Faculty of Education

Permanent URI for this community

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

Browse

Browsing Faculty of Education by Subject "Research Subject Categories::HUMANITIES and RELIGION::Languages and linguistics"
  • Item
    Effects of Metacognitive Strategy Instruction on the Metacognitive Awareness and Reading Comprehension Performance of BEEd Students
    ( 2014) Pasana, Sheena Mae C.
    Reading is a complex activity, and its most obvious goal is comprehension. As students progress through school, they are asked to read increasingly complex graphical and informational texts in their courses (Think Literacy, 2007). The reading process for managing these information-getting tasks is typically highly complex and requires both cognitive and metacognitive processing (Magliano & Trabasso, 1999; Wade & Reynolds, 1989 as cited in Hong-Nam & Leavell, 2011). Ideally, students that reach university level would be aware of using effective reading strategies, but it is observed that many students do not read analytically and cannot adjust their reading to the different materials they encounter (Gaerlan, 2012). Nevertheless, students can overcome their difficulties when they receive appropriate training on reading strategies and introduced to the concept of metacognition. The present study aimed at examining the effects of metacognitive strategy instruction on the metacognitive awareness and reading comprehension performance of BEEd students and if there was a relationship between metacognitive awareness and reading comprehension. Metacognitive reading strategies (planning, monitoring, and evaluating) were taught to 45 students for five weeks using the Gradual Release of Responsibility model of instruction. Data were gathered through the use of the Gray Silent Reading Tests (GSRT), the Metacognitive Awareness Inventory (MA), and students’ reading logs. Pre-test and post-test scores were compared using T-test for paired samples, and the relationship between the two variables was tested using Spearman’s rho. A frequency test was also done to find out which metacognitive reading strategies were learned more after the intervention. Results showed that explicit instruction of metacognitive reading strategies improved students’ reading comprehension performance and metacognitive awareness and that there was a moderate positive relationship between the two variables. Frequency tests also revealed that students learned a number of metacognitive strategies after the intervention. These results were supplemented by students’ answers to reflective questions in their reading logs. The results have implications for reading instruction at the tertiary level, teacher education, and future research. It has been shown in the study that metacognition plays a vital role in enhancing students’ reading abilities and it can be effectively taught and developed in tertiary level students.
  • Item
    Implementing Mother Tongue Based-Multilingual Education in an Area of Armed Conflict in Southern Philippines: A Case Study Vol 1 & Vol II
    ( 2016-07) Tenchavez, Ghea Ramona
    The use of the mother tongue in the classroom to learn concepts has been practiced by many of the countries that garnered the highest points in international assessments as shown in the 2015 report of the Organization for Economic Cooperation and Development (OECD). Several studies have also shown the benefits of using the mother tongue in learning and this has been recognized by the Philippines through Republic Act 10533, “An Act Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education.” With Philippine schools adopting the use of mother tongue as the medium of instruction from Kindergarten to Grade 3, this study looked into how Mother Tongue Bases- Multilingual Education (MTB-MLE) was implemented in an area of armed conflict. The current study specifically answered the following questions: 1) How is MTB-MLE implemented in an area of armed conflict in terms of the use of mother tongue as subject, medium of instruction, and auxiliary language; 2) how the mother tongue is integrated in peach education in an area of armed conflict particularly in the curriculum, instructional materials, and strategies. A public elementary school located in Maguindanao where MTB-MLE has been implemented for the past years was selected for the final study. As a qualitative research, it used the instrumental case study design involving two Grade 1 classes and one class each in Grades 2 and 3. Classroom observations were conducted during the Mother Tongue, Math. English, Filipino, and Araling Panlipunan subjects in Grade 1. Two separate classes in Grades 2 and 3 were observed during the Arabic Language and Islamic Values Education (ALIVE) subjects. The study focused on how Maguindanoan, the mother tongue of the students, was used during the Mother Tongue subject; as a medium of instruction during Math and Araling Panlipunan subjects; and as an auxiliary language in English, Filipino, and ALIVE subjects. The study further explored how Maguindanaon was integrated into peace education in the Grades 1 to 3 classes. Participants were local education officials, teachers, parents, local AFP officials, and Grade 1 to 3 students. Data were gathered through classroom observations, Focus Group Discussions (FGD), Key Informant Interviews (KII), analysis of available textbooks, daily lesson logs, MTB-MLE materials, and other references, and survey questionnaires. Results of the study on the implementation of MTB-MLE in an area of armed conflict reveal the following: Maguindanaon as a Mother Tongue subject was taught in Grade 1 with the teacher using both Maguindanaon and Filipino as media of instruction; Maguindanoan was used as a medium of instruction in Math, Araling Panlipunan and ALIVE classes with a mix of Filipino and English languages; and Maguindanoan as an auxiliary language has not been established in the study as teachers, students and school officials consider Filipino as the auxiliary language. For the second question, the study explored how Maguindanaon integrates peace education in their school curriculum in general and in the ALIVE curriculum. Results show that the school curriculum in general and in the ALIVE curriculum. Results show that the school indirectly and informally integrates peace education using Maguindanaon through the teaching of values education and in the ALIVE classes. However, there is no direct mention of peace, unity, and harmony in the lessons observed. It was noted that the instructional materials were in Arabic and English. The ustadz translated the terms and concepts to Maguindanon in order for the students to understand the lesson. The last question explored how Maguindanao was integrated in peace education through the teaching strategies. Results of the class observation and interview reveal that the teaching strategies were very limited as the subject teacher used the storytelling approach while the ALIVE teacher depended a lot on the translation method and experiential learning activity. Based on the findings of this study, it is recommended that additional MTB-MLE training be conducted for teachers to make them competent and confident in using pure Magunidanaon during the Mother Tongue subject and in using it as a medium of instruction in other learning areas. Teaching guides, instructional material, and textbooks in Maguindanaon should be locally developed and produced to reflect the Maguindanoan culture and identity. Further, peace education should be integrated in the different subject areas and strengthened through the use of Maguindanoan; hence, armed conflict could be avoided in the future. Future research to be conducted in other areas of armed conflict over a longer period of time is also recommended to validate the results of this study and give local MTB-MLE coordinators and teachers sufficient materials in improving the language policy.
  • Item
    Linguistic and Non-Linguistic Factors that Explain Discrepancies Between Competence and Performance of Online English Teacher
    ( 2021-07-05) Delos Reyes, Rolando C.
    The purpose of the study was to understand how linguistic and non-linguistic factors explain and predict the discrepancy between language compétence and language performance, as defined by Noam Chomsky. This research used a mixed-methods approach, gathering quantitative and qualitative data on the lactors affecting the second language acquisition of the participants, which include Interlanguage, L2 input, Language Aptitude, Age, Motivation, Attitude, Leaming Stratégies, and Education Culture. The study invoh/ed 31 Filipino online English teachers with discrepancies in their compétence and performance results using standard language assessment tools. It revealed that L1 interférence, poor 12 input in their households, low language aptitude, lack of practice during the Critical Period of Language Acquisition, being instrumentally motivated, use of indirect leaming stratégies, and limited experience with the Communicative Language Teaching approach ail contribute to this gap between compétence and performance. Motivation and Leaming Stratégies were aiso proven to be predictors of the discrepancy. This has provided us with an approximate leaming profile of second language leamers who are likely to manifest compétence and performance discrepancies, making early intervention possible to rectily this gap.
  • Item
    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.
  • Item
    The Effect of Comparison and contrast and KWL Chart on Reading Comprehension of Unfamiliar Texts
    ( 2013) Ong Kian Teong
    Comprehension is the basis of reading and reading without comprehension is not considered as reading. Very often students can become easily frustrated when they do not understand what they are reading in unfamiliar texts. As a result, they become demotivated. A teacher needs to find out what are the causes and design and tech strategies in order to help students close the gaps in their understanding of the unfamiliar texts. This study investigated the effect of comparison and contrast and KWL chart as pre-reading activities on reading comprehension of unfamiliar texts. Specifically, the study answered the following questions: (1) is there a significant difference between the students’ reading comprehension scores on familiar texts and their scores on unfamiliar texts? And (2) Is there a significant increase in reading comprehension scores as a result of using KWL chart for activating prior knowledge and using comparison and contrast for unlocking vocabulary of unfamiliar texts? Data were elicited from thirty-six 1st year Chinese Malaysian students consisting of 18 males and 18 females who were randomly selected from a secondary school. A descriptive and quasi-experimental method with one group pretest-posttest design was used. The instruments used for the data collection were reading texts and reading comprehension tests. The subjects read three familiar and three unfamiliar texts and took three comprehension tests. Each of the reading comprehension tests consisted of eight multiple-choice questions and two short answer questions. The three-reading comprehension test on unfamiliar topics served as pre-tests. For the unfamiliar texts, interventions in the form of explicit strategies like comparison and contrast to unlock vocabulary and KWL chart to activate prior knowledge were given. At the end of the intervention, a post-test was administered. Their scores were then compared. At 0.001 level of significance, analysis of t-test revealed significant differences between the mean scores of familiar texts and unfamiliar texts. The result showed that the subjects achieve significantly higher scores on familiar texts than on unfamiliar texts. This indicated that familiarity with the topics of the texts facilitated reading comprehension and comprehension performance. The findings through computation and analysis of t-test at 0.001 level of significance also revealed that there were significant differences between the pre-test and post-test mean scores. A comparison between the pre-test and post-test scores showed that the subjects achieved significantly higher scores in the posttest after the intervention was given during the pre-reading stage. The findings of this study indicated that topic familiarity has an influence on reading comprehension. The findings also indicated that interventions that used strategies such as comparison and contrast to unlock vocabulary and KWL chart to activate prior knowledge during pre-reading have a positive effect on the subjects’ reading comprehension performance on unfamiliar texts. Educators designing and implementing reading lessons ought to consider these factors. The study recommended that teachers could use pre-reading strategies on unfamiliar texts. Besides, textbook writers could also provide pre-reading strategies such as comparison and contrast and KWL chart alongside each reading task to make reading comprehension lessons more effective.