1
CHAPTER I
THE PROBLEM
Rationale
In the International setting, in order to make the youths self- reliant,
agriculture subject made compulsory in both primary and secondary schools in
many country, following the recommendations of many educators. School
agriculture is therefore an attempt to inculcate values, attitudes, knowledge as
well practical skills in learners which are needed to improve agricultural
production (Kibbeth, 2011).
The influence of instructional materials in promoting students’ academic
performance and teaching and learning in educational development is
indisputable. The teaching of Agricultural Science in secondary schools needs to
be
properly
handled. Agriculture
contributes
to the
nation’s
economic
development which requires the need to be taught thoroughly to meet the
educational and economic development (Ibrahim, 2011).
The hope was and still is that the subject key to sustained economic
growth. Skilled human will enable the youth to get exposed to the basic resource
is an asset for the effective management and principles and practices of
agriculture thus making a critical mass of the population knowledgeable in
agriculture. This would enable majority of the future farming population to
2
participate effectively in national development. The decision targeted the youth
in schools that make up more than 55% of the national population (Nyang’au, et.
al, 2011). According to Reidmiller (2011), there is hope that pupils would apply
their agricultural knowledge and skills learned in agriculture after school.
Dyer (2010) states the importance of the use of Instructional methods
that
focuses
on
the
selection
and
use
of
teaching
strategies,
methods/approaches, and techniques; evaluating learning; and managing
learning environments for teaching agricultural subjects in formal educational
settings. The aim for the integration of innovative instructional strategies is
demonstrate the most effective teaching strategies, approaches/methods, and
techniques appropriate for selected Agriscience subject matter. On this manner,
it will develop strategies for organizing instruction, learning materials, and
learning activities to effectively teach agriculture subject matter.
Moreover, Young-Lovell (2010) correctly pointed out that today, there are
educational institutions whose offerings highlight the value of a blended learning
experience. Such organizations design their curriculums to enhance student
knowledge, skills and attitudes. These institutions integrate several elements into
the learning experience. The subject matter is taught, provision is made for
students to practice and this all takes place in the traditional or virtual classroom
or in a real world setting.
3
Learning by doing was emphasized in the curriculum so that the students
should be able to produce food and other agricultural products for themselves
and their community. A series of activities were suggested in the curriculum to
ensure the development of psychomotor skills in agricultural science by the
students. The program further recommended that: each student be guaranteed
adequate equipment, farm space, farm structures and regular supply of fertilizers
and animal feeds. In addition to having a farm, each school should keep at least
two farm animals. Students’ achievement should be continuously assessed
through various forms of tests and during field and laboratory practical and
individual assessment should be carried out for activities in crop production while
group assessment be restricted to performance in animal production activities.
Hence for effective and positive production in any establishment, there must be
enough working tools to be used by the personnel (Oyedun, 2010).
In the national setting, the teacher alone cannot provide all the
needed condition for an effective teaching and learning process, other supporting
materials should be provided. The students learn better when most of the senses
are appealed to the instruction and use of instructional materials in agriculture
science education has added a new dimension in the positive promotion of the
teaching and learning process.
In this modern time, an increasing number of educational institutions and
organizations around the world employ trainings and strategies to address
4
emerging challenges not only to develop teacher competency but also to
establish students’ formation. Teacher competence has become a major
challenge in many countries around the world. The 2001 UNESCO Report
indicated that the world’s sixty million teachers were deemed needing
professional enhancement to further their knowledge of content and teaching
skills (Orleans, 2010).
Instructional materials are used by teachers to facilitate effective teaching
and better quality of learning by students. Instructional materials are created to
suit the different ways that students learn while some students learn and retain
information that are fed to them through a lecture, others by reading. However
absorb information with the aid of visual cues in addition to the lecture and
reading. The use of different instructional materials assures and provides the
student with different learning aids to maximize learning and retain the
information given to them (Bone, 2010.)
On the other hand, enhancing competency of pupils is also one of the
agenda of the government and stakeholders. The idea focuses on the learners to
acquire the sufficient knowledge to be competent through the application of
teaching strategies. The importance of Science has been proven in the real life
application. Thus, the government cannot take lightly the science application
because it process skills and competencies which empowers an individual to
gather and reason about data to make better sense of his world.
5
In the status quo, teachers normally dodge the use of instructional
materials in most of their teaching topics, while they try to do all they could
during their practical teaching in their course of study; even though some of
these materials are not usually available in the schools for teachers’ use. In most
of the schools, instructional materials are not judiciously used as it ought to be.
Many teachers teach in abstract without using the required materials” (Ibrahim,
2009).
In making use of any instructional materials, such materials must be
previewed that is, having full knowledge of the material; prepare the
environment where it will be used; prepare audience by means of making sure
that the materials to be used will attract attention, arouse, motivate and provide
the rationale that could be used in the beginning, middle or end. The
effectiveness of utilizing appropriate instructional materials in teaching and
learning of agricultural science is not void of quality instructor. In order to give
quality education to the younger generation, there is need for employment of
more competent, experienced and qualified agricultural science teachers. Thus,
the need to identify the suitable instructional materials, by which students can be
made to comprehend the extent of the subject easily and intelligibly, is the focus
of this study.
6
Theoretical Framework
The researcher presents herein theories related and connected to the
proposed innovative instructional strategies in the teaching of agriculture to
Grade V learners.
Moreover, these theories presented herein are authored by scholars in
the field of research in various studies which is deemed related to the subject
matter in this study.
This study hinges on the theory of learning as described by
cognitive psychologists. In theory of cognitive development, mental ability is
closely related to language ability. As child grows older, vocabulary and word
usage becomes the best single indication of his intelligence. Sensory motor
ability is the basis of intelligence and other ingredients are ability to perceive
situations accurately, to see relations, to remember, to use good judgement and
to persist in solving problems (Ibrahim, 2011). The author, Ibrahim, is of the
opinion that agricultural science teachers should use the materials that would
enable students to easily perceive learning situations in a positive way, especially
in the teaching of agricultural science.
Based on cognitive learning theory, the constructivist view of learning
emphasizes a student-centered orientation .This strategy considers that learners
can construct their own knowledge and that knowledge is constructed by
individuals though social interactions (Reiser, 2009). Constructivist learning
7
theory then explains how people learn from and make sense of the meaning of
the world.
Theory of Learning of Dewey and Vygotsky which holds that learning
always builds upon knowledge that a student already knows. It suggests that
learning is more effective when a student is actively engaged in the learning
process rather than attempting to receive knowledge passively.
Learning by doing means learning from experiences resulting directly from
one’s own actions, as contrasted with learning from watching others perform,
reading others’ instructions or descriptions, or listening to others’ instructions or
lectures. Of course, watching, reading, and listening are actions, but they are not
the kinds of doing referred to as learning by doing according Dewey because
they yield direct experience with demonstrations or descriptions of actions rather
than with actions the learner actually performs. In classical psychology and its
hangers-on “direct experience” meant mental contact with mental phenomena by
introspection; but in the present context, it means sensory contact with the
results of doing.
The learning-by-doing principle has been advocated widely and in many
forms, including learn-by-doing, trial-and-error learning or discovery versus
instruction, practical experience versus book learning, the practice-theorypractice dialectic, and “proof upon practice.” The word practice in the last two of
8
these versions is sometimes interpreted to mean repetition, as in a study by
Ingram (2009).
Jean Piaget's Theory of Learning. According to Jean Piaget, human
intellectual development progresses chronologically through four sequential
stages. The order in which the stages occur have been found to be largely
invariant, however the ages at which people enter each higher order stage vary
according to each person's hereditary and environmental characteristics.
Adaptation takes place through assimilation and through accommodation,
with the two processes interacting throughout life in different ways, according to
the stage of mental development. He pointed out that the role of the teacher as
that of facilitator and organizer in every situations and activities to the student.
Conceptual Framework
Agricultural aids teaching helps the teachers to utilize the appropriate
methods and materials to teach certain concepts in agricultural science that will
contribute to the students’ academic performance in the subject.
The 1987 Philippine Constitution clearly states that the government
must provide quality education to its citizens.
“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.” (Sec. 1, Art. XIV)
9
In addition, the government is mandated to establish, maintain, and
support a complete, adequate, and integrated system of education relevant to
the needs of the people and society and to maintain a system of free public
education in the elementary and high school levels. Without limiting the natural
right of parents to rear their children, elementary education is compulsory for all
children of school age.
Furthermore, the constitution provides that “The State recognizes the vital
role of the youth in nation-building and shall promote and protect their physical,
moral, spiritual, intellectual, and social well-being. It shall inculcate in the youth
patriotism and nationalism, and encourage their involvement in public and civic
affairs “.
R.A. No. 10533 (ENHANCED BASIC EDUCATION ACT OF 2013).
The State shall establish, maintain and support a complete, adequate, and
integrated system of education relevant to the needs of the people, the country
and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate
of basic education shall be an empowered individual who has learned, through a
program that is rooted on sound educational principles and geared towards
excellence, the foundations for learning throughout life, the competence to
engage in work and be productive, the ability to coexist in fruitful harmony with
10
local and global communities, the capability to engage in autonomous, creative,
and critical thinking, and the capacity and willingness to transform others and
one’s self.
R.A. No. 9155, Governance of Basic Education Act of 2001. This
statute hereby declared the policy of the State to protect and promote the right
of all citizens to quality basic education and to make such education accessible to
all by providing all Filipino children a free and compulsory education in the
elementary level and free education in the high school level. Such education shall
also include alternative learning systems for out-of-school youth and adult
learners. It shall be the goal of basic education to provide them with the skills,
knowledge and values they need to become caring, seIf-reliant, productive and
patriotic citizens.
11
ASSESSMENT IN THE INNOVATIVE INSTRUCTIONAL STRATEGIES IN
THE TEACHING OF AGRICULTURE TO GRADE V LEARNERS
.
Input
Process
1. Profile of the teaching
Steps in determining the
effectivity
of
the
innovative instructional
strategies used:
agriculture to grade V learners
in Libas Elementary school
during the school year 20142015 in terms of the following:
a. Instructional materials
being used; and
b. Instructional strategies
being used?
2. Level of acceptability of the
instructional strategies used
based on the review made by
the agriculture teachers in the
instructional District VII
3. Level of effectivity of the
instructional
strategies
used based on a limited tryout and evaluation of the
Grade
V
learners’
performance in the periodic
test
Output
1. Collection of needed
information
in
preparation
of
the
proposed
innovative
instructional strategies
2.
Descriptive
analysis
data
Figure 1
Paradigm of the Study
Effectivity of the
innovative
instructional
strategies in the
teaching of
agriculture to
Grade V learners
12
Statement of the Problem
This study aimed to determine the effectivity of innovative instructional
strategies in the teaching of agriculture to Grade V learners. The respondents of
this study were the grade V learners in Libas Elementary School during the
school year 2014-2015.
Specifically, it sought to answer the following sub-problems:
1. What is the profile of the teaching agriculture to grade V learners in Libas
Elementary School during the school year 2014-2015 in terms of the
following:
a. Instructional materials being used; and
b. Instructional strategies being used?
2. How acceptable are the innovative instructional strategies used by the
Agriculture teachers in the instructional District VII?
3. How effective are the instructional strategies based on a limited try-out
and evaluation of the Grade V learners’ performance in the periodic test?
Scope and Delimitation
This research work is designed to determine the effectivity of innovative
instructional strategies in the teaching of agriculture to Grade V learners based
on the Grade V learners’ performance in the periodic test.
13
The respondents of this study were the complete enumeration of the
grade V learners in Libas Elementary School during the school year 2014-2015.
In addition, this study aimed to assess the acceptability of the innovative
instructional strategies used in the teaching of agriculture to Grade V learners
based on the review made by the agriculture teachers in the instructional District
VII.
Significance of the Study
The researcher aims to determine the effectivity of the innovative
instructional strategies in the teaching of agriculture to Grade V learners.
Moreover, the instructional strategies demonstrate the methods of incorporating
interactive teaching techniques that promote learner active participation in the
learning process.
Department of Education Officials the findings of the study will help
the national education official to formulate standards in the integration of
learning activities in the teaching of agriculture in the academe. In addition, it
will help develop unit and daily lesson plans that exhibit the most appropriate
teaching strategy, approaches/methods, and techniques for a given area of
subject matter
Administrators that the findings of the study will help to explain the
role of the instructor in an agricultural education program.
14
Teachers the findings of the study will help the members of the academe
to provide and develop strategies for organizing instruction, learning materials,
and learning activities to effectively teach agriculture subject matter.
Learners the findings of this study will enhance the learning skills of the
students. The learning activities presented herein is child-centered and tend to
establish an educational atmosphere suitable to the need of the learners.
Moreover, it will identify strategies, materials, and technologies to develop
students’ creative and critical thinking.
Parents the findings of this study will describe techniques appropriate for
assisting learners to achieve basic skills.
Community the findings of the study will develop strategies for
organizing instruction, learning materials, and learning activities to effectively
teach agriculture subject matter. In addition, it will encourage the members of
the community to help the parents and teacher in rearing the youth in order for
the latter to become a good citizen of the country.
Researcher the findings of the study will help the researcher to conduct
further intensive research on the integration of proposed learning activities in
order to enhance one’s teaching skills and the students’ knowledge. Moreover, it
will exhibit the appropriate level of preparation necessary to conduct wellplanned instructional activities that result in positive and productive learning
environments.
15
Other Researchers that the result of this study will further enhance the
skills and competency of the members of the academe in teaching agriculture
and encourage every member of the academy to provide learning activities
suitable to the needs of the learners. Furthermore, it demonstrates methods of
incorporating interactive teaching techniques that promote learner participation
in the learning process.
Definition of Terms
The researcher enumerates words and phrases for the purposes of this
study, the following definitions have been adapted for in-depth understanding by
the readers.
Agriculture is a branch of science, art, or practice of cultivating soil,
producing crops, and raising livestock and in varying degrees the preparation
and marketing of the resulting products.
Grade V is the fifth grade in elementary school. It is the fifth school year
after kindergarten. The age bracket of the students is usually 10 years of age
and above.
Instructional strategies pertains on the selection and use of teaching
strategies, methods/approaches, and techniques; evaluating learning; and
managing learning environments for teaching agricultural subjects in formal
educational settings.
16
Learners in this study, it pertains to the pupils who are currently enrolled
in Libas Elementary School. The learners in this study pertain to the respondentpupils who are currently enrolled in the school for the academic year 2014-2015.
Learning Activities as used in this study pertains to a process whereby
learners are actively engaged in the learning process where there is an active
participation of the learners through the implementation of classroom activities
by the teachers.
17
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides the review of the literature on the proposed
innovative instructional strategies in the teaching agriculture. The literature and
studies both from foreign to local are provided and discussed herein for teaching
and learning in the academe.
RELATED LITERATURE
Agricultural education is the scientific study of principles and methods of
teaching and learning as they pertain to agriculture (Williams, 2000). In
agricultural education, the classroom provides a controlled and efficient
environment of instruction to develop career interest, scientific knowledge, and
professional skills. It complements the general curriculum with laboratory
experiences using group and personal instruction to impart proficiency skills.
Teachers utilize the classroom to impart leadership skills.
Curbelo (2006) provides that supervised agricultural experience program
introduces students to real life situations in agriculture and science. In addition,
it provides opportunities to transform what is learned in the classroom into
professional experiences. Students who participate in such activities learn about
the production of crops, livestock, business, horticulture and other agronomic
18
areas. Participation is beneficial because it encourages students to work in public
or private agribusinesses under professional supervision. Furthermore, students
participating in agricultural experiences have the opportunity to plan, develop,
and carry out agricultural projects in their communities. The program builds
responsibilities, self-confidence, human skills, and promotes professional skills
among the students.
The agricultural education program produces individuals that value and
understand the fundamental roles of agriculture. Its mission is to prepare
candidates for successful careers in global agriculture. The National Strategic
Plan and Action Agenda for Agricultural Education (2000), supports the
continuous improvement and diversity of agriculture. The philosophy of
agricultural education is to assist with providing life-long learning experiences in
and about agriculture and to provide opportunities for students to gain basic
agricultural skills, knowledge, occupational training, professional growth, and
personal development to everyone interested (Iowa Governor's Council on
Agricultural Education, 2002).
The integration of teaching agriculture in the school provides positive
effect to the life and learning of the students. Agricultural education programs in
the state of Iowa are experiencing a continuous enrollment of Latino students.
This enrollment changes are desirable because it indicates that diversity is
thriving in schools offering agricultural education classes. The constant changes
19
in the population of Latino students place greater responsibilities on teachers and
school administrators. To fully meet the needs of Latino students in agricultural
classes and guarantee that the Iowa secondary agricultural education program is
effective, educators ought to constantly search for answers to improve and
strengthen the agricultural education program. In addition, agricultural education
programs in Iowa schools face future challenges from constant changes in the
demographics of the state (Curbelo, 2006).
The goal of proposing innovative instructional strategies in the teaching
agriculture is to determine a person's intentions to participate in agricultural
education programs based upon the individual perspective, knowledge, and
learning experiences in the classroom. To understand the perspectives of the
students towards agriculture, Fishbein (2000), suggested, that a person's
intention to perform in a given environment is determined by the individual
perceptions. Therefore, by analyzing the perceptions of students in the
agricultural program, it is possible to determine the attitudes of the students
towards the class.
In the agricultural education as a subject, leadership must be promoted
and practice is delivered via supervised learning experiences. In order to recruit
students to actively participated, agriculture needs to be perceived as a positive
career to break any existing stereotypes. Colleges of agriculture in land grant
universities need to take action to enroll students in college agricultural
20
education programs. Their efforts are significant to create a welcoming
environment to diversify the agricultural sciences areas. Therefore, if the
enrollment level of students in the agricultural education program continues to
increase,
a
positive
perspective
towards
the
agricultural
sciences
can
revolutionize the educational attainments of students and improve the image of
the agriculture industry encouraging students to become leaders in their
communities.
Consequently,
many
researchers
have
concluded
that
agriculture
educators should direct their efforts to recruit additional minorities into
agriculture science teaching and to improve the environment for minority
students (Kahler, 2000). Talbert and Larke (2000) suggested that unless an
increase in the minority enrollment in introductory agricultural courses is attained
the number of minorities in agriscience education would continue to be
underrepresented. Furthermore, if agricultural education were to reach a crosssection of all students, images and perceptions would need to be changed
(Hoover and Scanlon, 2001).
To maintain an active recruitment program in agriculture, Reis and Kahler,
(2000) suggested sharing information about the agricultural program with
potential students, parents, school administrators and the public. Furthermore,
they encourage educators to analyze the mechanics phase of the agriculture
program to find ways to strengthen it and distribute information with school
21
counselors to be used as a recruitment tool for other students. Esters and Bo
wen (2005) found that the experiences of urban students who chose an
agricultural career focused around several themes, which included career
opportunities, high school educational experiences, and work experiences.
Students who did not choose an agricultural career were influenced by lack of
agricultural interest and career opportunities. Their findings suggested that a
discriminant model consisting of selected factors could not discriminate between
former students to participate or not in an agricultural career after they
completed a secondary agricultural education program (Esters and Bo wen,
2005).
Cultural factors such as gender and ethnicity also influences student
attitudes towards the enrollment in agricultural education courses (Sutphin,
2000). In addition, many agriculture programs are stereotyped as being
comprised of primarily white male students from farms (Hoover and Scanlon,
2000). As a result, further studies have been recommended to study the
problems that affect enrollment in agricultural education programs.
Programs teaching technology with a science-based curriculum enroll
more African American students than traditional production oriented programs.
In addition, schools with African American science teachers have the highest
percentages of African American students in the agricultural science program
(Jones, 2002). Dyer, and Andreasen (2000) found that students who had
22
completed high school agriculture courses expressed more positive attitudes
toward university agriculture programs, high school agriculture programs, and
agriculture as a career than did students with no high school agriculture
experience.
Students indicated that the most influential person in their decision to
attend the College of Agriculture was their high school agricultural education
teacher. Jones and Rumberger (2002), also found that agricultural science
teachers attitudes toward teaching and students had a significant impact on
African American enrollments in agricultural science courses. In fact, teachers
who positively relate to all students and work enthusiastically in their classrooms
had the highest number of African American students in their agriculture courses.
Regarding Hispanics, their experiences in the American educational
system have been successfully documented, but the majority of the studies failed
to recognize their potential as professionals in the agriculture industry. Velasco
and Fix (2001) found that due to demographics, students of Mexican origin
continue to demand the attention of the educational community in the United
States. In higher education, Latinos have long been underrepresented and the
need is increasing (Mathews, 2002).
Moreover, In Taiwan, the Nine-Year Integrated Curriculum, a curriculum
reform for elementary and junior high school students, aims to improve the
quality of education. It has been designed to enhance students’ ability to learn;
23
moreover, every student is expected to learn. In the current era of high stakes
testing, however, teachers often ―teach to the test‖ and spend little time
helping the student learn how to learn. In order to improve the academic
performance of all students, teachers need to help students develop effective
learning strategies. As research suggests, effective use of learning strategies can
greatly improve student achievement (Protheroe & Clarke, 2008). Students may
choose inappropriate learning strategies or may approach learning with few
strategies and use only these ineffective strategies while tackling a task, even
when their methods repeatedly lead to failures. For this reason, Pressley & Harris
(2006) suggested that educators can implement ―strategies instruction,‖ a
useful approach to teaching learning strategies. Strategies instruction can be
embedded in content-area classes; it can be a part of the teaching-learning
process.
Personal behaviors and characteristics in the teaching-learning process
indicate the way educators teach (Grasha, 2000) and show that various teaching
styles exist. Teachers vary in how they manage their classes, how they interact
with their students, and how they view their roles as educators. When classroom
teachers show learners how to select and use appropriate strategies, they display
their own preferred teaching styles. Thus, teaching styles affect not only
instructional strategies adopted by teachers but also students’ learning abilities.
24
Instead of relying on their preferred teaching style, teachers should
understand that one style of instruction may not meet the needs of all students.
Students differ in the way they approach the learning process and deal with
various learning activities (Callahan, 2002). One good way to have teachers
consider individual learning differences and recognize the need to modify their
own teaching style is to have them learn from the student’s perspective. Much
research has been devoted to teaching styles and learning strategies in higher
education. There is little research, however, concerning junior school students’
perceptions of their teacher’s teaching styles and their use of learning strategies
in the teaching of agriculture to the learner. However, to help students become
strategic learners, educators should be aware of a student’s learning strategy use
and have flexible teaching styles. The literatures available should teachers with
the knowledge that students may approach learning in different ways. Moreover,
knowing how students perceive teaching styles may help educators see their role
from a different viewpoint and understand the importance of reflecting on as well
as adjusting their teaching styles. By gaining an awareness of students’ strategy
use, teachers may realize that it is important to teach various learning strategies
according to specific needs.
According to Callahan, Clark, and Kellough (2002), teachers must modify
their teaching styles and teach a wide repertoire of strategies. One teaching style
cannot be used with all students. For learning to take place, teachers need to
25
use various teaching styles and to help students, including those with learning
difficulties, develop their own learning strategies and use these strategies
effectively and efficiently.
Chang (2010) further states and noted that various researchers have
stressed different aspects of styles in teaching. They indicated that a teaching
style ―consists of a teacher’s personal behaviors and the media used to transmit
data to or receive it from the learner. Teaching style refers to educators’
behaviors as they teach in the classroom (Bekiroglu, 2004). Educators’ personal
qualities are considered persistent. As noted by Chang (2010), ―the overall traits
and qualities that a teacher displays in the classroom and that are consistent for
various situations can be described as teaching style. They stated that the
teaching style of an instructor might persist even when he or she uses several
different teaching techniques and methods.
How teachers teach is related to how they learn. ―Research supports the
concept that most teachers teach the way they learn‖ (Stitt-Goheds, 2010). They
claimed that teachers’ teaching styles correspond to their learning styles. Based
on their personal learning experiences, teachers tend to teach students how they
themselves learn the best and introduce learning strategies that have benefited
their own learning. The same learning strategies, may not work well for all of
their students. Therefore, Chang (2010) indicated that teachers should adjust
their preferred way of teaching to reach each student.
26
Grasha (2000) supported the idea of viewing teaching style in terms of its
elements. He define teaching style as several elements that teachers
demonstrate in every teaching-learning moment—behaviors, roles, instructional
practices, characteristics, and beliefs. He was in agreement with and claimed
that educators should modify their teaching styles so as to meet the needs of all
students.
In order for the learners to acquire sufficient knowledge and skills in the
field of agriculture, few can deny that every student learns and responds to
information uniquely. To better serve a student’s learning needs, researchers
have discussed the role of teaching style in student learning. Many of those
researchers support the view that matching teaching and learning styles
improves student achievement. Zeeb’s (2004) research indicated that aligning
learning styles of students with teaching styles of instructors could lead to an
improvement in academic performance. He examined how students learned and
how their teachers taught and found that there was a disconnect between
students’ learning styles and their teachers’ teaching styles. Zeeb used the
information obtained from assessing learning and teaching styles to help
teachers modify their teaching styles to accommodate varying learning
preferences, which resulted in improving students’ test scores.
Farkas (2008) investigated the effect of teaching styles on two groups of
seventh-grade students. Students in the experimental group preferred similar
27
learning styles and were taught according to their preferences, while the control
group was taught with a conventional teaching style. In this study, the students
in the experimental group, who received a teaching style that matched their
preferred learning styles, outperformed the control group academically. The
experimental group also showed more positive attitudes toward learning, more
understanding of people’s feelings, and an increased ability to transfer what they
had learned from one area to another.
Researchers have classified teaching style in many ways and have
considered certain teaching styles more effective in improving student learning.
Curtin (2005) studied a group of students and their teachers and categorized
teaching styles as didactic and interactive. Didactic teachers make most of the
decisions in the classroom, emphasize teaching the content, and put students in
a passive role. On the other hand, interactive teachers allow for the diverse
learning styles of their students, place much emphasis on the teaching and
learning process, and expect students to be active learners. The findings of
Curtin’s study suggest that teachers who adopt an interactive teaching style can
better meet the unique needs of their students. The interactive instructors
utilized more cooperative learning strategies along with numerous activities that
worked best with students.
Research conducted by Chang (2002) indicated that a constructivist
teaching style affects students’ perceptions toward physics teaching and
28
learning. Chang explored views of students who were instructed with a
constructivist approach and a traditional approach. Students placed more value
on having the opportunity to actively participate in group discussions and to
examine concepts they learned when they were taught through the constructivist
approach rather than the traditional approach. The study suggested that the
constructivist teaching style fosters greater flexibility in teaching, and brings
about students’ use of deep learning strategies (thinking and discussing) and
knowledge construction.
Therefore,
teacher-made
instructional
materials
are
the
teaching
resources that are purposely designed by the teacher or by both teacher and
pupils mainly to promote meaningful teaching and learning in the classroom
(Crawford, 2003).
RELATED STUDIES
Foreign
Innovative instructional material makes a different in the students learning
which compels every member of the academe and researcher to extensively
studied and to continue to study different learning style, which has increased the
understanding of the relationships among how teachers instruct, how students
learn, and the types of teaching styles better suited to promote learning in
classrooms.
29
Agriculture as a science subject appreciates the process of discovery, citing
the way different varieties of crops are often developed in relation to
environmental conditions. Unfortunately, the commonly used lecture approach of
learning puts it as a factual subject to be memorized. There is need to move
towards Agricultural instructions that encourage students to question how we
know and what we know in a reflective way. Kyriacou (2000) argued that
effective teaching involves both the sound understanding of how and why certain
activities lead to learning, and the factors that have influence on the
effectiveness of such activities. This is something that makes teaching such a
unique profession, though some people have the conviction that anyone with the
subject matter can teach.
According to the study of Ochan (2012) noted that, the teachers of
Agriculture teach according to the syllabus drafted by the NCDC. The content
which is guided by the syllabus is not so specific for students and therefore
students learn at a wider perspective. Students learn general knowledge of crop
science, soil science, animal science, farm mechanization and management
(NCDC, 2008). Though students gain from wider knowledge, it gives burden to
the learners. Sometimes at work or even at the course level of studies, the
students may choose to work with only one of the areas in the curriculum.
At the end of school year, the students are subjected to national examinations
conducted by the Uganda National Examinations Board (UNEB3). Specifically, in
30
Agriculture, they do two sets of exams, one being theory paper and the other
being practical exam. There are no specific methods that have been earmarked
for the teaching and learning of Agriculture in Uganda and therefore the choice
of the methodology for the delivery of the content depends on the choice of the
individual teacher.
Since the choice of the methods for teaching and learning depends on
the individual teacher, the dominant pedagogy for Agricultural education remains
talk and chalk (lecture), with few demonstrations on how certain tools are used
in the farm. The teaching is largely teacher-centered, dominated by factual
materials, abstractions, and dictation of notes. Students take up the passive role
and only memorize what the teacher said in class, without reflecting on the
application of such knowledge in real life situations.
As a consequence of the talk and chalk teaching strategies in
agriculture, the consequence of the nature of the education ends up with
students coming on the job market with unsuitable qualifications and attitudes.
In most cases, the students will be very desperate and will go into anything just
to survive. This further affects their productivity and efficiency, because what
they opt to do for a living may not be of their passion or ambition.
Over the past years, the government of Uganda has made
interventions to see that performance in science subjects including Agriculture
improve at school level but not much has been achieved in the skillful training of
31
the students. Key Vocational education in Uganda is implemented at tertiary
level, while general academic teaching happens at secondary school level, yet
many of the products (learners) of secondary school level may not reach tertiary
level. This therefore calls for early build-up of skills amongst the learners and the
use of innovative teaching in the school to uplift the educational system of the
country.
Researchers have examined students’ perceptions of their teachers’
teaching style and suggested that these perspectives are influential in learning.
Learning
strategies
are
cognitive
processes,
metacognitive
processes,
techniques, procedures, or behaviors used to facilitate learning (Ko, 2002).
Indicated that individuals usually use learning strategies with a specific purpose
in mind but are unlikely to always use them consciously. Students may
spontaneously choose learning strategies to help them learn. In other words,
students use learning strategies either consciously or unconsciously to assist in
learning more effectively or ―transfer of new knowledge and skill (Weinstein,
2000).
Bjerknes, (2002) noted that meaningful learning only takes place through
personal involvement by the students, when it’s self-initiated and the learners
evaluate to see whether it leads to what they want to know or meet their needs.
With this, it’s clear to encourage other researcher to conduct study intended to
help improve my teaching / learning approaches towards being learner-centered.
32
Learners differ in their skill at using learning strategies (Riggs & GilGarcia, 2010). In short, students approach learning in different ways. Some
students possess a wide range of learning strategies and can use them flexibly;
however, some students have trouble learning because they lack effective
learning strategies for completing a task. Riggs and Gil- Garcia stated that
effective learners have a better awareness of strategies that are necessary to
help them learn.
Ausubel (2010) as cited by Bjerknes (2009) maintains that “the most
important element in the learning is what you know from before”, which
demands action and reflection. Bjerknes further concluded that knowledge exists
in action and not in theory. This was one of the core motives while working with
colleagues as we shifted from the predominant lecture method to project based
learning approach.
A study conducted by Wang (2009) showed that skilled learners used
more learning strategies and used these strategies more frequently to facilitate
their own learning than did less-skilled learners. Protheroe and Clarke (2009)
concurred that effective learners implement a broad array of learning strategies.
In Montague and Dietz’s (2009) review of cognitive strategy instruction, the
researchers indicated that strategic learners could use a variety of learning
strategies efficiently and effectively. On the contrary, they found that students
with learning disabilities did not have effective learning strategies or might not
33
have been able to employ appropriate learning strategies. These students often
chose strategies that impeded their academic performance.
The use of learning strategies makes a difference in student learning.
Wadsworth (2007), in their research on learning strategies used by students,
found that learning strategy use was associated with academic achievement.
Their learner population consisted of 89 college students who were asked to
complete a learning strategies inventory. The researchers suggested that
students’ self-efficacy and use of strategies can affect achievement. The results
revealed that students who frequently used learning strategies achieved higher
grades than those who used strategies less often.
Local
Moreover, Keefe and Languis, (2000) contented that “learning style is the
composite of characteristics cognitive, affective, and physiological factors that
serve as relatively stable indicators of how a learner perceives, interacts with,
and responds to the learning environment”. They suggested that it is within
these domains that instructors identify learning styles and try to match them
with an appropriate teaching style. Cross (2000) defined learning styles as the
characteristics ways that individuals collect, organized, and transform information
into useful knowledge. Learning style is consistent across a wide variety of tasks.
34
It has a broad influence on how information is processed and problems are
solved, and it remains stable over many years.
Furthermore, teaching style was defined by Fischer and Fischer (2001) as
“ a pervasive way of approaching the learners that might be consistent with
several methods of teaching” and Conti (2000) contented that “the overall traits
and qualities that a teacher displays in the classroom and that are consistent for
a various situations can be described as teaching style”. The instructors’
philosophical beliefs are portrayed in the classroom through their teaching style
(Brookfield, 2003).
Yassin (1980) undertook a study to investigate a potential partial solution
to a problem through individualized instruction. Specifically, the study compared
the effectiveness of a) programmed instruction; b) traditional classroom
instruction, and c) combination of those two methods in teaching a unit of
mathematical course in Sudan. The programmed instruction in Sudan was
recommended but with the realization that more information based on continued
research is needed. Also, it was concluded that the role of teacher in the
effective use of an instructional medium might be important.
35
Contributions of the Reviewd Literature and Studies
to the Present Study
This study was guided by the researcher’s readings of relevant literature
and studies. In a study conducted by Holschuh (2008), found that high-achieving
learners used a greater number of deep strategies than under-achieving
learners. They also used more content-specific learning strategies, which
suggests that these students know better how to select strategies that meet their
learning needs. In addition, these high-achieving students were able to describe
the reason for using certain learning strategies to help them learn science. The
same is affirmed by Tsai and Tsai’s (2008) research found that learning
strategies play an important role in computer achievement. They studied a group
of junior high school students enrolled in two computer classes and discovered
that strategies used by students helped them to understand learning material,
choose main ideas and other useful information, and monitor their learning.
Specifically, students who were effective users of these learning strategies
typically performed better academically. Tsai and Tsai (2003) also found that
these students were less anxious and more positive about learning.
36
CHAPTER III
METHODOLOGY
This section of the research deals on the methods and procedures of the
study that were used by the researcher. More particularly, it presents the
research design, sources of data, instrumentation and collection of data and
tools for data analysis.
Research Design
This study employed the descriptive method of research. It described the
situation and the prevailing conditions that occurred during the conduct of this
study. Sevilla (2010) stated that this type of research design tries to answer
“what is” questions in the study.
Likewise, the developmental method of research was also employed in
this study because the researcher aimed to determine the effectivity of
innovative instructional strategies used in the teaching of agriculture to Grade V
learners in Libas Elementary School.
Sources of Data
The respondents in this study came from Libas Elementary School in San
Carlos City, Pangasinan. San Carlos is situated in the central plains of
37
Pangasinan. It is bounded on the northwest by Lingayen; on the north by
Calasiao; on the northeast by Sta. Barbara; on the east by Malasiqui; on the
south by Mangatarem and Urbiztondo; and on the southwest by Aguilar. It has
the additional bordering towns of Bugallon to the west and of Basista, a former
barangay of San Carlos City itself, to the south.
Today, one of these government institutions in San Carlos City, District VII
is Libas Elementary School. There are a total of 15 classrooms properly
ventilated so as to comfort pupils that has a population of 200 above. There are
toilets, lavatory facilities as well as water facilities. There are covered walks to
protect the students from inclement weather when going from one building to
another.
Further, Libas Elementary School is an institution of learning that seeks to
enhance the teaching of agriculture to the Grade V learners through the
implementation of the innovative instructional strategies to the learnerrespondents.
Hence, the distribution of respondents is shown in the table on the next
page.
Table I
Distribution of Grade III Learners in Libas Elementary School
N= 123
Male
Female
Total
62
61
123
38
Instrumentation and Data Collection
The type of procedure in this study is to determine the performance of the
Grade V learners based on each periodic test results. Thus, the researcher used
innovative instructional strategies in the teaching of agriculture to the Grade V
learners to address the needs of respondents in Libas Elementary School, District
VII.
To gather data, the researcher utilized the result of periodic test results as
the main gathering tools and also questionnaires were administered to the Grade
V Agriculture teachers. It is a periodic test in agriculture V made purposively by
researcher to suit to present conditions among pupils in accordance with the
objectives in the teaching of Agriculture V.
Much has been taken into considerations to some test items to suit grade
level for which the test is intended.
Tools for Data Analysis
The data gathered from the questionnaires were treated statistically in
accordance with the sub- problems presented in Chapter 1.
A. For sub- problems no.1 and 2 pertaining to the profile of the teaching
agriculture to grade V learners in Libas Elementary school during the
school year 2014-2015 in terms of instructional materials being used and
39
instructional strategies being used, Frequency counts, percentages
and mean were used by the researcher.
The formula is as follows:
F
% = -------- X 100
N
Where: % -percentage
N- number of respondents
F- frequencies
100- constant
B. For sub- problem no.3 pertaining to the acceptability of the instructional
strategies used based on the review made by the agriculture teachers in the
instructional District VII, the Likert five – point scaling technique was used
to interpret the computed average weighted mean for each respondent, the
following point ranges and descriptive equivalents were used.
Point Values
Point Ranges
Descriptive Equivalent
5
4.21 – 5.00
Very much Acceptable
4
3.41 – 4.20
Much Acceptable
3
2.61 – 3.40
Acceptable
2
1.81 – 2.60
Slightly Acceptable
1
1.00- 1.80
Not Acceptable
40
C. For sub- problem no.4 pertaining to the effectivity of the instructional
strategies used based on a limited try-out and evaluation of the Grade V learners’
performance in the periodic test, the Likert five – point scaling technique
was used to interpret the computed average weighted mean for each
respondent, the following point ranges and descriptive equivalents were used.
Point Values
Point Ranges
Descriptive Equivalent
5
4.21 – 5.00
Very much Effectivity
4
3.41 – 4.20
Much Effectivity
3
2.61 – 3.40
Effectivity
2
1.81 – 2.60
Slightly Effectivity
1
1.00- 1.80
Not Effectivity
41
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter illustrates the data gathered together with the subsequent
statistical analysis done, interpretation, and implication to meet the set
objectives of the study.
The study mainly focused on the effectivity of innovative instructional
strategies in the teaching of agriculture to Grade V learners in Libas Elementary
School during the school year 2014-2015.
The preliminary data analysis was consisted of tallied, summarized and
collated responses to each question which eventually undergone further analysis
using appropriate statistical tools including the total weighted value, weighted
mean, frequency and percentage. All the data were analyzed by the researcher
to come up with the information needed in the study. Further, all the data were
correspondingly presented in table forms per area followed by their descriptive
interpretations and implications.
Profile of the Teaching Agriculture to Grade V learners in Libas
Elementary School during the school year 2014-2015
This section presents the profile of the teaching agriculture to Grade V
learners in Libas Elementary School during the school year 2014- 2015 in terms
42
of instructional materials used and instructional strategies used. Data is
presented in Table II.
Table II- A
Profile of the Teaching Agriculture to Grade V Learners
in Libas Elementary School in terms of Instructional Materials Used
N= 123
Instructional Materials Used
1.
Printed
magazines,
Materials
Frequency
Percentage
(newspaper,
periodical,
pamphlets, 15
12.2
2. Display Materials (real objects/ 22
17.9
Agri textbook)
dioramas/ 3D models)
3.
Community
Resources
(hills, 18
14.6
rocks, soil samples vegetation and
water for irrigation topics)
4. Visual Prompts (pictures, posters, 15
chalkboard
displays,
12.2
photographic
prints)
5. Technology Tools (power point 30
presentation and interactive video
systems)
24.4
43
6. Graphic Materials (maps, charts, 7
5.7
pictures, posters, graphic diagrams,
and cartoons of desired farm animals
and crops)
7. Audio- Visual Materials ( radio 16
13.0
cassette recorder, television sets,
videos,
projectors
slide
and
and
films
overhead
of
farming
systems)
Total
123
100.0
The table above provides Profile of the Teaching Agriculture to Grade V
learners in Libas Elementary School in terms of Instructional Materials Used
coupled with its frequency and percentage rating in order to determine with
particularity the use of instructional materials in teaching and learning of the
subject matter.
Based on the data presented, the enumerated instructional materials have
frequency
values
of
123.
Specifically,
Technology
Tools
(power
point
presentation and interactive video systems) garnered the highest frequency
rating of 30 with 24.4 percent which implies that educators and learners are
geared toward the use and implementation of the technology available in school
44
discussions or discourse. On the other hand, Audio- Visual Materials ( radio
cassette recorder, television sets, videos, slide and overhead projectors and films
of farming systems) has 13.0 percent.
In addition, it also imperative to enumerate the other instructional
materials that obtain a notable percentage based on the data gathered by the
researcher to the respondents.
The use of Display Materials (real objects/
dioramas/ 3D models) has 17.9 percent followed by Community Resources (hills,
rocks, soil samples vegetation and water for irrigation topics) with 14.6 percent.
Moreover, the implementation and acceptance of both Printed Materials
(newspaper, magazines, periodical, pamphlets, Agri textbook) and Visual
Prompts (pictures, posters, chalkboard displays, photographic prints) have 12.2
percent while Graphic Materials (maps, charts, pictures, posters, graphic
diagrams, and cartoons of desired farm animals and crops) obtains 5.7 percent.
The use of instructional materials cannot be under-estimated because
teaching materials facilitate effective teaching and better quality of learning by
the students. This proposition is conform by Hooser (2010) that the guideline in
the use of instructional materials emphasizes that they should be based on the
fundamental concepts and principles involved in the specific subject or course
that is taught. The purpose of this is to align the students understanding of the
topic with current knowledge. It also teaches them to control and monitor their
thought processes to facilitate learning.
45
Table II- B
Profile of the Teaching Agriculture to Grade V Learners
in Libas Elementary School in terms of Instructional Strategies Used
N= 123
Instructional Strategies Used
Frequency
Percentage
1. Problem Solving Approach
7
5.7
2. Computer Assisted Instruction
30
24.4
3. Lecture/ Discussion
8
6.5
4.
Individualized
Instruction/ 11
8.9
5. Role Playing
11
8.9
6. Oral Presentation
9
7.3
7. Observation
7
5.7
8.Laboratories
15
12.2
9.Simulation
10
8.1
10. Questioning
15
12.2
Total
123
100.0
Cooperative Learning
The table above provides important data related to the used of
instructional strategies in the teaching of agriculture to the learners. From the
information gathered during the course of the study, Computer Assisted
46
Instruction has frequency value of 30 with a percentage rating of 24.4 followed
by Laboratories and Questioning with both obtain 12.2 percent.
Moreover, Individualized Instruction/ Cooperative Learning and Role
playing garnered a promising 8.9 percent while Simulation falls within 8.1
percent. On the other hand, Oral Presentation obtains 7.3 percent and
succeeded by Lecture/ Discussion with a 6.5 percent. It also worthy to take into
account that Problem Solving Approach and Observation procured a 5.7 percent.
Based on the findings, it shows that the use of modern and interactive
instructional strategies in the teaching has a positive impact in the teaching and
learning of agriculture in the four-corner of the classroom and uplifts the learning
scale of the pupils on the subject matter. Instructional materials are created to
suit the different ways that students learn. While some students learn and retain
information that is fed to them through a lecture, others learn better by reading.
Other students however absorb information with the aid of visual cues in addition
to the lecture and reading. The use of different instructional materials assures
and provides the student with different learning aids to maximize learning and
retain the information given to them (Bone, 2000).
Acceptability of the Innovative Instructional Strategies
This section of the study pertains to the acceptability of the innovative
instructional strategies used by the Agriculture teachers in the instructional
47
District VII. The data are provided in Table III which is statistically treated by the
researcher.
Table III
Acceptability of the Innovative Instructional Strategies Used
N= 123
Instructional
Very
Much
Accept
Slightl
N
Mea
Materials Used
Much
Accept
able
y
ot
n
Accept
able
(3)
Accept
At
able
(4)
able
All
(2)
(1
(5)
DE
)
1. Problem Solving
85
20
10
6
2
4.46
VMA
95
17
7
4
0
4.65
VMA
3. Lecture/ Discussion
93
19
7
2
2
4.61
VMA
4. Individualized
90
18
7
5
3
4.52
VMA
5. Role Playing
90
15
9
7
2
4.49
VMA
6. Oral Presentation
86
21
8
7
1
4.49
VMA
Approach
2.ComputerAssisted
Instruction
Instruction/
Cooperative Learning
48
7. Observation
81
22
12
5
3
4.41
VMA
8.Laboratories
91
19
8
5
0
4.59
VMA
9.Simulation
83
18
10
8
4
4.36
VMA
10. Questioning
88
24
6
5
0
4.58
VMA
4.51
VMA
Weighted Mean
Point Values
Point Ranges
Descriptive Equivalent
5
4.21 – 5.00
Very Much Acceptable (VMA)
4
3.41 – 4.20
Much Acceptable (MA)
3
2.61 – 3.40
Acceptable (A)
2
1.81 – 2.60
Slightly Acceptable (SA)
1
1.00 – 1.80
Not at all Acceptable (NA)
The table above provides the acceptability of the innovative instructional
strategies used by the teachers for teaching agriculture to the respondents. The
data presented shows that acceptability of the innovative instructional strategies
used realized a weighted mean rating of 4.51 percent with a descriptive
equivalent of very much acceptable.
Specifically, Computer Assisted Instruction earned a mean rating of 4.65
or very much accepted followed by Lecture/ Discussion with mean rating of 4.61
equivalent to very much accepted. On the contrary, Simulation landed on the last
spot with a mean value of 4.36 considered as very much accepted. Notably, the
49
instructional materials presented and enumerated secured a promising mean
rating and descriptive equivalent of very much accepted which implies the
positive effect in the teaching and learning atmosphere in the classroom.
Most youth that enter the farming industry grew up on farms and 85% of
these youth find that most farming knowledge is passed on from talking
informally with other people (Scott and Colman, 2008). This knowledge of
farming is invaluable. Martz and Bruckner (2003) as cited in Scott and Colman
(2008b) surveyed Canadian farm families and found that “the range and amount
of tasks that youth are involved in is amazing to those not from a farming
background but commonplace for those who have grown up in a farming family”.
As fewer people become involved in agriculture, there are fewer ways of passing
on important farming knowledge.
Thus, many government around the world
encourage teachers to educate the students on the importance of agriculture in
life and in the environment.
Effectivity of the Innovative Instructional Strategies Used
This section of the study presents the effectivity of the innovative
instructional strategies used based on a limited try-out and evaluation of the
Grade V learners’ performance in the periodic test.
50
Table IV
Effectivity of the Innovative Instructional Strategies Used
N= 123
Instructional
Very
Much
Effect
Slightly
Not
Materials Used
Much
Effect
ive
Effectiv
At All
Effective
ive
(5)
(4)
(3)
(2)
(1)
75
20
10
10
8
4.17
ME
93
18
8
2
2
4.61
VME
3. Lecture/ Discussion
70
20
18
13
2
4.16
ME
4. Individualized
75
22
12
14
0
4.28
VME
5. Role Playing
65
19
21
11
7
4.01
ME
6. Oral Presentation
74
21
12
10
6
4.20
ME
7. Observation
70
18
17
13
5
4.10
ME
8.Laboratories
75
22
15
8
3
4.29
VME
9.Simulation
64
20
17
15
7
3.97
ME
10. Questioning
60
25
17
16
5
3.97
ME
4.18
ME
1. Problem Solving
Mean
DE
e
Approach
2.ComputerAssisted
Instruction
Instruction/
Cooperative Learning
Weighted Mean
Point Values
Point Ranges
Descriptive Equivalent
5
4.21 – 5.00
Very Much Effective (VME)
4
3.41 – 4.20
Much Effective (ME)
3
2.61 – 3.40
Effective e (E)
2
1.81 – 2.60
Slightly Effective (SE)
1
1.00 – 1.80
Not at all Effective (NE)
51
The table provides the Effectivity of the Innovative Instructional Strategies
Used in the teaching and learning agriculture in the classroom which has
weighted mean of 4.18 which is equivalent to much effective.
In particular, Computer Assisted Instruction garnered the highest mean
rating of 4.61 or very much accepted followed by Laboratories (4.29), and
Individualized Instruction/ Cooperative Learning (4.28) are considered a very
much accepted innovative instructional materials. On the other hand, the table
above clearly provides the rest of the innovative instructional materials obtains a
promising and notable descriptive equivalent of much effective. This findings
implies the acceptability of the learners of the innovative materials which has a
positive and healthy impact in the learning process of the learners.
Many agricultural researchers and experts discussed the importance of
teaching and learning agriculture in one’s life. Scholars state that for the future
of the industry, it must be ensured that new farmers are able to move into the
field to replace those who will be retiring (Scott and Colman, 2008). A good way
to ensure that there are youth to replace the retirees may be to provide ample
opportunities for knowledge transfer from the farmer to the child (Amason,
2012).
52
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This section of the study presents the summary of findings, the
conclusions arrived at, and the recommendations made based on the
conclusions.
Summary
This research study determined the effectivity and acceptability of
innovative instructional strategies used in the teaching of agriculture to Grade V
learners. The respondents of this study were the grade V learners in Libas
Elementary School during the school year 2014-2015.
In addition, the descriptive method of research was also employed in this
study because the researcher aimed to determine the effectivity of innovative
instructional strategies used in the teaching of agriculture to Grade V learners in
Libas Elementary School based on the Grade V learners’ performance in the
periodic test.
53
Findings
Based on the data gathered, the following are the findings of the study:
1. Profile of the Teaching Agriculture to Grade V learners in Libas
Elementary School during the school year 2014-2015
Based on the data gathered and presented, Technology Tools
(power point presentation and interactive video systems) garnered the
highest frequency rating of 30 with 24.4 percent which implies that
educators and learners are geared toward the use and implementation of
the technology available in school discussions or discourse. On the other
hand, Audio- Visual Materials (radio cassette recorder, television sets,
videos, slide and overhead projectors and films of farming systems) has
13.0 percent.
2. Profile of the Teaching Agriculture to Grade V learners in Libas
Elementary School in terms of Instructional Strategies Used
From the information gathered during the course of the study,
Computer Assisted Instruction has frequency value of 30 with a
percentage rating of 24.4. Based on the findings, it shows that the use of
modern and interactive instructional strategies in the teaching has a
positive impact in the teaching and learning of agriculture in the fourcorner of the classroom and uplifts the learning scale of the pupils on the
subject matter
54
3. Acceptability of the Innovative Instructional Strategies Used
The data presented shows that acceptability of the innovative
instructional strategies used realized a weighted mean rating of 4.51
percent with a descriptive equivalent of very much acceptable.
Specifically, Computer Assisted Instruction is considered as very much
accepted Notably, the instructional materials presented and enumerated
secured a promising mean rating and descriptive equivalent of very much
accepted which implies the positive effect in the teaching and learning
atmosphere in the classroom.
4. Effectivity of the Innovative Instructional Strategies Used
The Effectivity of the Innovative Instructional Strategies Used in the
teaching and learning agriculture in the classroom which has weighted mean
of 4.18 which is equivalent to much effective. In particular, Computer
Assisted Instruction garnered the highest mean rating of 4.61 or very much
accepted followed by Laboratories (4.29), and Individualized Instruction/
Cooperative Learning (4.28) are considered a very much accepted innovative
instructional materials. On the other hand, the table above clearly provides
the rest of the innovative instructional materials obtain a promising and
notable descriptive equivalent of much effective.
55
Conclusions
Based on the findings presented, the following conclusions were drawn:
1. The Profile of the Teaching Agriculture to Grade V learners in Libas
Elementary School during the school year 2014-2015 shows that the use
of Technology Tools (power point presentation and interactive video
systems) garnered the highest frequency rating of 30 with 24.4 percent
which implies that educators and learners are geared toward the use and
implementation of the technology available in school discussions or
discourse.
2. The Profile of the Teaching Agriculture to Grade V learners in Libas
Elementary School in terms of Instructional Strategies Used shows that
Computer Assisted Instruction is the most preferred and accepted
instructional materials which have a positive impact in the teaching and
learning atmosphere of both the teachers and the learners.
3. The data gathered shows that acceptability of the innovative instructional
strategies used were evaluated as very much acceptable.
4. The Effectivity of the Innovative Instructional Strategies Used in the
teaching and learning agriculture in the classroom were interpreted as
much effective.
56
Recommendations
Based on the conclusions drawn, the following recommendations are
presented:
1. The schools heads, teachers and concern government agency must
determine with particularity the needs of the learners that will enhance
the performance of the pupils in the field of agriculture. They must ensure
that there is sufficient, practical, and updated learning materials available
for the learners in any subject matter presented in four-corner of the
classroom.
2. The parents and teachers must provide strong and convincing examples
to the learners on the importance of agriculture in the society and
environment.
3. The learners must be given opportunity and sufficient time to experience
the different kinds of farming and agriculture in order to showcase the
importance of agriculture and to encourage the protection of Mother
Nature.
4. The members of the academe must enroll to higher education and engage
to seminars for professional development that will further enhance their
teaching skills and other God-given talent which is deem necessary in
their performance of duties as a member of the academe.
57
BIBLIOGRAPHY
A. BOOKS
Dyer,C.(2010). Strategies for Effective Gardening. New York: HarpCollins
Publishers, Inc.
Ibrahim, R. (2011). How to grow a school: A complete guide for school
gardening for parents and teachers. Retrieved (February 20, 2002) from Mother
Earth.
Kibbeth, A. (2011). Adult Learning, Adult Education and the Community:
Milton Keynes Open University Press.
Nyang’au, et. al, (2011). School’s instructional gardens “Food always in
the home.” Agricultures network Incorporation.
Oyedun, E. (2010). Experiential Learning Theory through Gardening,
Boston, Ma.: McBer and Co.
Reidmiller, M. (2011). Protect and advance the right to health of the
people to a balances and healthful ecology. Section 16, Article II, 1987
Constitution.
Young-Lovell (2010). Physical Health and Diet. A source book for
experiential learning, Beverley Hills: Sage Publications.
58
B. JOURNALS/ARTICLES
Bone, T. (2010.) Articles on the implementation of Gulayan sa Paaralan.
Sun Star.
Department of Education (2011). Enhancing and sustaining school
gardening and feeding in support for the government’s Pantawid Pamilyang
Pilipino Program (4Ps). Memorandum No. 42 series of 2011.Administrative Order
No. 15 Series of 2011.
Orleans, S. (2010). Amended guidelines on the implementation of the
Programang Agrikulturang Pilipino (Gulayan sa Paaralan).
Reiser, C. (2009). Philippine education in the third millennium:
Trends, Issues and challenges, concerns. Journals in the University of
Eastern Philippines.Northern Samar.
UNESCO Report
(2011). Articles on school nutrition gardening. A new
deal from school garden.
C. UNPUBLISHED MATERIALS
Curbelo, B. (2006). Effectiveness in-service education program in a school.
Okumbe, J.A. (1980). Educational management: Theory and practice.
Nairobi University Press
Fishbein, L. (2000). Where school farms are such a new idea.
Maintenance of school gardens.
59
The National Strategic Plan and Action Agenda for Agricultural Education
(2000). The effects of school gardens on students and schools: Conceptualization
and considerations for maximizing healthy development.
Williams, K. (2000). Thesis study on Gulayan sa paaralan Project.
Philippine Information Agency Press Release (2011). DA, DepEd to implement
‘Gulayan sa Paaralan’ nationwide.
D. Websites
http://academic.research.microsoft.com/Paper/5476150
http://eatingasia.typepad.com/eatingasia/2010/09/pampanga-philippines-edible
schoolyard-school-farm.html
Philippine Information Agency website: http://archives.pia.gov.ph
FAO website: http://www.fao.org/docrep/013/i1689e/i1689e00.pdf
http://www.rappler.com/move-ph/issues/hunger/57789-fighting-malnutritionvegetable-gardens
60
APPENDIX A
PERMIT TO CONDUCT THE STUDY
The Principal
Libas Elementary School,
San Carlos City, Pangasinan
MADAM:
Greetings from our Almighty Father!
The
undersigned
is
presently
conducting
a
research
entitled
“INSTRUCTIONAL STRATEGIES IN THE TEACHING OF AGRICULTURE
TO GRADE V LEARNERS” in the requirements for Master of Arts in Education
major in Educational Administration.
In line with this, may I request your good office to allow me to administer
questionnaire to the Grade V learners and teachers in your school to take part in
this study.
Thank you for your generous assistance and support in this endeavor.
Yours truly,
JOSE RANNY G. MARTINEZ
Researcher
Noted
EDWIN R. FERRER, Ed. D.
Adviser
61
APPENDIX B
LETTER TO THE RESPONDENTS
Sir/Madam:
Greetings!
The
undersigned
is
presently
conducting
a
research
entitled
“INSTRUCTIONAL STRATEGIES IN THE TEACHING OF AGRICULTURE
TO GRADE V LEARNERS” in the requirements for Master of Arts in Educational
major in Educational Administration.
In line with this, may I request your full participation to take part in this
study as a chosen respondent to determine the effectivity of instructional
strategies in the teaching of Agriculture to Grade V learners at Libas Elementary
School.
Rest assured that the data will be kept confidential and will be used solely
for this study.
Thank you and God bless!
Yours truly,
JOSE RANNY G. MARTINEZ
Researcher
Noted
EDWIN R. FERRER, Ed. D.
Adviser
62
APPENDIX C
QUESTIONNAIRE
Name: ____________ (optional)
Gender:
Male
School: ____________
Female
Direction: Please answer the following questions carefully by checking
(/) the appropriate boxes that correspond to your answer
I. Profile of the Teaching Agriculture to Grade V Learners in Libas
Elementary School
a. Instructional Materials being used
Printed Materials (newspapers, magazines, periodicals, pamphlets,
agric textbook)
Display Materials (real objects/ dioramas/ 3D models)
Community Resources (hills, rocks, soil samples vegetation and
water for irrigation topics)
Visual Prompts (pictures, posters, chalkboard displays, photographic
prints)
63
Technology Tools (power point presentation, and interactive video
systems)
Graphic Materials (maps, charts, pictures, posters, graphic
diagrams and cartoons of desired farm animals and crops)
Audio-Visual Materials (radio cassette recorder, television sets,
Videos, slide and overhead projectors and films of farming systems)
b. Instructional Strategies being used
Problem Solving Approach
Computer Assisted Instruction
Observation
Laboratories
Role Playing
Lecture/ Discussion
Simulation
Questioning
Oral Presentation
Individualized Instruction/
Cooperative Learning
64
II. Acceptability of the Proposed Instructional Strategies
Instructional
Very
Much
Accept
Moderat
Not
Strategies
Much
Accept
able
ely
at all
Accept
able
(3)
Accepta
(1)
able
(4)
(5)
1. Problem Solving
Approach
2. Observation
3. Role Playing
4. Simulation
5. Oral Presentation
6. Computer Assisted
Instruction
7. Laboratories
8. Lecture/ Discussion
9. Questioning
10. Individualized
Instruction/ Cooperative
Learning
ble (2)
65
III. Effectivity of the Proposed Instructional Strategies
Instructional Strategies
Very
Much
Much
Effecti
ve
ely
all
Effectiv
ve
(3)
Effectiv
(1)
e
(4)
(5)
1. Problem Solving
Approach
2. Observation
3. Role Playing
4. Simulation
5. Oral Presentation
6. Computer Assisted
Instruction
7. Laboratories
Effecti Moderat
e
(2)
Not at
66
8. Lecture/ Discussion
9. Questioning
10. Individualized
Instruction/ Cooperative
Learning
67
APPENDIX D
1987 PHILIPPINE CONSTITUTION
ARTICLE XIV
EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND
SPORTS
EDUCATION
Section 1. 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.
Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated
system of education relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary
and high school levels. Without limiting the natural right of parents to rear their
children, elementary education is compulsory for all children of school age;
(3) Establish and maintain a system of scholarship grants, student loan
programs, subsidies, and other incentives which shall be available to deserving
students in both public and private schools, especially to the underprivileged;
(4) Encourage non-formal, informal, and indigenous learning systems, as well as
self-learning, independent, and out-of-school study programs particularly those
that respond to community needs; and
68
(5) Provide adult citizens, the disabled, and out-of-school youth with training in
civics, vocational efficiency, and other skills.
Section 3. (1) All educational institutions shall include the study of the
Constitution as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the parents or guardians, religion shall
be allowed to be taught to their children or wards in public elementary and high
schools within the regular class hours by instructors designated or approved by
the religious authorities of the religion to which the children or wards belong,
without additional cost to the Government.
Section 4.(1) The State recognizes the complementary roles of public and private
institutions in the educational system and shall exercise reasonable supervision
and regulation of all educational institutions.
(2) Educational institutions, other than those established by religious groups and
mission boards, shall be owned solely by citizens of the Philippines or
corporations or associations at least sixty per centum of the capital of which is
owned by such citizens. The Congress may, however, require increased Filipino
equity participation in all educational institutions.
69
The control and administration of educational institutions shall be vested in
citizens of the Philippines.
No educational institution shall be established exclusively for aliens and no group
of aliens shall comprise more than one-third of the enrollment in any school. The
provisions of this subsection shall not apply to schools established for foreign
diplomatic personnel and their dependents and, unless otherwise provided by
law, for other foreign temporary residents.
(3) All revenues and assets of non-stock, non-profit educational institutions used
actually, directly, and exclusively for educational purposes shall be exempt from
taxes and duties. Upon the dissolution or cessation of the corporate existence of
such institutions, their assets shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may
likewise be entitled to such exemptions, subject to the limitations provided by
law, including restrictions on dividends and provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants, endowments, donations,
or contributions used actually, directly, and exclusively for educational purposes
shall be exempt from tax.
Section 5. (1) the State shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the development of educational
policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to
fair, reasonable, and equitable admission and academic requirements.
70
(4) The State shall enhance the right of teachers to professional advancement.
Non-teaching academic and non-academic personnel shall enjoy the protection of
the State.
(5) The State shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available talents
through adequate remuneration and other means of job satisfaction and
fulfillment.
LANGUAGE
Section 6. The national language of the Philippines is Filipino. As it evolves, it
shall be further developed and enriched on the basis of existing Philippine and
other languages.
Subject to provisions of law and as the Congress may deem appropriate, the
Government shall take steps to initiate and sustain the use of Filipino as a
medium of official communication and as language of instruction in the
educational system.
Section 7. For purposes of communication and instruction, the official languages
of the Philippines are Filipino and, until otherwise provided by law, English.
The regional languages are the auxiliary official languages in the regions and
shall serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.
Section 8. This Constitution shall be promulgated in Filipino and English and shall
be translated into major regional languages, Arabic, and Spanish.
71
Section 9. The Congress shall establish a national language commission
composed of representatives of various regions and disciplines which shall
undertake,
coordinate,
and
promote
researches
for
the
development,
propagation, and preservation of Filipino and other languages.
SCIENCE AND TECHNOLOGY
Section 10. 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 to science and technology education,
training, and services. It shall support indigenous, appropriate, and self-reliant
scientific and technological capabilities, and their application to the country’s
productive systems and national life.
Section 11. The Congress may provide for incentives, including tax deductions, to
encourage private participation in programs of basic and applied scientific
research. Scholarships, grants-in-aid, or other forms of incentives shall be
provided to deserving science students, researchers, scientists, inventors,
technologists, and specially gifted citizens.
Section 12. The State shall regulate the transfer and promote the adaptation of
technology from all sources for the national benefit. It shall encourage the widest
participation of private groups, local governments, and community-based
organizations in the generation and utilization of science and technology.
Section 13. The State shall protect and secure the exclusive rights of scientists,
inventors, artists, and other gifted citizens to their intellectual property and
creations, particularly when beneficial to the people, for such period as may be
provided by law.
72
ARTS AND CULTURE
Section 14. The State shall foster the preservation, enrichment, and dynamic
evolution of a Filipino national culture based on the principle of unity in diversity
in a climate of free artistic and intellectual expression.
Section 15. Arts and letters shall enjoy the patronage of the State. The State
shall conserve, promote, and popularize the nation’s historical and cultural
heritage and resources, as well as artistic creations.
Section 16. All the country’s artistic and historic wealth constitutes the cultural
treasure of the nation and shall be under the protection of the State which may
regulate its disposition.
Section 17. The State shall recognize, respect, and protect the rights of
indigenous cultural communities to preserve and develop their cultures,
traditions, and institutions. It shall consider these rights in the formulation of
national plans and policies.
73
APPENDIX E
Republic Act No. 9155
AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC
EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS
AS THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:
SECTION 1. Short Title. – This Act shall be known as the “Governance of Basic
Education Act of 2001.”
SEC. 2. Declaration of Policy. – It is hereby declared the policy of the State to
protect and promote the right of all citizens to quality basic education and to
make such education accessible to all by providing all Filipino children a free and
compulsory education in the elementary level and free education in the high
school level. Such education shall also include alternative learning systems for
out-of-school youth and adult learners. It shall be the goal of basic education to
provide them with the skills, knowledge and values they need to become caring,
self- reliant, productive and patriotic citizens.
The school shall be the heart of the formal education system. It is where children
learn. Schools shall have a single aim of providing the best possible basic
education for all learners.
Governance of basic education shall begin at the national level. It is at the
regions, divisions, schools and learning centers — herein referred to as the field
offices — where the policy and principle for the governance of basic education
74
shall be translated into programs, projects and services developed, adapted and
offered to fit local needs.
The State shall encourage local initiatives for improving the quality of basic
education. The State shall ensure that the values, needs and aspirations of a
school community are reflected in the program of education for the children, outof-school youth and adult learners. Schools and learning centers shall be
empowered to make decisions on what is best for the learners they serve.
SEC. 3. Purposes and Objectives. – The purposes and objectives of this Act are:
(a) To provide the framework for the governance of basic education which shall
set the general directions for educational policies and standards and establish
authority, accountability and responsibility for achieving higher learning
outcomes;
(b)
To define the roles and responsibilities of, and provide resources to, the
field offices which shall implement educational programs, projects and services in
communities they serve;
(c)
To make schools and learning centers the most important vehicle for the
teaching and learning of national values and for developing in the Filipino
learners love of country and pride in its rich heritage;
(d)
To ensure that schools and learning centers receive the kind of focused
attention they deserve and that educational programs, projects and services take
into account the interests of all members of the community;
(e)
To enable the schools and learning centers to reflect the values of the
community by allowing teachers/learning facilitators and other staff to have the
flexibility to serve the needs of all learners;
75
(f)
To encourage local initiatives for the improvement of schools and learning
centers and to provide the means by which these improvements may be
achieved and sustained; and
(g) To establish schools and learning centers as facilities where schoolchildren
are able to learn a range of core competencies prescribed for elementary and
high school education programs or where the out-of-school youth and adult
learners are provided alternative learning programs and receive accreditation for
at least the equivalent of a high school education.
Sec. 4. Definition of Terms. – For purposes of this Act, the terms or phrases used
shall mean or be understood as follows:
(a) Alternative Learning System – is a parallel learning system to provide a
viable alternative to the existing formal education instruction. It encompasses
both the non-formal and informal sources of knowledge and skills;
(b) Basic Education – is the education intended to meet basic learning needs
which lays the foundation on which subsequent learning can be based. It
encompasses early childhood, elementary and high school education as well as
alternative learning systems for out-of-school youth and adult learners and
includes education for those with special needs;
(c) Cluster of Schools – is a group of schools which are geographically
contiguous and brought together to improve the learning outcomes;
(d) Formal Education – is the systematic and deliberate process of hierarchically
structured and sequential learning corresponding to the general concept of
elementary and secondary level of schooling. At the end of each level, the
learner needs a certification in order to enter or advance to the next level;
76
(e) Informal Education – is a lifelong process of learning by which every person
acquires and accumulates knowledge, skills, attitudes and insights from daily
experiences at home, at work, at play and from life itself;
(f)
Integrated Schools – is a school that offers a complete basic education in
one school site and has unified instructional programs;
(g) Learner – is any individual seeking basic literacy skills and functional life skills
or support services for the improvement of the quality of his/her life;
(h) Learning Center – is a physical space to house learning resources and
facilities of a learning program for out-of-school youth and adults. It is a venue
for face-to-face learning activities and other learning opportunities for community
development and improvement of the people’s quality of life;
(i) Learning Facilitator – is the key-learning support person who is responsible for
supervising/facilitating the learning process and activities of the learner;
(j) Non-Formal Education – is any organized, systematic educational activity
carried outside the framework of the formal system to provide selected types of
learning to a segment of the population;
(k) Quality Education – is the appropriateness, relevance and excellence of the
education given to meet the needs and aspirations of an individual and society;
(l) School – is an educational institution, private and public, undertaking
educational operation with a specific age-group of pupils or students pursuing
defined studies at defined levels, receiving instruction from teachers, usually
located in a building or a group of buildings in a particular physical or cyber site;
and
77
(m) School Head – is a person responsible for the administrative and
instructional supervision of the school or cluster of schools.
CHAPTER 1
Governance of Basic Education
Sec. 5. Principles of Shared Governance. – (a) Shared governance is a principle
which recognizes that every unit in the education bureaucracy has a particular
role, task and responsibility inherent in the office and for which it is principally
accountable for outcomes;
(b)
The process of democratic consultation shall be observed in the decision-
making process at appropriate levels. Feedback mechanisms shall be established
to ensure coordination and open communication of the central office with the
regional, division and school levels;
(c) The principles of accountability and transparency shall be operationalized in
the performance of functions and responsibilities at all levels; and
(d)
The communication channels of field offices shall be strengthened to
facilitate flow of information and expand linkages with other government
agencies, local government units and nongovernmental organizations for
effective governance;
Sec. 6. Governance. – The Department of Education, Culture and Sports shall
henceforth be called the Department of Education. It shall be vested with
authority, accountability and responsibility for ensuring access to, promoting
equity in, and improving the quality of basic education. Arts, culture and sports
shall be as provided for in Sections 8 and 9 hereof.
78
Sec. 7. Powers, Duties and Functions. – The Secretary of the Department of
Education shall exercise overall authority and supervision over the operations of
the Department.
A. National Level
In addition to his/her powers under existing laws, the Secretary of Education
shall have authority, accountability and responsibility for the following:
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational standards;
(4) Monitoring and assessing national learning outcomes;
(5) Undertaking national educational research and studies;
(6)
Enhancing the employment status, professional competence, welfare and
working conditions of all personnel of the Department; and
(7)
Enhancing the total development of learners through local and national
programs and/or projects.
The Secretary of Education shall be assisted by not more than four (4)
undersecretaries and not more than four (4) assistant secretaries whose
assignments, duties and responsibilities shall be governed by law. There shall be
at least one undersecretary and one assistant secretary who shall be career
executive service officers chosen from among the staff of the Department.
B. Regional Level
79
There shall be as many regional offices as may be provided by law. Each regional
office shall have a director, an assistant director and an office staff for program
promotion and support, planning, administrative and fiscal services.
Consistent with the national educational policies, plans and standards, the
regional director shall have authority, accountability and responsibility for the
following:
(1)
Defining a regional educational policy framework which reflects the values,
needs and expectations of the communities they serve;
(2) Developing a regional basic education plan;
(3)
Developing
regional
educational
standards
with
a
view
towards
benchmarking for international competitiveness;
(4) Monitoring, evaluating and assessing regional learning outcomes;
(5)
Undertaking research projects and developing and managing regionwide
projects which may be funded through official development assistance and/or
other funding agencies;
(6)
Ensuring strict compliance with prescribed national criteria for the
recruitment, selection and training of all staff in the region and divisions;
(7)
Formulating, in coordination with the regional development council, the
budget to support the regional educational plan which shall take into account the
educational plans of the divisions and districts;
(8)
Determining the organization component of the divisions and districts and
approving the proposed staffing pattern of all employees in the divisions and
districts;
80
(9)
Hiring, placing and evaluating all employees in the regional office, except
for the position of assistant director;
(10)
Evaluating all schools division superintendents and assistant division
superintendents in the region;
(11)
Planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the regional office, including professional staff
development;
(12)
Managing the database and management information system of the
region;
(13)
Approving the establishment of public and private elementary and high
schools and learning centers; and
(14) Performing such other functions as may be assigned by proper authorities.
C. Division Level
A division shall consist of a province or a city which shall have a schools division
superintendent, at least one assistant schools division superintendent and an
office staff for programs promotion, planning, administrative, fiscal, legal,
ancillary and other support services.
Consistent with the national educational policies, plans and standards, the
schools division superintendents shall have authority, accountability and
responsibility for the following:
(1) Developing and implementing division education development plans;
81
(2)
Planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the division, including professional staff
development;
(3)
Hiring, placing and evaluating all division supervisors and schools district
supervisors as well as all employees in the division, both teaching and nonteaching personnel, including school heads, except for the assistant division
superintendent;
(4) Monitoring the utilization of funds provided by the national government and
the local government units to the schools and learning centers;
(5) Ensuring compliance of quality standards for basic education programs and
for this purpose strengthening the role of division supervisors as subject area
specialists;
(6) Promoting awareness of and adherence by all schools and learning centers
to accreditation standards prescribed by the Secretary of Education;
(7)
Supervising the operations of all public and private elementary, secondary
and integrated schools, and learning centers; and
(8) Performing such other functions as may be assigned by proper authorities.
D. Schools District Level
Upon the recommendation of the schools division superintendents, the regional
director may establish additional schools district within a schools division. Schools
districts already existing at the time of the passage of this law shall be
maintained. A schools district shall have a schools district supervisor and an
office staff for program promotion.
82
The schools district supervisor shall be responsible for:
(1)
Providing professional and instructional advice and support to the school
heads and teachers/facilitators of schools and learning centers in the district or
cluster thereof;
(2) Curricula supervision; and
(3) Performing such other functions as may be assigned by proper authorities.
E. School Level
There shall be a school head for all public elementary schools and public high
schools or a cluster thereof. The establishment of integrated schools from
existing public elementary and public high schools shall be encouraged.
The school head, who may be assisted by an assistant school head, shall be both
an instructional leader and administrative manager. The school head shall form a
team with the school teachers/learning facilitators for delivery of quality
educational programs, projects and services. A core of non-teaching staff shall
handle the school’s administrative, fiscal and auxiliary services.
Consistent with the national educational policies, plans and standards, the school
heads shall have authority, accountability and responsibility for the following:
(1) Setting the mission, vision, goals and objectives of the school;
(2) Creating an environment within the school that is conducive to teaching and
learning;
(3)
Implementing the school curriculum and being accountable for higher
learning outcomes;
83
(4) Developing the school education program and school improvement plan;
(5)
Offering educational programs, projects and services which provide
equitable opportunities for all learners in the community;
(6)
Introducing new and innovative modes of instruction to achieve higher
learning outcomes;
(7)
Administering and managing all personnel, physical and fiscal resources of
the school;
(8) Recommending the staffing complement of the school based on its needs;
(9) Encouraging staff development;
(10)
Establishing school and community networks and encouraging the active
participation of teachers organizations, non-academic personnel of public
schools, and parents-teachers-community associations;
(11)
Accepting donations, gifts, bequests and grants for the purpose of
upgrading teachers’/learning facilitators’ competencies, improving and expanding
school facilities and providing instructional materials and equipment. Such
donations or grants must be reported to the appropriate district supervisors and
division superintendents; and
(12) Performing such other functions as may be assigned by proper authorities.
The Secretary of Education shall create a promotions board, at the appropriate
levels, which shall formulate and implement a system of promotion for schools
division supervisors, schools district supervisors, and school heads. Promotion of
school heads shall be based on educational qualification, merit and performance
84
rather than on the number of teachers/learning facilitators and learners in the
school.
The qualifications, salary grade, status of employment and welfare and benefits
of school heads shall be the same for public elementary, secondary and
integrated schools.
No appointment to the positions of regional directors, assistant regional
directors, schools division superintendents and assistant schools division
superintendents shall be made unless the appointee is a career executive service
officer who preferably shall have risen from the ranks.
CHAPTER 2
Transfer of Cultural Agencies
Sec. 8. Cultural Agencies. – The Komisyon ng Wikang Pilipino, National Historical
Institute, Record Management and Archives Office and the National Library shall
now be administratively attached to the National Commission for Culture and the
Arts (NCCA) and no longer with the Department of Education. The program for
school arts and culture shall remain part of the school curriculum.
CHAPTER 3
Abolition of the Bureau of Physical Education and School Sports
Sec. 9. Abolition of BPESS. – All functions, programs and activities of the
Department of Education related to sports competition shall be transferred to the
Philippine Sports Commission (PSC). The program for school sports and physical
fitness shall remain part of the basic education curriculum.
85
The Bureau of Physical Education and School Sports (BPESS) is hereby abolished.
The personnel of the BPESS, presently detailed with the PSC, are hereby
transferred to the PSC without loss of rank, including the plantilla positions they
occupy. All other BPESS personnel shall be retained by the Department.
CHAPTER 4
Support and Assistance of Other Government Agencies
Sec. 10. The Secretary of Education and the Secretary of Budget and
Management shall, within ninety (90) days from the approval of this Act, jointly
promulgate the guidelines on the allocation, distribution and utilization of
resources provided by the national government for the field offices, taking into
consideration the uniqueness of the working conditions of the teaching service.
The Secretary of the Department of Education shall ensure that resources
appropriated for the field offices are adequate and that resources for school
personnel, school desks and textbooks and other instructional materials intended
are allocated directly and released immediately by the Department of Budget and
Management to said offices.
Sec. 11. The Secretary of the Department of Education, subject to civil service
laws and regulations, shall issue appropriate personnel policy rules and
regulations that will best meet the requirements of the teaching profession
taking into consideration the uniqueness of the working conditions of the
teaching service.
Sec. 12. The Commission on Audit, in the issuance of audit rules and regulations
that will govern the utilization of all resources as well as the liquidation,
recording and reporting thereof, shall take into account the different
characteristics and distinct features of the department’s field offices, its
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organizational set-up as well as the nature of the operations of schools and
learning centers.
CHAPTER 5
Final Provisions
Sec. 13. Governance in the ARMM. – The Regional Education Secretary for the
Autonomous Region in Muslim Mindanao (ARMM) shall exercise similar
governance authority over the divisions, districts, schools and learning centers in
the region as may be provided in the Organic Act without prejudice to the
provisions of Republic Act No. 9054, entitled “An Act to Strengthen and Expand
the Organic Act for the Autonomous Region in Muslim Mindanao, Amending for
the Purpose Republic Act No. 6734, entitled ‘An Act Providing for the
Autonomous Region in Muslim Mindanao, as amended.'”
Sec. 14. Rules and Regulations. – The Secretary of Education shall promulgate
the implementing rules and regulations within ninety (90) days after the approval
of this Act: Provided, That, the Secretary of Education shall fully implement the
principle of shared governance within two (2) years after the approval of this
Act.
Sec. 15. Separability Clause. – If for any reason, any portion or provision of this
Act shall be declared unconstitutional, other parts or provisions hereof which are
not affected thereby shall continue to be in full force and effect.
Sec. 16. Repealing Clause. – All laws, decrees, executive orders, rules and
regulations, part or parts thereof, inconsistent with the provisions of this Act, are
hereby repealed or modified accordingly.
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CURRICULUM VITAE
PERSONAL DATA
Name
: JOSE RANNY G. MARTINEZ
Address
: Libas, San Carlos City, Pangasinan
Date of Birth
: October 24, 1975
Place of Birth
: San Carlos City, Pangasinan
Parents
: Mr. Emiliano C. Martinez
Mrs. Sylvia G. Martinez
Spouse
: Janet F. Martinez
Children
: Joseph Christopher F. Martinez,
Athena F. Martinez & Jose Mari F. Martinez
EDUCATIONAL BACKGROUND
Graduate Studies
Name of Institution
: Lyceum-Northwestern University
Graduate School
Dagupan City
Degree
: Master of Arts in Education
College
Name of Institution
: Pangasinan State University
San Carlos City, Pangasinan
88
Degree Earned
: Bachelor of Science in Agricultural Education
Major in Technology & Home Economics (THE)
Year Graduated
: 1997
Secondary
Name of School
: Libas National High School
Libas, San Carlos City, Pangasinan
Year Graduated
: 1993
Elementary
Name of School
: Libas Elementary School
Libas, San Carlos, Pangasinan
Year Graduated
: 1989
TEACHING EXPERIENCES
2012 – Present
: Libas Elementary School
Libas, San Carlos City, Pangasinan
2008 - 2012
: Baldog Elementary School
Baldog, San Carlos City, Pangasinan
1998 - 2008
: VMUF-St. Dominic High School
Martin Posadas Ave., San Carlos City,
Pangasinan
ELIGIBILITY
Licensure Examination for Teachers (LET)
89
TRAININGS ATTENDED
Trainings Attended
Inclusive Date of
Attendance
Conducted
3rd Division Leadership Training
for SPGO Officers and Advisers 11/06/2015
11/08/2015
Division / DepEd
10/28/2015
10/28/2015
DepEd
ON THE ADMINISTRATION OF 07/02/2015
07/03/2015
DEPED-SEPNAS
10/20/2014
10/22/2014
Division / DepEd
Governance 09/19/2014
09/21/2014
DepEd / PPLVDI
Cum Talent Showcase
Cluster C Refresher Training in
BSP
DIVISION SEMINAR TRAINING
THE PHYSICAL FITNESS
Division Seminar -workshop in
TLE / EPP
International Training /SeminarWorkshop of Executive Leaders
Towards
Avoiding
Workplace
Good
Dysfunctional