, arrive at the meaning, either through
context clues, synonyms, multiple meanings even through puzzle always appear in the plans. When the STs
were asked, they replied that because its always part of the plan while others said that one of the
goals of teaching literature is the enhancement of vocabulary. It was also observed that the
vocabulary building of the STs always comes before the motivation. When they were asked, they
said that they were exposed to such pattern. Moreover, they cited that the vocabulary building at the
beginning of the lesson could lead to the continuity of the plan.
Note that verbs discuss, describe, differentiate, determine, point out, compare, develop, explain, state, narrate,
identify, infer, define, analyze, deduce, single out, generate, give, and discover which are cognitive domain
were dominantly used. While internalize, reflect, and appreciate were used sparingly to target the
affective domain. On the other hand, verbs such as apply, express, create, participate actively and
Perform which are psychomotor domain are second in count. The data discloses that the overall
plans of the STs were dominantly cognitive based, demonstrated by knowledge recall and the
intellectual skills. Evidently, when the objectives are principally cognitive, the questions asked
49
during the discussion are expected to be the who, what, when, where, how and more on description
(hs.riverdale.k12.or.us/-dthompson/exhibition/blooms.htm). Reflectively, questions were
fundamentally about the elements of story in the discussion part: Who are the characters?, What are
their traits? Characteristics possessed by each character?, Where did the story happen? and in what year?, Who
can give me the event as the start of the story?, What is the next event? what do you think will happen next?,
How many times did Ulam steal the smoke?, Who can give me the title of the story, and What is the theme?
moral of the story? etc.
Apparently, questions asked by the STs were patterned after their former teachers. However,
comparing the beliefs of the STs in literature and literature teaching with the questions they
asked in the LP and during the actual teaching, it could be noted that there is disparity between
their concept of literature and the content of their LPs which were reflected in their actual
teaching. Three fourths of the time spent during the discussion was about the details of the story.
During the interview, they explained that they want the students to know and remember
significant details which they think could lead to the understanding of the text.
Strategies Used in the PL and Actual Teaching
Data reveals that the STs strategies of teaching were dominantly reading comprehension and
storytelling. In the secondary level, strategies includes reading and comprehension, differentiated
activities, storytelling, noting details, in-depth questions, reporting and film viewing. During
college years, note- taking, in-depth questions and differentiated activities, self- study and
reporting were the used strategies.
It could be noticed that strategies in the elementary level were very limited perhaps, because they
could no longer recall the events during their elementary years since strategies were applied a
decade ago. While strategies in high school were quite evident due to their recency. Thus, it
could be concluded that among the different levels, high school has the most number of
strategies applied in the literature classes. This may be the reason why most of the STs were
motivated to take up English majorship were literature is a major component:
I was attracted to the different strategies used by my teacher in high school so I also use them (ST 1)
While in College, strategies were principally in-depth discussion of the details, reporting and self-
study. In general, one could note that discussion of the elements is apparent both in the
secondary and tertiary levels which were manifested in the discussion (questioning).
In the enrichment activity, it was found that the STs used groupings (skit), individual (drawing,
slogan) and pair (write ending). It could be gleaned that most of the STs prefer using cooperative
learning as strategy in enriching their lesson. Thus, multiple intelligences (MI) was activated.
When the STs were asked why they choose group dynamics, they responded that the strategy
was used during their schooling. Thus, the activities reflected an application of the strategy they
acquired during their schooling.
Using Bigelow and Ranneys criteria for effective integration of language and content, one could
note that the LPs did not explicitly and implicitly contextualized the parts [of the plan]. Hence,
the objectives did not meet the competencies required and stipulated in the curriculum.
Consequently, it was evident that since the LPs failed to meet the objectives of the topic and
subject as a whole, the actual teaching was affected. The STs were able to deliver the lessons
exactly the way they planned it to be but they failed to integrate the real essence of the topics
because the objectives which belonged to the literal or first level of learning were dominantly
knowledge- based.
50
Relation between the STs beliefs in literature and Literature Teaching, Lesson Planning
and Actual Teaching
The table below presents the congruence/ divergence between the views in literature and
literature teaching, lesson planning and actual teaching:
Table 5
Convergence/ Divergence of Views and Decision
General General Objectives Questions Questions Strategies Remarks
Concept Views on used in the asked in asked used
of literature plan the during the
literature teaching Lesson actual
plan teaching
Literature Since Discuss, Questions Questions Dominantly Divergence
is life literature is Describe, focused on focused on group in the
the Differentiate, the the activities and concept on
presentation determine, elements elements enhancement literature
of life, there Point out, and details and details of skills and
should be Compare, of the of the literature
an in-depth Develop, story story teaching
study and Explain, with the
exposure to State, Narrate, objectives,
life. Identify, Infer, questions
Define, asked and
Analyze, activities.
Deduce, Single
out , and
discover were
all pertain to
the cognitive
domain.
While verbs
like
Internalize,
Reflect, and
appreciate
were used to
target the
affective
domain. On
the other
hand, verbs
such as;
Apply, express,
Generate,
Give, Create a
masterpiece,
Participate
actively and
perform were
psychomotor in
nature
51
The table exposes that there is congruence between the objectives and questions asked both in
the plan and in the actual teaching. Majority of the verbs used as objectives are cognitive-based
and were congruent with the questions asked during the actual teaching which focused on the
elements and details of the story geared towards comprehension.
The result also reveals that the STs religiously implement their plans. In fact, it was observed that
they uttered verbatim the statements/ questions written in their plans:
Why is the story entitled The Awakening
How the drama started?
Why do you think so?
Exactly! How does the story begin?
What was the reaction of the two brothers when they saw Juan?
After discussing all about the story, what good deed are highlighted in the story?
Which manifest that they failed to adjust to the needs in the classroom due to repeated utterance
of the questions such asWhat is the theme?, What is the story all about?, What is the moral lesson?
Another evident observation revealed in the study is the divergence between the STs concept of
literature and literature teaching with the objectives used in the LP. While the STs views in
literature and literature teaching deals with life and appreciation, the objectives which are the
bases of the questions and activities to be implemented were geared towards cognitive
development. During the interview, some STs admitted that they were hesitant as to whether
they were able to execute the lesson well because: they were worried if the learners are really learning or
not due to their stare at them. While ST2 was apprehensive due to the physical response they give her.
Discussion of Findings
Perhaps the best way to understand human nature fully and to know a nation completely, short
of going into a formal study of psychology, sociology and history, is to study literature. Through
Literature, one learns the innermost feelings and thoughts of people the truest and most real
part of the self where understanding not only of others, but more importantly, of the self and of
life itself is gained.
According to Webster, literature is the total preserved writings belonging to a given language or
people and it is the class or the total of writings, of a given country or period, which is notable
for literary form of expression, as distinguished, on the one hand, from journalistic or other
ephemeral writings. Literature appeals to mans higher nature and its needs- emotional, spiritual,
intellectual, and creative. Like all other forms of art, literature entertains and gives pleasure; it
fires the imagination and arouses noble emotions. It enriches man by enabling him to reflect on
life and by filling him with new ideas. Therefore, the study of literature gives him the ability to
cope with life because of the understanding of human nature which it imparts. This new
perception of life and people adds new dimensions to his life in the form of greater sensitivity
and awareness, refinement of feelings, lofty ideals, nobility of purpose, and added culture
(Garcia, et al. 1993). While for Javines (1985) the study of literature develops a keener
sensitiveness to life, a clearer self-knowledge, a more balanced sense of values, aside from
quickening the imagination, ripening the emotion, and broadening the horizon of ones culture
to instill pride in our cultural heritage and in whatever we have achieved as a race and nation. In
teaching literature, teachers beliefs about literature, learning, and teaching constitute the
foundation of their instructional practice.
52
Good teaching is not simply a result of a mastery of particular principles and theories that have
been determined by others and by research. Good teaching is also about creating a personal and
practical theory of teaching. It is about teachers capacity to conceptualize their own work and
understand the processes and underlying principles that inform these decisions (Gutierrez, 2004).
Pre-service teaching is the opportunity to observe and eventually have hand-on experience in real
classroom setting. Anchored on the work of John Dewey, (1904; 1938), teachers are learners as
well and therefore needed to be provided experiences that would help them construct knowledge
about their own teaching-learning process (Lucas, et al, 2010). Alema and Pashmforoosh (2013)
citing Bandura says that generally, teachers self-efficacy beliefs are the convictions that affect
how they act. As a result, there is a connection between teachers sense of efficacy in teaching
literature and their amount of diligence they expend.
In this study, it was found that STs dominantly extracted their views of teaching literature from
their educational training since most of their time was spent there. It could also be noted that the
LPs made which were realized in the actual teaching were highly traditional in term of the
discussion. It was visible that though the student teachers come from different schools during
the high school, they share the same mode of literature teaching. Though it is clear that their
concept of literature and literature teaching is deep and self-actualized, they failed to articulate it
in their plans and eventually in their actual teaching. Tiempo (1995) mentioned certain
misconceptions and wrong emphasis in the teaching of literature in general and fiction in
particular- a large portion of fifty minutes of a class meeting is given to the facts about the
authors life- there is nothing wrong with that the emphasis on facts encourages rote memory.
The second wrong emphasis is the summary approach where the primary concern of the teacher
is what happens in the story or novel under consideration; this means accurate summarization of
the story, the detailed statement of the plot while another flaw is the part approach such as story
atmosphere, story of plot, story of adventure (or action), horror story, psychological story which
is uninformed and misleading and would tend to stress one element over another. A story is
successful in so far as all the elements composing it- setting and atmosphere, tone,
characterization, point of view, diction, psychological revelation, motivation, etc.- are artistically
integrated. Finally, there is the question that most literature teachers in the country ask at the
close-sometimes even at the beginning- of the discussion of the story: what is it moral lesson?
The question that should be asked is: what is the meaning of the selection?
The STs in RTU exhibited the same nature. Munby (1982) argue that maybe the resistance to
change even in the face of strong evidence is influenced by the perceivers schema, constructs,
existing beliefs and understanding which according to Borg (2006) may be attributed to fear of
the possible outcomes.
It was also observed that the STs used spoon feeding strategy: when students unable to answer
their questions, they were the ones answering the questions. Moreover, it was observed that STs
exhibited inability to ask follow up questions. It was noticed that when learners werent able to
answer the questions, the STs kept on repeating the questions instead of rephrasing or modifying
such
What is the theme?
What is the story all about?
In addition, a gap between and among the questions asked was observed. Notice the sequence of
questions asked were categorical if not segmented:
What is an anecdote?
What is the title of the story?
Who wrote the story?
When and where did the story take place?
53
What values are embedded in the story?

What theme can we get out of the story?
-Rizal and the Ten Pound Sterling Note lesson
Who are the characters?

What is the problem in the story?
What do you think happened in the sequence of the story?
What is the theme?
-Sa Pula, Sa Puti lesson
Among the student teachers, only ST3 was found to have a deeper understanding of the
concepts in literature which was manifested during the actual teaching. When he was asked why
he has to include technicalities such as flashbacking, media res, deus ex machine, he said that:
In literature...Ive notice that the students from 3rd year, second year down to 4th
year. Ive notice that the story is like this this is the character, the settings, the
conclusion. Thats it. From time to time thats the only thing the students know
about. Why not ask them more than beyond those things in literature. That literature
is more than just knowing the settings. But beyond that there re is another thing about
literature. Are the styles, the techniques as well so that they would also recognize that
there is more than the story but something beyond this story I am reading.
When he was asked about the ending, he said that: I want them to know are they curious about the
characters, I would like to know if they really wonder what happened to the character.
At the end of his discussion, he emphasized the so what question which according to
him: Discussing literature is: they used to itbut the thing iswhat for is literature? Why should
they study everythingso they could have the realization that teaching lit is more than knowing the
elements
Conclusion and Recommendations
Literature is a very versatile subject and is generally considered one of the most difficult subjects
to teach. There is no right or wrong way to teach a Literature class; however, there is a smart way
to teach it. The idea in literature is not just to get an answer; it is to get an in-depth, provocative
and creative answer. Students are the reflections of teachers. Generally, what students become is
how they were taught [in school] since most of their time is spent in school.
The result revealed that there is a match between the STs view in literature and literature
teaching. In addition, it was evident that their plans were religiously delivered during their actual
teaching to the point of uttering exactly the same lines. However, it could be concluded that the
STs views in literature and literature teaching do not match their lesson planning. A common
problem in teacher education programs is the gap between the theories the STs learn in their
coursework and the implementation during their practice teaching. Thus, the divergence is found
to be influenced by their early education such as the questions asked and activities employed
during their academic training.
It is therefore recommended that pre-service teacher education curriculum should have as an

explicit goal towards the development of critical reflection among teachers to enable teachers to
constantly reflect on the integral link between their content knowledge of the subject matter they
are teaching, how students learn, their teaching practices, and their beliefs about all these
elements. Hence, since the tertiary level does not have hold on the teaching practices in the
secondary level, the teachers should exhibit innovative, effective and dynamic strategies which
the student teachers could emulate. Thus, the art of questioning should be put into emphasis.
54
References
Alema, M. and Pashmforoosh, R. (2013).EFL Teachers Self-efficacy Beliefs in Teaching Literature.The
International Journal of Literacies. USA: Common Ground Publishing. Vol.19 issue 2. http://
www. Commongroundpublishing.com/software/
Bernardo, Allan and Auxencia Limjap. (2003). Mathematics Teachers Pedagogical Beliefs: Implications
for Mathematics Achievement in Primary and Secondary Education. Lasallian Institute for
Development and Education Research.Funded by Commission on Higher Education.
Bigelow, M. and Ranney, S. (2005)Pre-Service ESL Teachers Knowledge about Language and its transfer
to lesson planning. Researching Applied Linguistics in Language Teacher Education. N. Bartels
(ed). USA: Springer Science + Business Media, Inc. Pp. 179-200.
Borg, Simon. (2006). Teacher Cognition and Language Education. Biddles Ltd, Kings Lynn, Norfolk:
Great Britain.
CHED Memo No.30, series of 2004
CHED Memorandum Order No. 11, series of 1999
Cortez, Edwin. (2011). Practice Teaching. St. Michaels College.
dc205.4shared.com/doc/OPg9bpwO/preview.html.
Exploratory research. http://es.scribd.com/doc/36491906/Exploratory-Research. Retrieved last December
15, 2016
Garcia, C. et al. (1993). A Study of Literary Types and Forms.UST Series 1993. UST Printing Office:
Manila.
Gutierrez, Marianne Rachel C. (2004). Studying Teacher Cognition: The Interplay of Teacher Beliefs and
instructional Practices. KritikaKultura 4. 53-78. www.ateneo.edu/kritikakultura.
Incecay, Gorsev (2011). Effects of Learning Beliefs of Pre-Service Teachers at an English as a Foreign
Language Certificate Program on their Practice Teaching. Turkish Online of Qualitative Inquiry,
October, 2011. www. Tojqi.net/articles/TOJQT_2/TOJQL_2_4_articles_3.pdf.pp. 29-38
Javines, Francisco O. (1985). A Brief Study of English Literature. Merriam & Webster, Inc.: Manila.
Literature. dictionary.reference.com/browse/literature. Retrieved last December 15, 2016
Nunan, D. and Catherine Bailey (2005). Exploring Second Language Classroom Research. ESP Printers
Inc.:Philippines.
The K to 12 Basic Education Program Official Gazette, www.gov.ph/k-12/#Features. Retrieved last
December 15, 2016
Tiempo, Edilberto (1995). Literary Criticism in the Philippines and Other Essays. Dela Salle University
Press: Manila.
Woods, Devon. (1996). Teacher Cognition in Language Teaching: Beliefs, decision-making and classroom
practice. Cambridge University press: Great Britain.
The Author
Lynn Mallari Besa was born in Tarlac, Philippines. She is a candidate for
Ph.D in Applied Linguistics at Philippine Normal University. She finished her
Masters of Arts in Language Instruction in Rizal Technological University in
which she also finished her Bachelor of Secondary education in English.
She was formerly the Head of the English Department and Head staff in the
Office of the Vice President for Development and Administration. At present,
she teaches English, Education and research subjects. She has published
books in English and Literature and research papers in different journals.
Prof. Besa is a member of different Linguistics organizations including
Teachers Club of the British Council Philippines and International Literacy Association. She has
also published research papers in different international journals.
55

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 56-74, IJHSS
Predictors of the Performance and the Difficulties in

Physics among Senior Students in Mindanao State
University-External Studies: A Proposed Intervention
Program
Dr Remedios N. Lomoljo
MSU-Marantao Community High School
Marantao, Lanao del Sur
Abstract
This study was undertaken to determine the level performance and difficulties encountered by
students in solving problems in high school physics and the factors related to these performance
and difficulties. The student-respondents were the 300 secondary fourth year students chosen
randomly from the MSU Community High School and the 16 Physics Teachers of all these
schools during the School Year 2002-2003. A Descriptive-correlation design was used in this
study with used of four (4) sets of structural questionnaires prepared by the researcher. Another
instrument used was the teacher-made physics performance test. This was tried out to thirty
senior high school students who were not included as respondents in MSU-Marantao
Community High School. Richard-Kuderson (KR-20) formula was utilized to compute for the
reliability coefficient of the instrument, which was found out that the instrument was reliable and
valid (078).The Standardized Habits and Attitudes Test was used to determine the study habits
of the student-respondents and the validated mathematics readiness test to measure
mathematical readiness of the students. Stattisitacl computations were done on the computer
STATISTIX 3.1 version package. Based on data analysis results revealed that 1) majority of the
student-respondents were females, 16 years old, with parents monthly income between
P5,000.00 to P9,000.00 , with low average ratings on study habits, very ready on the fourth
fundamental operations. 2) Majority of the Physics teachers are BS/BSE graduates with
specialization in Science, were perceived by students to have good knowledge about Physics,
have taught between 5-10 years. 3) Students found Physics as moderately difficult and their
performance is categorized as average. 4) There is very low correlation between the predictor
variables and performance in Physics, with only 12% of the predictor variables significant to
students difficulties and performance in Physics. For these results, it is recommended that
teachers must improve their methods and techniques in teaching physics to make it more
interesting and appealing to the students. They should motivate students to learn more by
relating physics concepts to practical situations and learners experience. They should also check
students solutions to the problem sets and see to it that students develop the cognitive skills as
the exercises are done. They should also give exercises and activities related to the topic that
would make students enjoy the subject.
56
Keywords: predictors of performance, difficulties in physics, intervention program
Introduction
Physics is always considered by many students as a difficult subject. Performing an experiment
with expensive materials needed, and then the actual process to the analysis, interpretation and
conclusion of the experiment is forever a waterloo to many students. But this difficulty of some
students if not everybody in physics is not permanent. These changes brought about by
accelerated modernization resulted in exhaustive review, reevaluation and corresponding
redirection of the long range goals and objectives of science education. Recent developments
reveal a number of vitally important movements indicative of urgent shift towards heightened
attention regarding clearness thinking and learning instructional methods and strategies and
curricular improvement.
A science teacher can choose from the different strategies/approaches that have been tried and
proved effective. In presenting a science lesson, the following can be utilized: Expository
method, discussion, asking questions, demonstration, problem-solving, and the guided discovery.
Others are the concept mapping, multilevel teaching, mentoring, micro-teaching, using media
and organizing science learning centers. These trends in science education are in consonance
with the 1987 Philippine Constitution which provides the legal basis of education in the country
particularly Article XIV which is primary concerned on Education, Science and Technology, arts
and culture and Sports. It is the DepEd that pursues the mandate embodied in the Constitution
as follows:
The State shall protect and promote the right of all citizens to qualify education at all levels and shall take
appropriate steps to make such education accessible to all
Educational Act of 1982 (Batas Pambansa Blg. 232) applies to both private and public schools in
all levels of the entire educational system. This Act provides that the basic policy of the State is
to establish and maintain a complete adequate and integrated system of education relevant to the
goals of national development which are to achieve and maintain an accelerating rate of
economic development and social progress, assure the maximum participation of all people in
the attainment and enjoyment of such growth, and achieve and strengthen national unity and
consciousness and preserve, develop and promote desirable cultural, moral and spiritual values in
a changing world. The Act further states that towards the realization of these objectives and
pursuant to the Constitution, all educational institutions shall aim to inculcate love of country,
teach the duties of citizenship and develop moral character, personal discipline, and scientific,
technological, and vocational efficiency.
Many students still pass through their high school science subjects without a proper
understanding of the most common basic and important concepts that these subjects intended
to teach. Oftentimes, these students experience serious learning difficulties in physics than in
other subjects. The very mention of the word physics is enough to make the students think of
long, cruel examinations and abstract terms such as relativity and trajectory that the subjects
often met with hostility. It is because of the perception that physics is so difficult that students
often lose their interest in the subject and instead turn their interest in the subjects they perceive
to be easier (Lawrenz, 1976, as cited by Peyrera, 1989). It is a paradox then that student seems to
lose interest in science in this decade when scientific advances are unparalleled in the history of
mankind (Trowbridge, 1986).
57
One of the purpose of high school physics, according to Talisayon (1992), is the pre-professional
preparation of the young people going into science and to increase the scientific literacy of the
general citizenry. The Philippines would profit much from a citizenry who have a proper
understanding of science and what it can do to alleviate mans living conditions. Yet, the
continuing dislike of students to science subjects particularly physics depletes our chance to
utilize the good things that science has to offer. It also makes the time, money and effort spent
by the students in studying less profitable. How can these students be helped? How can their
interest in physics be gained? Many are proposing scholarships or special programs to attract
students into taking physics courses. Some call for better facilities and academically qualified
teachers. Many call for incentives and other benefits which motivate students to study physics.
Unfortunately, only few respond to this call and the correctives and incentives offered do not
totally answer the fundamental issues.
The issue is why do students lose interest in physics? Why do they perceive it as difficult? What
aspects of physics are difficult for the students? What other factors affect this learning difficulty?
The answers to these queries will enlighten the mentors on how to teach the subject better and
to focus their attention to the learning difficulties encountered by students in learning physics.
Hence, this investigation.
Method
The Respondents of the Study

The eleven secondary schools of the MSU-External Studies contributed the respondents of this
study. Specifically, the respondents were the graduating students of the mentioned schools of
Lanao del Sur for the School Year 2002-2003. This investigation employed the unrestricted
random sampling with the help of the Slovens formula (Ferguson, 1981).
Although there are schools located at Misamis Occidental and Zamboanga del Sur, the
researcher opted for the Community High Schools in Lanao del Sur since the four schools are
located in a far place and the peace situation is still a question for travelers. Besides, the
researcher herself is a teacher and her absence from her classes just to field the questionnaires
entails time, thus depriving the students to learn more during her absence since no one can take
her place to teach Physics.
Statistical tools Used

In order to establish the reliability of the physics performance test, reliability coefficient was
computed using the Richard Kuderson (KR-20) formula. Frequencies of correct responses were
considered and used to compute the reliability coefficient. Statistical computations of the data
gathered from the study were done through the use of the Statistics 3.1 version computer
package. All hypothesis were at =0.05.
Research Instruments
There were four (4) sets of structured questionnaires prepared by the researcher in order to
gather data on factor correlates. The first structured questionnaire for the students was designed
to elicit information on the respondents age, sex, and family income. The next was the
58
difficulties in Physics subject. The third one was a structured questionnaire for student-
respondents to get their perception n the physics knowledge of their physics teacher. And the
last one was a structured questionnaire for physics teacher-respondents to get their educational
qualifications, number of years in teaching physics and the number of years in the teaching
profession.
A teacher-made physics performance test was prepared, corrected by an expert in physics and
finally approved by the adviser. It was tried out to thirty (30) students of MSU-Marantao who
were not included as respondents. Richard-Kuderson (KR-20) formula was utilized to compute
for the reliability coefficient, which is 0.78. This coefficient indicated that the test is valid. Two
weeks after the 3rd grading period (February to March, 2002) the physics performance or
achievement test and other tests were administered to the different schools chosen as samples of
this study.
Standardized Mental Ability Test made use the Purdue Non-language Test (PNLT) was also used
as research instrument. It is a research instrument to measure the mental ability of persons. Form
B of this test was used. Constructed by Purdue University, USA, the test has 48 items. Each item
has five geometric designs corresponding to A, B, C, D, E. The subject was asked to choose the
design which is different from the others and was asked to reflect his choice on a separate
answer sheet. The test measures the accuracy of the perceptual discriminations, as well as
perception of relationships. The respondents were given 25 minutes to work out the whole test.
The raw scores corresponding to the correct answers were transformed into percentile rank for
easy interpretation.
The rationale for the use of Non-Language Test is to assess the general mental ability of the
respondents and to rule out one significant parameter along which culture varies with language.
This is relevant to cross-cultural testing. The use of English by a non-English speaking subject
makes a foreign-based test actually biased. Hence, the use of geometric designs which are being
assumed to be universal to substitute for verbal English language content of the test for mental
ability. The researcher sought permission from the Division of Student Affairs to authorize
person in the field to assist the researcher to conduct the said test.
Another instrument that was used in this study was the Standardized Study Habits and Attitudes
(SSHA) questionnaire. This was prepared by William F. Brown and Wayne H. Holtman which
includes attitudes. SSHA is easy to administer to measure methods, motivation or studying
certain study habits and towards scholastic activities, which are important in the classroom. The
following are the reason of using this: (1) to identify students whose study habits and attitudes
and thus more fully realized their best potentialities. This test was composed of 100 items. Every
answer that was chosen by the respondent was scored using the five-point scale (almost always =
5; generally = 4; frequently =3; sometimes= 2; rarely =1). A validated Mathematics
Readiness Test adapted from Dr. Sani (2001) was secured to measure product readiness of the
student-respondents in Mathematics.

Approval from the Office of the Assistant Vice Chancellor for Academic Affairs (MSU-External
Studies) was sought (Appendix A) in order to administer series of tests to the different secondary
units of the External Studies around the province of Lanao del Sur. The aforementioned
approval was then used to support subsequent permission requests from the principals of the
respondent schools in the distribution of the questionnaires to the students and to physics
59
teacher. With the assistance of the Principal and Guidance Counselor and some teachers of each
respective school, the researcher personally administered the different sets of questionnaires.
Those far distant schools like MSU-Malabang and MSU-Wao, only the principals were earnestly
requested to administer the tests. The test were conducted after the third grading period during
the months of February to March, SY 2002-2003. The questionnaires for Physics Performance
Test, Mental Ability Test, Mathematics Readiness Test and Difficulties in Physics were retrieved
and brought home by the researcher right after the tests were given. To give ample time for the
respondents to answer the other questionnaires such as student profile, teacher profile, survey on
student study habit and attitude and perceived knowledge by the students to their physics teacher
the responsibility left to the Principal (upon request) for retrieval and after a week be brought to
the Office of the External Studies, MSU, Marawi City. The researcher then gathered the
questionnaires from the said office.
Findings
From the data gathered, the following are the findings:
1. Majority (66%) of the student-respondents are females; many (36.7%) of them are 16
years old; and majority (56.33%) of their parents received a monthly income of Php
5,000.00 to Php 9,999.00. In study habits and attitudes, the respondents have a low-
average rating; the students obtained an average level in mental ability and students
are very ready in the four fundamental operations as to mathematics readiness.
2. In terms of educational qualifications, majority (56.25%) of the physics teachers are

BS / BSE graduates with science as their field of specification; majority (63.5%) of
them have rendered services in teaching physics for 5-10 years; and as perceived by
the students, the physics teachers were very good in their knowledge about physics.
3. As to the level of students performance in physics, an average performance was
obtained by them, although they found physics subject as moderately difficult.
4. The students found difficulty in solving problems in physics concepts. The topic on
electricity ranked first among other difficulties in the different areas, the topic on
wave ranked the second, and an S.D. of 1.3913; the third in rank was the topic on
energy, and the last was the topic on speed. There is very low and low correlations
between the predictor variables and the difficulties and performance of students in
physics.
5. There is very low and low correlation between the predictor variables and the
difficulties and performance of the students in physics.
6. Not all of the independent variables significantly predict the physics performance and
the difficulties of the senior students. Only 5% of the predictor variables are
significant to the students difficulties and performance in physics.
7. Some of the predictor variables such as the number of years in physics teaching, the
number of years in teaching profession and the students family income and others
weak such as teachers educational attainment, students sex, age, etc. as indicated in
the adjusted R which was 0.021.
8. An intervention program is being proposed from the findings of the study.
60
Descriptive statistics
Table 1 provides the sampling matrix of the study.
Table 1. SAMPLING MATRIX
MSU-External No. of No. of Percentage
Community Senior Students Respondents
High School
Male Female Total Male Female Total %
Balindong 45 61 106 17 25 42 14.00
Binidayan 31 38 69 13 15 28 9.33
Malabang 24 57 81 10 22 32 10.67
Marantao 10 37 47 4 14 18 6.00
Masiu 11 30 41 4 12 16 5033
Saguiaran 16 51 67 6 20 26 8.67
Siawadatu 17 28 45 7 10 17 5.67
Tamparan 16 25 41 6 10 16 5.33
Taraka 10 25 35 4 9 13 4.33
Tugaya 21 60 81 8 23 31 10.33
Wao 59 98 157 23 38 61 20.33
TOTAL 260 510 770 102 198 300 100.00
Inferential Statistics
Table 2. Frequency and Percentage Distribution of the

Student-Respondents as to Personal Profile
Category Frequency Percentage Mean

Sex
Male 102 34.00 1.6
Female 198 66.00
Total 300 100.00
AGE
15 16 53.00
16 110 36.70 16.76
17 108 36.00
66 22.00
18
300 100.00
TOTAL
FAMILY INCOME
15,000 25,000 38 12.67
10,000 14,999 61 20.33 8.74
5,000 9,999 169 56.33
1,000 4,999 32 10.67
61
Table 3. Frequency and Percentage Distribution of the

Student-Respondent as to Mental ability
Mental Ability Frequency Percentage Mean

Superior 2 0.67
Above Average 18 6.00
Average 132 44.00 3.2
Below Average 124 41.33
Poor 24 8.00
TOTAL 300 100.00
SCORES QUALITATIVE DESCRIPTION SCALING
95-100 Superior 4.21 - 5.00
80-94 Above-Average 3.41 - 4.20
50-79 Average 2.61 - 3.40
30-49 Below-Average 1.81 - 2.60
01-29 Poor 1.00 - 1.80
Table 4. Profile in Mathematics Readiness of Students

Areas Mean SD Qualitative Rank
Description
Problem Solving
1. 4 2.35 0.6341 Very Ready 1
fundamental
operation 1.65 0.7883 Ready 3
2. Fraction
3. Percentage 1.66 0.7962 Moderately 2
Ready
SCALING SCORES QUALITATIVE DESCRIPTION
2.34 - 3.00 100 - 120 - Very Ready
1.66 - 2.33 50 - 99 - Moderately Ready
1.00 - 1.65 1 - 49 - Not Ready
Table 5. Profile on Study Habits and Attitudes of Students

Scales Percentile Rank Qualitative Description
Delay Avoidance 24.36 Very Low
Work Methods 23.84 Very Low
Teacher Approval 17.92 Very Low
Education Acceptance 16.73 Very Low
Study Habits 24.10 Very Low
Study Attitudes 17.32 Very Low
Study Orientation 27.50 Low Average
62
Percentile Rank Qualitative Description
01-25 % Very Low Study Habits and Attitudes

26-50 % Low Average Study Habits and Attitudes
51-75 % High Average Study Habits and Attitudes
76-100 % Very High Study Habits and Attitudes
Table 6. Frequency and Percentage Distribution of Physics Teachers as to their Profile

(N=16)
Educational Attainment Frequency Percentage

BS/BSE Science 9 56.25%
BS/BSE Non-Science 2 12.50%
MA in Science 1 6.25%
MA in Non-Science 1 6.25%
MA in Science (CAR) 1 6.25%
Ph.D. in Non-Science (Units Only) 1 6.25%
Ph. D. in Science (CAR) 1 6.25%
No. of Years Teaching Physics
1-5 years 4 25.00%
6-10 years 10 63.50%
11-20 years 2 12.50%
No. of Years in the Teaching Profession
1-5 years 4 25.00%
6-10 years 8 50.00%
11-20 years 4 25.00%
Table 7. Students Perception towards Teachers Knowledge In Physics

Perceived Teacher Frequency Percentage Mean SD Qualitative
Knowledge (%) Description
Very Good (3.70-4.00) 91 30.33
Good (2.80-3.69) 85 28.33 2.73 1.46 Fair
Fair (1.90-2.79) 75 25.00
Poor (1.00-1.89) 49 16.33
Total 300 100.00
Table 8. Mean Rating of Student-Respondents Difficulties in Physics

Topics Mean SD Qualitative Description Rank
Speed 2.94 1.3134 Moderately Difficult 4
Energy 2.95 1.4013 Moderately Difficult 3
Wave 3.06 1.3913 Moderately Difficult 2
Electricity 3.19 1.3578 Moderately Difficult 1
Scaling:
4.21-5.00 Extremely Difficult
3.41-4.20 Much Difficult
2.61-3.40 Moderately Difficult
1.81-2.60 Slightly Difficult
1.00-1.80 Less Difficult
63
Table 9. Level of Performance of Student-Respondents in Physics

Score F Percentage Mean SD DR
07 56 18.67 1.86 0.4677
9 15 229 76.33 Below
16 23 15 5.00 Average
24 31 0 0.00
32 - 39 0 0.00
TOTAL 300 100.00

Scaling:
32-39 - 90 - 4.21-5.00 - Outstanding

24-31 - 85 - 3.41-4.20 - Above Average
16-23 - 80 - 2.61-3.4 - Average
8-15 - 75 - 1.81-2.60 - Below Average
0-7 - 70 - 1.00-1.80 - Poor
Table 10. Summary of Results of the Physics Performance Test

Concepts No. of Items Mean Score SD Minimum Maximum
Speed 11 4.45 1.81 1 10
Energy 11 4.10 1.52 1 9
Waves 8 2.29 1.29 1 8
Electricity 9 3.20 1.39 1 6
Total 39 Grand Mean
3.39
Scores Scale Qualitative Description
3932 4.21-5.00 Outstanding / Superior
3124 3.41-4.20 Above Average
2316 2.61-3.40 Average
158 1.81-2.60 Below Average
70 1.00-1.8 Poor
64
Table 11. Percent Difficulty of the Physics Performance Test Items by Topics and by
Cognitive Skills
Cognitive Skills
T O P I C Average
Difficulty
of the
Speed Energy Waves Electricity Skill
1. Identifying the given data 28.4 14.8 40.8 14.2 24.6
2. Recalling important terminologies 64.5 68.6 40.8 52.1 56.1
and concepts
3. Describing or explaining important
laws, concepts, theories that will help
explain the situation as described by 57.4 50.3 72.7 71.0 62.8
the problem
4. Drawing Graphs that will help
explain the condition 63.6 74.6 79.9 66.3 68.3
5. Determine the formula to be used
considering the situation in the 66.8 75.1 81.0 60.9 70.7
problem set
6. Answering what is asked in the
problem by applying the formula or 47.9 69.8 84.6 86.4 73.4
the relationship
7. Expressing quantities in correct units 27.8 42.0 72.0 68.0 52.5
8. Predicting the possible outcome if 56.8 68.2 90.5 50.9 66.6
some alternatives of the conditions
in the problem
Average difficulty of the topic 55.1 61.6 70.3 61.8
Table 12. Correlation between Performance in Physics and Predictor Variables.

Predictor Variables (r) Analysis of r Interpretation
Sex 0.027 VLC Not significant
Age 0.009 VLC Not significant
Monthly Family Income 0.150 VLC Significant
Study Habits and Attitudes 0.090 VLC Significant
Mental Ability -0.69 HC Not significant
Mathematics Readiness -0.48 MC Not significant
Educational Attainment of Teacher 0.51 MC Not significant
Years of Teaching Physics -0.086 VLC Not significant
Years in Teaching Profession 0.086 VLC Not significant
Perceived Knowledge of Teacher by -0.018 VLC Not significant
the Students
Correlation Variables:
(+-) 0.00 to (+-) 0.20 - Very Low Correlation (VLC)
(+-) 0.21 to (+-) 0.40 - Low Correlation (LC)
(+-) 0.41 to (+-) 0.60 - Moderate Correlation (MC)
(+-) 0.61 to (+-) 0.70 - High Correlation (HC)
(+-) 0.71 to (+-) 0.99 - Very High Correlation (VHC)
65
Table 13. Correlation between the Personal Profile of Students and Teachers and
Difficulties of Students in Physics
Independent Variables (r) Analysis of r Interpretation
Sex 0.037 VLC Not significant

Age 0.093 VLC Not significant
Monthly Family Income -0.177 VLC Significant
Study Habits and Attitudes 0.005 VLC Significant
Mental Ability 0.021 VLC Not significant
Mathematics Readiness -0.002 VLC Not significant
Educational Attainment of Teacher -0.007 VLC Not significant
Years of Teaching Physics -0.181 VLC Not significant
Years in Teaching Profession 0.053 VLC Not significant
Perceived Knowledge of Teacher by -0.043 VLC Not significant
the Students
Analysis of (r):
r from 0.00 to 0.20 = Very Low Correlation (VLC)
r from 0.21 to 0.40 = Low correlation (LC)
r from 0.41 to 0.60 = Moderate Correlation (MC)
r from 0.61 to 0.70 = High Correlation (HC)
r from 0.71 to 0.99 = Very High Correlation (VHC)
Table 14. A Regression Analysis on the Performance in Physics on Predictors

Predictor Variables Coefficient SE T P* Interpretation
Sex 0.046 0.420 0.110 0.913 Insignificant
Age 0.076 0.234 0.323 0.747 Insignificant
Monthly Family Income 0.000 0.000 2.086 0.038 Significant
Study Habits and Attitudes 0.006 0.004 1.287 0.199 Insignificant
Mental Ability -0.050 0.069 -0.725 0.469 Insignificant
Mathematics Readiness -0.022 0.091 -0.242 0.809 Insignificant
Educational Attainment of
Teacher -0.015 0.475 -0.031 0.975 Insignificant
Years of Teaching Physics -0.070 0.036 -1.190 0.057 Insignificant
Years in Teaching Profession 0.041 0.026 1.755 0.122 Insignificant
Perceived Knowledge of
Teacher by the Students -0.242 0.466 -0.519 0.604 Insignificant
Df = 299
Overall, F = 1.530
P value = 0.128
Adjusted R = 0.017
R = 0.050
Level of significance = 0.05
66
Table 15. Regression Analysis: Difficulty in Physics on Predictor Variables

Sex 0.073 0.047 1.539 0.125 Significant
Age 0.067 0.026 2.543 0.012 Significant
Monthly Family Income -0.00002 0.00001 -3.74666 0.00022 Significant
Study Habits and Attitudes 0.0000 0.0000 0.497 0.620 Not Significant
Mental Ability 0.001 0.008 0.144 0.886 Not Significant
Mathematics Readiness -0.002 0.010 -0.171 0.864 Not Significant
Educational Attainment of -0.002 0.053 -0.030 0.976 Not Significant
Teacher
Years of Teaching Physics -0.017 0.004 -4.120 0.00005 Significant
Years in Teaching
Profession 0.006 0.003 1.911 0.057 Not Significant
Perceived Knowledge of
Teacher by the Students -0.042 0.052 -0.796 0.427 Not Significant
Df = 299
Overall F = 3.659
P value = 0.000129
Adjusted R = 0.0082
R = 0.112
Table 16. Regression Analysis: Performance and Difficulty in Physics on Predictor

Variables

Sex 0.119 0.423 0.281 0.779 Not Significant
Age 0.142 0.236 0.605 0.546 Not Significant
Monthly Family Income 0.00008 0.00005 1.655 0.099 Not Significant
Study Habits and Attitudes 0.006 0.004 1.334 0.183 Not Significant
Mental Ability -0.049 0.069 -0.704 0.482 Not Significant
Mathematics Readiness -0.024 0.091 -0.259 0.796 Not Significant
Educational Attainment of
Teacher -0.017 0.478 -0.035 0.972 Not Significant
Years of Teaching Physics -0.087 0.036 -2.357 0.019 Significant
Years in Teaching
Profession 0.047 0.027 1.755 0.080 Not Significant
Perceived Knowledge of -0.284 0.470 -0.605 0.546 Not Significant

Teacher by the Students
Df = 299
Overall F = 1.626
P value = 0.199
Adjusted R = 0.021
R = 0.053
Discussion
Table 2 discloses the sex of the student-respondents. As disclosed, there were 102 or 34.00
percent of the respondents who are male and 198 or 66.00 percent who were females. This data
signify that majority (66%) of the respondents are females. This means that more females
enrolled in their elementary education and this continues until their secondary education. The
67
finding of the study is consonant with the study of Orbita (2000) when he revealed that in the
division of City Schools, Iligan City, there were 4, 019 females and 2,132 males enrolled in the
fourth year public secondary schools of Iligan City SY 2000-2001. As to age, 110 or 36.7 percent
were 16 years old; 108 or 36.00 percent were 17 years of age; and 16 or 5.3 percent of the
respondents were 15 years of age.
The findings show that many (36.7%) of the student-respondents are 16 years old. This implies
that the students belong to the puberty age. This age is known as the formal operation (12-adult)
stage according to Piaget as cited by Cabaluna (2000) which is characterized by abstract and
critical thinking. This means that the child can think logically about things existing only in his
mind. He can formulate hypothesis, analyze, and synthesize ideas and evaluate variables.
In family monthly income, the table shows that 38 or 12.67 percent of the respondents family
received a monthly of Php 15,000.00 to Php 25,000.00. 61 or 20.33 percent received a monthly
income of Php 10,000.00 to Php 14,999.00; 169 or 56.33 percent were receiving Php 5,000.00 to
Php 9,999.00; and 32 or 10.67 percent were receiving Php 1,000.00 to Php 4,999.00.
These data signify that majority (56.33) of the respondents have a monthly income of Php
5,000.00 to Php 9,999.00. This implies that a typical family belongs to below poverty threshold
that further means the income of the family is not sufficient for all their needs and surely this
affects the study habits and academic performance of the students. Newman (2001) supported
this concept when he opined that learners reared in the middle-class homes with well-educated
parents will generally thrive from those who are likely to grow up in the lower class homes.
The mental ability test reveals that two (2) or 0.67 percent of the respondents belonged to the
superior level; 18 or 6.00 percent were on the above average category; 132 or 44.00 percent were
classified as average; 124 or 41.33 percent belonged to the below average category; and 24 or
8.00 percent were classified as poor in mental ability.
This data signify that the students are on the average level of mental ability as evidence by the
MEAN which 3.20 and are described qualitatively as average. This means that many (44%) of the
students are neither above average nor below average or poor. It further implies that the at least
the students can comprehend what the lessons are. But then according to Bailey, et al., (1971)
IQs are not constant. As posited by them, IQ score is not indelibly carved in the brain at birth,
but is instead a human quality that ebbs and flows as a result of environmental circumstances.
This means that the IQ of the students might increase or decrease depending on how they
develop it. It may continue to increase at least up to age fifty.
The result showed that in the four fundamental tests, the mean rating was 2.35 and described
qualitatively as very ready; fraction test obtained a mean rating of 1.65 and a descriptive rating of
ready; with a percentage area having a mean rating of 1.66 and a descriptive rating of moderately
ready.
The findings infer that the students are very much ready in the four operations of arithmetic.
This means that in addition, subtraction, multiplication, and division, the students have mastered
its operation however low competence in the areas of fraction and percentage. This study
conforms to the study of Abedin (1998) when she revealed that Lanao Province fourth year
secondary public school students were low in their mathematics achievement.
68
As manifested, the score on six (6) subscales with corresponding percentile rank were described
very low; Delay Avoidance, 24.36; Works Methods, 23.84; Teacher Approval, 17.92; Education
Acceptance, 16.73; as Study Habits, 24.10.
In a nutshell, the respondents obtained a very low scores in study habits and attitudes in all
subscales. This means that the respondents are not prompt in the completion of their
assignments and projects, no system in studying, have negative attitudes toward their teachers
educational objective practices and requirements. But in sum the overall measure of the study
habits and attitudes combined into study orientation garnered a percentile rank of 27.50 which is
described as low average. The study of Granada (1988) supports the result of all the subscales
but the overall result or the study orientation differs since the study obtained a low-average
descriptive rating while that of Granada received a very low descriptive rating.
The findings signify that majority (63.50%) of the teachers in physics have already 6-10 years to
vouch their credibility. This means that with this number of years in teaching physics, the
teachers have already gained and exposed themselves to all sorts of problems in teaching physics
and are able to find solutions and adjustments for a better and effective teaching. This is
substantiated by Bargaza as cited by Lupdag (1984) when he pointed out that high scoring
schools in the NSAT had more experienced teachers.
Further, finding infers that the teachers in physics have enough number of years in the teaching
profession to face any adversity in teaching. As stressed by Lupdag (1984) observations show
that teachers who have more teaching years back them up. Regardless of its effects however,
every teaching brings to the classroom his teaching experiences, which could positively or
adversely affect instruction.
The mean rating of the students perceptions regarding the knowledge of their teachers in
Physics was 2.73 described qualitatively as fair. This means that the teachers knowledge in
Physics as perceived by the students are just fair, have enough knowledge to teach them. This
result is reinforced by Caulawons (2002) study when she revealed that the secondary students of
Iligan City East High School perceived their teachers to have adequate knowledge in
Mathematics and Science. The data signify that the student-respondents perceived electricity as
their number one difficulty in Physics. This mean that they find a little bit difficult to make a
graphical representation and concretization of the abstract topic electricity
The result manifests that the students are below average in their performance as evidence by the
mean rating of 1.86 and an S.D. of 0.4677. The S.D.-measures of variability signifies that all the
student-respondents are within the range, that of below average. Therefore, the student-
respondents really find Physics as a difficult subject. To quantify difficulties encountered in
solving problems in physics, the errors in the physics performance test counted. There were
scores for every topic. The average percent difficulty to each topic represents the average
proportion of respondents who were not able to answer the items correctly. Items with
percentages greater than 60% are considered difficult. Equally difficult for the students are the
problems in electricity. The average difficulty in this topic is 61.8%. Very often, energy and
electricity are interchanged in colloquial language. The students encountered the most difficulty
in problems on waves as implied by the 70.3% difficulty level. It is highest of the four average
difficulty levels. Problems on more advanced concepts were focused by the respondents to be
more difficult to solve.
69
Table 12 shows the simple correlation / association between the performance in physics of the
senior students and the predictor variables. It reveals that all correlation values were very low.
But when tested at 0.05 level of significance, the three correlation coefficients of the students
monthly family income, students study habits and attitudes and the teachers number of years in
the teaching profession came out to be significant. This indicates that the higher the monthly
family income of the students the better the performance in Physics. Also, students regular
study habits and attitudes make students performance in physics better as supported by the
study of Fisher and Lipson (1986). He mentioned that knowledge is not simply absorbed from a
book or lecture. Each science student constructs his or her own of version of concepts, and the
construction is informed at every stage of students overall conceptual model or worldview.
Other factors correlated to the performance in physics may have intervened. These factors were
not considered in the framework of the study. They could be the subject of another study.
As reflected in Table 13, all students profile obtained a very low correlation. However, when
these predictors were tested at 0.05 level, the students age and the teachers number of years in
the teaching profession evolved to be significant. This means that these two variables are good
predictors of difficulty in physics. However, students variables such as sex, family income, study
habits and attitude, mental ability and mathematics readiness are not predictors of students
difficulty in physics.
In teachers professional profile, the variables such as educational attainment, the number of
years in teaching profession, and the perceived knowledge of the teacher by the students were
analyzed to have a low and insignificant correlation with the dependent variable difficulty in
physics.
In particular, in order to be included in the regression model, the variable must met the 0.05 level
for entry. This further signifies that only 1.70 percent of the relationship is explained by the
predictor variable used. The remaining 98.30 percent signifies that there are other variables or
factors that contribute to the significance of the relationships aside from the mentioned or
enumerated predictors of this study.
As to the strength of the combination of the combination of the correlate explaining the
performance of the students, the Adjusted R revealed a 0.017 result, which signifies that the
combination of the predictors with the performance is very weak. It did not come up the
expected result, which is 0.8. A 0.8 correlation signifies a strong effect.
As gleaned from Table 15, there were only three correlates that were predictors of the difficulty
in physics. The multiple correlation is a versatile tool in measuring the amount of combination
correlates in the explanation of the dependent variable difficulty in physics. To know the total
contribution of the correlates of the investigation, the multiple correlation stepwise regression
analysis was employed.
The obtained multiple correlation value was 0.112. This value indicates that the coefficient of
multiple determination is 0.112 or 11.2% accurate in explaining the contribution of the
correlates in explaining the difficulty in physics is so low that 88.8% remains unaccounted in the
explanation of the total difficulty of the students. The analysis of the data further shows that
most of the hypotheses were not rejected.
70
The results of the study disclosed that there were only four (4) independent variables of difficulty
in physics namely: students sex, the age of the senior students, the monthly family income of the
students and the number of years in teaching in physics of the teacher.
In Table 16, the linear regression analysis and the multiple correlation show that there was a very
low correlation between the senior students performance and difficulty in physics and the
predictor variables both students and teachers profiles. Only the teachers number of teaching
in physics served as a good predictor of the sum of the dependent variables performance and
difficulty in physics.
The obtained multiple correlation value was 0.053. This means that the coefficient of multiple
determination is 5.3% accurate in explaining the dependent variable
(Performance + Difficulty). This is very low. There is 94.3% coefficient of multiple non-
determination.
The results of the investigation disclosed that there were only one (1) predictor of senior
students performance and difficulty in physics. This predictor is the number of years in teaching
in physics. The rest of the independent variables such as students sex, age, monthly family
income, study habits and attitudes, mental ability, mathematics readiness, teachers educational
attainment, years in teaching physics, years in the teaching profession and knowledge perceived
by the students were found out to be poor predictors of the students performance and difficulty
in physics.
Conclusions
A teacher in physics is typically a BS / BSE graduate major in science, perceived by the students
to be very good in their knowledge in physics, has 5-10 years of teaching physics in their credit
and has been in the teaching profession for 6-10 years. On the null hypotheses results on based
conclusion, a low correlation existed between the independent variables like sex, age, family
income, study habits and attitudes, mental ability, readiness in mathematics, teachers educational
attainment, knowledge in physics as perceived by the students, number of years in teaching
physics and the number of years in the teaching profession and the difficulties and performance
of students in physics. Majority of the variables have no significant relationship between the
student personal profile and their performance in physics. Only the students family income,
students study habits and attitudes are significant. Only the physics teaching profession of the
teachers has the significant relationship between the teachers profession profile and the
students performance in physics.
Among the teacher factors, only the number of years in teaching profession was found out to be
significantly correlated with students difficulty in physics. Null hypotheses concerning the
independent variables failed to be accepted since each of the independent variables does not
significantly predict the performance and difficulties of senior high school in physics.
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72
Appendix I
I.SPEED
A Toyota and an FX are driven on the same 130.0 km trip. The Toyota travels at 80.0 km/h all
the time. The FX starts at the same time, 95.0 km/h but the driver stops for (10) minutes after
he has travelled half an hour. Which car is the first to arrive at the destination?
Which of the following data is NOT given in the problem?
How can you compute for the cars speed?
Which is NOT true about the Toyotas motion?
Which is the correct graph of the FXs trip?
Which formula could be used to determine the time the two cars travelled?
How long did the Toyota travel the 130 km trip?
How long did the FX travel the 130 km trip?
Which car is the first to arrive at the destination and by how many minutes ahead of the other
car?
Without converting any unit, which is the correct unit for the speed of cars?
Suppose the driver of the FX did not stop for 10 minutes, which car will strive first and by how
many minutes ahead of the other?
II. ENERGY
An object of mass 2.0 kg is released from rest at a height of 10 m. Assume a=10m/s.
Solve for its energy at the specified position.
Position A
Position B
Position C

When the ball is at its highest position A, its kinetic energy is equal to?
At any instant, the systems total energy is?
Which of the following graphs represent the total energy possessed by the body at any height?
Which is the correct formula for solving for the potential energy of the object at position A?
Which is the correct formula for getting kinetic energy of the object?
What is the gravitational potential energy of the object at position A?
What is the kinetic energy of the object at position C?
Which of the following is a correct unit of energy?
What will be its kinetic energy if it is at position B?
73
III. WAVES
Refer to the diagram which shows as instantaneous picture of a wave. It takes A 3s to move to
position D. What is the frequency of the wave?
It is the distance from A to C.
When water waves pass from a deep to shallow portion, which of the following does NOT
change?
If the wave moves from deep to shallow, what diagram shows the correct direction refracted
waves in relation to the incident wave?
What is the velocity of the propagating wave?
If the crest A takes 3s to move to position D, what is the frequency of the wave?
Which unit correctly expresses the wavelength of the wave?
In a certain medium, the speed of the wave is constant. If the frequency of the wave is doubled,
their wavelength will be?
III. ELECTRICITY
Given an electric circuit, what is the total current of the whole combination?
R1 R3
R2 I
V=18 volts
Which of the following data is NOT given in the problem

Which resistors are in parallel connection?
Three resistors, a dry cell and connecting wires are used in this electric circuit, which will supply
the energy?
What of the following graphs correctly relates between voltage V and the current I?
Which correctly describes the relation among voltage, current and resistor?
What is the total resistance for R1 and R2?
What is the total current of the whole combination?
If the voltage in a circuit is not changed but the total resistance is doubled, what will happen to
the current?
74

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 90-99, IJHSS
The Lived Experiences of the Low Performing Students of

Bachelor of Industrial Technology of Samar State
University in Making Portfolio in Mathematics
Joy B. Araza,
Samar State University, Philippines
joy_arazajoy60@yahoo.com
Abstract
This study used phenomenological approach in exploring the lived experiences of Bachelor of
Industrial Technology student in making portfolio in their mathematics subject in Samar State
University. Ten (10) students participated in the study. Participants are Bachelor of industrial
Technology second year student of Samar State University for the school year 2016 - 2017; From
the data analyses, three major themed emerged: (1) No interest in making portfolio; (2)
Developed Interest in Making Portfolio in Mathematics, and (3) Usefulness of Portfolio Making
in Mathematics. The result suggest that these student participants experienced no interest in
making portfolio because of some factors such as learning difficulties in mathematics, teacher
factor in the past and their previous unfavorable experiences in math but because of their desire
to achieve their goal and dreams to finish their studies they try to break their learning difficulties
by making portfolio in mathematics and be motivated to make the requirement to pass the
subject. Their lived experiences can encourage and inspired other low performing students to
pursue their education despite of the challenges.
Keywords: Low performing students, Portfolio Making, Tech. Voc. Students, Mathematics, Low
Performing
Introduction
Mathematics is considered the mother of all learning in both arts and sciences. It is essential in
almost every field: measurement in fashion, angles in sports, technology and economics. This
perspective on Mathematics has gained more attention with the rapid advances of information
and communication. Mathematics is not just computation but a tool for understanding
structures, relationships and patterns to produce solutions for complex real life problems.
Mathematics is a necessity for people of all ages to be successful in life. Despite the usefulness of
mathematics in daily life, there are factors that adversely affect the students' ability to understand
and apply mathematics concepts.
Hott et al. (2014)Council for Learning Disabilities (A&M University & Fairleigh Dickinson
University, Texas) on their article; the Strategies and Interventions to Support Students with
Mathematics Disabilities states in the absence of intensive instruction and intervention, students
with mathematics difficulties and disabilities lag significantly behind their peers (Jitendra et al.,
2013; Sayeski& Paulsen, 2010). Conservative estimates indicate that 25% to 35% of students
struggle with mathematics knowledge and application skills in general education classrooms,
90
indicating the presence of mathematics difficulty (Mazzocco, 2007). Additionally, 5% to 8% of

all school--age students has such significant deficits that impact their ability to solve
computation and/or application problems that they require special education services or some
modified instruction strategies such as modules and making portfolio (Geary, 2004).
The study of Tarzimah Tambychik et al. (2010) In Malaysia, like many other countries, problem
solving is one of major aspect in mathematics curriculum which required students to apply and
to integrate many mathematical concepts and skills as well as making decision. However,
students were reported to have difficulties in mathematics problem solving study concludes that
students faced difficulties in mathematic problem solving due to incompetency in acquiring
many mathematics skills and lacking in cognitive abilities of learning. Information skill was found
to be the most critical mathematics skills. Although students acquired other mathematics skills,
without the transfer of information skill, they could not understand and make effective
connection of the information in the problems. Pallavi Amitava Banerjee(2016)in his systematic
review of factors linked to poor academic performance of disadvantaged students in science and
math in Victoria, University results suggest major factors linking deprivation to
underachievement can be thematically categorized into a lack of positive environment and
support. Generally, the majority of the students did not acquire this skill utterly. Cognitive
abilities in learning such as the ability to recall memorize and perceive influence the efficiency of
problem-solving.
Difficulty in mathematics skills experienced by students is a challenge for students to overcome.

In adequate language skill, information skill and in mastery of number fact skill inhibits the
efficiency of problem solving process. These lacking, result in uncertainty, confusion and
inaccuracy in the decision making and making connection among information. These would lead
to errors in mathematics problem-solving. Moreover, facts recall, was found to be difficult
during making meaningful connection in the problems and could influence the efficiency of each
phase in problem-solving. The inability to concentrate during the process of problem solving
also may result in missing of the third phase (confirmation of answer) in the problem-solving. This
phase was not seen as essential in the process of problem-solving among students. Further
research to analyze the above hypothesis should be carried out. (National Council of
Mathematics Teachers, Florida USA, 2013)
This study implies that, students difficulties in problem-solving might occur at any phases. In
fact it might be caused by a deficiency in any of the skills either independently or cumulatively.
The understanding of the difficulties faced by students in any particular area and phase is the
strategy to respond to this issue. Based on the understandings, it could provide a guide line for
teachers as well as researchers to plan better approaches and effective teaching methods.
Development of diagnostic instruments, modules and approaches were essential to assist the
students which will result in more meaningful teaching and learning process.
Leongson (2003) reveals that Pilipino students excel in knowledge acquisition but fare
considerably low in lessons requiring higher order thinking skills. This disappointing condition is
evident in the performance of students in national and international surveys on mathematics and
science competencies. Performance of pre-service teachers and mathematics teachers in the
Professional Board Examination reveals the same picture of poor competencies (Philippine Daily
Inquirer, 1986; Ibe,1995). The Third International Mathematical Science Study (TIMMS,2000)
examined patterns of students achievement in mathematics and found out that the school
effectiveness and teachers competency impact learning and promote higher level of
achievements (http://www.research.acer.edu.au.cgi.viewcontent.cgi). The quality of instruction
91
and effective instructional design are necessary to alleviate problems related to teaching and
learning mathematics (Dursun& Dede,2004).
College students are not exempted from the problem in learning and mastering mathematics.
The study conducted by Daca & Tenedero (2015)Identification of Difficulties of Students in
Industrial Mathematics: Springboard for Development of Modular Instruction reveals the
Bachelor of Science in Industrial Technology students of Samar State University encountered
difficulty in understanding and visualizing the situation being described in all learning areas in
both conceptual and computational/problem solving in Industrial Mathematics subject. Hence,
it is strongly recommended to address the difficulties faced by the participants. According to
Singha, et. Al, (2012) teacher should develop positive and good behavior relationship towards
the students and stress classroom activities that involve active teaching-learning process and
participation. Moreover, teachers should use modified, simple and interesting methods to teach
mathematics such as portfolio making and by taking examples from real and daily life situations.
A remedial instruction is badly needed especially on topics where students find very difficult.
The study of Daca, Mendano&Abaincia (2014) learning difficulty of Tech. Voc. Students in
physics content subjects reveals that Technical Vocational students of Samar State
University(SSU) encountered difficulty understanding conceptually on Physics content subject
specifically on composition and resolution of vectors. Moreover, their difficulties encountered
were under computational skill /problem solving in all mechanics and heat topics. Results of the
study suggested the need to address the difficulties especially on the contents faced by the
participants very difficult. In such manner, Sweller (1994), on his cognitive load theory stated
that snags on learning and problem solving difficulty can be worked out through instructional
design. This implied that teachers teaching physics should be innovative enough in designing
instructions that would encourage maximum learning from the students both conceptual and
computational skill. A remedial instruction is needed especially on topics where students
performed very low. According to Ambrose (2004), tutorial activities are very advantageous in
enhancing student comprehension because it provides them the challenge and resolve their
wrong perception and intuition on physics content. Designed educational media, interactive
learning materials were significant tool in learning physics concept, likewise physics
representation in the use of models, diagrams, and graphs are means in understanding physics
worded problems (Squire, 2004). Nevertheless, multiple interventions conducted in any forms
expectedly would increase students achievement level, in general overcome learning difficulties
in physics content subject.
Finally, the teacher who is teaching mathematics in the tertiary level should have the
insight on how to modify or improve the teaching-learning situations through a wise selection of
objectives, contents and activities to acquire the ability to supplement the teaching methods and
techniques that are needed in relation to the abilities and potentialities of the students. Thus, the
researcher determined a teaching learning strategy the portfolio making of the students in
mathematics(trigonometry) subject in order to cater to the needs of both fast and slow learners
and be able help them to cope with the modernization of the global competition in the market.
Methodology
Research Design
This qualitative study utilized phenomenological approach. It aimed to investigate the

lived experience of low performing Bachelor of Industrial Technology students in making
portfolio in mathematics (trigonometry). Qualitative research study according to Mills and Birks
(2014) aimed to examine phenomena that impact on the lived reality of individuals or groups in
92
a particular cultural or social context. Phenomenology aimed to accurately describe the

phenomenon without a pre-existing knowledge to a framework, but remaining truth to the facts
(Groenewald, 2004). More so, using a qualitative research, the researcher would able to connect
with their participants and to see the world from their viewpoints (Corbin & Strauss, 2015).The
researcher found this method most applicable to the inquiry in order to provide a comprehensive
analysis on the lived experiences of Bachelor of Industrial Technology student in making
portfolio in mathematics.
Participants
Participants of the study were identified using purposive sampling. Using purposive
sampling, the researcher can choose their participants that will be fit for the study (Dever&
Frankel, 2000). Ten (10) Bachelor of Industrial Technology students participated in the study.
Participants are students under the math 213 (trigonometry) classes and make portfolio as part of
the assessment tool in trigonometry for the midterm period.
Data Collection
In gathering the pertinent data for the study, a semi-structured interview was used in collecting
data. This type of interview was the most familiar strategy in collecting qualitative data (Bloom &
Crabtree, 2006), which helped the researcher to obtain all the necessary information needed and
to allow the researchers to asked follow-up questions for clarification. The content of the
interview guide were validated by three professionals who were expert in the field of
Mathematics. The researcher also provided an agreement that included obtaining informed
consent, ensured confidentiality, time and place commitments, permission to record and publish,
delineating the ethical principles of research. As to data storing methods, the researcher used
note taking and dialogic form interview to reach deeper the responses of the respondents.
Data Analysis
In the phenomenological analysis, the following steps utilized in analyzing the data
phenomenologically were adopted from Hycners (1985) process. These steps include the
following: 1) bracketing and phenomenological reduction; 2) listening to the interview for a sense
of the whole; 3) delineating units of general meaning; 4) delineating units of meaning relevant to
the research question; 5) defining codes for categories; 6) grouping data into categories; 7)
eliminating redundancies; 8) clustering units of relevant meaning; and 9) finalizing the themes to
make them into meaningful concepts.
Results
From the data analyses, three themed emerged: (1) No interest in Making Portfolio; (2)
Developed Interest in Making Portfolio in Mathematics (trigonometry), and (3) Usefulness in
Making Portfolio to real life Situation. The three themes- and subthemes- that emerged from the
lived experience of Bachelor of Industrial Technology student some of them did not have
interest in making portfolio. Yet, upon the working with their portfolio in mathematics
(trigonometry) as part of the student learning method,the student developed their interest in
making portfolio as evident in Theme 2. Theme 3 illustrates the usefulness of Portfolio Making
in mathematics in real life situation especially to the students major field of specialization. The
following sections present the major themes and subthemes.
93
Theme 1. No Interest in Making Portfolio

Theme 1 can be best explained by three subthemes including learning difficulties in mathematics,
classroom environment, past experiences and attitude towards mathematics. From the analysis, it
can be understand that as a tech voc. students, mathematics is one of the difficult subject to
them, they have less interest in mathematics subject for some factors such as student learning
difficulties in mathematics, the classroom environment, their past experiences in their basic
math subject in their elementary and in their high school that resulted to their attitude toward
mathematics.
Subtheme A. learning difficulties in mathematics
Some of the students who struggle with mathematics learning regardless of their motivation, past
instruction, and mathematical knowledge prior to starting school, some of the students
demonstrate slow or inaccurate recall of basic arithmetic facts; answer problems impulsively,
without inhibition; have difficulty representing mathematical concepts mentally; have poorly
developed number sense; and have difficulty keeping information in their working memory.
These are the students who no interest in making portfolio.
The learning difficulty is illustrated in the following statements:
(1) I hate math- I am having difficulty understanding it. I dont like numbers, I cannot really move
myself to like it because I poorly developed the concept in my mind .
(2) I am having difficulty focusing and concentrating. I force my self to focus during the discussion yet I
am disappointedof myself because I cannot really understand it even in my elementary years, I am
not really for numbers.
Subtheme B. Teacher factors

Mathematics classroom is another concern of the students participants. Classroom is
one place where instructors intentionally introduce moments of uncertainty and so-called
struggle time for the students, some mathematics teacher are continually unaware of the learning
environment that a good balance between student centeredand teacher-focused approaches is a
crucial instructional strategy. Those students who do not believe themselves capable of learning
mathematics need individualized guidance and encouragement to produce small successes that
lead to further gains. These strategies require greater effort on the part of the mathematics
instructor than traditional methods, they are essential to low performing students. Also,
enthusiasm for learning affects a students level of engagement and motivation, creating a cause-
and-effect cycle (Burks et al., 2009). When studentsdisengage, the instructor is sometimes
tempted to stop motivating them. This, in turn,causes the student to become more unmotivated,
causing the teacher to become resentful.
The experience is illustrated in the following statement:

(1) I dont like math because I have and experience that my math teacher in thepast shout at me
because I cannot answer the recitation and most of time, because I cannot immediately understand the
discussion some of my math teacher never helped when I asked for it.
(2) I think I wont be so good with math unless I have a really good teacher to really help me with my
math work and she makes sure I understandthe work before we move on.
Subtheme C. Past experiences

Some of the student participant experienced being stigmatized because they had a bad
experience in mathematics in the past, they receive low grade in their elementary and even in
their high school that became a factor to dislike mathematics that some of the students
participants if they encountered the same experienced they recall the feeling of disappointment
94
and resentment to accept the learning process they should be because they are trapped with their
experiences in the past.
(1) I feel like rejected and condemned, I am judged by other people as stupid because of what
happened
(2) In my elementary I used to get a good grade but in the last years of my high school my grade really
dropped to almost failed (pasangawa). Then it started getting really hard so that I couldnt
understand.
(3) Many times when I take a quizzes and exams in my math subjects I only guess my answer and
most of the time I get a wrong answer. If not, I copied the answer of my classmates because I dont
really know how to solve a problem specifically if it is a manipulation of formulas. Then most of the
time I get bad grade and sometimes get in trouble.
Theme 2. Developed Interest in Making Portfolio in Mathematics

Despite the struggle in mathematics subject the students participant developed their
interest in making portfolio because of their desire to pass the subject they still insist to pursue to
make an output for the requirements that their instructor had given them. They become
motivated to work for the portfolio making because it gives them the opportunity to develop the
learning skills by means of solving problem in their exampleas an output in their portfolio. On
this process the student participants developed their analytical skills, independence in solving
problem, boost self confidence and developed interpersonal relation to their classmate.
Subtheme A: Analytical skills

Student view the importance of mathematics in a real life situation. They believe that the
only way to learn the learning skills in mathematics is through solving and developing the
analytical skills they should have to develop through making portfolio in mathematics because of
the students participants desire to have an output for the requirements they realized that they are
developing their analytical skills by solving problem and by trying to engage themselves in the
process of making portfolio this become opportunity to the students participants have the
ability to visualize, articulate, conceptualize or solve both complex and uncomplicated problems
by making decisions that are sensible given the available information and their past experiences
in math was replaced by a new good experience in dealing mathematics. In this way, there is an
assurance that they can get a good grade and in the future used the analytical learning skills into
their real life situation especially in their job. They wanted to have better education and a
comfortable life. As mentioned by one of the participants:
(1) In making my portfolio as a requirement in our math subject with Maam, I really tried my best to do
it, specially that the output in the portfolio is our own given examples, I tried to understand every problem
that I made for the purpose that I can answer it correctly, I study so that the formula that I used are
applicable to the given problems so that my answers are also correct. Because of this process I got
challenge, I do my research in the internet and in the library so that I have more knowledge to answer
correctly all the problems in making my portfolio with the aim that I can pass the subject(trigonometry), I
am happy because I realized I am already developing my analytical skills that I should have to developed.
I really blessed that I try my self to pursue this portfolio making.
(2) I need to finish my studies whatever it takes, therefore I decided to try my best to make my requirement
in math making my portfolio, I push my self to solve problem and because of this way I realized that I
can solve problem and of course developed my analytical skills. Thank God!
95
Subtheme B: Independence
Even if the students participants have their inhibitions to make portfolio because of their
fear in solving math problem because of their past failure in solving problem the desire to pass
the subject become their motivating factor to pursue the require to make their portfolio and this
made them to realized that they acquired independence in solving problem because they believe
that they have to solve their output by themselves, the students participants allow themselves to
break their fear not to have a correct answer. They believe that it is not too late for them to
succeed. They need to prove especially to their selves that mathematics is part of life and not a
hindrance in the attainment of their dreams. As illustrated in the following statement:
(1) I know I am not good in math even in my elementary years, but it is not an excuse for me not to
finish my studies and achieve my dreams the more that I will strive to study harderthat is why
I push myself to do my requirements with maam and fight my fear in math and solve the problem in
my own in as output in my portfolio. In that process of making my portfolio I realized that I can
make it. Math is fun especially if you can answer the problem correctly.
Subtheme C: Boost self confidence
Self-confidence is the belief in oneself and abilities, it describes an internal state made up of what
we think and feel about ourselves. Because of the unfavorable experiences of some of the
student participant in the pasts in mathematics, the students participants have less confidence in
solving problem and dealing mathematics. This unfavorable conditions and experiences in their
growing up years, likely to develop an unhealthy self-esteem and become unconfident of
themselves.Some of the students participants receive negative messages that have been
internalized and become part of what they think and feel about ourselves. But, because of the
process of portfolio making this experience had been replaced to a positive outlook in math
because of trying to have an output they pose their selves to answer problems by solving in their
own, that made them realized that they can make it. By the process of solving problem it help
them to boost their self confidence again by regaining a positive experience through making
portfolio in mathematics as a requirement to pass the subjects.
(1) In my experience in making my portfolio in math 213 ( trigonometry) I find it a little bit hard specially
in solving problems, I got challenge because from my elementary I got a negative comment of my ability in
math, because of this negative comment I developed my low self-esteem, specially math. But because I want
to pass this subject I dont want to get failed grade because I am an scholar, I try to make my own
portfolio, and I am thankful because it has a positive result I got a high grade. I answer mostly correct on
the given problem. I feel somehow a positive feeling about my math ability now.
Subtheme D. Developed Interpersonal Relation

Some of the students participant, the low performing Bachelor of Industrial Technology
students in their process of making portfolio in mathematics when the cannot understand the
problem, they dont know how to analytically deal with it, they asks their classmate to help them
in solving the problem, some ask for the formula an let themselves solve it by their own, as long
as they have examples in their note. But some of the students they ask examples from their
classmate and follow the process of solving. Because of these circumstances the students
developed their interpersonal relations to each other, those students who are low performing in
math ask assistance to their classmate who has an ability to help them, and create a positive
relationship to each other.
(1). I am in not good math, I strategized I ask my classmate how to solve the problem and study his given
examples and I made my own and I am thankful I learn to solve it like example in solving the trigonometric
functions because it needs formula, because of this we become friends.
96
Theme 3. Usefulness of Making Portfolio in Mathematics

In the process of making portfolio the students participants developed different learning
skills and their positive attitude toward challenging circumstances. The students believed that life
is challenging but they make it, just like making portfolio in mathematics, they believed that they
need to discipline themselves to break their fear in math, so that they can achieve high grade and
success in studies. This discipline they acquired in making portfolio can be applied in dealing
other circumstances in facing life as a person, they manage their time and skills and even their
negative attitude towards hard things wisely, and along the way applied this skills in dealing life.
Subtheme A: Applicability of the learning skills acquired by the student participants in making portfolio to their
major field of specialization and in real life situation.
Student participants stated that their acquired learning can be used in other field even in their
major subjects because they also used math, they also solve problems. What ever they learn
specially the analytical skills, self-confidence and interpersonal relationship can be used in real life
situations.
(1). In my major subject in our food subject we also have math, its just a simple math but the same we solve
problem, so when we have our quizzes, I can now apply what I learn in the skills
(2.) I am thankful that I had this experience, making portfolio in math, because I learn so much like
solving distance, Pythagorean theorem, trigonometric functions, solutions of right triangle and many more I
now appreciate math because when I take the instance exam in PMA(Philippine Military Academy), I
encounter this kind of problem there and I think i answer it. So for me making portfolio in math is o good
way to develop learning and it can be applied in other field.
Discussion
Results of the present study showed the emergence of three major themes emerged that
would described the lived experiences of Bachelor of Industrial Technology student in making
portfolio, these are (1)No Interest in Making Portfolio; (2) Developed Interest in Making
Portfolio in Mathematics , and (3) Usefulness of Making Portfolio in Math.
In the first major theme which is students participants has no interest in making portfolio
in mathematics, the participants talked about how difficult mathematics subject for them and
become factor in their interest in making portfolio. According to the latest Gallup youth survey
conducted in 2004 (as cited by Saad, 2005), the subject that the teenagers find most difficult in
school is mathematics. Thus, Saad(2005) said that it is not surprising how the subject has the
lowest performance rate. Fullarton (1993) as cited in Cabahug and Ladot (2005), stated that poor
attitude towards mathematics is often being said as one of the contributing factors to lower
participation and less success in the courses. Neale (1969) still cited in Cabahug and Ladot
(2005), said that the attitude towards mathematics affects performance as performance in turn
affects attitudes. This studies supported that students has less interest in making portfolio in
mathematics because of their negative attitudes towards the subject that affects to their interest
in performing the requirement in math portfolio making.
The second major theme focused on the developed students interest in making portfolio
in mathematics. Though they may experience difficulty making portfolio, they also shared their
developed positive effects on making portfolio such as the learning skills and positive character.
The hope that their lived experiences in making portfolio in mathematics can be used in
achieving their dreams and goals in their life to have a better job for brighter future and at the
same time achieve their personal dreams. According to Lei (2010), motivation varies from
different degrees of Intrinsic and Extrinsic Motivation. Intrinsic motivational factors found to be
at work with most students include the desire to be involved, curiosity, challenge, and social
97
interaction. In this study, it refers to sense of fulfillment in the achievement of their dreams.
Extrinsic motivational factors include compliance (to meet anothers expectation, to do what one
is told); recognition (to be publicly acknowledged); competition; and work avoidance (avoid
more work than necessary). Present study reveals that Bachelor of Industrial Technology student
external motivation is to finish their studies and have a job for brighter future for theme and for
their families.
Moreover, the third theme discusses on the usefulness of making portfolio in mathematics of
the Bachelor of Industrial Technology students in their major field and in their daily lives.
Student participants stated that their acquired learning can be used in other field even in their
major subjects because they also used math, they also solve problems. Whatever they learn
specially the analytical skills, self-confidence and interpersonal relationship can be used in real life
situations. According to the Federal Republic of Nigeria, (2014) the inclusion of Mathematics as
a core subject in the Secondary School curriculum is due to the key roles Mathematics has to play
in the achievement of the objectives of the secondary school education, such as promoting of
science and technology, provision of trained manpower in the applied sciences, technology and
commerce, and the acquisition of appropriate skills, abilities and competence both mental and
physical, as equipment for the individual to live on and contribute to the development of his
society. Mathematics is one of the school subjects that any nation needs for industrial and
technological advancement, useful for most vocation and higher specialized courses of learning
(Odili, 2006; Sidhu, 2006).This study supports the claim of the participants that their acquired
learning skills, and discipline in making portfolio in mathematics can be applied in other field of
endeavor in dealing real life situations.
Conclusion
This study provides a description of the lived experienced of making portfolio in
mathematics of the low performing Bachelor of Industrial Technology students. Student
participants experienced no interest in making portfolio because of some factors such as learning
difficulties in mathematics, teacher factor in the past and their previous unfavorable experiences
in math but because of their desire to achieve their goal and dreams to finish their studies they
try to break their learning difficulties in mathematics and be motivated to make the requirement
to pass the subject. In their attempts to make portfolio in mathematics they developed interest in
math, independence that boost their confidence and developed interpersonal relationship to
other. Hence, student participant believe that what the have learned in the process of making
portfolio in mathematics can be applied into to other field of endeavor especially to their field of
specialization and to the real live situation. It suggest that these in low performing students
participants experienced no interest in making portfolio yet they developed the interest in
making portfolio because they believe that they can acquire positive learning skills that can be
applied into their specialized field of endeavor and to their real situations.. Their lived
experiences can encourage and inspired other low performing student to pursue their education.
Recommendation
[1] The University must design a program that can cater to the needs of low performing student
such as academic enhancement programs.
[2] The University through the Office of the Guidance Services should conduct a intervention
program for low performing student that can tackle dealing learning difficulties of the students in
different areas and developing ones self.
[3] Interview family members, teachers, friends and other people which the participants is
interacting with to fully grasp how low performing student manage their learning difficulties in
their studies.
98
[4] Further studies and in-depth exploration of the lived experiences of the Bachelor of
Industrial Technology students in making portfolio as an assessment tool in mathematics is
recommended.
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The Author
Joy Babatio Araza obtained her Bachelor of Science in Secondary Education (BSE) major in
Mathematics in Samar State Polytechnic College now Samar State University in 2000. She also
completed her Masters of Arts in teaching major in Mathematics in Samar State University in
2008. She serves as Instructor in mathematics at College of Arts and Sciences, Samar State
University from 2003 and at present as Assistant Professor I at College of Arts and Sciences,
Samar State University, Philippines.
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p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 100-113, IJHSS
Design, Fabrication, and Evaluation of Forage Chopper

Machine using three Different Diameter Pulleys
Prof. Saanoding A. Balayo
Prof. Rasid M. Paca
Alex L. Salmazan
Ysmail Alongan B. Mangorsi
Marawi City, Philippines
Abstract
This study is designed and fabricated in order to help people particularly farmers who engaged in
forage in order for them to produce a voluminous forage in less time easily. The primary goal of
this study was to design, fabricate, and evaluate the performance of the forage chopper machine.
The study specifically aimed to evaluate the performance of the machine using three different
diameter pulleys in terms of: 1) Throughput Capacity (kg/hr), 2) Chopping Capacity (kg/hr), 3)
Chopping Recovery (%), 4) Machine Efficiency (%), and 5) Percent Loss (%). The sample used
to evaluate the performance of the machine was a constant feeding rate of 500 grams of a freshly
harvested Napier Grass (Pennisetum purpureum). There were three treatments namely T1(3-inch
diameter pulley), T2(4-inch diameter pulley), and T3(5-inch diameter pulley). Three replications
for every treatment were used. During the data gathering, the time of chopping for every 500
grams of sample that was fed was measured. Also, the output or the chopped materials were
sorted into two (accepted output and unaccepted output) and weighed using a weighing scale.
The study revealed that the difference in diameter pulley greatly affected the chopping capability
as well as the chopping uniformity of the machine. It was also observed during the data
gathering that the use of bigger diameter on the machine gave much better result which led on a
much higher machine efficiency. The highest throughput capacity was the T3 (5-inch diameter
pulley) that has the fastest speed among the three treatments. As to the chopping, the highest
chopping capacity was T3 (5-inch diameter pulley) that has the faster speed among the three
treatments. As to the chopping recovery, the highest chopping recovery was the T1 (3-inch
diameter pulley) which has the slowest speed among the three treatments. The highest machine
efficiency was the T3 (5-inch diameter pulley) which has the fastest speed among the three
treatments. The highest percentage of loss was the T1 (3-inch diameter pulley) which has the
slowest speed among the three treatments.
Keywords: design, fabrication, forage, forage chopper machine, napier grass
Introduction
Forage grass may be of little importance as we perceive it but it has a numerous economic
importance and uses most especially in providing nourishment for most dairy animals. Future
intensive and sustainable livestock production systems, requires a thorough knowledge of the
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potentials and limitations of the system. Forage availability is one of the most important factors
determining the potential of a given ruminant livestock production system (E.A. Lazaro et al.).
To some extent, forage grass is easy to cultivate with. And in most localities, farmers harvest
forage grass from its stem and cut the crop into short parallel length for a period of time and
then mix it with the other constituents until it becomes ready for feeding. Forage chopping is a
common process done by most local farmers in feeding livestock. These process takes a lot of
time and effort especially in a large scale unit which led to the realization of lessening the
problem. Forage chopper is used to cut/chop forage as a replacement of a cutlass (E.A. Lazaro
et al.). Designing and constructing a Forage Chopper Machine for feeding livestock is one of the
most appropriate way in solving the problem. This Machine could cut the laborious process of
manual chopping and could save the time to be used in large scale of feeding livestock.
Objectives of the Study

This study aimed primarily to design, fabricate, and evaluate the performance of Forage Chopper
Machine. Specifically, it aimed to evaluate the performance of the machine with respect
to: 1) Throughput Capacity (kg/hr); 2) Chopping Capacity (kg/hr); 3) Chopping Recovery
(%); 4) Machine Efficiency (%); and Losses (%)
Methods
The Forage Chopper Machine was fabricated at Seabreeze Machine Shop, Tambo Highway,
Iligan City on March 2016. The design of the machine was based on the gathered information
from the books and on the internet having the same concept as of forage chopper machine.
Hopper
Feed Roll
Tensioner
Cutterhead
Base and Stand

Assembly
Power and
Transmission
Assembly
Figure 13. Main Components of the Forage Chopper Machine
The Hopper
Part of the machine wherein forage grass is put and prepared prior to feeding into the
machine.
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The Feed Roller

Cylindrical roll generally with protrusions or flutes, used to gather, compress and advance the
crop into the cutterhead. This Feed Roller is unique that it can adjust its clearance by moving
vertically according to amount and volume to be fed into the hopper. This capability of the roller
is due to its unique design by putting a two pair of spring each side of the shaft.
The Cutterhead
Cutting rotor devices intend to cut the crop into short lengths with reasonable consistency
within a range of optional settings.
Base and Stand Assembly

Base and stand assembly is considered as the backbone of the machine functioned to support
mainly all the parts of the machine. This is made up of steel bars and heavy duty mild steel to
assure the durability of the materials.
Power Transmission Assembly

Power transmission assembly is done by mechanical operation. This is made up of electric
motor, belt, shaft and pulley.
Tensioner
Tensioner is used to tighten the belt to make a better grip between the pulley and the belt.
Design and Fabrication

The Forage Chopper Machine was fabricated at Seabreeze Machine Shop, Tambo Highway,
Iligan City on March 2016. The design of the machine was based on the gathered information
from the books and on the internet having the same concept as of forage chopper machine. On
the basis of the related data gathered and with the data of the test material that was used. The
design was based on the following criteria: (a) Availability of the materials, (b) Simplicity and ease
of machine operation and repairs, (c) Adaptability of the machine to small-scale farm owners,
and (d) Conformation to the PAES.
Parts of the Machine

The machine consisted of six (6) major components are as follows: (1) the feed hopper, (2) the
feed roll, (3) the cutting assembly, (4) the frame stand assembly, (5) the power transmission
assembly, and (6) the material outlet.
Materials and Instruments

The materials and instruments twere used in evaluating the machine are as follows: (1) Three
different sizes of pulley diameter, (2) Weighing Scale, (3) Stopwatch, seconds: milliseconds, (4)
Bolo, (5) Pen and Papers, (6) Sack, (7) Digital Camera, (8) Open and Adjustable wrenches, (9)
Test Material (Napier grass).
Machine Operation
The forage chopper machine is generated by an electric motor which serves also as the heart of
the machine having a speed of 1720 revolutions per minute (rpm). The electric motor is
connected to pulleys of different sizes either driver or driven through the use of belts. The other
parts of the machine are then functioning accordingly as to how fast the pulley is. Operating the
forage chopper machine is simple. Just plug in the electric motor in the source, feed the forage
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grass in the hopper and leave the rest in the machine. Just be sure to be attentive in operating the
machine to prevent future complications. Unplug as soon as the operation is done.
Data Gathering Procedures

The following processes have been done in gathering the data are as follows: (1) All the
necessary materials before testing the forage chopper machine must be gathered including all
important tools needed in case of any adjustment to avoid failure in the operation, (2) The
machine must run for a minute before feeding the desired grass to check the functionality of the
machine and its parts, (3)
A specific amount of forage grass will be feed at the hopper for chopping, (4) Never forget to jot
down the time of the operation starts and ends, (5) The amount of the output after chopping
must be weighed to any weighing scale, (6) After weighing, sort all the output and separate all the
uncut grasses, (7) Again weigh the uncut grasses in any weighing scale, (8) Unplug the machine
when notice any complication during the operation and as soon as the operation ends, (9) Repeat
all the necessary instructions for the data gathering using other size of pulley diameter.
Evaluation of Machine and Manual Chopping Performance

After the data gathered, the following determinations were carried out:
Throughput Capacity
The throughput capacity was measured based on the samples input weight which is 500 grams
divided by its chopping time in (kg/hr). The results were expressed as Replication 1, Replication
2, and Replication 3. The mean value of the three measurements was also computed.
Chopping Capacity
The Chopping recovery was measured based on the weight of the accepted output divided by its
chopping time. The results were expressed as Replication 1, Replication 2, and Replication 3.
The mean value of the three measurements was also computed.
Chopping Recovery
The chopping recovery was measured based on the weight of the total output divided by its
input weight multiplied by 100. The results were expressed as Replication 1, Replication 2, and
Replication 3. The mean value of the three measurements was also computed.
Percent Loss
Percent loss was computed based on the ratio if the difference of input weight and the accepted
output weight divided by the input weight expressed in percent. The results were expressed as
Replication 1, Replication 2, and Replication 3. The mean value of the three measurements was
also computed.
Machine Efficiency
Chopping efficiency was computed based on the ratio of the accepted output and input. The
results were expressed in percent. The results were expressed as Replication 1, Replication 2, and
Replication 3. The mean value of the three measurements was also computed.
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Experimental Design and Data Analysis

The experimental design used in the calculation and analysis of statistical data are the Completely
Randomized Design (CRD) and Duncans Multiple Range Test (DMRT). Analysis of Variance
(ANOVA) was used to determine the differences among the treatment means.
Results and Discussion

The variables or treatments of the study were the different diameter pulleys attached to the
motor. Only one type of blade was used in the experiment. The treatments were T1 (3-inch
Diameter Pulley), T2 (4-inch Diameter Pulley), and T3 (5-inch Diameter Pulley). The weight of
the Napier Grass in each trial is 500 grams with different thickness and length. The procedures
for getting the data were that the test material was feed into the machines hopper and was
chopped. The chopping time and the output was then recorded. The outputs were classified as
accepted and unaccepted. The classified outputs were weighed and recorded. The outputs were
labeled according to the order of its treatments and replications. These processes were repeated
three times for every treatment.
The tables below show the data that were gathered during the data gathering.
Table 1. Data gathered of the first treatment T1 (3-inch Diameter Pulley) with three replications.
Output Classification
Treatment Total (g) Total Chopping
Input (g)
Combination Output (g) Losses (g) Time (sec)
Accepted Unaccepted
T1R1 500 480 400 80 100 9.71
T1R2 500 490 430 60 70 10.1
T1R3 500 485 405 80 95 7.38
Table 2. Data gathered of the second treatment T2 (4 inch Diameter Pulley) with three
replications.
Input (g)
Accepted Unaccepted
T2R1 500 475 436 39 64 6.19
T2R2 500 480 440 40 60 7.66
T2R3 500 485 457 28 43 5.23
Table 3. Data gathered of the third treatment T3 (5-inch Diameter Pulley) with three
replications.
Input (g)
Accepted Unaccepted
T3R1 500 481 471 10 29 4.14
T3R2 500 476 456 20 44 3.24
T3R3 500 478 458 20 42 3.79
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Throughput Capacity
Throughput capacity refers to the ratio of the input weight of Napier grass that was fed into the
hopper and its chopping time.
Table 4 shows the Throughput Capacity of the Forage Chopper Machine fed by 500
grams of fresh harvest Napier grass with three (3) different treatments with three replications. As
shown from the table that when the machine was loaded by the test material, T3 has the highest
Treatment Mean of Throughput Capacity (488.42 kg/hr), followed by T2 (289.98 kg/hr), and T1
(202.49 kg/hr). Subjecting the data to Analysis of Variance, Table 4a shows a highly-significant
treatment mean differences at 1% level of significance, which means that the three different sizes
of pulley diameter affects significantly to the study of throughput capacity.
The DMRT analysis in Table 4b shows that the Treatment T2 (4-inch diameter pulley)
and Treatment T1 (3-inch diameter pulley) were significantly to differ Treatment T3 (5-inch
diameter pulley). Whereas, Treatment T2 (4-inch diameter pulley) and Treatment T1 (3-inch
diameter pulley) were not significantly differ from each other.
This means that the chopping machine can have a highest throughput capacity when
Treatment T3 (5-inch diameter pulley) was used because of its fast rpm. Thus chopping time was
faster. The DMRT also shows that whether Treatment T2 (4-inch diameter pulley) and
Treatment T1 (3-inch diameter pulley) were used, the difference of the throughput capacity is
negligible.
Table 4. Throughput Capacity of the Forage Chopper Machine in Kilograms per Hour
Obtained from three Diameter Pulleys in Conducted in CRD Experiment with Three
Replications.
Treatment Treatment
Treatments Throughput Capacity (Kg/hr)
Total Mean
T1 (3 dia. pulley) 185.37 178.21 243.90 607.50 202.50
T2 (4 dia. pulley) 290.79 234.98 344.16 869.95 289.98
T3 (5 dia. pulley) 434.78 555.55 474.93 1465.27 488.42
Grand Total 2942.72
Grand Mean 326.97
Table 4a. Analysis of Variance of Table 4 (Throughput Capacity of the Forage Chopper
Machine in Kilograms per Hour Obtained from three Diameter Pulleys Conducted in CRD
Experiment With Three Replications.)
Source of Degree of Sum of Mean Computed Tabular F

Variance Freedom Squares Squares F
5% 1%
Treatment 2 128785.82 64392.91 23.96** 5.14 10.92
Exptl Error 6 16124.31 2687.38
Total 8 144910.12
cv = 15.85%
** = highly significant 1% level
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Table 4b. DMRT of Table 4a (Throughput Capacity of the Forage Chopper Machine in
Kilograms per Hour Obtained from three Diameter Pulleys Conducted in CRD Experiment with
Three Replications.)
Treatment Treatment Mean (Kg/hr) e DMRT
T3 (5 inch-diameter pulley) 488.42 a
T2 (4 inch-diameter pulley) 289.98 b
T1 (3 inch-diameter pulley) 202.49 b
*Treatment means having the same letter are not significantly different from each other at 5%
significance level
e
Means of three replications
Chopping Capacity
Chopping Capacity of the machine is the ratio of the accepted output over the chopping time.
Table 5 shows the Chopping Capacity of the Forage Chopper Machine when fed by 500 grams
of freshly harvested Napier Grass with three (3) different treatments with three replications. As
shown from the table that when the machine was loaded by the test material, T3 has the highest
Treatment Mean of Chopping Capacity (450.42 kg/hr), followed by T2 (258.31kg/hr), and T1
(166.37 kg/hr). Subjecting the data to Analysis of Variance, Table 5a shows a highly-significant
treatment mean differences at 1% level of significance, which means that the three different sizes
of pulley diameter affects significantly to the study of Chopping Capacity. The DMRT analysis
(Table 5b) shows that the Treatment T2 (4-inch diameter pulley) and Treatment T1 (3-inch
diameter pulley) were significantly differ to Treatment T3 (5-inch diameter pulley). Also the table
reveals that Treatment T2 (4-inch diameter pulley) and Treatment T1 (3-inch diameter pulley)
were significantly differ from each other. This means that the machine can obtain a higher
chopping capacity in Treatment T3 (5-inch diameter pulley) compared to Treatment T2 (4-inch
diameter pulley) and Treatment T1 (3-inch diameter pulley) because of its faster rpm and higher
value of acceptable output.
Table 5. Chopping Capacity of the Forage Chopper Machine in Kilograms per Hour Obtained
from three Diameter Pulleys Conducted in CRD Experiment with three Replications.
Treatment Treatment
Treatments Chopping Capacity (Kg/hr)
Total Mean
T1 (3 dia. pulley) 148.30 153.27 197.56 499.13 166.38
T2 (4 dia. pulley) 253.57 206.79 314.57 774.93 258.31
T3 (5 dia. pulley) 409.56 506.67 435.04 1351.27 450.42
Grand Total 2625.33
Grand Mean 291.70
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Table 5a. ANOVA Table of Table 5 (Chopping Capacity of the Forage Chopper Machine in
Kilograms per Hour Obtained from three Diameter Pulleys Conducted in CRD Experiment
With Three Replications.)

5% 1%
Treatment 2 126042.58 63021.29 30.54** 5.14 10.92
Exptl Error 6 12382.51 2063.75
Total 8 138425.09
cv = 10.085%
Table 5b. DMRT of Table 5a (Chopping Capacity of the Forage Chopper Machine in
Kilograms per Hour Obtained from three Diameter Pulleys Conducted in CRD Experiment with
Three Replications.)
Treatment Treatment Mean (Kg/hr) e DMRT
T3 (5-inch diameter pulley) 450.42 a
T2 (4-inch diameter pulley) 258.31 b
T1 (3-inch diameter pulley) 166.37 c
significance level
e
Chopping Recovery
Chopping Recovery is the ratio of the total output and input material in percent. Table 6 shows
the Chopping Recovery of the Forage Chopper Machine when fed by 500 grams of freshly
harvested Napier Grass with three (3) different treatments with three replications. The table
reveals that the Treatment T1 has the highest Treatment Mean of Chopping Recovery (97%),
followed by the T2 (96%), and T3 (95.66%). Subjected the data to Analysis of Variance, Table 6a
shows a Non-significant result of Treatment Means at 1% and 5% level of significance which
means that the three different sizes of pulley diameter did not affect significantly to the study of
Chopping Recovery.
Table 6. Chopping Recovery of the Forage Chopper Machine in Kilograms per Hour Obtained
from three Diameter Pulleys Conducted in CRD Experiment with Three Replications.
Treatment Treatment
Treatments Chopping Recovery (%)
Total Mean
T1 (3 dia. pulley) 96 98 97 291 97
T2 (4 dia. pulley) 95 96 97 288 96
T3 (5 dia. pulley) 96.2 95.2 95.6 287 95.67
Grand Total 866
Grand Mean 96.22
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Table 6a. ANOVA of Table 6 (Chopping Recovery of the Forage Chopper Machine in
Kilograms per Hour Obtained from three Diameter Pulleys Conducted in CRD Experiment
With Three Replications.)

5% 1%
ns
Treatment 2 2.89 1.44 1.92 5.14 10.92
Exptl Error 6 4.51 0.75
Total 8 7.40
cv = 0.90%
ns
= not significant
Percent Loss
Percent loss is the ratio of the difference of the input weight and the accepted output weight
divided by input weight expressed in percent. Table 7 shows the Percent Loss of the Forage
Chopper Machine when fed by 500 grams of freshly harvested Napier Grass with three (3)
different treatments with three replications. The table reveals that the Treatment T1 (3-inch
diameter pulley) has the highest Treatment Mean of Percent Loss which is (17.66%), followed by
T2 (11.13%), and T3 (7.66%) respectively. Subjecting the data to Analysis of Variance, Table 7a
shows a highly significant treatment mean differences at 1% level of significance, which means
that the three different sizes of pulley diameter affects significantly to the study of Percent Loss.
The DMRT analysis (Table 7b) reveals that Treatment T2 (4-inch diameter pulley) and Treatment
T3 (5-inch diameter pulley) significantly differ to Treatment T1 (3-inch diameter pulley). Also the
table reveals that Treatment T2 (4-inch diameter pulley) and Treatment T3 (5-inch diameter
pulley) does not significantly differ from each other. The Treatment T1 has the highest
Percentage Loss because it has the slowest revolution per minute (rpm) among the three
treatments. It means that the faster the revolution per minute (rpm) the lesser the Percentage of
loss.
Table 7. Percent Loss of the Forage Chopper Machine in Kilograms per Hour Obtained from
three Diameter Pulleys Conducted in CRD Experiment With Three Replications.
Treatment Treatment
Treatments Percent Loss (%)
Total Mean
T1 (3-inch dia. pulley) 20 14 19 53 17.67
T2 (4-inch dia. pulley) 12.8 12 8.6 33.4 11.13
T3 (5-inch dia. pulley) 5.8 8.8 8.4 23 7.67
Grand Total 109.4
Grand Mean 12.16
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Table 7a. ANOVA of Table 7 (Percent Loss of the Forage Chopper Machine in Kilograms per
Hour Obtained from three Diameter Pulleys Conducted in CRD Experiment with three
Replications.)
5% 1%
Treatment 2 154.70 77.35 12.92** 5.14 10.92
Total 8 190.62
cv = 20.13%%
Table 7b. DMRT Table of Table 7 (Percent Loss of the Forage Chopper Machine in kg/hr
Obtained from three Different Diameter Pulleys Conducted in CRD Experiment with three
Replications.)
Treatment Treatment Mean (%) e DMRT
significance level
e
Machine Efficiency
Machine Efficiency is the ratio of the weight of the accepted output and input expressed in
percent. Table 8 shows the Machine Efficiency of the Forage Chopper Machine fed by 500
grams of freshly harvested Napier Grass with three (3) different treatments with three
replications. The table reveals that the Treatment T3 (5 inch-diameter pulley) has the highest
Treatment Mean of Machine Efficiency which is (92.33%), followed by Treatment T2 (88.86%),
and Treatment T1 (82.33%) respectively. Subjecting the data to Analysis of Variance, Table 8a
shows a highly-significant treatment mean differences at 1% level of significance, which means
that the three different sizes of pulley diameter affects significantly to the study of Machine
Efficiency. The DMRT analysis (Table 8b) shows that the Machine Efficiency of Treatment T2
(4-inch diameter pulley) does not significantly differ to Treatment T3 (5-inch diameter pulley).
Also the table reveals that Treatment T1 (3-inch diameter pulley) significantly differ to Treatment
T2 (4-inch diameter pulley). It means that Machine Efficiency is lesser in Treatment T1 which has
a slower rpm compared to the remaining two Treatments. It also shows that the faster the rpm
of the machine the better the result. Treatment T3 (5-inch diameter pulley) and T2 (4-inch
diameter pulley) did not significantly differ from each other because they have both fast
revolution per minute (rpm).
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Table 8. Machine Efficiency of the Forage Chopper Machine in Kilograms per Hour Obtained
from three Different Diameter Pulleys in CRD Experiment With Three Replications.
Treatment Treatment
Treatments Machine Efficiency (%)
Total Mean
T1 (3-inch dia. pulley) 80 86 81 247 82.33
T2 (4-inch dia. pulley) 87.2 88 91.4 266.6 88.87
T3 (5-inch dia. pulley) 94.2 91.2 91.6 277 92.33
Grand Total 790.6
Grand Mean 87.84
Table 8a. ANOVA of Table 8 (Machine Efficiency of the Forage Chopper Machine in
Kilograms per Hour Obtained from three Different Diameter Pulleys Conducted in CRD
Experiment with three Replications.)

5% 1%
Treatment 2 154.70 77.35 12.92** 5.14 10.92
Total 8 190.62
cv = 2.78%%
Table 8b. DMRT Table of Table 8 (Machine Efficiency of the Forage Chopper Machine in
Kilograms per Hour Obtained from three Different Diameter Pulleys Conducted in CRD
Experiment with three Replications.)
Treatment Treatment Mean (%) e DMRT

significance level
e
Findings of the Study
The highest throughput capacity was the T3 (5-inch diameter pulley) that has the fastest speed
among the three treatments. Followed by the T2 (4-inch diameter pulley) and T1 (3-inch diameter
pulley) respectively. The highest chopping capacity was T3 (5-inch diameter pulley) that has the
faster speed among the three treatments. Followed by the Treatment T2 (4-inch diameter pulley)
and T1 (3-inch diameter pulley) respectively. The highest chopping recovery is the Treatment T1
(3-inch diameter pulley) which has the slowest speed among the three treatments. Followed by
the Treatment T2 (4-inch diameter pulley) and T3 (5-inch diameter pulley) respectively. The
highest machine efficiency is the Treatment T3 (5-inch diameter pulley) which has the fastest
110
Speed among the three treatments. Followed by T2 (4-inch diameter pulley) and T1 (3-inch
diameter pulley) respectively. The highest percentage of loss is the Treatment T1 (3-inch diameter
pulley) which has the slowest speed among the three treatments. Followed by T2 (4-inch
diameter pulley) and T3 (5-inch diameter pulley) respectively.
Conclusions and Recommendations
The following are the conclusions made through the results of the five days evaluation of the
Forage Chopper Machine using three different speeds. The 3-inch diameter pulley, 4-inch
diameter pulley, and 5-inch diameter pulley. The speed of the machine affects the length of cut
of the forage. The faster the speed the shorter the length of its cut. The slower the speed the
longer the length of cut. The faster the speed the lesser the losses and higher the accepted
output. The slower the speed of the machine the bigger the losses and lower the accepted output
as well as the bigger the unaccepted output. The faster the speed of the machine the lesser the
chopping time. The slower the speed, the bigger the chopping time. The faster the speed of the
machine the higher its efficiency. The slower its speed the lower also its efficiency. The faster the
speed of the machine the bigger its capacity. The slower its speed the smaller its machine
capacity.
Recommendations are made to improve the performance of the machine as well as its efficiency.
Recommendations with respect to my parameter are as follows: If ever you want a longer cut in
forage crops to be feed, the use of higher speed in the feed roll is recommended. The speed of
feed roll affects directly the length of cut of forage crops. The checking of the clearance between
blades and the shear bar should be on a regular basis. During the conduct blade tends to move
especially during a long term used on the machine. The efficiency of cutting of forage does not
only based on the machines speed itself but also on the blade and shear bar clearance. The teeth
of the feed roll must be more emphasized to have a better grip of the forage stalks. The use of
feed roll with much spikes is recommended. The use of wider opening on the material outlet is
recommended so that the output material has no difficulty on its way out. The feeding table
should be extended to not less than the length of an arm. This study might also become a
reference for some students or researchers that are interested to conduct parallel study or
propose another type of Forage Chopper Machine.
111
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The Author
Saanoding A. Balayo was born at Marawi City, Lanao del Sur on March
5, 1976. He finished his both Master of Science in Farming Systems
(MSFS)and Bachelor Science in Agricultural Engineering in Mindanao
State University, Marawi City, Philippines. Engr. Balayo is a Registered
Professional Agricultural Engineer and a member of the Philippine
Society of Agricultural Engineers (Professional Chapter). Currently, he is
a faculty member of the Department of Agricultural Engineering,
College of Agriculture, Mindanao State University, Philippines. He was
the former College Secretary (2011-2014) and Assistant Dean (2014-date) of the College of
Agriculture, Mindanao State University, Marawi City, Philippines. He published a paper
entitled: Growth and Yield Performance of the Different Varieties of Pechay (Brassica chinesis)
as Affected by the Different Organic Fertilizers under MSU-Marawi Condition in Global
Research and Development Services Limited in April 2016. He presented also the above-
112
mentioned paper in the 1st International Multidisciplinary Research Conference 2016 with the
theme Bringing the Nations through Global Research was held last April 26-28, 2016 at
Plaza Alemania Hotel, Iligan City, Philippines.
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p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 114-118, IJHSS
Analysis of Potency and Supporting Capacity:

(Implementation of 12 Years Compulsory Education Policy in
Pasuruan District East Java Indonesia)
Asep Sunandar
Educational Administration Department Faculty of Education
State University of Malang
asep.sunandar.fip@um.ac.id
Abstract
The success of implementing education compulsory nine years encourages local governments to
continue the policy at a higher level, namely compulsory education 12 years. Local government
face difference obstacle, suitable with tradition and characteristic of local community. The
research explains about people education level, economic level, access to education facility, and
people perception about education. Research process used is quantitative approach and
descriptive analysis technique. The result show, thats peoples education level in the category
senior high school 41,9%; the economic condition 48,5% in low category, 29,9% in medium
level, and 23,9% in high level; peoples accessibility to education institution 67,2% in category
easy; Meanwhile for category people perception about education 44,1% very good and 55,9%
good. The condition draw, there is opportunity and treats in implementation of 12 years
compulsory education in Pasuruan district. Local government mush improvement people
income with expand job field, so that problem of lower income can be solved.
Keywords: Human Resource Development, Education Compulsory, people participation.
Introduction
K-12 compulsory education is a program that is under the Indonesian government with the main
goal of improving the quality of human resources. Remember, in the global term, Indonesia HDI
rank in low category. The UNDP report 2015 show, Indonesia HDI in rank 110 from 187
countries, with index value 0,684. In generally the condition described improvement but if note
the position, Indonesia is in the category of developing countries with slow human development.
In 2013, Indonesia HDI was about 0.681 meanwhile in 2014 about 0.684. The HDI achievement
under of HDI average Asia-Pasific countries is 0,701. These conditions encourage the
Indonesian government to implement a more vigorous development of education, as know;
education is key success for human index development. One of prime education program is
education compulsory.
Education compulsory began at May 2 1984 by Indonesia President at the time Soeharto, every
Indonesia children at age 7 until 12 years compulsory to follow basic education. The compulsory
program continued until 1989 and improved target until 9 years, so that, all of Indonesia children
must finished junior high school.
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The 9 years education compulsory is mandate of Indonesia constitution 1945 Article 31 (1)
every citizen is entitled to education, and (2) every citizen is obliged to follow basic education
and the government must finance. That is, every school-aged child, namely those aged 7 to 15
years are entitled to a basic education. Such education shall be financed by the state. Their
obligation to learn and the government shall also intend to finance them nothing to learn
(schools) as a basis for improving the quality of her life later. Compulsory education shall also be
implemented by providing opportunities and equal justice to every citizen so that they can pass
on the higher education level.
Responsible for Indonesia Pintar Programme (PIP) Kemendikbud (Mulkirom in Kompas, June
23, 2015) states "The Ministry of Education and Culture will start a pilot Compulsory or Fair 12
years in 2016, with expectations in 2019 achieved a number of targets and " Naturally, the
actual pilot of 12 years has been carried out since 2013, but the pattern of the new limited
funding for students. Starting in 2016 will be a lot of the budget that goes to finalize Fair 12
years. Twelve (12) year compulsory education basically been carried out by local governments,
since 2010 some areas such as the city of Sukabumi, Bandung, East Kalimantan Province and
other areas have implemented the program. But nationally it is newly enacted since 2016 in view
of the few areas that have not been able to complete the compulsory 9-year program.
12-year program is not only implemented in Indonesia, in other countries such programs
have long been implemented. Japanese, American and European countries have implemented
such policies. In the scope of Southeast Asia, such as the Philippines has implemented
compulsory 12 years since 2012. The aim is to meet the standards of international education and
that students of the Philippines aligned with students in neighboring countries. While the
curriculum applied in the Philippines aims to make students able to achieve competence and
expertise master [5].
Implementation of Compulsory 12-year program has been implemented by each region
in line with the policy of regional autonomy. As with other areas, Pasuruan, East Java Province
has carried out pioneering 12-year compulsory education. As an illustration of the achievements
already achieved by the Government of Pasuruan is achievement gross enrollment ratios (GER)
2015 in Elementary School (SD) has reached 99.95%, to reach the APK SMP 95.67% and
95.70% APM, and for high school APK reach 92.18 and 91.90 APM. It states that the data
overview Pasuruan still have homework to be done to complete the nine-year compulsory
education and to meet national policy related to compulsory education to 12 years.
Data and information in Pasuruan shows, although already succeeded in reducing the illiteracy
rate of up to 97.31%. However, not all school-age population, especially at the level of SMP /
MTs and SMA / SMK / MA, follows or continuing education. Especially when viewed in 2014,
(1) the public Pasuruan long sekotah only have an average of seven (7) years (the equivalent of
junior class l); (2) there are few districts in Pasuruan which has a small net and gross enrollment
[6]. These problems certainly cannot be tolerated, but need real efforts must be made by the
relevant government. One apparent attempt Pasuruan District Government through the
Regional Development Planning Agency has created programs Improvement Strategy APK and
APM in the improvement of educational status. Policy and program is very appropriate to map
the problems of education, especially in efforts to increase the GER and NER elementary,
middle and high school / equivalent.
Method
The collection of data carried out by distributing questionnaires and interviews to people who
are thought to provide supporting data. Determination of the sample is done randomly with the
limits of representation region. Variable study population consisted of age, educational level,
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occupation, family economic conditions, geography and culture. The data were analyzed using
descriptive statistics, discussion of the results of research done by comparing data from statistical
calculations, interviews and review of references that support.
Results
In the research process by developing an indicator of high and low community participation,
researcher made six categories as indicators. Here is a presentation of research results based on
these indicators:
1. The age parents Indicator, age of the parents become one of the researcher's consideration,
the assumption of parents who were born in the 70s have access to education much better
compared to the 1955-1969 birth parents. So it is possible to parents who were born in 1970
will have a much better outlook towards education. Research findings showed parents today
are in the age range 36-45 years (20.9%). Who are in the age range 46-55 years by 12.6%, and
which are in the 56-66 age range as much as 7.8%.
Based on these data it can be stated that 33.5% of the respondents were in the range of birth
in 1970. The researcher believes in the age range of the productivity of labor is still high and
has a more modern perspective as well as easy to accept the changes.
2. Indicators of long parents education, in this category researchers assumed that, education
level of parents, affect the awareness of parents about the importance of education for their
children. According to the research results, education level in the category basic level 27.7%,
junior high school 23.1%, Senior High school about 34.4%, bachelor degree 6.7%), and
magister degree at 0.8%.
3. Indicators of the work of parents, the work of parents becoming one of the researchers'
attentions, given the work is a source of family income that will provide for the family
including children's education needs. Data results showed Pasuruan society working in the
sector (merchants / entrepreneurs) as many (19.6%), working as (labor / handyman) as many
(16.3%), working as (civil /military) of 15 (1, 8%) and the remainder work as (Farmers /
Fishermen) and or does not work.
Work topography suggests that people in Pasuruan distric generally work in the informal
sector as traders or laborers. While the formal sector such as civil /military/ Police very small
proportion because many of those who live in the city of Pasuruan or other areas. Based on
these data researcher believes that level of participation in education will not be too high
because most of the income is used to meet basic living needs.
4. Family economic condition is an Indicator that describes how the state of the economy of the
community in Pasuruan. In this category submitted several questions to explore the ability of
the family finances, especially those in the education of children. Research data shows that the
economic situation Pasuruan society in general are much lower that is 45.8%, in category
middle 29.9%, and high economy category is 23.9%.
The data illustrates that the economic conditions of Pasuruan people generally located in low
and medium category. This is a signal to the government that to increase education people
participation, family income needs to be improved.
5. Geography is an indicator that describes mileage, travel time, the rough terrain that must be
traversed a child to school, and the means of transport used by students. Research findings
showed that the highest geographical conditions in middle category, namely (37.3%),
geographical situation is not good (low) of (32.3%), and a good geographical situation (high)
as many (29.9%). Nice category described as a state, in which the tool transfort, terrain way to
go, travel time is in the category ideal is less than 2 KM with a travel time of less than 15
minutes. Category describing geographical conditions tend to be easy to pass both with
motorbike or public transportation, which takes a maximum travel time of 30 minutes.
116
Meanwhile the condition is not good enough is a geographical condition that requires special
transportation up to school, generally travel time it takes for more than 1 hour. Based on the
above categories and the data can be argued that it is generally, Pasuruan geographical
situation does not inhibit the activity of students toward school. A small proportion of these
students have a geographical constraints leading to the school which is about 32.2%.
Treatment of the geographical conditions necessary to remember some districts it has become
one of the dominant obstacle to increased people participation in education.
6. Socio-cultural circumstances is the way people view the importance of education. This
indicator is also interpreted as community support for education. The results showed that
44.1% people of Pasuruan excellent view of the importance of education, 54.5% of people
also hold good, so it can be ascertained that in general there is no problem associated with the
culture or the way people view that hinder the education process of children.
Discussion
The success of 9 year basic education program cant be separated from the peoples attention
and participation. Some things that affect to success of Compulsory Basic Education program 9
is 1) the poverty of the population; 2) difficulty to school (geography unfavorable factor); 3) lack
of education services; 4) low of parents and students motivation to access education; 5) lack of
support of local governments and communities to education; and 6) the socio-cultural factors
that are less supportive of education . These six factors are consistent with studies that have been
conducted by researchers, where several factors are seen to have an influence on the
implementation of compulsory basic education to 12 years in Pasuruan is age population, length
of education, employment population, family economic circumstances, and geographic and social
culture conditions of the community.
The age range of the parents of the students were in the age range 36-45 years (20.9%), age range
46-55 years by 12.6%, and which are in the 56-66 age range as much as 7.8%. While the level of
education they are on stage, basic education 27.7%, junior high school 23.1%, senior high
school as much as 34.4%, bachelor degree 6.7% S1 and master degree is 0.8 %. The data shows
that in general parents are in the range of productive age, and education level were quite good.
Junior high school graduates, 23.1% and 34.4% of high school graduates, college graduates 7.5%
to a total of 65% of parents in Pasuruan have completed primary education. This is a potential
carrying capacity as well as the implementation of compulsory education program 12 years.
Given the condition of the elderly will greatly affect their perspectives on education. Another
positive they will pay more attention to the education of her daughter's son. Research Meyer
stated that education has an influence on a person's political choice . Age and parents education
have an influence on the selection of children in school. The more positive perspective of
parents towards education, support for school for children will be higher as well.
The work of parents and family economic circumstances are the two things that are still weak,
the results showed that the majority of Pasuruan work in the informal sector, not more than 20%
of the working population in the formal sector. This has an impact on the family's economic
situation, 45.5% of the population are in the category of weak economies, 29.9 in middle
category. A condition of work of parents and family economic circumstances is a challenge for
the government in implementing the program. Given the economic conditions have an impact
on a child's school spirit. Governments need to look for a proper solution that parents have full-
time jobs, so that the carrying capacity of the parents towards education will remain high.
Geography meant as circumstances and the situation of a child access to educational institutions.
Structural conditions of the mountains and the access road are not a good influence to ease
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children accessing education institutions. It certainly has an influence on the spirit of the child to
attend at school. 32.2% of regional conditions Pasuruan rated respondents have poor access to
educational institutions. Road infrastructure, schools transportation meadow, does not support
the access of children to school. This condition remains a challenge for the government in
implementing the fair 12 years, given the high school generally in the urban area, so that children
from rural areas have to travel long distances to reach school.
While, the public perception of the importance of education is very high, parents are generally of
the view that their child should be higher than their school. 98.6% of the people looked very
necessary for their children to school to the highest level; it is the potential for the government
to implement the Fair 12 years. Carrying capacities of the parents are very high will facilitate the
government in implementing the policy. It should be noted that the government is giving equal
opportunity to all citizens to education, facilitate and provide ease of access to educational
institutions. Equity and equality be the key success of the program. As did the Japanese people
who claimed the Japanese people need to reconsider, and explore more deeply the various
possible meanings of terms such as equality of opportunity, equality, ability, social class, and
meritocracy. The government should be able to synergize among economic problems, political,
and social so that education programs can run smoothly and reap success.
Conclusion
There are a few things to a conclusion in this study are: Pasuruan public awareness of the
importance of education is already high, they cherish their children's higher education than
himself. This is a potential and an opportunity for the government to implement compulsory
education to 12 years. Great community support will facilitate the implementation of the
program; given the support of the community is the key to successful education program.
The big challenge that must be faced by the government in implementing the 12-year program
will Reasonable family economic circumstances of the students, considering the work of
Pasuruan district society in general are in the informal sector and their income is not settled.
Either directly or indirectly, these conditions have an impact on child support to go to school. In
general, if the economic conditions are not able to meet the necessities of life, the support of
parents for children to attend school become faded. These conditions still have to find a solution
by the local government, so that the 12-year Fair program can be implemented successfully.
References
Andrew G. Meyer. 2016. The impact of education on political ideology: Evidence from European
compulsory education reforms. Economic of Education Review Volume 56, February 2017, Pages 923.
Akito Okada.2012. Education Reform And Equal Opportunity In Japan. Journal of International and
Comparative Education, 2012, Volume 1, Issue 2 ISSN 2232-1802.
http://crice.um.edu.my/downloads/4Okada.pdf.
BAPEDA Pasuruan Distrik. 2015. Strategies For Increasing Participation Rate (GER) And Pure
Participation Rate (APM) In Pasuruan.
Harian Kompas, 23 Juni 2015, Kemendikbud: Education Compulsory 12 Years Begun at 2016. Maria
Teresa F. Calderon. 2014. A Critique Of K-12 Philippine Education System. International Journal of
Education and Research Vol. 2 No. 10 October 2014. By
http://www.ijern.com/journal/2014/October-2014/42.pdf.
Indonesia Fundamental Regulation 1945 Nur Berlian VA. 2011. Factors Associated with Low
Achievement Compulsory Basic Education 9 Years (education and culture journal, Vol. 17, No
1, January2011). jurnaldikbud.kemdikbud.go.id/index.php/jpnk/article/download/6/4.
http://www.voaindonesia.com/a/undp-indeks-pembangunan-manusia-indonesia-alami-
kemajuan/3110936.html
http://www.benarnews.org/indonesian/berita/hdi-indonesia-12152015164648.html
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p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 119-130, IJHSS
Micronucleus Test in Exfoliated Buccal Cells of Female

Street Vendors Exposed to Vehicular Exhaust in Iligan
City, Philippines
Keren Joy A. Recoleto

Department of Biology-College of Natural Science and Mathematics
Marawi City, Lanao del Sur
Annabella G. Villarino
Department of Biology-College of Natural Science and Mathematics
Marawi City, Lanao del Sur
Abstract
Vehicular exhaust has been proven by several studies to be genotoxic and deleterious to human
health (Health Effects Institute, 2010; IARC, 2012; etc.). In order to make possible health
interventions, it is vital to perform bio-monitoring studies among individuals occupationally
exposed to clinically high amounts of vehicular exhaust (Holland et.al. 2008 & Tovalin et.al.
2006). The purpose of the study was to assess the DNA damage of the exfoliated buccal cells
among urban street vendors exposed to vehicular exhaust. The study utilized a cross-sectional
design (n=60). Purposive sampling was used to select thirty (30) street vendors in Iligan City and
thirty (30) controls in Marawi City. Only female participants were included to eliminate gender as
a confounding factor. Data collection occurred between the months of October 2013 to January
2014. Buccal micronucleus test was used to investigate the genotoxic effects of vehicular exhaust
exposure. A total of 1000 cells per test individual were scored for micronucleus frequency. The
results showed a highly significant difference (p<0.001) between the micronuclei frequency of
the exposed (9.404.46) and control (4.803.25). No relationship was established between the
micronuclei frequency and the confounding factors such as age, length of vehicular exhaust
exposure, smoking, tea drinking, and alcoholism. A weak correlation (p=0.031) was found
between coffee drinking and micronuclei frequency. The results of this study suggest that female
street vendors occupationally exposed to vehicular exhaust have a significantly higher frequency
of micronucleated cells than their minimally-exposed counterparts.
Keywords: Vehicular exhaust; Street vendors; Micronucleus test; Buccal cells
Introduction
There is an increasing amount of evidence suggesting that exposure to vehicular exhaust
increases the rate of DNA damage leading to the development of cancer and many other adverse
health effects (Health Effects Institute, 2010, IARC, 2012, etc.) Damage to genome has been
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known to be the fundamental cause of many developmental and degenerative diseases (Holland
et.al., 2008). Although the exact mechanisms of the damage are still not well understood, the
health-damaging effects can be attributed to the components of the exhausts themselves. Huang
et al. (2012) stated that particulate matter (PM) of the exhausts, especially PM with diameter less
than or equal to 2.5 m (PM2.5), has the ability to penetrate the respiratory and circulatory system
easily causing increased risk of having respiratory and cardiovascular diseases as well as adverse
pregnancy outcomes depending on the length of exposure (either short-term or long-term).
Another component of the exhaust are the polycyclic aromatic hydrocarbons (PAHs). PAHs
have carcinogenic and mutagenic properties as they are able adhere easily to the surface of
carbon particles and are carried deep into the lungs (Krivoshto et al., 2008). The other
components of traffic exhaust, especially those coming from diesel emission sources, have also
been proven to have negative health effects. Among the traffic exhaust sources, the diesel
powered vehicles are considered to be the most damaging to health. In 2012, the International
Agency for Research on Cancer (IARC) has already classified diesel exhaust as carcinogenic to
humans. According to IARC, there has been substantive evidence proving that diesel exhaust
causes lung cancer. There are also limited evidences showing a positive association of diesel
exhaust exposure with an increased risk of bladder cancer. Aside from diesel exhaust, IARC also
classified gasoline exhaust, as possibly carcinogenic to humans.
In order to make possible health interventions, it is vital to perform bio-monitoring studies

among individuals occupationally exposed to clinically high amounts of vehicular exhaust
(Holland et.al., 2008 and Tovalin et.al.,2006). The street vendors are among the occupationally
exposed individuals that need to be monitored for DNA damage. Bhowmik (2005) described
street vendor as a person who offers goods for sale to the public without having a permanent
built-up structure from which to sell. He further classified street vendors as stationary or
mobile. Stationary street vendors are those who occupy spaces on the pavements or other
public/private places to sell their goods. Mobile street vendors, on the other hand, are those who
move from one place to another by carrying their wares using materials such as push carts and
baskets.
In the Philippines, street vendors are prevalent in roads, highways, and city streets near bus and
truck routes. They are therefore exposed to high concentrations of traffic-related pollutants
having carcinogenic and mutagenic properties (Krivoshto et al., 2008 & Sanderson et al, 2005).
Their exposure to these pollutants also increases their risk to develop other health hazards like
respiratory diseases and adverse pregnancy birth outcomes as these diseases are proven to occur
among street vendors in other countries exposed to traffic exhausts (Amegah & Jakkola, 2013; &
Kongtip et al, 2008).
DNA damage among street vendors can be assayed through the use of buccal micronucleus test.
Buccal micronucleus test is a minimally invasive method to assay DNA damage caused by life-
style habits, exposure to environmental pollutants, medical procedures, as well as inherited
genetic defects in DNA repair (Fenech et al., 2006). Micronuclei are structures similar to the
cells nucleus that arise from chromosome fragments or whole chromosomes that lag behind at
anaphase during nuclear division (Holland et al., 2008). The frequency of micronucleus
formation in the cells has been believed to be correlated with the increasing effects of
carcinogens (Stitch et. al. as cited by Naderi et. al, 2012). Buccal cells can be used to assay DNA
damage caused by carcinogenic substances since they are the first barrier for inhalation or
ingestion route. The oral epithelium is maintained by continuous cell renewal through mitotic
divisions of the cells of the stratum basale to replace surface cells that are shed. The stem cells of
the stratum basale may express genetic damage as micronucleus during karyokinesis upon
exposure of the oral epithelium to carcinogenic substances. The daughter cells, which may or
120
may not contain micronucleus, eventually differentiate into the upper epithelial layers and then
exfoliate into the buccal cavity (Holland, 2008).
In this study, the DNA damage in urban street vendors with significant exposures to vehicular
exhaust was considered. Only female participants were included to eliminate gender as a
confounding factor. The place of study was Iligan City since there is no known study about the
genotoxicity risk of the female street vendor population in this area. The technique used to assay
DNA damage was buccal micronucleus test. Buccal micronucleus test is one of the preferable
techniques for measuring DNA damage and cell death biomarkers since it is minimally invasive
as it only utilizes the cells of the oral epithelium (Fenech, 2006). Furthermore, it is advantageous
over other methods due to its low cost thereby making it suitable for large-scale screening of
populations (Holland, 2008).
The study was conducted to assess the DNA damage of the exfoliated buccal cells among urban
female street vendors exposed to vehicular exhaust through the use of micronucleus test.
Specifically, it seeks to determine: (1) if there is a significant difference between the frequency of
micronuclei between the exposed and control groups, and (2) the relationship of smoking, coffee
drinking, tea drinking, alcoholism, age, and length of vehicular exhaust exposure with the
frequency of micronuclei in buccal cells.
Much of the air pollution in the Philippines can be attributed to traffic-related air pollutants (The
World Bank, 2002). Despite this, the information regarding the DNA damaging effects of traffic-
related exhaust to occupationally exposed individuals in the Philippines, such as the street
vendors, is almost nil (Cavite, 2013, & Villarino, 2009). In the report of national air quality status
of the Philippines as of 2003-2007, it was evident that there were no data on ambient air quality
of some regions in the Philippines, one of which is Region X (Environmental Management
Bureau, 2009). Iligan City is one of the urban centers of Region X. According to Environmental
Management Bureau (2009), the city has been considered as a model city since it has been a
forerunner in traffic management at the local government level. As stated in their report, the
construction of north and south bound terminals for bus and jeepney and the road widening
projects improved the traffic condition of the city and reduced the traffic-related emissions from
inter-city vehicles. Despite these claims, the extent of the improvement of the air quality in the
city, whether it is above the normal range or not, is poorly known. This study provides a
minimally invasive and cost-effective way of assessing the genotoxic effects of the vehicular
exhaust to the female street vendors in the Iligan City. The study may serve as a basis for
possible health intervention measures for the benefit of the exposed vendors. Moreover, this
study provides useful information that may be helpful for other researchers to evaluate
occupational genotoxicity risks of other populations exposed to known carcinogens and
mutagens.
121
Methods
A. Study Design
The study utilized a descriptive cross-sectional study to assess the DNA damage of the
exfoliated buccal cells among urban female street vendors exposed to vehicular exhaust. The
sampling sites for the occupationally exposed group were the female vendors at Southbound
Terminal, Pala-o Market and Old Gaisano jeepney and truck routes. The control group were
females from Mindanao State University-Main Campus, Marawi City. The locality was chosen for
the individuals comprising the control group, since the campus has lesser amount of vehicular
exhaust emissions compared to Iligan City. The study period covered the months of October
2013 to January 2014.
B. Study Subjects
Purposive sampling was used in selecting the study participants. The occupationally exposed
group (n=30) was chosen based on the following criteria: (1) must be a stationary street vendor
in the selected sampling sites, and (2) must be occupationally exposed to vehicular exhaust at
least six to eight hours a day. The control group (n=30) are aged-matched individuals with no
known exposure to occupational or environmental carcinogens like students, office workers,
instructors, and other residents of MSU-Main Campus, Marawi City. Only female participants
were included to eliminate gender as a confounding factor. A total of sixty (60) individuals
participated in the study.
Prior to data collection, the study participants were informed of the purpose of the study.
This was done to ensure that the participants understood the data collection procedure. Those
who agreed to participate were asked to sign an informed consent form and to fill out a
questionnaire to obtain necessary information on their lifestyle and personal factors (age, length
of exposure, smoking habits, drinking habits, etc.). The questionnaire was in accordance with the
protocol published by the International Commission for Protection against Environmental
Mutagens and Carcinogens (Carrano and Natarajan, 1988 as cited by Cavite 2013).The
participants were coded to ensure their anonymity.
C. Buccal Micronucleus Test
The assay protocol was adapted from Sellappa et.al (2011). Prior to buccal cell sample collection,
the participants rinsed their mouths with distilled water to remove any unwanted debris. Buccal
cells were collected by rubbing an extra soft toothbrush in the inner sides of both cheeks for
30seconds and then rinsing the mouth with 20 ml of 0.9% saline solution. The gargled solution
was expectorated into sterile test tubes and was transferred into centrifuge tubes containing
Phosphate Buffered Saline (PBS) at pH 7.0, creating a cell suspension. The cells were washed
three times by centrifugation at 1500 rpm for 10 mins in the buffer solution. After discarding the
supernatant, the pellet was smeared on clean microscope slides and allowed to air dry for 5-10
min. The slides were fixed in cold methanol: acetic acid (3:1) for 15 minutes, air-dried, and
stained with 5%Giemsa for 20 minutes. The slides were then rinsed with distilled water; air dried;
and viewed under the light microscope. Six slides were prepared per sample.A total of 1000 cells
per test individual were scored for micronuclei frequency.
The buccal micronuclei (MN) were scored based on the criteria established by Tolbert et.al.
(1992): (1) MN must be less than one third the diameter of the main nucleus; (2) must be on the
same focal plane; (3) must have the same color, texture, and refraction as the main nucleus; (4)
must have a smooth oval or round shape; and (5) must be clearly separated from the main
nucleus. A micronucleated cell rate over 8% is considered abnormal. Only non-fragmented, non-
122
accumulated, non-overlaid cells, as well as those cells containing an intact nucleus were
considered for scoring. The frequency of other degenerative nuclear changes such as binucleated
cells, nuclear bud, karyolysis, pyknosis, and karyorrhexis were not included in the analysis.
D. Confounding factors
To account for the confounding factors of this study, the experimental and control groups were
classified as smokers and non-smokers; alcoholics and non-alcoholics; tea drinker and non-tea
drinker; and coffee drinker and non-coffee drinker respectively. The aforementioned factors
were considered since a number of studies suggest that these factors may affect the frequency of
micronuclei formation and may contribute to the occurrence of cancer (Bolukbas et.al., 2006 and
Majer et.al., 2001 as cited by Cavite 2013; IARC 1997). The subjects who smoke >5
cigarettes/day for 1 year were considered as smokers and those who consumed >120 mg of
alcohol/day were considered as alcoholics in both groups (Vasuvedan et. al, 2011).The subjects
who drink at least 1 cup of coffee and tea everyday were considered as coffee drinkers and tea
drinkers respectively. The length of vehicular exhaust exposure was considered for the exposed
group. On the other hand, the length of vehicular exhaust exposure for the controls was set to
zero. The basis for the length of vehicular exhaust exposure was the number of years of selling
goods in the streets of Iligan City.
Treatment of Data
The results of this study were statistically analyzed using Statistical Package for the Social
Sciences (SPSS) 17.0. Mean and standard deviation (SD) of the micronucleus frequency were
calculated for both exposed and control groups.Students T test was used to evaluate the
difference between the exposed and control groups with the level of significance set at
0.05.Furthermore, the relationship of the confounding variables to micronucleus formation
within the exposed and within the control groups was analyzed using Spearmans rho correlation.
Findings
The descriptive characteristics of the study participants were summarized in Table 1. There is a
similarity in the basal characteristics of the exposed and control. The exposed individuals were
matched with the controls in terms of age and smoking habit. In order to test the effect of
vehicular exhaust to the street vendors, the length of exposure of the controls was set to zero (0)
years. The data about the recent illness and drinking habits of both exposed and control groups
were also included. No data was accounted for alcohol drinking since none of the test subjects
consumed >120 mg of alcohol/day. There was also no tea drinker among the control individuals
since none of them consumed at least 1 cup of tea every day.
123
Table 1. Descriptive characteristics of the study population
Variable Exposed (n=30) Control (n=30)

Age:
Minimum 12 12
Maximum 63 63
MeanSD 37.514.0 37.514.5
Length of Exposure:
Minimum 1 month 0
Maximum 39 years 0
MeanSD 11.110.5 0
Smoking Habits:
Yes 1 (3.33 %) 1 (3.33 %)
No 29 (96.67 %) 29 (96.67 %)
Recently Ill:
8 (26.67%) 5 (16.67%)
Dermatologic disease
0 (0.00%) 1 (20.00%)
Respiratory-related disease
3 (37.5%) 2 (40.00%)
CNS-related disease
1 (12.5%) 0(00.00%)
Cardiovascular-related disease
1 (12.5%) 1 (20.00%)
Fertility related disease
1 (12.5%) 0 (0.00%)
Fever
2 (25.00%) 1 (20.00%)
Coffee Drinker:
Yes 20 (66.67 %) 13 (43.33 %)
No 10 (33.33 %) 17 (56.67 %)
Tea Drinker:
Yes 1 (3.33 %) 0 (0.00 %)
No 29 (96.67 %) 30 (100 %)
Alcoholic:
Yes 0 (0.00 %) 0 (0.00 %)
No 30 (100 %) 30 (100 %)
CNS- Central Nervous System
Micronuclei frequencies (MN) in the exfoliated buccal cells were scored for both exposed and
control groups (Figure 1). The results showed that the MN frequency of the street vendors was
almost two times higher than the control (9.404.46 vs. 4.803.25 per 1000 cells) and the
difference was highly significant (p<0.001).
124
Figure 1: Micronucleated buccal cells (1000x magnification)
The correlation of the confounding factors with the micronuclei frequency was analyzed (Table
2). Among the confounding variables tested for the exposed group, only coffee drinking showed
a statistically significant relationship with micronuclei frequency (p=0.031). However, the
strength of correlation between coffee drinking and micronuclei frequency is relatively weak.
Table 2. Relationship of the confounding variables to micronuclei frequency
Exposed Control
Confounding
Variables
Correlation Correlation
p value p value
Coefficient Coefficient
Smoking 0.108 0.570 0.162 0.393
Coffee Drinking 0.394 0.031* -0.098 0.608
Tea Drinking 0.108 0.570 - -
Length of Exposure -0.028 0.884 - -
Age -0.038 0.842 0.096 0.614

Medicinal Intake for a
-0.219 0.245 0.120 0.529
Recent Illness
Alcohol Drinking - - - -
*Statistically significant (p<0.05)
125
The relationship of the confounding variables to the micronucleus frequency of the control
group was also investigated. Smoking, coffee drinking, age, and medicinal intake did not show a
significant relationship with micronucleus frequency (p>0.05).
Discussion
Numerous studies suggest that personal and occupational exposure to vehicular exhaust cause
DNA damage and a wide variety of adverse health effects (Huang et. al., 2012; Krivoshto et. al.,
2008; Tovalin et. al., 2006; etc.). The exhaust can be from diesel or gasoline with the former
being classified by International Agency for Research on Cancer (IARC) as carcinogenic to
humans and the latter being classified as possibly carcinogenic to humans (IARC, 2012). The
genotoxicity of vehicular exhaust can be attributed to its hazardous chemical components.
Particulate matter from vehicular exhausts, specifically diesel exhaust particles, have been proven
to generate reactive oxygen species, which in excess causes oxidative stress that may lead to
DNA damage (Krivoshto et. al., 2008 and Li & Nel, 2006). In addition, the reactive metabolites
of polycyclic aromatic hydrocarbons (PAHs) from vehicular exhausts have the ability to bind to
cellular proteins and DNA resulting in increased frequency of mutation and DNA strand
breakage (Lah, 2011 and Li & Nel, 2006). Furthermore, other components of vehicular exhaust
such as formaldehyde, monocyclic aromatic hydrocarbons, and benzene have been shown to be
carcinogenic (Krivoshto et. al., 2008).
The genotoxicity of vehicular exhaust among frequently exposed populations can be examined
through buccal micronucleus assay. Exfoliated cells of the buccal mucosa are at greater risk to
DNA damage due to their frequent exposure to genotoxic substances (Holland et. al., 2008 and
Li & Nel, 2006). Moreover, the cells of the oral cavity are capable of metabolizing carcinogens to
reactive forms (Zhang & Mock, 1989 and Zhang, 1994 as cited by Cerqueira & Meireles,
n.d.).The assay protocol utilized micronuclei as a bio-marker of DNA damage. Micronuclei are
minute structures similar to the cells nucleus which have arisen at anaphase from chromosome
fragments or whole lagging chromosomes that fail to be integrated in the daughter nuclei and
were then eventually enclosed by a nuclear membrane (Holland et. al, 2008 and Fenech et. al.,
2011).
The molecular mechanism of micronuclei formation was thoroughly illustrated by Fenech et.al
(2011). Micronuclei arise from chromosome fragments which may be caused by misrepair or
unrepaired DNA breaks. Chromosome fragments may arise from misrepair due to defects in
genes such as BRCA1 and BRCA2 leading to the dysfunction of the homologous
recombinational DNA repair pathway. The DNA breaks may be left unrepaired if the repair
enzymes in the non-homologous end joining pathway are defective. Unrepaired DNA breaks
cause micronucleus formation when the cell fails to repair the DNA because the DNA damage
load is too much for the cell to handle within the specified time frame. Another mechanism of
micronuclei formation due to chromosome fragments is the simultaneous excision repair of
damaged or inappropriate bases incorporated in DNA that are in proximity and on opposite
complementary DNA strands. Aside from chromosome fragments, micronuclei can also arise
from whole lagging chromosomes. This may happen due to a wide array of mechanisms
including hypomethylation of repeat sequences in centromeric and pericentrometic DNA,
defects in kinetochore proteins or assembly, dysfunctional spindle, and defective anaphase
checkpoint genes.
In this study, the DNA damage of the exfoliated buccal cells of thirty (30) urban female street
vendors occupationally exposed to vehicular exhaust was evaluated using buccal micronucleus
assay. Most of the street vendors in the Philippines, whether stationary or mobile, are
126
occupationally exposed to high amounts of vehicular exhaust. They are usually situated in areas
(i.e. roads, highways, and bus terminals) which are among the highest sources of clinically
significant exposure to diesel exhaust and other traffic related pollutants (Bhowmik, 2005;
Krivoshto et. al., 2008; and Tovalin et. al., 2006). The results of this study showed that vehicular
exhaust exposure has a highly significant effect on the micronuclei frequency of the street
vendors (p<0.001). This is in agreement with other studies which also assayed the effects of
traffic-related exhaust exposure to occupationally exposed individuals such as jeepney drivers,
taxi drivers, engine-repair workers, gasoline station attendants, road construction workers, and
traffic enforcers (Cavite, 2013; Celik et. al., 2013; Hallare et. al., 2009; and Karahalil et. al., 1999).
Aside from exposure to vehicular exhaust, the combination of exogenous and endogenous
factors may influence the frequency of micronuclei formation (Bolukbas et al., 2006 as cited by
Rickes et al., 2010). Among the exogenous factors are chemicals, physical agents, seasonal
changes, viruses, and lifestyle factors such as smoking, drinking habits and nutrition (Major et.
al., 1998). Smoking and alcohol drinking are among the factors that have been reported to be
correlated with several forms of cancer (Majer et. al., 2001 as cited by Cavite, 2013). Moreover,
endogenous factors such as age and gender may also influence the results of any cytogenetic
monitoring (Major et. al., 1998).
In this study, the relationship of the possible confounding variables such as age, length of
vehicular exhaust exposure, smoking, drinking habits and medicinal intake to the frequency of
micronuclei formation was investigated. The relationship of the micronuclei frequency and
alcoholism for both the exposed and control groups was not examined since none of the test
individuals qualified as an alcoholic. One probable reason may be the low incidence of
alcoholism of women in the Philippines. The results of this study showed that, except for coffee
drinking, there was no significant relationship between the micronuclei frequency of the street
vendors and the confounding variables considered in this study. For the control group, there was
no significant correlation between micronuclei frequency and the confounding factors of
smoking, coffee drinking, age, and medicinal intake for recent illness.
Smoking did not show any significant relationship to the micronucleus frequency for both the
exposed and control groups. Although many studies suggest that smoking leads to the
development of some cancers, there has been conflicting information about the relationship of
smoking with the frequency of micronuclei in the buccal cells (Holland et.al, 2008). The results
of this study agree with the majority of studies which also showed a non-significant effect of
smoking on the micronuclei frequency of the buccal cells (Celik et.al., 2013; Hallere et. al., 2009;
Holland et.al, 2008; Karahalil et.al, 1999; Naderi et.al., 2012; etc.).
The length of vehicular exhaust exposure did not also show any significant relationship with
micronuclei frequency of the exposed individuals. This finding is consistent with the results of
other micronucleus assays about the genotoxic risks of occupational exposure to vehicular
exhaust (Cavite, 2013; Celik et.al., 2013; Karahalil et.al., 1999; etc.). The lack of correlation
between micronuclei frequency and length of vehicular exhaust exposure may be attributed to a
wide array of factors such as differences of the individuals in terms of genetic composition and
lifestyle which could have affected the rate of micronuclei formation (Martino-Roth et al., 2002).
The individual differences in terms of exogenous and endogenous factors may also be the
underlying reason why age did not show any correlation with micronuclei frequency for both the
exposed and control groups (Martino-Roth et al., 2002).
Coffee drinking has been shown to have a weak correlation with micronuclei frequency in this
study (p<0.05). Many volatile organic compounds such as glyoxal and methylglyoxal have been
127
characterized in coffee (IARC, 1997). These compounds are known to be carcinogenic.

However, the International Agency for Research on Cancer (IARC) had found a weak
association between coffee drinking and cancer. Coffee drinking has not been shown to cause
cancer in almost all human organs except the urinary bladder; thereby classifying it as only
possibly carcinogenic to human urinary bladder (IARC, 1997).
Lastly, the recent illness of the street vendors and controls were documented in this study.
Although the results showed that there was no association between the recent illness and
medicinal consumption to the frequency of micronucleus formation, it was noticeable that the
recent illnesses of the street vendors were similar with the ones described by the studies of
Amegah & Jakkola (2013) and Kongtip et.al. (2008) about the health risks of street vendors.
However, there is no sufficient data in this study that would correlate the adverse health
outcomes and the exposure of the street vendors to vehicular exhaust.
Conclusion and Implication of the Study
Urban street vendors are individuals in need for genotoxicity assessment due to their highly
clinically significant exposures to vehicular exhaust (Bhowmik, 2005; Krivoshto et. al., 2008; and
Tovalin et. al., 2006). Vehicular exhaust is a complex mixture of substances that have been
proven by a wide array of studies to be genotoxic and deleterious to human health (Health
Effects Institute, 2010 and IARC, 2012). This study assessed the DNA damage of street vendors
exposed to vehicular exhaust through the use of the buccal micronucleus test. The test is a cheap
and minimally invasive method that is widely used to bio-monitor populations exposed to known
carcinogens and mutagens (Holland et.al, 2008). The results of the study showed that exposure
of street vendors to vehicular exhaust have a highly significant effect (p<0.001) on the frequency
of micronuclei in the buccal cells compared to the controls (9.404.46 vs. 4.803.25 per 1000
cells). No significant relationship was found among the confounding factors except coffee
drinking which showed a weak correlation with micronuclei frequency. Since the micronuclei are
indicators of genotoxicity, the findings of this study suggest that the occupational vehicular
exhaust exposure of urban female street vendors in Iligan City predisposes them to more DNA
damage compared to their minimally-exposed counterparts.
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p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 131-137, IJHSS
Problems and Benefits of the BEAM Program for

Secondary Mathematics Teachers in Lanao del Sur I:
Bases for a proposed Program in Enhancing Mathematics
Teachers Competencies
Noraida P. Mecampong
nordzpanmec@gmail.com
09399037669
Cabib B. Mecampong
drcbmecampong@gmail.com
09073691771
Abstract
This study looked into the problems and benefits of 102 Mathematics teachers in Division of
Lanao del Sur I on the BEAM program for secondary Mathematics teachers. The descriptive
method of research was employed with a checklist as the main instrument used in data gathering.
This was supplemented by observation and interview to verify the veracity of the data obtained.
The use of frequency distribution, average weighted mean elicited the result of the study: (1) A
typical secondary school mathematics teacher is described as a female; about 31 35 years old;
married; BSE graduate, with an eligibility of category B and C; attended seminars and trainings
five years back at about 51 hours and above; with a position of Secondary School Teacher 1 (SST
1); and rendered services from 5 to 9 years; (2) A typical secondary school in the division of
Lanao del Sur I have 4 to 14 teachers with more (28.41%) students in first year level; (3)
Mathematics teachers sometimes implemented the BEAM program on teaching strategies and
assessment of students output/performance, but mathematics teachers never implemented the
BEAM program on integration of ICT in teaching mathematics; (4) Mathematics teachers always
encountered problems in the implementation of the BEAM program on assessment of students
output/performance and on integration of ICT in teaching mathematics; and (5) Mathematics
teachers were sometimes satisfied in the implementation of the BEAM program on teaching
strategies, assessment of students output/performance and integration of ICT in teaching
mathematics.
Keywords: problems and benefits, output/performance, integration, implementation
131
Introduction
It is a universal belief that the key factor in any sound program of education is the teacher. As
Gregorio (1987) emphasized, regardless of high quality of administrative and supervisory
leadership, of curriculum or of physical plant, the course of instruction will suffer if it in the
hands of persons other than a competent teacher.
The role of contemporary teachers has three dimensions: Firstly, there are the roles expected of
him, defined by the goals of education which a society and its school adopt and specifically
defined what is expected of him in terms of his conduct, performance and are based on his
operational routines. Secondly, there are roles which he assumes, based on his perception, belief
and capabilities. And thirdly, there are the one thousand and one things which students confront
him, to which he is full to respond or may ignore (Salandanan, 2001). Of the roles mentioned,
the most challenging one is how to make the learner learn, love to learn and most of all make his
learning more meaningful. In other words, a teacher or a mentor must be fully equipped with
teaching skills.
But how should a good mentor be equipped with teaching skills? Rosas (2004, Bulletin Today)
posited that to improve quality education as well as the competency of teacher they must be
equipped with new skills, new strategies and new innovations that are relevant to the needs of
basic education. These new skills are needed to respond to the changing of the times.
Gone are the days that learners are confined to the four corners of the classroom. Today,
classrooms are merely places where students converge to process their experiences. Learners
come to school not only to listen to their mentor. Learners even challenge ideas of their mentor
to show their active interaction as a result with their encounter with outside world. Learners
easily relate school experiences with what they learn outside the school. This is the reality
mentors re facing nowadays.
With the advent of technology, teachers are now faced with gigantic task of addressing the need
to make every learner competent in the basic tools to prepare them to live I a highly competitive
world. This is the framework of the restructured education of the Department of Education. As
conceived, Restructured Basic Education Curriculum (RBEC) aims to empower the
Filipino learners to capable of self-development throughout ones life and to be patriotic,
benevolent, ecologically aware, and godly. This curriculum must be flexible to meet the learning
needs of a diverse studentry and is relevant to their immediate environment and social cultural
realities. The basic tool subjects such as; English, Science, Mathematics, and Filipino are not to
burden the learners with additional dispensable content but to increase the time for task and
activities to gain mastery of the basic competencies and to help the learners reflect and
understand contextualized content. Thus, in the structured curriculum, training in life skills, the
identification and analysis of values, and the recognition of multiple intelligences permeate all the
learning areas.
However, for quite sometimes that RBEC was implemented there are still inadequacies in terms
of developing competencies of students on basic tools, like English, Mathematics and Science.
Evidence of this loophole are results of international and national student assessment tests
(TIMMS, National Diagnostic and Achievement Tests and the high School Readiness Test,
1997), which indicate the low performance levels of Filipino students in areas like application,
comprehension, problem solving and what is generally referred to as the higher order thinking
skills (HOTS). These results tend to indicate that the development of these skills, often
considered key elements of quality education, are not given appropriate focus in classrooms.
132
Obviously, many teachers teach and assess students in a manner that focuses on factual recall
and rote memorization (DepEd Bulletin, 2005).
Due to these inadequacies, the Department of Education exerted efforts to remedy the situation.
Linkages with the international organization were established. One of these linkages is the
Australian education aid called the Basic Education Assistance for Mindanao (BEAM). BEAM
(Basic Education Assistance for Mindanao) is a project jointly funded by the Government of the
Philippines (GoP) and the Government of Australia (GoA) through its International
Development Agency (AuSAID).
Objective of the Study

(1) Determine the degree of implementation of the BEAM program for secondary teachers on
teaching strategies, assessment of students output/ performance and integration if
information and communication technology in teaching mathematics;
(2) Find out the degree of occurrence of problems encountered by the teachers in implementing
the BEAM program;
(3) Determine the benefits by the teachers from the BEAM program; and
(4) Establish the specific program and activities that can be instituted to enhance the teaching
competencies of secondary school teachers.

This study attempts to determine the problems and benefits of the BEAM program for
Secondary School Teachers in Lanao del Sur I from SY 2002 2006, bases for a proposed
program in enhancing Mathematics teachers competencies.

The results of the study will provide the school administrator an insight of a specific program to
be developed in enhancing the competencies of the teachers, especially mathematics teachers. It
will also help him identify the strengths and weaknesses of the teachers that may surface in the
attainment of educational goals and objectives of DepEd - Lanao del Sur I in particular. The
findings of the study will encourage teachers to re think their teaching methodologies and
incorporate innovative teaching strategies to enhance their teaching competencies for quality
learning outcomes. It will also help teachers to perform their task as secondary school teacher.
This will maximize the use of time with minimum efforts but with good quality outputs.
In addition, the results of the study will yield information which can help the students to be
cognizant of the benefits of the BEAM program can contribute to teaching learning process.
The study also will inform parents of the schools effort in enhancing competencies of teachers
in teaching which are useful to their children. The findings of the study are also useful to the
community leaders and local officials since it provides them information about the efforts of the
DepEd in raising the academic standards of secondary schools. Finally, the study will bring
awareness to the BEAM management that teachers are actively involved in their program and
research studies are conducted to help find ways to improve and sustain the program. And, this
study will serve as a reference for other researchers who would like to undergo studies related to
BEAM and to the improvements of teaching competencies.

The descriptive method of research is employed in the study with the use of questionnaire
checklist as the main instrument in gathering the needed data. This is supplemented by informal
interviews and observations.
133
Descriptive design was used because it sought to provide information about variables which are
the personal and professional profile of the respondents that includes age, gender, civil status,
highest educational attainment, position, eligibility, length of service and seminars and trainings
attended 5 years back as well as the profile of the BEAM target secondary schools.
Method of Procedure
With the use of the descriptive design, information about problems confronting the teachers and
benefit derived in the implementation of the BEAM program are identified. Results and findings
of the study would become the basis for proposed program in enhancing the teaching
competencies of mathematics teachers.
Collection of Data
After the approval of the research proposal, permission from the Schools Division
Superintendent was secured. The researcher personally distributed the questionnaire to the
respondents. Immediately, after the approval of the request, the researcher met the groups
during their free time and explained to them the nature of the study in order to get their support
and cooperation in answering the questionnaire.
In administering the instruments, the researcher explained the instruction, the purpose of the
study as well as the encouragement of the respondents to ask questions before they start
answering the questionnaire in case f doubt about the direction to avoid confusion as much as
possible.
Findings
The BEAM program on teaching strategies had an overall average mean of 2.07 which means
teaching strategies of BEAM are sometimes implemented by the teachers; an average mean o
1.96 resulted or the indicator assessment of students output/performance which means that the
BEAM strategies in assessing students output/performance is sometimes implemented by the
teachers. With regards to integration of information and communication technology to lessons in
mathematics, it is never implemented by the teachers.
The problem encountered by the teachers in implementing the program on teaching strategies
had an average mean of 2.365 which is described always encountered by teachers. With regards
to assessment of students output/performance, teachers seldom encountered a problem as it
yield an average mean of 1.905.
An average mean of 2.29 resulted on the integration of ICT which means integration of ICT in
teaching mathematics is seldom encountered by teachers.
Benefits of the BEAM program of teaching strategies as perceived by teachers yield an average
mean of 2.24 which means that teachers are sometimes satisfied on the teaching strategies of
the BEAM program. Benefits gained on the BEAM program on the assessment of students
output or performance had an average mean of 2.13 which means teachers are sometimes
satisfied on the BEAM program on assessment of students output or performance. An average
mean of 2.15 resulted in the integration of ICT which means that teachers are sometimes
satisfied on the BEAM program on the integration of ICT in teaching mathematics.
134
Conclusion
A typical teacher from any of the secondary schools of Division of Lanao del Sur I is female,
married, aged 31 35 years, a BSE graduate, attending 50 hours and above in seminars trainings,
and workshops, had other eligibility like PRC - Category B and C, rendering services in teaching
for 5 9 years and with a position of Secondary School Teachers 1 (SST 1).
In the implementation of the BEAM program on teaching strategies, assessment of students

output or performance and integration of ICT in teaching mathematics, the teachers sometimes
implemented. However, there are problems sometimes encountered by the teachers in the
implementation of the said program. Although, teachers sometimes encountered problems in the
implementation of the BEAM program, at the same time, they also satisfied in its
implementation.
Finally, on the three indicators of the BEAM program to secondary mathematics teachers,
degree of occurrence of problems met by teachers ranks first followed by the level of satisfaction
of the benefits gained from the implementation of the BEAM program; and degree of
implementation of the BEAM program ranks last.
Implications
Mathematics teachers are in their middle age, dominated by females, still new in the profession
bur have complied with the minimum requirements for teaching not only educational attainment
but also attained the required eligibility. Teachers aspire for academic promotions as shown by
their eagerness in attending seminars, conferences and trainings.
Secondary schools in Division of Lanao del Sur I have the least number of teachers which may
be attributed to the year the school was established and number of students is decreasing as the
curriculum years increases. These schools are implementing the BEAM program to enhance the
teaching competencies of Math teachers; however problems are met, specifically on the
application of concepts related to teaching strategies. Integration of ICT was also a problem in
the sense that teachers are not equipped with necessary skills in computer and lack computer
machines.
As to benefits, there is an application of the techniques and strategies in teaching Mathematics,

though there is slight evidence of full adoption of techniques due to inadequate instructional
materials. Nevertheless, it was observed that Math teachers are trying hard to adopt and
implement the BEAM program.
References
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Dissertation, Mindanao State University, Marawi City
The Authors
Noraida P. Mecampong presentlyworking her dissertation to finish the

degree leading to PhD educational management at the Mindanao Staten
University- Marwi City, Philippines. She graduated MAED in school
admin., and BS in accountancy in Mindanao State University, Marawi
City. She is the Education Program Supervisor in English and a regular
lecturer in seminars and trainings in the Division of Lanao del Sur I. She
received awards and plaque of appreciations as mentors in seminars and
trainings of the Division of Lanao del Sur I. Supervisor Mecampong is a
member of the Professional Association for Teacher Education (PAFTE) and licensed secondary
mathematics teacher.
136
Cabib B. Mecampong graduated PhD educational mgt., MST physical

Science. CPT high school chemistry in Mindanao State University and
finished BSE in Pacasum College, Marawi City Philippines. He is a
science coordinator at MSU- Masiu Community High School and a
special assistant at University Extension Services Center, Office of the
Vice Chancellor for Research and Extension MSU-Main Campus, Marawi
City. Dr. Mecampong is eligible in Professional Board or Teachers and a
member and press relation information officer of the Science Club
Advisers Association of the Philippines (MSU-Main Campus, Marawi City Chapter)
137

p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 138-144, IJHSS
Status of Chemistry Teaching of the MSU Community

High Schools and the National High Schools of Marawi
City and Lanao del Sur
Cabib B. Mecampong
drcbmecampong@gmail.com
09073691771
Abstract
The scenario depicted in the findings of this study is a showcase of non-existence of procedural
literacy, depriving the young learners to experience exposures to the methods and procedures
used in scientific literacy, of which such exposures cannot be separated from the presence of
adequate equipment, instructional materials, and administrators support. Undoubtedly, the low
chemistry achievement of the students can be attributed to the deplorable situation experienced
in the different high school respondents. It is therefore, recommended that science teachers
must strengthen their pedagogy, content and knowledge (PCK) in science; chemistry teachers
must undergo regular professional growth through advanced studies, trainings, seminars and
conferences; school administrators must perform the roles on focusing to manage teacher
effectiveness and effective classroom instruction; manage the provisions on the adequacy and
functionality of instructional materials, supplies, laboratory equipment and facilities necessary for
the quality chemistry teaching.
Keywords: methods and procedures, quality chemistry teaching, science teachers, teacher
effectiveness
Introduction
Teaching and learning are two very important aspects of educational system. The two aspects are
inseparable; one aspect is the complement of the other. If one of the two aspects is absent
educational system is impossible to exist. Teaching is the responsibility of the teacher, a
professional adult person trained for the job. It involves the intelligent arrangement of the
environment and resources of learning that will look the right kind of responses from the
learners. Learning is done by the learners by using optimally the learning resources. Learners are
a group of maturing individuals under the care of the teacher.
In the Philippines, quality teaching is very important in all subject areas in every level of learning.
So, teacher in every field must be effective and efficient in order to yield meaningful learning. In
fact Calmorin (1994) stressed that the kind of teacher needed in the field is both diligent and
intelligent who can deliver the goods and services to the students efficiently, effectively, and
138
economically. In other words, competent and efficient teacher is needed so that instruction can
be improved to attain quality education.
Laws mandating for quality education include some provisions of the 1987 Philippine
Constitution where one of the sections states The State shall protect and promote the right of
all citizens to quality education at all levels and shall take appropriate steps to make such
education accessible to all (DECS Service Manual, 2000). With respect to this mandate, the
teachers play the significant role with regards to the educational aspect of society. They are
responsible to educate the individual members in society. The future progress and development
of society depend on them. But often, teachers are blamed for the many ills in society because
accordingly they do not teach effectively, efficiently, and competently. Consequently, quality
education is not achieved by the society due to this reason. Progress and development may not
reach by the nation because of the poor quality of education.
This is always true in the Philippines as Bilbao et al., (2006) opined that in 1991, the
Congressional Commission to Review and Assess Philippine Education (EDCOM) came out
with the finding that the quality of Philippine education is continuously declining and that the
teachers are at the heart of the problem. This is due to the reason that many teachers at all levels
do not have the minimum qualifications for teaching. In particular, the proportion of high
school teachers of science and mathematics who do not have even the minimal preparation for
teaching the subject ranges from 54.6 percent to 60.0 percent. This report is confirmed in
Angaras message during the SUCTEA Convention on February 16-18, 2011, for having
remarked that many teachers in the public school system who teach mathematics and science in
elementary and high school are not qualified. Only about nine of every 100 mathematics and
science teachers hold a master degree while only two pursued doctoral studies.
In the earlier years where the national performance of the students was measured by National
College Entrance Examination (NCEE) where the input of the teachers reflects on the outcome
of students, EDCOM (1992) findings revealed that the results of NCEE and the International
Assessment Examination (IEA) showed that Filipino students generally perform poorly in
mathematics and science. Cognizant to this deplorable status of the Philippine education, it
requires the present educational system to strengthen the teaching and learning of science
particularly the field of chemistry because it is the partner of society for technological
advancement. Teachers who are competent in teaching the field are highly needed, as outlined in
the 1987 Philippine Constitution in Article XIV, Section 10, it is stressed that science and
technology are essential for national development and progress; the State shall give priority to
research and development, invention, innovation, and their utilization, and other services; it shall
support indigenous people, appropriate and self-reliant, scientific and technological capabilities,
and their application to the countrys productive system and national life (Salandanan et al.,
2006). Foundation on this national requirement should stem from the basic education especially
in the secondary level.
However, as observed, secondary graduates coming from some high schools in the country find
difficulty to take up chemistry when they reach college level. The main reason for the claimed
gap rests on the poor foundation in high school chemistry. Maranao educational area is not
exempted from the problem. Both teaching and learning processes in the field of chemistry are
not in good quality. Generally, high school graduates coming from different secondary schools
of Marawi City and Lanao del Sur are behind in the content knowledge in chemistry compared to
the other regions of the country.
Chemistry is an area of concern of the researcher because of its importance as a partner of

society in the technological advancement. This is one of the basic subject areas in the third year
139
high schools prescribed in the General Education Curriculum. The subject is included in the
curriculum as Science and Technology III in which the description is Chemistry and Technology
(DECS Service Manual, 2000). Motivated by this concern, the researcher tried to assess the
status of chemistry teaching in the different MSU community high schools and the DepEd
national high schools of Marawi City and Lanao del Sur. Chemistry performance of the students
is equally important to be determined.
Objectives of the Study

1. To evaluate the level of the students chemistry achievement of the respondent high
schools;
2. To relate the chemistry teachers profile with the status of chemistry teaching of the
respondent high schools;
3. To relate the status of chemistry teaching with students achievement of the respondent
high schools; and
4. To design training program for chemistry teachers in order to improve the status of
chemistry teaching of the respondent high schools.

Educators and researchers exert their efforts to evaluate and assess chemistry teaching-learning
process through research so as to update themselves with its present status. It is a fact that
assessment of teaching-learning plays an important role to improve educational system.
According to Corpuz and Salandanan (2007) assessment of learning is an integral part of the
teaching-learning process.

Results of this study will benefit the different stakeholders of the educational system. The school
administrators may provide enhancement program to improve the chemistry teaching in the
region and the locale of the study in particular. Results will provide them vital information to
design other effective specific program to intensify the teaching competence of the chemistry
teachers. The findings of the study may give information to parents concerning the importance
of their cooperation as partners of the school in educating their children.
Furthermore, the findings may bring information to every community constituents on what
particular supports that they will provide for the benefit of chemistry teaching in the respective
high schools situated in their localities. The findings may also provide baseline data for the
curriculum planners and makers to give some important revisions in the chemistry program
purposely to make it relevant to the needs of the students studying along the areas where
respondent high schools are established. Finally, the future researchers also may gain some
necessary information about the process of assessing the status of other subject areas included in
the present curriculum designed by the Department of Education (DepEd) purposely to enhance
students achievement in other subjects.

The research employed the descriptive-correlation design. This research design is appropriate for
the study because it provided description of the different variables investigated in the study
which include the profile of the chemistry teacher respondents, teaching-learning process
methodologies, association between variables like aspects of status of chemistry teaching and
profiles of teacher respondents. The study focused only on assessment of chemistry teaching of
140
the MSU community high schools and the national high schools of Marawi City and Lanao del
Sur. The researcher used the grade point average (GPA) in chemistry at the end of the academic
year 2010-2011 as a measure of the students chemistry achievement of the high school
respondents.
Method of Procedure
Descriptive-correlation design was employed to correlate teachers personal and professional
profiles with teaching approaches and methods used by the chemistry teachers. These variables
together with instructional materials and supplies; laboratory equipment and facilities; and
administrators support are also correlated with the third year students chemistry achievement of
the respondent high schools in the school year 2010-2011.
Collection of Data
After the proposal had been presented and approved by the dissertation committee, permission
from the head of each respondent school was sought for the conduct of the study. Upon the
issuance of permits from the aforementioned heads of schools, the researcher personally
distributed and administered the questionnaire to the chemistry teachers in the different
respondent high schools. In the administration of the questionnaire the researcher explained the
nature of the study and its purpose in order to get the sympathy of the respondents to answer
the questionnaire honestly. Instruction to be followed in answering the questionnaire was also
vividly explained to the respondents to avoid misconception. Clarifications of the respondents
with regards to some items which are not clearly explained were being entertained by the
researcher.
Results and Discussion

On correlational analysis between the teachers profiles and the different aspects describing the
status of chemistry teaching, yielded the following: on (a) teaching approaches, the correlation
process manifested moderately to highly positive relationship between the following profile variables
and approaches of teaching: Age with inquiry, integrated, and interdisciplinary approaches;
monthly income with inquiry, integrated, interdisciplinary, and mastery approaches of teaching;
ethnicity with multimedia; length of service with integrated, interdisciplinary, and mastery
learning; educational attainment with multimedia, interest learning centers, and visiting
community resources; field of specialization and professional growth with the conceptual,
inquiry, and discovery; lastly, academic rank with interdisciplinary, integrated, mastery and
multimedia; those profile variables which did not manifest positive relationship with any of the
teaching approaches are civil status, eligibility, and appointment status; for (b) teaching
methods, the correlation process manifested moderately to highly positive relationship between the
following profile variables and methods of teaching: Age with investigatory and cooperative
methods of teaching; gender with reporting; civil status with lecture; monthly income with
discussion, reporting, and investigatory methods of teaching; ethnicity with reporting; field of
specialization with lecture, discussion, reporting, problem solving, cooperative, and project-based
method; eligibility with investigatory; length of service with discussion and investigatory;
professional growth with lecture and discussion; and academic rank with discussion, reporting,
activity, and investigatory teaching methods; noticeably, no positive relationship ever existed
between educational attainment and appointment status with any of the profile variables of the
teachers; for (c) instructional materials and supplies, correlation results showed a highly
positive relationship with the field of specialization, other profile variables of the teachers did not
show any correlation with the instructional materials or supplies necessary for their chemistry
teaching; for (d) laboratory equipment and facilities, the correlation results manifested that
same aspect of status posed positive relationship with monthly income, educational attainment, field
of specialization, professional growth, and a high correlation with academic rank profile; for (e)
141
administrators support, only gender and the academic rank of the teachers have moderately
positive relationship with administrative support.
On correlation analysis between the students achievement and the aspects of status, correlation
results showed that only inquiry and discovery teaching approaches, and the problem solving of
the teaching methods used have reflected moderately positive relationship with students outcome.
Other aspects of status like instructional materials or supplies, laboratory equipment or facilities,
and administrators support did not show correlation with the students outcome or achievement.
Conclusion
Based on the results of the study, the MSU Community High /schools and the National High
Schools of Marawi City and Lanao del Sur have inadequate chemistry instructional materials,
supplies, laboratory equipment and facilities and if ever there are few of these materials existing
in the said high school respondents, these things are not functional. This particular condition is a
showcase of non-existence of procedural literacy, as stressed by Bybee (1996, as cited by Tan et
al., 2003), where procedural literacy is one dimension of scientific literacy, and such relates to the
aim of learning to do science. Learning to do science can be attained by exposing the learners to
the methods and procedures used in scientific literacy and such exposure cannot be separated
from the presence of adequate equipment and materials support which the settings of the study
lacked. Undoubtedly, the low chemistry achievement of the students can be attributed to the
adverse situation experienced in the different high school respondents.
The teaching approaches and methods of the teachers are far from the standard, much to the
extent of the teachers educational preparation, as expected. They should become experts of the
subjects they were trained on before they can engage in teaching the subjects. In light with the
foregoing findings, wherein chemistry achievement of the student-respondents portrayed a mean
score lower than the expected student performance in a national level is a compelling reason for
the researcher to design a proposed training program to address the discovered gaps and needs
in MSU community high schools and the DepEd national high schools in the province of Lanao
del Sur.
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The Author
Cabib B. Mecampong graduated PhD educational mgt., MST physical

Science, CPT high school chemistry in Mindanao State University and
finished BSE in Pacasum College, Marawi City Philippines. He is a science
coordinator at MSU-Masiu Community High School and special assistant
at University Extension Services Center, Office of the Vice Chancellor for
Research and Extension MSU-Main Campus, Marawi City. Dr.
Mecampong is eligible in Professional Board or Teachers and a member
and press relation information officer of the Science Club Advisers Association of the
Philippines (MSU Chapter)
144

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Employment Outcomes of Bachelor of Science in Information 19

Assessing Faculty Development Needs: The Case of Mindanao State 33

Student Teachers Cognition in Literature Teaching: From Planning to 44

Predictors of the Performance and the Difficulties in Physics among 56

The Lived Experiences of the Low Performing Students of Bachelor of 90

Design, Fabrication, and Evaluation of Forage Chopper Machine using 100

Micronucleus Test in Exfoliated Buccal Cells of Female Street Vendors 119

Problems and Benefits of the BEAM Program for Secondary 131

International Journal of Humanities and Social Sciences

The Mentors and Protgs: A Phenomenological Study

Keywords: lived experiences, mentoring, more fun in teaching and learning

Evolution of the Study

As I scroll the gallery of my computer, I felt so happy looking back my experiences

Setting of the Study

A. The school site

Faculty and Staff of the School together

B. The Mentors Abode and Travel

Mentors host house

foods and treated as VIPs. The house is just a

The mode of transportation in the

come. We have to cross the creek by walking specially when

Others also said that concreting their road is useless

This study utilized a hermeneutic phenomenological research design. This design is

Interviews are unstructured or semi-structured (Wimpenny and Gass, 2000; Coalizzi,

A.1 Dedicated and Devoted Mentors

A.2 Moxie Mentor

Teaching is a moxie because teaching

Table 1 Mentees Scores in the Achievement Test

A.3 Adventurous Mentors

tinuturoan kaming mabuti para makapasa

maganda naman klaro ang discussion at marami pa kaming natutunan tulad ng

salamat sa inyo dahil marami kaming natutunan sa inyo at nagsaya kami

during teaching-learning process. Table 2 below shows relationship of pretest and

Paired Differences t df Sig. (2-

B.2 Impressive and Efficacious

ang nakatulong sa amin ay ang nadadaanan naming sa Science, English and

marami kaming natotonan at naiintindihan

Table 3 Self Assessment of Protges Perceptions on the Mentoring Program

Assessment Frequency Frequency of Frequency of

Are you happy to be one of the students 15

B.3 Cheerful Moments

An elementary grade is the stage of enjoyment and a period of adjustment between

C. Overarching Theme: Sweet Delight

Table 4 Evaluation on MOVE UPS Mentoring

Assessment Yes No Partly

The concluding statement of the school principal is quoted below;

Conclusion and Recommendation

Earning a degree and receiving a certification of excellence or diploma is not a guarantee

International Journal of Humanities and Social Sciences

Employment Outcomes of Bachelor of Science in

Catalino L. Centillas Jr., Ph.D.

Charles Lumbay &

Christian Caben M. Larisma

Statement of the Problem

Research Design of the Study

Significance of the Study

Preliminary preparation. The researchers made a formal letter of request to the

Figure I. Distribution of Graduates by Academic Year

Figure 2 describe the summary of graduates status of employment. As indicated in the

Figure 2. A graph showing the Graduates Employment Status from 2011-2016

Figure 3. A graph showing the Employed Graduates According to Types of Agency

Distribution of Employed Graduates According

Table I. Nature of Occupation of Employed Graduates from 2011-2016