Faculty of Education

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https://repository.upou.edu.ph/handle/20.500.13073/4

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Browsing Faculty of Education by Subject "Research Subject Categories::HUMANITIES and RELIGION::Aesthetic subjects::Literature"
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    Pre-Service Teachers' Teaching Reading Efficacy Beliefs, Technological Pedagogical Content Knowledge (TPCK) Levels, and their Teacher Educators' Modeling
    ( 2012-06) Cacho, Reynald M.
    Preparing efficacious literacy teachers for technology-enhanced instruction is beginning to become a main concern for many teacher education institutions. With the emerging technologies coming into the landscape, pre-service teachers and teacher preparation programs are challenged to embrace the opportunities in improving the teaching-learning process along the Technological Pedagogical Content Knowledge (TPCK) Framework. This study investigated the relationships among the pre-service teachers' perceived teaching reading efficacy beliefs, TPCK levels, and teacher educators' TPCK modeling. A descriptive survey method with focus on quantitative data collection and analysis was adapted. Forty-seven respondents were lottery drawn from 157 graduating pre-service teachers of Bachelor of Elementary Education at the Philippine Normal University Lopez, Quezon campus. Three self-report Likert type instruments were employed for self-assessment of the respondents' teaching reading efficacy beliefs, TPCK levels and their teacher educators' TPCK modeling. Findings reveal that the pre-service teachers maintain a high sense of efficacy in teaching reading and very good TPCK levels. The pre-service teachers report that their university-based teacher educators have high competence and oftentimes model TPC in the classroom while their cooperating teachers have shown some competence and sometimes demonstrate TPCK in their student teaching program. Using the Pearson r .05 level of significance, it was established that moderate but statistically significant relationship existed between teaching reading efficacy beliefs and pre-service teachers' TPK and PCK levels. There is no significant relationship between efficacy beliefs and teacher educators' TPCK modeling. Although there is no significant relationship existing between the pre-service teachers' TPCK levels and the Grade I to 6 cooperating teachers' TPCK Modeling, significantly strong positive relationship, as a whole, has been found between TPCK levels of pre-service teachers and their university-based teacher educators' TPCK modeling. Implications germane to the transformational leadership of school administrators and teacher educators in the 21* century educational paradigm are forwarded.
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    Readability of Philippine Literature in English in Commercially Published English Textbooks
    ( 2014-12) Sarmiento-Labastilla, Leah Blescila V.
    Readability studies in the United States have a long history spanning over 70 years, but here in the Philippines, these studies are rare. Readability studies are important in the evaluation of texts to match the readers and their textbooks so that communicative competencies will be developed. This study explored the readability of nine (9) Philippine short stories written in English that are featured in commercially published Grade 7 English textbooks. Three (3) readability indices were used to describe the level of text difficulty.: Flesh-Kincaid Grade Level, Cloze Test, and Readability Checklist. The texts were tested for the Flesch-Kincaid Grade Level through online readability calculators. The same texts were converted into cloze tests and were given to 75 Grade Six students of one (1) private and one (1) public school in a first-class urban municipality outside of the National Capital Region. Three (3) Grade 7 English teachers and 20 Grade 8 students evaluated the difficulty level using the readability checklist. Results show that the short stories chosen for Grade 7 English textbooks are much too difficult for the students in that level. The short stories have varied levels of text difficulty, from 3.0 to 10.0 Flesch-Kincaid Grade levels, which reveal the absence of any leveling standards in choosing the literary pieces included in Grade 7 English textbooks. Based on the readability checklists done by both teachers and Grade 8 students, the stories were of high quality in terms of literary merit. However, the cloze scores show that these stories are frustrating for the Grade 7 students, which means the students do not yet have the linguistic abilities require to understand the text, and teachers will require more effort in helping students to understand the text.