COLLEGE OF GRADUATE STUDIES
ISSN 2244-3096
COLLEGE OF GRADUATE STUDIES
ISSN 2244-3096
COLLEGE OF GRADUATE STUDIES
ISSN 2244-3096
COLLEGE OF GRADUATE STUDIES
ISSN 2244-3096
Research is life.
Understanding life in general is not possible without questions that
humans ask. In line with these questions is the continual search for answers.
The search is possible only because of research. Furthermore, questions can
generate another round of questions seeking answers. This would in turn generate more researches in all fields of knowledge, thus providing an avenue for
continuous development and upgrading of the quality of products, processes,
systems, and life in general.
This positive view about research is imbibed by the faculty members and
students of the DMMMSU- CGS who are inspired in continually defying the
limitations of current knowledge by conducting researches .
This edition of the CGS research journal contains researches on the patterns of the conversations of Bontoc residents, creation of a work book on Filipino 102, evaluation of the effectiveness of the college publication of DMMMSU,
the performance of the College of Education graduates in the licensure examination for teachers, integration of Ilokano songs in class, and the teaching
competencies of elementary music teachers.
These researches aimed to augment the pool of knowledge while generating positive actions that would improve and sustain the way of life of the institution’s clientele and at the same time, solidifying the important role of research in the life of every Filipino.
-The Editor
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FOREWORD
ABSTRACTS
Computer Literacy Training Program for Sea and Sky College Faculty And Staff
Lim, Rhea N., Mda,
Benjamin H. Valdez, Ed.d………………………………………………………………………………1
Performance Efficiency of College of Computer Science of State Universities and Colleges
in Region I: A Data Envelopment Analysis Study
Eduard M. Albay
Delia V. Eisma, Ed. D……………………………………………………………………………………1
Motivational Factors in Playing Massively Multiplayer Online Role Playing Games
(MMORPG) among Male High School Students
Rodolfo C. Aquino Jr.
Remedios C. Neroza, Ed.D…………………………………………………………………………….2
Status of Small-Scale Food Enterprises: Basis for a Training Program
Carbonell, Veronica B. (MAME)
Milagros R. Baldemor, Ph. D………………………………………………………………………….2
Competencies of Education Students in Contemporary Mathematics:
Basis for Module Development
Cerveza, Ryan L., MAME
Milagros R. Baldemor, Ph. D………………………………………………………………………….3
Multiple Intelligence and Learning Styles of High School Students:
Basis For Activity Package
De Guzman, Jo-Ann R.
Manuel T. Libao, Ed. D………………………………………………………………………………...3
Table of Contents
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Professional Burnout and Self-Efficacy of Guidance Counselors/Facilitators
in La Union: Basis for a Wellness Program
Zafra-dyquiangco, Patricia Pura C. MAGAC
Remedios C. Neroza, Ed.D………………………………………………………………………….4
The Performance Behavior of Children with Special Needs
Using Adjunctive Therapeutic Teaching Techniques
Mary Jocelyn Balangue-Josue, MASPED
Divina G. Naoe, MASPED………………………………………………………………………….4
Teachers Turnover Trends of Private Educational Institutions
in the City of San Fernando, La Union:
Input to a School-Based Teacher Retention Program
Mueda, Mary Ann C. MAEDM
Benjamin H. Valdez, Ed.D………………………………………………………………………...5
The Influence of Pupils’ Behavior Problems in their Academic Performance
at Cadumanian Elementary School
Kathlea B. Orpilla. MA SPED
Divina G. Naoe, MA SPED…………………………………………………………………………..5
Physical Performance of High School Seniors in the City of San Fernando:
Basis for a Health-Related Fitness Program
Raceles, Benjamin A. MAPE
Antonio V. Calicdan, Ed.D…………………………………………………………………………..6
Upgrading the Reading Levels of Grade 7 Students Using Level-Appropriate Materials
Reyes, Billy Jane C., MALT
Melda M. Uychoco, MALT…………………………………………………………………………...6
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FACULTY RESEARCHES
A LINGUISTIC ANALYSIS OF THE CONVERSATIONS
OF BONTOC RESIDENTS
Fauslyn Gay U. Amongan
Lourdes L. Cadongonan………………………………………………………………………………………….7
PAGBASA AT PAGSULAT SA FIL 102: BATAYAN SA PAGLINANG
NG PROTOTYPE NA SANAYANG AKLAT
Erwina Ymasa
Myrna Acas……………………………………………………………………………………………………...13
EVALUATION OF THE EFFECTIVENESS OF THE DMMMSU-SLUC FORUM:
TOWARDS AN IMPROVED CAMPUS STUDENT PUBLICATION
Emmanuel J. Songcuan……………………………………………………………………………………….21
PERFORMANCE OF DMMMSU – SLUC BSE AND BEE GRADUATES
IN THE LICENSURE EXAMINATION FOR TEACHERS
Elsie M. Pacho & Flordiliza B. Dalumay…………………………………………………………………..32
EFFECTIVENESS OF MUSIC TRAINING PROGRAM TO PRESCHOOL TEACHERS’ MUSIC
COMPETENCE IN AGOO EAST AND WEST DISTRICTS
Lorna Areola…………………………………………………………………………………………………….38
INTEGRATION OF ILOKANO FOLKSONGS IN THE TEACHING OF SELECTED MAKABAYAN
COMPONENTS
Joselito Barcelo………………………………………………………………………………………………….58
THE TEACHING COMPETENCIES OF ELEMENTARY MUSIC TEACHERS IN ARINGAY DISTRICT: BASIS FOR MUSIC TEACHING CAPABILITY DEVELOPMENT PROGRAM
Juanito G. Selga
Joselito R. Barcelo……………………………………………………………………………………………...78
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Performance Efficiency of College of Computer Science of State Universities and Colleges in Region I: A Data Envelopment Analysis Study
Eduard M. Albay, (Mathematics Education)
Delia V. Eisma, Ed. D.
Using the Multi-Stage Input-Oriented Constant Returns-to-Scale Data Envelopment
Analysis (DEA) Model, this dissertation determined the performance efficiency of the Colleges
of Computer Science/College of Information Technology of the State Universities and Colleges
in Region I based on their intellectual capital and governance from A.Y. 2008-2009 to A.Y.
2010-2011.
The study found out that all the CCS/CIT were “fully efficient” in faculty, students, curriculum, administration, and research. CCS/CIT A, B, and D were “fully efficient” in extension.
In general, A, B, and D were “fully efficient” in all the performance indicators; the “fully
efficient” CCS/CIT pegged their own college as their own peers and weights in the different
performance indicators. “Weak efficient” C had D as its peers and weights; “fully efficient”
CCS/CIT had no virtual inputs and virtual outputs, while, “weak efficient” CCS/CIT had; but
all CCS/CIT had the best practices in faculty, students, curriculum, administration, and
research. On one hand, only CCS/CIT D had the best practices in extension.
Key words: performance efficiency, data envelopment, data envelopment analysis
Computer Literacy Training Program for Sea and Sky College Faculty and Staff
Rhea N. Lim (MDA)
Benjamin H. Valdez, Ed.D.
This study aimed to create a computer literacy training program for the teaching and
non-teaching staff of Sea and Sky College. The respondents of the study were the 35 teaching
and non-teaching staff of Sea and Sky College, San Fernando City, La Union. The
questionnaire was the main data gathering instrument.
Findings revealed that the respondents had low level of computer literacy in terms of
hardware, MS Excel, MS Publisher, MS Word, and MS Power Point applications. There was no
significant difference found in terms of their computer knowledge between the teaching and
the non-teaching staff.
Key words: computer, computer literacy, computer literacy training program
Abstracts
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Motivational Factors in Playing Massively Multiplayer Online Role Playing Games
(MMORPG) among Male High School Students
Rodolfo C. Aquino Jr. (MAGAC)
Remedios C. Neroza, Ed.D.
The study identified the motivational factors in playing massively multiplayer online role
playing games among male high school students.
The descriptive type of research was used. Findings show that the most appealing among
the respondents were war and epic battle games; the satisfaction of players was directly related
to frequency and duration in playing; that advanced technological skills provide players
satisfaction; and the respondents were highly motivated to play MMORPG to satisfy their needs.
Key words: motivational factors, massively multiplayer online role playing games
Status of Small-Scale Food Enterprises: Basis for a Training Program
Veronica B. Carbonell, MAME
Milagros R. Baldemor, Ph. D.
This study determined the status of the small-scale food enterprises in Agoo, La
Union by determining the profile of the selected small-scale food enterprises; the profile of the
enterprise; the management of enterprise; the level of awareness of the entrepreneurs on
business laws, policies and ordinances; the level of the implementation of the workers’ benefits;
the degree of seriousness of the problems encountered by the entrepreneurs; the relationships
among entrepreneurs’ profile; the profile of enterprise; and the problems they encountered.
The descriptive survey and case study methods of research were used in the study.
The entrepreneurs were within the age bracket of 31-50, females, married, college graduates, and sole owners of their businesses. They had been tending their businesses for less than 5
years. They acquired their businesses through their savings; rented their stalls; hired 1-2
employees; required their helpers to work from Monday to Friday; had a daily average sales of
P10,000.00 and below; paid an average tax of P10,000.00 per year; and accomplished the
needed requirements to operate a business. They were moderately aware of the business laws,
policies, and ordinances as well as the possible benefits of their workers. Problems with their
workers were serious, their problems on production and marketing were slightly serious, and their
problems on the operation of their business were serious. There was significant relationship
between the entrepreneurs’ profile and the problems they encountered.
Key words: small-scale food enterprise, training program, entrepreneurs
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Competencies of Education Students in Contemporary Mathematics: Basis for Module
Development
Ryan L. Cerveza, MAME
Milagros R. Baldemor, Ph. D.
This study determined the level of competency of the second year Bachelor of
Elementary Education students of Don Mariano Marcos Memorial State University – South La
Union Campus, S.Y. 2012 – 2013, in Contemporary Mathematics as to knowledge, skills, and
understanding.
The study used the descriptive-developmental method of research with 113
respondents. It sought to determine the relationship between profile and competency level. Two
sets of competency tests and a questionnaire were administered. The grades of the students in
Math 100 and Math 101, IQ, and Numerical Ability were found out to be significantly correlated
to their competency level. Majority of the students were competent on different topics under
knowledge, skills, and understanding. However, few students were found not competent in the
subject. Results suggest the need to enhance the competency level of the students.
A module was proposed based on the results of the study. The internal validity of the
module was highly valid.
Key
words:
competencies of education
module development
students,
contemporary
mathematics,
Multiple Intelligences and Learning Styles of High School Students: Basis for Activity
Package
Jo-Ann R. De Guzman, MAPE
Manuel T. Libao, Ed. D.
The study determined the multiple intelligences, learning styles and performance of the
high school students as basis for activity package in PE III.
The study used the descriptive method of research. Results revealed that majority of
the students were males, aged 13-15 years, and had a monthly family income of P 25,001 and
above. Majority of their parents were college graduates and were working. Their top three
intelligences were interpersonal, kinesthetic and acting, and their least manifested intelligence
was naturalistic intelligence. Their top two learning styles were kinesthetic/tactile and visual
and their least manifested learning style was auditory. Their cognitive performance was satisfactory; their psychomotor performance was fair; and they were very much aware of their
affective performance. There was no significant correlation between psychomotor performance
and kinesthetic intelligence and cognitive performance to learning styles.
Key words: multiple intelligences, learning styles, activity package
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Professional Burnout and Self-Efficacy of Guidance Counselors/Facilitators
in La Union: Basis for a Wellness Program
ZAFRA-DYQUIANGCO, PATRICIA PURA C. MAGAC
Remedios C. Neroza, Ed. D.
The study assessed the professional burnout and self-efficacy of guidance
counselors/
facilitators in La Union. Specifically, it determined the personal and professional profile of the respondents, the extent of burnout of the respondents, the level of self-efficacy of the respondents, and the relationship between the profile of respondents and the level of self-efficacy and between the extent of
burnout and the level of self-efficacy. The descriptive type of research was employed.
The study found out that majority of the respondents were 30-34 years old, married, female,
with 0-2 children, with 15,000-20,000 average monthly income, and had been in the service for 5-9
years.
In terms of the extent of burn-out, the guidance counselors/facilitators’ experienced emotional
exhaustion, first, depersonalization, second, and last, reduced personal
accomplishment. The
profiles of the respondents had low to moderate relationship with
self-efficacy and burnout was
moderately related to the respondents’ self-efficacy.
Key words: professional burn-out, self-efficacy, guidance counselors, wellness program
The Performance Behavior of Children with Special Needs Using Adjunctive Therapeutic
Teaching Techniques
Mary Jocelyn Balangue-Josue, MASPED
Divina G. Naoe, MASPED
This study explored the profile of children with special needs (CSN) studying at Bright Beginnings Learning Center for the school year 2011-2012 in connection with their response and performance behaviors in studying English and Mathematics. The fifteen
pupils who were currently mainstreamed underwent a thorough observation by designated teachers considering four major dimensions of behavior in the Response to Intervention Model (RtI). Likewise, a 15-point progress check to
establish baseline performance level in English and Mathematics was employed. After measuring baseline data, four adjunctive therapeutic teaching techniques (ATTT) were employed namely, play, music,
drama, and arts and crafts. The pre-experimental research design was used to measure up the significant difference of response behavior and performance behavior of CSN in the employment of the ATTT.
In addition to significant differences in response and performance behavior with the employment of
ATTT, the significant relationship of the CSN’s developmental profile with the child’s response and performance behavior was also identified.
Key words: performance behavior, children with special needs, adjunctive therapeutic teaching techniques
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Teachers’ Turnover Trends of Private Educational Institutions
in the City of San Fernando, La Union:
Input to a School-Based Teacher Retention Program
Mary Ann C. Mueda, MAEDM
Benjamin H. Valdez, Ed.D
The study determined the teachers’ turnover trends of private educational schools in the City of
San Fernando, La Union as basis for a proposed School-Based Teacher Retention Program.
Specifically, it determined the respondents’ personal and professional profiles, school profiles, teachers’ turnover
trends in the last three years from 2009-2011, degree of teachers’ turnover as to psychological and administrative causes, and the relationships of the above variables. The study employed the descriptive research design.
Findings showed that private educational schools display diversity in professional and
personal profiles of the teachers; turnover trend within three years was quite disturbing considering the difficulty of replacing teachers every year; the extent of psychological causes of turnover was greatest in selfefficiency/ cognitive and growth and advancement; and administrative causes such as low salary/
insufficient benefits and threats of lay-off were high. Teachers’ personal
characteristics namely
residence location and monthly income as well as attendance to seminars/conferences also influenced
turnover of teachers. Based on the results of the study a school-based teachers’ retention program was
designed.
Key words: teachers’ turnover trends, private educational institutions, school-based retention
program
The Influence of Pupils’ Behavior Problems in their Academic Performance
at Cadumanian Elementary School
Kathlea B. Orpilla. MA SPED
Divina G. Naoe, MA SPED
The study was conducted to assess the behavioral problems of pupils at Cadumanian
Elementary School in their academic performance and to propose an intervention program for them. With the use
of a questionnaire, the study gathered data from 54 pupils, 42 parents, and 5
teachers. Among the
profile variables that affected the level of academic performance, the
educational attainment of
fathers and mothers influenced pupils’ performance the most. It was on the behavioral problems assessed by teachers on motivational areas and academic areas, and the assessment of teachers on overall
behavior problems that had significant correlations. The proposed intervention program for the pupils with
behavior problems of Cadumanian Elementary School is vital in sustaining and further improving the level
of their academic performance and managing their behavior.
Key words: pupils’ behavior problems, academic performance, intervention program
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Physical Performance of High School Seniors in the City of San Fernando:
Basis for a Health-Related Fitness Program
Benjamin A. Raceles, MAPE
Antonio V. Calicdan, Ed. D.
The study determined the Physical Performance of High School Seniors in the City of
San Fernando as basis for a Health-Related Fitness Program. It answered the questions on the
personal profile of the high school students, the degree of physical performance of the students,
the relationship between variables namely, student profile and health-related fitness level,
student profile and physical skills, and student profile and social skills and the type of
health-related fitness program that could be proposed.
The descriptive survey method of research was used.
Results revealed that the respondents were all 16 years of age, predominantly,
mesomorphs and first-born children. Majority of the respondents’ parents were professionals.
Generally, the student-respondents had “satisfactory” physical performance. The respondents
needed to improve the five components of their fitness namely, cardiovascular endurance,
muscular strength, muscular endurance, and flexibility and body composition. Gender had an
inverse relationship with cardiovascular and muscular endurance while it positively correlated
with the flexibility of the respondents.
Key words: physical performance, high school seniors, health-related fitness program
Upgrading the Reading Levels of Grade 7 Students Using Level-Appropriate Materials
Billy Jane C. Reyes, MALT
Melda M. Uychoco, MALT
This study was conducted to determine if the level-appropriate materials were effective
in upgrading the reading grade levels of the Grade 7 students.
Using a standardized leveled reading instrument, this study determined the reading
levels of the Grade 7 students of the Mataas na Paaralang Juan C. Laya, SY 2012-013. This
served as the basis of the adoption and implementation of level-appropriate materials which
were implemented for two months. Using time-series experimental design, the researcher found
that before the implementation of the level-appropriate materials, the subjects’ average reading
level was equivalent to Grade level 3 and that after the experiment, this level upgraded one
grade higher. This led to the conclusion that the level-appropriate materials were contributory to
the upgrading of the reading level of the subjects.
Key words: reading levels, Grade 7 students, level-appropriate materials
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A Linguistic Analysis of the Conversations of Bontoc Residents
Fauslyn Gay U. Amongan
Lourdes L. Cadongonan
ABSTRACT
This study analyzed the conversations of Bontoc-Kankanaey by determining the parts
of their conversations as well as the conversation strategies they employ. It also compared the
Bontoc-Kankanaey language to Iluko language, and provided the relevance of the results to
language teaching.
The researcher recorded conversations in four domains namely: home, school,
workplace, and marketplace. She subjected these recorded conversations to transcription,
translation to English, and analysis. Findings showed that the Bontoc-Kankanaey
conversations in all domains follow Schegloff parts’ of a conversation. Likewise, BontocKankanaey interlocutors employ conversation strategies like turn-taking and adjacency pairs.
The results of this study were deemed important to mother tongue-based education and
indigenous language preservation. This study proved that there are similarities and differences
between Iluko conversation structure and that of Bontok-Kankanaey.
Key words: linguistic analysis, Bontoc, Bontoc residents, Kankanaey, Bondoc-Kankanaey
INTRODUCTION
Language loss all over the world has been recorded through the years. Language loss
is more common among indigenous languages. In retrospect, experts like Joshua Fishman
and David Crystal have been working for the preservation of language all over the world. One
of the ways in which a language can be saved is by preserving it through documentation like
recording it. Also, studying the structure of a language helps its preservation, hence, this
study.
Faculty Researches
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OBJECTIVES OF THE STUDY
This study came out with a linguistic analysis of the conversations of Bontoc residents in
the Bontoc-Kankanaey language. Specifically, it determined:
the patterns of conversations in Bontoc-Kankanaey in speech situations such as home, marketplace, school, and workplace.
the conversation strategies employed by Bontoc-Kankanaey speakers.
the similarities and differences of Bontoc-Kankanaey and Ilocano conversation patterns.
the relevance of the results to language teaching.
METHODOLOGY
Research Design
This study employed the descriptive-qualitative design. The researcher conducted observations to gather data, specifically raw conversations in different domains. After that, she subjected the data into analysis to bring out patterns of conversation interactions as well as the
strategies employed by the interlocutors in taking turns and giving up turns. This process of observation and analysis is primary in a descriptive type of research whose goal is to reveal what
conditions exist and such was followed in this study.
At the same time, this research is qualitative in nature since the data (conversations)
studied were unstructured and the analysis done was intended to identify patterns and strategies
not statistical relationships. In addition, the data were gathered from a natural environment, that
is, the participants in their natural settings, and these data were then subjected to the researcher’s interpretation and contextual analysis to come out with specialized findings.
Sources of Data
The study was conducted in the Bontoc province, the home of native speakers of the
Bontoc language. The respondents were observed by the researcher in different domains namely,
the home, market, school, and workplace. The respondents’ conversations in their daily lives
were recorded like when they spoke with their children, with their neighbors, with the vendors in
the market, with the acquaintances met in the market, with teachers, with administrators, with
their co-workers, and with their bosses.
This study utilized convenience sampling in choosing the respondents in the sense that
the respondents were selected on the basis of the judgment of the researcher and their accessibility in terms of their home/place and familiarity to the researcher.
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Instrumentation and Data Collection
Collection of data was conducted in the selected domains. Conversations were recorded
through a camcorder, transcribed, translated, and analyzed along the parameters of conversation analysis prepared by the researcher.
Respondents were informed of the study but they were not informed on the specific time
of recording to maintain the authenticity of the data. Initially, the researchers had to seek the
help first of her aunt and nieces in getting acquainted with the respondents. This was necessary
before any recording was done because it was expected that those involved in the conversations
would not have interacted willingly and naturally to the researcher as she was a stranger to
them.
The respondents’ permission was sought and they were initially informed that their conversations would be recorded and transcribed for this study but they were likewise told that they
would not be informed as to which specific conversations would be recorded so that the researcher would achieve a natural environment, with the participants not inhibited in their conversations during the recording of the data.
The recording of conversations depended on the availability of the participants; thus,
some conversations were recorded at daytime while others were at nighttime. In the home, conversations between parents and children and between/among siblings were recorded. In the
school domain, teacher-teacher, teacher-student, and teacher-administrator conversations were
recorded. In the marketplace, vendors’ conversations with their buyers were recorded. In terms
of workplace, mostly the conversations inside government offices were recorded.
A total of ten conversations in each of the four specified domains were transcribed and
analyzed for this study. In the school domain, two sets of conversations were recorded for each
pair: teacher-teacher, teacher-student, student-student, student-administrator, and administrator-teacher. In the home, there were also two sets of conversations for each pair namely, motherfather, father-child, mother-child, child-child, and child to other relatives. In the marketplace,
there were three sets for each of the following pairs: tourist-native, native-native, and nativevendor. In the workplace, five sets were recorded for each of the following pairs: boss-clerk and
clerk-clerk.
The length of conversations varied. In the market, there were short exchanges like those
between a first-time buyer and seller but there were lengthy talks between vendors and buyers
who were already familiar to each other. Conversations in the home, school, and workplace
ranged from average to lengthy ones.
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Statistical Tools and Data Analysis
This part entailed two preliminary processes which were transcription of the recorded
conversations and translation from Bontoc-Kankanaey to English. The researcher again had to
seek the assistance of her aunt in transcribing the data as the latter was well-versed with the
Bontoc-Kankanaey language while the researcher only had a working familiarity with the said
language. After transcription, the data (now transcribed) were given to an official translator
for translation from Bontoc-Kankanaey into English. This translator is a native speaker of the
aforementioned indigenous language and works part-time as a translator while occupying a
position in a government office.
After translation, the researcher solely worked on the process of thick description.
Thick description is the thorough review of the corpus to bring out the needed data for this
study with the help of Schegloff’s universal pattern of conversation. In this study, thick description entailed two phases: a) location of the opening, core, and closing of the conversation
to arrive at conversation patterns, and b) determination of the turn-taking strategies, discourse markers, adjacency pairs, and minimal responses employed by the speakers.
Using her findings in the Bontoc-Kankanaey language, the researcher made a comparison of conversation patterns with those of the Iluko language. The researcher used a particular study involving the Iluko language for her data on Iluko conversation patterns.
Finally, the researcher interpreted the results in terms of their relevance to language
teaching.
RESULTS AND DISCUSSION
The three phases of conversation namely, the opening, core and closing were present in
all the conversations in the different domains: home, market, school and office. Kankanaey
speakers employ conversation strategies like greeting-greeting and question-answer adjacency
pairs, giving comments, topic negotiation as an opening for conversations especially in the
market, topic shading as a way of topic shifting as present in the conversations in both languages, question and answer to maintain conversations, different ways of closing conversations such as leave-taking, informing and goodbye-goodbye adjacency pair to terminate conversations.
The Bontoc-Kankanaey and the Iluko conversations had similarities in patterns, adjacency pairs, and turn-taking strategies. The conversations and results of the investigation are
a valuable resource for the Mother-Tongue Based Multilingual Education program of the country.
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CONCLUSIONS
Since the conversations in the Bontoc-Kankanaey language follow the pattern of opening, core, and closing phases, this language evidently has similarities with the Iluko language.
The conversations in Bontoc-Kankanaey show that the interlocutors used different verbal and
nonverbal strategies in opening, developing, and concluding their conversations. The length of
conversations was not fixed. It depended on the setting, the topic, the interlocutors and the
communicative domains. The Bontoc-Kankanaey language, therefore, even if it is an indigenous one, exemplifies the universal features of a language along the area of conversations.
Conversation strategies are abundant in the Bontoc-Kankanaey just like in any other languages. The interlocutors can be as creative as possible in starting, developing, and ending
their conversations. They can, likewise, be verbose in communication. Regardless of the language, people who converse and follow the basic structure of a conversation are guided by the
same purpose to communicate. Conversations in an indigenous language should be a matter
of significance and study because they are able to provide material for language programs.
RECOMMENDATIONS
The following are recommended based on the conclusions:
Other studies focusing on the Bontoc-Kankanaey language may be done to check its
commonality with other universal features of a language and showcase its uniqueness as one
indigenous language in the Cordilleras. As language is part of culture, this study may be used
in the study of the Bontoc culture or Cordillera culture to back up explanations as to the kind
of people the Bontoc residents are and the kind of traits they manifest in communication. Indigenous languages deserve respect and appreciation; thus, they must be treated with importance and prestige just like major languages. The mother tongue-based multilingual education program must be reviewed, among others, in terms of its sufficiency in material from indigenous languages.
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Gloria E. Kindell (ed.), Proceedings of the Summer Institute of Linguistics International Assessment Conference, Horseleys Green, 23–31 May 1989, 49–57. Dallas, Tex.:
Summer Institute of Linguistics.
Lim, M., & Giron,P. (2010). Double exposure in Mathematics: A glimpse of a mother tongue
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Sachs, J., & Devin, J. (1976). Young children’s use of age-appropriate speech styles in social
interaction and role-playing. Journal of Child Language, 3, 81–98.
Sacks, H. (1979). Everyday language: studies in Etnomethodology. New York: Irvington.
Sacks, H. (1995). Lectures on conversation I and II. Oxford: Blackwell.
Saville-Troike, M. (2003). The Ethnography of Communication (3rd ed.). Oxford:Blackwell.
Schegloff, E.A., Koshik, I., Jacoby, S., & Olsher, D. (2002). Conversation
analysis and applied linguistics. Annual Review of Applied Linguistics, 22, 3–31.
Tajolosa, M. (1995). Tagbanua language in Irawan. Sil International.
Viduya, M. (2007).Patterns of conversation in an Iloko speech community. [Unpublished MA
Thesis], Don Mariano Marcos Memorial State University.
Woofitt, R. (2005). Conversation analysis and discourse analysis. London: Sage Publications
Ltd.
Zimmerman, D. H. (1991). Structure-in-action: An introduction. Cambridge: Polity Press
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PAGBASA AT PAGSULAT SA FIL 102: BATAYAN SA PAGLINANG NG PROTOTYPE NA SANAYANG
AKLAT
Erwina Ymasa
Myrna Acas
INTRODUKSYON
Ang pagbasa at pagsulat ay maituturing na mahalagang paraan ng pakikipagtalastasan.
Kailangan ang mga kasanayan sa pagbasa sa pagpapaunlad ng kaalaman samantalang kailangan
naman ang mga kasanayan sa pagsulat upang maibahagi ang kaalaman at natutunan. Ang pagbasa
at pagsulat ay hindi lamang mga simpleng kasanayan na madaling isagawa. Kailangan pa ng isang
indibidwal ng iba’t ibang mga kasanayan upang maging epektibo siyang mambabasa at manunulat.
Ang paglinang sa mga kasanayang ito sa pagbasa at pagsulat ay matatamo sa pamamagitan ng pagaaral o edukasyon. Bagamat malaki ang nagagawa ng edukasyon upang malinang ang mga kasanayang ito, hindi maipagkakaila na kailangan pang malinang nang lubusan ang mga kasanayang
ito.
Ang kalagayang nabanggit ay pinatutunayan ng mga resulta ng mga nasyonal na pagsusulit
na ibinibigay ng Departamento ng Edukasyon at mga pag-aaral na nagsasabing may kahinaan nga
sa mga kasanayang ito ang mga mag-aaral sa pampribado o pampublikong paaralan at bumababa
ang kanilang akademikong pagganap. Sa analisis ng NSAT sa taong pampaaralang 1999-2000 na
nabanggit din sa pag-aaral ni Gapuz (2004), natuklasan na bawat mag-aaral sa Ikaapat na Taon ay
mahina sa kakayahang berbal at komprehensyon sa pagbasa. Lahat ng mga mag-aaral ay mas
mataas ang performans sa mas madaling kasanayan bagamat mababa ang mga ito sa mahirap na
kasanayan tulad ng analisis, komprehensyon at pagbuo ng sintesis. Sa kinalabasan naman ng pagsusulit ng NAT (2004-2005), ang NCR ay walang masteri sa mga natutunan o itinuro sa loob ng silid
-aralan. Napag-alaman na may kakulangan sa mga kagamitang pampagtuturo at pagtataya sa loob
ng klase (Catacutan 2005).
Bilang pagpapatibay, sa pag-aaral naman ni Abuan (2004) ukol sa istatus ng pagbasa ng
mga mag-aaral sa Unang Taon ng mga Catholic Secondary Schools ng La Union, lumalabas na
kasiya-siya ang kanilang istatus sa komprehensyon, kasanayang pang-interpretatibo, kasanayang
pampag-aaral at katamtaman sa talasalitaan ngunit may kagyat na kahinaan sa paghahambing,
pagtukoy ng detalye, pagkaklasipika, pagkuha ng pangunahing kaisipan, pagbubuod, pagkuha ng
kahulugan sa pamamagitan ng pagkakagamit sa konteksto ng salita, pagsusunud-sunod, pagkuha
ng kahulugan ng mga bagong salita, pagkilala sa di-makatotohanang pahayag, pagsasaayos nang
pa-alpabeto ng mga pamatnubay na salita at pagbabalangkas.
Kaugnay pa rin nito, sa Antas Tersyarya naman, nagsagawa rin si Mede (2006) ng pag-aaral
ukol sa komprehensyon at antas ng performans ng mga mag-aaral sa Unang Taon ng Benguet State
University sa mga kagamitang di-berbal. Lumalabas na mababa ang komprehensyon ng mga magaaral sa mga kagamitang di-berbal lalo na sa paggamit ng simbolo at dayagram na may bahagya
lamang na komprehensyon. Lumalabas din sa pag-aaral ni Tabec (2009) ukol sa kasanayan sa pagsulat ng mga mag-aaral sa Unang Taon ng kursong Edukasyon sa Saint Louis University na
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maraming kamalian ang mga mag-aaral sa aspektong leksikal, morpolohikal at sintaktikal. Base sa
mga nabanggit, kung hindi malilinang nang mabuti ang mga batayang kasanayan sa pagbasa at pagsulat sa Antas ng Sekundarya, magdudulot ito ng mas malubhang problema sa pag-aaral sa kolehiyo
sapagkat nahaharap sa mas ekstensibong pagbasa at pagsulat ng mga teknolohikal na teksto na tumutugon sa Cognitive Academic Language Proficiency (CALP) ang mga mag-aaral.
Bilang karagdagan, sa pag-aaral naman ni Satiada (2009), natuklasan niya na may pangangailangang linangin sa mga sumusunod na kasanayan: 1) pagtukoy sa pangunahing ideya at mga detalyeng nagbibigay suporta, 2) pagtukoy sa damdamin at tono ng teksto, 3) pagkilala sa hulwaran o
istilo ng awtor sa pagsulat, at 4) pagbibigay interpretasyon sa mapa, grap, tsart, at talahanayan.
Nagpapatunay lamang ang mga resultang ito na may pangangailangang pag-ibayuhin pa ang pagtuturo ng mga kasanayan sa pagbasa upang mapataas ang antas ng pagganap ng mga mag-aaral sa mga
kasanayang ito. Nagsagawa rin si Sagansay (2002) ng pag-aaral upang matukoy ang performans ng
mga mag-aaral sa Unang Taon ng Unibersidad ng Baguio sa kasanayan sa komprehensyon ng
pagbasa. Natuklasan niya na mahina ang mga mag-aaral sa pagkuha ng pangunahing kaisipan at pag
-oorganisa at paghihinuha.
Sang-ayon sa mga kalagayang ito, karaniwang obserbasyon pa rin ng mga guro sa Filipino sa
mga mag-aaral na nasa Unang Taon ng kolehiyo na may kahinaan ang mga ito sa mga iba’t ibang
kasanayan sa pagbasa at pagsulat lalo na sa pang-unawa o komprehensyon sa mga tekstong binasa
at pagsulat ukol sa mga katanungang nauukol sa mga binasang teksto. Halimbawa nito ay ang kahirapan sa pag-unawa ng mga teksto o babasahin lalung-lalo na sa panitikan, mga dyornal, mga
teknikal na sulatin at mga akademikong sulatin na kailangang-kailangang malinang sa mga magaaral ng kolehiyo upang maihanda sila sa mas marami at masalimuot pang mga gawain sa pagbabasa
sa mga susunod pang taon ng kanilang pag-aaral at pamumuhay.
Sa pagsulat naman, ang kahinaan ng mga mag-aaral sa kasanayang ito ay naobserbahan batay sa mga nagawa o awtput ng mga mag-aaral na nababasa ng mananaliksik at mga guro at naeebalweyt sa araw-araw na kanilang pagtuturo at sa mga uri ng awtput ng pagsulat na kanilang ipinapasa bilang bahagi ng kanilang pangangailangan sa kurso. Ito ay maaaring sa kadahilanang ang
konsepto ng mga mag-aaral sa mga kasanayang ito ay mga gawaing kabagut-bagot kung kaya kinatatamaran na nilang hubugin at linangin ang kanilang mga kasanayan dito o di kaya ay hindi pa nahuhubog ang kanilang interes sa mga gawaing ito. Ang mga obserbasyong ito ng mananaliksik ay hindi lamang nakikita at nararanasan sa mga klase sa Filipino kundi maging sa iba pang asignatura. Ito
ay sinasang-ayunan din ng mga nakausap na guro na may katulad na obserbasyon sa kanilang klase.
Bilang karagdagan, naobserbasyon ng mananaliksik na hindi pa sapat ang mga aklat ng Filipino 102
o ang Pagbasa at Pagsulat Tungo sa Pananaliksik na makikita sa silid-aklatan ng DMMMSU-SLUC
para sa dami ng mga mag-aaral na gagamit nito na mula sa iba’t ibang kolehiyo na sakop nito.
Kung gayon, ang mga mag-aaral ng Kolehiyo ng Edukasyon ng Don Mariano Marcos Memorial
State University, South La Union Campus, kung saan nagtuturo ang mananaliksik ay hindi kaiba sa
mga paaaralan, kolehiyo o unibersidad na nakararanas ng ganitong problema. Naobserbahan ng
mananaliksik at mga kasamahang guro nito na may kahinaan ang mga mag-aaral sa unang taon lalo
na sa komprehensyon at sa pagsulat ng iba’t ibang uri ng sulatin sapagkat nahihirapan sila sa pag-
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unawa sa mga akademikong babasahin at hirap din sila sa pagpapahayag ng kanilang kaisipan at
ideya sa pasalita o pasulat mang pamamaraan. Dahil dito, nahikayat ang mananaliksik na alamin at
suriin ang mga kahinaan at pangangailangan sa pagkatuto ng mga mag-aaral sa pagbasa at pagsulat
ng Unang Taon ng kursong Edukasyon upang malapatan ng natatamang paraan o mga mungkahing
gawain at materyal na magagamit sa pagtuturo at pagkatuto ng mga mag-aaral upang mapaunlad
ang kanilang kasanayan. Naniniwala ang mananaliksik na maaaring maihanda ang prototayp na sanayang-aklat sa Filipino 102 (Pagbasa at Pagsulat Tungo sa Pananaliksik) para sa mga mag-aaral ng
kursong Edukasyon upang matugunan ang kakulangan ng kagamitang pampagtuturo sa pagtuturo
ng Filipino 102 at ang mga pangangailangang sa pagkatuto ng mga mag-aaral sa larangan ng
pagbasa at pagsulat ng Filipino 102. Magiging batayan ito upang mapabuti pa ang pagtuturo ng Filipino tungo sa epektibong pagkatuto ng mga mag-aaral.
Ang Paradim ng Pananaliksik
Ang Research Paradigm na makikita sa susunod na pahina ay nagpapakita ng daloy ng
proseso sa pagsasagawa ng pag-aaral na ito. Nagsilbing gabay ng mananaliksik ang paradim na ito
sa pagsasagawa ng pag-aaral na ito. Ipinapakita sa Figure 1 ang proseso na sinunod ng pag-aaral na
ito. Ang silabus na kasalukuyang ginagamit sa pagtuturo ng Filipino 102 - Pagbasa at Pagsulat Tungo sa Pananaliksik sa mga mag-aaral ng Edukasyon ay ginamit ng mananaliksik upang alamin ang
mga kasanayang nakapaloob dito na siyang nililinang sa asignatura. Upang mataya ang pangangailangan sa pagkatuto ng mga mag-aaral, nagbigay ng pagsusulit ang mananaliksik sa mga magaaral na nakatapos ng Filipino 102 sa Unang Taon ng Kursong Edukasyon.
Noong Summer 2009, ang pagsusulit ay dumaan muna sa balidasyon ng mga ekspertong guro bago pinasagutan sa mga mag-aaral. Maliban dito, pinasagutan rin ang pagsusulit sa 36 na mga
mag-aaral ng BSE para sa relayabiliti ng mga aytem nito. Gumamit din ng kwestyuner ang mananaliksik na tumutugon sa pananaw ng mga mag-aaral ukol sa kadalasan ng pagbibigay ng gawain at
pagsasanay ng mga guro sa mga ito. Maliban dito, gumamit din ng isa pang kwestyuner ang
mananaliksik na tumutugon naman sa pananaw ng mga guro ukol sa kasapatan ng mga pagsasanay
o gawain na ginagamit. Ang performans ng mga mag-aaral sa pagsusulit at ang mga tugon ng mga
respondente sa mga naibigay na talatanungan at ang silabus ng Filipino 102 ang nagsilbing mga INPUT sa pag-aaral na ito. Sa proseso naman, kinapapalooban ito ng pagbibigay ng mga talatanungan
sa mga guro at mag-aaral ukol sa kasapatan ng mga gawain o pagsasanay na ginagamit at kadalasan
ng pagbibigay ng mga pagsasanay o gawain sa mga mag-aaral at pagbibigay ng pagsusulit sa mga
mag-aaral upang matukoy ang mga pangangailangan sa pagkatuto ng mga mag-aaral. Ang paglinang
ng prototayp na kagamitang pampagtuturo ay nakatuon sa mga kasanayan sa Pagbasa at Pagsulat
ng Filipino 102 na naaayon sa kinalabasan ng mgo tugon ng mga respondente sa talatanungan at
ang performans ng mga mag-aaral sa pagsusulit. Sa paglinang ng sanayang aklat dumaan ito sa iba’t
ibang yugto at hakbang na kinabibilangan ng paghahanda, pagsulat ng materyal, at dumaan din ito
sa balidasyong pangnilalaman ng mga eksperto sa pagtuturo ng Filipino. Ang kanilang mga
mungkahi at suhestyon ang ginamit ng mananaliksik sa pagrebisa naman ng Sanayang Aklat. Ang
nagawa at balidong Sanayang Aklat sa Pagbasa at Pagsulat sa Filipino 102 ang magsisilbi namang
output sa pag-aaral na ito.
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Input
1. Silabus sa Filipino
102
2. Pangangailangan sa
pagkatuto ng mga magaaral batay sa
a. pananaw ng mga mag
-aaral at mga guro ukol
sa kadalasan at kasapatan ng mga gawain o
pagsasanay na ginagamit
b. performans ng mga
mag-aaral sa pagsusulit
Proseso
1. Pagsusulit
(Testing)
2. Paglinang ng Sanayang Aklat
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Output
Balidong Sanayang
Aklat sa Pagbasa at
Pagsulat sa Filipino
102
Paghahanda
Pagsulat ng Materyal
Balidasyon ng sanayang-aklat
3. Rebisyon ng Sanayang aklat
Fig. 1. Ang Paradim ng Pananaliksik
PAGLALALAHAD NG SULIRANIN
Ang pangunahing layunin ng pag-aaral na ito ay makabuo at magbalideyt ng isang
kagamitang pampagtuturo/sanayang aklat sa Pagbasa at Pagsulat na magagamit ng mga mag
-aaral at guro ng kursong Edukasyon sa Filipino 102. Nakabatay ang pag-aaral na ito sa mga
pangangailangan sa pagkatuto (learning needs) ng mga mag-aaral sa Unang Taon at kasalukuyang estado ng mga kagamitang pampagtuturo sa Filipino 102 ng Kolehiyo ng Edukasyon
ng Don Mariano Marcos Memorial State University, South La Union Campus, Agoo, La Union.
Naglalayon din itong malikom ang mga kasagutan ng mga sumusunod na tiyak na suliranin:
1. Pangangailangan sa pagkatuto ng mga mag-aaral ayon sa pananaw ng mga guro at magaaral
2. Performans ng mga mag-aaral sa pagsusulit na batay sa pinagbuting silabus sa Filipino
102?
3. Paglinang ng prototayp na Sanayang Aklat
4. Pagbalideyt ng nalinang na prototype na Sanayang Aklat
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PAMAMARAAN
Sa pananaliksik na ito, ginamit ng mananaliksik ang disenyong Descriptive Survey
method sa pamamagitan ng talatanungan upang matukoy ang pangangailangan sa pagkatuto (learning needs) ng mga mag-aaral ng Kursong Edukasyon sa Pagbasa at Pagsulat sa asignaturang Filipino 102. Kumuha lamang ang mananaliksik ng sample na 206 mula sa kabuuang bilang nitong 277 ng mga mag-aaral na nakatapos na ng Filipino 102 na nakapagpatala ng Summer 2009 na kinabibilangan ng 99 na BSE at 107 na BEE at walong guro
na nagtuturo ng nasabing asignatura.
Bukod sa talatanungan, nagbigay din ang mananaliksik ng pagsusulit sa mga magaaral upang lalo pang mapaigting ang pagtukoy sa pangangailangan ng mga mag-aaral sa
pagkatuto ng mga kasanayan sa pagbasa at pagsulat. Ang pagsusulit ay dumaan muna sa
balidasyon at ebalwasyon ng mga dalubhasang guro na nagtuturo sa Filipino. Pagkatapos ng
balidasyon, tiniyak na ng mananaliksik ang antas ng relayability ng pagsusulit.
Ang mga datos na nalikom sa pagsusuri ng pangangailangan sa pagkatuto ng
mga mag-aaral sa pagbasa at pagsulat ay kinompyut gamit ang bahagdan, frequency counts,
average weighted mean at binigyan ng interpretasyon gamit ang descriptive analysis. Upang
mataya naman ang pagkabalido ng nilalaman ng prototype na sanayang-aklat na nabuo sa
pag-aaral na ito, kinompyut ang weighted mean ng mga sagot ng mga gurong respondente sa
talatanungan ayon sa range na ginamit sa pag-aaral.
KINALABASAN
Ang mga sumusunod ay ang mga mahahalagang kinalabasan ng pag-aaral na
natuklasan.
1. Ayon sa kinalabasan ng resulta ng pagsusulit, natuklasan na may pangangailangan sa pagkatuto ang mga mag-aaral sa pagbasa ayon sa mean percentage ng mga
mag-aaral na nakakuha ng wastong sagot sa mga aytem na kumakatawan sa mga kasanayan na tinataya sa pagsusulit. Ang mga kasanayang (1) pagbibigay kahulugan sa
matatalinghagang salita ay may 54.85% na kumakatawan sa mean na bilang ng mga magaaral na 113 mula sa kabuuang 206, (2) sa pagbibigay interpretasyon sa mga mapa, tsart,
grap at talahanayan na may 62.07% o 128 na mag-aaral at 70.46% o 145 na mag-aaral naman sa kasanayan sa pagtukoy sa hulwarang organisasyon ng teksto. Ang mga ito ay may
descriptive rating na “Hindi Masyadong Kailangan.”
2. Lumabas rin mula sa resulta ng pagsusulit na may pangangailangan sa pagkatuto
ang mga mag-aaral sa kasanayan sa pagsulat na pagsasalin na may mean percentage na
49.93% (o mean na 103 na bilang ng mag-aaral mula sa kabuuang 206) at may descriptive
rating na “Kailangang Kailangan” at sa kasanayan sa pagsulat ng teksto ayon sa iba’t ibang
paraan ng pagpapahayag na may mean percentage naman na 70.04% (o mean na bilang na
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144 na mag-aaral) na may descriptive rating naman na “Hindi Masyadong Kailangan.”
3. Ayon naman sa pananaw ng mga mag-aaral sa kadalasan ng pagbibigay ng pagsasanay ng mga guro sa mga kasanayan sa pagbasa, ang kasanayan sa pagbibigay ng interpretasyon sa mapa, tsart, grap at talahanayan at pagbibigay kahulugan sa matatalinghagang salita o idyoma ay kapwa may weighted mean na 3.38 na may descriptive rating na
“paminsan minsan”. Ang iskaning naman ay may weighted mean na 3.25 at 3.00 naman sa
iskiming na may descriptive rating na “paminsan minsan.”
4. Sa mga kasanayan sa pagsulat naman, ang pagsasalin at pagsulat ng tekstwal na
presentasyon ng mga datos mula sa grap, talahanayan at iba pa ay kapwa may weighted
mean na 3.38 na may descriptive rating na “paminsan minsan.”
5. Ayon naman sa pananaw ng mga guro ukol sa kasapatan ng mga pagsasanay na
ginagamit sa mga kasanayan sa pagbasa, natuklasan na hindi gaanong sapat ang pagsasanay o gawaing ginagamit ng mga guro sa iskaning at kasanayan sa pagbibigay kahulugan sa
mga matatalinghagang salita o idyoma na may weighted mean 2.5, kasanayan sa pagbibigay
ng interpretasyon sa mapa, tsart, grap at talahanayan at sa iskiming na pagbasa na
parehong may weighted mean na 2.38. Ito ay naaayon sa descriptive rating nitong “hindi
gaanong sapat” bagamat magkakaiba sila ng weighted mean.
6. Sa mga kasanayan naman sa pagsulat, ang pagsasalin ay may weighted mean na
2.5 at ang pagsulat naman ng tekstwal na presentasyon ng mga datos mula sa grap, talahanayan at iba pa ay may weighted mean na 2.38. Ang mga ito ay may descriptive rating na
“hindi gaanong sapat.”
7. Ang kasapatan ng layunin ng kurso na naisakatawan sa sanayang aklat ay may
weighted mean na 4.4 na may descriptive rating “Sapat na sapat”.
8. Natuklasan na angkop na angkop ang mga pagsasanay na nakapaloob sa sanayang aklat sa kakayahan ng mga mag-aaral sa unang taon ng antas tersyarya na pinatutunayan ng weighted mean nitong 4.0.
9. Lumabas din na malinaw na malinaw ang pagkakalahad ng mga pagsasanay sa
sanayang aklat batay sa weighted mean nitong 4.4.
10. Ang kaangkupan ng wikang ginamit sa antas ng bokabularyo ng mga mag-aaral
ay may weighted mean na 4.6 na nangangahulugang “tunay na angkop na angkop”.
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11. Natuklasan din na makabuluhang makabuluhan ang mga pagsasanay sa pagtuturo ng
Filipino 102 batay sa weighted mean nitong 4.4.
12. Sa kabuuan, natuklasan na balido ang angkop gamitin sa pagtuturo ng Filipino 102
ang nalinang na prototayp na sanayang aklat sang-ayon sa grand mean nito na 4.36 at may descriptive rating na “mataas ang pagkabalido”.
KONKLUSYON
Batay sa kinalabasan ng pag-aaral, nahalaw ang mga sumusunod na konklusyon:
1. May pangangailangan na makabuo/makalinang ng kagamitang panturo sa Pagbasa at
Pagsulat ng Filipino102 na makatutulong na malinang ang mga kasanayan ng mga mag-aaral ng
kursong Edukasyon na tumutugon sa kanilang pang-akademikong pangangailangan at angkop sa
kanilang kakayahan.
2. Ang nabuong prototayp na sanayang aklat ay balido, makabuluhan at angkop gamitin ng
mga guro at mag-aaral sa pagtuturo at pagkatuto ng mga kasanayan sa Pagbasa at Pagsulat ng
Filipino 102 upang matulungan ang mga mag-aaral na malinang nang lubos ang mga kasanayan.
REKOMENDASYON
Iminumungkahi ang mga sumusunod na rekomendasyon batay sa konklusyon na nahalaw
sa pag-aaral na ito.
1. Ipagpatuloy ang paghahanda ng iba pang mga gawain na lilinang at magkapagpapaunlad
pa sa iba pang mga kasanayan ng mga mag-aaral sa pagbasa at pagsulat.
2. Dahil sa ang guro ang higit na nakakikilala sa kanyang mga mag-aaral, hinihikayat ang
guro na bumuo ng mga gawaing tumutugon sa pangangailangan sa pagkatuto ng mga mag-aaral
na makapagdaragdag at makapagpapatatag pa sa kanilang kakayahan.
3. Magsagawa pa ng mga kaugnay na pag-aaral na makapagbibigay pa ng tuon sa pangangailangan ng mga mag-aaral sa pagbasa at pagsulat.
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4. Maaaring gamitin ang nalinang na prototayp na sanayang aklat sa pagtuturo ng
Filipino 102 upang lalong mapabuti at mapaunlad ang kasanayan at kakayahan ng mga magaaral sa pang-akademikong pagbasa at pagsulat.
SANGGUNIAN
Anastassi. A. (1990). Psychological Testing. 6th Edition. New York, USA.
Publishing Company.
Mc. Millan
Bernales, Rolando. (2008). Kritikal na Pagbasa at Lohikal na Pagsulat
Pananaliksik. Valenzuela City. Mutya Publishing House.
Tungo sa
Casanova, Arthur P. (2001). Pagbasa at Pagsulat sa Iba’t ibang
zon City. Rex Book Store Inc.
Disiplina.
Que
Cruz, Cynthia B. et.al. (2007). Pagbasa at Pagsulat sa Masining na
liksik. Mandaluyong City. Book Atbp. Publishing Company.
Panana
Forjan, Harry at Charles Mangrum. (1999). Teaching Content Area
Skills. Toronto. Merril Publishing Company.
Reading
Galang, Teresita T. (2007). Pagbasa at Pagsulat Tungo sa Pananaliksik.
Manila. Rex Book Store Inc.
Sampaloc,
Lorenzo, Cornelia S. (1997). Pagbasa at Pagsulat sa Iba’t Ibang
kati City. Grandwater Publication.
Disiplina.
Ma
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COLLEGE OF GRADUATE STUDIES
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EVALUATION OF THE EFFECTIVENESS OF THE DMMMSU-SLUC FORUM: TOWARDS AN
IMPROVED CAMPUS STUDENT PUBLICATION
Emmanuel J. Songcuan
ABSTRACT
This study determined the effectiveness of the DMMMSU-SLUC FORUM in delivering
its mandate as the official student publication of the South La Union Campus.
Specifically, it identified the level of effectiveness of the publication as perceived by the
students and administration/faculty in terms of journalistic writing style, layout and design,
and overall quality of the publications; whether there is a significant difference between and
among the following colleges/institutes in their perceptions of the effectiveness of the student
publication; whether there is a significant difference between the student group and administrators/faculty group in their perceptions of the effectiveness of the student publication. The
study used descriptive-correlation design .
The research found out that the school publication is effective in delivering its mandate
as an agent of information and a catalyst in shaping public opinion.
Key words: effectiveness, campus student publication, DMMMSU-SLUC FORUM
INTRODUCTION
RA 7079, otherwise known as the Campus Journalism Act of 1991, mandates the establishment of school publications in every educational institution in the elementary, secondary, and tertiary levels. The law recognizes the role school papers play in the development of
students particularly in delivering information and shaping public opinion in the campus
(Cruz, 1997). The paper also provides a voice for the students in the school discourse.
Student newspapers usually emphasize education-related issues such as those concerning student welfare, supervision deficiency in the institutions’ infrastructure construction,
and maintenance or even anomalies in administrative management and infringement of academic freedom. But typically student publications discuss the nature of their social situations
including information and forthright comments on the everyday life dilemmas that students
face like the problems during enrolment, the scheduling of classes, their loved and not so
loved teachers and even family and love problems that they want to share and voice out
through this kind of medium. Student newspapers also serve as a hub of the institution because evidently it echoes social consciousness and principles that could urge the readers, particularly the students to take effective steps in providing plausible solutions and answers to
inconsistencies they may be confronting at present.
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The diverse roles of the campus newspaper show its significant position that it fulfills in an educational institution. It is valuable because it is general. It grasps the attention and interests of its
scope of readers creating a connection due to the proximity, timeliness, and relevance of its news articles. Perhaps, in this case, it gives the vision of the importance of the student press as an essential
element in soliciting cooperation in the student body, faculty, and administration toward a better community.
Any newspaper—mainstream or campus—is designed to provide news to the community it
serves, thus the role of the student newspaper is to be an effective communication medium for the
university in terms of information and change. This role goes beyond the mundane because writers do
not just simply write stories and present fact by fact. They also have the responsibility to ‘expose the
unseen’ behind all issues thus, encouraging change. Responsible and thorough coverage of events
and presentation of information which can be gleaned from various sources, contribute significantly to
its effectiveness as an agent of the university’s community.
The influence of the DMMMSU-SLUC FORUM is no doubt unquestioned. This is evident with
the many positive effects that its several issues have made. Ultimately, its capacity to prod and persuade its readers through movement and change has been tried and tested over the years of its existence and service in the university. It has stirred awareness and social consciousness towards seeking
solutions to the problems besetting the school. It is along this significant role of the publication that
this research is conceptualized to determine whether it is still effectively carrying out its role as a social agent in the DMMMSU-SLUC community.
FRAMEWORK
The framework of this study is adopted from Michael Alexander Kurt (M.A.K.) Halliday’s model
of the social use of language. It centered the latter as the source of meanings of what people say and
listen. The principal source of issues and problems of any community, like school, is its environment.
Several matters come up that stir commotion and curiosity among the people and so the purpose of
language as the medium of communication is used. Only, in the case of this study, the school publication uses written words to interpret issues and events. These interpretations come in different forms in
journalism like news, editorial, opinion, and feature articles supported by facts. The right choice of
words and the power of language to move people are crucially significant to effectively carry the message to the readers. In the case of a school, the students, teachers, and administrators receive the
message that the school publication has produced. The recipients in turn process the message, analyze, and understand what they have read which in a way, can affect their view on a particular issue.
The school publications’ opinions and issues then, stand by its role as an agent of information and
catalyst of change.
Figure 1 shows the relationship between environment, school publication, and people in the
social system and how language plays a significant role in the structure.
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COLLEGE OF GRADUATE STUDIES
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Social System
People/Readers
Environment (social
and school community)
Students
School Publication
Issues and Problems
Teachers
Language
Concepts, Ideas, Opinions, News and
Related Articles
Lan-
School Administrators
Fig 1. Theoretical Paradigm on the Role of the Student Publication in the School
Conceptual Paradigm
This study conceptualized a way of probing the effectiveness of the school paper
through disseminating questionnaires containing objectives about the journalistic effectiveness of the paper including its layout and overall manuscript development.
Figure 2 shows the conceptual paradigm of the study.
INPUT
Perception on the
Effectiveness of the
School Publication
by:
Students
Administrators and
Faculty
PROCESS
OUTPUT
Construction and Administration of Questionnaire
Enhanced Action Plan
of the DMMMSU-SLUC
Forum
Analysis of Data Gathered on the Perceived
Effectiveness of the
School Publication
Training and Development of Staff
Fig. 2. Conceptual Paradigm of the Study
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OBJECTIVES OF THE STUDY
This study determined the effectiveness of the DMMMSU-SLUC FORUM in delivering
its mandate as the official student publication of the South La Union Campus. Specifically, it
identified:
1. the level of effectiveness of the publication as perceived by the students and administration/faculty in terms of journalistic writing style, layout and design, and overall quality of the
publications
2. whether there was a significant difference between and among the following colleges/
institutes in their perceptions of the effectiveness of the student publication:
College of Education
College of Sciences
Institute of Computer Science
Institute of Community Health and Allied Medical Services
3. whether there was a significant difference between the student group and administrators/faculty group in their perceptions of the effectiveness of the student publication
METHODOLOGY
The study used descriptive-correlation design to measure the effectiveness of
DMMMSU-SLUC Forum in its role as the official student publication. The study period covered the first semester of school year 2008-2009.
One-hundred (100) respondents selected through representative-quota sampling from
the different institutes and colleges of DMMMSU-SLUC Agoo-campus were employed for the
study. Each of the four colleges/institutes had a quota of 25 respondents distributed to the
four curriculum levels (i.e., 20 students) and administration/faculty (5 representatives).
Data were gathered through the use of a questionnaire designed based on the objectives of the study. The instrument was pilot-tested and subjected to Cronbach alpha and it
generated a reliability coefficient of 0.74. The gathered data were analyzed using percentage,
weighted mean, t-test, and ANOVA set at 0.05 alpha level.
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RESULTS AND DISCUSSIONS
Table 1 shows the evaluation of students from each college/institute on the effectiveness
of the publication in the following categories: journalistic writing (news coverage, news stories,
editorial page, literary page, and features page), layout (front page, inside news make-up, headlines, topography and features, page make-up), and the overall manuscript development
(content, readability, and impact).
Categories
Students
ICS
AWM
DE
3.33
3.38
3.39
3.36
3.33
3.52
3.60
3.44
3.50
3.50
E
E
FE
E
E
3.47
3.35
3.51
E
3.60
3.58
3.57
3.54
3.59
3.61
3.64
3.71
3.37
3.33
3.61
3.64
3.36
3.40
3.50
3.47
3.40
3.33
3.58
3.63
3.55
3.50
3.56
3.57
E
E
E
E
E
E
3.71
3.58
3.55
3.41
3.56
E
of the Manuscript
A. Content
B. Readability
C. Impact
3.61
3.66
3.85
3.67
3.57
3.71
3.65
3.61
3.63
3.43
3.36
3.09
3.59
3.55
3.57
E
E
E
Average Weighted Mean
3.70
3.65
3.63
3.29
3.54
E
GRAND WEIGHTED MEAN
3.71
3.58
3.55
3.35
3.54
E
CE
CS
3.86
3.81
3.60
3.56
3.80
3.28
3.71
3.47
3.54
3.59
3.64
3.53
3.33
3.47
3.40
Average Weighted Mean
II. Lay-out/Make Up
A. Front Page
B. Inside News
C. Headlines
D. Headline Schedule
E. Topography
G. Features Page
3.72
3.51
3.73
3.86
3.78
3.50
3.67
3.72
Average Weighted Mean
I. Journalistic Writing
A. News Coverage
B. News Stories
C. Editorial Page
D. Literary Page
E. Features Page
ICHAMS
III. Over-all Quality
Table 1. Students’ Evaluation of DMMMSU-SLUC FORUM
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In the journalistic writing category, news writing was rated highest (AWM=3.60), while the editorial page was rated lowest (AWM=3.44). The low rating on the editorial page is understandable
since editorial writing is considered the most difficult to compose given the need to be elegant in
style but in a manner that can communicate to an average reader. As a whole, the journalistic
style of the publication was evaluated as effective (AWM=3.51).
Specifically, the College of Education (CE) rated the journalistic writing aspect of the
publication highest (AWM=3.72), followed by the College of Sciences (CS) (AWM=3.51), Institute
of Computer Science (ICS) (AWM=3.47), and Institute of Community Health and Allied Medical
Sciences (ICHAMS) (AWM= 3.35). The same level of evaluation was observed in terms of the layout and overall quality of the manuscript. The students rated these aspects as effectively delivered identifying the news page as most effectively delivered (AWM=3.63) as well as the content
(AWM=3.59). The same trend was also observed among the different colleges and institutes in
their rating pattern with the CE students as the most generous raters.
The consistent trend observed in the evaluation ratings can be explained by the fact that
CE and CS are the colleges most interested in practicing journalism inasmuch as most of the
staffs of the DMMMSU-SLUC Forum publication are from these two colleges. Likewise, CE and
CS are consistently circulating issues on a regular basis compared to ICS and ICHAMS. The limited publications in the said institutes may have affected the ratings given by students.
The data further reveal that student publication was strongest in terms of layout. The
Editorial Board of DMMMSU-SLUC FORUM, in its self-evaluation during a focused group discussion, admitted layout as its strength given the presence of experienced layout artists in the
editorial staff. Layout is also a consistent source of award for the said campus publication.
Notwithstanding, the Forum Board also qualified during the discussion that the staffs were also
strong in writing the articles as evidenced by the numerous awards received by the publication.
These readings are supported by the students’ perception that the publication was “effective” in
all the categories mentioned above based on the grand weighted mean of 3.54. Meanwhile, the
four group’s perception was subsequently subjected to an analysis of variance to determine if
significant differences existed between the colleges/institutes as shown in Table 2.
Table 2. Analysis of Variance ( ANOVA) Between and Within the Students’ Perceptions
Tabulated
Source variable
SS
df
MS
F
Between the group
Within the group
Total
73331.19
222078.8
295409.9
3
12
15
24443.73
18506.56
1.320814
t-value
3.490295
Margin
of Error
0.05
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COLLEGE OF GRADUATE STUDIES
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Apparently, the computed f-value of the source variables is 2.169481 lesser than the tabulated tvalue. Hence, there is no significant difference between and within the groups of students in their
perception on the effectiveness of SLUC’s student publications. This means that the students
had similar perception on how the student publications gather, write, layout, deliver, and develop
news as published in the school paper.
Table 3, on the other hand, shows the evaluation of DMMMSU-SLUC’s administrators
and faculty along the student publications’ journalistic writing, layout, and overall manuscript
Table 3. Administrators/Faculty’s Evaluation of DMMMSU-SLUC FORUM
Administrators/Faculty
CE
CS
ICS
ICHAMS
AWM
DE
4.22
4.36
4.04
4.08
3.96
3.77
3.64
3.28
3.96
3.76
3.74
3.56
3.56
3.80
3.32
3.62
3.76
3.61
4.13
3.52
3.82
3.83
3.62
3.99
3.64
E
E
E
E
E
Average Weighted Mean
4.13
3.68
3.59
3.72
3.78
E
II. Lay-outing
A. Front Page
B. Inside News Make up
C. Headlines
D. Headline Schedule
E. Topography
G. Features page Make-up
4.11
3.95
4.20
4.45
4.33
4.60
3.82
3.75
3.80
3.70
3.68
4.00
3.88
4.05
3.76
3.80
3.51
3.33
3.82
3.85
4.13
3.85
4.02
4.13
3.90
3.90
3.97
3.95
3.88
4.01
E
E
E
E
E
E
Average Weighted Mean
4.27
3.79
3.72
3.96
3.93
E
Categories
I. Journalistic Writing
A. News Coverage
B. News Stories
C. Editorial Page
D. Literary Page
E. Features Page
III. Overall Quality
of the Manuscript
A. Content
4.20
3.76
3.76
3.81
3.88
E
B. Readability
C. Impact
4.05
4.11
3.70
3.80
3.71
3.57
3.90
3.94
3.84
3.85
E
E
Average Weighted Mean
4.12
3.75
3.68
3.88
3.85
E
GRAND WEIGHTED MEAN
4.19
3.74
3.66
3.86
3.86
E
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development.
A similar trend of evaluation is manifested in perusing the collated data. The layout was rated highest (AWM=3.93), followed by overall quality of manuscript
(AWM=3.85), and last was journalistic writing skill (AWM=3.78).
The administrators/faculty from CE also assigned the highest rating in all categories (AWM=4.19; effective). The ICS group was the most reserved in their evaluation
(AWM=3.68) but still rated the publication as effective medium.
The administrators/faculty perceived that the publication was strongest in layouting the features page (AWM=4.01) and writing the literary page (AWM=3.99). The
overall content, nonetheless, received modest assessment inasmuch as it indexed only
with an effective description (AWM=3.85). Overall, the administrators and faculty perceived the school publications as “effective” in all the categories mentioned above based
on the grand weighted mean of 3.86.Meanwhile, Table 4 compares the perception of students and administrators/faculty on the effectiveness of the student publication.
It is apparent that the administrators and faculty members were more generous
in their general evaluation (GWM=3.85) compared to the student group (GWM=3.54). A
higher rating given by administrators/faculty was also observed in all the different categories.
The highest combined rating was observed in the layout (AWM=3.74), followed by
the overall quality of the manuscript (AWM=3.71). The lowest rated category was the
journalistic writing style (AWM=3.64).
Despite the difference in the assigned numerical ratings by both groups, each
group’s separate and combined ratings yielded an “effective” description.
The two groups’ evaluations were further subjected to a t-test to determine for
significant difference in their perceptions. The tabulated results are displayed in Table 4.
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Table 4. Comparison of Perception of Administrators/Faculty and Students on the Effectiveness of DMMMSU-SLUC FORUM
Table 4. t-Test Between the Administration/Faculty’s and Students’ Perception
t-value
Administration
Students
df
42.187
73.239
3
Tabulated
Margin
t-value
2.353
of Error
0.05
Using the t-distribution table, the tabulated t-value between the margin of error,
0.05 and degree of freedom (3) is 2.353. The computed frequency value of the administration is 42.187 while the students’ f-value is 73.239.
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Since the computed f-value of both the administrator and students are higher than
the tabulated t-value, there was a significant difference between their perceptions on the effectiveness of the student publications.
The lower ratings assigned by students may be interpreted in a way that that the students had a higher desire for their respective publications to improve in the aspects evaluated. On the one hand, the administrators/faculty perceived that the student publication was
performing effectively within what can be described as acceptable as far as the practice of
campus journalism is concerned.
CONCLUSIONS AND RECOMMENDATIONS
The research has found out that the school publication is effective in delivering its
mandate as an agent of information and a catalyst in shaping public opinion.
Among the respondents, the administration/faculty had a higher confidence as regards the ability of the school publication in fulfilling its role as compared to the students’
level of confidence.
But while the student publications are considered effective in delivering their mandate, the result also means that there is still much room needed for the improvement of the
campus publication in order to fulfill its role as the voice of the students. There is a need for
improving the publication’s journalistic writing skills to become totally influential, anticipated, and significant to its readers.
It is recommended then that the DMMMSU-SLUC FORUM and other sister
publications in Agoo campus needs to continually enhance the journalistic writing styles of
the staffers through conduct of seminars and workshops and attendance to trainings related
to the upgrading of the publication’s ability to produce quality outputs..
The school should also be expedient in releasing fund to the student publication.
These funds are very important because this is where the staff gets the budget for printing,
staff development, and other operational expenses.
Likewise, the editorial board should be immediately formed at the beginning of each
school year so that the publication becomes fully operational at once in delivering the services to its clienteles.
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LITERATURE CITED
Arao, D. (2007, April 20). My views on Campus Journalism.
Rising Sun.Retrieved February 4, 2009, from
http://risingsun.dannyarao.com/2007/04/20/myjournalism-and-philippine- collegian/.
views-on-campus-
Gruen, S. (2006, June 2004). Campus Paper Can Save
Journalism. Wire Tap.Retrieved February 4, 2008,
Fromhttp://www.thenation.com/doc/campuspapers
ism/gruen/3.
cansavejournal
Campus Journalism Act. (2006, February 20). Bulatlat.
Retrieved February 4, 2009 from
http://www.bulatlat.com/news/4-21/4-21- padlocked.html
Cruz, C. 1997. Campus Journalism and School Paper Advising. Quezon City: Rex
Printing Company, Inc.
Malinao, A. 1991. Journalism for Filipinos. Quezon City: Kalayaan Press Mktg. Ent.,
Inc.
Pangilinan, E. 2006. Journalism. Quezon City: New Galaxie Lithographic Arts and
Press.
Philippines Campus Headline. (2008, August 25). Campus Journalism. Retrieved
February 4, 2009 from http://campusnook.com/2008/08/25/campusjournalism/
Sach, E., & Waligore, T. (2003, February 17). Alternative Voices on Campus. The Na
tion. Retrieved February 4, 2009, from
http://www.thenation.com/doc/20030217/waligore/2.
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PERFORMANCE OF DMMMSU – SLUC BSE AND BEE GRADUATES IN THE LICENSURE
EXAMINATION FOR TEACHERS
Elsie M. Pacho
DMMMSU, College of Graduate Studies
Flordiliza B. Dalumay
DMMMSU, College of Education
ABSTRACT
This study sought to determine the performance of BSE and BEE graduates of DMMMSU
– SLUC in the licensure examination of teachers for 2002 – 2008, and to compare the institutional with the national percentage of passing.
The study found out that graduates of the BSE and BEE of DMMMSU – SLUC performed
fairly well in comparison with the overall national passing rate in the licensure examination for
teachers.
Key words: BSE graduates, BEE graduates, Licensure Examination for Teachers
INTRODUCTION
“Quality” has been a key concept as well as an issue of concern in education.
The World Bank has emphasized the lack of quality as a major problem in many educational
systems. “The quality of education is poor at all levels in low- and middle- income countries.
Students in developing countries have a mean level of achievement below that in industrial
countries, and their performance shows a much greater variance around the mean” (World
Bank in UNESCO 2009). Industrialized countries, however, are not excused from the same
problem. An alarming factor is the number of pupils leaving education without a certificate,
usually referred to as drop-outs. Ten to twelve percent of pupils in the EU countries in the age
group of 15- 6 did not obtain any certificate at the end of compulsory schooling or did not
complete their education in a normal way (European Commission/Eurydice 1994). The level
of basic skills such as reading comprehension is not sufficiently good among large groups of
the population in several industrialized countries. In a report from OECD, it is claimed that
more than 20 percent of adults in some of the richest countries in the world are unable to
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read or write except at the most elementary level (OECD/Human Resources Development
Canada, 1997). This problem may have increased or may be difficult to judge, but it is enough
to notice that there is a great need to improve quality in education in many countries, including the Philippines.
Quality can be regarded from different perspectives. For many students, quality is a
fair system where their skills are awarded and where their achievements are acknowledged.
For parents, quality is a school where the students are safe and where they can learn in a
stimulating environment. For many teachers, quality is a school where the students want to
learn and where the working conditions are good (MacBeath, et al., 1996).
Teacher unions have also been discussing the issue of quality in education. Education
is always, in one sense or another, preparing persons for the future. Through education,
young people and children must be given the tools to deal with the different tasks that they
need to perform in their lives. They must be helped to prepare themselves for their private
lives, and be equally prepared to participate in economic life, cultural life, and the political life
of their societies. Education must help young people and children to develop themselves as
persons, as well. They must learn the necessary skills and achieve the essential knowledge
that will make it possible for them to play an active part in economic life. As citizens they
must learn to be critical and responsible. In today’s world, there is also a need to prepare
young people and children to participate in and understand activities at an international level.
Quality education is an education that provides students with the tools to deal with
and find solutions to the challenges confronting mankind. In a changing world, this means
that what was considered quality education yesterday might not meet the standard of what
will be understood as quality tomorrow. This is particularly true at present if we take into
consideration the rapid changes created by new technologies. There is a need to discuss this
concept continuously and to define and redefine it (Quality in Education, 2002).
The challenge to all education institutions is to lay the foundation for change and at
the same time to maintain the best qualities of the present. Every new generation must learn
how to improve and develop society, but at the same time be able to base these changes on
the traditions and achievements already established in society. Education has to encourage
the capacities of young people in a society that has to recognize all these capacities before using them. This is important because there is a complex interrelation between education and
society. Education is in some ways a mirror of society, but at the same time a factor influencing the development of society.
Another challenge is that teachers should possess the ability to improve the quality of
education by reflecting on their own teaching, by critically examining the methods used and
by looking for alternative ways of teaching. To create an increased “quality awareness” among
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teachers and help teachers to improve their teaching methodology and skills may be of crucial importance to improve quality in education. One major way of doing this is to systematically evaluate
the teachers own teaching and its results through evaluation.
There are different ways to organize the evaluation process in education in various countries. In some countries the main focus seems to be to evaluate the whole educational system,
while in other countries the emphasis seems to be to evaluate individual schools or even individuals. In the Philippines, evaluation process is equally applied to both; the process of accreditation of
school programs and licensure examinations. A primary screen used to guarantee a minimal level
of teacher quality is the teacher licensure system (also commonly referred to the Licensure Examination for Teachers. Individuals who want to become public school teachers must meet certain requirements such as a bachelor’s degree and have some training in the subject they teach and
some kind of student teaching experience. Purveyors of teacher tests emphasize that teacher licensure assessments are designed to “measure the knowledge and/or skills thought to be important
for beginning practice” (Educational Testing Service 2006). Given this, some have argued that evaluating licensure tests is a signal of teacher quality.
OBJECTIVES OF THE STUDY
This study sought to (1) determine the performance of BSE and BEE graduates of
DMMMSU – SLUC in the licensure examination of teachers for 2002 – 2008, and (2) compare the
institutional with the national percentage of passing.
METHODOLOGY
This study utilized a descriptive type of research which basically, analyzed existing
data on licensure examination results for the years 2002 to 2008. The official examination results
were taken from the Professional Regulations Commission.
RESULTS AND DISCUSSION
Based on the official examination results, the yearly performance of BSE graduates are presented in Table 1 while the performance of the BEE graduates are shown in Table 2. It could be
gleaned from Table 1 that the percentage of passing in the BSE graduates ranged from 41.18 percent to 61.16 percent. The findings show that graduates performed fairly though there was no
steady increase in the percentage of passing. It can be deduced that various factors may have
contributed in the variations and a bit downward trend in the percentage of passing. In addition,
the result may also be attributed to the kind of students admitted into the program considering
that this is a state-funded institution.
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Table 1. Performance of BSE graduates in the 2002 LET
Year
2002
Number of Examinees
224
Number of Passers
137
Percentage of
Passing
61.16 %
2003
227
97
42.73%
2004
177
87
49.15%
2005
162
71
43.83%
2006
171
74
43.27%
2007
195
90
46.15%
April 2008
51
21
41.18%
September 2008
199
107
53.77%
Table 2 gives a summary of the performance of the BEE graduates from 2002 to 2008.
It is observed that the yearly percentage of passing ranged from 41.30 percent to 66.67 percent. It is noticeable that the percentage of passing dropped below the 50 percent mark in
2004 and in September 2008. The low passing percentage in September 2008 examination
may be attributed to the new curriculum where the takers were taught using the new teacher
education curriculum. Moreover, the findings may also suggest that the erratic trend in the
percentage of passing is alarming.
Table 2. Performance of BEE graduates in the 2002 LET
Year
2002
Number of Examinees
198
Number of Passers
132
Percentage of
Passing
66.67%
2003
223
116
52.02%
2004
173
86
49.71%
2005
169
91
53.85%
2006
170
90
52.94%
2007
199
100
50.25%
April 2008
37
20
54.05%
September 2008
184
76
41.30%
Table 3 presents the comparative performance of the BSE graduates in the licensure
examination for teachers with the national passing percentage over the seven examination
periods. It is noticeable that the DMMMSU passing rate exceeded the national passing rate
over the period from 2002 to 2008. The results tend to show that graduates of the BSE program at DMMMSU – SLUC have been doing fairly well. It can also be inferred that the trend
in the passing rate both at DMMMSU–SLUC and the national level are not consistently going
up.
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Table 4 shows the comparative data on the national passing rate and the institution’s passing rate for the BEE graduates for the period 2002 to 2008. It is evident that
the DMMMSU-SLUC passing rate is much higher than the passing rate on the national
level. It tends to show that the BEE graduates at DMMMSU have performed much better
than their typical BEE counterparts. Also, the higher passing rate may be attributed to
the kind of instruction adopted in the institution.
On the whole, the performance of the graduates at DMMMSU is still far better compared with the national performance when the national passing rate is used as the basis of
comparison.
CONCLUSION
Based from the foregoing findings, it is concluded that graduates of the BSE and
BEE of DMMMSU – SLUC performed fairly well in comparison with the overall national
passing rate in the licensure examination for teachers.
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RECOMMENDATIONS
In as much as there is an erratic trend in the performance of graduates in the
licensure examination for teachers, the following recommendations are forwarded:
1. A stricter implementation of the admission policies be made.
2. The retention policies have to be reviewed and that a more realistic system be
adopted.
3. An in-house LET review for graduating students be instituted to help and prepare the students in taking the examinations.
4. A pre-LET be administered also to determine those who have a high or low
chance of passing and that those who belong to the latter be given a more intensive in-house LET review.
LITERATURE CITED
Adams, T. L., & Hsu, J. Y. (1998). Classroom Assessment:
Teachers'
conceptions and practices in
Mathematics. School Science and
Mathematics. 1998(4). 174-180.
Anderson, R. D., & Mitchener, C. P. (1994). Research on
Science Teacher Education. In D. L. Gabel (Ed.),
Handbook of research on science
teaching and
leaming (pp. 3-44). New York: Macmillan.
Atweh, B. et,al. (2007). Ripples of Change: Capacity Building and Curriculum
Reform Through Action Research. Commission on Education, Aris
Printhaus, Quezon City
Christenson, S. L. & Conoley, J. C. (Eds.) (1992) . Home-School Collaboration:
Enhancing Children’s Academic and Social Competence. Silver Spring,
MD: National Association of School Psychologist. Darling-Hammond, L., &
Hudson, L. Teachers and Teaching. In R. J. Shavelson,
L. M.
Mc
Donnell, & J. Oakes (Eds.) (1988) , Indicators for Monitoring Mathematics and
Science Education. Los Angeles, CA: Rand Corporation.
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EFFECTIVENESS OF MUSIC TRAINING PROGRAM TO PRESCHOOL TEACHERS’ MUSIC
COMPETENCE IN AGOO EAST AND WEST DISTRICTS
Lorna Areola
ABSTRACT
This study assessed the preschool teachers’ profile, the preschoolers’ musical intelligence which served as the basis for a preschool teachers’ training program in music in Agoo,
La Union. Also, the study conducted a pretest along the six learning areas. The result of the
pretest guided the researcher to design a training program that could be of help to improve the
teachers’ music competencies.
After conducting the training program for two Saturdays the posttest was administered
to the respondents using the same type of tool during the pretest .
The results revealed that the training program greatly enhanced the music competencies of the teachers. It yielded a significant difference between the pretest and the posttest. A
significant relationship existed between the teachers’ profile and the teaching methods used.
Key Words: pretest, posttest, music competencies, in-service training
INTRODUCTION
Children’s learning styles are as different as the colors of the rainbow. They have different distinct personalities, preferences and tastes. They have boundless energies and they can
be described by a thousand and one adjectives.
But children, young and tender as they are, learn easily. Even before a child goes to
school, he has already a vast store of experiences related to intellectual growth. Preschool
years are the years when curiosity impels a child to reach out into his environment. . . . . to
try to know.
In the nursery school and kindergarten, the child is helped to listen to others, to wait
his turn, to do critical thinking, to take responsibility to the degree that he needs. Living in
preschool groups makes possible a comfortable evolvement of self and readiness for what it is
and what will be. It is an environment of explanation, not of heated preparation (Mc Call1998).
In preschools, children are given various activities in order to prepare for the pre-
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reading proper. These activities are quite similar to the reading readiness that would help enrich the youngster’s cognitive and attitudinal continuity between preschool and the next school
year.
It is imperative therefore that the teachers in the preschool should be knowledgeable
about children and how they learn. The former should be equipped with necessary knowledge
and attitudes to effectively develop children in all aspects.
The teachers should also be aware that as early as in the preschool, the children already possess that kind of intelligence that is more than a set of cognitive abilities that allow
one to acquire knowledge, to learn and to solve problems. This kind of intelligence is more than
just I.Q. This is the much talked about “multiple intelligence”.
In his book, Frames of Mind, Howard Gardner (1983) suggests that there are multiple
intelligences: multiple ways of processing information and solving problems. Among the identified eight intelligences identified is musical intelligence. Musical intelligence is the ability to
produce and appreciate rhythm, pitch and timbre and also the appreciation of the forms of musical expressiveness.
Making music is as much a basic life skill as walking and talking. It is therefore desirable for children to be exposed to, trained in and enculturated with music for its own sake. It is a
birthright for all people to be able to sing in tune and march to a beat. To ensure a comprehensive learning experience, music is included in early childhood training. If the music environment is sufficiently rich, there will be a continuous and ever richer spiral exposure to musical
growth.
The problem however lies on the teachers who continuously seek out effective strategies
for teaching and activities for learning. Most teachers express an awareness of the limits of their
musical activities and experiences. Some teachers attribute the limits of their lack of musical
intelligence to various factors.
It is along this backdrop that the researcher conceptualized this study to determine
whether the preschool teachers possess or do not possess the necessary competencies in order
to develop and enhance the musical intelligence of preschoolers.
FRAMEWORK
The educational reform movement of recent years has spawned the search for innovative
approaches to teaching. One theory that has impacted the design of many schools and curricula
is the theory of Multiple Intelligence (MI) posted by Howard Gardner in 1983. This theory sug-
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gests that there are several human intelligences that are relatively independent of one another
and can be fashioned and combined in a multiplicity of adaptive ways by individuals and cultures. Schools have been reformed and in some cases, created to include teaching methods and
training activities and assessments (Mills 1989).
Music educators and other stakeholders have cause for concern because music has often been marginalized in the school curriculum. Teachers may be enhancing the growth of musical intelligence in a conscious and effective way; however, it is also possible that their practices do little to enhance such growth.
The theory of Multiple Intelligence includes Musical Intelligence which is the ability to
produce and appreciate rhythm, pitch, timbre and appreciation of the forms of musical expressiveness.
Musical activities may be designed for musical growth and music activities maybe designed as entry points to enhance learning academic content (Gardner 1995).
For many educators, musical intelligence is often regarded as a talent derived from natural ability, or a gift that only certain people possess (Reimer 1998). Intelligence associated
with musical understanding does not always relate to superior levels of achievement in other
academic areas. Yet multiple intelligence theory holds that the nurturing and development that
takes place in musical learning is autonomous and on par with the processes that take place in
studying languages, mathematics, and the sciences (Potter; 1997). Thus, musical intelligence
(like all intelligences) can serve as both forms or means of learning for message or content
learned.
Early childhood development in general and successful educational programs in particular can be attributed to the partnership between the young and other factors. Seemingly, this
philosophy could be applied practically to early childhood music education. Forming collaborations among the adults who care for our nations’ youngest children and understanding the
learning processes specific to early childhood will foster music abilities and contribute significantly to the overall growth and development of the child.
With all these ideas, the researcher took great interest in the music teaching competencies of preschool teachers as well as the preschoolers’ music intelligence.
The conceptual research paradigm reflects the arrangement and succession of activities
in this research work. The input includes the music competencies of the preschool teachers
along the six (6) learning areas in music together with the music intelligence of preschoolers.
These served as the basis in the design of the training program.
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The researcher conducted a test in music to the teachers while the music intelligence
of the preschoolers was determined along rhythm, pitch, timbre and expressive elements.
The results of the test were analyzed wherein the respondents’ strengths and weaknesses in music were determined. After analyzing the data, the researcher proposed and
conducted a training program to improve the music teaching skills of the teachers.
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OBJECTIVES OF THE STUDY
This study determined the music competencies of teachers in Agoo East and West
Districts, Division of La Union and the music intelligence of their preschool pupils.
Specifically, it sought to answer the following research objectives:
1. To determine the profile of the teacher-respondents along
a. educational attainment
b. number of units earned in music
c. teaching experience as preschool teacher
d. music teaching methods used
e. training/seminars in music attended
2. To find out the level of music competencies of the teachers along the six (6) learning areas
in music before and after the training program such as: singing, rhythmic, listening, creating, playing musical instruments and music reading.
3. To assess the level of the preschool pupils’ music intelligence
along: rhythm, pitch, timbre, expressive elements.
4. To determine if there is a significant relationship between the teachers’ profile, their level
of music competencies and level of music intelligence and
5. To find out if there is a significant difference between teachers’ competence before and after the training program.
METHODOLOGY
Research Design
This study was descriptive and correlation research in nature. It is descriptive because the main concern is the description of the music competencies of the teachers along
the six areas of music like singing, listening, creating, rhythmic, playing musical instruments and music reading. It also looked into the musical intelligence of the preschool pupils.
At the same time, it reflected the musical profile of the teachers along educational
attainment, number of units earned in music, teaching experience as preschool teachers and
teaching methods used. It was also correlational because it involved description and interpretation of the teachers’ profile associated with their teaching competencies. The main tool
in gathering the data was the questionnaire.
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Sources of Data
This study was conducted in Agoo East and West Districts, Division of La Union during the school year 2008-2009. Agoo has seven big preschools.
Total enumeration was used in the study as it involved all the preschool teachers in
Agoo East and West Districts as teacher- respondents. There are seven preschools in the two
districts wherein these schools had three sections each. All of the 31 teachers in the seven
preschools were taken as respondents. Although there were 37 Grade one teachers during the
training, they were not considered actual respondents.
A total of 474 pupils were used as respondents in the study to determine their music
intelligence. Results of the pre-school pupils’ music intelligence were used to pinpoint the
needs of the teachers as a part of the training design. When the researcher administered the
MI test, the teacher adviser selected 50% of the pupils from the whole class and sent them to
the researcher for the activity. Thus, purposive sampling was used.
Instrumentation and Data Collection
The major tools to gather the needed data were two sets of questionnaires supplemented by informal personal interview. Actual observation was employed in gathering first hand
information to strengthen/validate the data gathered.
The questionnaire was constructed based on the objectives of the study. To draw the
necessary information on the music competencies of the teachers and the musical intelligence
of the preschool pupils, the researchers personally worked on the distribution, administration, conduct and retrieval of the tool.
Questionnaire A for teachers was composed of the following:
Part I – Musical profile of the teachers. It includes educational attainment, number of
units earned in music; teaching experience as preschool teacher; and teaching methods used.
Part II – Covers the music competencies of the teachers in the 6 areas of music instruction namely: singing, listening, rhythmic, creating, playing musical instrument and music reading.
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The instrument used by Barcelo (1999) in his study was simplified to suit the level of
the preschool teachers.
Questionnaire B for Preschool pupils designed to determine the music intelligence
along rhythm, pitch, timbre and expressive elements.
Likewise music books, magazines, journals and unpublished theses and dissertations were partly used as other sources of items for the instrument.
Simple and direct questions were prepared and contained in the questionnaire for
easier comprehension of the respondents. A draft of the questionnaire was prepared and
presented to the research office for critiquing and to the music experts of DMMMSU.
Improvements and revisions were made on the questionnaire based on the suggestions of researchers, statisticians and other music experts.
After the questionnaires were finalized, they were administered to the preschool
teachers and pupils.
Statistical Tools and Analysis of Data
The data and information gathered through the set of questionnaires were tallied,
classified and analyzed in accordance with the objectives of the study.
Frequency counts, percentages, ranks, means, weighted means, and ranges were
used to describe the musical profile. The level of competency of the teachers and the level of
music intelligence of the pupils were computed by weighted mean.
The level of music competence of the teachers as well as the level of music intelligence of the pupils were analyzed using a 5 point scale as follows.
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Score
Degree of Competency/
Descriptive Rating
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Arbitrary Value
5
Very Highly Competent / VH
4.21 – 5.00
4
Highly Competent / H
3.41 – 4.20
3
Competent / Ave
2.61 – 3.40
2
Fairly Competent / Low
1.81 – 2.60
1
Not Competent / V Low
1.00 – 1.80
The music competencies of the teachers along listening and music reading were
measured based on the scores obtained by the respondents. The 5 point scale was used:
Score Range
Score
Descriptive Rating
9 – 10
5
Very Highly Competent
7–8
4
Highly Competent
5–6
3
Competent
3–4
2
Fairly Competent
1
Not Competent
1–2
On extent of teaching methods used in music, the following scale was used:
Scale
Statistical Range
Descriptive Rating
5
4.21-5.0
Always
4
3.41-4.20
Often
3
2.61-3.40
Sometimes
2
1.81-2.60
Rarely
1
1.00-1.80
Never
Descriptive statistics was used with frequency counts, scoring and computation of
weighted means.
The Pearson Product Moment Correlation Coefficient was used to determine the relationship between the teachers’ profile and their level of music competencies while the ttest determined the difference between the pretest and the posttest. All tests were set at .05
level of significance.
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RESULTS AND DISCUSSION
Profile of the Preschool Teachers
Table 1 reflects the profile of the preschool teachers in terms of educational attainment,
number of units earned in music, teaching experience as preschool teacher and seminars/
trainings attended in music. The table reveals that out of the 31 teacher-respondents 25
(80.6%) were graduates of Bachelor in Elementary Education; three (9.7%) were Bachelor in
Secondary Education graduates and only three (9.7%) had MA units. The finding implies that
most of the teachers were prepared to teach in the elementary grades although only three out of
31 had MA units. As to the number of units earned in music, seven (22.6%) earned 3-6 units in
music in their undergraduate course, two (6.5%) had no units at all in music. In the graduate
level, 19 (61.3%) earned 3-6 units in music, one (3.2%) had 9-12 units while 2 (6.5%) had
none. Along teaching experience as a preschool teacher, 26 (83.9%) had 1.5 years of experience,
three (9.7%) had 6-10 year; 1 (3.2%) taught below 1 year and another 1 (3.2% had 10-15 years
of teaching experience. The finding shows that the respondents were very young in the service.
Only one has stayed put in her assignment. One reason that could be attributed to this situation is that, younger teachers could better relate with young children. They are more vibrant
and energetic than their counterparts who have reached the middle-age bracket.
Table 1. Profile of the Preschool Teachers as to Educational Attainment, Music Units
Earned and Graduate Units in Music and Others.
A. Educational Attainment
f
p
BEED
25
80.6
BSED
3
9.7
With MA Units
3
9.7
TOTAL
31
100
3–6
7
22.6
None
2
6.5
9 – 12
1
3.2
3–6
19
61.3
None
2
6.5
31
100
B. No. of Units Earned in Music
1. Undergraduate
2. Graduate Units
TOTAL
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C. Teaching Experience as Preschool Teacher
Below 1 year
1
1–5
26
6 – 10
3
10 – 15
1
TOTAL
31
D. Seminars/Trainings in Music
Institutional
4
District
24
TOTAL
28
3.2
83.9
9.7
3.2
100
14.3
85.7
On seminars and trainings in music, 24 (85.7%) had attended trainings in the district level while four (14.3%) had gone to the institutional level only. Not one of them had
attended any training along division, regional or national levels. It could be presumed that
seminars or training in music are rarely conducted hence no trainings attended in the division, regional and national levels.
Table 2. Distribution of Teaching Methods Used in Music
Methods
1. Rote Method
AWM
3.19
VD
S
2. Eurhythmics
2.65
S
3. Analytic
2.58
R
4. Kodaly
1.74
N
5. Orff
2.00
R
6. Cone-Royt
1.97
R
7. Sing-along
3.42
O
8. Finger Play
3.55
O
9. Action Songs
3.81
O
10.Singing Games
3.71
O
11.Rote-Note
3.06
S
A W M
2.88
S
LEGEND:
4.21 - 5.00
Always (A)
3.41 - 4.20
Often (O)
2.61 - 3.40
Sometimes (S)
1.81 - 2.60
Rarely (R)
1 - 1.80
Never (N)
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Table 2 exhibits the teaching methods of the respondents. A variety of these is reflected in the table. Action songs was rated the highest (3.81%) followed by singing games
(3.71%); finger plays (3.55); rote method (3.19); rote-note (3.06); eurhythmics (2.65%); analytic (2.58%); Orff (2.0%); Cone-Royt (1.97%) and Kodaly (1.74).
The most favored method was the use of action songs. Children have to move and interpret songs thru their actions. The teachers found this very effective in their teaching. Children are by nature active and dynamic hence they enjoy action songs better than the rest.
Singing games and finger plays also involve movement so they closely follow the use of action
songs. Eurhythmics is more on dramatization. This could be very effective for children especially in interpreting what they see and hear from their environment. Same can be said with
Cone-Royt where the music concepts and lessons can be approached through the use of
games. These are introduced and discussed in the teacher’s undergraduate music courses
but maybe due to the lack of follow up on these methods, the teachers opted to use the more
popular ones preferred by teachers in the field.
The lowest-rated teaching methods are the modern methods used in music teaching.
These are the Kodaly, Orff and Cone-Royt. It takes practice, confidence and sufficient
knowledge on these methods before one can competently use them in the classroom. With an
average weighted mean of 2.88 or described as sometimes, the teacher respondents still had a
long way to go before they could efficiently teach music to their preschoolers. Findings show
similarity with Panem’s study (2001) which also determined the teachers’ extent of use of the
different methods. He found that his respondents were not very familiar with the modern
methods.
Table 3 shows the summary of the level of competency of the preschool teachers before and after the training program.
Table 3 Summary of the Level of Competency of the Teachers Before and After
the Training Program.
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As shown on the table, the level of competency of the teachers along the 6 learning areas before the training was: rhythmic (3.16); singing (3.04); listening (3.03); playing musical instrument (1.36); music reading (2.48) and creating (2.10). Except for creating and music reading, where their verbal descriptions were fairly competent, the rest had the description of competent.
In Table 1, the highest rated teaching method was singing action songs. The findings in
Table 2 supplement the truth that the teachers were already competent in singing and teaching
action songs even before the training. On rhythmic area the respondents were asked to echo
clap a rhythm, clap and tap some rhythmic patterns and their rating had the verbal description
of competent.
The respondents also had a rating with a verbal description of competent along the listening area. A taped song was played twice for the respondents to listen to. They were asked to
give the time signature and mood of a song and the musical instrument that was used for accompaniment.
As to the playing of musical instruments, the participants had a rating of not competent
on playing melodic instrument but fairly competent on playing rhythmic instruments. This indicates that the teachers were not used to play either rhythmic instruments or melodic instruments before the training.
On music reading, the respondents had a rating of fairly competent. The finding shows
that the teachers barely retained their knowledge on reading notes. They may have not forgotten their knowledge on music reading but an intensive review of the musical theories is needed
in order that they would be more effective music teachers.
It is along the creating area, however, where the respondents had the lowest rating with
a verbal description of fairly competent. They were made to compare a simple melody to a
nursery rhyme; asked if they could construct simple props for a musical performance and provide musical background to a story.
The finding revealed that the participants’ creativity are not yet fully developed. They
lacked exposure in creating musical experiences like putting the proper musical background to
a simple story.
The pretest revealed that while the teachers were competent in some areas, there was
still so much to be done to improve their skill in classroom music instruction. The table further
shows the result of the posttest given to the respondents after the seminar workshop. A quick
glance on the table reveals that there is a big leap of their rating from the pretest to that of the
posttest.
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The higher improvement is shown along the rhythmic area where the respondents’ rating was 4.61 or very highly competent; they also improved in creating area (3.89);
singing (3.70); playing musical instruments (2.85); music reading (2.81) and listening (2.39).
During the seminar-training, most of the musical experiences provided were
along the rhythmic area. The researcher knows that rhythm is the pulse of music and so she
let the participants undergo many rhythmic activities like hand clapping, foot stamping, finger clicking and many more.
They were also made to create dance steps and actions to the nursery songs
they learned. Singing was the core activity of the seminar. They listened intensively to the
melodies played then they were asked to provide rhythmic ostinato by playing the percussive
instruments, and hand signs. Rhythmic syllables and shorthand notation from the Kodaly
method were used by the researcher to develop their music reading ability.
In short, varied and meaningful music activities were done during the 2-day
seminar training. This implies that the training, in a way, helped the teachers to be more creative and innovative in their teaching of Music.
The findings support Barcelo’s (1999) and Radina’s (1998) findings where both
of them looked into the competencies of music teachers. Barcelo also conducted a training
program where he used a pretest and a posttest.
Table 4 presents the finding on the level of the preschoolers’ music intelligence.
Table 4 Level of the Preschoolers’ Music Intelligence Pupil Respondents
(n=237)
Music Intelligence Indicators
AWM
VD
1. Echo claps simple rhythmic patterns.
3.41
VC
2. Claps the rhythm of a simple song.
3.55
VC
3. Moves in time to music heard.
3.68
VC
4. Taps sounds while working, studying or learning.
3.77
VC
5. Follows the rhythm of a march.
3.23
C
3.53
VC
A. Rhythm
AWM
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B. Pitch
1. Has a pleasant singing voice.
3.78
VC
2. Sings a song from memory.
3.97
VC
3. Recognizes high or low sounds.
3.33
C
4. Echo-sings a melody.
3.94
VC
5. Knows the tune of many different songs.
4.08
VC
3.82
VC
1. Differentiates the female voice from the male voice.
4.78
VHC
2. Recognizes aurally the sounds of simple musical
2.26
FC
instruments.
3. Differentiates the sound of melodic instruments
1.46
NC
from percussive instruments.
4. Names several musical instruments.
2.12
FC
5. Recognizes aurally the string, wind and percussion
1.96
FC
2.52
FC
3.89
VC
2. Relates the concept that fast songs are happy
3.73
VC
songs while slow songs are sad.
3. Recognizes loud and soft sound.
4.36
VHC
4. Interprets the mood of a song.
3.66
VC
5. Differentiates a lullaby (slow and soft) from a
3.62
VC
3.85
VC
AWM
C. Timber
instruments.
AWM
D. Expressive Elements
1. Recognizes the mood of a song.
march (fast and loud).
AWM
Over-all weighted mean
Legend:
4.21 – 5.00
VHC
3.41 – 4.20
VC
2.61 – 3.40
C
1.81 – 2.60
FC
1 – 1.80
NC
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The table shows that the preschoolers’ music intelligence was tested along the areas on
rhythm, pitch, timbre and expressive elements. The pupils had not yet been exposed to a wide
area of musical experience so the items included were limited.
On rhythm, they had an overall rating of 3.53 described as very competent. The ratings
for each item were as follows: taps sounds while working or studying (3.77); moves in time to
music heard (3.68); claps the rhythm of a song (3.55); echo claps rhythmic patterns (3.41) and
follows the rhythm of a march (3.23).
The media plays a very important role in the development of musical intelligence among
children. They are influenced by the songs they hear through the TV, radio, cassette, videoke
and sing-along joints. It has been a practice among families and friends to get together by
means of singing-along in videoke joints.
As a result, children develop their musicality as they listen to their parents or join them
in singing through the video. Therefore, as the table shows, the preschoolers had developed the
habit of tapping sounds while working or studying, a proof that they had absorbed rhythmic
skills learned from outside sources. Again in the pitch area, their rating of 3.82 is along the
range of very competent. The highest rating went to ‘know the tune of many songs ( 4.08 ) described as very competent followed by sing a song from memory ( 3.97) echo sings a melody
( 3.94) ; has a pleasant singing voice ( 3.78) ; and recognizes high or low sounds ( 3.33).
Filipinos are dubbed as Italians of the Orient. Italians are very musical as shown by
their famous singers like Pavarotti. In Southeast Asia, Filipinos are well- known for singers on
stage or just pop singing. It is very natural for Filipinos to sing even during hard times. This is
evidenced in the findings where the preschoolers were knowledgeable on many different tunes
and can also sing them with a pleasant voice. However, they could not yet differentiate high
sounds from low sounds, a situation where the skills have to be developed in the classroom.
As to timbre, their low rating of 2.52 shows that they were fairly competent along this
area. Their ability to differentiate the male voice from the female voice was rated a very high
4.78 described as very highly competent but the rest of the items were rated as follows; recognizes aurally the sounds of simple musical instruments, 2.26; names several musical instruments, 2.12 ; recognizes aurally wind, string, percussive instruments, 1.46.
Based on the findings the preschoolers were not yet totally exposed visually and aurally
to the different musical instruments. They may had seen these but these were not yet introduced to the different families of musical instruments like the winds, strings, and the percussion.
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At this juncture, the children could not yet distinguish instruments that produce
sounds from those that produce melodies. All along they only recognized the voice as the
most basic musical instrument.
As to the expressive elements, they posted a high rating of 3.85 with the verbal description of very competent. Highest among the items was the recognition of loud and soft
sounds (4.36); then the mood of a song ( 3. 89); relates the concept that fast songs are happy
and slow songs sad ( 3.73); interprets the mood of a song (3.66) and differentiates a lullaby
from a march ( 3.62).
The children had already developed the skill of identifying loud and soft sounds. It
was rather early for them to do but maybe caused by their exposure to musical activities at
home or outside the school.
Table 5 shows the results of the relationship between the profile of the respondent
and their music competencies.
As reflected in the table, only the teaching methods used by the participants was significantly related with their music competence. With the r-value of 0.4494, at .05 level of significance and 29 degrees of freedom, the hypothesis which states that there is no significant
relationship between the respondents’ profile and music competencies is rejected. This holds
true in educational attainment (-0.1328); teaching experience (r= 0.1999) which were all
greater than the level of significance at .05. The teachers might have been in the teaching
profession for a long period of time; they had taken extra units in music or they may have a
high educational attainment which are variables influencing music teaching competence.
Any BEE graduate could teach music in the preschool but the quality of teachinglearning process depends upon the strategies or methods teacher uses to tackle the lesson.
There are varied teaching strategies and there are specific strategies that are suited to the
level of the preschools like employing action songs or finger plays and singing games. Strategies using games are the most effective among preschool pupils because playing is emphasized in the preschool curriculum.
Therefore the finding infers that educational attainment, teaching experience and
teaching methods are significantly related with the teachers’ music competence as evidence
by the computed r- values.
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Table 5. Relationship Between the Profile of the Respondents
and their Music Competencies
Competencies / Profile
r-value
1. Educational Attainment and Music
Competencies
2. No. of Units Earned in Music and
- 0.1328
Music Competence
3. Teaching Experience and Music
Competence
4. Teaching Methods used and Music
Conclusion
Not significant
Action on
Ho
Accept Ho
Not
Accept Ho
0.0239
0.1999
significant
Not
Accept Ho
0.4494
significant
* Significant
Reject Ho
Competence
Ho -
.05 level of significance
DF -
29 degrees of freedom
Table 6 presents the finding and the difference between the teachers’ music competencies before and after the training program. Table 6 reflects the difference that occurs along the creating area. “Before” the training program, the teachers could not even
provide a musical background to a story. But during the training program, the researcher guided and coached the participants to select fitting recorded melodies that could be
played softly while relating or pantomiming a story.
The teachers were taught to provide action or simple choreography to the song.
‘Away In A Manger’. The creating skills of the teachers were greatly enhanced during the
training. The area on playing musical instruments also posted a difference “before and
after” the training. One of the lectures during the training program was the preparation
and use of simple percussive instruments for classroom instruction. Different simple
and rhythmic instruments made from indigenous materials were presented in the lecture
after which the teachers were taught varied rhythmic patterns to be used as ostinato to
nursery songs and simple melodies. During the training, the participants were taught to
play simple rhythmic instruments. They came up with a Kitchen ensemble using kitchen
utensils for their instruments. This was shown and performed during the closing program. They were also taught the rudiments of using the body as a musical instrument
that provides sound. Later, these movements were transferred to the rhythmic instruments.
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The participants explored the human body as to the sounds it can produce to provide
rhythmic accompaniment to songs. Some of these were finger clicking, hand clapping, foot
stomping, knee patting and tongue clicking. These different movements developed the teachers’ strong rhythmic sense and coordination.
Along singing, the researcher taught many preschool songs that the teachers had not
known before the conduct of the training program. They were also taught the basics on good
singing. They enjoyed the activity while being accompanied by minus-one tapes and the electronic organ. It was along listening where the result of the posttest was a little lower than the
result of the pretest. This is attributed to the fact that formal listening lessons were not a
part of the lectures. The listening area was done in passing.
With a tabulated value of 2.015 as against the computed value of 2.27, the hypothesis
which states that there is no significant difference between the result of the pretest and posttest is rejected. This finding reveals that the teachers learned much from the training program conducted by the researcher. This was computed at .05 level of significance and 5 degrees of freedom.
In the pretest, the teachers performed well as shown by their weighted mean. However, it was along creating; music reading and playing musical instruments where they had low
ratings. The researcher prepared activities that could improve their competencies along the
specified 3 areas. She focused on rhythmic activities and playing musical instruments. After
discussing the element of rhythm, the researcher taught the participants how to prepare simple rhythmic instruments from indigenous materials and from throw - aways. She taught
them on how to put up a kitchen ensemble. Pots, spoons and forks, ladles and pot covers
were used by the participants. They were also taught how to perform before an audience.
Rhythmic patterns were used to accompany a recorded melody.
The posttest distinctly shows a marked increase of their scores especially along rhythmic, creating, playing musical instruments and music reading. The result therefore implies
that the activities provided during the 2-day training improved the participants’ competencies
along the 6 learning areas in music.
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Table 6. T-test Result on Significant Difference Between the Teachers’ Music
Competencies “Before and After” the Training Program.
Area
Pretest
Posttest
d
d2
1. Singing
(Before)
3.04
(After)
3.70
-0.66
0.4356
2. Listening
3.03
2.39
0.64
0.4096
3. Rhythmic
3.16
4.61
-1.45
2.1025
4. Creating
2.10
3.89
-1.79
3.2041
5. Playing Musical Instruments
1.36
2.85
-1.49
2.2201
6. Music Reading
2.48
2.81
-0.33
0.1089
L.S. = .05
tc = 2.27
tt = 2.015
df = 5
Thus, the teachers gained much knowledge along the areas of rhythmic, singing, creating,
listening, playing musical instrument and music reading. This shows that they benefitted
from the musical experience during the training program.
In Daniel’s study (2000) there was also a significant gain in the Teachers’ Music
Knowledge, after the training program. This study and that of Daniels’ prove that teachers
gain much in attending training programs.
CONCLUSIONS
Based on the results of the study, the following conclusions were drawn from the
study:
1. The teacher participants were education graduates, had master units in music, very
young in the service, had attended music trainings and used variety of teaching methods.
2. The music teachers were competent in music before the training program but became
competent after the seminar- workshop.
3. The pupils’ musical intelligence was very competent along rhythm, pitch and expressive
elements but fairly competent along timbre.
4. A significant relationship existed between the profile of the respondents
teaching methods they used.
and
the
5. The music training made a significant difference between the result of the pretest and
posttest.
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RECOMMENDATIONS
Based on the findings and conclusion of this study, the following recommendations
are proposed to improve the music competencies of teachers in the preschool.
1. Preschool teachers may be encouraged to earn basic music subjects. They may likewise
be asked to enroll in graduate courses.
2. Administrators may send their teachers to attend refresher courses in music and attend
more seminars beyond the district level to improve their music teaching competencies.
3. Preschool teachers may provide richer and more meaningful musical experiences to their
pupils to improve their musical intelligence.
4. Music specialists maybe invited during teachers’ LAC sessions in order to give lectures
on developing the teachers’ skills along the 6 music learning areas.
5. More seminar-workshops on training programs may be conducted for preschool teachers
to participate in.
6. Other research or studies may also be conducted to focus on upgrading the skills and
competencies of preschool teacher especially on music instruction.
LITERATURE CITED
Gardner, Howard. 1983. Frames of Mind. New York: Basic Books
Potter R. 1997. Musical Intelligence: The Final Frontier? Phi Kappa Phi Journal.
Barcelo, Joselito. 1998. Music competencies of teacher in the
secondary schools of the
2nd District of La Union:
input to music training model. MA Thesis: DMMMSU –
SLUC Agoo L. U.
Daniel, Soma.2001. Instructional materials for music integration with civic and culture in
Grade I. MA Thesis: DMMMSU – SLUC.
Panem, Clarence. 2001. The teaching competencies of elementary music teacher in SalcedoGalimuyod – Sigay del Pilar District: basis for music teaching capability development
program. MA Thesis: DMMMSU – SLUC.
Radin, Rose. 1998. Music instruction in the intermediate grades of the 5 District of
Unit III, Division of La Union. MA Thesis. St. Louis College. San Fernando, La
Union
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INTEGRATION OF ILOKANO FOLKSONGS IN THE TEACHING
OF SELECTED MAKABAYAN COMPONENTS
Joselito Barcelo
Lorna Areola
ABSTRACT
This research work looked into the topics and objectives of the course of study of the
Makabayan subject and identified specifically the objectives that could be integrated with the
other Makabayan components using Ilokano folk songs collected and analyzed purposely for
this study. It collected and analyzed fifteen Ilokano songs that were used to integrate the
Makabayan subjects. The songs were used to launch fifteen lessons in Music, Art, PE, Health,
TLE, Values Education and Social Studies. This study also determined the content validity,
suitability and acceptability of the songs and the lessons based on the Makabayan objectives.
The fifteen Ilokano folk songs and prototype lesson plans were intended for
teachers of high school freshmen of the Division of La Union as well as the Iluko-speaking divisions of Region I.
The result of the evaluation shows that all songs and lessons had very high
validity, highly suitable and highly acceptable. This study disclosed that there are indeed topics and objectives in the Makabayan course of study that can be integrated with the other
Makabayan subjects.
Keywords: Makabayan, integration, components, validity, suitability
INTRODUCTION
With the advent of the Basic Education Curriculum (BEC) when it was implemented in June 2002, Music was integrated with Makabayan subject, a combination of four
components known as Social Studies; Art; PE; Technology and HE (THE); and Values Education. After the school year 2002-2003, the BEC was restructured, remodeled and redesigned. Its aim was to improve the quality of learning on literacy and numeracy by infusing
values across areas of discipline. The new curriculum is Restructured Basic Education Curriculum (RBEC).
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In the BEC, the curriculum has been restructured into 5 learning areas, namely, Filipino, English, Science, Mathematics and Makabayan with stronger integration of competencies
within and across the learning areas. Makabayan is envisioned to be a “laboratory of life” or a
practice environment for holistic learning to develop a healthy personal and national selfidentity. This requires an adequate understanding of Philippine History and the country’s politico-economic system, local cultures, crafts, music and games.
Makabayan is culled from the word ‘Pagkamakabayan’ which means love of country.
Makabayan will promote a constructive or healthy patriotism, which is neither hostile nor isolationist toward other nations but appreciative of global interdependence.
The core competencies of Makabayan are embodied in the varied disciplines such as Social Studies, Home Economics, Physical Education, Health, Music and Arts. These competencies
will be developed through integrated units of learning tasks, whenever such integrated units are
possible and appropriate without nullifying the integrity of the disciplines within Makabayan
(PJE 2002).
Each of the 5 learning areas addresses both the individual and social needs of the learner. Makabayan, however, will be the learning area that lays the most stress on the development
of social awareness, empathy and a firm commitment to the common good.
It is along this vein that the school serves in transmitting the culture of the Filipinos,
their values, languages, literature, history, arts, music, religious and ethical beliefs and a sense
of what is proper (values) and improper in interpersonal relations (Bustos 1995).
Love of country, which Andres Bonifacio described as banal na pag-ibig, serves as the
highlight that radiates the rainbow-like diversity of values in this Makabayan subject area.
The situation of music in formal education is no different in the consideration of these
folk songs as the present curriculum calls for integration, merging and consolidation of academic programs: for instance the grouping of tool subjects – English, Science and Mathematics
(ESM) the main dish of the Restructured Basic Education Curriculum (RBEC). To preserve the
cultural, social and economic, and values of the Filipinos, the curriculum merged PEHM, Social
Studies, THE, Values into one as Makabayan subject. This curriculum perspective challenges
the teachers not only in their teaching methodologies/strategies but also in their creativity and
resourcefulness. This is true, as a teacher is after quality and effective teaching-learning process.
The RBEC reflects a global and culture-based perspective. The global perspective tends to
develop the international/universal interdependence with the tool subjects, while the cultural
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perspective is the preservation of the Filipino culture and heritage, as nation of the Filipino of the
Filipino culture and heritage, as well as to put across who, what, and why is the Filipino in values, music and attitudes among others.
Along this line, music teaching as part of MAKABAYAN carries a scenario that is integrated with the other subject components. This may be made possible with the committed and
creative teacher. For instance, the use of songs, e.g. folksongs in the transfer of learning is one
situation on which the researcher was motivated to conduct the present study.
FRAMEWORK
The 1987 Philippine Constitution states that the society should promote desirable cultural values, the inculcation among its citizens of an appreciation for the finer things in life such
as music, literature and the arts.
Article XIV, Section 15 of the Philippine Constitution states that
“the state shall conserve, promote and popularize the nation’s historical and cultural heritage and resources as well as artistic creation.”
The Basic Education Curriculum (BEC) features stronger integration of competencies
and values with and across the learning areas. As such, music can be perfect in establishing a
unifying theme among the subject areas. It is here where Ilokano folk songs can come in as the
basis of integration. The BEC curriculum entails the use of integrative units of learning tasks and
modes of integrated teaching which will enable the learner to personally process, assimilate and
systematically practice a wide range of values and skills including work skills and work ethics
(Colinares 2002).
There has been a lot of technical definitions of what integration is all about. But simply
put, it is the intermingling where one discipline crosses over to other disciplines. And so instead
of one discipline being taught separately in a very highly compartmentalized manner, there is a
crossing over.
In the integration any experience within the classroom can be necessarily linked to a
practical component which will make teaching a lot more relevant. That’s why integration can be
very beautiful. As Ho (2002) stated, integration is “providing common sense and natural connections within the curriculum.”
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The restructured curriculum involves innovative, interdisciplinary and integrative
modes of instructional delivery, especially for Makabayan (Villamin 2002). Curriculum integration allows teachers to address important issues that cannot always be neatly packaged into
subjects, develops wider views of subjects among students, reflects the seamless web of
knowledge and reduces redundancy of content – it encourages teachers to work as teams,
sharing both content and children in common (Andy, et. al., 2001).
Sibayan (2002) recalls that there was a brief period in the early fifties when the “craze”
in Philippine elementary education was what then went under the label integration. The classroom practice or procedure in teaching took the form of “integrating” various skills, pieces of
knowledge and information into one lesson or series of lessons. In practice, it took the form of
a little singing, a little dancing, a little history, a little math, a little of that put together that
were integrated in one subject or period to make a whole. Integration of folk music in the curriculum traces its roots even to the time of Bela Bartok and Zaltan Kodaly in the late 1900’s
when both Hungarians used ancient Magyar folksongs as the core of instruction for school
music and so with Jean Sibelius of Finland who used folk melodies in his compositions
(Hickok 1989).
As such, 15 Ilokano songs were analyzed according to their rhythm, melody, harmony,
form and text value. Fifteen Makabayan lessons were developed where these 15 songs were
used to launch the lessons. The content of the songs, as well as the lesson plans were validated by experts to determine if any of the song elements could be used for integration purposes.
Makabayan teachers were invited to attend a 2-day seminar where the 15 Ilokano songs were
taught. After the seminar, the participants evaluated the validity, suitability, acceptability and
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OBJECTIVES OF THE STUDY
This study collected compiled and analyzed Ilokano folksongs. These Ilokano folksongs
were integrated in the teaching of Makabayan subjects for the first year high school students.
Specifically, this study answered the following objectives:
1. To identify the objectives of the Makabayan course of study that may be integrated in the
collection and analysis of Ilokano folksongs.
2. To determine the characteristics of the integrated Ilokano folksongs in teaching Makabayan
components as to the following elements of music:
a. rhythm; b. melody; c. harmony and texture d. form; and e. textual content.
3. To determine the extent of validity, suitability and acceptability of these Ilokano folksongs
collected as integrated in the teaching of first year Makabayan components along: a. Values
Education; b. Music, Art, Physical Education and Health; c. Technology and Livelihood Education; Social Studies; e. Demonstration Lesson; and f. Lesson Plan.
METHODOLOGY
Research Design
The descriptive research, content analysis and developmental methods were used in
this study. The developmental method goes through a process or phases. The objectives of the
lessons were lifted mainly from the Makabayan Course of Study for First Year. The objectives
guided the researcher in identifying the songs that were used for the integration between the
subjects.
The songs came from the collection of existing old Ilokano songs, so the descriptive and
content analysis methods were used in this study.
The study had undergone through four phases.
In Phase I, the researcher identified the course objectives that are congruent with the
other subjects and analyzed the textual content of the songs that were used in the integration.
Phase II was the collection and compilation of the identified 15 Ilokano songs that
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were used for integration purposes.
Phase III was the writing of lesson plans using the 15 Ilokano folksongs to launch the
subject. The lesson plans were content validated by the Makabayan Supervisors of La Union
and the music experts of DMMMSU. The lessons were subjected to content validity, suitability
and acceptability.
The last phase, Phase IV, was the conduct of a two-day seminar workshop after asking
permission from the DepEd Authorities. The training was held at San Juan Central School, San
Juan, La Union.
During the seminar-workshop, there were lectures on the elements of music, methods
and strategies in music teaching and lesson planning making use of the integration method.
The conduct of the seminar-workshop was closely supervised by the two Makabayan Supervisors from the La Union DepEd division office and experts from DMMMSU Graduate College,
Agoo, La Union.
Scores of the 15 Ilokano folksongs were distributed during the seminar-workshop and
the songs were taught by the researcher to the participants, who were teachers of Music and
Makabayan, through the aid of a piano accompaniment. The 15 songs were learned one after
the other. After the learning of the songs, a computer-recorded accompaniment was played for
the participants to sing along with.
Towards the end of the seminar, a selected teacher was asked to conduct a peerteaching demonstration on a selected lesson. The participants were requested to answer an
evaluation instrument on the lesson demonstrated by the teacher and on the 15 learned Ilokano folksongs.
Sources of Data
The respondents of the study were the Makabayan and MAPEH High School coordinators and high school Makabayan teachers of La Union. The purposive random sampling was
used. Fifty teachers who attended and finished the training finally served as the respondents.
During the first Saturday (September 17, 2007) of the training, there were about a hundred or more participants who came from various national high schools of the different municipalities. On the second Saturday (September 24, 2007) however, the number of participants decreased to 50 because the other teachers attended a Division seminar on Journalism which incidentally fell on the same date as the second Saturday of the training. These 50 participants
became the respondents of this study where they were asked to evaluate the suitability, validity
and acceptability of the songs as well as the lesson plans. All the respondents are first year
teachers of the Makabayan subject.
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Instrumentation and Analysis of Data
Two sets of evaluation questionnaires were used to gather the needed data. The first
set of questionnaire had 3 parts. These were used to evaluate the content validity, suitability and acceptability of the instructional material. After the demonstration on music lessons another questionnaire was answered.
The questionnaire used by Dispo (2004) in his study was adapted. This study is similar
to his study. This present study focused more on the objectives of the lessons in teaching
integration of Makabayan components. They also differ in the language used in the songs.
Dispo used Pangasinan folksongs while this study dealt on Ilokano folksongs.
The questionnaires were presented to the researcher’s adviser together with the Oral
Examination Committee members. Their comments and suggestions for improvement were
considered. The questionnaire was pre-tested to the music teachers of Oanari National
High School who were not selected as respondents of the study. The result of the pre-test
was used as basis in improving the questionnaire.
The questionnaires were answered by the teacher-respondents after learning the 15
Ilokano folksongs and while the demonstration lesson was in progress.
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The data gathered and information were tallied, classified and analyzed according to the
criteria of the questionnaires. Frequency counts and means were used to analyze the responses of the teacher-respondents. To describe the respondents’ responses, the five-point rating
scale was used.
Different values from 5 to 1 were multiplied by their respective frequencies. The product
was summed up and divided by the number of respondents.
A. Evaluation Questionnaire 1 Evaluation on the Validity, Suitability, and Acceptability of the Songs
Point
Scale
Statistical limit
5
Validity
Suitability
Acceptability
4.20 – 5.00
Very High Validity
Very High Suitability
Very High Acceptability
4
3.40 – 4.19
High Validity
High Suitability
High Acceptability
3
2.60 – 3.39
Moderate Validity
Moderate Suitability
Moderate Acceptability
2
1.80 – 2.59
Low Validity
Low Suitability
Low Acceptability
1
1.00 – 1.79
Very Low Validity
Very Low Suitability
Very Low Acceptability
B. Evaluation Questionnaire 2: Evaluation Questionnaire on the Music Lessons
Point scale
Statistical Limit
Descriptive Rating
5
4
4.20 – 5.00
3.40 – 4.19
Very Much
Much
3
2.60 – 3.39
Moderately Much
2
1.80 – 2.59
Not Much
1
1.00 – 1.79
Not at All
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RESULTS AND DISCUSSION
Integration of the Folk Songs
Table 1 presents the selected 15 Ilokano folksongs which were integrated with the different Makabayan components based on the objectives of the Course of Study. The songs were
distributed accordingly to the Makabayan subjects like Music, Art, PE, Social Studies, TLE,
Values and Health. The lyrics of the song were fitted into the objectives of the different subjects.
The songs were used to launch the lesson but the developmental activity per lesson was
based on the core subject used, other than music. Each song was integrated with two or
three subjects. The main topic together with the particular objective was written under each
subject.
Musical Characteristics of the Ilokano Songs
Table 2 reflects the characteristics of the Ilokano songs as per rhythm, melody, harmony,
texture, form and textual content.
As shown in Table 2, the songs were analyzed based on the following:
Rhythm
The 15 Ilokano folk songs are simple in rhythm. They have the time signature 4/4, ¾,
2/4 and not one of them used the 6/8 time signature which falls under the compound time
signature. Thus, the songs can easily be taught by the teachers and likewise easily learned
by the students.
Along tempo, only one song was slow. This song was classified as patriotic song. This is
the kind of song that inflames the spirit of the townspeople and inspires to love their country
and be ready to die for it in time of war. Four songs were fast in tempo. Two songs were
Christmas songs that convey the joyous message of the coming of the Savior and the other
two were fun songs about a rooster (Dalusapi) and the plight of a happy-go-lucky materialistic fellow (Tiririn). The rest of the songs were neither too slow nor too fast in tempo.
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Melody
Thirteen songs used the major scales of C, F, Bb, and A. These included the fun songs,
work songs, Christmas songs and a wedding song that suggest a feeling of joy and happiness.
Only two songs were in the minor mode: Maysa a Gameng and Dara a Naibuyat, both in
C minor. These are patriotic songs that were used to enkindle the flame of patriotism
among the Filipinos during the Spanish regime.
Nine of the 15 songs had wide melodic ranges. They may be wide in range but still
within the comfortable range of adolescent’s voices. Their being melodious made it appealing to the students.
Seven songs were in flat signatures; 6 were in C or the natural key and only two were
written in sharp signatures. The key signatures were within the singing range of the students.
Harmony
All the songs can be sung in unison. They were uncomplicated because they did not require part singing. They were purposely written for just one voice.
The 15 songs follow simple chordal movement from tonic (do-mi-sol) to dominant (so-tire) and back to tonic. At the same time, the songs also progress from tonic (do-mi-sol0 to
sub-dominant (fa-la-do) to dominant (so-ti-re) and back to tonic. All the songs end on the
tonic (do-mi-sol) chord. Even the instrumental accompaniment is simple as shown by the
chordal progress of tonic to sub-dominant to tonic.
Form
Only two songs had only one section (A) and they fell under the unitary form. Thirteen
songs follow the AB pattern or the binary form. There were two separate melodies for the
two sections.
Along structure, three songs had only one melody for all the stanzas. This structure is
called strophic. The remaining twelve songs were non-strophic in nature wherein two sections do not use the same melody. They were binary in form and each of the section had
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different melodies.
As to the cadence, only five songs did not end on the tonic. They either ended on mi and
sol but not on do. Songs that have perfect cadences end on do. The 10 other songs had perfect cadences.
Textual Content
The 15 songs were classified as work, patriotic, Christmas, love, fun, wedding and
mourning songs. The lyrics contain messages that could be integrated with the other Makabayan components. As their themes imply, they can be made vehicles for interrelationship
between and among the subjects. The textual content of the songs are interrelated with the
objectives of the different Makabayan subjects. Like in the first song, Mannamili, which is a
work song, the lyrics refer to a certain job or occupation that is popular among rural Filipinos. The song describes how Filipinos value their job and that this particular song gives
meaning to the work ethics of Filipinos as a group of people.
Table 3 shows the result of validation as rated by the administrators on the songs
and music lessons as integrated in the Makabayan subject.
The 5 administratorrespondents rated the content validity of the songs. The highest rating of 5 was given to Values Education (5.00) and Social Studies (5.00). MAPEH was given a rating of 4.80 and TLE,
a rating of 4.20.
Table 3. Validity of the Ilokano Songs and Music Lessons as Assessed by the Administrators (N = 5)
Content Validity
1. Values Education (Virtues)
2. MAPEH (Elements of Music, Art, Health
Mean
5.00
VD
VV
Rank
1.5
and P.E.
3. TLE (home and family life)
4. Social Studies (on being a Filipino)
AWM
4.80
4.20
5.00
4.75
VV
VV
VV
VV
4
3
1.5
Legend:
4.20 – 5.0
Very Valid (VV)
3.40 – 4.19
Valid
The finding shows that the administrators believed that the songs are full of values
that can be integrated with the other Makabayan components. Therefore, all the songs can
easily be used as vehicles for integration in teaching Makabayan.
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Table 4 presents the criteria in judging the suitability of the songs and lesson plans
in their integration with the Makabayan subject.
Table 4. Suitability of the Songs and Lesson Plans as Assessed by the Administrators
in the Integration of the Makabayan Components
A. Suitability of Songs
Mean
VD
5.00
5.00
5.00
VHS
VHS
VHS
5.00
5.00
VHS
VHS
5.00
VHS
4.40
4.91
VHS
VHS
5.00
HS
4.00
HS
5.00
HS
5.00
HS
4.60
HS
4.72
HS
1. It provides for the development of music
knowledge, understanding and skill.
2. It has musical worth
3. It has student appeal
4. The rhythmic, intervallic, harmonic and interpretive difficulties
are within the student’s capabilities
5. The textual style and content are suitable to the student’s level.
6. It provides variety in style and mood when compared with other
music
7. The range is comfortable and not too demanding for the student’s voices.
AWM
B. Suitability of Music Lessons
1. The activities are arranged from the most simple to most complex
2. The vocabulary and concepts are easily understood by the students
3. The methods and teaching procedures in the lesson plans are
directed towards music appreciation
4. Learning experiences provide for the integration of the core
subject with the other subjects.
5. Objectives of the integrated subject are congruent with the activities of music as the core subject.
AWM
Legend: 4.20 – 5.0
Highly Suitable
3.40 – 4.19
Suitable
Along the suitability of the songs, only 1 out of the seven criteria received a rating of 4.40. The rest were rated 5.00, all having the verbal description of Highly
Suitable.
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The finding clearly states that the songs conformed to the 5 elements of music. Likewise, the
songs were within the students’ level of experiences, they appealed and they provided development of musical skills and knowledge.
The music lessons according to the administrators were highly suitable. With 3 criteria
getting a weighted mean of 5.00 and two others with an average weighted mean of 4.60 and
4.00, all the criteria had a verbal description of highly suitable.
This indicates that the administrators considered the lessons to be highly suitable in the
integration of Makabayan subjects. The songs that had been used in the music lessons were
highly suitable through their textual content.
Table 5 presents the data regarding the acceptability of the activities in integrating the
Makabayan components. With only 4 criteria along acceptability, all of these were rated 5.00
described as highly acceptable.
With an acute lack of both songs and lesson plans to be used in Makabayan, the administrators gave a very high rating to the acceptability of the lessons. This would greatly enhance the teaching of the Makabayan lessons.
Table 5. Acceptability of the Songs and Music Lesson as Perceived by the Administrators.
Acceptability
Criteria:
Mean
VD
1. the suggested activities develop the student’s skills and abilities
2. The activities develop the intellect of the students
5.00
5.00
HA
HA
3. The activities are adequate for the allotted time of the subjects
4. The song materials are available in scores and tapes
AWM
5.00
5.00
5.00
HA
HA
HA
Legend:
4.20 – 5.00
Highly Acceptable
3.40 – 4.19
Acceptable
The textual content of the songs together with their infused values will be the bridge in
integrating between and among the Makabayan subjects.
Table 6 shows the Table of Validity of the songs as integrated in the Makabayan subjects.
The respondents rated the content validity of the songs with an average weighted mean of
4.45 or with the description of very high validity. The ratings per subject area were as follows: Social Studies (4.58); TLE (4.42); MAPEH (4.42) and Values Education (4.38).
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Table 6. Validity of the Ilokano Songs and Lesson Plans as Rated by the Participants
Content Validity
1. Values Education (Virtues)
2. MAPEH (Elements of Music, Art, Health
Mean
4.38
and P.E.
3. TLE (home and family life)
4. Social Studies (on being a Filipino)
AWM
4.42
4.42
4.58
4.45
VD
VHV
VHV
VHV
VHV
VHV
Rank
4
2.5
2.5
1
The respondents’ rating of very high validity on the content validity shows that the respondents’ agreed that the lyrics of the song make possible for easy integration with the
other Makabayan subjects. The songs were not anchored on the Music subject alone.
Otherwise, they were focused on the other Makabayan components as shown by the activities under the Developmental Activity (Panlinang na Gawain).
Table 7 presents the suitability of the songs in the integration of the songs with the
Makabayan components as assessed by the respondents. Under the suitability of songs,
it was the number 1 item the folk songs provide for the development of music knowledge,
understanding and skill’ that was rated the highest (4.68); followed by ‘has musical
worth’ (4.64).
Table 7. Suitability of the Songs in the Integration of the Makabayan Components
as Assessed by the Respondents
A. Suitability of Songs
Mean
VD
Ran
k
4.68
4.64
4.24
VHS
VHS
VHS
1
2
6.5
4.24
4.30
VHS
VHS
6.5
4
4.42
VHS
3
4.26
4.40
VHS
VHS
5
1. It provides for the development of music
knowledge, understanding and skill.
2. It has musical worth
3. It has student appeal
4. The rhythmic, intervallic, harmonic and interpretive difficulties
are within the student’s capabilities
5. The textual style and content are suitable to the student’s level.
6. It provides variety in style and mood when compared with other
music
7. The range is comfortable and not too demanding for the student’s voices.
AWM
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B. Suitability of Music Lessons
1. The activities are arranged from the most simple to most complex
2. The vocabulary and concepts are easily understood by the students
3. The methods and teaching procedures in the lesson plans are
directed towards music appreciation
4. Learning experiences provide for the integration of the core
subject with the other subjects.
5. Objectives of the integrated subject are congruent with the activities of music as the core subject.
AWM
TWM
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4.46
HS
3
3.18
MS
5
4.44
HS
4
4.48
HS
1.5
4.48
HS
1.5
4.21
4.35
HS
HS
Legend:
4.20 – 5.0
Highly Suitable
3.40 – 4.19
Suitable
The teacher-respondents were unanimous in saying that the songs provided for
the development of music skills. The songs provided rich student musical experiences
along the 5 elements, and this includes the songs’ musical worth.
‘Provides variety in style and mood when compared with other music’ was rated
4.42 described as very highly suitable. Some of the songs were of the danza style, which is
uncommon to other folksongs; while the mood ranges – from patriotic to love songs to fun
songs.
The two lowest-rated items: ‘possess student appeal and are within the students’ capabilities on rhythmic, intervallic and harmonic difficulties’ received a rating of
4.24 respectively but still within the range of very highly suitable.
The teachers believed that the songs were of low student appeal because their
rhythm style and tempo do not conform to the teen-age beat or teen-age pulse. They presumed the students wouldn’t be attracted to the melody and rhythm of the songs because
to them, they would sound strange.
However, the average weighted mean of 4.40 shows that the songs were still
very highly suitable for the students’ musical experiences.
As to the suitability of the music lessons, the overall average weighted mean of
4.21 makes it within the range of ‘highly suitable.’
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The teacher acknowledged that the lessons possessed learning experiences that provided for the integration of core subjects (4.48) and the lesson’s objectives were congruent
with the music activities (4.48).
The lessons indicated story evidences that they could easily be integrated with the
Makabayan component subjects.
The lowest-rated item however was ‘the vocabulary and concepts are easily understood
by the students’ (3.18). Ever since the medium of instruction in the classroom was Filipino,
the students had become more articulate in this language than Ilokano which is their mother
tongue. Another factor was the influences of the TV, radio and other forms of media. The concepts may be easily understood by the students but the texts of the songs, which were written
in Ilokano, seemed to be rather strange to the students as perceived by the teachers. Maybe,
even some of the teachers were not be familiar with the difficult and rather archaic Iluko
terms.
With an average weighted mean of 4.21 with the descriptive term of highly suitable,
the music lessons were accepted by the respondents to be highly suitable in the integration
with Other Makabayan Components.
Table 8 shows the findings on the acceptability of the songs and music lessons in
the integration of the Makabayan subjects.
Table 8. Acceptability of the Songs and Music Lesson as Perceived
by the Respondents.
Acceptability
Criteria:
Mean
VD
1. The suggested activities develop the student’s skills and abilities.
4.54
2. The activities develop the intellect of the students.
3. The activities are adequate for the allotted time of the subjects.
4.38
4.04
HA
A
2
4
4. The song materials are available in scores and tapes
AWM
4.28
4.31
HA
HA
3
HA
Rank
1
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The verbal description of highly acceptability is a clear indication that the teachers regarded
the songs and lessons as highly acceptable in the integration with other Makabayan components.
Table 9 presents the summary of evaluation of the teacher-respondents on the demonstration lesson conducted after the seminar-workshop.
Table 9. Summary of Evaluation of the Teacher-Respondents
on the Demonstration Lesson
Evaluation of the 15 Lessons
WM
VD
Ran
k
4.32
VM
5
2. The songs are appealing.
4.24
VM
7.5
3. The songs have simple rhythm and are melodious.
4.20
VM
9
4. The lyrics are easily understood.
4.24
VM
1. The songs are within the voice range of the 1st year
students.
5. The songs are easily sung.
4.28
VM
7.5
6
6. The themes of the songs are geared towards values
4.62
VM
2
7. The songs are congruent to the objectives of Makabayan.
4.50
VM
3
8. The songs serve a useful purpose in correlative and
4.42
VM
4
9. The songs contain values and characteristics that
4.74
VM
1
promote musical growth.
AWM
4.40
VM
development.
integrative plans.
Legend:
4.20 – 5.00
Very Much
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Of the 9 criteria, the highest rated item was ‘the songs contain values and characteristics
that promote musical growth’ (4.74); followed by ‘the themes of the songs are geared towards values development (4.62); the songs are congruent to the objectives of Makabayan (4.50); and the
songs serve as a useful purpose in correlative and integrative plans (4.42). the lowest rated item
was: ‘the songs have simple rhythm and are melodious (4.20). All the items were given a verbal
description of Very Much.
The respondents gave a low rating to the song ‘Ilokana’ because they believed it had a complicated rhythm because of the use of sixteenth notes and dots and syncopation. The melody too
had intervallic leaps and skips that the respondents thought would be difficult to teach to students.
Nevertheless, the demonstration lesson was rated a high mean of 4.40 with the verbal description of Very Much.
It simply shows therefore that the respondents acknowledged that the demonstration lesson
was a great vehicle for integration between and among the Makabayan component subjects.
CONCLUSIONS
Based on the findings of the study, these were the conclusions drawn:
1. The Makabayan Course of Study contains topics and objectives that can be used for integration through Ilokano folk songs.
2. The textual content of the Ilokano folk songs are rich in values. They also possessed the
characteristics along the 5 elements of music that can be used in the integration of the
Makabayan subjects.
3. The songs and the music lessons had very high validity, highly suitable and highly acceptable according to the objectives of MAPEH, Values Education, TLE and Social Studies.
RECOMMENDATIONS
Based on the findings and conclusions of this study, the following recommendations are
hereby proposed:
1. Teachers and administrators may sit down together to identify other topics and objectives
found in the Makabayan Course of Study and write modules or prototype lesson plans integrating the Makabayan subjects that teachers in the field could use in their classrooms.
2. Old but beautiful Ilokano songs may be revived for classroom instruction.
3. More studies may be conducted focusing on the revival of Ilokano folk songs that serve as
bridges in integrating music with other subject areas.
4. The output of this study may be offered to the DepEd Regional Office in Region I as an instructional material to support the agency’s thrusts on cultural revival.
5. Other researches along the integration of music with other subject areas may also be conducted.
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LITERATURE CITED
Books
Andy et al 2001 Learning to Change: Teaching Beyond Subjects and Standards. San
Francisco: Jossey Bass
Bustos, Alicia & Espiritu, Socorro 1995 Psychological, Anthropological & Sociological
Foundation of Education. Quezon City: Katha Pub. Inc.
Colinares, Nilo 2002 Teacher Education: Issues and the Teacher. Tres Niñas Printing
Press
Hickok, Robert 1989 Exploring Music 4th ed. Iowa: WC Brown Publishing
Lacuesta et al 1996 Historical, Philosophical, Legal Foundations of Education Quezon
City: Katha Pub. Co. Inc.
Marsh, Mary Val 1990 Explore and Discover Music New York: The Macmillan Co.
Werner, P.H. & Burton, E.G. 1992 Teaching Cognitive Content Thru Physical Activities. St. Louis: C.V. Mosby Co.
Magazines
Ho, Leticia 2002 Speech at the Nat. Education Congress, Mla. Hotel published by “A
Teacher’s Perspective on the 2002 BEC” PJE, Mar. 2002
Lamme, L.L. 1990 Exploring the World of Music Through Picture Books. The reading
teacher, January
Phil. Journal of Education, Vol. LXXXI July 2002
Phil. Journal of Education, Vol. LXXXI Oct. 2002
Sibayan, Bonifacio 2002 The 2002 BEC: An Appraisal. PJE, LXXXI June 2002
C. Unpublished Theses
Barcelo, Joselito 1999. Music Competencies of Teachers in the Secondary Schools of
the 2nd District of La Union: Input to Music Training Model. Unpublished Masters
Thesis DMMMSU, Agoo, La Union
Brilliantes, Rosita 1987. An Anthology of the Ethnic Songs of the Tingguians of Abra.
Unpublished Masters Thesis DMMMSU, Agoo, La Union
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Cera, Amanda 1983. Anthology of Pangasinan Folk Songs. Unpublished Masters Thesis, DMMMSU, Agoo, La Union
Dispo, Gilbert Allan 2005. Integration of Pangasinan Folksongs and Makabayan Lessons in the Teaching-Learning of First Year High School Music. Masters Thesis
DMMMSU, Agoo, La Union
Garringo, Elpidio 1984. Anthology of Ilokano Folk Songs in La Union. Unpublished
Masters Thesis, DMMMSU, Agoo, La Union
Moltio, Edward 1986. A collection and Analysis of Benguet Ethnic Songs of the Ibaloi
& Kankanaeys. Unpublished Masters Thesis, DMMMSU, Agoo, La Union
Padeo, Elsie 1982. A Study of Western Bontoc Ethnic Songs & Their Notations. Unpublished Masters Thesis, DMMMSU, Agoo, La Union
Panem, Clarence 2001. The Teaching Competencies of Elementary Music Teachers in
Salcedo, Galimuyod, Sigay, G. del Pilar District: Basis for Music Taching Capability
Development Program. Unpublished Masters Thesis, DMMMSU, Agoo, La Union
Radin, Rose 1998. Music Instruction in the Intermediate Grades of the 5 Districts of
Unit II, Division of La Union. Unpublished Masters Thesis, St. Louis College, San
Fernandp, La Union
Valdez, Maria Hazel 1993. Reflections of Culture in the Folksongs of the Benguet
Ibalois. St. Louis University, Baguio City
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THE TEACHING COMPETENCIES OF ELEMENTARY MUSIC TEACHERS IN ARINGAY DISTRICT: BASIS FOR MUSIC TEACHING CAPABILITY DEVELOPMENT PROGRAM
Juanito G. Selga
Joselito R. Barcelo
ABSTRACT
This study determined the level of music competencies of the elementary music teachers in
Aringay District, Division of La Union. It also determined the difference between the teachers’ competencies before and after the music training program.
This study used the descriptive study.
It was found out that the training program enhanced the competencies of the music teachers
along the five elements as well as the methods and strategies. This result was shown by the big difference between the pretest and posttest.
There was a significant relationship between the element of rhythm and the length of teaching experience of the respondents. Other variables were not significantly related with the other elements.
Keywords: elements, methods, strategies, training, competencies
INTRODUCTION
The Filipino teacher today faces a new millennium with doubts and uncertainties but no
less than the education officials occupying key positions in the DECS were optimistic that the elementary education of the 21st Century shall have its kind of teachers who are intellectually mature
and proud of their profession; flexible; resourceful and adaptable to any learning either from urban
or rural areas.
Santos and Imperial (1997) stated that the elementary teachers’ thorough
knowledge; skills and capabilities were necessary in implementing the goals with regards to the
learning process. According to Delfin (1998) the teacher is the key factor in any teaching –learning
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situation. It must be remembered that a teacher is a producer of good, the interpreter of the past,
the preserver of the present and the determiner of the future. In a similar view, Gov. Davis of California (2000) in his speech, stressed:
“We rely on teachers for the great responsibility in creating good
citizens. They are exceptional people doing the extraordinary things. They represent the foot soldiers in the most important battle we face: the war of mediocrity
in our public schools.”
The DECS is in the midst of a school reform movement that aims to improve the quality of
education in the country. Central to this reform is improving teaching in order to improve student
learning. Teachers should be trained to realized how they are “shaping student achievements and
look at alternatives to what they are doing now.”
The DECS’ project, In-Service Training (INSET) under the Third Elementary Education
Project (TEEP) addressed two fundamental issues – identifying the most effective teaching practices under actual school conditions; and determining the kind of types of training that would allow
for maximum transfer of knowledge and technology and that would create positive attitudes toward their adoption among teachers (Luis-Santos 2001).
It is of common knowledge that music as a subject is often avoided by music teachers in
their teaching load for varied reasons: inability to read notes in different key signatures: lack of
musical talent: difficulty in singing and inability to play musical instruments as well as poor or
weak pre-service training in music. These negligent attitudes relegated music teaching to a token
position of minor importance.
The music competency of a music teacher determines to a great extent his ability to transfer the necessary knowledge and skills to the students. Music teaching covers the five elements of
music: rhythm, melody, form, harmony and texture, expressive elements as well as the six learning areas: singing, rhythmic, listening, creative, instrumental playing and music reading. By
moving to music, children can learn to hear music with perception, to respond to it with imagination and to explore the expressive ideas it contains. Rhythmic activity is a necessity in carrying
out a balanced daily program of education for children. The child’s voice is often described as
light in quality as well as in volume. It is also extremely flexible mechanism, they should then be
given the chance and opportunity to sing varied songs that could form a wide range of repertoire
suited for children.
Even in music education, creativity as a learning process provides the motivation and opportunity for all children to learn more effectively. Learning to read notation fluently is learning to
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master a skill which can be used in many ways by the learner as he explores, inquires and creates. Every normal child should gain reasonable skill in reading music for social and cultural
reasons, as well as for musical purposes.
Teachers refuse to teach music because of lack of musical background and inadequate
materials and facilities. But because all elementary teachers are music teachers, they are compelled to teach it and it is here where instructional problems begin.
It is therefore imperative that the music competencies of elementary music teachers along
the five elements and the six learning areas should be identified and assessed.
FRAMEWORK
Teacher’s delivery of the learning system is a factor that greatly affects the output of both
teaching and learning. They need to possess a high level of competency to improve and revitalize
teaching effectiveness. Therefore, teaching strategies and techniques should be continuously dynamic to meet the changing conditions of the 21st Century.
For teachers to be more competent, The Ten-Year Master Plan in Improving Philippine
Education (1995-2005) focuses on teacher development program. It consists of a pre-service and
in-service component that is supposed to be implemented during the early years of the plan period. The pre-service component shall involve deregulation and re-orientation of programs of studies of teacher education institutions towards specific teaching competencies and sustainance of
professional upgrading or development of teachers through revitalizing of existing school-based
learning action cells (LAC).
Like in all professions, continuous education in music is needed to keep abreast of new
knowledge in the theory and practice of teaching and in the release of creative activities. Quality
in education implies the upgrading of educational standards, a process that is important to the
attainment of excellence in education as well as in life. Excellence has been defined as performing to the best of one’s ability in ways that test, and stretch personal limits, both in school and
in work (Sutaria 1984).
Along the same idea, Arellano (1995) affirmed that music, even in the elementary grades
must be handled by very competent teachers. The teacher holds the responsibility in guiding the
children to develop their interest, needs, aspirations and emotional make-up in music.
According to Melgar (1991) the music competencies of teachers were viewed particularly
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in the six recognized areas of music experience. The level of music competencies of teachers in
the above-mentioned areas will to some extent enable the teacher to bring about situations that
will help the students express their feelings, ideas and imaginations through music, as well as
basic body movements, concepts and skills (de Vera 1988).
Some concepts or factors that contribute to the music competencies of teachers are: 1)
knowledge of teaching procedures, 2) knowledge of the basic elements of music, 3) ability to create and interpret movements and 4) ability to organize a music ensemble (Barcelo 1999).
The researchers believe that problems of music teachers in increasing the level of music
competencies on the five elements of music, music learning areas and music teaching strategies
can be remedied by knowing their weaknesses. The administration of the pretest and posttest to
the music teachers concerned in this study determined how much had been learned by them on
the music elements as well as the teaching strategies, and at the same time pointed out the specific strengths and weaknesses of the teachers on music teaching.
However, diagnosing the weaknesses of the music teachers through a test is not enough.
A music training program is a vital procedure to strengthen their music competencies after the
administration of a pretest. To be able to evaluate their competencies, the administration of the
posttest was done immediately after the training program.
Modules or hand-outs on the five elements of music and music teaching strategies were
prepared in order to provide the music teachers the necessary musical skills. With the different
activities employed, it was expected that the music teachers would increase their musical competencies.
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The paradigm of this study is shown on the next page as Figure I. Under Phase I are seen
the survey of the respondents, preparation of questionnaires and modules or handouts, checking
and validation of questionnaires or handouts and pretest. Phase II is the implementation of the Music Training Program on the Five Elements of Music with the integration of music learning areas and
Music Teaching Strategies. Phase III is the posttest and evaluation of test results.
OBJECTIVES OF THE STUDY
This study aimed to determine the level of music competencies of public elementary music
teachers in Aringay District, Division of La Union and prepare a music capability training program.
Specifically, it attempted to:
1. Determine the profile of the teacher-respondents as to age, sex, educational attainment, length of
teaching experience and in-service trainings in music.
2. Assess the competencies of music teachers along teaching strategies and the five elements of music learning along rhythm, melody, form, harmony and texture and expressive elements
3. Find out if there was a significant difference between the pretest and posttest mean scores on the
competencies of the teachers along the five elements and teaching strategies.
4. Determine the significant relationship between the profile of the teachers and their level of competencies along the five elements and the teaching strategies.
5. Activities that can be proposed to improve the competencies of the music teachers
METHODOLOGY
Research Design
This study used the descriptive-survey and the pretest-posttest group research designs. The
One-Shot case method was used wherein the main concern was to evaluate the music competencies
of all the music teachers in the district. The pretest was conducted a week before the training program in music to determine the strengths and weaknesses of the teachers along music elements
and music teaching strategies. On four consecutive Saturdays, a music seminar workshop was conducted along the five elements of music and modern teaching strategies in music. Immediately after
the seminar-workshop the posttest was administered in order to determine whether or not the
teachers gained knowledge and skills along the five elements of music and modern teaching strategies in music.
The findings of this study helped the researcher come up with a capability development program for the elementary music teachers of Aringay District, Division of La Union.
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Sources of Data
The elementary music teachers of Aringay District, La Union SY 2009-2010 were the
respondents of this study. There were 35 music teachers who attended the music seminarworkshop. The total enumeration technique was used in drawing the respondents.
Instrumentation and Data Collection
A 50-item multiple choice and 10-item selection type pretest-posttest questionnaire
was the main instrument in gathering the needed data of the study. The pretest that was utilized was the test utilized on the last day as posttest.
The pretest-posttest questionnaire had three parts:
Part I was the profile of the teachers in terms of age, sex, educational attainment,
length of teaching experience and in-service trainings attended in music. Part II was a 40item multiple choice on rhythm, melody, form and harmony and texture, and 10-item selection type in expressive elements. Part III was a 10-item multiple choice on the different music
teaching strategies. Simple questions on a 50-item multiple choice and 10-item selection type
pretest-posttest questionnaires were prepared for better understanding and comprehension.
A draft of the questionnaire was prepared and was presented to the adviser for further checking and evaluation. Some necessary corrections, suggestions and improvements were made
by the thesis adviser and one of the panel members. The pretest-posttest questionnaire was
tried out to 15 music teachers of Caba District for further evaluation before it was administered to the music teachers of Aringay. The modules or handouts that were used by the researcher during the seminar-workshop in music were also checked and evaluated by the instructional materials development committee of the Campus.
Administration of the Instrument
Before the 5-day music seminar-workshop was conducted, permission from
proper authorities was asked first. Permission from the DepEd Schools Division Superintendent in San Fernando City, La Union and the DepEd District Supervisor in Aringay, La Union
were requested. The researchers were the ones who trained the 35 music teachers of the municipality of Aringay along the 5 elements of music and music teaching strategies.
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Statistical Tools and Analysis of Data
After the retrieval of the questionnaire, the data were tallied, classified and analyzed. Percentage, frequency counts, weighted means, ranks, ranges, t-test and chi-square test were used
to describe the teachers’ profile, their music competencies along the five elements of music and
music teaching strategies, the significant difference between the pretest and posttest mean scores
and the significant relationship between the profile and the competencies of music teachers.
The music competencies along the five elements of music were measured as follows:
Scale
Score
Statistical Limit Verbal Description (VD)
5
9-10
4.21 – 5.00
Very Highly Competent (VHC)
4
7-8
3.41 – 4.20
Highly Competent (HC)
3
5-6
2.61 – 3.40
Moderately Competent (MC)
2
3-4
1.81 – 2.60
Slightly competent (SC)
1
1-2
1.00 – 1.80
Very Slightly Competent (VSC)
RESULTS AND DISCUSSION
The profile of the respondents was expressed in terms of age, sex, educational attainment,
length of teaching experience and in-service trainings attended in music. Data regarding this variable are shown in Table 1.
The table shows that all the respondents were females. On the first day of the training
program, there were a couple of male teachers who registered but because they were dominated
by their female companions, they decided not to join the seminar anymore. They may have either
lost their interest due to their lesser number or they had other activities to attend to because the
trainings were held on Saturdays. Generally, however, females are more often assigned the job of
a music teacher than their male counterparts. The biggest number of participants as shown by
the table was along the age range of 31 – 35 (31.43%); followed by seven respondents along the
range of 36 – 40 (20.00); five along the range of 26 – 30 (14.28%); four along 51 – 55 (11.43%);
three respondents each along 21 – 25 and 41 – 45 (8.57%) and one along 56 and above range.
The respondents were still young and active considering that most of them were in their early
thirties. At this age, they have already adjusted to their teaching jobs; they have learned the craft
of the trade and have begun to hone their music skills on music teaching. Others were older but
age is not always a guarantee in teaching music competently. Twenty-three teachers (65.71%)
had earned masteral units; 11 (31.435) had not added any postgraduate unit to their BEED
course and only 1 or (2.86%) finished her masteral degree. This finding infers that the teachers
had responded to the urgent call of DepEd officials to teachers in the field to enroll in courses
leading to the Masteral Degree. It is mandated by DepEd that teachers should have the Master’s
Degree as their baseline qualification in teaching. The 11 respondents may still be considering
their plans of enrolling in graduate courses or they may still be financially unstable. Bagangan,
Barcelo and Pascual in their studies had the same findings about the educational attainment of
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Table 1. Profile of the Respondents
Profile Factors
Frequency
Percentage
SEX
Male
Female
Total
0
35
35
0
100
100
AGE
21 - 25
26 - 30
31 - 35
36 – 40
41 – 45
46 – 50
51 – 55
56 – above
Total
3
5
11
7
3
1
4
1
35
8.57
14.28
31.43
20.00
8.57
2.86
11.43
2.86
100
EDUCATIONAL ATTAINMENT
BEED
With MA Units
Master’s Degree
With Doctoral Units
Doctoral Degree
Total
11
23
1
0
0
35
31.43
65.71
2.86
0
0
100
5
14
7
4
1
3
1
35
14.28
40.00
20.00
11.43
2.86
8.57
2.86
100
TEACHING EXPERIENCE
Less than 5
5 – 10
11 – 15
16 – 20
21 – 25
26 – 30
31 – above
Total
SEMINARS ATTENDED
Only one respondent attended a music seminar
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music teachers.
The most number of teachers according to the table was along the range of 5 – 10 years
(40.00%) with regard to their teaching experience. This was followed by seven respondents who
had teaching experience from 11 – 15 years (20/00%); five had less than 5 years (14.28%); three
had 26 – 30 years of teaching (8.57%) while one respondent each had 21 – 25 years and 31 – above
years of teaching experience (2.86%). The finding infers that the teacher respondents were still
young in the service considering that many of them fell along the range of 5 – 10 years of teaching
experience.
Teachers within these years of experience are vibrant, patient and willing to discover effective teaching innovations. While the newly hired teachers as well as the lone respondent who
looked forward to her retirement were active, it is those who were at the midpoint of the year ranges who proved to be persevering in classroom music teaching.
As the table shows, out of the 35 participants only one attended a music seminar on the
division level sponsored by the DepEd. It can be noted that seminars in music are seldom hosted.
This is one subject area that is not emphasized by DepEd officials. It may be due to inavailability
of resource speakers or it is oftentimes ignored because music is not an academic subject. Although the respondents could have wanted to attend seminars in music teaching, they were not
given the chance to be sent as participants. This finding is supported by the findings of Saganib,
Abance, Radin and Sotelo in their findings.
The above table shows that the average weighted mean of the pretest scores along the
five elements was 1.86 or described as 'slightly competent’. The elements with the lowest average weighted mean was expressive elements (2.23) followed by rhythm (2.63) while harmony
and texture (1.43) melody (1.46) and form (1.54) were described as ‘very slightly competent.’
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As to methods and strategies, the average weighted mean was 1.57 or described as very ‘slightly
competent.’
After the 5-day training program the posttest was given. The table shows that the posttest
scores increased as shown by the results of the average weighted mean: harmony and texture
(3.03); melody (3.14); and expressive elements (3.26) all having the verbal description of ‘moderately
competent’ while form (3.43) and rhythm (4.2) had the description of ‘highly competent’. The total
average weighted mean was 3.41 or ‘highly competent.’
Methods and strategies mean score also increased from 1.57 to 4.03 or described as ‘highly
competent.’
Activities given along the five elements and teaching strategies during the training program
enhanced the competencies of the music teachers. The table shows that in the pretest, the respondents’ highest mean score was on rhythm (2.63) while their lowest mean score was one harmony and
texture (1.43). This implies that the only element where respondents were competent on was on
rhythm. Simple activities like clapping the beat, dancing the rhythm or even beating the meter of
simple folk songs can develop the children’s sense of rhythm. This maybe the reason why the respondents were confident that the element rhythm was developed by them even right before the
training. However, it was along the element harmony and texture where they were weak. This particular element encompasses the building of chords and the singing of homophonic as well as polyphonic songs. As the saying goes, “one cannot teach what one does not know.” The teachers were
completely unaware of the harmonic structure of music. After the training program, rhythm remained as the element with the highest mean score of 4.2 or highly competent; same with harmony
and texture where it also remained with the lowest mean score of 3.03 or moderately competent.
The respondents’ skills on rhythm were greatly honed as shown by the big difference in the
mean scores of the pretest and posttest. The respondents also got higher mean scores on melody,
form and expressive elements after the training program.
As to the methods and strategies, during the researchers’ informal interview among the respondents, they admitted that they still used the time-tested method of rote singing. As shown by
the pretest result of 1.57, methods and strategies mean score was increased to 4.03 or highly competent in the posttest. Various methods and approaches were introduced during the training program. The respondents enjoyed the Kodaly hand gestures and the Orff’s patschen or the use of the
bodily movement in accompanying songs with rhythmic ostinato.
The training program did much in increasing the teachers’ competencies on music teaching
and along the five elements.
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The studies of Abrew (2000), Bagangan (2000) and Sotelo (1993) all mentioned that
teachers need to undergo intensive training programs on teaching methods and strategies. The
difference between the pretest and the posttest along the five elements and the teaching strategies is shown in the succeeding table.
Table 3. Test of Difference Between the Pretest and Posttest Along the Ele-
As shown by their means and confirmed by the t-value in the above table, the highest and
biggest difference occurred in the element of form (3.89); followed by the element of melody (3.60);
harmony and texture (3.49); rhythm (3.12) and expressive elements (2.17).
Before the training program, the respondents were not aware of the different forms like
unisectioned, strophic, binary, ternary, rondo and Philippine songs forms like the kundiman and
balitaw. The training program exposed the participants to all the above-mentioned musical forms,
thus making this element with the highest difference between the pretest and posttest mean
scores. Next to form, the element of melody also gained a high difference. Before the training program, the only activity that the respondents knew along this element was singing. However, after
the training program, they knew already how to build both the major and the minor scales in the
different key signatures. Moreover, they found out that the half-steps in the major scales are between 3 – 4 intervals while the minor half-steps are between 7 – 8 intervals. The last column of the
table shows the t-value of the elements and the teaching strategies.
Among the five elements, the highest t-value was shown along harmony and texture
(10.283) and the lowest was along expressive elements (5.109).
Before the training program, chords were completely unknown to the respondents.
The I, IV, V chords in the key signatures like C, F, and G were introduced during the training
proper. The participants were taught to build, sing and play these chords on the keyboard. They
were also taught to distinguish the chords from each other and were taught to determine the kind
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of chord to be used as accompaniment to simple songs. Although a little bit intricated and complicated, the respondents were nevertheless interested in knowing how to build the three chords.
However, it is along expressive elements where the lowest or the least difference took place.
The respondents had enough basic knowledge and skills along this element even before attending
the training program. Expressive elements are easily understood because of the musical signs and
expressions used in a song. The text or lyrics of a song helps in determining the expression conveyed by a musical piece. Thus, the t-value was not as high as the rest of the elements.
The tabulated t-value of all the elements was 2.042 which was less than the computed critical value per element at 0.05 level of significance.
Along teaching strategies, the pretest mean score of 2.34 increased to 7.43 in the posttest.
The t-value of 11.50 was computed at 0.05 level of significance. The difference was 5.09. This implies that there was also a significant difference between the pretest and the posttest mean scores.
The findings for both the elements and the teaching strategies infer that the training program significantly contributed to the increase of learning on the part of the teacher-respondents.
The 5-day training program gave the participants a deeper musical background and wider variety
of activities and strategies that they can use in their music lessons.
As such, there was significant difference between the pretest and posttest mean scores.
Kedweng’s study (1994) also came up with similar findings. In the training program she conducted
about music reading program, there was a significant difference between the pretest and the posttest mean scores of her respondents.
The modules distributed during the training program proved to be effective like the worksheets and modules used by Doctolero (2001), Pascua (1997), Padilla (2001) and Nones (2001) in
their research studies.
Table 4 presents the relationship between the personal profile of the respondents and their
level of competencies along the five elements of music and the music teaching strategies.
Based on the data shown in table 4, only the respondents’ profile on teaching experience
was related with the element rhythm (8.0584). Rhythm and age had the computed value of 3.668
while rhythm and educational attainment had 1.716, both having lower computed values than the
tabulated value of 5.5991 at .05 level of significance.
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Table 4. Test of Relationship Between the Profile of the Respondents and Their Level
of Competencies along the Five Elements of Music and Music Teaching
Strategies
P R O F I L E
A. Elements
Age
Educl. Attain.
Tchng. Exp.
df
1. Rhythm
3.668
1.716
8.0584*
2
2. Melody
7.341
1.560
5.029
4
3. Form
3.937
8.466
1.763
4
4. Harmony & Texture
4.286
2.333
4.514
4
5. Expressive Elements
2.295
2.283
1.723
4
B. Methods & Strategies
1.872
4.035
6.973
2
2
Legend: * significant X (.05, 4 df) = 9.488 X (.05, 2 df) = 5.991
4
All other elements like melody, had lower computed values against age (7.341); educational attainment (1.560) and teaching experience (5.029).
Again, in the element for form, all the computed values were also lower as against age
(3.937); educational attainment (8.466) and teaching experience (1.763) against the tabulated
value of 9.488, 4 degrees of freedom.
Expressive elements was not also significantly related with age as indicated by the computed value of 2.295; educational attainment (2.283) and teaching experience (1.723), all computed at .05 level of significance and 4 degrees of freedom.
As to teaching methods and strategies, all the computed values were lower than the tabulated value of 9.488 as shown by the following: age (1.872); educational attainment (4.035)
and teaching experience (6.973) at 0.05 level of significance.
It is implied that as a teacher gets older in the teaching profession, he gets to know better the easy means by which rhythm is achieved in a musical piece. There are metered and non
-metered rhythmic patterns of simple elementary songs. Basically, ethnic songs as well as western songs are metered in their musical structure. The teacher oftentimes teaches rhythm by
letting the pupils clap their hands, stamp their feet or do any movement to accompany the beat
of a song. Through the years, the teacher eventually discovers that children easily learn the
rhythm of a song by doing bodily movement while singing.
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The hypothesis which states that there is no significant relationship between the respondents’ profile and the respondents’ level of competencies along the elements and the teaching strategies is rejected because there was a relationship between the respondents’ length of teaching experience and the element of rhythm.
CONCLUSIONS
Based on the observations and findings, the following conclusions are drawn:
1. All the teacher-respondents were females; still young; had earned masters’ units; young in the
service and have not attended any in-service trainings in music.
2. The result of the study showed that the music training program enhanced the level of competencies of the teacher-respondents along the five elements of music and their teaching methods
and strategies.
3. The music training program improved the performance of the respondents in the posttest giving
a significant difference between the respondents’ mean scores in the pretest and posttest.
4. A significant relationship was established between teaching experience and the musical element
of rhythm.
5. The activities in the training program improved the level of competencies of the music teachers
along the five elements of music as well as the teachers’ teaching methods and strategies.
RECOMMENDATIONS
From the findings and conclusions, the following recommendations are forwarded:
1. Male music teachers should be encouraged to attend music seminars and in-service trainings.
2. More in-service trainings in music should be conducted in the district and division levels.
3. School administrators should provide assistance and support in promoting professional growth
and development of music teachers.
4. Resource speakers or knowledgeable music supervisors and specialist should be invited more
often to conduct special classes in central schools to be attended by all music teachers in the district
5. Music teachers should be required to attend refresher courses or graduate courses in music to
raise their level of competencies along the elements and the teaching strategies.
6. School administrators should allot more funds for teacher-assistance programs and send their
musically inclined teachers to attend tutorial lessons in instrumental playing.
7. The proposed training program should be adopted by school officials in improving the competencies of music teachers.
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LITERATURE CITED
Abrew, E. (2000). Music teaching in grade III in the second district of La Union. MA
Thesis Congress College, Agoo, La Union.
Bagangan, B. P. (2000). The elementary education program of the elementary schools in
San Fernando City: Input to music capability building program. MA Thesis DMMMSU
-SLUC, Agoo, La Union.
Barcelo, J. R. (1999). Music competencies of teachers in the secondary schools of the
second district of La Union: Input to music training model. MA Thesis DMMMSUSLUC, Agoo, La Union.
Daniel, S. D. (2001). Instructional materials for music integration with civics and
culture in Grade I. MA Thesis DMMMSU-SLUC, Agoo, La Union.
De Vera, M. (1988). An evaluation of the different dimensions of the importance of
music instruction in selected secondary schools. MA Thesis MLQU, Manila.
Doctolero, F. C. (2001). Effectiveness of computer and worksheets as aids in teaching
differential calculus. MA Thesis DMMMSU-SLUC, Agoo, La Union.
Kedweng, C. B. (2001). A proposed reading program for the high school music teachers.
MA Thesis DMMMSU-SLUC, Agoo, La Union.
Luis-Najera, M. G. (2006). Implementation of music instruction in selected public and
private secondary schools in Pangasinan II. MA Thesis Lyceum-Northwestern, Dagupan City.
Melgar, J. (2007). Teacher related variables in relation to the extent of implementation
of PEHM in public and private secondary schools at Tacloban City. MA Thesis MLQU,
Manila.
Nones, R. D. (2001). Effectiveness of a developed work text in trigonometry with multimedia presentations. MA Thesis DMMMSU-SLUC, Agoo, La Union.
Padilla, L. P. (2001). The effectiveness of a learning module on discrete mathematics for
second year computer science in Lorma Colleges. MA Thesis DMMMSU-SLUC, Agoo,
La Union.
Pascua, P. R. A. (1997). Frequency of testing: Its effectiveness on the performance of
first year BSE students in college algebra. MA Thesis DMMMSU-SLUC, Agoo,
La Union.
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Pascual, M. R. (2008). Implementation of the music program in the public elementary
schools of Ilocos Norte. MA Thesis Northern Christian College, Laoag City.
Radin, R. H. (2008). Music instruction in the intermediate grades of the five districts of
unit II, division of La Union. MA Thesis Saint Louis College, Carlatan, San Fernando
City, La Union.
Reyes, C. (2005). Music learning activities undertaken in Ilocos Sur national high
school. MA Thesis Osias Educational Foundation, Balaoan, La Union.
Sales, E. S. (2007). Perception of the teachers in the implementation of the music
program in grades I – VI in Batac district I, division of Ilocos Norte school year 2006 –
2007. MA Thesis Northern Christian College, Laoag City.
Sotelo, J. D. (2003). Music instruction in the private schools of La Union. MA Thesis
Saint Louis College, Carlatan, San Fernando City, La Union.
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Editorial Staff
Dr. Emmanuel J. Songcuan
Editor
Prof. Flordiliza Dalumay
Prof. Rodolfo De Vera
Prof. Maricon Viduya
Ms. April Rivera
Ms. Abelynn Llarenas
Associate Editors
Dr. Eligio B. Sacayanan
Managing Editor
Dr. Remedios C. Neroza
Dr. Inocencio D. Mangaoang, Jr
Consultants
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