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Methods Preferred in Learning Development Communication Concepts Among the Fourth-Year Mass Communication Students of the University of Perpetual Help Rizal

( 2000) Ocampo, Lalaine O.

This study aimed to determine the development communication concepts that are relevant to the Philippine setting, to find out the preferred methods of learning development communication concepts, to find out the potential of teachers that could reinforce/aid learning, and to determine different activities that could help students link theory and practice. This study is a descriptive survey using total enumeration. But of the 64 fourth-year students enrolled in the subject Mass Communication 12 (Development Communication Concepts And Approaches), only 46 were able to answer the direct-structures questionnaires distributed. Library research and observation provided additional data on the topic. Data gathered were analyzed through an index score where computations were made by getting the average of the product of the frequency with the value assigned to the answers of the respondents. Results showed that Development Communication is a discipline that utilizes systematic approach in tracing, formulating, presenting solutions to societal problems like poverty, population growth, environmental degradation, malnutrition, dehumanization, etc. The discipline underscores the importance of creativity in conveying messages that guide target audience with procedures and alternatives that could facilitate change or improvement. Development Communication showcases a holistic approach of solving problems, of reaching target beneficiaries that can better aid them the capability to develop their human potentials. The interactive participative, informative nature of Discussion; and the explorative nature of Discovery Learning or Field Work merited the respondents’ preference in learning development communication concepts. Teachers’ potentials such as enthusiasm in the presentation of the subject matter, knowledge on the subject matter, sense of humor, articulateness, openness to students’ suggestions, proper use of visual aids, assigning of challenging and quality homework, and one who can impose discipline, are qualities that the respondents perceived as encouraging, thus reinforcing the learning of development communication concepts. A variety of activities can be used to help students acquire a clear grasp of linking theory with practice. Activities may range from serious to entertaining. The teacher should devise a plan specifically designed to the students’ frame of reference to stimulate, to encourage their participation that may pave the way to learning development communication. This study allowed the researcher to see the relevance of future studies that may focus on how discussion and discovery learning may be maximized to facilitate the learning of development communication concepts. Future research should be made to view the relevance of development communication, not only in Mass Communication but also in other social science courses. This could promote a better understanding of the focus of the discipline and is also a way of multiplying the number of development communication specialists who can become catalysts of change.
Level of acceptability of the Contemporary Filipino Pang Masa Songs to Employees of the National Commission on the Role of Filipino Women

( 2000) Descaya -Villavicencio, Lourdita

This study was conducted to determine the level of acceptability of the Contemporary Filipino “Pang-masa” songs with sexual innuendos or with double meaning to employees of the National Commission on the Role of Filipino Women (NCRFW) With this study, NCRFW could gain significant views on the effects that the songs might have on society and the latter’s perception of women. Data were gathered from 78 (85.72%) staff members belonging to supervisory technical and administrative levels through a survey questionnaire and interviews. The study was mostly represented by 79.47% females and males were only less than one-fourth of the total respondents. Results obtained revealed that the songs Labi sa Labi (55.12%) and Sisirin (38.46) sung by Mystica and Diwata, respectively, have a low level of acceptability to employees of the NCRFW. Intervening variables somehow helped in determining the level of acceptability – more females (35.90%) categorized the Labi sa Labi as not acceptable at all, while males (11.56%) rated it as not so acceptable. Undoubtedly, religion greatly affects the level of acceptability of the songs. All of the seven (7) Born Again Christians did not accept the songs. Likewise, members of other religions such as Catholic, Baptist and Iglesia ni Cristo, gave the same evaluation. That is not acceptable at all. The length of service, on the other hand, did not really affect the acceptability level of the respondents. Respondents shared common remarks on the songs’ general description – they were offensive, demeaning to women and has gender biases that could perpetuate the negative portrayals of women in the media. Moreover, respondents mentioned that some principles such as of the church teachings, the principles of valuing quality delivery of information and communication, social norms, the principles of equality between sexes and women’s rights, and the principles that the Beijing Platform for Action has been promoting were violated by these songs. Overall results showed that the “pang-masa” songs were not really acceptable to employees of the NCRFW. Nevertheless, it is suggested that this study should be supported by another research of the same content and set of songs involving another group of respondents. Thereafter, a comparative study could help deepen the need to analyze the Contemporary Filipino “Pang-masa” songs explicit to sexual innuendos in terms of message content, such that they convey messages which are not incriminating/discriminating to women or men.
Dynamics of Conceptual Change in the Biology Classroom: A Multidimensional Interpretive Framework

( 2001) Alfonso, Rodigelio F.

This study investigated high school students’ conceptions of genes during a two-week study on inheritance using a multidimensional framework of conceptual change from ontological, socially effective and epistemological perspectives. Specifically, the study attempted to establish students’ ontological perspective of the concept of the gene, investigated conceptual change about genes from the students’ cognitive framework, and then examined this ontological conception from both social/affective and epistemological perspectives. The sample for the study consisted of three high school biology classes in two different schools in Zamboanga City. These are two public urban non science high schools with special science classes and a private nonsectarian coeducational science high school. The three classes consisted of mixed-ability second-year high school students (ages 14-15) who did not study genetics previously and who were taught by experienced biology teachers. The research design is qualitative-quantitative. The data were gathered through student worksheets given before and at the end of the unit, observations of lessons, videotape and audiotape recordings of classroom discourse and detailed student interviews at the end of the unit. Data analysis revealed that students’ ontological conceptions of genes developed from the idea that a gene is a passive particle passed from parents to offspring. Subsequently, there are ontological shifts in the way that students viewed genes — from being passive to active, from being particle-like to like a “sequence of instructions” and to being associated with the process of protein synthesis. However, these shifts are not substantial. At the end of the unit, many students still see genes as did Mendel, simply as units or particles passed from parents to offspring. Most students failed to fully comprehend the process and expression aspects of genes and did not view genes as being code or a “sequence of instructions” for the production of proteins. Moreover, the Proposition Generating Task (PGT) revealed that majority of the students had difficulty in connecting genes with protein synthesis. There was a limited awareness as well of the nature of the relationship between genes and DNA and genes and chromosomes. From a social/affective perspective, it was evident that even though the students enjoyed the genetics unit and participated in classroom activities, they often were uninterested in the molecular explanatory mechanisms of genetics. The teaching approaches did not encourage a sophisticated conception of a gene in the minds of the majority of students. From an epistemological perspective, it was possible to classify the students’ ontological conceptions as being intelligible, plausible, or fruitful. This provided valuable information about the extent to which conceptual change had proceeded. It is concluded that student learning about the concept of the gene is an evolutionary process that is more like weaker descriptions of conceptual change such as assimilation and conceptual capture than stronger forms such as accommodation and conceptual exchange.
Training Needs of the Extension Communication Unit Staff of the Agricultural Training Institute Network of Training Centers Relating to the Development of Instructional Materials

( 2001) Ilagan, Sheila DV

Training needs analysis, or the identification of the particular training needed by the employee is a great way to maximize the offices’ resources. Likewise, the provision of which is enough motivation for them to effectively and efficiently accomplish their tasks. Hence, this study was conducted to determine the training needs of the Extension Communication Unit (ECU) staff of the Training Centers of the Agricultural Training Institute (ATI) in relation to the development of instructional materials. Using the survey research design, a six-page questionnaire was administered to the ECU staff in the Training Centers of ATI nationwide. The questionnaire was designed to elicit information on the profile of the respondents, the availability and utilization of instructional materials in the Training Centers, the development and production of instructional materials, and the training needs of the staff in the production of instructional materials. Data were described using frequency counts and percentages. Respondents of the study were 81 ECU staff from 28 ATI Training Centers. Of this, majority were Technical Staff (37.04%), followed by Artist Illustrator II (32.10%), and 30.86 percent were Audio Visual Aid Technician II. Compare with the educational background of the two other groups of respondents, only the courses taken by the Technical Staff seemed to be more relevant to their present position. With regard to the availability of instructional technologies in the Training Centers, results revealed that the most available (98.77) and widely used (92.59%) instructional technology was the overhead projector (OHP). As such, majority of the respondents (92.59) develop and produce transparencies. Due to its accessibility, almost all of the respondents (97.53%) use of transparencies as often as necessary. Research was utilized in the development and production of instructional materials (90.12%). Likewise, more than half (67.90%) referred to persons of authority in offices concerned with the collection of primary and secondary data as basis in the preparation of instructional materials. Among the three groups of respondents, it was found that in the development and production of instructional materials, the Artist Illustrator II were most involved. More than half of the respondents (58.02%) agreed that they are capable to develop instructional materials. The main problem, however, was lack of funds. Nevertheless, 82.72 percent suggested that the provision of funds will solve the problem. The instructional materials produced in the Training Centers were characterized by majority (92.59%) as informative. These were used by trainers and extension workers during trainings. Majority (83.95%) of the respondents have attended training mostly on audio visual presentation (82.35%). In terms of the degree of usefulness, these training were perceived as very useful, with the level of training and its duration considered just right (85.29 and 69.12%, respectively) and very relevant (79.41%). In terms of the subject matter areas that respondents need to be trained on, training on artwork was much needed by the Artist Illustrator (81.82%) while training on video production for the AVAT II (68.18%). Although the Technical Staff signified interest to be trained on newswriting and feature writing (82.76%), the training on the use of digital camera (77.27%) was much needed. A little less than half of the respondents (46.91) preferred the ATI Central Office as the venue for their training. A two-week training course conducted anytime of the year was also preferred. In the course of the study, it was recommended that the management extend full logistic support to provide training and follow-up training programs to increase the staff’s credibility and make them effective communicators.
Baby’s First Food? Tell Mama Breast Always Best

( 2001) Rabor-Fellizar, Nectarina

The research study was carried out to determine what communication methods were preferred by mothers to encourage them to room-in and breastfeed their babies at birth. The study also wanted to find out whether or not certain variables like the mother’s age, educational attainment, and parity affected their choices. Data was gathered by using the interview schedule on mothers chosen at random who had breastfed their babies while in the hospital. They may or may not have roomed-in their infants. Time period was from June 1995 to December 1999. There were 50 respondents included in the study classified according to age, educational attainments, and parity. The results were descriptive and frequency distributions and ranking of relevant responses were made. Results showed interpersonal communication with their mothers and attending physicians prior to giving birth prepared mothers for breastfeeding their infants. Interpersonal communication with the attending physicians and relatives was the most preferred methods and had the greatest influence on the decision of the mothers to breastfeed. Age, educational attainment and parity had an influence on the respondent’s choices of preferred methods of communication. Aside from interpersonal communication, some media communication methods were preferred by older mothers. Those with higher parity, preferred television, whereas younger mother with only 1 child preferred books as a source of information for breastfeeding. The study pointed out that in order to sustain the Baby Friendly Hospital status, interpersonal communication methods with attending physicians, relatives and hospital staff should be encouraged and improved. Media communication methods like posters and leaflets should be also paid attention so they could be better avenues of information and education on breastfeeding the newborn.
The Production of a Science Educational Television Program The Case of Sineskwela

( 2001) Roan-Cristobal, Ruby

The study sought to describe the process of producing a local science educational television (ETV) program to supplement science learning at the basic education level. It is focused on the case of the Sine’skwela, being the first science-based television program authorized by the Department of Education (DepEd) for mandatory viewing by students in all public elementary schools in the country. A descriptive research was conducted to determine the various steps involved in the production of Sine’skwela. The study is limited to obtainable data and observations. The researcher gathered official documents relevant to the program’s development and interviewed key production personnel. With the researchers as the Science Consultant of the program, her own observation of the process, since the time that the program was conceived up to the present, were also integrated. The documentation study revealed some aspects of the production process which the producer of the program needs to study. These include the problem of ensuring appeal, comprehension and overall learning achievement of the primary target audience through continuing formative and summative research. The quality of science content treatment was also discussed. One of the problems identified is the lack of special equipment to show details of processes and structures of organisms and objects discussed in the episodes. Immediately required are flex and time lapse cameras, microscope and other laboratory facilities. It is also imperative that accuracy of content be assured from pre-production to post-production stage by hiring more science researchers who will see through the quality of science content from the start to the end of production. The recommendations did not include proposed solutions to some problems which the researcher finds as resting on management prerogative, e.g., budget allocation. The output of the study is useful for improving the quality of the program to better achieve its set objectives and for planning new programs of similar nature in the future. Likewise, the resulting document will be useful to other broadcast stations, producers, educators and government agencies planning to produce ETV.
NCR Reader’s Perception of Aggie Trends The Official Newsletter of the Department of Agriculture

( 2001) Morado, Vincent B.

This study was conducted to find out the readers’ perception of AGGIE TRENDS in terms of its circulation and distribution, content and layout. Specifically, it focused on the following questions: what is the readers’ perception of the circulation and distribution of AGGIE TRENDS?; what is the readers’ perception of the layout of AGGIE TRENDS?; and what is the readers’ perception of the content of AGGIE TRENDS? The study was basically a survey, which made use of the simple random sampling method. Data were gathered through self-administered questionnaires, which were distributed by the researcher and collected form the respondents. The respondents of the study were 100 readers of the AGGIE TRENDS who live in the National Capital Region, particularly in Manila and Quezon City. Of the 100 respondents, thirty-three (33%) belonged to the 15 to 30 years old age group, while 24 (24%) were to 30 to 40 years old, and 13 (13%) were to 40 years old and above. Although simple random sampling was used, it turned out that half (50%) of the 100 respondents were females and them same number (50%) were males. Majority (60%) of them obtained a college degree, while 17 (17%) pursued higher studies. Most of them are government employees, who are now working with the DA office, attached agencies and bureaus and other government offices. The rest were (23%) high school students. The following conclusions were derived from the results of the study: Respondents were very satisfied or moderately satisfied with the circulation and distribution system of AGGIE TRENDS. Majority preferred the door-to-door and pick-up mode of delivery and that many of them received the AGGIE TRENDS in good condition. The respondents were very satisfied with the attractiveness and appropriateness of the cover design, because they are attracted to the colored pictures and the interesting topics presented in an artistic way. They were also satisfied because the pictures are clear, and the colors are good. The illustrations are also very clear and are propositioned properly. They were satisfied with the attractiveness and appropriateness of the inside pages. Among the reasons given by those who answered very satisfied or moderately satisfied was that the inside pages have pictures which are placed to attract attention. The respondents were very satisfied and moderately satisfied with the usefulness of the information or content of the AGGIE TRENDS. Besides they perceived the articles as very easy to understand or easy to understand. They agreed that the articles were clearly phrased. They also believe in the information they read and wanted more true-to-life success stories or features on issues affecting farmers and fisher folks and all the necessary information in agriculture that they need. They also perceived the articles or sections as vert entertaining and very interesting or slightly interesting. But they suggested more news, features, technologies, cooking tips, better editorial, letter to the editor and regions on the go. Other topics they suggested to include in AGGIE TRENDS were farming technologies/post-harvest technologies, new breed of plants, animal topics and more achievements, more success stories, puzzles and trivia.
Radio Broadcasts and Adoption of EPM Technologies in Infanta Quezon: An Evaluation Study

( 2001) Rutaquio, Marianne R.

This is an evaluation study on the Radio Broadcasts and Adoption of EPM Technologies on Infanta, Quezon. It focused on the following problems: how effective was it in influencing farmers to adopt EPM? Did the farmers really listen? What portion created lasting impact among listeners? Which EPM technology created the greatest impact? Would the farmers want another program of similar kind? The general objective of the study was to evaluate the role of the LKP radio program in the adaptation of EPM technologies in Infanta, Quezon. Specifically, it aimed to determine the listenership of LKP radio program; to identify portions in the program most preferred by the farmer listeners; to determine which among the EPM technologies discussed created the greatest impact; to determine the extent of the role of the radio program in convincing farmers to adopt the EPM technologies; and provide policy recommendations in the use of radio as medium in disseminating information on farming and farming technologies. This study used the descriptive survey method. Primary data were gathered from personal interviews using a pre-tested interview schedule. This study involved farmer-graduates of EPM FFS. This study used frequency counts and percentages for data analysis. It also used the tabular method of presenting results. Based from the results, it was noted that fifty-six respondents were EPM graduates, while 10 were not. Fifty-four percent of the respondents listened to the “Likas-kayang Pamumuhay” radio program, while the rest were not regular listeners. Majority of the respondents said that they listened to the program to get additional information and to increase their knowledge in agriculture. Among the topics they remembered in the radio program were: EPM, effects of pesticides, fertilization, and insect identification. Forty of the respondents mostly preferred the “sharing” segment of the program. Thirty-six of them admitted that they have adopted the farming technologies they heard on the radio. Seventy-two percent of them noted that agricultural trainings also influenced/convinced them to adopt a particular practice. The respondents cited that the agricultural information they heard in the radio program was useful to them. They said that the program was effective in pest management, it has a component of actual learning in the field, it has helped them reduce their production costs and it has influenced their decisions in farming, and it was able to share alternative farming strategies and livelihoods. Sixty-eight percent of the respondents were able to get an increased yield. The “Likas-kayang Pamumuhay” radio program was able to help its farmer-listeners adopt the EPM technologies they had introduced. The listeners preferred the sharing/discussion segment of the program, which reflects the need for additional information or knowledge of farmers. Respondents claimed that the farming technologies they have adopted from the EPM training and the radio program were the organic fertilization, pest and water management, proper values of life and good decision-making. The radio program provides a complementary role in the adoption of EPM technologies to its farmer-listeners. However, for non-EPM graduates, it provided additional information or knowledge on agricultural technologies. The sharing and discussion segment of the radio program helped them be convinced that what they are sharing in the program are viable alternatives to their current farming practices. Recommendations of this study include the organization of another team for the re-launching of the “Likas-kayang Pamumuhay” radio program. This should be coordinated with the BUKID famers’ organization who can share their expertise on agriculture. There should also be detailed study on the economic impact of the radio program on the farmers themselves. This will help policy makers and program planners design a program for the development of agriculture and the rural farmers. The radio program can be a potential partner of the community in its development. The program can link with other institutions and organizations which can help establish a “one-stop shop” of agricultural knowledge and information to help solve the problems of the rural farmers within the each of the radio station.
False prophets: exploring hybrid board/video games

(Association for Computing Machinery, 2002) Mandryk, Regan L. ; Maranan, Diego S. ; Inkpen, Kori M.

In order to develop technology that promotes social interaction rather than isolation, we are exploring the space between board games and video games. We created a hybrid game that leverages the advantages of both physical and digital media. A custom sensor interface promotes physical interaction around the shared public display while the un-oriented tabletop display encourages players to focus on each other rather than on the interface to the game. The ensuing social interactions define the course that the game takes, while the computer enhances the gaming experience by completing the menial tasks and providing dynamic, exciting environments. Our hybrid board/video game has the potential to enhance natural and enjoyable recreational interaction between friends.
Enhancing Laboratory Performance and Scientific Attitudes of General Botany Students Through Inquiry-Oriented Laboratory Activities

( 2002) Alba, Josephine B.

The study determined the General Botany students’ laboratory performance using inquiry-oriented laboratory activities and traditional laboratory activities in terms of acquired laboratory skills and scientific attitudes. It also determined the student factors (specifically gender, high school science rating, and laboratory-related personal traits) related to laboratory performance and selected scientific attitudes. The study sample consisted of 36 General Botany students of the University of Nueva Caceres, divided into 18 students for the experimental group and 18 students for the control group. A pretest-posttest quasi-experimental design was employed to determine the laboratory performance of the experimental and control groups. A laboratory manual on inquiry-oriented laboratory activities developed and used by the experimental group while the control group used the traditional laboratory activities. A 150 points practical test was administered before and after the treatment to assess 12 laboratory skills. A scientific attitudes inventory was constructed and administered to the two groups and before and after the treatment. A laboratory-related personal traits inventory was also constructed and administered to the two groups only before the treatment. Gender and high school science ratings of the respondents were also investigated if related to the laboratory performance and scientific attitudes of the respondents. Results of the study reveal the following: 1. All the student factors - gender, high school science rating, and laboratory-related personal traits (i.e., organizer, orderly and systematic; patient, persistent and hardworking; creative and innovative; and curious) ---- are not significantly related to (1.1) laboratory performance and (1.2) scientific attitudes of all students in the sample. 2. There is no significant difference in the laboratory performance of the experimental and control groups in the 12 laboratory skills in the pretest scores. 3. There is a significant difference between the pretest and posttest scores of both the experimental and control groups on laboratory performance, implying that both treatments are effective, although the experimental group is much higher. 4. There is a significant difference in the post-test scores between the experimental and control groups on laboratory performance in favor of the former. The gain score of the experimental group is significantly higher than that of the control group, implying that the treatment used with the experimental group is more effective. 5. There is no significant difference in the scientific attitudes pretest scores of the students in the experimental and control groups; the two groups were initially comparable in scientific attitudes. 6. There is a significant difference between the pretest and posttest scores on scientific attitudes of the students in the experimental group but none in the control group. The difference in the gain score is much higher for the experimental group which implies that the treatment for the experimental group was much more successful. 7. There is a significant difference in the scientific attitudes posttest scores of the students in the experimental and control groups in favor of the former. The gain score of the experimental group is significantly higher than that of the control group, implying that the inquiry-oriented laboratory activities helped the students in this group in acquiring scientific attitudes. This study shows that inquiry-oriented laboratory activities can be performed successfully even in a not-so-well-equipped laboratory room. It also shows that students using the inquiry-oriented laboratory activities do not only acquire much needed laboratory skills but also scientific attitudes which are helpful in coping with the cognitive demands of other science subjects.
Changes in College Students' Conceptions of Chemical Equilibrium

( 2002) Locaylocay, Jocelyn R.

This is a case study on the conceptual evolution of chemical equilibrium of selected chemistry students as they go through learning activities using an instructional design based on a constructivist view of learning. The study was carried out in two General Chemistry classes at a university. Lawson’s Test of Scientific Reasoning was administered to determine the students’ cognitive level. The sample students in the study were chosen to represent the empirical-inductive level, transitional and hypothetical-deductive level. The study was a combination of qualitative and quantitative research. The qualitative part involved following the conceptual evolution of selected students through the use of written documents such as activity sheets, learning journals, assignments, post-test and the use of oral interviews, audiotapes and videotapes of group discussions. The quantitative part involved the two intact classes and pre-test and post-test gains for both classes were determined. The correlation between the students’ cognitive level and the pre-test, post-test and gain scores were also looked into. Prior to the intervention, students’ conceptions about chemical reactions and rates of reactions were determined through their answers to the readiness test, pre-test and initial interviews. The study looked into the effect of these preconceptions on students’ understanding of chemical equilibrium. Results indicated that many students had the preconception that reactions go in only one direction. This caused difficulties in students’ understanding of the dynamic nature of chemical equilibrium. Most of the students recognized that the rate of a reaction depends on the concentration of the reacting substances. However, they could not relate changes in volume of a container containing the gaseous system to a change in concentration of the reacting substances. A common misconception of students prior to the intervention was that the rates of reactions increased as the reaction proceeds. The use of experiments showing discrepant events contributed to students’ dissatisfaction with their preconceptions about complete chemical reactions. The conceptual evolution of most students’ conceptions showed patterns of competing conceptions and a series of progressions and regressions. Their preconceptions of complete reactions competed with their concept of reversible reactions and chemical equilibrium. In some aspects, they used their concept of reversible reactions and for other aspects, they reverted back to the use of complete reactions. The use of the analogy helped in the students’ understanding of the characteristics of a system as it approaches equilibrium and when it is at equilibrium. However, even after the treatment, many misconceptions were found to be resistant to change. The more persistent misconceptions are a) the rate of the forward reaction increases as the reaction proceeds, and b) the value of the equilibrium constant changes with a change in the initial concentrations of the reacting substances. The students were found to have more problems with changing conditions for equilibrium systems, especially heterogeneous ones. Many of the students could identify which reaction is favored by a change in concentration of reactant/product and a change in temperature. However, they are not clear about the meaning of the term “favored.” They have the misconception that the favored reaction increases in rate and the opposite reaction decreases in rate. This led them to believe that when the temperature is increased, the endothermic reaction increases in rate while the exothermic reaction decreases. They do not consider the shift in the equilibrium position due to the change. Results also showed that many students have the misconception that the addition of a solid reactant to a heterogeneous system at equilibrium will shift the position of the equilibrium. They do not consider that the concentration of the slid does not change when the amount of solid is changed. Only a few of the students in the classes were in the hypothetical-deductive level (formal). Most of the students were in the concrete and the transitional cognitive levels. The average gain scores between the pre-test and the post-test were highest for those in the formal level, followed by the transitional and lowest for those in the concrete. Pearson Product Moment Correlation values show that the result of Lawson’s Test of Scientific Reasoning is significantly related to the results of the pre-test, post-test including gain scores. The students’ cognitive level was significantly correlated with their learning gains.
Relationship of Selected Factors to Science Teaching Efficacy and Classroom Performance of Biology-Student Teachers

( 2002) Sarmiento-Placides, Estrella A.

This study investigated the science teaching efficacy of 101 biology student-teachers of selected institutions in Bicol and the Visayas that offer Bachelor of Secondary Education Major in Biology. It also identified the internal and external factors that affect such efficacy and established the patterns of relationships between science teaching efficacy and classroom performance. Instruments developed to gather data were the following: (1) survey questionnaire, (2) interest and attitude scale, (3) science teaching efficacy scale, (4) achievement test in biology, (5) process skills assessment test, and (6) standards of classroom performance. Student-teachers filled up the respondent’s datasheet, the interest and attitude scale, the survey questionnaire and the science teaching efficacy scale. Then they took the achievement test in biology and the process skills assessment. Then dean or the principal, the critic teacher and the researcher evaluated the student-teacher scheduled to teach during the day using the standards for classroom performance. The actual teaching was recorded on videotape. Multivariate Analysis of Variance (MANOVA) was used to analyze data and establish relationships. Qualitative analysis was used to find patterns in science teaching efficacy and classroom performance. For this, data was taken from eight cases. Three cases were presented/studied as samples. Results show that biology student-teachers of Bicol and the Visayas have a high science teaching efficacy (STE) at 3.85 in a scale of 1 to 5. The relationship between science teaching efficacy and internal and external factors are found to be highly significant. This means that internal factors – interest and attitude, content knowledge and process skills – are significantly related to science teaching efficacy with content knowledge having the highest relationship. Likewise, external factors – family involvement, community support/participation and school environment – are significantly related to science teaching efficacy with the school having the highest relationship. This study becomes one of the very few researches in science teaching efficacy of student-teachers in the Philippines. Content knowledge is identified as a very important factor that is significantly related to science teaching efficacy refuting the works of Carroll and Mueller, 1991, Bell, et al., 1997 and Werner, 1993. The role of the school in the development of a self-system is underscored as it turns out to be the strongest external factor that is significantly related to science teaching efficacy, agreeing with Bandura’s findings in 1986. The teacher has been identified as the personal model of student-teachers in the Philippines, particularly in Bicol and the Visayas, reiterating once more the influence of teachers on their students. The findings that student-teachers are already prepared in motivation and communication negates the finding of Carranza in 1996. The need for curriculum enrichment, emphasis on hands-on experiences and training in instructional technology are identified for immediate concern.
Learning Transfer and Durability in College Biology Students Via Computer-Assisted Instruction

( 2002) Supremo, Janette P.

This study primarily aimed to identify students’ misconceptions/alternative conceptions and their sources; the effect of computer-assisted instruction on the Human Circulatory System (HCS) on students’ conceptual change, learning transfer and durability of learning; and students’ motivational beliefs and response to anomalous data as factors influencing conceptual change. The hypotheses that there were no significant differences in students’ conceptual change, transfer of learning and durability of learning between the computer-assisted instruction (CAI) group and the traditional instruction (TI) group were tested. The respondents of the study were on the section of first-year BS Development Communication students. The class was randomly divided into the CAI group and the TU group. The CAI group underwent instruction in the HCS using CAI while the TI group was taught using the chalk and board method. The study was divided into two phases: (1) design and development of HCS-CAI); and (2) tryout of CAI. The data were gathered using the multiple-choice pretest/posttest 1 (P1), Posttest 2 (P2) with free response questionnaires, students’ pre-instruction concept maps, students’ diaries and worksheets, unstructured interview, observations of students’ behavior and audio recordings of verbal interactions in the classroom. Data gathering started in December 2000 and ended in March 2001. Results show that students coming into the learning environment hold a variety of misconceptions/alternative conceptions on the HCS. These misconceptions/alternative conceptions focus on the heart functions, heart structure and functions, blood structure, blood components, blood flow, the effect of diet on blood circulation and beliefs and practices related to the HCS. The sources of the emerging misconceptions/alternative conceptions are kinesthetic and sensory, casual usage of language in conversations, indiscriminate use of technical terms related to the HCS, socialized forms of explanations influenced by family, peers and people whom students are in constant contact with, mass media, inaccurate drawings in books and inaccurate instructions by the teacher. Posttest 1 scores show that the use of CAI improves students’ conceptual understanding more than the TI. Analysis of students’ conceptual understanding based on their distribution into the five categories of conceptions shows that the CAI group has most responses falling under the Best Understanding (BU) category in the Posttest 1, while in the TI group the most frequent response is in the Worst Understanding (WU) category. A comparison of gain scores of students in CAI and TI shows CAI group to have the largest gain in the BU category. Classifying students’ (pretest to posttest 1) responses into No change, Change for the Better and Change for the Worse shows that more of the CAI students’ responses remain the BU category while more of the TI students’ responses remain in the WU category. Under the Change for the Better conception, CAI results to more answers going into this change than TI. Results also show that in CAI, more of students’ conceptions are classified as Best Understanding compared to TI when students’ posttest 1 responses are categorized into Best Understanding and Others. Therefore, there is greater positive effect of instruction on students’ conceptual understanding in CAI than in TI. As for students’ motivational beliefs influencing conceptual change students who have task-oriented beliefs perform better in posttest 1 than the other students. Those who have ego-oriented beliefs are not necessarily among the top performers in the posttest 1. CAI students with whom they share the same motivation. Some students learn for career options and for personal interest. They are most likely to undergo conceptual change. CAI students are effectively motivated to learn. This is not observed in TI students. As for how students respond to anomalous data, fewer responses from both CAI and TI groups fall under ignoring or rejecting data, excluding or compartmentalizing data, holding data in abeyance and reinterpreting data compared to accepting data and changing existing conception. More students in the CAI than in the TI respond to anomalous data by accepting data and changing their existing conception. In the learning transfer test, CAI students outperform the TI students. This means that CAI results to more students being able to transfer learning into another context than the TI. As for the durability of learning, the mean score of CAI students in Posttest 2 is higher than the mean score of TI students. The mean score of CAI students in P2 decreased from P1 while those of TI remained almost the same, but CAI students will have a higher P2 mean than the TI students. However, P2 – P1 t-test result shows that the difference in the mean score of CAI and TI students is significant in favor of the TI. This study provides evidence of the effectiveness of CAI based on constructivism in enhancing the transfer of learning in college biology students.
Practical’s for Enhancing Conceptual Understanding in Inquiry Skills

( 2002) Torre, Carla B.

This study attempted to determine the effectiveness of practicals in enhancing conceptual understanding about cellular respiration in relation to the functioning of six body systems and enhancing inquiry skills. The study was quasi-experimental in research design and involved forty First Year 1-A and 1-D BEED students enrolled in Natural Science 102 during the Second Semester of AY, 2000-2001 at West Visayas State University in Iloilo City. A pre-and post-instruction conceptions test, inquiry skills test, concept maps and interviews served as sources of data for the study. Ten case students from the experimental and control groups, respectively, were also selected for qualitative aspect of the study. The intervention consisted of seven practicals that dealt with cellular respiration, the functioning of six body systems in relation to cellular respiration and the changes that occur during vigorous activity or emergency. Students also analyzed the practicals requiring the use of eight inquiry skills, namely, identifying the problem, formulating hypothesis, designing a procedure to test the hypothesis, interpreting data, recording data in a form that facilities correct interpretation, seeing patterns and relationships in a set of data, judging adequacy of data and inferring. They also answered questions in relation to the procedure in the practical to enhance their conceptual understanding. To determine their conceptual understanding and inquiry skills, students gave reasons or explanations for their answers in the multiple-choice questions of the conceptions test on the topic covered in the practicals. They also made pre- and post-instruction concept maps and were interviewed on the same topic. To determine their inquiry skills, students were asked to answer a researcher-made inquiry skills test. Factors that influenced their conceptual understanding, and inquiry skills were also determined. The control group was taught using the traditional lecture method. For the enhancement of their inquiry skills, they analyzed articles on completed experiments, one of which was discussed in class. Findings show that students who performed the practicals were able to learn more scientific concepts than those taught using the traditional lecture method. However, the difference was not statistically significant. The two groups share similar alternative conceptions which they brought with them to school, and instructional methods used in both groups was not effective in changing several alternative conceptions. The bases and types of reasons of most students in both groups were precausal, macroscopic and incomplete, suggesting rote learning (Chin et al., 2000, p. 110). A few students in the experimental group were also able to relate more concepts and integrate them as shown in the number of correct propositions and cross-links in their concept maps. Students in the experimental group also performed better in the use of inquiry skills than the control group. The difference in their mean scores was significant. They improved greatly in their performance in the use of inquiry skills from pre- to post-test, specifically, in identifying the problem, formulating hypotheses and seeing patterns or relationships in the data. The difference was statistically significant for identifying the problem and seeing patterns or relationships in the data, and nearly so for formulating a hypothesis. The factors that facilitated the enhancement of students’ conceptual understanding in the experimental group were the demonstration with or without dissection and collaborative learning. The inhibiting factor was a lack of background knowledge about the topic. For the inquiry skills, the factors that enhanced their skills were the practicals and exposure to experiments in high school. Those with limited exposure tended to base their answers on a single, obvious factor and disregard relevant data. This study provided evidence that practicals are effective in enhancing students’ inquiry skills. It also identified tenacious alternative conceptions on cellular respiration in relation to the functioning of six body systems that urgently need to be addressed using conceptual change strategies. Lastly, it produced instructional materials (the practicals) which teachers can utilize in their natural science classes or use as a guide for developing their own practicals.
Enhancement of Problem-Solving Skills in Chemical Equilibrium Through a Modified Network Approach

( 2002) Valenzuela-Vicente, Grace

This is a study on the effectiveness of the modified network approach on the enhancement of problem-solving skills of first-year college students in chemical equilibrium. Ashmore et al.’s network approach was modified using diagramming and scrambling exercises which were aimed at developing and training students in combinatorial and correlational thinking skills which students can use to enhance their problem-solving skills. A comparison of scores in three problem-solving tests was used to measure the effectiveness of the modified approach. Qualitative analysis of the solutions of students to the problem-solving tests was used to characterize the first-year chemistry problem solvers. A rubric scoring scheme was developed to identify the problem-solving skills demonstrated by problem-solver as it was equated to scores obtained in the problem-solving tests. The study also characterized the first-year problem solver before and after treatment through a qualitative analysis of the students’ solution papers, the protocol of small group discussions, interviews and think-aloud sessions. Students in both experimental and control groups were administered Lawson’s Classroom Test of Scientific Reasoning to determine their cognitive level before and after treatment. Findings show that first-year problem solvers do not like to guess when faced with problem they do are not familiar with; possess concept, mathematical as well as communication skills deficiencies; most often showed a wrong use of algorithms and basic algebraic operations; wrong choice of heuristics and lack of checks. The freshmen problem solvers also show carelessness in execution of solutions with haphazard erasures and superimposed answers. After treatment, the students exposed to the modified network approach were shown to be more attentive to given data, instead of leaving their papers blank. They have become more organized in presenting their data, showed more attempt using a variety of approaches even if they arrived at the wrong final answer because of their conceptual deficiencies. Identifying and defining the problem, identifying relevant data, judging the gathered or given data is adequate for establishing relationships, recording of data in a form that facilities correct interpretation, seeing relationships given in a set of data and interpreting data were the problem-solving skills shown to be enhanced in the experimental group. Although the first three skills were also demonstrated by the control group, these skills were not consistently shown in all three tests. A significant difference was found in the mean scores of students exposed to the modified network approach compared to those students exposed to the original network approach in favor of the experimental group. Both the experimental and control groups showed a significant difference in their respective pre- and post-Lawson’s test scores. The experimental group, however, had a higher post-treatment mean score than the control group. This difference though was not enough to cause a change in the cognitive level (e.g., shift from concrete to transitional or from transitional to formal as defined by Lawson’s Test). Results of the study also revealed that students find conceptual or qualitative questions more difficult than the quantitative type, thus they tend to ignore these and concentrate on the numerical ones. If there were answers, these were not clear because of grammatical errors and lack of communication skills. Interviews also revealed that scrambling exercises were found to be appealing to some students because they provided a ‘game-like’ atmosphere to an otherwise mentally taxing lesson.
Constructivist Model for Teaching Problem-Solving and Critical Thinking Skills

( 2002) Petilos, Gabino P.

This study compared the effects of the constructivist and the traditional models of teaching problem-solving strategies on the students’ problem solving and critical thinking skills. The constructivist model included small-group discussion, modeling and thinking aloud, and journal writing while the traditional model was mainly lecture type. The study used the quasi-experimental method of research and employed both qualitative and quantitative analyses. Two intact classes consisting of a total of 52 second-year Bachelor of Elementary Education (BEEd) students who specialize in mathematics were the subjects of the study. These students were classified as high ability and low ability on the basis of their average grades in three mathematics subjects. The study used a researcher-made Problem Solving and Critical Thinking test which had a reliability of coefficient of 0.82. The students in general were reluctant to raise their own questions. It was the teacher who initiated asking questions that were merely responded to by the students. In the experimental group, the teacher’s mediation and support through asking guide questions and giving hints during small-group discussion enabled the members of the group to generate ideas that eventually helped them start with the solution of the problem. The same students also showed more active involvement and enthusiasm to solve a problem, especially during small-group discussions. The students exposed to the constructivist model of teaching problem-solving strategies posted higher but not significant posttest mean scores on the problem-solving test than those exposed to the traditional model. Likewise, there was no significant interaction between ability level and the method of teaching used. The students exposed to the constructivist model of teaching problem-solving strategies posted significantly higher mean scores on measures of critical thinking than students exposed to the traditional model. However, there was no significant interaction between students’ ability level and the treatment conditions. Within the framework of the limitations of the study, the constructivist model for teaching problem-solving strategies has a positive impact on the overall critical thinking skills of the students. Although it did not differentiate significantly the problem-solving performance between the experimental and control groups, the trend in the results was still in favor of the experimental group and that it benefited the low ability students more than the high ability students in terms of problem-solving performance. The qualitative assessment of data showed that the most important benefit of the constructivist model was that it raised the level of motivation and enthusiasm of the students in solving non-routine mathematical problems.
Pamantasan sa Himpapawid: A School-On-The Air in Search of Sustainability

( 2002) Cantos, Getulio C.

Distance learning is now becoming a powerful tool in educating individuals or group of individuals which for some reason cannot avail themselves of education through the traditional mode of learning or the residential type of schooling. One mode of distance learning is the school-on-the-air which offers non-formal education. One mode of distance learning is the school-on-the-air which offers non-formal education. One of which is the subject of this study which is called “Pamantasan sa Himpapawid” aired over Radyo ng Bayan Lucena. It is a project of the Department of Trade and Industry or DTI, Manuel S. Enverga University Foundation or MSEUF, and DWLC Radyo ng Bayan Lucena, which is a government-owned radio station. This study took the case of “Pamantasan sa Himpapawid” and attempted to find out the issues and concerns affecting its sustainability. The study also tried to answer the question “What are the perceptions of selected graduates towards the Pamantasan sa Himpapawid where they graduated from? “Finally, this study attempted to know the recommendations of the graduates to improve the sustainability of the Pamantasan as a whole. This study was aimed to identify the problems and concerns which affect the sustainability of the Pamantasan sa Himpapawid as a school-on-the air which is a development communication tool. It was also aimed to find out the perceptions of the selected graduates of the Pamantasan sa Himpapawid towards their school-on-the-air, and finally, it was aimed to provide useful information as feedback on Pamantas sa himpapawid. The respondents were composed of 27 graduates of Pamantasan sa Himpapawid. They were chosen to form a total of 118 graduates who comprised the first two batches of graduates using non-probability sampling, particularly accidental sampling. The researcher gathered necessary data through available documents of the Pamantasan sa Himpapawid. Personal interview with the authorities involved was conducted to provide other information. The researcher also conducted a survey using questionnaires which were distributed to the respondents. The questionnaires were written in Tagalog. The researcher did not use his real name but used a pseudo name “Braddix Castillo” instead to avoid bias since the researcher is an employee of Radyo ng Bayan Lucena. After gathering all the data needed, they were carefully analyzed using frequency counts and percentages. Tables and graphs were used to represent data. Documentary findings and interview synopses were also carefully analyzed. This study concluded that the PH has benefited many of its target audiences. However, it failed to sustain the number of its enrollees; comprehensibility of some lessons; financial support for the reproduction of learning manuals for students; visitation and follow-up activities; linking with other enabling agencies; evaluation; and the radio signal. It was also concluded that the majority of the respondents want a once-a-week one-hour program for the PH preferably on Saturday afternoon. Respondents prefer English and Tagalog as the bilingual mode of instructions. They also find the lessons comprehensible and relevant. Meanwhile, less than 50% of the respondents have utilized the knowledge gained from the PH. All respondents did not receive financial assistance form the PH after graduation. Most of them believe it is necessary for the PH to technically and financially assist their graduates. The majority of the respondents have developed a positive attitude towards the hosts’ voices, talking speed, teaching efficiency, and their high level of knowledge on the subject matter. To ensure a more effective Pamantasan sa Himpapawid, it is recommended that it sustain first its linkage with other enabling agencies to support its production costs; sending of student manuals and copy of learning modules; technical and financial assistance to graduates; number of volunteers to serve as field coordinators to monitor the progress of the enrollees; follow-up activities to monitor the utilization of knowledge of the graduates; move to be accredited by TESDA; and regular project impact monitoring and evaluating or PIME.
State of the Philippines Population Report 2000 Advocacy Activities in Region 7: A Process Documentation

( 2002) Gambe, Lurica June A.

The study was conducted to document activities and processes relative to the promotion of the State of the Philippine Population Report (SPPR) 2000 in Region 7. This was deemed significant, as this is the first of the series of SPPRs. The study aimed to find out if the strategies adopted to popularize and advocate the report were effective and which ones were not so that for the succeeding SPPRs the dissemination activities will be enhanced to achieve its goal of seeking policy and fund support on reproductive health and family planning. Specifically, the study sought to: 1). document the conduct of successful advocacy activities utilized in promoting the SPPR to target audiences, 2.) document the immediate outputs of the activities and showcase this for replication in other areas and 3.) identify the problems encountered that affected the successful implementation of the SPPR User's Forum. The documentation of the four major SPPR User's Forum conducted from March-September 2001 was by participant observation. A monitoring form was accomplished in every forum to document the details of the activity. The study made a summary of the problems encountered in the implementation of the project, drew the lessons learned and provided recommendations that could guide implementers of similar projects.
Analysis of the PARDC Feedback Gathering Method for Field Testing of MAT DEV Prototypes: The Case of the Meal, Ready-To-Eat Ration

( 2002) Dayao, Sylvia A.

This study aimed to evaluate the effectiveness of the feedback gathering method among the end users of Materiel Development (Mat Dev) prototypes developed by the Philippine Army Research and Development Center (PARCDC). The resources of the PARDC allocated for field test questionnaire administration were also assessed. These were done to come up with recommendations on how the feedback gathering method can be improved. It tackled the case of the MRE toppings style prototypes distributed to the 2nd Infantry Division, Philippine Army. The survey employed three methods for data gathering: documentary analysis, personal interview, and survey questionnaire. Documentary analysis involved the examination of reports, logbooks and clearing instruments of the Supply Accountable Officers (SAO). The interview was concluded among researchers of PARDC and the SAO of the various offices concerned in the distribution of prototypes. An interview schedule was used to gather information on how the SAO implemented the transfer of the prototypes from PARDC to the end users. A survey using self-administered questionnaire was done to field test participants purposively chosen by the researcher to find out their comments and preference on how their feedback should be gathered. The finding of the study revealed that the PARDC feedback gathering method was too circuitous. The process passed through several layers of offices such that the time consumed in the distribution and collection of questionnaires was considerably long. Respondents preferred personal interviews than self-administered questionnaires. The resources allocated for the field test was also inadequate. All these contributed to the low turnover of field test questionnaires. Based on the findings, it is recommended that other more effective and efficient ways must be employed to improve the PARDC feedback gathering method. Since the results of the study indicate that almost all the respondents wished to talk with the researcher than answer a questionnaire, then the instrument might have to be changed from a self-administered questionnaire to an interview schedule or focus group discussion. The latter may be the best alternative as it can respond to the respondents’ desire for a more interpersonal discussion and it would entail lesser cost than interview schedule.
Communication Profile of Vegetable Farmers of Nagcarlan, Laguna

( 2002) Bautista, Felicidad E.

The study looked into the communication profile of the Nagcarlan vegetable farmers. Specifically, the study sought to describe the socio-demographic profile of farmer-respondents, find out their farming characteristics, and determine their communication profile. A one-shot survey among 50 vegetable farmers in Barangay Malinao, Nagcarlan, Laguna purposely selected from the list provided by the Barangay Chairman, was conducted. Respondents were interviewed through the used of a 7-page interview schedule which was pretested among vegetable farmers in Barangay Kinabuhayan, Dolores, Quezon. Data were analyzed using descriptive statistics such as averages, percentages, and frequencies. In terms of socio-demographic profile, 78 percent of the farmer-respondents were male, young (38-47 years old) and had formal education but of different levels. Vegetable farming was their main source of income, with a mean annual income of P65,960.00. With regard to farming profile, the majority (86%) of the respondents had more than 10 years of farming experience. Forty-six percent had 1.0 ha planted to chayote, beans, tomato, pechay, and cabbage. Results also showed that radio and television were the most owned and used communication media by the farmer-respondents. Among radio and television programs, high viewership and listenership of news program was prevalent. Therefore, information on vegetable production such as source of quality seeds and management of pests can be aired in radio programs and shown on television as advertisement, plug or jingle before and after a newscast. Majority (90%) of the respondents still preferred interpersonal communication than broadcast and print media. It would be beneficial therefore to equip the agricultural technicians with knowledge and skills in communicating vegetable production messages and information. Combination of communication strategies could be designed, placing importance on interpersonal communication.

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