The Information and Communication Technology Capabilities of LGUs
87
2. The personnel and department heads should practice using the application
software and try exploring while using the software.
3. The personnel especially in the lowland and interior municipalities need to
undergo training along Microsoft Excel and use of Internet; and the department heads
should find time to attend training on advanced I.T. like Microsoft PowerPoint.
4. The Local Government Units should include in their Municipal Development
Plans how they can improve and advance along Information and Communication
Technology, particularly their connection to the World Wide Web.
References
A. Book
Milton, Susan J. and Arnold, Jesse C. Introduction to Probability and Statistics: Principles and
Applications For Engineering and The Computing Sciences. New York, Mc Graw Hill,
2004
B. Theses
Benzon, Paraluman Ma. Fatima C. “Computer Literacy of Local Government Unit Personnel of
Vigan City”, (Unpublished Master Thesis, University of Northern Philippines, Vigan City,
2006)
Lumibao, Donna Marie C. “Computer and Information Technology in the local Government Units of
the First District of Ilocos Sur”, (Unpublished Master Thesis, University of Northern
Philippines, Vigan City, 2004)
C. Magazine
National Information Technology Plan. Info Trends, 1988
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UNP Research Journal
Vol. XIX
January-December 2010
Linguistic Errors in the Oral Expositions of Speech
Communication Students of the College of Teacher
Education in the University of Northern Philippines
Rommel V. Tabula, MAT
Abstract
The study generally examined the linguistic errors in the oral expositions
of Speech Communication students of the College of Teacher Education in the
University of Northern Philippines. It investigated and described: (1) the profile of
the respondents according to sex, course, type of high school graduated from,
geographical location, parents’ educational attainment, parents’ work status,
language used at home, and exposure to mass media; (2) the linguistic errors
committed by the respondents in their oral expositions; (3) the strategies of the
students in monitoring their linguistic errors; (4) the significant relationship
between the profile of the students and their linguistic errors; (5) the significant
relationship between the profile and the strategies of the students in monitoring
their linguistic errors; and (6) the significant difference in the linguistic errors
between and among the group of respondents.
Data were obtained from forty (40) Teacher Education students, who were
enrolled in Speech Communication and Debate during the First Semester of the
Academic Year 2009-2010. Descriptive method of investigation in evaluating the
linguistic errors of the students was employed. From the tape recorded speeches of
the respondents, their linguistic errors and strategies in monitoring those errors
were listened, transcribed and analyzed using the following statistical tools:
frequency and percentages, weighted mean, point biserial correlation, chi-square
test, and analysis of variance.
Results revealed that majority of the respondents are female; equal number
of students from the four curricular offerings of the college participated in the
study; a great number of them graduated from the public high schools; many are
residents in the rural areas; most of their parents have finished college and selfemployed; the language they frequently use at home is Iloko; and they are
moderately exposed to print media but highly exposed to electronic media. It also
revealed that the linguistic errors committed by the respondents in their oral
expositions are phonological and grammatical in nature; in terms of phonology,
they committed errors in vowel sounds and consonant quality; and in terms of
Linguistic Errors in the Oral Expositions of Speech Communication Students
89
grammar, their errors are mostly morphological and the least is lexical. It further
disclosed that the strategy used by the respondents in monitoring their
phonological errors is self-correction; and in grammatical errors, the strategies
used were stammering, restructuring, and verbosity. Furthermore, it was found out
that in phonology, there exists a significant relationship with regard to type of high
school graduated from, geographical location, course, parents’ educational
attainment, parents’ work status, language used at home, and exposure to mass
media; and in Grammar, there exists a significant difference with regard to
geographical location, course, parents’ work status, language used at home, and
exposure to electronic media. Moreover, there was a significant relationship
between the strategy in monitoring phonological errors and sex, type of high
school graduated from, course, parents’ educational attainment, parents’ work
status, language used at home, and exposure to mass media; and between the
strategies in monitoring grammatical errors and the type of high school graduated
from, course, parents’ educational attainment, parents’ work status, language used
at home, and exposure to electronic media. It was also noted that there was also a
significant difference in the linguistic errors between and among the groups of
respondents.
Based from the conclusions, the following recommendations were
forwarded: since learning a language will preferably be acquired in early years of
schooling, a good program in the elementary level with regard to teaching students
on the articulation of sounds should be considered; the language curriculum of the
college and of the university should be reviewed and revised to conform with
relevant theories exposed in communicative competence; English subjects should
be made relevant to the needs of the students; the teachers should employ
communicative approaches, methods and techniques to ensure the competent use of
the English language among Teacher Education students; and similar studies
should be undertaken to generalize the findings of the study.
Introduction
Background of the Study
The ability to communicate is the primary factor that distinguishes human beings
from animals. It is the ability to communicate well that distinguishes one individual from
another. The fact is, apart from the basic necessities, individuals need to be equipped with
habits for good communication skills, as this is what will make them happy and successful
human beings.
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January-December 2010
Today, human beings are living in a world of sophistication characterized by rapid
advancement in science and technology. The age they live in may be defined as the
communication age. Effective communication is considered one of the most important
skills that individuals should have. Receptive and expressive language abilities constitute a
significant aspect of effective communication in terms of language skills. One of the
expressive language elements is speaking skill.
In order to develop these habits, one needs to first acknowledge the fact that
individuals need to improve communication skills from time to time. They need to take
stock of the way they interact and the direction in which their work and personal relations
are going. The only constant in life is change, and the more one accepts one’s strengths
and works towards dealing with their shortcomings, especially in the area of
communication skills, the better will be their interactions and the more their social
popularity.
Speaking is the most common and important means of providing communication
among human beings. The key to successful communication is speaking nicely, efficiently
and articulately, as well as using effective voice projection. Furthermore, speaking is
linked to success in life, as it occupies an important position both individually and socially.
As in the case of many basic skills, one of the important periods to improve
speaking skill is during primary education. Murphy and Hildebrandt (1991) claimed that
speaking skills acquired and developed during primary education are significant with
regard to both acquisition and permanence. Therefore, it is essential that efficient and
effective teaching methods are employed in order to improve speaking skills during
primary education.
It is sometimes believed that in universities, writing is more important than
speaking. This view arises from the perception that most assessments of students (both
coursework and examinations) still seem to involve mainly writing (rather than speaking).
Effective oral communication skills can benefit people in various fields and
positions, but it cannot be taught as easily as most personal skills. It is important to keep in
mind that practice is essential to acquiring these skills.
Riceowl (2002) as cited by Ruth and Wysocki (2004) claims that speaking
effectively is extremely crucial for success in most positions in a formal working
environment. It has been proven that employees spend more time speaking than writing,
whether talking on the phone, conversing informally with colleagues, conducting meetings,
or making sales presentations. Research also reveals that the higher an employee moves
within an organization, the more important speaking skills become.
Linguistic Errors in the Oral Expositions of Speech Communication Students
91
Clearly, effective oral communication is important in all aspects of one’s career.
The ability to speak confidently and communicate effectively is crucial to professional and
personal success. Communication empowers individuals to remember the past, act in the
present, and anticipate the future. Communication is the vehicle by which they mange
relationships with others in contexts ranging from “one-to-one” to “one-to-many” using
personal and public speaking skills. When they can speak with integrity in a style that
engages their listeners, they can accomplish just about anything.
For very long, it was thought that to test one’s oral exposition skills was an
impractical endeavor. While the wisdom in doing so was recognized, it was considered
next to impossible, especially as it meant individuals had to be assessed singly. And if
large group had to be tested, definitely the matter of oral testing was ignored. Thus, while
the widely held notion of the L-S-R-W (Listening, Speaking, Reading, and Writing)
sequence of testing and teaching a language, for that matter, was talked about, everybody
turned away from consideration of assessing oral exposition skills. Ironically, whereas in
the field of Descriptive Linguistics, the oral aspect of language has primacy over the
written, yet it was the aspect most neglected in the area of teaching and testing. In the book
of Castillo and Lorenzo (2002), they challenged the readers to consider
that the linguist takes sound to be the basic manifestation of language, that
language is sound, that sounds of language have primacy over their
representation in writing.
These words allude to the utmost significance of speech. Unfortunately, its
significance was overshadowed by the inability of its proponents to handle intricacies of
oral testing. However, modern tests of language ability recognize the communicative
function of language and its integrative nature. Nothing can be truer measure of one’s oral
language ability than a speaking test (Castillo & Lorenzo, 2002).
It is in this light that the researcher necessitated to conduct a study on linguistic
errors in the oral expositions of Speech Communication students of the College of Teacher
Education. This study elicited information as to what measures can English teachers and
curriculum planners institute to help students enhance their oral exposition skills and be
able to help them upgrade their communicative competence.
This study likewise looked into the factors that influence the linguistic errors of
students of the College of Teacher Education in the University of Northern Philippines so
as to have inputs in the general design of the speech communication curriculum.
Finally, this study is expected to benefit students, English teachers, and curriculum
planners as this will provide information on how English teachers can further improve the
oral skills proficiency and the overall linguistic competence of college students.
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Objectives of the Study
This study aimed to determine the linguistic errors of Speech Communication
students of the College of Teacher Education in the University of Northern Philippines
during the First Semester of the Academic Year 2009 -2010.
Specifically, the following problems were investigated:
1. What is the profile of the respondents in terms of the following:
a. Sex,
b. Course,
c. Type of High School Graduated From,
d. Geographical Location,
e. Parents’ Educational Attainment,
f. Parents’ Work Status,
g. Language Used at Home, and
h. Exposure to Mass Media?
2. What are the linguistic errors committed by the respondents in their oral
expositions based on the following variables:
a. Phonology, and
b. Grammar?
3. What are the strategies of the students in monitoring their linguistic errors
according to:
a. Phonology, and
b. Grammar?
4. Is there a significant relationship between the profile and the linguistic errors
of the respondents?
5. Is there a significant relationship between the profile and the strategies used by
the students in monitoring their linguistic errors?
6. Is there a significant difference in the linguistic errors between and among the
groups of respondents?
Scope and Delimitation
This study focused mainly on the linguistic errors of the Speech Communication
students of the College of Teacher Education in the University of Northern Philippines
during the First Semester of the Academic Year 2009-2010. It likewise looked into the
profile of the respondents in terms of sex, course, type of high school graduated from,
geographical location, parents’ educational attainment, parents’ work status, language used
at home, and exposure to mass media, and how these variables are related to the
respondents’ linguistic errors. Further, it determined the strategies used by the respondents
Linguistic Errors in the Oral Expositions of Speech Communication Students
93
in monitoring their linguistic errors and their relationship to the profile of the respondents.
Moreover, it investigated the significant difference in the linguistic errors between and
among the group of respondents.
The respondents of the study who were chosen at random were the forty (40)
students from the College of Teacher Education enrolled in Speech Communication during
the First Semester of the Academic Year 2009-2010. Of the 40 respondents, ten (10) were
enrolled in Bachelor in Secondary Education, 10 were taking up Bachelor in Elementary
Education, 10 were earning Bachelor of Science in Industrial Education, and 10 were
obtaining Bachelor in Library and Information Science.
The nature of the analysis of the data was taken into consideration in getting only
40 students as respondents to represent the four (4) curricular offerings of the college. The
students were asked to deliver an extemporaneous speech for three minutes each. Their
speeches were tape recorded, transcribed and analyzed. From their tape recorded oral
expositions, their phonological errors were analyzed according to vowel quality and
consonant quality. Then, the same taped oral expositions were listened for the second time
to analyze their grammatical errors. For the third time, the same taped oral expositions
were listened to analyze the strategies in monitoring their linguistic errors.
Review of Related Literature
Works of authorities and contributions of researches on subjects and topics related
to the study that will enhance the understanding of the paper were reviewed.
The results of the study of Tabula (2010) on the oral exposition skills of Mass
Communication students in the University of Northern Philippines stated that the
respondents’ level of oral exposition skills is “Competent” in all areas of purpose,
language, content, organization, and delivery. He also found out that there is a significant
relationship between the student-related variables on type of school graduated from,
parents’ educational attainment, language used at home, and exposure to mass media and
their level of oral exposition skills. He, then, recommended that a research looking into the
practices of teachers in teaching speaking and language as a whole be pursued to figure out
the cause of the low oral exposition skills proficiency of the students.
When Torricer (2009) explored the English language proficiency of the Second
Year college students of Ilocos Sur Community College, she discovered that the speaking
ability of her respondents are significantly related with their sex, fathers’ occupation and
educational attainment, availability of English newspapers and encyclopedia, exposure to
radio programs in English and Iloko, and exposure to TV programs in English and Filipino.
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January-December 2010
In the same year, Fuentes et al (2009) determined the speaking proficiency level
vis-à-vis motivation level of the AB-English Freshmen of Western Mindanao State
University. Their study revealed that sex does not modify the relationship between the
students’ English speaking proficiency and their levels of motivation.
But according to Bambico (2008), sex is significantly related to the grammar and
reading comprehension components of the English language proficiency of the students.
She also noted that place of origin has no significant relationship with the students’ English
language proficiency. Similar findings were disclosed in the study of Bobila (2008) when
she determined the learning styles and English language proficiency of her respondents.
In 2004, Cadiz found out that the educational attainment of the parents did not have
significant relationship with the oral communication skills of the respondents because, at
home, in the neighborhood, and in the larger community, they interact, communicate, and
socialize through their mother tongue. She said that although parents may have acquired
college degrees, those educational attainments do not affect in any way the students’
proficiency in communicating English. The oral communication skills of students are
confined to classroom situations and any other context where focus on grammar,
pronunciation, diction, and fluency are generally observed.
The study of Altamirano (2002) revealed that there is no significant difference
between the phonological errors of the students and the curriculum enrolled in, gender, and
the type of high school graduated from. She also found out that ethnic affiliation and grade
point average have significant effect to the grammatical errors of his respondents.
While Evasco (2000) found out that college entrance test, first language, television
viewing and print media account for small variances in oral discourse competence of the
student teachers, Yap-Aizon (2000) revealed that sex significantly influence the reading
proficiency in English and Filipino poetry and essay among female students.
Finally, Bautista (1987) disclosed that the type of high school the subject students
graduated from does not affect the level of English proficiency of the student teachers. She
also found out that the grade point average affects the grammar structure and vocabulary
usage of the respondents.
Conceptual Framework
In the conduct of the study, the researcher was guided by the paradigm in Figure 1
presented as follows:
Linguistic Errors in the Oral Expositions of Speech Communication Students
Independent Variables
Profile of the Respondents
 Sex,
 Course,
 Type of High School
Graduated From,
 Geographical Location
 Parents’ Educational
Attainment,
 Parents’ Occupation,
 Language Used at Home,
and
 Exposure to Mass Media
95
Dependent Variables
Linguistic Errors in the
Oral Expositions of the
Speech Communication
Students
 Phonology
 Grammar
Strategies of the Students
in Monitoring their
Linguistic Errors
 Phonology
 Grammar
Figure 1. Research Paradigm
As illustrated in the paradigm, the independent variables or the profile of the
respondents such as sex, course, type of high school graduated from, geographical location,
parents’ educational attainment, parents’ work status, language used at home and exposure
to mass media are believed to influence their linguistic errors and their strategies in
monitoring those errors.
Methodology
Research Design.
The researcher employed the descriptive method of
investigation in evaluating the linguistic errors of Speech Communication students of the
College of Teacher Education in the University of Northern Philippines during the First
Semester of the Academic Year 2009-2010.
Statistical Treatment of the Data. The following statistical tools were utilized to
analyze and interpret the data gathered: frequency and percentages, weighted mean, point
biserial correlation, chi-square test, and analysis of variance.
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Vol. XIX
January-December 2010
Results and Discussion
The data gathered were presented in tabular form, analyzed and interpreted in this
section.
The frequency distribution on the profile of the respondents is summarized in
Table 1.
On Sex. Of the forty respondents, majority (28 or 70%) of them are female while
only few (12 or 30%) are male. This means that students who wish to become teachers are
predominantly females. This further supports the fact that teaching is a female dominated
profession.
On Course. The respondents who participated in the study shared equal numbers
and percentages: 10 (25%) were enrolled in Bachelor in Secondary Education, 10 (25%)
were taking up Bachelor in Elementary Education, 10 (25%) were earning Bachelor of
Science in Industrial Education, and 10 (25%) were obtaining Bachelor in Library
Information and Science. This means that the four curricular offerings of the college were
well-represented by the respondents.
On Type of High School Graduated From. Majority (28 or 70%) of the
respondents graduated from public high schools while few (12 or 30%) of them graduated
from private secondary institutions. This could be due to the fact that public high schools
collect minimal fees making them more affordable compared to private educational
institutions which, in general, collect exorbitant fees.
On Geographical Location. As can be gleaned from the table, only few (6 or
15%) of the respondents were found to be residing in the urban areas while the majority (34
or 85%) comes from the rural areas. The findings suggest that students from the rural areas
usually resorted to study in nearby schools while some students from the urban areas are
enrolled in Metro Manila or other prestigious schools.
On Father’s Educational Attainment. Biggest in percentage are those who are
college graduate (12 or 30%) and those who finished some years in college with (12 or
30%); followed by those who are high school graduates (10 or 25%); then, by those who
had the chance to go to high school (2 or 5%), and elementary level (2 or 5%); and finally,
by a master’s degree holder (1 or 2.5%) and with some units in the master’s degree
program at (1 or 2.5%). The findings show the importance of education as a need
qualification in the occupational world.
Linguistic Errors in the Oral Expositions of Speech Communication Students
97
Table 1. Profile of the Respondents.
Profile
Sex
Male
Female
Course
BSE
BEED
BSIE
BLIS
Type of High School Graduated
From
Private
Public
Geographical Location
Urban
Rural
Total
Total
Total
Total
Parents’ Educational Attainment
Father
Elementary Level
Elementary Graduate
High School Level
High School Graduate
College Level
College Graduate
With Master’s Units
Master’s Graduate
Frequency
12
28
40
10
10
10
10
40
12
28
40
6
34
40
Percentage
30
70
100
25
25
25
25
100
30
70
100
15
85
100.00
2
0
2
10
12
12
1
1
5
0
5
25
30
30
2.5
2.5
Total
Mother
Elementary Level
Elementary Graduate
High School Level
High School Graduate
College Level
College Graduate
With Master’s Units
Master’s Graduate
40
2
0
2
12
10
13
1
0
Total
Parents’ Occupation
Father
Unemployed
Self-employed
Employed
Retired
Deceased
40
3
16
15
2
4
Total
100
5
0
5
30
25
32.5
2.5
0
100
7.5
40
37.5
5
10
40
100
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UNP Research Journal
Vol. XIX
January-December 2010
Table 1continued
Profile
Mother
Language Used at Home
Unemployed
Self-employed
Employed
Retired
Deceased
Total
Iloko
Iloko and Tagalog
Iloko, Tagalog, and English
Tagalog and English
Total
Frequency
9
15
11
2
3
40
23
12
3
2
40
Percentage
22.5
37.5
27.5
5
7.5
100
57.5
30
7.5
5
100
On Mother’s Educational Attainment. A great percentage (13 or 32.5%) finished
college; comparably great in number finished high school (12 or 30%); followed by college
level (10 or 25%); then, by high school level (2 or 5%) and elementary level (2 or 5%); and
lastly, with master’s units (1 or 2.5%). The findings denote that mothers are given equal
opportunities to enhance themselves professionally.
On Father’s Work Status. Most of the fathers of the respondents are selfemployed (16 or 40%). A large number of the fathers are employed (15 or 37.5%) either in
the government or private agencies; however, there are some who are deceased (4 or 10%);
others are unemployed (3 or 7.5%) and retired (2 or 5%).
On Mother’s Work Status. Most of them are self-employed (15 or 37.5%). Out
of the total population, 11 or 27.5% are employed; 9 or 22.5% are unemployed; 3 or 7.5%
are deceased; and 2 or 5% are retired.
On Language Used at Home. The language most frequently used by the
respondents at home is Iloko which registered at 57.5%. This is followed by Iloko and
Tagalog at 30%; then Iloko, Tagalog and English at 7.5%; finally, Tagalog and English at
5%. This finding is not surprising since the respondents are pure Ilocanos; naturally, they
use their mother tongue when communicating with their folks. It is interesting to note,
however, that some respondents use Tagalog and English as auxiliary languages for
communication.
Presented in Tables 2.a and 2.b is the extent of the respondents’ exposure to mass
media. In this study, mass media is classified into print and electronic, the former
presented in Table 2.a and the latter in Table 2.b. Under each category are specific types of
mass media.
Linguistic Errors in the Oral Expositions of Speech Communication Students
99
Table 2.a. Extent of Exposure of the Respondents to Print Media
Level/
Description
(5)
(4)
(3)
(2)
(1)
Always
Often
Sometimes
Rarely
Never
Total
Mean
Description
Overall
Books
f
0
10
25
5
0
40
%
0
25
62.5
12.5
0
100
3.12
Moderate
Print Media
Magazines/
Newspapers
Journals
f
%
f
%
0
0
0
0
5
12.5
4
10
17
42.5
19
47.5
17
42.5
14
35
1
2.5
3
7.5
40
100
40
100
2.65
2.6
Moderate
Low
2.71 (Moderate)
Tabloids
f
0
3
16
18
3
40
%
0
7.5
40
45
7.5
100
2.48
Low
Legend:
4.21 – 5.00
3.41 – 4.20
2.61 – 3.40
1.81 – 2.60
1.00 – 1.80
Always
Often
Sometimes
Rarely
Never
Very High
High
Moderate
Low
Very Low
The above table exhibits the extent of exposure of the respondents to print media.
As manifested in the table, the respondents are moderately exposed to books and
newspapers as evidenced by their means of 3.12 and 2.65, respectively. In terms of
magazines and journals as well as tabloids, the respondents have low exposure with their
mean ratings of 2.6 and 2.48, respectively. Taken as a whole, the respondents have
“Moderate” exposure to print media with a mean of 2.71. This implies that the respondents
have not developed yet their passion or love in reading.
The above table reveals the extent of exposure of the respondents to electronic
media. As can be seen on the table, in terms of television, the respondents very highly
exposed with a mean of 4.32. In the case of radio and computer or use of internet, they are
highly exposed with their respective means of 3.7 and 3.6. As regards to motion pictures,
they are moderately exposed with a mean of 2.78. Taking into account its overall mean of
3.6, it clearly manifests that the respondents are highly exposed to electronic media.
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Table 2.b. Extent of Exposure of the Respondents to Electronic Media
Level/
Description
(5) Always
(4) Often
(3) Sometimes
(2) Rarely
(1) Never
Total
Mean
Description
Overall
Television
F
19
16
4
1
0
40
%
47.5
40
10
2.5
0
100
4.32
Very High
Electronic Media
Computer/
Radio
Internet
f
%
f
%
12
30
9
22.5
11
27.5
9
22.5
10
25
19
47.5
7
17.5
3
7.5
0
0
0
0
40
100
40
100
3.7
3.6
High
High
3.6 (High)
Motion
Pictures
f
%
2
5
8
20
9
22.5
21
52.5
0
0
40
100
2.78
Moderate
Legend:
4.21 – 5.00
3.41 – 4.20
2.61 – 3.40
1.81 – 2.60
1.00 – 1.80
Always
Often
Sometimes
Rarely
Never
Very High
High
Moderate
Low
Very Low
Linguistic Errors Committed by Speech Communication Students
Linguistic errors refer to the errors of the students in phonology and grammar. The
phonological errors of the students refer to the errors committed in the process of
articulation of sounds, as in pronunciation of vowels and consonants of the sound system of
the English language.
Presented in Table 3 is the frequency of linguistic errors of Speech
Communication students of the College of Teacher Education in terms of phonology.
Linguistic Errors in the Oral Expositions of Speech Communication Students
101
Table 3. Linguistic Errors of Students in Terms of Phonology
Phonological Errors
Vowel
æ
ɔ
υ
ɚ
Consonant
ð
θ
f
p
zh
dz
v
b
ft
Frequency of Errors
33
27
22
3
28
28
6
6
3
3
3
3
3
Percentage
82.5
67.5
55
7.5
70
70
15
15
7.5
7.5
7.5
7.5
7.5
On Vowel Sounds. Out of the 11 vowel sounds, there were 4 vowels recorded as
common errors of the students. The table manifests that 82.5% of the respondents
committed error in [æ] sound as in [man] for [mæn] and [stand] for [stænd]. It also reveals
that 67.5% of them have errors in [ɔ] sound as in [olweyz] for [ɔlweyz] and [pos] for [pɔs].
Further, an error in [υ] sound was noted from 55% respondents like saying [ʃud] instead of
[ʃυd] and [god] instead of [gυd]. Moreover, an error in [ɚ] sound was evident from 7.5%
respondents like saying [ənadεr] instead of [ənaðɚ] and [sεntεr] instead of [sεntɚ].
The abovementioned errors committed by the respondents under vowel quality can
be attributed to the confusion of phonemes with other vowel phonemes during articulation
which Richards (1978) as cited by Altamirano (2002) calls indigenization or nativization of
the target language. Since these vowel sounds do not exist in the Philippine languages and
even most of the world’s languages, the second language (L2) speakers find it difficult to
master the sounds of English.
On Consonant Sounds. Of the 24 consonant sounds, there were 9 consonants
registered as common errors of the students. In the above table, it was manifested that 70%
of the respondents committed errors in [ð] sound as in [dat] for [ðæt] and [deyr] for [ðeyr];
and in [Ɵ] sound as in [tɪŋ] for [θɪŋ] and [tIk] for [θIk]. It was also revealed that 15% of
them have errors in [f] sound like saying [plat] instead of [flæt] and [prεnd] instead [frεnd];
and in [p] sound like saying [fɚhæps] instead of [pɚhæps] and [fəzIʃən] instead of
[pəzIʃən]. It was also shown that 7.5% of the respondents have errors in [zh] sound as in
[measure, treasure, and leisure]; [dz] sound as in [college, pledge, and courage]; [v] sound
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UNP Research Journal
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January-December 2010
as in [victory, vigor, very]; and [b] sound as in [bridge, bright, brother]; and consonant
cluster [ft] sound as in [gIp] for [gIft] and [lεp] for [lεft].
The above findings are similar to the results of the study of Igno (2006) as cited by
Enriquez (2008) that most of the Tagalog native speakers had a difficulty in pronouncing
the English contrasted consonants like /p/ and /f/, /b/ and /v/, /θ/ and /ð/, /s/ and /ds/, and /s/
and /z/.
The grammatical errors of students were categorized using Hendrickson’s Model
which are lexical, syntactic, and morphological. Lexical errors refer to the misuse or
omission of any unbound morpheme of noun, verb, adjective, and adverb. Syntactic errors
include deviations in the use of articles, prepositions, coordinators, subordinators, pronouns
and word order. Morphological errors consist of deviations in verb form, subject-verb
agreement, and plural markers.
Presented in Table 4 is the frequency of linguistic errors of Speech Communication
students of the College of Teacher Education in terms of grammar.
Table 4. Linguistic Errors of Students in Terms of Grammar
Grammatical Errors
Lexical
Syntactic
Morphological
Misused Verb
Omitted Verb
Misused Adjective
Misused Pronoun
Misused Preposition
Word Order
Subject-Verb Agreement
Verb Form
Plural Marker
Frequency of
Errors
22
16
2
17
5
11
30
22
22
Percentage
55
40
5
42.5
12.5
27.5
75
55
55
On Lexical Errors. As reflected on the table, 55% of the respondents committed
lexical errors through misused verb as in the following sentences:
1. I love teaching because I see fulfillment in it. (The sentence should be: I
love teaching because I feel fulfillment in it.)
2. The personalities we see on television and the voices we hear over the
radio make a journalistic approach in conveying their message. (The sentence
should be: The personalities we see on television and the voices we hear over the
radio do a journalistic approach in conveying their message.)
Linguistic Errors in the Oral Expositions of Speech Communication Students
103
3. Every teacher should envision the highest possible standards of quality
education. (The sentence should be: Every teacher shall uphold the highest
possible standards of quality education.)
It was also shown that 40% of them committed lexical errors through omitted verb
as in the following situations:
1. Having inspired by her words of wisdom, I became more persistent to
reach my goals in life. (The sentence should be: Having been inspired by her
words of wisdom, I became more persistent to reach my goals in life.)
2. She shares stories that related to our topic. (The sentence should be: She
shares stories that are related to our topic.)
3. An example, the passage by William Shakespeare that goes, “A bit of a
serpent is better than a thankless child.” (The sentence should be: An example is
the passage by William Shakespeare that goes, “A bit of a serpent is better than a
thankless child.”)
Further, it was revealed that 5% of them committed lexical errors through misused
adjective as in the following cases:
1. It is bad to act on something without considering its consequences. (The
sentence should be: It is dangerous to act on something without considering its
consequences.)
2. The best measure of success is self-fulfillment. (The sentence should be:
The real measure of success is self-fulfillment.)
3. His golden voice makes us attentive in listening to his lecture. (The
sentence should be: His audible voice makes us attentive in listening to his lecture.)
On Syntactic Errors. As manifested on the table, 42.5% of the respondents
committed syntactic errors through misused pronoun like in the following sentences:
1. The ultimate happiness of a teacher is to witness the success of their
students. (The sentence should be: The ultimate happiness of a teacher is to witness
the success of his/her students.)
2. The love that brings us pain should be the same love that would heal
your
hearts.
(The
sentence should Vol.
be: XIX
The love that brings
us pain should
be the
104
UNP Research
Journal
January-December
2010
same love that would heal our hearts.)
3. Find your place in this world where we will feel that everything is going
to be alright. (The sentence should be: Find your place in this world where you will
feel that everything is going to be alright.)
It was also reflected that 12.5% of them have committed syntactic errors through
misused preposition like in the following situations:
1. I felt a mother’s special kind of love in my teacher. (The sentence should
be: I felt a mother’s special kind of love from my teacher.)
2. If you want to succeed in life, you must be contented of what you have.
(The sentence should be: If you want to succeed in life, you must be contented with
what you have.)
3. I love my career because people respect me in what I do. (The sentence
should be: I love my career because people respect me for what I do.)
Further, it was noted that 27.5% of them committed syntactic errors in word order
like in the following cases:
1. The child’s mind is a tabula rasa, that is, an empty sheet according to
the English philosopher John Locke on which experience is imprinted. (The
sentence should be: According to the English philosopher John Locke, the child’s
mind is a tabula rasa or an empty sheet on which experience is imprinted.)
2. You know that we, Filipinos, I believe, are filled with hope that the next
generation will be able to overcome the problems of the present and will also be
able to fulfill the promise of the future. (The sentence should be: I believe that we,
Filipinos, are filled with hope that the next generation will be able to overcome the
problems of the present and fulfill the promise of the future.)
3. In the teaching-learning process, learning is assumed that it did not take
place when the idea that was first learned was not used and internalized. (The
sentence should be: In the teaching-learning process, it is assumed that learning
did not take place when the idea that was first learned was not used and
internalized.)
On Morphological Errors. As evidenced on the table, 75% of the respondents
have committed errors in subject-verb agreement as in the following examples:
1. The idea of respect and understanding are the byproducts of wisdom.
(The sentence should be: The idea of respect and understanding is the byproduct of
wisdom.)
2. I believe that the pathways to success always begins at the foot of the
cross. (The sentence should be: I believe that the pathways to success always begin
at Errors
the footinof
theOral
cross.)
Linguistic
the
Expositions of Speech Communication Students
105
3. There are Filipinos, one way or another, who desires to visit or work in
other countries. (The sentence should be: There are Filipinos, one way or another,
who desire to visit or work in other countries.)
It was also disclosed that 55% of them committed errors in verb form as in the
following cases:
1. We watched the sunset before we go home. (The sentence should be: We
watched the sunset before we went home.)
2. Today, the state of English language teaching in the Philippine
education was at critical point. (The sentence should be: Today, the state of
English language teaching in the Philippine education is at critical point.)
3. Teachers guide their students to become responsible citizens in an
aspiring to be an industrialized and developing nation without compromising the
earth because it was only borrowed from the future of the children. (The sentence
should be: Teachers guide their students to become responsible citizens in an
aspiring to be an industrialized and developing nation without compromising the
earth because it is only borrowed from the future of the children.)
Moreover, 55% of them have errors in plural markers as in the following sentences:
1. They are the symbol of our unrelenting grit and determination to
succeed. (The sentence should be: They are the symbol of our unrelenting grit and
determination to succeed.)
2. We were able to get all the number shown on TV. (The sentence should
be: We were able to get all the numbers shown on TV.)
3. To build and strengthen our national identity, pride and dignity, we need
to become defenders like soldier. (The sentence should be: To build and strengthen
our national identity, pride and dignity, we need to become defenders like
soldiers.)
Table 5. Monitoring Linguistic Errors in Terms of Phonology
Strategy
Self-correction
Frequency
14
Percentage
35
As recorded from the students’ oral expositions, Table 5 clearly shows that 35% of
the respondents used self-correction by repetition as a strategy in monitoring their
phonological errors. They say the correct pronunciation of the mispronounced word when
they repeat it as in the following illustrations:
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UNP Research Journal
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January-December 2010
1. You have to pight… fight for your rights as students.
2. The liblary… library is still better than the internet.
Table 6. Monitoring Linguistic Errors in Terms of Grammar
Strategy
Restructuring
Stammering
Verbosity
Frequency
17
20
12
Percentage
42.5
50
30
It was reflected on Table 6 that 42.5% of the respondents monitor their
grammatical errors through restructuring wherein they develop an alternative construction
plan as in the following examples:
1. A good teacher does not only educate the learners, but, ahm, ah, but
also inspires them to reach their dreams.
2. If a teacher imparted wrong information to students, he, ah, has, ah, he
has poisoned thousand minds.
It was also revealed that 30% of them used verbosity wherein they provide
information beyond that which is necessary to carry on the interaction which may include
repetition as in the following situations:
1. The school needs competent and effective teachers in order to achieve
its vision and mission, since the ultimate goal of the school is to provide quality
education to the students, so a good competent and effective teacher, who has
honed their skills in the art of teaching, is needed. (The speaker gave additional
information to explain what he meant by “competent and effective teachers”.)
2. Teaching is a noble profession and especially important nation building
because it is not only imparting knowledge and skills but also values, attitudes,
good character or good manners and right conduct that mold the hearts and minds
of the students. (The speaker provided additional information by giving an
example which can actually be stated in a simple sentence.)
It was further manifested that 50% of them monitored their grammatical errors
through stammering wherein they pause for a while because they know that the words they
might say may be erroneous as in the following instances:
1. Teaching is a noble profession… many say… some people say, it is… it
is more of a vocation rather than a profession.
Society
entering anofera
in which…
in which the
future will essentially
Linguistic Errors 2.
in the
OralisExpositions
Speech
Communication
Students
107
be determined by… the people’s wise use of knowledge.
Table 7. Correlation Coefficient Between Profile of Respondents and Phonological
Errors
Variables
Sex
Type of High School Graduated from
Geographical Location
Course
Mothers’ Educational Attainment
Fathers’ Educational Attainment
Mothers’ Work Status
Fathers’ Work Status
Language Used at Home
Print Media
Electronic Media
Correlation
Coefficient
.0458
-0.698*
-0.524*
Chi-Square Statistics
23.34*
40.27*
36.96*
27.07*
17.52*
22.93*
16.83*
25.52*
t-Value
.282
-5.931
-3.792
Critical Value
12.59
23.68
23.68
15.51
15.51
12.59
9.49
9.48
Legend:
*Significant at .05 probability level
**Significant at .01 probability level
It can be gleaned from the table that there exists a significant relationship on the
phonological errors committed by the respondents with regard to type of high school
graduated from, geographical location, course, parents’ educational attainment, parents’
work status, language used at home, and exposure to mass media. However, there is no
significant relationship between the phonological errors of the respondents and sex.
The findings of this study conform to the findings of Altamirano (2002) that there
is no significant difference on the phonological errors in consonant quality, vowel quality,
and word stress with regard to gender. This is further supported by the finding of Cadiz
(2004) that the educational attainment of the parents did not have significant relationship
with the oral communication skills of the respondents. However, the findings are contrary
to the results of the study of Yap-Aizon (2000) which reveal that sex significantly influence
the reading proficiency in English and Filipino poetry and essay among female students.
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UNP Research Journal
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January-December 2010
Table 8. Correlation Coefficient Between Profile of Respondents and Grammatical
Errors
Variables
Sex
Type of High School Graduated from
Geographical Location
Course
Mothers’ Educational Attainment
Fathers’ Educational Attainment
Mothers’ Work Status
Fathers’ Work Status
Language Used at Home
Print Media
Electronic Media
Legend:
*Significant at .05 probability level
**Significant at .01 probability level
Correlation
Coefficient
-0.256
-0.747
-0.514*
Chi-Square Statistics
21.53*
20.04
20.86
19.11*
18.93*
24.19*
4.19
28.87*
t-Value
-1.633
-6.918
-3.694
Critical Value
12.59
23.68
23.68
15.51
15.51
12.59
9.49
9.48
It is reflected in the table that there exists a significant relationship on the
grammatical errors committed by the respondents with regard to geographical location,
course, parents’ work status, language used at home, and exposure to electronic media.
However, there is no significant relationship between the grammatical errors of the
respondents and sex, type of high school graduated from, parents’ educational attainment,
and exposure to print media.
The findings of this study confirm the results of the study of Altamirano (2002)
that the type of high school graduated from does not affect the lexical and morphological
errors of the students but it affects their syntactic errors. These findings also support the
findings of Bautista (1987) that the type of high school graduated from does not affect the
level of English proficiency of the student teachers. Nevertheless, the above findings are
contrary to the results of the study of Torricer (2009) that significant relationship exist
between the speaking ability of the students and their sex, fathers’ educational attainment,
availability of English newspapers and encyclopedia, exposure to radio programs in
English and
Iloko,
exposure
to TV programs
English and Filipino.
Linguistic
Errors
in and
the Oral
Expositions
of SpeechinCommunication
Students
109
Table 9. Correlation Coefficient Between Profile of Respondents and Strategies in
Monitoring Phonological Errors
Variables
Sex
Course
Type of High School Graduated from
Geographical Location
Mothers’ Educational Attainment
Fathers’ Educational Attainment
Mothers’ Work Status
Fathers’ Work Status
Language Used at Home
Print Media
Electronic Media
Legend:
*Significant at .05 probability level
**Significant at .01 probability level
Chi-Square
Statistics
5.03*
25.05*
9.23*
3.8
20.88*
20.88*
20.27*
11.5*
15.92*
7.77*
29.14*
Critical Value
3.84
7.81
3.84
3.84
14.07
14.07
11.07
11.07
7.81
5.99
5.99
Table 9 indicates that there exists a significant relationship between the strategy in
monitoring phonological errors committed by the respondents with regard to sex, type of
high school graduated from, course, parents’ educational attainment, parents’ work status,
language used at home, and exposure to mass media. However, there is no significant
relationship between the strategy in monitoring phonological errors of the respondents and
geographical location.
The above finding validates the result of the earlier study of Tabula (2010) that the
level of oral exposition skills of Mass Communication students in the University of
Northern Philippines is not significantly related with their place of residence. Further, it
affirms to the findings of Bambico (2008) and Bobila (2008) whereby no significant
relationship was found between place of origin and language proficiency of the
respondents. Nevertheless, the finding of Blanco (2004) that the type of residence is
significantly related to the linguistic ability of the English Plus students in Divine Word
College of Bangued do not conform to the above findings.
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UNP Research Journal
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Table 10. Correlation Coefficient Between Profile of Respondents and Strategies in
Monitoring Grammatical Errors
Variables
Sex
Course
Type of High School Graduated from
Geographical Location
Mothers’ Educational Attainment
Fathers’ Educational Attainment
Mothers’ Work Status
Fathers’ Work Status
Language Used at Home
Print Media
Electronic Media
Legend:
*Significant at .05 probability level
**Significant at .01 probability level
Chi-Square
Statistics
2.14
25.58*
18.95*
7.8
50.26*
35.53*
41.18*
28.72*
27.31*
5.05
31.13*
Critical
Value
7.81
16.92
7.81
7.81
32.67
32.67
21.03
21.03
16.92
12.59
12.59
Table 10 shows that there exists a significant relationship between the strategies in
monitoring grammatical errors committed by the respondents with regard to type of high
school graduated from, course, parents’ educational attainment, parents’ work status,
language used at home, and exposure to electronic media. However, there is no significant
relationship between the strategies in monitoring grammatical errors of the respondents and
sex, geographical location, and exposure to print media.
The above findings are similar to the results of the study of Evasco (2000) where
she found out that college entrance test, first language, television viewing and print media
account for small variances in oral discourse competence of the student teachers. These
further support the finding of Fuentes et al (2009) that sex does not modify the relationship
between the students’ English speaking proficiency and their levels of motivation. But this
contradicts the finding of Bambico (2008) that sex is significantly related to the grammar
and reading comprehension components of the English language proficiency of the
respondents.
Linguistic
Errors in the Oral Expositions of Speech Communication Students
111
Table 11.
Result of ANOVA on the Significant Difference of Linguistic Errors
Between and Among the Speech Communication Students of the College
of Teacher Education
Source of Variation
Between Groups
Within Groups
Total
Sum of
Square
499.275
793.1
1292.375
Df
3
36
39
Mean of
Square
166.425
22.03056
F
F crit
7.55
2.87
As exhibited in Table 11, there exists a significant difference on the result of the
ANOVA test on the linguistic errors between and among the Speech Communication
students of the College of Teacher Education with 7.55 F-ratio at .05 level of significance.
Conclusions
Based on the aforementioned findings, the following conclusions were drawn:
1. Majority of the respondents are female, who are enrolled in the four curricular
offerings of the college: BSE, BEED, BSIE, and BLIS. A great number of them graduated
from the public high schools and are residents in the rural areas. Most of their parents have
finished college and self-employed. The language they frequently use at home is Iloko.
They are moderately exposed to print media but highly exposed to electronic media.
2. The linguistic errors committed by the respondents in their oral expositions are
phonological and grammatical in nature. In terms of phonology, they committed errors in
vowel sounds and consonant quality. While in grammar, their errors are mostly
morphological and the least is lexical.
3. The strategy used by the respondents in monitoring their phonological errors is
self-correction. In grammatical errors, the strategies used were stammering, restructuring,
and verbosity.
4. In phonology, there exists a significant relationship with regard to type of high
school
graduated
from, Journal
geographical location,
course, parents’
educational attainment,
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UNP Research
Vol. XIX
January-December
2010
parents’ work status, language used at home, and exposure to mass media. In Grammar,
there exists a significant difference with regard to geographical location, course, parents’
work status, language used at home, and exposure to electronic media.
5. There is a significant relationship between the strategy in monitoring
phonological errors and the variables on sex, type of high school graduated from, course,
parents’ educational attainment, parents’ work status, language used at home, and exposure
to mass media. There is also a significant difference between the strategies in monitoring
grammatical errors and the type of high school graduated from, course, parents’ educational
attainment, parents’ work status, language used at home, and exposure to electronic media.
6. There is a significant difference in the linguistic errors between and among the
groups of respondents.
Recommendations
Based on the conclusions, the researcher forward the following recommendations:
1. Since learning a language is acquired in early years of schooling, school
administrators should seriously consider the importance of hiring qualified teachers who
could extraordinarily teach grammar and articulation of sounds.
2. School administrators should also assign the best teachers for Grade I and First
Year High School so that the learners would acquire a better foundation for the collegiate
level and could easily adapt to the challenges that they will face in multicultural settings.
3. The teachers are encouraged to attend seminars or conferences and other inservice trainings for them to be updated with the latest trends or innovations in language
teaching, particularly on speaking.
4. The teachers should employ communicative approaches, methods and
techniques to ensure the competent use of the English language among Teacher Education
students.
5. The language curriculum of the college should be reviewed and revised to
conform with relevant theories exposed in communicative competence.
6. The contents of English subjects should be made relevant to the needs of the
students.
Linguistic Errors in the Oral Expositions of Speech Communication Students
113
7. Similar studies should be undertaken to include other variables not used in the
study.
References
A. Books
Castillo, Emma S. and Virginia M Lorenzo. (2002). Experiencing Powerful English Worktext.
Quezon City, Philippines: Sibs Publishing House, Inc.
Murphy, Herta A. and Herbert W. Hildebrandt. (1991). Effective Business Communications.
Chicago, U.S.A.: McGraw-Hill, Co.
B. Journals
Altamirano, Jeannette S. (2002). “Linguistic Errors of Public Speaking Students of the College of
Education in their Oral Expositions.” SLU Research Journal, 33(2), Saint Louis University,
Baguio City, pp. 161-175.
Evasco, Nora C. (2000). “Correlate Variables, Status, Common Errors of Oral Discourse Among
Student Teachers.” The WMSU Research Journal, 20(2), Western Mindanao State University,
Zamboanga City, pp. 50-55.
Fuentes, Iris Carol T. et al. (2009). “Speaking Proficiency Level Vis-à-vis Motivation Level of the
AB-English Freshmen of Western Mindanao State University.” WMSU Research Journal,
28(2), Western Mindanao State University, Zamboanga City, pp.25-36.
Yap-Aizon, Jose Genaro R. (2000). “Dimensions of the Receptive and Productive Skills of
WMSU College Students in English and Filipino Languages.” The WMSU Research Journal,
20(2), Western Mindanao State University, Zamboanga City, pp. 17-27.
C. Unpublished Theses and Dissertation
Bambico, Lilia Angela G. (2008). English Language Proficiency of First Year College Students of
Ilocos Sur Polytechnic State College. Unpublished Master’s Thesis, University of Northern
Philippines, Vigan City.
Bautista, Agnes T. (1987). Motivations in English Proficiency Level of Student Teacher Training
Institutions in the Cordillera Administrative Region. Unpublished Dissertation, University of
Baguio, Baguio City.
Blanco, Elsa S. (2004). Linguistic Ability of English plus Students in Divine Word College of
114 Bangued.
UNP Research
Journal
Vol. XIX of Northern
January-December
2010
Unpublished
Master’s Thesis, University
Philippines, Vigan City.
Bobila, Isabel F. (2008). Learning Styles and English Language Proficiency of the Grade V of
Divine Word College of Bangued. Unpublished Master’s Thesis, University of Northern
Philippines, Vigan City.
Cadiz, Lenaida A. (2004). Oral Communication Skills of the Second Year College Students of Abra
Valley Colleges. Unpublished Master’s Thesis, University of Northern, Vigan City.
Enriquez, Alexis A. (2008). Pronunciation Skills of the Second Year Laboratory High School of the
Abra State Institute of Science and Technology. Unpublished Master’s Thesis, University of
Northern Philippines, Vigan City.
Tabula, Rommel V. (2010). Oral Exposition Skills of Mass Communication Students of the College
of Arts and Sciences in the University of Northern Philippine. Unpublished Master’s Thesis,
University of Northern Philippines, Vigan City.
Torricer, Cheryl Pilita T. (2009). English Language Proficiency of the Second Year College
Students of Ilocos Sur Community College. Unpublished Master’s Thesis, University of
Northern Philippines, Vigan City.
D. Webliography
Ruth, Amanda and Allen Wysocki. (2004). Effective oral communication for sales presentation.
University
of
Florida.
Retrieved
on
February
04,
2010
at
http://www.ruf.rice.edu/~riceowl/oralpres.html.
UNP Research Journal
Vol. XIX
January-December 2010
115
Self-Concept of the Bachelor of Science in Social Work
Students of the University of Northern Philippines
Aurora R. Quero, MAEd
Abstract
This study endeavored to determine the level of self-concept of the social
work students of the University of Northern Philippines. It utilized the
descriptive method of research with a questionnaire as the main data gathering
instrument.
The research involved 73 social work students from first year to fourth
year, during the second semester of school year 2007-2008.
The respondents who mostly studied at public high schools reside in the
rural areas. They come from low income families comprising of 3-4 children.
Their parents have a low level of educational attainment.
The self-concept of the students was found out to be at a “high” level.
Year level and mothers’ education were noted to significantly contribute to the
self-concept of the students.
Majority of the social work students who completed their secondary
education at public high schools belong to low income families comprising of 3-4
children where both parents had low level of educational attainment.
Furthermore, social work students who are mostly from the rural areas belong to
closely knit families.
Social work students have high regards of themselves. They have strong
faith in the Almighty, are more or less contented with themselves and show
concern for the welfare of others. However, as normal beings just like anyone
else they sometimes fall short of expected conduct.
social work
students’ self-concept
by their year
116
UNPThe
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Vol. XIX is highly influenced
January-December
2010
level and their mother’s education. Indeed moving on to a higher level of
learning is vital and instrumental to self development. Mothers on the other
hand, remain to be the most influential figure in the person’s life.
The following recommendations are forwarded: 1) In order to further
enhance the social work students’ self-concept, the college of social work in
cooperation with the university guidance center and the social work students’
organization should plan for appropriate student development activities;
2) Faculty advisers in cooperation with subject teachers should continuously
monitor the development of the students. This way, appropriate measure can be
undertaken to ward off the existence of more serious student problems; and
3) A study on the relationship between self concept and emotional quotient be
made as an offshoot of this investigation.
Introduction
Background of the Study
Self concept represents the person’s beliefs about himself. It is how one describes
oneself which includes one’s values, goals, traits, interest and motivations. Gradually, it
comes into being with the person’s experiences with significant people. Thus, wholesome
interaction with people is vital to the development of healthy and stable self concept.
However, as an individual advances in age, he encounters varied situations which may
validate or invalidate his conceived notions of himself.
Time and again, the family is always looked up to as the most influential in the
development of children’s self concept. The emotional atmosphere of the home provides
children with feelings of security or insecurity, acceptance or of hostility and defiance of
authority.
Also playing an important role in self concept development is the school. The
school’s major task is to ensure that the curriculum is conducive to the well rounded
development of students. It should provide for various opportunities for students to develop
their unique talents and potentialities.
Nowadays, with the effects of the fast changing world brought about by media
exposure and other uncompromising events young people often times become confused.
They fail to achieve a truly congruent picture of themselves resulting to their inability or
even failure to meet the demands and challenges of daily life.
Self-Concept
of thethe
BSSW
Studentsself-concept
of UNP
117 his
Whenever
developed
of an individual does not parallel with
actual experiences involving himself and others he is said to be psychologically in trouble.
Such a person faces the danger of not knowing who and what he is. Consequently, not only
his social relationship is affected but more so of his capacity to function at an adequate
level.
In the University of Northern Philippines particularly in the College of Social
Work where students are prepared to become social work practitioners, the personal and
professional use of self has become the core of social work education. As always stressed
in most of the professional subjects, on top of all the knowledge, attitudes and skills that
must be acquired by a social worker is a deep and through knowledge, understanding and
acceptance of the self giving way to a better use of the self in a professional manner.
As stressed by De Guzman (1992), the underlying purpose of social work effort is
to release all human power in individuals for personal fulfillment and social good, in order
to create a kind of society which will make self-realization possible for all men.
In simple terms the purpose of social work is the enhancement of a person’s social
functioning, that is, the improvement of his interaction between himself and his
environment. The realization of this very noble purpose, however, withholding all other
factors, is largely dependent upon the kind and quality of the social worker as a person and
as a professional.
It is with this perspective that the researcher has been motivated to know the level
of self-concept of the social work students. Results of this study can provide the College of
Social Work with the baseline data to further improve or enhance its curricular and
extracurricular programs and activities to help students prepare themselves for their chosen
profession. It can also be used by faculty adviser and subject teachers to be more
understanding and sensitive so that they can better help students especially those special
personal concerns. Results can also be a good resource material for the guidance counselor
in the formulation of programs and activities geared towards the development of healthy
self-concept among students. Lastly, results can also serve as cues for students in better
understanding themselves so as to enable them become increasingly more self-reliant.
Objectives of the Study
This study attempted to determine the level of self-concept of the Bachelor of
Science in Social Work students of the University of Northern Philippines during the
second semester of school year 2007-2008.
Specifically, this study sought to answer the following questions:
118
1.
is theJournal
profile of the Social
Work
terms of the following
UNPWhat
Research
Vol.
XIX students inJanuary-December
2010socio
demographic factors;
a.
b.
c.
d.
curriculum year;
type of high school attended;
number of children in the family;
family status;
e.
f.
g.
h.
i.
j.
honors received;
membership in organization;
place of residence;
parents’ educational attainment;
family income; and
exposure to mass media?
2. What is the level of self-concept of the respondents in terms of the following
components, taken singly and as a whole?
a. spirituality;
b. self-acceptance; and
c. social relations?
3. Is there a significant relationship between the profile of the respondents and
their level of self-concept?
Review of Related Literature
This section presents a review of some theories, concepts and related studies which
can be used as valuable guide in the formulation of the direction of this present
investigation.
A healthy self-concept is man’s greatest source of strength. His success and failure
in any undertaking, be it a productive endeavor or along social relations, depends on the
extent of how well he views himself.
According to Rogers (1993) self concept plays an important role in personality
development because it influences one’s behavior, feelings and thoughts, A positive self
concept enables one to act, feel and think optimistically and constructively. A negative selfconcept on the other hand, results in one to think pessimistically and destructively.
William James, a noted American psychologist explained that the self is
constructed around three basic components, they are the “material me” which includes
Self-Concept
of the
BSSW
Students
of UNP
one’s body, the
clothes
that
one wears,
the member of one’s immediate family; the 119
“social
me” which refers to the recognition that one receives from his fellow human beings and
finally the “spiritual me” the central nucleus of one’s inner or subjective being, the entire
collection of the person’s status of consciousness.
On the other hand E. Higgins (1993) had set forth a recent view of the self. He
considers the relationship between three selves namely: the actual self, the ideal self and
the ought self. Incongruence between the actual self and the ideal self will make a person
feel depressed. Incongruence between the actual self and the ought self will make a person
feel anxious.
Naomi Brill in her book Working with People had explained that self-acceptance
and liking involves a continuous process of awareness, assessment and flexibility. Those
who aspire therefore to use the self in a disciplined and knowledgeable way in relationships
with other people must have a personal objectivity based on: (1) awareness of self and
personal needs, (2) ability to deal with their own patterns of personality, and (3) resultant
freedom from placing limitations on their individual ability to perceive with clarity and
relate with honesty.
In the study of Ricon (1983) or the Factors Related with the self-concept of high
school students in Palawan, she found out that the educational attainment of parents is a
significant factor in the development of the students’ self-concept.
More recent studies show that family conditions are important factors in the
development of children’s self-concept affecting their ways of coping or adjusting to the
demands of daily living.
In Baroch’s study as cited by Gaerlan et al (2008), a strong relationship is found
between children’s personality adjustment and marital relationships of their parents.
Children who grew in homes marked by family discord are inferior in personal adjustment
as compared to children from homes characterized by confidence, affection and
companionability.
Finally, with the above discussions, the researcher finds some theoretical guide in
so far as the direction of the study is concerned. The present study then is anchored on the
proposition that the self concept of the social work students is significantly related with
their socio demographic profile.
Methodology
This study made use of the descriptive survey design. According to Best,
descriptive research describes and interprets data. It is concerned with conditions that
120 opinions
UNP Research
2010 the
exist,
that are Journal
held and trends thatVol.
areXIX
developing. January-December
As applied in this study,
data were generated through the use of a questionnaire, analyzed and interpreted them in
order to answer the questions raised earlier stated.
A total enumeration of all the BSSW students who were enrolled for the second
semester of school year 2007-2008 were taken as respondents.
In this study, the researcher made use of a Self-Concept Rating Scale. Said
instrument was formulated was formulated by the researcher with the help of three social
work educators.
Divided into two parts, the questionnaire includes: Part I, the profile of the
respondents and Part II, the level of the respondents self-concept.
The data gathered used the following statistical tools; frequency counts,
percentages, weighted mean and (x2) chi square test.
Results and Discussion
Socio-Demographic Profile of the Respondents
On Year Level. As reflected in the table a great number (21 or 29.2%) of the
respondents are in their third year while the least (14 or 19.4%) are in their fourth year.
The data tend to show that there are more social work students who are in their third year.
Table 1. Profile of the BSSW Students.
Socio-Demographic Profile
Year Level
I
II
III
IV
Total
Type of High School Attended
Private
Public
Total
No. of Children in the Family
1–2
3–4
5–6
Self-Concept
7 – 8 of the BSSW Students of UNP
9 – 10
Total
F
%
20
17
21
14
72
27.8
23.6
29.2
19.4
100
20
52
72
27.8
72.2
100
9
30
22
8
3
72
12.5
41.7
30.5
11.1121
4.2
100
Table 1 continued
Socio-Demographic Profile
F
%
Family Status
Parents living together
Separated
Widowed
Total
Membership in Organization
School based
Community based
Church based
Total
Place of Residence
Rural
Poblacion
Total
Parents’ Educational Attainment
No formal schooling
Elementary level
Elementary graduate
High school level
High school graduate
College level
College graduate
Total
Family Income
P3,000 and below
P3,001 - P6,000
P6,001 – 9,000
P9,001 – 12,000
P12,001 and above
Total
Exposure to Mass Media
Television
Radio
Newspaper
Total
Honors Received
Academic
122 Co-curricular
UNP Research Journal
Religious
Socio-civic
Not applicable
Total
61
8
3
72
84.7
11.1
4.2
100
42
10
20
72
58.3
13.8
27.9
100
59
13
72
Father
No.
%
F
12
19
20
14
7
72
81.9
18.1
100
Mother
No.
%
1
1.4
7
9.7
11
15.3
22
33.3
5
6.9
17
23.6
7
9.7
72
100
%
16.7
26.4
27.8
19.4
9.7
100
50
37
25
112
44.64
33.03
22.32
100
21
29.17
6
9
32
6
17
2
72
Vol. XIX
8.3
12.5
44.4
8.3
23.6
2.8
100
14
19.44
January-December
2010
8
3
26
72
11.11
4.17
36.11
100
On Type of High School Attended. The table clearly shows that majority (52 or
72.2%) of the respondents had their secondary educational completed at public high
schools while the least (20 or 27.8%) came from private high schools. The data suggest
that most social work students come from public high schools where there are no fees to be
paid.
On Number of Children in the Family. It appears on the table that most (30 or
41.7%) of the respondents come from families with 3-4 children while the least (3 or 4.2%)
come from families with 9-10 children. The data tend to show that there are more social
work students coming from families with more or less ideal size.
On Family Status. The table shows that majority (61 or 84.7%) of the
respondents belong to intact families where parents live together. This observation could
be attributed to the fact that Filipino families are closely knitted.
Membership in Organization. As glimpsed from the table, majority (42 or
58.3%) of the respondents are members of school based organization while the least (10 or
13.8%) are members of organizations in the community. The data tend to show that the
respondents are social beings and as such they seek membership in organizations that
would satisfy their belongingness and affiliation needs.
On Place of Residence. It is shown on the table that majority (59 or 81.9%) of the
respondents are from the barrio while the least (13 or 18.05%) reside in the poblacion. The
data tend to show that there are more social work students who come from the rural areas.
On Parents’ Educational Attainment. It is reflected on the table that most (32 or
44.4%) of the respondents’ fathers did not complete their secondary education while the
least (2 or 2.8%) are college graduates. The data tend to imply that most of the
respondents’ fathers have low level of education.
The table also reflects that most (24 or 33.3%) of the respondents’ mothers are high
school undergraduates while the least (1 or 1.4%) did not even have a formal schooling. It
is interesting to note however that there are 7 or 9.7% who are college graduates. The data
tend to show that the respondents’ mothers just like their fathers have a low level of
educational attainment.
Self-Concept of the BSSW Students of UNP
123
On Monthly Family Income. As glimpsed from the table most (20 or 27.8%) of
the respondents have a family income of P6,001-9,000 while the least (7 or 9.7%) have
12,001 and above. The data tend to show that most of the respondents come from low
income families.
On Exposure to Mass Media. It can be seen from the table that majority (50 or
44.64%) of the respondents have access to television while the least (25 or 22.32%)
claimed to be exposed to newspapers.
The data suggest that most of the social work students are watching the television.
This could be attributed to the entertainment value of TV viewing can provide. As such
TV viewing seems to be the most convenient or easiest way of getting information
compared to newspaper reading.
On Honors Received. The table clearly shows that most (26 or 36.11%) of the
respondents did not receive any honor while the least (3 or 4.17%) had been recipients of
socio-civic awards or honors. It is interesting to note however, that there were 21 or
29.17% who had been given academic honors.
Table 2. Item Mean Responses of Spirituality Dimension of Self-Concept of the Social
Work Students.
Items
Mean
God has a purpose in creating me.
God loves me despite my imperfections
I am confident that God will always protect me.
God is my number one counselor
I am careful not to hurt others because God tells us to
love one another
6. I love God that I wish to preserve everything He created.
7.
I usually blame God for my tribulations such as loss of
loved ones and family problems.
8. I pray only in times of crisis.
9.
God makes Himself felt through our possession and
enjoyment of material things
10. If God truly loves me, He will not allow me to fail.
Overall
4.6
4.5
4.8
4.3
4.0
Descriptive
Rating
Very High
Very High
Very High
Very High
High
4.0
3.9
High
High
3.8
3.1
High
Moderate
4.0
4.0
High
High
1.
2.
3.
4.
5.
As illustrated on Table 2, the respondents had a “High” level of spirituality
dimension of their self-concept. This is backed up by a mean score of 4.0. On a specific
item
the item Journal
“I am confident that
God
protect me” got the
highest
124 analysis,
UNP Research
Vol.
XIXwill alwaysJanuary-December
2010
mean score of 4.8 (Very High) while the item “If God truly loves me He will not allow me
to fail” got the lowest mean score of 3.0 (Moderate). The data tend to suggest that while
the respondents seem to have faith in God there could probably be times that their faith is
challenged by experiences of failures and frustrations.
Table 3. Item Mean Responses of Self-Acceptance Dimension of Self-Concept of the
Social Work Students
Items
Mean
Descriptive
1. I am contented with my physical appearance.
2. Whenever I make wrong decisions I can always forgive
myself.
3. I have confidence in my abilities.
4. I can accept criticisms and treat them as inputs for my own
personal growth.
5. No matter who they are I am still proud of my family
6. Whenever I experience failure I blame myself and feel so
frustrated.
7. I know I have limitations but I make it a point to achieve
my goal in due time.
8. At times I feel stubborn and do something wrong but I can
quickly rectify my mistakes.
9. When provoked I lose my composure and get confused.
10. There are a lot of things in myself that I can not accept.
Overall
4.1
3.9
Rating
High
High
3.8
3.7
High
High
3.8
High
3.6
High
3.3
Moderate
2.8
2.6
3.53
Moderate
Moderate
High
As shown on Table 3, the respondents had a “high” level of self-acceptance
dimension of their self-concept. This is backed up by a mean score of 3.53. However, a
closer examination of the table reveals that the item “I am contented with my physical
appearance” got the highest mean score of 4.1 (high) while the item “There are a lot of
things in myself which I cannot accept” got the lowest mean score of 2.6 (moderate).
The data tend to imply that while the respondents have a high level of self
acceptance especially in terms of their physical appearance there could still be some other
details of themselves which they can not accept. This could be possibly explained by the
fact that humans as complicated beings rarely attain complete satisfaction in all aspects of
life.
Self-Concept of the BSSW Students of UNP
125
Table 4. Item Mean Responses of Social Relation Dimension of Self-Concept of the
Social Work Students
Items
Mean
Descriptive
1.
2.
3.
4.
I always get back at anyone who maligns me
I entertain gossips and character assassination
I don’t care if I hurt others so long as I enjoy what I am doing
I would like to be at peace rather than in conflict with my
friends.
5. I encourage my friends to realize their dreams and be
successful
6. I am happy with the achievement of others
7. Its alright for me to put down people if only I shall go ahead of
them
8. My friends can trust and depend on me.
9. I find it easy adjusting myself to anybody
10. My friends enjoy my company
Overall
Legend:
4.21 3.41 2.61 1.81 1.00 -
5.0
4.20
3.40
2.60
1.8
3.03
3.07
3.0
3.9
Rating
Moderate
Moderate
Moderate
High
3.64
High
4.0
2.60
High
Low
3.72
3.4
3.6
3.40
High
Moderate
High
Moderate
Very high
High
Moderate
Low
Very low
As shown in the table, the respondents had a moderate level of social relation
dimension of their self-concept. This is supported by an overall mean score of 3.40. On a
per item analysis, the table clearly shows that the item “I am happy with the achievement of
others got the highest mean score of 4.0 while the item “Its alright for me to put down
people if only I shall go ahead of them” got the lowest mean of 2.60.
The data tend to show that even when the respondents’ level of social relation is only
moderate, they seem to be socially sensitive in that they find happiness in their friends’
achievement and would do the least of putting down others as a means of elevating oneself.
126
UNP Research Journal
Vol. XIX
January-December 2010
Table 5. Level of Self Concept of the Social Work Students
Dimension of Self Concept
Mean
Descriptive
Rating
1. Spirituality
2. Self Acceptance
3. Social Relation
4.0
3.53
3.40
3.64
Overall
High
High
Moderate
High
The table clearly shows that on the over all the respondents level of self-concept is
themselves. This runs parallel with what is expected that students in social work should
have favorable attitude of themselves as they will be making use of a great deal about
themselves in helping others, an essential in the social work profession.
Table 6. Relationship Between the Profile of the Social Work Students and their
Level of Self-Concept
Profile
Year level
Type of high school attended
No. of children
Family status
Membership in organization
Place of residence
Parents’ Educational Attainment
Father
Mother
Family income
Exposure to mass media
Honors received
0.78
3.97
3.29
1.16
1.30
0.25
SelfAcceptance
5.59
0.002
1.52
0.72
2.83
0.02
Social
Relations
6.13
0.60
0.54
2.80
1.18
0.60
1.92
0.82
3.09
0.44
0.58
3.38
3.40
5.78
1.55
0.76
6.42
4.24
7.02
4.06
0.56
Spirituality
Overall
5.79*
0.26
0.48
0.13
1.11
0.16
7.23
7.53*
1.87
1.90
0.47
*Significant at 0.05
Self-Concept of the BSSW Students of UNP
127
Table 5 clearly shows that on the overall year level (5.79) and mother’s educational
attainment (7.53) are significantly related with the respondents’ level of self-concept.
The manifested relationship between year level and self-concept of the student
could be possibly explained by the effect of increasing levels of awareness, exposure and
learning one gets as he progresses from one year level to another.
On the other hand, the noted relationship between mothers’ education and selfconcept of the respondents tend to validate the established belief that mothers play very
significant roles in the personality development of their children.
Conclusions
1. Majority of the social work students who completed their secondary education
at public high schools belong to low income families comprising of 3-4 children where
both parents had low level of educational attainment. Furthermore, social work students
who are mostly from the barrios come from closely knit families.
2. Social work students have high regards of themselves. They have strong faith
in the Almighty, are more or less contented with themselves and show concern for the
welfare of others. However, as normal beings just like anyone else they sometimes fall
short of expected conduct.
3. The social work students’ concept of themselves is highly influenced by their
year level and their mother’s education. Indeed, moving on to a higher level of learning is
vital and instrumental to self-development. Mothers on the other hand remain to be the
most influential figure in the person’s life.
Recommendations
1. In order to further enhance the social work students’ self-concept, the College of
Social Work in cooperation with the university guidance program and the social work
students’ organization should plan for appropriate student development activities.
2. Faculty advisers in cooperation with subject teachers should continuously
monitor the development of the students. This way, appropriate measures can be
undertaken to word off the existence of more serious student problems.
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UNP Research Journal
Vol. XIX
January-December 2010
3. A study on the relationship between self-concept and emotional quotient be
made as an offshoot of this investigation.
References
Books
Brill, Noemi I. 1978. Working with People: The Helping Process. 2nd edition. London: Longman.
Plotnik, Rod. 1993. Introduction to Psychology. 3 rd edition. California: Brooks/Cole Publishing
Company.
De Guzman, Leonora. 1992. Introduction to Social Work. New Day Publishers, Quezon City
Gaerlan, Josefina E., Delia A Limpingco,. and Geraldine E. Tria. 2008.
edition, Quezon City:
Mental Hygiene. 5 th
Unpublished Materials
Ricon, Fe V. 1983, Factors Related with the Self-concept of High School Students in Palawan,
Unpublished Masters Thesis, University of the Philippines, Diliman, Quezon City.
UNP Research Journal
Vol. XIX
January-December 2010
Self-Concept of Physically Handicapped Students
Aurelia T. Vitamog, Ed.D.
Rolando B. Navarro, Ed.D.
129
Remedios R. Navarro, Ph.D.
Abstract
It is a common knowledge that knowing oneself has become a great
concern among the youth which includes the physically handicapped
individuals. A physical handicap is considered as a drawback in attaining
maximum achievement in school. For this reason, the study aimed to determine
the level of self-concept of the 56 physically challenged students in nine
secondary schools in the Province of Ilocos Sur both public and private
institutions.
This study utilized a descriptive correlational method of research. The
researchers made use of a three way process in which a survey was initially
employed to reach out the potential respondents of the investigation. After
having been identified the respondents, an interview was conducted, then,
followed by the administration of the instrument.
The interview was done at the Principal’s and Guidance Counselor’s
Offices. The primary data gathering tool used in the study was adopted from
the instrument employed by Tobia (1992) in her study, the Pasao’s Self-Concept
Rating Scale. The said Rating Scale measured ten indicators: “not-me”,
emotionality, goal directedness, accepting attitudes, family relations, peer
relations, identity, self-feeling, personal worth and self-confidence
The overall scores obtained by the respondents in the Rating Scale were
interpreted as either positive or negative using the norm set by Pasao with a
reference mean of 334.
Findings of the study showed that females have higher incidence of
physical abnormalities than males. Most of them are Roman Catholics, the
eldest children, enrolled as second-year students and with three siblings in the
130
UNP Research Journal
Vol. XIX
January-December 2010
family. They considered themselves as sports minded individuals.
Majority of the respondents have visual irregularities. They also claimed
that such abnormalities are congenital in nature.
Results, likewise, revealed that all the ten indicators of self-concept taken
singly and as a whole yielded mean score below the norm. This means that the
respondents have a negative impression or project a poor self-concept about
themselves.
Introduction
Background of the Study
The lack of knowledge and evaluation about oneself has long been a problem
among the youth. Psychologically, the absence of this concern may consequently lead to a
poor understanding of the individuals about their best selves. People may also possibly loss
self-direction and have the difficulty of achieving optimum self-development. Their selfimage becomes distorted and their self-esteem is affected. Hence, there is really a great
need to know “thyself”, the famous dictum of Socrates.
The “self” is associated with self-concept and identity. Weiten and Lloyd (1997)
defined self-concept as a collection of beliefs about one’s basic nature, unique qualities,
and typical behavior. Feldman (1998) referred self-concept as an individual’s sense of
identity, the set of beliefs about what he or she is like as an individual. His self-concept
includes many separate but interrelated dimensions. He refers his self-concept as a single
entity but there are a number of specifics self-concepts that operate in various situations.
Weiten and Lloyd (1997) explain that people have separate concepts of their
physical, social, emotional, and intellectual selves. Apruebo (2005) maintains self-concept
as the product of experience and as a result of the individual growth process and his
personal-social development. It evolves from the culture he deals with and the individual
situations and experiences that comprise his day-to-day dispositions. Self-concept is the
total of individual past experiences, decision-makings, and future plans.
According to Feldman (1998) as cited by Apruebo (2009), the knowledge that
individual separates from others and develops self-concept emerges by the age of 18
months. Child development experts explain that children feel totally merged with their
Self-Concept
of Physically
Handicapped
Students
131
caregivers,
unable
to distinguish
themselves
from caregivers, and other significant people.
As they get older, children soon develop a sense of themselves as separate individuals,
ultimately developing a self-concept.
The insights of Feldman conform to the idea of Fabella (1999) as cited by Apruebo
(2009) when he said that the foundation of the individual’s self-concept is laid during the
first six years of his life. Psychiatrists say that approximately 85 percent of the adult
personality (in which self-concept is the core) is already formed by the time the individual
is six years old.
When the individual reaches adolescence, characterized as a period of crucial
adjustment and development, his social horizons broaden and new factors begin to
influence the development of his personality. His association with his peers, classmates,
and teachers becomes interesting and his self-concept which is the core of his personality is
being shaped. His philosophy of life, virtues, and values are likewise formed.
Along this premise, the study primarily focuses on knowing the self-concept of the
physically handicapped students. Just like any other normal individuals, they wish to
explore and discover more about the many facets of their lives.
Through this undertaking, educators in the different field of specializations may
help these students enhance their psychological make-up and natural potentialities and
support them in the realization of their life goals.
Significance of the Study
In the province of Ilocos Sur, there are no established special schools for physically
handicapped high school students for them to enroll and at the same time to address their
immediate needs. The ultimate aim of education is to provide optimum development to the
learners for them to have a meaningful existence in the society. To realize this objective,
the school and its guidance program will complement and support each other to maximize
their growth and development. This becomes then an essential part of the total educational
program to help assess the self-concept of the students for them to be properly guided in
accordance with their interests, aptitudes and skills. Therefore, the need for this study is
being desired to forego.
Findings of this study will serve as baseline information for the school personnel
including the teaching staff and guidance counselors in planning and organizing
wholesome activities for the physically handicapped students in order to boost their morale
as they continue to finish their secondary schooling.
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UNP Research Journal
Vol. XIX
January-December 2010
To the physically handicapped students, results of this study may provide them
hints on how they will understand themselves better and be more equipped with strong selfconfidence in the pursuit of their life’s aspirations.
To the parents, for them to continuously encourage and support the educational
needs of their children in spite of their physical difficulties. Their love, patience, sympathy
and understanding should be more extended to them.
Objectives of the Study
This study aimed to determine the level of self-concept of the physically
handicapped students in selected secondary schools in the province of Ilocos Sur for the
School Year 2007-2008.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of the following socio-economic
factors: age, sex, year level, religion, number of siblings, ordinal position,
parents’ occupation, special talents, nature of abnormality, and causes of
abnormality?
2. What is the level of self concept of the respondents in terms of the following
components: not me, emotionality, goal directedness, accepting attitudes,
family relations, peer relations, identity, self-feeling, personal worth, and selfconfidence?
3. Is there a significant relationship between the socio-economic profile of the
respondents and their level of concept?
Review of Related Literature
The William James’ self theory outlined the dimensions of the mature self, and
contented that things become part of the self via emotional identification. The subjective
“I” is the self as the passing thought. The objective “me” is the self as an object of
awareness consisting of the three regions: spiritual me, social me and material me. On the
other hand, Mead’s self theory emphasized how the self develops and contented that it was
largely a cognitive process brought about through symbolic interaction and role-taking.
However, in most recent views, Myers (2005) considered the self-concept, self
knowledge, self esteem and social self as the elements of the self. A person observes and
interprets
whoever
he/she encounters
willStudents
be examined by the self and is formed by the
Self-Concept
of Physically
Handicapped
133self
concept. The specific beliefs and the elements of the self refer to self-schema. Self schema
provides an organizing framework for understanding a concept, an event, a situation, an
object, or a person.
According to Lord (1997) self schema summarizes the personality traits, attitudes,
values, interests, and other characteristics that people attribute to themselves. It also
includes actions and interpersonal relationships. Perceiving oneself like aggressive,
overweight, smart, or whatever would affect how a person processes social information.
Social information influences how a person perceives, thinks or evaluates in both oneself
and others.
Tobia (1992) conducted a study entitled “Values and Self-Concept of the
University of Northern Philippines Laboratory High School Students”. In her study, she
found that the students displayed a positive impression in their self-concept. Her finding
provides a good picture of the students’ view and regard for themselves in their goaldirectedness, accepting attitudes, family relations, peer relations, self-feeling, personal
worth and self-confidence.
Molina (2004) in her study on Career Motivation and Self-Concept of the First
Year College Students in the University of Northern Philippines found out that the
respondents assess themselves positively in all the ten factors of their self-concept. This
shows that they have a good disposition in life.
Methodology
This study utilized a descriptive correlational method of research. The researchers
made use of a three way process in which a survey was initially employed to reach out the
potential respondents of the investigation. After having been identified the respondents, an
interview was conducted then followed by the administration of the instrument.
The interview was done at the Principal’s and Guidance Counselor’s Offices. The
primary data gathering tool used in the study was adopted from the instrument employed by
Tobia (1992) in her study, the Pasao’s Self-Concept Rating Scale. The said Rating Scale
measured ten indicators: “not-me”, emotionality, goal directedness, accepting attitudes,
family relations, peer relations, identity, self-feeling, personal worth and self-confidence
The overall scores obtained by the respondents in the Rating Scale were interpreted
as either positive or negative using the norm set by Pasao with a reference mean of 334.
For the interpretation of each factor, the following norms were used to indicate
negative
and positive
134
UNP
Researchdescription.
Journal
Vol. XIX
January-December 2010
1.
2.
3.
4.
5.
6.
Factors
“Not Me”
Emotionality
Goal Directedness
Accepting Attitudes
Family Relations
Peer-Relations
Highest Scores
115
55
60
50
40
70
Norm
77
37
40
33
27
47
7.
8.
9.
10.
Identity
Self-Feeling
Personal Worth
Self-Confidence
65
55
50
15
45
37
33
10
For the interpretation of each item, the following frequency scales were used:
Positive Statements
1.00 – 1.80
1.81 – 2.60
2.61 – 3.40
3.41 – 4.20
4.21 – 5:00
Descriptive Rating
Never
Rarely
Sometimes
Often
Always
Negative Statements
4.21 – 5:00
3.41 – 4.20
2.61 – 3.40
1.81 – 2.60
1:00 – 1.80
The population of the study consisted of 56 physically handicapped students from
the selected secondary schools in the province of Ilocos Sur both public and private
institutions. The respondents were distributed as reflected in Table 1.
Table 1. Distribution of the Respondents of the Study
Name of Secondary Schools
First District
UNP-Laboratory High School
Ilocos Sur National High School
Benito Soliven Academy
Bacsil National High School
San Juan Institute
Sinait National High School
Second District
Sta Maria National High school
Dili National High School
Tagudin
National
High School
Self-Concept
of Physically
Handicapped Students
Total
n
3
13
2
5
7
4
3
3
8
56
135
The data gathered were treated statistically through the use of frequency count and
percentages, weighted mean and simple linear correlation analysis.
Results and Discussions
Table 2 presents the profile of the physically handicapped students in the selected
secondary high schools in the Province of Ilocos Sur.
Table 2. The Profile of the Physically Handicapped High School Students
Variables
Age
21
19
18
17
16
15
14
13
12
Total
Sex
Male
Female
Total
Year Level
First Year
Second Year
Third Year
Fourth Year
136
Total
Religion
Roman Catholic
Born Again Christian
Jehova’s Witness
Iglesia ni Cristo
Aglipayan
Pentecostal
BaptistJournal
UNP Research
Vol. XIX
Muslim
Total
f
%
1
1
1
3
12
8
13
11
6
56
1.8
1.8
1.8
5.4
21.4
14.3
23.2
19.6
10.7
100.00
24
32
56
42.9
57.2
100.00
25
13
9
9
56
44.6
23.2
16.1
16.1
100.00
45
80.40
1
1.80
2
3.60
2
3.60
3
5.40
1
1.80
1
January-December1.80
2010
1
1.80
56
100.00
Table 2 continued
Variables
Number of Siblings
10
9
8
f
%
1
3
1
1.80
5.4
1.8
7
6
5
4
3
2
1
Total
5
6
9
7
14
6
4
56
8.9
10.7
16.1
12.5
25.0
10.7
7.1
100.00
Total
26
11
13
6
56
46.4
19.6
23.2
10.7
100.00
10
6
40
56
17.9
10.7
71.4
100.00
Ordinal Position
Eldest
Middle
Youngest
Only Child
Parents’ Occupation
Father
Skilled
Semi-skilled
Unskilled
Total
Mother
Skilled
Semi-skilled
Unskilled
Total
Special Talents
Drawing
Singing
Sports
Self-Concept of Physically
Math Handicapped Students
Literary Works
Dancing
Spelling
Table 2 continued
Variables
Strumming Guitar
Gardening
Total
Nature of Abnormality
5
3
48
56
12
10
16
8
1
4
3
f
1
1
56
8.9
5.4
85.7
100.00
21.4
17.9
28.50
14.3 137
1.8
7.1
5.4
%
1.8
1.8
100.00
Visual Defect
Cleft Palate
Polio
Hearing Defect
Stub Fingers
Deformed Arms
Amputated Hand
Others: Dwarfism, tilted head, deformed face
Total
Causes of Abnormality
Inborn
Use of Drugs
Accident
Severe Diseases
Medical Malpractice/s
Total
15
8
9
3
5
3
1
12
56
26.8
14.3
16.11
5.4
8.9
5.4
1.8
21.4
100.00
33
3
8
9
3
56
58.9
5.4
14.3
16.1
5.4
100.00
On Age. As observed in the table, out of 56 respondents, 13 (23.0) are 14 years
old while only one (1.8%) is 18 years old, another one (1.8%) is 19 years old and another
one (1.8%) is 21 years old. The figures show that many of the physically handicapped respondents are enrolled in the second year level.
On Sex. Among the total respondents, majority (32 or 57.1%) are females and 24
(42.9%) are males. This indicates that females have higher incidence of physical
abnormalities than males.
On Year Level. Out of 56, there are 25 (44.6%) first year respondents have
physical disabilities while nine (16.1%) are in the third year and another nine (16.1%) are
in the fourth year level with the same physical concerns.
138
UNP Research Journal
Vol. XIX
January-December 2010
On Religion. The same table reveals that majority of the respondents are Catholics
(45 or 80.40%) while there is only one (1.80%) Born Again Christian, one (1.80%)
Pentecostal, one (1.80%) Baptist and one (1.80%) Muslim. This implies that many victims
of physical abnormalities are from the catholic denomination.
On Number of Siblings. Most respondents (14 or 25.0%) have 3 siblings while
one (1.8%) has 8 and another one (1.8%) has 10 siblings in the family. The findings
connote that the respondents have small size family.
On Ordinal Position. Most of the respondents (26 or 46.4%) are the eldest
children and six (10.7%) of them are the only child in the family. This implies that many
of the first born children have become victims of physical disabilities.
On Occupation. Majority of the respondents’ fathers (40 or 71.4%) and mothers
(48 or 85.7%) are unskilled in their occupations. Meanwhile, only 6 (10.7%) of their
father’s occupations are semi-skilled and 3 (5.4%) of them whose mother’s occupations are
semi-skilled too. The findings show that perhaps their parents are not college graduates and
are not qualified to employ in a better or higher position in the work place.
On Special Talents. Among the 56 respondents, 16 (28.50%) of them are sports
minded while one (1.8%) is gifted with journalistic ability, another one (1.8%) has skill in
strumming the guitar and another one (1.8%) is a gardening lover. This indicates that
though they are physically handicapped, they have also something to be proud of.
On Nature of Abnormality. Most of the respondents (15 or 26.8%) claim to have
visual defects while only one (1.8%) has an amputated hand. This shows that their
abnormality is virtually focused more on their visual sensation.
On Causes of Abnormality. Majority of the respondents (33 or 58.9%) profess
that their physical abnormalities are primarily inborn or congenital in nature. On the other
hand, there are three (5.4%) who acknowledge through the use of drugs and another three
(5.4%) claim they are due to medical malpractices. The findings implied that such
abnormalities are perhaps being formed during the pregnancy stage.
As presented in Table 3, the level of self-concept of the respondents along “Not
Me” factor is interpreted as negative as backed up by the mean rating of 48.97.
Looking closely at the table, item 99 “I am bad-tempered and curse others” is rated by the
respondents always with a mean rating 1.77. On the other hand, all items were answered
often by the respondents. Item 80 “I like to see others suffer” as supported by the mean
rating of 1.84.
On theofoverall,
the Handicapped
respondents have
a negative impression about themselves139
along
Self-Concept
Physically
Students
“Not Me” with the mean rating of 48.97. This means that many of the items in this factor
describe them having unfavorable traits.
Table 3.
Item Mean Ratings Showing the Level of Self-Concept of the Respondents
along “Not Me” Factor
NOT ME
4. I am wasteful
5. I am disliked by other people
17. I disobey my parents
2.46
2.09
2.32
DR
O
O
O
18. I am lazy
32. I am arrogant
37. I have poor study habits
39. I am impatient
40. I hurt others unintentionally
46. I am distrustful of others
54. I want to be flattered
56. I find fault in others
67. I am quarrelsome
70. I make a habit of criticizing others
76. I keep grudges
77. I gossip
78. I do things without thinking them over
79. I am easily discouraged
80. I like to see others suffer
84. I am unruly
94. I am disappointed over failures in small tasks
98. I am prejudiced against others
99. I am bad-tempered and curse others
100. I am envious of others’ achievement
Average Mean Rating
2.32
2.02
2.09
2.32
2.23
2.09
2.50
1.91
2.02
1.86
2.11
1.93
2.11
2.48
1.84
2.04
2.25
2.05
1.77
2.16
48.97
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
A
O
Negative
As seen in Table 4, the level of self-concept along “Emotionality” of the
respondents is on the negative level as reflected by the mean scores of 28.72.
From the table, the respondents answered sometimes
3.29). This item obtained the highest mean rating. The finding means that they have
ambivalent feeling of shyness depending upon the occasion or circumstance they may get
involve.
140
UNP Research Journal
Vol. XIX
January-December 2010
Table 4. Item mean ratings showing the level of Self-concepts of the respondents in
terms of “Emotionality.
EMOTIONALITY
22. I am shy
27. I am moody
35. I tend to worry too much
3.29
2.50
2.80
DR
S
O
S
36.
41.
47.
49.
50.
71.
76.
79.
I hide real feelings
I am satisfied with my looks
I am slow in making decisions
I am easily hurt and upset
I am unsympathetic to others’ problem
I am unable to express myself well
I keep grudges
I am easily discouraged
Average Mean Rating
2.93
2.91
2.77
2.57
2.16
2.50
2.04
2.25
28.72
S
S
S
O
O
O
O
O
Negative
On the other hand, item 76 “I keep grudges” is rarely experienced by them and got
the lowest mean rating of 2.04. This means that keeping grudges from anyone of their
social environment is also one of their concerns.
As revealed in Table 5, the overall mean of self-concept along Goal Directedness
of the respondents is 28.5 which is interpreted as negative in level.
Table 5. Item mean ratings showing the level of Self-concept of the respondents in
terms of “Goal Directedness”.
GOAL DIRECTEDNESS
3. I lack a goal
4. I am wasteful
10. I am careless
12. I am unable to see positive points in myself
13. I cannot concentrate well
18. I am lazy
21. I have a good memory
28. I exhibit behavior inappropriate to myself
37. I have poor study habits
Self-Concept
of Physically
Handicapped
Students
53.
I like to perform
assigned
tasks in school
63. I am dependent on my parents
75. I am conscientious
Average Mean Rating
DR
2.32
O
2.18
O
2.39
O
2.30
O
2.55
O
2.11
O
2.82
S
2.52
O
2.05
O
2.55
R141
2.16
O
2.55
R
28.5
Negative
sometimes by the respondents.
This item received the highest mean score. The finding means that their capacity to
remember things, events, dates, persons, and places is within their average range of
knowledge and awareness.
Meanwhile, all the rest of the items are assessed often by them. Item 37 “I have
poor study habits” received the lowest mean rating of 2.05. This means that being
physically handicapped in one or more parts in their physical bodies made them lazy in the
pursuit of their academic life.
As reflected in Table 6, the level of self-concept of the respondents along
Accepting
Table 6. Item mean ratings showing the level of Self-concept of the respondents in
terms of “Accepting Attitudes”
20.
34.
43.
66.
68.
73.
85.
86.
91.
95.
ACCEPTING ATTITUDES
I exercise self-control
I am a good sport
I view failures as challenges to be met
I accept occasional awkward movements as unavoidable.
I fail to accept personal inadequacies
I am considerate and understanding of others
I accept constructive criticisms
I consider others welfare before my own
I treat others as I like to be treated in turn
I pretend to be smarter than what I really am.
Average Mean Rating
2.73
2.89
3.29
3.71
2.64
2.46
2.89
2.80
2.89
2.77
29.07
DR
S
S
S
S
R
S
S
S
S
S
Negative
often experienced by the respondents. This item obtained the highest mean rating. This
means that it is normal for them to be awkward in their behaviors at times. This could be
attributed to their acceptance of being students with disabilities.
Moreover, i
rarely felt by them. This item got the lowest rating. This indicates that a feeling of
considerateness and understanding could be typical characteristics of early adolescents.
Though
they
physical
abnormalities they
how to deal with 2010
people in
142
UNP have
Research
Journal
Vol. could
XIX still know
January-December
all walks of life.
As viewed in Table 7, the level of self-concept of the respondents along family
Table 7.
Item mean ratings showing the level of self-concept of the respondents in
terms of “Family Relations”
FAMILY RELATIONS
DR
6.
17.
31.
34.
51.
63.
92.
My family has harmonious relationships
I disobey my parents
I am proud to be a student in my school.
I feel loved by my family and friends
I am proud of my family
I am trusted by my family
I feel that I will face better in life if I were to remain as
myself
96. I enjoy time spent with my family
Average Mean Rating
2.71
2.50
1.68
1.64
1.73
2.04
2.70
S
O
N
N
N
R
S
2.14
17.14
R
Negative
sometimes by
the respondents. This item received the highest mean rating. The finding shows that they
are not so much happy mingling with their family members. This could be attributed to the
presence of pressures, challenges and difficulties that every day could bring to them.
assessed never by them. This item got the lowest mean rating. This means that they are
treated differently from among the siblings of the family. This may be due to the fact that
they are considered special children. These respondents perhaps feel alienated because of
their abnormality.
As seen in Table 8, the mean score of the self-concept of the respondents along
Peer Relations of the respondents is 35.26 which interpreted as negative in level.
sometimes by the
respondents. This item obtained the highest mean rating. The finding implies that they
may not fully find themselves anyone in the opposite sex. This could be attributed to the
kind of misfortune they have. Hence, they may be inferior in socializing themselves with
others.
Self-Concept of Physically Handicapped Students
143
Table 8.
Item mean ratings showing the level of Self-concept of the respondents
terms of “Peer Relations”
PEER RELATIONS
5. I am disliked by other people
9. I had no real close friend
11. I make friends and adjust to people easily
2.41
2.30
2.75
DR
O
O
S
26.
30.
42.
44.
48.
58.
60.
69.
87.
93.
97.
I like to be with friends
I share things with friends
I show sense of humor
I enjoy the company of my classmate
I am cheerful
I am popular with members of my sex
I am accepted by my friends as I am
I can depend on friends in time of need
I can deal with the opposite sex
I find it hard to stay with a permanent group of friends
I talk things over with friends without inhibitions
Average Mean Rating
1.88
2.00
2.68
2.11
2.46
2.91
1.79
2.61
3.23
3.09
3.04
35.26
R
R
S
R
R
S
N
S
S
S
S
Negative
never
by them. This item got the lowest mean rating. This shows that they are physically
discriminated. With the kind of abnormalities they have, they make themselves feel that
they do not belong to their peer group and age mates.
As shown in Table 9, the level of self-concept of the respondents along Identity is
sometimes by the respondents.
This item has the highest mean rating. This shows that they have their own inadequacies in
life which materially they needed the services and assistance of their peers or classmates.
On the other hand, item 25 “I pay attention to personal grooming and cleanliness”
rarely by the
respondents. These two items got the lowest mean ratings. These mean that they are not
very
with hygienic
practices to keep
appealing. Their2010
poor or
144 particular
UNP Research
Journal
Vol.their
XIX personality
January-December
lack of appreciation to grooming is anchored perhaps in their feelings that “nobody loves
and cares them.” Eventually this may lead them to have unstable and temporary friends.
Table 9.
Item Mean Ratings Showing the Level of Self-concept of the Respondent
in terms of “Identity”
IDENTITY
1.
2.
7.
8.
I am healthy
I dress up well
I am courteous
I am trusted by others
2.27
2.16
2.34
2.27
DR
R
R
R
R
15.
16.
23.
25.
33.
52.
59.
64.
89.
I cooperate with others
My friends value my ideas
I borrow from friends
I pay attention to personal grooming and cleanliness
I am honest in dealing with others
I am loyal to friends
I am helpful and accommodating
I am responsible
I am childish
Average Mean Rating
2.20
2.68
3.07
2.14
2.27
2.14
2.27
2.21
2.52
30.54
R
S
S
R
R
R
R
R
O
Negative
Presented in Table 10 is the level of self-feeling as factor of self-concept of the
respondents. This factor is interpreted as negative with the mean rating of 28.76.
Table 10. Item Mean Ratings Showing the Level of Self-Concept of the Respondents
in terms of “Self-Feeling”
SELF-FEELING
14. I believe that success is the result of personal efforts exerted
29. I cannot defend my position in an argument
41. I am not satisfied with my looks
57. I am easily influenced and persuaded by others
62. I allow myself to be bullied around
65. I am free to worship according to my wishes
71. I am unable to express myself well
72. I allow myself to be taken advantage of by others
90. I am unable to keep secrets
95. I pretend to be smarter than what I really am
Self-Concept
of Physically
Students
97.
I talk things
over withHandicapped
friends without
inhibitions
Average Mean Rating
2.46
2.71
2.50
2.52
2.16
3.05
3.25
2.54
2.46
2.38
2.73
28.7662
DR
R
S
O
O
O
S
S
R
R
S
145
S
Negative
sometimes by the respondents. This item obtained the highest mean rating. The finding
means that due to their disabilities, they tend to be inferior in relating themselves in school,
neighbors and in public places.
Further, item 62 “I allow myself to be bullied
rarely by
them. This statement got the lowest mean rating. This connotes that in spite of being
physically handicapped, they try themselves not to be teased and ridiculed by people
around them.
As reflected in Table 11, the level of Self-concept of the respondents along
Personal Worth is interpreted as negative (29.4).
Table 11. Item Mean Ratings Showing the Level of Self-concept of the Respondents
in terms of Personal Worth
PERSONAL WORTH
55. I like a lot of things in myself
58 . I am popular with members of my sex
61. I think intelligently
64. I am responsible
74. I have a good personal taste
75. I am conscientious
81. I would like to become more intelligent
82. I am able to cope with problems
88. I want to be born again as myself if given the chance
95. I pretend to be smarter than what I really am
Average Mean Rating
2.75
3.25
2.80
3.68
2.54
3.21
2.23
2.82
3.23
2.89
29.4
DR
R
S
S
O
R
S
R
S
S
S
Negative
often by the respondents. This item received the highest mean rating. The finding means
that they are somehow industrious in their assigned work to do at home and in school.
Item 81 “I would like to become more intelligent”
is assessed rarely by
them. This item has the lowest mean rating. This means that they may or may not aspire to
become intelligent as they are already contented with their mental capacities given them.
146
UNPgleaned
Research
XIX
2010SelfAs
in Journal
Table 12, the levelVol.
of self-concept
ofJanuary-December
the respondents along
Table 12. Item Mean Ratings Showing the Level of Self-concept of the Respondents
in terms of Self-Confidence
SELF-CONFIDENCE
46. I am confident of myself
86. I consider others welfare before my own
89. I am childish
2.41
3.23
2.04
DR
R
S
O
Average Mean Rating
7.68
Negative
sometimes
by the respondents. This item obtained the highest mean rating. This implies that they
have ambivalent feelings to sacrifice themselves for others. This maybe attributed to their
many limitations as physically handicapped individuals.
often by them. This
item perceived the lowest rating which implies that regardless of their actual ages and
curriculum year levels, they tend to be immature in their behaviors.
Table 13. The Summary on the Level of Self-concept of the Respondents.
Factors
1. “Not me”
2. Emotionality
3. Goal directedness
4. Accepting attitudes
5. Family relations
6. Peer relations
7. Identity
8. Self-feeling
9. Personal worth
10. Self-confidence
Overall Mean Score
Mean
48.97
21.27
28.5
29.07
17.14
35.26
30.54
28.76
29.4
7.68
283.59
Level
Negative
Negative
Negative
Negative
Negative
Negative
Negative
Negative
Negative
Negative
Negative
Table 13 illustrates the mean scores of the ten factors that constitute the selfconcept of the respondents. It is saddening to note that taken singly by factor and as a
Self-Concept of Physically Handicapped Students
147
whole yielded a mean rating below the norm. The findings show that the respondents carry
a negative projection of their personality or have poor impressions about themselves.
Further, the results contradict the findings of Tobia (1992) and Molina (2004) in their
studies conducted. Both of them found out that their respondents revealed a positive
outlook in all the ten factors of the self-concept. However, the findings of the present study
explained by Lord (1997) that their self-schema is influenced by the social information on
how they evaluate themselves and others as physically handicapped individuals.
Based form the table, sex of the respondents is significantly correlated with their
emotionality and self-confidence as components of their self-concept. This manifests that
male respondents tend to have higher sense of sensibility and higher level of self-belief
than females.
Year level is significantly related to the emotionality component of the self-concept
of the respondents. This means that generally, the respondents at the higher level tend to
have higher emotionality. However, respondents who are in the lower year levels most
likely to have higher family relations, peer relations, identity and personal worth. This
further indicates that they are in harmony with their parents, siblings and associates that
give them better status, acceptance, approval and importance.
Further, number of siblings of the respondents is significantly related to family
relations. This explains that the greater number of siblings, the respondents tend to have
higher family relations. Their attachment as children is very intimate and that they have
mutual understanding and become more compassionate with each other.
In addition, there exists a significant relationship between the ordinal positions
with the components of self-concept: peer relations and identity of the respondents. This
indicates that the higher position occupied by them in the family, most likely they have
higher peer relations and identity. This further means that the respondents experience a
wholesome and friendly atmosphere dealing with their acquaintances in which their
individuality is established and recognized in their social groups.
Moreover, mother’s occupation is significantly related to the accepting attitudes of
the respondents. This agrees that the higher the job classification of their mothers, the
respondents tend to have higher accepting attitudes. This further connotes that respondents
are most likely become patient, accommodating, generous and posses other good social
qualities.
Table 14. Correlation Coefficient Showing the Relationship between the Level of Self-Concept and Profile of the
Physically Handicapped Students
Profile / Self
Concept
Not
Me
Emotion
-ality
Age
Sex
Year Level
Religion
No. of Siblings
Ordinal Position
Father’s
Occupation
Mother’s
Occupation
Special Talents
Nature of
abnormality
Causes of
abnormality
.058
.045
.180
..011
-.273
-.079
.205
.084
-.271*
.325*
-.054
-.014
-.201
-.106
Goal
Directedness
.076
.040
.038
-.056
.021
.077
.221
.113
.203
.093
-.197
-.174
Accepting
Attitudes
Family
Relations
Peer
Relations
Identity
Self
Feeling
Personal
Worth
Self
Confidence
-.082
.204
-.206
.111
.176
-.085
.205
-.008
-.137
-.304*
-.087
.313*
.232
.014
.081
.095
-.368**
-.193
.192
.364**
.113
.007
.063
-.360**
-.150
.191
.307*
.005
.193
.068
-.083
-.174
.142
.058
.045
-.040
-.247
-.335*
-.143
.005
.191
-.090
-.079
-.264*
.099
.093
.120
-.113
-.115
.121
.268*
.072
.032
.205
.151
.030
-.233
-.142
-.058
.114
.016
-.028
.018
-.016
-.064
.136
-.107
.197
-.015
-.075
.180
.110
.049
-.259
.148
.061
.073
.255
-.063
-.008
-.014
.228
.0111
-.116
Self-Concept of Physically Handicapped Students
149
Conclusions
Profile of the Respondents
Of the 56 respondents, most of them are aged 14, females, enrolled as sophomore
students, professing a Catholic faith, the eldest children, with three siblings in the family,
and both their parents are unskilled workers. Likewise, they are endowed with special skills
in drawing, singing and inclined in sports.
Further, most of the respondents have visual defects, cleft palate and leg deformity.
With these kinds of physical abnormalities, they claimed that such bodily handicaps are
present at birth though other defects were due to the use of drugs, accidents, severe
illnesses and relatively to medical malpractices.
The Level of Self- Concept of the Respondents
The level of self-concept of the respondents taken singly and as a whole yielded
mean scores below the norm. This shows that respondents have a negative impression
about their self-concept or have poor perception about them.
The Relationship between the Socio-Economic Profile of the Respondents
and their Level of Self-Concept
Sex of the respondents is significantly correlated with their emotionality and selfconfidence as components of their self-concept. Their year level is also significantly related
to their emotionality component of the self-concept.
Further, number of siblings of the respondents is significantly related to family
relations. There exists a significant relationship between the ordinal position with the
components of their self-concept: peer relations and identity. Moreover, mother’s
occupation is significantly related to their accepting attitudes.
Recommendations
Since the students have developed a negative impression or project a poor selfconcept about themselves, the teaching staff should incessantly manifest their role as
second parents in school by helping them boost up their morale both in their co-curricular
and extracurricular programs.
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January-December 2010
The home and school as partners in the holistic development of the students should
continuously cooperate with one other by providing them wholesome, sensible, and varied
activities to make their self-concept positive and healthy.
The guidance personnel should design special programs/services that could be
more responsive and relevant to address the specific needs and concerns of the physically
challenged students by integrating those undertakings in their guidance action plan so that
they would not feel inferior dealing with the school personnel and normal students, hence,
they could perform satisfactory if not very satisfactory in their studies.
The researchers would like to propose the establishment of a learning institution
exclusively for the physically challenged students of Ilocos Sur through the immense help
of the Department of Education by allocating adequate budget for the putting up of a center
and its educational operations.
References
A. Books
Apruebo, Roxel A. 2009. Introduction of Social Psychology. First Edition-Revised.
Educational Publishing House, Inc.
Manila:
Feldman, Robert S. 1998. Social Psychology. Second Edition. New Jersey: Prentice-Hall, Inc.
Lord, Charles G. 1997. Social Psychology. USA: Harcourt Brace College Publishers.
Myers, David G. 2005. Social Psychology. Eight Edition. New York: The McGraw-Hill Companies,
Inc.
Weiten, Wayne and Margaret A. Lloyd. 1997. Psychology Applied to Modern Life: Adjustment in
the 90s. USA: Brooks/Cole Publishing Company.
B. Unpublished Theses
Molina, Mariquit L. 2004. Career Motivation and Self-Concept of College Students in the
University of Northern Philippines. Unpublished Master’s Thesis. UNP Vigan City.
Tobia, Aurelia T. 1992. Values and Self-Concept of the University of Northern Philippines
Laboratory High School Students. Unpublished Master’s Thesis. UNP, Vigan City.
UNP Research Journal
Vol. XIX
January-December 2010
151
The Effectiveness of the Extension Programs of the
University of Northern Philippines
School Year 2005–2008
Lauro B. Tacbas, Ph.D.
Mariana P. De Vera, Ed.D.
Necy Cesaria V. Romo, Ed.D.
Abstract
This study aimed to assess the effectiveness of the extension programs of
the University of Northern Philippines in the different adopted schools and
communities in the First and Second Districts of the Province of Ilocos Sur.
The respondents of the study were the administrators and clientele of the
different communities where programs and projects of the UNP Extension Services
Office were being implemented during the School Year 2005 – 2008, namely:
Teppeng, Sinait; Guimod, San Juan; Manzante, Magsingal; Lao-ingen, Lussoc and
Sived, Sto. Domingo; San Vicente; Sta. Catalina; Lidlidda; San Emilio; and Suyo
in the Province of Ilocos Sur.
The study made used of the descriptive survey method of research to
describe and analyze the existing situation about the effectiveness of the extension
programs of the university.
In order to attain the objectives of the study, the following statistical tools
were used: mean, frequency count and percentages, standard deviation, and
Pearson Product Moment of Correlation.
On the basis of the findings, the researchers forwarded the following
conclusions: The administrative capability of the UNP Extension Services Office in
terms of executive leadership, personnel capability, and financial capability is
“High.” The extent of participation of the development partners in extension
services and the extent of implementation of the extension programs of the UNP
Extension Services Office in terms of mission, goals and objectives and execution
of the criteria in the selection of service area for Extension Services Program
(Adopt-a-Community and School Program) are also “High.” Moreover, the
program outputs of the UNP Extension Services Office in terms of Skills Training,
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Information Drive, Medical/Dental Mission and Livelihood Organizations are
“High”
In terms of the economic and social impacts of the programs of the UNP
Extension Services Office, out of 188 respondents, 114 or 60.64 percent believed
that they were not employed as a result of the skills learned, only 74 or 39.36
percent believed to be employed. Most (123 or 65.42%) of them perceived that
their houses were not improved as a result of the income derived from the income
generated after the training. It can also be traced that 112 or 59.57 percent of the
respondents believed that they were not able to buy appliances as a result of the
income generated from the employment as a result of the skills learned. On the
contrary, the respondents perceived that their social status have improved in terms
of self-esteem, health and nutrition, and environment.
There is a significant relationship between the extent of implementation of
the program of the UNP Extension Services Office and administrative capability
and participation of development partners; level of program outputs and impact of
the program except for house and appliances.
Based on the findings and conclusions, the following recommendations
were presented by the researchers: The “high” level of administrative capability of
the UNP Extension Services Office in terms of executive leadership, personnel
capability, and financial capability; the extent of participation of the development
partners in extension services; of the extent of implementation of the extension
programs of the UNP Extension Services Office in terms of mission, goals and
objectives and execution of the criteria in the selection of service area for
Extension Services Program (Adopt-a-Community and School Program); of
program outputs of the UNP Extension Services Office in terms of Skills Training,
Information Drive, Medical/Dental Mission and Livelihood Organizations should
still be sustained or improved. The economic and social impacts of the programs
of the UNP Extension Services should also be improved. For an intent periodic
assessment of the effectiveness of the Extension Program of the University of
Northern Philippines, another study on the status of the Extension Program
focusing on the improvement of its role as development partners of the community
should be conducted.
The Effectiveness of the Extension Program of UNP, SY 2005-2008
153
Introduction
Background of the Study
“Reaching out for a better living,” is the motto of the Extension Services Office of
the University of Northern Philippines. This portrays its mission and vision that is to get in
touch to those less fortunate through provision of skills training; technology transfer and
information drive that they could live better and become partners of development.
All universities engage in research and teaching, but the nation's more than 100
land-grant colleges and universities have a third critical mission—extension. "Extension"
means "reaching out," and—along with teaching and research—land-grant institutions
"extend" their resources, solving public needs with college or university resources through
non-formal, non-credit programs.
The 5th agenda of the Tacbas administration is the intensification of the extension
services programs and activities bringing about total human development through the
extension programs geared towards the empowerment of the university clientele making
them self-reliant, independent and capacitated in the form of technology transfer such as
trainings, workshops and seminars.
The UNP extension services cover a more comprehensive technology-based that
leads towards the “total approach” in its delivery system. Total Approach is an extensive
delivery of services which brings about the required knowledge, skills and when necessary
the best practices and material resources to the rural folk in their quest for an improved
quality life.
Alongside with this package content in the implementation and delivery of
extension services, UNP give emphasis on three major components, namely:
1) research/technology component; 2) change component; and 3) clientele/recipient
component. These are essential components that really spell an effective change in the
economic productivity of the rural folk (Soria, 2006).
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The extension programs of the university spearheaded by the Extension Office
started its noble vision by building, forming and organizing communities from the different
municipalities of Ilocos Sur and adjacent province like Abra. These are being accomplished
through skills training and technology transfer like: auto-mechanics trouble shooting,
refrigeration and air conditioning, building wiring and trouble shooting, basic welding and
metal-craft, basic pottery and ceramics making, carpentry, radio mechanics and cellphone
repair, cosmetology and hair science, plumbing, dressmaking and cloth bag making, food
processing, baking and cooking, silk screen and streamer printing, arts training, and basic
and decorative candle making.
The University of Northern Philippines has been committed to pursue sustainable
extension programs through community development programs for the people of the Local
Government Units (LGUs) to improve their living conditions. The university appreciates
the support of the LGU to this endeavor though a collaborative partnership to bring a
unified direction to improve the quality of life in the depressed and underserved barangays.
This is continuously implemented through the coordination and collaboration with the LGU
partner which is usually done through the Memorandum of Agreement for the Adopt-ACommunity and School Program.
The Extension Services Office has been offering and implementing different
programs and projects in the First and Second District of the Province of Ilocos Sur and
neighboring provinces. It is for this reason that the researchers wish to assess the
effectiveness of the extension programs and projects being implemented to adjust to the
needs of the community people and in order to improve them if found out to be poor or
needs improvement.
Statement of the Problem
This study aimed to assess the effectiveness of the extension program of the
University of Northern Philippines in the different adopted schools and communities in the
First and Second Districts of the Province of Ilocos Sur.
Specifically, it sought to answer the following questions:
1. What is the level of administrative capability of the UNP Extension Services
Office in terms of:
a. leadership capability,
b. personnel and staff capability, and
c. financial capability?
2. What is the extent of participation of the following development partners in
extension services:
The Effectiveness of the Extension Program of UNP, SY 2005-2008
3.
4.
5.
6.
7.
155
a. local/barangay officials,
b. government agencies, and
c. community people?
What is the extent of implementation of the extension program of UNP, as
perceived by the administrators and clients in terms of:
a. level of attainment of objectives,
b. level of execution of the criteria in the selection of service area for
extension services program (adopt-a-community and school program)
What is the level of the program outputs of the UNP Extension Office in terms
of:
a. Skills training,
b. Information drive,
c. Medical/Dental,
d. Supplemental Feeding, and
e. Livelihood organizations?
What are the economic and social impacts of the programs of the UNP
Extension Office?
Is the implementation of the program of the UNP Extension Office
significantly influenced by the following:
a. administrative capability
b. participation of development partners?
Is there a significant relationship between the level of program outputs and
impact of the program?
Scope and Delimitation
This research dealt with the assessment of the effectiveness of the extension
program of the University of Northern Philippines in the different adopted communities in
the Province of Ilocos Sur, School Year 2005-2008.
This study also looked into the level of administrative capability of the UNP
Extension Office in terms of leadership capability, personnel and staff capability, and
financial capability.
It further gazed into the extent of participation of the following development
partners in extension services like local/barangay officials, government agencies, and
community people. The extent of implementation of the extension program of UNP, as
perceived by the administrators, unit coordinators, extensionists, and clients was also
studied. The level of the program outputs of the UNP Extension Services Office were based
on the Skills training, Information drive, Medical/Dental, Supplemental Feeding and
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Livelihood organizations implemented. The economic and social impacts of the programs
of the UNP Extension Office were also determined.
The influence of administrative capability, participation of development partners,
and administrators, unit coordinators, extensionists, and clients and implementation of the
program were determined.
The study made used of the descriptive survey method of research to describe and
analyze the existing situation about the effectiveness of the extension programs of the
university.
In order to attain the objectives of the study, the following statistical tools were
used: mean, frequency count and percentages, standard deviation, and Pearson Product
Moment of Correlation.
Review of Related Literature
Studies related to the research work were the researchers’ guideposts in
undertaking this investigation. These were reviewed from unpublished theses, books and
journals.
Contaoi (2003) studied the effectiveness of the extension program of the University
of Northern Philippines. Based on his findings, the level of executive leadership is very
high due to the ability of incumbent President to steer and influence the other officials
under him. Personnel capability is perceived at a “high” level only because there were
times when some coordinators and extensionists appear lukewarm in their job. Financial
capability is also perceived to be at a “high” level only because there is just enough budget
for implementation. Among the programs, skills training appear to be the most relevant as
evidenced by a “very high” rating. On the other hand, the relevance of information drive
and livelihood organizations was only high because they seemed not to be as productive
and functional. Only a few clientele have been employed using the skills they learned.
Buemio (2006) studied the Community Extension Program of Saint Paul College
of Ilocos Sur. The salient findings include the following: SPCIS is an institutional headed
by an administrator with a “Very High” Leadership capability; along executive leadership,
the respondents, as evidence by the, mean rating of 4.44, showed a “Very High”
perception. Based on the findings, she concluded that the school has a remarkable agenda
along extension services as shown in the administrative capability, the professional and
personal characteristics of implementors, and in the participation of development partners.
The overall implementation of the program was significantly influenced by administrative
capability and executive leadership of having remarkable agenda along extension services,
The Effectiveness of the Extension Program of UNP, SY 2005-2008
157
clear goals and objectives, effective planning, implementation, monitoring and evaluation
of the program. The economic, socio-cultural, and personal aspects are significant factors
in the overall impact of the extension programs.
According to Duncan, et al (2000), reaching out has evolved into urban
development. Truly, neighborhood service today goes beyond merely giving dole-outs as
what is practiced in some parts of the world. A model for neighborhood social service has
many more characteristics than “localness”. Neighborhood service often respects and uses
race and ethnicity as instrument for delivery. It does not select among social classes, just
like the school, it does not discriminate people who would like to avail of the services.
Diem (2001) believed that a program that addresses the needs identified by the
people themselves tends to be more effective in eliciting people’s participation. It follows
that any program must recognize the value of the people’s participation starting from the
conceptualization phase. This is done by undertaking a community study that would
explore the actual concerns of the people. These in turn must be translated into a workable
program or project responsive to the identified needs or concerns.
The study is quite similar to the theses of Contaoi (2003) and Buemio (2006) in
that the two researches studied the effectiveness of the Extension Program. However, it will
go deeper into the program output.
From the different studies, with their many shade and tones primarily about the
effectiveness of the extension program, the present study shaped into its final form.
Methodology
This section includes the research design, population of the study, data gathering
instrument, and statistical treatment.
Research Design. The study made used of the descriptive survey method of
research. This was used to describe and analyze the existing situation about the
effectiveness of the extension programs of the university.
Population and Sample. Different municipalities/communities were given
questionnaires. For all these communities, they were given the same numbers of
questionnaires. Only the retrieved questionnaires were used in this study. The following
table shows the distribution of the questionnaires to each respondent:
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UNP Research Journal
Vol. XIX
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Table 1. Distribution of the Respondents
Administrators
n
N
10
5
10
5
10
5
5
5
5
5
5
5
10
5
10
0
10
5
10
10
10
0
10
10
105
60
Communities
Teppeng, Sinait
Guimod, San Juan
Manzante, Magsingal
Lao-ingen, Sto. Domingo
Lussoc, Sto, Domingo
Sived, Sto. Domingo
San Ildefonso
San Vicente
Sta. Catalina
Lidlidda
San Emilio
Suyo
Overall
Clientele
n
N
20
15
20
10
20
12
20
15
20
13
20
12
20
18
20
10
20
15
20
15
20
0
20
16
240
151
Overall
N
n
30
20
30
15
30
17
25
20
25
18
25
17
30
23
30
10
30
20
30
25
30
0
30
26
345
211
Data Gathering Instrument. The principal device that was used by the
researchers in this study is a survey questionnaire which was adopted from the studies of
Contaoi (2003) and Buemio (2004). A slight revision and modification of these instruments
were made.
The questionnaire used in gathering the information needed in this study made up
of four parts. The respondents were required to answer on a five-point scale.
The information regarding the participation of development partners, the level of
administrative capability of the program implementers and the extent of implementation of
the programs were gathered also. The following five-point rating scale was used.
5
4
3
2
1
-
Very High
High
Moderate
Low
Very Low
To determine the level of participation of development partners, the level of
administrative capability of the program implementers and the extent of implementation of
the programs were gathered also. The following norms were used
The Effectiveness of the Extension Program of UNP, SY 2005-2008
Range of Scores
Descriptive Rating
4.20 – 5.00
3.40 – 4.19
2.60 – 3.39
1.80 – 2.59
1.00 – 2.59
Very High
High
Moderate
Low
Very Low
159
Statistical Treatment. Mean and standard deviation were used to describe the
level of administrative capability, extent of participation, and level of program outputs of
the UNP Extension services.
Pearson Product Moment of Correlation was used to determine the relationship
between administrative capability and program outputs.
Results and Discussion
The data gathered were presented in tabular form, analyzed and interpreted in this
section.
Level of Administrative Capability of the UNP Extension Office in terms of
Leadership Capability, Personnel and Staff Capability, and Financial
Capability
Table 2 shows the item mean ratings and standard deviation showing the
administrative capability of the UNP Extension Services Office in terms of executive
leadership.
It can be traced on the table that the overall mean rating is 4.02 (SD= 0.95) and
described as “High” by the respondents. This could only mean that the respondents
regarded the UNP Extension Services Office as “High” in terms of executive leadership.
The item “The University has a remarkable agenda along extension,” got the
highest mean rating of 4.26 (SD=0.87) and interpreted as “Very High.” On the other hand,
item “The officials initiate the organization of the graduates into functional associations
and their registration with the SEC,” with a mean rating of 3.90 (SD=0.98) and still fell on
a “High” rating tend to be the lowest among the indicators. This implies that, some of the
organizations formed were not registered in the Securities and Exchange Commission
(SEC) and maybe these organizations did not materialize.
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UNP Research Journal
Vol. XIX
January-December 2010
Table 2. Item Mean Ratings Showing the Level of Administrative Capability of the
UNP Extension Services Office in Terms of Executive Leadership
Indicators
1. The University has a remarkable
agenda along extension.
2. The goals and objectives of
extension are clearly stated and
understood.
3. The Extension officials supervise the
implementation of the plans and
programs.
4. The Extension officials monitor and
evaluate the conduct of the
extension programs to the clientele.
5. The extension office is able to
implement its plans and programs.
6. The administration has remarkable
ability to forge linkages with the
LGU’s national line agencies and
civil society.
7. The officials initiate the organization
of the graduates into functional
associations and their registration
with the SEC.
8. The officials look for ways and
means with which to secure seed
capital for the associations.
Overall
Legend: VH
=
Very High
H
=
High
Administrators
SD
DR
4.24 0.82 VH
Clientele
SD
DR
4.28 0.92 VH
Overall
SD
DR
4.26 0.87 VH
4.13
0.92
H
4.02
0.94
H
4.07
0.93
H
4.07
1.05
H
3.93
1.02
H
4.02
1.03
H
3.98
1.05
H
3.95
0.93
H
3.96
0.99
H
4.07
0.90
H
3.99
1.01
H
4.03
0.95
H
4.04
0.94
H
3.86
0.96
H
3.95
0.95
H
3.87
0.98
H
3.93
0.98
H
3.90
0.98
H
3.85
1.04
H
4.17
0.87
H
4.01
0.95
H
4.04
0.96
H
4.01
0.95
H
4.02
0.95
H
Table 3 depicts item mean ratings and standard deviation showing the
administrative capability of the UNP Extension Services Office in terms of personnel
capability.
It can be gleaned from the table that the overall mean rating is 4.02 (SD= 0.99) and
described as “High” by the administrators and clientele. This signifies that the respondents
perceived the level of administrative capability of the UNP Extension Services Office as
high in terms of personnel capability.
The Effectiveness of the Extension Program of UNP, SY 2005-2008
161
Table 3. Item Mean Ratings Showing the Level of Administrative Capability
of the UNP Extension Services Office in Terms of Personnel Capability
Indicators
1. The extensionists possess required
educational attainment and training fit
for the job
2. They establish good rapport wit the
clientele.
3. They initiate new ideas for the
development of the associations.
4. They have good and facilitation skills.
5. They meet their classes regularly.
6. They monitor and evaluate their
classes.
Overall
Legend:
H
=
High
Administrators
SD
DR
4.11 0.94
H
Clientele
SD
DR
4.17 0.87
H
Overall
SD
DR
4.14 0.90
H
4.07
1.05
H
4.01
0.93
H
4.04
0.99
H
4.04
1.04
H
4.00
0.98
H
4.02
1.01
H
4.05
4.05
4.00
1.04
1.11
1.00
H
H
H
3.93
3.91
3.98
1.00
0.99
1.01
H
H
H
3.99
3.98
3.99
1.02
1.05
1.00
H
H
H
4.05
1.03
H
4.00
0.96
H
4.02
0.99
H
The item “The extensionists possess required educational attainment and training
fit for the job,” got the highest mean rating of 4.14 (SD=0.90) and interpreted as “High.”
This means that the trainors who are sent for the skills training are well-trained and have
mastered the skills and that they can teach their trainees very well because they possess the
quality of an effective trainer. On the other hand, item “They meet their classes regularly,”
with a mean rating of 3.98 (SD=1.05) and still fell on a “High” rating. This implies that,
there are days where in the trainors could not meet their official time due to some
unavoidable circumstances. This maybe the reason why the respondents rated this item to
be the lowest among the items in this indicator.
Table 4 represents item mean ratings and standard deviation showing the
administrative capability of the UNP Extension Services Office in terms of financial
capability.
It can be observed on the table that the level of administrative capability of the
UNP Extension Services Office in terms of financial capability is “High” as supported by
the overall mean rating of 3.85.
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Table 4. Item Mean Ratings Showing the Level of Administrative Capability of the UNP
Extension Services Office in Terms of Financial Capability
Indicators
1. The budget for the extension
programs is adequate
2. Training funds for the clientele are
sufficient
3. The funds are properly utilized.
Overall
Legend:
H
=
High
Administrators
SD
DR
4.05
0.98
H
Clientele
SD
DR
3.81 1.05
H
Overall
SD
DR
3.93 1.01
H
3.78
0.90
H
3.71
1.01
H
3.74
0.95
H
3.82
3.88
0.98
0.95
H
H
3.95
3.82
1.01
1.02
H
H
3.88
3.85
0.99
0.98
H
H
The item “The budget for the extension programs is adequate,” obtained the
highest mean rating of 3.93 (SD=1.01) and interpreted as “High.” This means that there is a
sufficient budget for the programs being implemented. Nevertheless, item “Training funds
for the clientele are sufficient,” with a mean rating of 3.74 (SD=0.95) and still fell on a
“High” rating. This implies that, sometimes the clientele/trainees have no enough budgets
for the training especially if they are required to have their return demonstration. It is their
task to buy their own ingredients or materials used for the demonstration. This maybe the
reason why the respondents perceived this item to be the lowest among the items in this
indicator.
Table 5 signifies the summary of the item mean ratings and standard deviation
showing the extent of participation of the development partners in extension services.
Table 5. Summary of Item Mean Ratings Showing the Level of Administrative
Capability of the UNP Extension Services Office
Indicators
Administrators
SD
DR
4.03 0.96
H
4.05 1.03
H
3.88 0.95
H
3.99 0.98
H
Leadership Capability
Personnel Capability
Financial Capability
Overall
Legend:
H
=
High
Clientele
SD
4.01 0.95
4.00 0.96
3.82 1.01
3.94 0.97
DR
H
H
H
H
Overall
SD
DR
4.02 0.95
H
4.02 0.99
H
3.85 0.98
H
3.96 0.97
H
It can be traced in the table that the overall administrative capability of the UNP
Extension Services Office as perceived by the respondents is high as backed –up by the
overall mean rating of 3.96 (SD=0.97). This means that the UNP Extension Services
The Effectiveness of the Extension Program of UNP, SY 20052008
163
Office’s administrative capability when programs and projects are being initiated and
implemented tend to be useful and functional as rated by the respondents.
The Extent of Participation of the Local/Barangay Officials, and Government
Agencies Development Partners in Extension Services
Table 6. Item Mean Ratings Showing the Level of Participation of the Development
Partners in the Implementation of the UNP Extension Program
Indicators
A. Barangay Officials
1. They enter into Memorandum of Agreement with
the UNP-Extension Services Office.
2. They attend orientation seminars and related
programs and activities conducted by extension
staff.
3.
They help facilitate extension services by
informing residents about meetings and other
extension related activities.
B. Government
1. Government agencies enter into an agreement
with the UNP-Extension Services Office.
2. They help for extension services by providing
manpower when needed to discharge extension
services.
3. They provide the extension office pertinent
documents needed to facilitate better extension
service.
C. Nongovernment Agencies.
1. Non-government organizations and agencies
enter into an agreement with the UNP-Extension
Services Office.
2. They help for extension services by providing
manpower when needed to discharge extension
service.
3. They provide the extension office pertinent
documents needed to facilitate better extension
services.
D. Community People
1. UNP-Extension Services Office conducts
information seminars and other forms of
extension related programs and activities.
2. They provide an amount or any materials for
extension services.
3. They participate in seminars, programs and
activities conducted by extension staff.
Overall
Legend:
VH
=
Very High
H
=
High
Administrators
SD
DR
Clientele
SD
DR
Overall
SD
DR
4.27
0.91
VH
4.13
1.00
H
4.20
0.95
H
4.00
0.98
H
3.87
1.03
H
3.93
1.00
H
4.07
0.98
H
3.87
1.12
H
3.97
1.05
H
3.95
0.97
H
3.84
0.99
H
3.89
0.98
H
3.80
1.06
H
3.83
0.95
H
3.81
1.00
H
3.87
1.00
H
3.75
0.96
H
3.81
0.98
H
3.84
0.98
H
3.57
1.08
H
3.70
1.03
H
3.80
1.01
H
3.54
1.11
H
3.67
1.06
H
3.89
0.99
H
3.59
1.13
H
3.74
1.06
H
4.16
0.83
H
3.81
0.95
H
3.98
0.89
H
3.96
0.94
H
3.75
0.96
H
3.85
0.95
H
4.00
0.90
H
4.35
0.55
H
4.17
0.72
H
3.97
0.96
H
3.82
0.98
H
3.89
0.97
H
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January-December 2010
It can be examined on the table that the overall mean rating of the extent of
participation of the different partners in extension services is 3.89 (SD= 0.97) and
described as “High” by the respondents. They understand that there are also agencies which
helped the university in managing the programs.
The item “They enter into Memorandum of Agreement with the UNP-Extension
Services Office,” obtained the highest mean rating of 4.20 (SD=0.95) and interpreted as
“High.” This means that the respondents are aware that before the program is being
administered in the locality, they come into a Memorandum of Agreement. However, item
“They help for extension services by providing manpower when needed to discharge
extension service,” with a mean rating of 3.67 (SD=1.06) and still fell on a “High” rating is
the lowest. This implies that, sometimes the development partners do not offer manpower
or assistance when there are extension projects being administered. This could be the
reason why the respondents perceived this item to be the lowest among the items in this
table.
Table 7 presents the item mean ratings and standard deviation showing the extent
of implementation of the extension programs of the UNP Extension Services Office.
It can be traced on the table that the overall mean rating of this indicator is 3.93
(SD= 0.93) and described as “High” by the respondents. This could only mean that the
respondents perceived the UNP Extension Services Office’ programs are being
implemented highly.
The item “Conducts extension program for the Adopt-A-Community and School
Program in the areas of skills training, technology transfer, information drive, consultancy
services and capability building program that are responsive to the needs of the
community,” got the highest mean rating of 4.05 (SD=0.86) and interpreted as “High.” This
implies that the mission, goals, and objectives of the Extension Services Office are being
implemented properly. On the other hand, item “Initiates the conduct of training needs
assessment survey to determine the needs of the community,” and “Provides technical
assistance in the implementation of Micro-Enterprise Development Programs to LGUs,
NGOs, GOs and the civil society” with a mean rating of 3.89 (SD=0.97 and0.98
respectively) and still fell on a “High” rating. This means that, the respondents perceived
this item differently.
The Effectiveness of the Extension Program of UNP, SY 2005-2008
165
Table 7. Item Mean Ratings Showing the Level of Administrative Capability of the UNP
Extension Services Office in Terms of Financial Capability
Indicators
A. Mission, Goals and Objectives
1. Conducts extension program for the
Adopt-A-Community
and
School
Program in the areas of skills training,
technology transfer, information drive,
consultancy services and capability
building program that are responsive to
the needs of the community.
2. Strengthens
the
socio-economic,
educational and technological support of
the target clientele through collaboration
and linkages with the Municipal
Government,
Non-Government
Organization
and
Government
Agencies.
3. Sustains the extension programs of
municipal government in order to
generate socio-economic benefits and
improve the quality of life of the
clienteles.
4. Provides pool of experts for training and
consultancy services in the implemented
university extension programs.
5. Initiates the conduct of training needs
assessment survey to determine the
needs of the community.
6. Provides technical assistance in the
implementation of Micro-Enterprise
Development Programs to LGUs,
NGOs, GOs and the civil society.
Overall
Legend:
H
=
High
Administrators
SD
DR
Clientele
SD
DR
Overall
SD
DR
4.16
0.83
H
3.95
0.90
H
4.05
0.86
H
3.96
0.94
H
3.85
0.91
H
3.90
0.92
H
4.00
0.90
H
3.90
0.92
H
3.95
0.91
H
3.93
1.02
H
3.88
0.93
H
3.90
0.97
H
3.96
0.98
H
3.83
0.97
H
3.89
0.97
H
3.95
0.95
H
3.83
1.02
H
3.89
0.98
H
3.99
0.94
H
3.87
0.94
H
3.93
0.93
H
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The Extent of Implementation of the Extension Program of UNP, as Perceived by the
Administrators and Clients in terms of Level of Attainment of Objectives, Level of
Execution of the Criteria in the Selection of Service Area for Extension Services
Program (Adopt-a-Community and School Program)
Table 8 depicts item mean ratings and standard deviation showing the level of
execution of the criteria in the selection of service area for extension services program.
Table 8. Item Mean Ratings Showing the Level of Execution of the Criteria in the
Selection of Service Area for Extension Services Program
Indicators
Administrators
SD
DR
Clientele
SD
DR
Overall
SD
DR
Execution of the Criteria in the
Selection of Service Area for
Extension Services Program
1. People’s initiative and interest
3.98
0.95
H
3.85
1.00
H
3.91
0.97
H
2.
3.
4.
3.85
3.91
3.93
0.95
0.99
1.05
H
H
H
3.83
3.87
3.91
0.97
1.03
0.96
H
H
H
3.84
3.89
3.92
0.96
1.01
1.00
H
H
H
3.89
3.91
3.91
1.01
1.04
1.00
H
H
H
3.79
3.86
3.85
1.03
1.06
0.89
H
H
H
3.84
3.88
3.88
1.02
1.05
1.00
H
H
H
Socio-economic situation
Support of Local Government
Acceptability of Projects/ServicesAvailability of human and nonhuman resources in the area
5. Prospects of sustainability
6. Geographical location
Overall
Legend:
H
=
High
It can be observed on the table that the level of execution of the criteria in the
selection of service area for the extension services program as evaluated by the respondents
is “High” as manifested by the overall mean rating of 3.88.
The item “People’s initiative and interest,” obtained the highest mean rating of 3.91
(SD=0.97) and interpreted as “High.” This means that the extension services focus on the
community which needs most of the program. On the other hand, item “Prospects of
sustainability,” and “Socio-economic situation” with a mean rating of 3.84 (SD=1.02 and
0.96 respectively) but still fell on a “High” rating got the lowest mean rating score . This
implies that, sustainability and socio-economic situation are one some of the problems of
the respondents in administering a certain extension programs. This could be the reason
why the respondents perceived this item to be the lowest among the items in this indicator.
The Effectiveness of the Extension Program of UNP, SY 2005-2008
167
Level of Program Outputs of the UNP Extension Services Office in Terms of Skills
Training, Information Drive, Medical/Dental Mission, and Livelihood Organizations
Table 9 signifies item mean ratings and standard deviation showing the level of
program outputs of the UNP Extension Services Office in terms of Skills Training.
It can be depicted on the table that the overall mean rating of the program outputs
of the UNP Extension Services Office in terms of Skills Training is 4.08 (SD = 0.95) which
fell on a ”High” rating. This could only mean that the skills training being offered to the
respondents are a great help for them.
Table 9. Item Mean Ratings Showing the Level of Program Outputs of the
UNP Extension Services Office in Terms of Skills Training
Indicators
1. The skills I learned are functional.
2. The skills taught me helped me in
increase my income.
3. The skills I learned improved my
self-esteem
4. I have taught other people the skills I
learned.
Overall
Legend:
VH
=
Very High
H
=
High
Administrators
SD
DR
4.09
0.91
H
3.91
1.04
H
Clientele
SD
DR
4.32 0.85 VH
4.07 0.97
H
Overall
SD
DR
4.20 0.88 VH
3.99 1.00
H
4.02
1.01
H
4.23
1.08
H
4.12
1.04
H
3.93
1.02
H
4.08
0.94
H
4.00
0.98
H
3.99
0.99
H
4.17
0.93
H
4.08
0.95
H
The item “The skills I learned are functional” tend to have the highest mean rating
of 4.20 (SD=0.88) which described as “Very High.” This implies that skills training being
administered in the community are very useful to the respondents. On the other hand, the
item “The skills taught me helped me in increasing my income,” got the lowest mean rating
of 3.99 (SD=1.00). It can be said that the respondents have common responses or
perception on this item as depicted by the standard deviation. Maybe most of them haven’t
used the skills they have learned in producing an extra income maybe due to lack of
financial assistance.
Table 10 presents the mean ratings and standard deviation of the level of the
program outputs of the UNP Extension Services Office in terms of Information Drive.
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Table 10. Item Mean Ratings Showing the Level of Program Outputs of the
UNP Extension Services Office in Terms of Information Drive
Indicators
1. The knowledge and attitude I
learned are relevant and functional.
2. The concepts and skills taught me
are timely .
3. The knowledge I learned improved
my self-esteem
4. I have taught other people the
knowledge I learned.
Overall
Legend:
H
=
Administrators
SD
DR
4.16 0.92
H
Clientele
SD
DR
3.98 1.01
H
Overall
SD
DR
4.07 0.96
H
3.98
1.08
H
4.00
0.95
H
3.99
1.01
H
4.05
1.11
H
3.88
0.91
H
3.96
1.01
H
4.02
1.11
H
3.80
0.97
H
3.91
1.04
H
4.05
1.03
H
3.91
0.84
H
3.98
0.93
H
High
It can be examined on the table that as a whole, the level of the program outputs of
the UNP Extension Services Office in terms of information drive is “High” as perceived by
the administrators and clientele. They understand that the information drive given to them
is also necessary in their daily lives.
The item “The knowledge and attitude I learned are relevant and functional”
obtained the highest as depicted by the mean rating of 4.07 (SD=0.96) and interpreted as
“High.” This means that the respondents are aware that the knowledge or information they
have learned is very much useful to them. Contrary to this, the item, “I have taught other
people the knowledge I have learned,” with a mean rating of 3.67 (SD=1.06) and still fell
on a “High” rating tend to be the lowest. This implies that the some of the respondents do
not share on what they have learned/ acquired during the information drive campaign. This
could be the reason why the respondents perceived this item to be the lowest among the
items in this table.
Table 11 presents the item mean ratings and standard deviation showing the level
of the program outputs of the UNP Extension Services Office in terms of Medical/Dental
Mission.
The Effectiveness of the Extension Program of UNP, SY 2005-2008
169
Table 11. Item Mean Ratings Showing the Level of Program Outputs of the UNP
Extension Services Office in Terms of Medical/Dental Mission
Indicators
1. The programs being offered are
relevant and functional.
2. The programs being rendered
are timely.
3. The
programs
being
administered improved my
health.
4. I have shared other people the
knowledge I learned.
Overall
Legend:
H
=
Administrators
SD
DR
4.15
0.87
H
Clientele
SD
DR
3.95 1.01
H
Overall
SD
4.05
0.94
3.98
1.05
H
3.80
0.94
H
3.89
0.99
H
4.00
1.14
H
3.88
0.98
H
3.94
1.06
H
3.98
1.15
H
3.84
0.99
H
3.91
1.07
H
4.03
1.03
H
3.87
0.90
H
3.95
1.01
H
DR
H
High
It can be traced on the table that the overall mean rating of this indicator is 3.95
(SD= 1.01) and described as “High” by the respondents. This could only mean that the
respondents perceived the UNP Extension Services Office’ programs are being
implemented highly.
The item “The programs being offered are relevant and functional,” got the highest
mean rating of 4.05 (SD=0.94) and interpreted as “High.” This implies that the
medical/dental mission being administered to the respondents are very useful to them. On
the other hand, item “The programs being offered re very timely” with a mean rating of
3.89 (SD=0.99) and still fell on a “High” rating tend to be the lowest. This means that, the
medical/dental mission given is timely still but the respondents need more in some other
time maybe.
Table 12 presents the item mean ratings and standard deviation showing the level
of the program outputs of the UNP Extension Services Office in terms of Livelihood
Organizations.
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Table 12. Item Mean Ratings Showing the Level of Program Outputs of the
UNP Extension Services Office in Terms of Livelihood Organization
Indicators
1. The livelihood organizations
formed in our locality is productive
2. It has helped us augment our
income.
3. It has improved the quality of our
lives.
4. It has made us more cohesive as
a community.
Overall
Administrators
SD
DR
4.07 0.94
H
Clientele
SD
DR
3.77 1.01
H
3.92
Overall
SD
0.97
4.05
0.99
H
3.78
1.04
H
3.91
1.01
H
4.00
1.05
H
3.73
1.07
H
3.86
1.06
H
4.02
1.11
H
3.77
1.00
H
3.89
1.05
H
4.03
1.02
H
3.76
0.95
H
3.89
1.02
H
DR
H
Legend:
H = High
It can be reflected on the table that the overall mean rating of this indicator is 3.89
(SD= 1.02) and described as “High” by the respondents. This could only mean that the
respondents perceived the UNP Extension Services Office’ programs specifically in
Livelihood Organizations are being implemented highly.
The item “The livelihood organizations formed in the locality is productive,”
obtained the highest mean rating of 3.92 (SD=0.97) and interpreted as “High.” This means
that the livelihood organizations being organized materialized. It tends to be very useful
and helpful to the officers and members of the organization. On the other hand, item “It has
improved the quality of lives” with a mean rating of 3.86 (SD=1.06) but still fell on a
“High” rating got the lowest mean rating score . This implies that though the livelihood
organizations formed are productive, it doesn’t mean that the lives of these individuals
were improved. This could be the reason why the respondents perceived this item to be the
lowest among the items in this indicator.
Table 13 depicts the summary of the item mean ratings of program outputs on the
UNP Extension Services Office.
It can be gleaned from the table that the overall level of program outputs of the UNP
Extension Services Office as rated by the respondents is “High” as shown by the overall
mean rating of 3.98 (SD=0.98). This means that the UNP Extension Services Office’s
programs and projects which are being initiated and implemented tend to be helpful and
functional as rated by the respondents.
The Effectiveness of the Extension Program of UNP, SY 2005-2008
171
Table 13. Summary of Item Mean Ratings Showing the Level of Program Outputs of the UNP
Extension Services Office
Indicators
Skills Training
Information Drive
Medical/Dental Mission
Livelihood Organizations
Overall
Legend:
H = High
Administrators
SD
DR
3.99 0.99
H
4.05 1.03
H
4.03 1.05
H
4.03 1.02
H
4.03 1.02
H
Clientele
SD
4.17 0.93
3.91 0.84
3.87 0.98
3.76 1.03
3.93 0.95
DR
H
H
H
H
H
Overall
SD
DR
4.08 0.95
H
3.98 0.93
H
3.95 1.01
H
3.89 1.02
H
3.98 0.98
H
It is also observed in the table that “skills training” were given a highest mean
rating of 4.08 (SD=0.95) among the program outputs and “livelihood organizations” was
rated to be the lowest as depicted by its mean rating of 3.89 (SD=1.02) but still interpreted
to be “High.” The respondents believed that skills training are more important than
establishing livelihood organizations.
The Economic and Social Impacts of the Programs of the UNP Extension
Services Office
Table 14 presents economic and social impacts of the programs of the UNP Extension
Services Office.
It can be depicted on the table that out of 188 respondents, 114 or 60.64 per cent
believed that they were not employed as a result of the skills learned, only 74 or 39.36 per
cent believed to be employed. This means that most of the respondents were not able to use
the skills learned in the training in seeking or finding a job. In other words, their economic
status did not improve.
Most of the respondents perceived that their houses were not improved as a result
of the income derived from the income generated after the training as perceived by its
frequency of 123 or 65.42 per cent. This could only mean that the training being
administered did not help them in their daily lives. It can also be traced on the table that
112 or 59.57 per cent out of 188 respondents believed that they were not able to buy
appliances as a result of the income generated from the employment as a result of the skills
learned. On the contrary, the respondents to perceived that their social status have
improved in terms of self-esteem, health and nutrition, and environment. This means that
the trainings being offered in their locality have improved their social aspects in terms of
the aforementioned aspects.
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Table 14. Economic and Social Impacts of the Programs of the UNP Extension
Services Office
Indicators
1.
Economic
Employed as a result of the skills learned
Yes
No
Total
2.
Social
2.1 House
Able to improve their house as a result of the
income derived from the income generated after the
training
Yes
No
Total
2.2 Appliances
Able to buy appliances as a result of the income
generated from the employment as a result of the
skills learned
Yes
No
Total
2.2 Self – Esteem
Has your self-esteem improved as a result of
the skills you learned?
Yes
No
Total
2.3 Health and Nutrition
Health has improved as a result of the
information received
Yes
No
Total
2.4 Environment
Backyard has improved as a result of the
information drive on environmental management
Yes
No
Total
Administrators
f
%
Clientele
f
%
f
Overall
%
20
36.36
54
40.60
74
39.36
35
55
63.64
100
79
133
59.40
100
114
188
60.64
100
23
32
55
41.82
58.18
100
42
91
133
31.58
68.42
100
65
123
188
34.57
65.43
100
27
28
55
49.09
50.91
100
49
84
133
36.84
63.16
100
76
112
188
40.43
59.57
100
40
15
55
72.73
27.27
100
104
29
133
78.20
21.80
100
144
44
188
76.60
23.40
100
45
10
55
81.82
18.18
100
71
62
133
53.38
46.62
100
116
72
188
61.70
38.30
100
45
10
55
81.82
18.18
100
87
46
133
65.41
34.59
100
132
56
188
70.21
29.79
100
The Effectiveness of the Extension Program of UNP, SY 2005-2008
173
Significant relationship Between the Implementation of the Program
of the UNP Extension Office and Administrative Capability
and Participation of Development Partners
Table 15 shows the correlation between the implementation of the program and
administrative capability.
Table 15. Correlation Coefficients Showing the Relationship Between the
Implementation of the Program and Administrative Capability
Indicators
Skills Training
Information Drive
Medical/Dental Mission
Livelihood Organizations
Overall
Leadership
Capability
*.7497
*.7403
*.6675
*.6590
*.7041
Personnel
Capability
*.7424
*.7030
*.6100
*.6215
*.6694
Financial
Capability
*.6519
*.5998
*.5099
*.5435
*.5762
Overall
*.7146
*.6812
*.5958
*.6080
*.6499
Legend:
r required at .05 level = .2673
* significant at .05 level
As manifested in the table, on administrative capability, the perception of the
respondents on the implementation of the program yielded a significant relationship
(.6449). In all the indicators of the programs being implemented, .2673 at .05 level of
significant was reached by these indicators, hence the null hypothesis which states that
there is no significant relationship between the implementation of the programs and
administrative capability is rejected. This means that the implementation of the programs (
skills training, information drive, medical/ dental mission and livelihood associations) is
affected by the administrative capability in terms of leadership, personnel and financial
aspects. There is a common perception between their assessment on the implementation of
the programs and the administrative capability being offered in the community.
Table 16 shows the correlation between the program outputs and administrative
capability.
As seen in the table, the relationship between the program outputs and
administrative capability yielded significantly. The overall correlation coefficient is .2753
which is greater than the critical value of .2673 at .05 level of significance. This holds true
with leadership capability (.3487) and personnel capability (.2889). This means that the
null hypothesis stating that the implementation of the program of the UNP Extension
Office is not significantly influenced by the administrative capability is rejected. The
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UNP Research Journal
Vol. XIX
January-December 2010
results of the study imply that administrative capabilities (leadership and financial)
influenced the implementation of the different extension programs of the university..
Table 16. Correlation Coefficients Showing the Relationship Between the
Implementation of Program Outputs and Administrative Capability
Leadership
Capability
*.2793
*.2877
*.2860
*.4790
*.3777
*.3828
*.3487
Indicators
Economic
House
Appliances
Self-Esteem
Health & Nutrition
Environment
Overall
Personnel
Capability
.1692
.2016
.2449
*.4771
*.3209
*.3200
*.2889
Financial
Capability
.1333
.1703
.2200
*.2949
.1562
.1559
.1884
Overall
.1939
.2198
.2503
*.4170
*.2849
*.2862
*.2753
Legend:
r required at .05 level = .2673
* significant at .05 level
On the other hand, financial capability (.1884) tends to be insignificant with the
implementation of the program outputs. This is also true to economic and social (house =
.1939; appliances =.2198; and self-esteem=.2503) aspects. They failed to reach the critical
value of .2673, thus, the null hypothesis stating that the implementation of the program of
the UNP Extension Office significantly influenced by the administrative capability is
accepted.. This means that the financial capability has no significant effects on the
economic and social aspects, particularly on house, appliances, and self-esteem.
Table 17.
Correlation Coefficients Showing the Relationship Between the
Implementation of the Program and Development Partners
Indicators
Skills Training
Information Drive
Medical/Dental Mission
Livelihood
Organizations
Overall
Barangay
Officials
Government
Community
People
*.6201
*.6835
*.6643
*.6607
Nongovernment
Agencies
*.5553
*.6435
*.6171
*.6476
*.6686
*.6305
*.5310
*.6022
*.6080
Overall
*.5733
*.6478
*.5677
*.5754
*.6043
*.6513
*.5950
*.6214
*.6571
*.6158
*.5910
*.6179
The Effectiveness of the Extension Program of UNP, SY 2005-2008
175
Table 17 shows the correlation between the implementation of the program and
development partners.
As manifested in the table, the implementation of the program and development
partner yielded a significant relationship (.6179). In all the indicators of the programs being
implemented (skills training, information drive, medical/ dental mission and livelihood
organization, the r required surpassed the tabular value at 0.05 level of significance, hence,
the null hypothesis which states that there is no significant relationship between the
implementation of the programs and development partners is rejected. This means that the
development partners do affect the implementation of the programs.
Significant Relationship Between the Level of Program Outputs
and Impact of the Program
Table 18 presents the significant relationship between the level of program outputs and
impact of the program.
Table 18. Correlation Coefficients Showing the Relationship Between the Level of
Program Outputs and Impact of the Program
Economic
House
Appliances
Skills Training
.2442
.1862
Information Drive *.2875
.2276
Medical/Dental
*.3240
.2396
Mission
Livelihood
*.3214
**.313
Organizations
5
Overall
*.2942
.2417
Legend:
r required at .05 level = .2673
* significant at .05 level
.2273
.2389
**.275
1
**.326
4
.2669
Indicators
SelfEsteem
Environment
Overal
l
*.4705
*.4590
*.4037
Health
&
Nutritio
n
.2550
*.3008
*.3916
*.2795
*.3659
*.4873
*.2771
*.3132
*.3535
*.3525
*.3941
*.4052
*.3521
*.4214
*.3353
*.3844
*.3239
As shown in the table, the level of program outputs and impact of the program tend
to have a significant relationship (.3239), as a whole, except for house (.2417) and
appliances (.2669). All the other indicators of the programs and its impact yielded a
significant relationship; hence the null hypothesis which states that there is no significant
relationship between the level of program outputs and impact of the program is rejected.
This means that the level of program outputs do affect the impact of the program. This
proves that the programs are very much effective.
176
UNP Research Journal
Vol. XIX
January-December 2010
Conclusions
On the basis of these findings, the researchers forwarded the following
conclusions:
1. The administrative capability of the UNP Extension Services Office in terms of
executive leadership, personnel capability, and financial capability is “High.”
2. The extent of participation of the development partners in extension services is
also “High.”
3. The extent of implementation of the extension programs of the UNP Extension
Services Office in terms of mission, goals and objectives and execution of the criteria in the
selection of service area for Extension Services Program (Adopt-a-Community and School
Program) is “High.”
4. The program outputs of the UNP Extension Services Office in terms of Skills
Training, Information Drive, Medical/Dental Mission and Livelihood Organizations are
“High.”
5. In terms of the economic and social impacts of the programs of the UNP
Extension Services Office, a greater percentage of the respondents believed that they were
not employed as a result of the skills learned, their houses were not improved as a result of
the income derived from the income generated after the training and they were not able to
buy appliances as a result of the income generated from the employment as a result of the
skills learned.
On the contrary, the respondents perceived that their social status have
improved in terms of self-esteem, health and nutrition, and environment.
6. There is a significant relationship between the extent of implementation of the
program of the UNP Extension Office and administrative capability and participation of
development partners
7. There is a significant relationship between the level of program outputs and
impact of the program except for house and appliances.
Recommendations
Based on the findings and conclusions, the following recommendations are
presented by the researchers:
1. The high level of administrative capability of the UNP Extension Services
Office in terms of executive leadership, personnel capability, and financial capability
should be maintained or better be improved.
2. The high level of the extent of participation of the development partners in
extension services should also be retained or developed.
3. The high level of the extent of implementation of the extension programs of
the UNP Extension Services Office in terms of mission, goals and objectives and
The Effectiveness of the Extension Program of UNP, SY 2005-2008
177
execution of the criteria in the selection of service area for Extension Services Program
(Adopt-a-Community and School Program) should still be sustained or improved.
4. The high level of program outputs of the UNP Extension Services Office in
terms of Skills Training, Information Drive, Medical/Dental Mission and Livelihood
Organizations are commended also to be upheld or developed.
5. The economic and social impacts of the programs of the UNP Extension
Services should also be improved.
6. A n intent periodic assessment of the effectiveness of the Extension Program of
the University of Northern Philippines,
7. Another study on the status of the Extension Program focusing on the
improvement of its role as development partners of the community.
References
Barcena, Alejandro T. 2002. The Nonformal Education Program in Sto. Domingo and Magsingal
Districts, Division of Ilocos Sur. Unpublished Master’s Thesis, University of Northern
Philippines, Vigan City.
Carino, Materno Marcos Maria G. 2003. The Non-Formal Education Program of Dolores,
Lagangilag, San Juan, and Tayum Districts, Division of Abra. Unpublished Master’s Thesis,
University of Northern Philippines, Vigan City.
Cheong, J. W. 1973. University Extension Program and their Impact. The Cases of UPCA.
Unpublished Doctor’s Dissertation, University of the Philippines, Los Baños, Laguna
Contaoi, Mario R. 2003, The Effectiveness of the Extension Program of UNP. Unpublished Master’s
Thesis, University of Northern Philippines, Vigan City.
Diem, Keith 2001, Using Research Methods to Evaluate Your Extension Program Educational
Design Rutgers, The State University of New Jersey
Hustedde, Cathy and Satish Verna. 1996, Extension Education Evaluation: An Evolutionary
Perspective with Implications for Theory and Practice. Paper Presentation, Extension Education
Evaluation Topical Interest Group American Evaluation Association Annual Meeting, Atlanta,
Georgia, November 6- 9, 1996.
www.extension services.com.ph.