Graduate School Journal Volume 18# 1

Technical Staff Marissa M. Morales Managing Editor Fr. Bernhard R. Abrazado, SVD Consultants / Editors Corazon S. Morilla, Ph.D. Evelyn S. Javier, Ph.D. Fr. Anthony Ibarra B. Fabella, SVD Layout Designer Xenia L. Fesalvo FOREWORD Management has always been a subject for investigation considering the leadership system it offers to be able to measure the performance of the organization through the identified indicators. The management issues and concerns in the current issue of the GS Journal revolve around the role of school managers related to instructional facilities development, curriculum implementation, performance evaluation, students’ development, human resource management and managerial competencies and leadership skills. The studies aimed at determining the extent of managers’ efficiency to improve the quality of the system components reflected in its overall transformation that impacts on teamwork, motivation and even risk-taking which is an urgent call. It is deemed imperative as well to delve on managerial competencies and skills in the discharge of the major management functions, since people’s relationship as well as reaction to the work itself depends upon how they are managed. Along this line management’s role to put up reward structures, monitor power relationships among groups and between people, instill the correct norms and values for better work performance has gained recognition. The constant demand of changing times due to globalization and technology has exerted pressure on education and in particular the role of school managers that goes beyond performance. It necessitates a new view of leadership that can keep pace with the challenges of change, address altered circumstances, adapt new situations that call for new requirements that can withstand competition in the world society. After all, global competency is the rule of the game. It is the ability of the graduates to remain lifelong learners who can work and survive across countries of different cultures. Further, technology has given way to the emergence of knowledge societies making it necessary to equip learners a different education that could provide and enhance ability to assess performance, apply innovations and most importantly to access information. A dissertation research study that focused on the provision of opportunities for teacher’s training in technology revealed the need for teachers to be able to institute a change in the fundamentals of knowledge and skills transmission to the learners. The advent of technology has provided a shift from the traditional classroom-student teaching to internet-self study discarding what used to be barriers in space, time and place, thus the need for technology skills acquisition to improve the quality of educational output. Two other studies evaluated the existing programs in Criminology and Architecture Education on the aspect of employment prospects of the graduates. They also determined whether internships have provided hands on experiences that have contributed to the readiness in the exercise of their professions. Moreover, the same studies revealed the need to use the correct approaches for the delivery and transfer of knowledge and skills and where possible, the addition of a diverse range of concrete subjects in Architecture Education to tap students’ creativity and to meet the desired design needs. Schools just like other organizations go through a period of upheaval due to challenges brought about by change. School managers, to become true leaders must be strong and motivated to take challenges positively embarking on change efforts that will contribute to realization of its vision for quality education as they mobilize the schools’ resources namely, responsible faculty, trained workers, disciplined students and technological awareness for innovations. Only then can managers hold their stakes to provide and promise a better organization. CONTENTS Master Thesis Human Resource Management Practices of Principals in Relation to Institutional Performance of Secondary Schools in the Municipality of Naujan, Oriental Mindoro Elizabeth P. Boncato (2013) p. 2 Perceived Teachers’ Competencies in Relation to Pupils’ Scholastic Performance and National Achievement Test Results: Basis for Enhancement Program Marian C. Español (2013) p. 10 Status of Career Pathways in Technology and Livelihood Education and the Level of Preference in Occupational Interest of Fourth Year Students at San Agustin National High School Arlyn D. Magsino (2014) p. 14 The Performance in Mathematics of Students with Learning Difficulties in Nabuslot National High School: Basis for Remediation Program May L. Villanueva (2013) p. 20 Modified E-lesson in Algebra II and the Performance of the Second Year Students in Community Vocational High School: Basis for Appropriate Strategies in Teaching Ma. Kristine M. Magsino (2013) p. 26 Status of the Secondary Level English Language Teaching Practices in Calapan City Division: Basis for a Proposed Language Teaching Program Christian Edezon B. Lopez (2014) p. 30 Dissertations The Role of Middle-Level School Managers in the Development of Public Secondary Schools in Oriental Mindoro: A Comprehensive School Development Management Performance Guide Edralyn G. Delos Reyes (2012) p. 35 Managerial Competencies and Leadership Skills of Principals and Performance of Public Secondary Schools in the First District of Oriental Mindoro: Basis for Competency Framework Andrelyn D. Macadaeg (2012) p. 54 Secondary School Teachers Capability in ICT: Basis for Information Communication Technology Training Program Joselita C. De Guzman (2013) p. 67 The Effectiveness of Pedagogical and Andragogical Models in Architecture Education in Divine Word College of Calapan Creselda M. Roldan (2014) p. 78 Criminology Internship Program in the Selected Higher Education Institutions in the Second District of Oriental Mindoro: Basis for a Proposed Program Libeliza R. Retiro (2014) p. 89 MASTER THESES GRADUATE SCHOOL 01 Human Resource Management Practices of Principals in Relation to Institutional Performance of Secondary Schools in the Municipality of Naujan, Oriental Mindoro Elizabeth P. Boncato (2013) MAED – Administration and Supervision This study ―Human Resource Management Practices of Principals in Relation to Institutional Performance of Secondary Schools in the Municipality of Naujan, Oriental Mindoro‖ determined the status of human resource management practices of public secondary school principals in the Municipality of Naujan, Oriental Mindoro in terms of recruitment and hiring of teachers, teachers‘ induction and mentoring program, professional development program and performance evaluation, the level of institutional performance in terms of accomplishment of school‘s vision, mission and objectives, evaluation of instructional effectiveness, students‘ performance and curricular development. It also assessed the relationship between the status of human resource management practices of principals and the level of institutional performance of public secondary schools in the Municipality of Naujan, Oriental Mindoro which served as basis in formulating the Proposed Human Resource Management Development Plan as an output. This study made use of descriptive-correlational research designs with 132 randomly secondary school teachers from six public high schools in the Municipality of Naujan. Findings revealed that the teacher-respondents perceived their secondary school principals practices as high as to status of human resource management because they extremely valued teachers‘ career professional development. The management focused on performance evaluation, hiring and recruitment, induction and mentoring program and professional development program. The high school principals in Naujan institutional performance was also perceived as high, specifically curricular development, accomplishment of school‘s vision, mission and objectives, students‘ performance and evaluation of instructional effectiveness. GRADUATE SCHOOL 02 Boncato, 2013 It also found out that the status of HRM practices of secondary school principals in the municipality of Naujan was high in terms of recruitment and hiring of teachers, professional development program and performance evaluation. Likewise, the level of institutional performance with respect to accomplishment of school‘s vision, mission and objectives, students‘ performance and curriculum development was also high. This means that HRM practices of school principals tend to affected positively their performance because their predetermined development objectives for learners and the curriculum relied heavily on selection of qualified applicants, continuous professionalization and curriculum enrichment. However, there was no significant relationship between the status of HRM practices of secondary school principals in Naujan in terms of teachers‘ induction and mentoring and the level of institutional performance as regards to evaluation of instructional effectiveness. The Human Resource Management Development Plan formulated by the researcher would be in accordance to the high status of human resources management practices of school principals, which could specifically be focused on recruitment and hiring of teachers, teachers‘ induction and mentoring program, professional development program and performance evaluation that immediately follows. GRADUATE SCHOOL 03 Boncato, 2013 REFERENCES Alinio, B. F. (2008). Philippine local government officials‟ perceptions of decentralization and its effects on local governments' administrative capabilities. An Unpublished Doctoral Dissertation. The George Washington University, Washington, D. C., USA. Agustin, E. R. (2004). Bases of power used by public secondary school administrators as related to their performance and teachers‟ job satisfaction. An Unpublished Master Thesis. Tarlac State University, Tarlac City, Philippines. Babalola, J. B. (2003). Budget preparation and expenditure control in education. In Babalola J.B. (ed.) Basic text in educational planning. Ibadan Awemark Industrial Printers. Brim, R. O. (2012). Helping people be productive: From mbo to deming to project management & beyond performance solutions technology, LLC. A History of MBO, and Recommendations for Today‘s Manager. (Retrieved on September 23, 2013 from http://www.managepro.com/pdfs/FromMBOtoPM.pdf). Brown, M., H. and Benson, D. J. (2010). Consequences of the performance appraisal experience. Personnel Review, 39(3), 375-396. Certo, S. (2000). Modern Management. Philippines: Prentice Hall (As cited by Mendoza, C. N. (2009). Career pathing among general administrative and support services employees based on Hollands typology Of personality theory and personal style inventory (A Published Material from the University of Batangas, Philippines). American Journal of Business Education 2(5): 53. Chand, M. & Katou, A. (2007), The impact of hrm practices on organizational performance in the indian hotel industry. Employee Relations Journal. 29(6), 576-594. Cherry, K. A. (2012). Psychology research using correlational studies. About.com Guide, January 10, 2012. GRADUATE SCHOOL 04 Boncato, 2013 Cooper, C. L., Sparks, H., and Faragher, B. (2010). The experience of bullying in Great Britain: The impact of organizational status. European journal of work and organizational psychology. 10(4), 443–445. Corpuz, C. R. (2005). Critical competencies of human resource leaders from the selected electronic companies at cavite export processing zone and their strategic impact to the organization. University Faculty Research Office (UFRO) of the De La Salle University-Dasmariñas, Dasmariñas, Cavite. Desimone, L. M. (2011). A primer on effective professional development. Embedding due process measures throughout the evaluation of teachers NASSP Bulletin. 95(2), 99. Franco, E. P. (2012). Practice of hrm practice and hrm profile of the hr practitioner in the Philippines. Center for Organizational Development (CORD), Ateneo de Manila University, Quezon City. Friedman, A. ―Beyond mediocrity: Transformational leadership within a transactional framework.‖ International Journal of Leadership in Education. 7(3), 203-224. Galang, M. C. (2004). The transferability question: Comparing hrm practices in the Philippines with U.S. and Canada. International Journal of Human Resource Management. 15(7), 1207‐33. Gordon, C. (2008). Cashing in a corporate culture. January-February 2008 Issue. CA Magazine. Heathfield, S. M. (2012). What is human resource management? bout.com Guide. (Retrieved October 13, 2012 from http://humanresources.about.com/od/glossaryh/f/hr_managemen t.htm) Henderson, J. and R. Hawthorne. (2002). Transformative curriculum leadership(2nd Edition). Englewood Cliffs, New Jersey: Prentice Hall. GRADUATE SCHOOL 05 Boncato, 2013 Heneman III, H. G., Milanowski, A. and Kimball, S. M. (2007). Teacher performance pay: Synthesis of plans, research, and guidelines for practice. Consortium for policy research in education, Policy Brief RB-46.Philadelphia, PA: University of Pennsylvania, USA. Huselid, C. & Mellahi, K. (2009). Strategic talent management: A review and research agenda. Erasmus Journal for Philosophy and Economics. 1(2), 150–156. Jambalos, J. P. (2013). Human resource management practices of principals and institutional performance of public secondary schools in the second district of Oriental Mindoro. An unpublished master thesis. Mindoro State College of Agriculture and Technology (MinSCAT), Victoria, Oriental Mindoro. Lambert, L. (2003). Leadership capacity for improvement. Alexandria, Virginia: ASCD. lasting school Lam, L. T. (2005). Human resource development and poverty in the Philippines. PIDS Discussion Paper No. 17. Retrieved October 12, 2012 from: http://www.pids.gov.ph). Little, J. W. (2012). Teachers' professional development in a climate of educational reform. Systemic reform: Perspectives on personalizing education, sustainability resources. Lunenburg, F. C. & Orstein, A. C. (2011). Educational administration: Concepts and practices. Cengage Learning. p. 67. Lynch, S. and Smith, K. (2010). The dilemma of judging unpaid workers, Personnel Review. 39(1), 80-95. Marshall, M. (2005). Leadership: Promoting positivity, choice and reflections. New York: Springer Publishing Company,. McCloskey, D. W. and Igbaria, M. (2008). A review of the empirical research on telecommuting and directions for future research. In the virtual workplace (338358)Hershey, SA: Idea Group Publishing. GRADUATE SCHOOL 06 Boncato, 2013 Mendoza, C. N. (2009). Career pathing among general administrative and support services employees based on Holland‘s typology of personality theory and personal style inventory. A Published Material from the University of Batangas, Philippines. Printed at American Journal of Business Education, 2(5): 53. Mkwawa, A. M. (2011). Distribution of primary school teachers in Tanzania: The case Of Ruangwa district cuncil. An unpublished master thesis. Mzumbe University, Tanzania. Orpahos, B. (2009). A Comprehensive Review of PD in the U.S. A study of teachers‘ attitudes toward utilization of PD in teaching. Journal of Teacher Education. 55(1), 55-69. Ponce, E. A. (2006). Government benefits and privileges: Its level of satisfaction as perceived by public employees of selected municipalities of district II, La Union. An unpublished master thesis. Saint Louis University, Baguio City. Prado, L. B. (2009). Level of professional competencies of human resource officers in the municipal government offices in the first district of Oriental Mindoro: A basis for od interventional model. An unpublished doctoral dissertation. Divine Word College of Calapan, Calapan City. Quinco, D. F. (2010). Workplace happiness of LSU administrators. Stream: Management of organization, De La Salle UniversityOzamiz, Philippines. Racelis, A. D. (2012). The influence of human resource management practices on firm performance: An exploratory study of Philippine banks. An unpublished doctoral dissertation. University of the Philippines, Quezon City, Philippines. Ravasco, G. E. (2010). Don bosco technical school PNH: A situational survey and strategic analysis. An unpublished master thesis. Preston University (Phnom Penh Campus), Cambodia. Robbins, S. P. and D. A. Decenzo. (2004). Providing effective leadership. Englewood Cliffs, New Jersey: Prentice Hall. GRADUATE SCHOOL 07 Boncato, 2013 Roberts, S. (2010). The unreasonable effectiveness of my selfexperimentation. Science Direct, University of California, CA, USA. 11(25), 608. ((Retrieved October 13, 2012 from http://sethroberts.net/articles/2009%20Plot%20your%20data.p df). Sergiovanni, T. J. (2003). Moral leadership: Getting to the heart of school improvement. 3rd Edition. Boston: JossyBass. Shaikh, M. O. (2011). A study on the strategic role of HR in IT industry with special reference to select IT/ITES organizations in Pune City. An unpublished doctoral dissertation. The University Of Pune, Pune, Malaysia. Skinner, D. O. (2011). (Eds. Rosalind University: Edward Elgar Publishing. Searle). Coventry Sonea, A. D. (2011). Human resource‟s role in the organizational change. An unpublished doctoral dissertation. University of Cluj-Napoca, Romania. Sullivan, R. O. 2010), Practicing organization development. A guide for leading change, Jossey Bass, ISBN 0-470-40544-9. Supangco, V. T. (2012). Strategic HR practices in some organizations in the Philippines. University of the Philippines, College of Business Administration, Diliman, Quezon City 1101, Philippines, Philippine Management Review, 19(35): 48. Tahir, Q. M. and Mohammad, R. I. (2006). Impact of human resource management practices on organizational performance in Pakistan. Muhammad Ali Jinnah University, Islamabad, Pakistan. Tanveer, Y. A., Shaukat, M. Z., Alvi, S. A., and Munir, A. (2011). The way human resource management (HRM) practices effect employees performance: A case of textile sector. International Journal of Economics and Management Sciences, 1(4): 112-117. The Copper Belt University Strategic Plan 2009-2013. Towards a culture of institutional accountability, Academic Excellence and Stability, March 2009. GRADUATE SCHOOL 08 Boncato, 2013 Tzafrir, S. H. (2011). Human resource management and trust in the organizational context. A research for the department of industrial engineering and management. (Retrieved from http://www.graduate.technion.ac.il/Theses/Abstracts.asp?Id= 10417 on September 12, 2013). Van Wyk, B. (2012). Research design and methods part I, PostGraduate enrolment and throughput research design. University of the Western Cape, USA. Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. School Redesign Network at Stanford University. Welgemoed, P. B. (2011). Propensity of employees to adopt teleworking: A South African survey. An unpublished master thesis. The Da Vinci Institute of Technology Management. Wright, L. (2005). Is achievement goal theory reality of just a myth. Brian Mackenzie‟s successful coaching (ISSN 17451513). Issue number 22. GRADUATE SCHOOL 09 Perceived Teachers’ Competencies in Relation to Pupils’ Scholastic Performance and National Achievement Test Results: Basis for Enhancement Program Marian C. Español (2013) MAED – Administration and Supervision This study determined the perceived teachers‘ competencies in relation to pupils‘ scholastic performance and National Achievement Test results in the eleven schools of Puerto Galera District. It also determined the relationship between the two variables under study. This was anchored on the Social Cognitive Theory by Wood and Bandura, Motivational Theory by Bowman and Law of Readiness by Thorndike. The study made use of the descriptive-correlational method of research with 457 pupil-respondents and 17 teacherrespondents. From the statistical data, analysis and interpretation, it was found out that six of Grade Six teachers are within the bracket of one to five years in service. Only five out of 17 teacher respondents are M.A graduates. Majority of the teacher attended the training-seminar workshop. Pertaining to the perceived teachers‘ competencies in terms of content knowledge teachers showed that they were doing their part very often. It was also found out that the most dominant teaching style used by the Grade Six teachers was analytic teaching style. Pupils‘ scholastic performance and National Achievement Test result of the Grade VI pupils of Puerto Galera District had an average score. There was no significant relationship between level of teachers‘ competencies and pupils‘ scholastic performance and between level of teachers‘ competencies and National Achievement Test results. It was also found out that there was a significance difference between the pupils‘ scholastic performance and National Achievement Test Result. Based on the findings of the study, the following conclusions were made: majority of teacher-respondents in Puerto Galera District are one to five years in the service. Five of 17 teachers finished the Masters‘ degree and with different GRADUATE SCHOOL 10 Español, 2013 training-seminar workshops in different levels; Analytic teaching style was the dominant style in teaching at Puerto Galera District; providing learning opportunities for the children and making possible collaborative interaction between teachers and pupils; the scholastic performance of Grade VI pupils in Puerto Galera District is average ;respondents also have an average score in National Achievement Test results. There is no significant relationship between level of teachers‘ competencies and pupils‘ scholastic performance and between the level of teachers‘ competencies and National Achievement Test Result. However, there is a significant difference between the pupils‘ scholastic performance and National Achievement Test Result. REFERENCES Books Acero, V. O, Castro, H. O & Javier, E.S (2004). Human growth development and learning: Rex Bookstore, Inc Anderson, L. W.(2003). Associates, Inc. Classroom assessment. Lawrence Erlbaum Aquino, A.M. (2009). Facilitating human learning. Rex Bookstore, Inc. Aquino, G.V. (2003). Effective teaching( 3rd Edition). Bookstore National Boiser, D.C. (2000).Strategies for teaching. Rex Bookstore, Inc. Bowman, R. (1982).A "Pac-Man" theory of motivation: Tactical implications for classroom instruction. Educational Technology Feist, G. J. (2006) Personality theory. Mc Graw-Hill,1221 Avenue of the Americas, New York Guy R. Lefrancois, G.R. (2012). Theories of human learning( 6th Edition). Wadsworth: Cengage Learning GRADUATE SCHOOL 11 Español, 2013 Jackcson, Sherri L. (2009). Research methods and Edition). Wadsworth: Cengage Learning statistics( 3rd Kishan, R.N (2010). Global Publishing Corporation. education. APH trends in teacher Stumm, Sophie; Hell, Benedikt; Chamorro-Premuzic, Tomas (2011). The hungry mind: Intellectual curiosity is the third pillar of academic performance. Perspective on psychological science 6 Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. The Academy of Management review, (14), 361-384. Unpublished Materials Barbin-Divina, M. (2006). Leadership behavior of school administrators in relation to teachers‟ performance and morale. Unpublished master‘s thesis. Divine Word College of Calapan Castillo, E. (2010). Level of commitment of faculty members of Minscat Bongabong Campus in relation to job performance. Unpublished master‘s thesis. Divine Word College of Calapan Darling-Hammond (2000). Teacher quality and student achievement: A review of state policy. Standford University Gardoce, R. (2011).Performance of the grade VI pupils in the national achievement test in science and mathematics in elementary schools in Victoria District: An assessment. Unpublished master‘s thesis. Divine Word College of Calapan Malabay, E. Malinao for PTA College (2012).Parental supervision of primary schools in Elementary School and classroom behavior: A basis program. Unpublished master‘s thesis. Divine Word of Calapan Montejo, J. (2003). Effects of teachers and group influences on level of academic performance of grade VI pupils in the district of Bulalacao. Unpublished master‘s thesis. Divine Word College of Calapan GRADUATE SCHOOL 12 Español, 2013 Ramirez-Mendoza, D. (1995). Factors affecting the performance of grade VI teachers and their pupils in Calapan west district. Unpublished master‘s thesis. Divine Word College of Calapan Rayton, M.P (2013). Multiple intelligences, teaching styles and teaching performance of the catholic high school faculty in San Jose, Occidental Mindoro: Basis for management intervention. Unpublished doctoral thesis. Divine Word College of Calapan Recinto, L.L (2012). Straight teaching and academic performance of selected grade V pupils in Victoria district: A basis for enhancement program. Unpublished thesis. Divine Word College of Calapan Scrivner, Cheryl M. (2009). The relationship between student achievement and teacher attitude: A correlational study. A dissertation. North central University Electronic Media Cuevas, K. (2012). National achievement Retrieved April 3, 2012 from: clinic.com/2012/04/nat-exam-overview/ test: Overview. http://academic- Retrieved Tuesday, October 19, 2010 from:http://dgwaymade.blogspot.com/2010/10/thorndikes-lawsof-learning-and-its.htm Journals Evasco Jr, R.M. (2007). In defense of the teacher‘s effectiveness to deliver quality basic education. Modern Teacher Simbulan, S. G. (2006). The value principles in writing classroom Journal. of test construction test. The Philippine Teves, Gerard (2012). Creative measures 56-57 Educator Valarao, C., Teves, G., Aquino, A., & Ilagan, Teachers front and center 11-19 Educator GRADUATE SCHOOL A. 13 (2012). Status of Career Pathways in Technology and Livelihood Education and the Level of Preference in Occupational Interest of Fourth Year Students at San Agustin National High School Arlyn D. Magsino (2013) MAED – Administration and Supervision This is a quantitative research. Specifically, it used the descriptive-correlation method which investigated the relationship between the components of Career Pathways in Technology and Livelihood Education (CP-TLE) and National Career Assessment Examination (NCAE) of fourth year students at San Agustin National High School. The Conditioning theory of Pavlov, Thorndike Law of Readiness and Law of Exercise, John Dewey‘s experiential learning and social learning theory of Bandura espoused by several authors laid the foundation for this research. They are correlated with each other and each one supports the other. Various related literature and studies were also discussed and analyzed to make this paper substantial and comprehensive. The study used the fish bowl method random sampling among 138 students of SANHS and only 103 were used as respondents. The researcher conducted her research through the use of questionnaire to get the respondents‘ perception in the implementation of CP-TLE and NCAE result which showed the occupational interest of the selected respondents. The components of CP-TLE which are Home Economics, Information Communication Technology, Agri-Fishery Arts, and Industrial Arts are the independent variables correlated to the result of NCAE which is the dependent variable. Pearson‘s r was employed to determine the relationship between variables. Results of the study revealed that the four components of CP-TLE were interpreted as good by the students of SANHS. It was also found out that the respondents moderately preferred the eleven (11) occupational interests in NCAE. Findings also disclosed that there was no significant relationship between the occupational interests pertaining to commerce, professional services, personal services, aesthetics, environment, military training, spiritual vocation and agriculture and fishery arts GRADUATE SCHOOL 14 Magsino, 2014 and the components of CP-TLE. However, Science, Engineering and Cyber services were found to be significant in CP-TLE. It is recommended that the proposed career orientation program be adapted by the school not only to guide the students but also to realize the importance of CP-TLE in their lives in terms of financial opportunities and a better future ahead. REFERENCES Books Acero, V. & Leuterio, F. (2006). Methods of research. Rex Publishing House. Quezon City, Philippines. Akkok, F., Ogeturk, B., Kokdemin, H., & Annak, S. (2000). Parental involvement programs in the educational system: The pioneering program in Turkey. XXXIII Annual Colloquium of the School Psychology Association. USA Bandura, A. (1977). Social Press: New York learning theory. General Learning Clancy, D., (2011) . A guide for implementing programs of study in Wisconsin based upon the national career cluster & pathway framework. Wisconsin Technical College System. Gale, L., (2010) Discover what you‟re best: A revised for 21st Century, Simon & Schuster, New York City. the Howard, E., & Pamela J. Ill.(2004) Career pathways: Preparing students for life. Corwin Press: A Sage Thousand Company. Thousand Oaks California Peterson, J. (2010). Technology and home economics at the 21st century. Rex Publishing, Manila. Custudio, M., Gabertan N. & Rabago S.(2008). English hands-on, mind-on and hearts-on worktext. St. Jude Thaddeus Publication, GRADUATE SCHOOL 15 Magsino, 2014 Thorndike, E. (1927). The measurement of intelligence. 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Career and technical education pathway programs, academic performance, and the transition to college and career. St. Paul, MN: National Research Center for Career and Technical Education. British Journal, p.8-9. Losh, C., (2002). The states career cluster pathways in technology and livelihood education (CP-TLE). British Journal, p. 18-19. Luistro, A. (2011). Looking ahead the new school year beyond. Educator Magazine for Teacher, p. 22-23. and Mabuan, K. (2011). Taking the tech-voc track technical vocational education as a viable option. Educator Magazine for Teacher, p. 30-33. GRADUATE SCHOOL 16 Magsino, 2014 Marsh, H. and Hau, K. (2004). Explaining paradoxical relations between academic self-concepts and achievement: Crosscultural generalizability of the internal/external frame of reference predictions across 26 countries. Journal of Educational Psychology, vol. 96 No.2, pp.55-67 Miettinen, R., (2000). The concept of experiential learning and John Dewey‘s theory of reflective thought and action. International Journal of Lifelong Learning, p.19. Pabiton, C., (2007). Factors influencing high school senior career choices: Implications to career counseling. In Guidance Journal, p.1-3. Pedroso, K. (2007). Refinement of secondary curriculum. The Philippine Daily Inquirer. p.2 education Salonga, J. (2000). The human factor in development. Innotech Journal. Vol. XIII No. 2, p.20 Tuck, S., Pearce M., Rawlings, D. & Parker L.(2005). Factors affecting career choices, British Journal p.78 Unpublished Materials Arguelless, L. (2008). An analysis of the NCAE result and the career choice of the 2006-2007 graduates of the Northern Mindoro Academy. Unpublished MA Thesis, Divine Word College of Calapan. Catapang, J., (2004). Problems encountered in teaching home economics in Adriatico, Calapan City. Unpublished MA Thesis, Divine Word College of Calapan. Claveria, R. (2012). Job satisfaction dimension and organizational commitment at Divine Word College of Calapan, as correlates to turnover intentions; Basis for institutional retention construct. Unpublished Doctoral Dissertation, Divine worl College of Calapan. Ever, T., (2010) A guide for implementing program of study in Wisconsin: Unpublished MA Thesis, Wisconsin Technical College. GRADUATE SCHOOL 17 Magsino, 2014 Flavio, D., (2011). Factors affecting the performance of TLE teachers in Oriental Mindoro. Unpublished MA Thesis, Divine Word College Calapan. Florendo, L. (2001). The career preferences of the fourth year high school students in the city secondary schools of Region 1 and career choices of their parents: Their implications to guidance. Unpublished Doctoral Dissertation, Baguio Central University, Flores, G.,(2001). Difficulties of teachers in teaching TLE subject in Kasarinlan High School, Caloocan City. Unpublished MA Thesis, Philippine Normal University. Lolong, R., (2012). Course preference and national career assessment examination of DYCNHS third and fourth year students: Basis for career orientation program. Unpublished MA Thesis, Divine Word College of Calapan. Padilla, N. (2000). Career preferences of high school students of Baguio College Foundation. Unpublished MA Thesis, Baguio City. Retome, V., Estrella, A., sarvida, I., & Yaoyao, N., (2012). Instructional assessment of technology and livelihood education (TLE) program in Southern Leyte. Unpublished MA Thesis, Cebu College. Suan, H., (2001). The extent of implementation of TVET programs in Oriental Mindoro. Unpublished MA Thesis, Divine Word College of Calapan. Other Sources Department of Education Memorandum No. 76 (2010) Refinement of Education Curriculum Department of Education Memorandum No. 139 (2009): Training pathways for Year III pilot implementers of the career pathways in enriched Technology and Livelihood Education (TLE) for general high schools. 2009. GRADUATE SCHOOL 18 Magsino, 2014 Department of Education Memorandum No. 396 (2010). Secondary Education Curriculum (SEC) Online help DESK Anytime, Anywhere National Education For All Committee (NEC)(2011). Republic the Philippines, Functionally Literate Filipinos: Educated Nation, Philippine Education For All. 2015. of An National Statistics Office, 2008 LFS Obama, B., (2010). Austin, Texas. Presidential Speech. University of Texas, San Agustin National High School, School Improvement Plan (SIP), 2013 Electronic Sources Abayon, D., (2012). Factors affecting career choice of students in MABAMA Retrieved 2013 from: http://www.studymode.com/essyas/factors-affecting-the career-choice of-1850626.html. Danielson, R., (2004). Learning theory: Pavlov Retrieved from:.daniel/son./aurentian.ca/drdrotes/5106_crain_chaos.h tml. George, H., (1991). Constructivist learning theory. Retrieved 2012 from: www.exploratorium.edu/ifi/resources/constructivist. learning.html. Pennington, H. (2004). Accelerating advancement in school and work. Retrieved May 17, 2005 from: http://www.jff.org/jff/PDF documents/Pennbep.pdf Thorndike, E., (1999) Thorndike‟s theory of learning Retrieved October 2010 from: dgwaymade.blogspot.com/2010/thorndikestheory-oflearning.html. GRADUATE SCHOOL 19 The Performance in Mathematics of Students with Learning Difficulties in Nabuslot National High School: Basis for Remediation Program May L. Villanueva (2013) MAED - Mathemtics This study analysed the performance of math students with learning difficulties in Nabuslot National High school. Anchored on Geary‘s evolutionary theory, Experiential Learning Theory of Carl Rogers and Piaget‘s cognitive development theory, the study sought to investigate on the learning difficulties in terms of language, attention and visual/ordering, performance in mathematics affected by the students‘ learning difficulties, factors affecting the performance of students with learning difficulties were also investigated. This research is phenomenological qualitative research which used in depth interview with the subject respondents, documentary analysis and observations to gather the data. Findings revealed that students suffered from difficulties in terms of language, attention and visual/ordering; the performance in mathematics was greatly affected by the students‘ learning difficulties; their learning was hindered by their language, attention and visual/ordering difficulties; thus, these students often lagged behind the other regular students; the performance of students with learning difficulties was affected by the results of their oral participation, quizzes, assignments, projects and periodical tests; students with learning difficulties could cope with the lessons through activities and teaching styles and strategies adapted to their level of interest and intelligence; Students with learning difficulties could keep pace with regular students if they would be helped by their parents, teachers and even their classmates through follow-up, remedial classes and peer tutoring. Based on the findings, the study recommended the following: Since students suffer from learning difficulties in terms of language, attention and visual/ordering, both teachers and parents must help the student overcome these difficulties; Pre – tests must always be given so as to ascertain how much the students know about the lessons; Parents should always be GRADUATE SCHOOL 20 Villanueva, 2013 involved in the studies of their children. They should monitor the academic performance of their children by coordinating with the teacher; Teachers are expected to be very patient in teaching and dealing with students with learning difficulties; The School has to offer remediation program to help students with learning difficulties. A remediation program in Mathematics is the output of this study. REFERENCES Books/Journals Bohjwani, B. (2003). The Effects of the explicit inquiry routine on the performance of students with learning disabilities on one-variable equations Dowkwer, A. (2004). difficulties. What Engle, C. (2007) Mathematics Oxford Publishing. USA works for learning children for with unable math students. Fajarito, M. (2003) Mathematics education and students with learning disabilities: Introduction to the special series. Journal of Learning Disabilities Geary, D. (2004). Mathematics and Journal of learning disabilities Learning Disabilities. Gonzales, G. (2002) Mathematics and learning Journal of learning disabilities, 37, 4-15 disabilities. Icaro, V., Key developmental understandings in mathematics: A direction for establishing learning goals. Mathematical thinking and learning. Jenkins, O, F. (2010). Developing teachers‘ knowledge of students as learners of mathematics through structured interviews. Journal for research in mathematics education, 13(2), 141-154. GRADUATE SCHOOL 21 Villanueva, 2013 Manlapus, J. D.(2002) The mathematical problem solving of no child left behind act. Reauthorization of the secondary and secondary education act. Pub. L. 107-110, § 2102(4) (2001). Piaget, J. (1971). Science of Education and the Psychology of the Child. London: Longman. Skinner, B. F. (1974). About behaviourism. NY: Alfred A. Knopf. Skinner, B. F. (1989). Recent behaviour. Toronto: Merril. issues in the analysis of Thangata, F. (2007). Key Concepts in Teaching Primary Mathematics, SAGE Publications Ltd. © Derek Haylock with Fiona Thangata 2007 Wilson, R. (2002) Mathematics instruction and behavior management for students with learning difficulties and behavior disorders. N.J. USA Woodward. (2001) The effects of an innovative approach mathematics on academically low-achieving students mainstreamed settings. Exceptional Student, 63, 373–388. to in Electronic Sources Daley, D. (2012). “Learning difficulties and how they affect the math performance”. Retrieved from: www.neonline.wordpress.com/2012/04/01/learningdisabilities-and-how-they-affect-mathematics-performance. Desprit, D. (2006). “Mathematical thinking strategies”. Retrieved from:www.suite101.com/…/mathematical-thinkingstartegies-a6751 Gersten, R. (2008). Mathematics instruction for students with learning disabilities or difficulty learning mathematics: A synthesis of the intervention research. Retrieved from: www.centeroninstruction.org/ files/ Teaching%Math%20to%20SLD%20_Meta-analysis. Hasselbring, T. (2006). Technology – supported math instruction for students with disabilities: Two decades of research and development. Retrieved from: www.cited.org/library/resource/docs/TechSupported.Math.Instruction-Final-Paper_earlypdf. GRADUATE SCHOOL 22 Villanueva, 2013 Hightower, A. (2011). “Improving student learning by supporting quality teaching: Key issues, effective strategies”. Retrieved from: www.ducation.com/ improving/student/learning/1356 Purdie, N. (2005). Literature review: A review of the empirical evidence identifying effective interventions and teaching practices for students with learning difficulties for years 4, 5 and 6. Retrieved from: www.acer.edu./au/documents/Purdie-EllisLiteratureReview.pdf Raskind, M. & Goldberg R. (2005). “Life success for students with learning difficulties: A parents‟ guide. Retrieved from: www.ldonline.org/ org/article/12836 Saritas, T. & Akdemir O.(2009), “Identifying factors affecting the math achievement of students for better instructional design”. Retrieved from: www.itdl.orf/Journal/Dec09/article03.html. Steele, M. (2011). Middle school students with learning disabilities: Mathematics instruction, study skills, and high stakes tests. Retrieved from: www.ncmle.org/jurnal/PDF/Jan10/Mathematics_disabilities. Zhao, N. (2011). Mathematics learning performance and Mathematics learning difficulties in China. Retrieved from: users.ugent.be/~mvalcke/cv/ZHAO_Ningning.pdf “How do teachers‟ expectations affect students learning”. Retrieved from: www.education.com/reference/article/ teachers-expectations-affect-learning. Unpublished theses/dissertations Algozzine, B. (2000) Analysis of mathematics competence of learning disabled adolescents. Thesis of Special Education, 21, 97-107 Bernardo, M. (2001) Mathematics learning disabilities education GRADUATE SCHOOL and students 23 with Villanueva, 2013 Canuel, Celeste R. (2011). “Problem solving approach in relation to the math performance of first year students of DYCNHS Matulatula Annex: Basis for proposed program for innovations in math teaching. Unpublished MA Thesis, Divine Word College of Calapan. Cereno, L. T. (2004) Motivation and mathematics learning of students with disabilities. University of San Carlos. Philippines DEchosa, C. (2004). “Competencies of the first year high school students in Aurelio Arago Memorial National High School in math in relation to selected variables.” Unpublished MA Thesis, Divine Word College of Calapan. Delos, Santos, M.M. (2002) The mathematics performance of region VII students in the 1999-2000 national secondary assessment test (NSAT): Proposed self-learning activities Dilay, B. (2009). “Factors affecting the math achievement of fourth year high school students at DWCC high school department: A basis for action plan”. Unpublished MA Thesis, Divine Word College of Calapan. Dueñas, J.B. (2006). “Difficulties encountered in algebra by students with attention disorder in Inarawan national high school: Basis for enhancement program. Unpublished MA Thesis, Divine Word College of Calapan. Ferrer, L. S. (2005) Characteristic behaviours of students with learning disabilities who have defined weaknesses in the Philippines. secondary teacher- Jones, E. (2007) Mathematics instruction for secondary students with learning disabilities. Manggante, V. D. (2006). “Extent of approaches used in teaching math VI used in Socorro district, division of Oriental Mindoro”. Unpublished MA Thesis, Divine Word College of Calapan. Mangilit, E. V. (2004). “The effectiveness Of using mathematical investigation approach in teaching mathematics in Villa Pag – Asa national high shool, Bansud, Oriental Mindoro”. Unpublished MA Thesis, Divine Word College of Calapan. GRADUATE SCHOOL 24 Villanueva, 2013 Pajares, F. (2005). Self-efficacy during childhood and adolescence self-efficacy beliefs of adolescents (pp. 339 367): Information Age. Rodrigo, M. A. (2002). “Effects of teachers and peer group influences on the level of academic performance of grade VI pupils in the district of Bulalacao”. Unpublished MA Thesis, Divine Word College of Calapan. Tayyaba, S. (2010). Mathematics learning disabled achievement in secondary school level in NCR: Findings from the first national assessment. Journal of educational management, 24 (3), 221 – 249 Zigmond, N. (2000) Thesis on rethinking secondary school programs for students with learning disabilities. Focus on Exceptional Student, 23(1), 2-22 GRADUATE SCHOOL 25 Modified E-Lesson in Algebra II and the Performance of the Second Year Students in Community Vocational High School: Basis for Appropriate Strategies in Teaching Ma. Kristine M. Magsino (2013) MAED - Mathematics This research study determined the effectiveness of Modified E-lesson as strategy in enhancing the level of Performance of second year students in Intermediate Algebra II in Community Vocational High School. The researcher used questionnaire to determine the perception of the students about Modified E-lesson as instructional materials, and tool in enhancing learning progress, determining diversity of the learners and identifying the attitude of the students toward mathematics. To determine the relationship between the two variables, descriptive and correlational design was used. Results of the analysis showed that the respondents perceived Modified E-lesson positively and they performed satisfactorily. But it also revealed that the perception of the respondents on Modified Elesson in Algebra II had no relationship with the level of performance of the second year students. From the findings and conclusions of the study, a proposed program for appropriate teaching strategies for Modified Elesson in Algebra was prepared. REFERENCES Acero,Javier and Castro(2004). Human development theories. Nancy Yuen & Allan Fox (2011) Educational innovations beyond technology (1st Edition), XVIII, 246 p. Lomax, R. G. (2007). An introduction concepts (2nd ed.). Mahwah, NJ: Erlbaum. GRADUATE SCHOOL to statistical 26 Magsino, 2013 Periodicals Celestino Jr., C. (2007). Computer as a learning aid. The Modern Teacher Etcuban, J. (2007). Computer programming: Its role and impact in teaching mathematics. The Modern Teacher Quitalig, L. Jr. Intervention strategies for mathematics. The Modern Teacher Vol.LXII No.4 p.127 Martinez, L. (2008).Building school community relation: indispensable link to effective learning. Modern Teacher Samonte, H. (2008). Hindrance education. Modern Teacher in the attainment of An quality Unpublished Materials Acyatan, M.P.(2012). Computer-assisted instruction and the level of performance of third year students in Domingo Yu Chu national high School main campus: A basis for mathematics program. Master‘s Thesis in Divine Word College of Calapan Catud, H.J.C.(2011). Application of problem –based elearning calculus materials: Its effectiveness in student learning. Master‘s Thesis in Divine Word College of Calapan Dilay, M.(2009) Factors affecting the mathematics achievement of fourth year high school students at the Divine Word College of Calapan high school department: A basis for action plan. Unpublished MA Thesis, Divine Word College of Calapan Dela Torre, J.(2000). The effect of computer-assisted instruction (CAI) as a tool in teaching mathematics. Master‘s Thesis in Divine Word College of Calapan Garcia, E. (2008). Effects of ICT integration on students‟ performance in physics. Unpublished MA Thesis, Cebu Normal University, Cebu City Jones A. (2004) A review of the research Literature on barriers to the uptake of ICT by teachers UK BECTa GRADUATE SCHOOL 27 Magsino, 2013 Electronic Sources Anderson, C. L. & Borthwick, A. (2002). Results of separate and integrated technology instruction in pre-service training. ERIC Reproduction Document # IR021919, p.14. Akpinar, Y. (2005).Computer supported applications in education. Retrieved from: www.tojet.net/article10119 Alberta Education (August 2006). One to one mobile computing: Literature Review. Retrieved from: http://ednet.edc.gov.ab.ca/technology/emerge/resources/litr eview.pdf Association of mathematics teacher educators. (2006). Preparing teachers to use technology to enhance the learning of mathematics: A position of the association of mathematics teacher Educators. Retrieved from: http://www.amte.net/Approved%20AMTE%20Technology%20Paper.pd f Heitzmann, R. (2010). 10 Suggestions for enhancing lecturing. Education Digest, 75(9), 50-54. Isman, A. (2002). Science education and constructivism. The Turkish Online Journal of Educational Technology(TOJET), 1(1) ,Article 7. Retrieved from: www.tojet.net/article10119 Kiraz, E., & Ozdemir, D. (2006). The relationship between educational ideologies and technology acceptance in preservice teachers. Educational Technology & Society, 9(2), 152-165. Lee, H. & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Mathematics Teacher Education. Retrieved from:www.citejournal.org/.../mathematics/article1.cfm Mistretta, R. M. (2005). Integrating technology into the mathematics classroom: The role of teacher preparation programs. Mathematics Educator 15(1): 18-24. GRADUATE SCHOOL 28 Magsino, 2013 Ozgur Ozer (2004) Constructivism in Piaget and Vygotsky. The fountain, one life, knowledge and beliefOfsted (2008). Retrieved Math Doesn‘t Add up for thousands of Children Retrieved from: http://www.ofsted.gov.uk /Ofstedhome/News/Press-and-media/2008/September/Maths -doesn-tadd-up-for-thousands-of-children-reports Ofsted Schneiter, K. (2010). Preparing teachers to use technology: Considerations from a capstone mathematics and technology course. Contemporary Issues in Technology and Teacher Education, 10(4). Retrieved from: http://www.citejournal.org/vol10/iss4/currentpractice /article1.cfm Slavin,R.(2005).Working with accurate representations: the case of precontsructed dynamic geometry sketches. Retrieved from: www.thefreelibrary.com Yao, J., Ouyang, J. & Wang H. (2000). A farewell to the traditional instructional media and technologies in the new millennium. Society for Information Technology and Teacher Education International Conference, February, 8-12. GRADUATE SCHOOL 29 Status of the Secondary Level English Language Teaching Practices in Calapan City Division: Basis for a Proposed Language Teaching Program Christian Edezon B. Lopez (2014) MAED – Teaching English Language It is important that language teachers develop practices that reinforce language learners‘ acquisition of L2. Anchored on BF Skinner‘s operant conditioning which claims that organism is in the process of ―operating‖ on the environment, doing what it does, this thesis determined the status of the secondary level English language teaching practices in Calapan City Division focusing on the four macro skills namely listening, speaking, reading and writing. It was also tied to F. Taylor‘s Organizational Theory represented in his Scientific Management which claimes that a hierarchical chain of command with various levels of authority as well as an established division of labor is the most effective operational structure in an organization. The Program Management (PM) theory by Henry Gantt and Henry Fayol was also used as basis for this study as it posits that planning, organizing and managing resources are contributory to bringing about the successful completion of specific project goals and objectives. From the identified status, the researcher proposed a language program that would address the problems identified in the study. The status was analyzed from the interview responses of the nine (9) language teachers, nine (9) language learners form the nine (9) public secondary schools. Their responses were validated by the division English supervisor. This study concluded that except for reading, there is no on-going program related to the language teaching for the macro skills namely: speaking, listening and writing in Calapan City Division; the use of both traditional and authentic approach in teaching listening, speaking, reading and writing that is not coursed from a program; however students‘ performance in the use of L2 considering the fluency is still developing. Moreover, the problems confronting the English teachers need a paradigm shift to bring out positive outcome. GRADUATE SCHOOL 30 Lopez, 2013 REFERENCES Books Alcantara, R., Espina, F., Villamin, A., et al. (1996). Teaching strategies I for the teaching of communication arts: Listening, speaking, reading, writing. Helgesen, M., Brown, S., teaching: Listening. (2007). Practical english language Thomas, W., and V. Collier. 2002. A national study of school effectiveness for language minority students„ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Unpublished Materials De Ramos, Eva B. “Status of the implementation of the program among intermediate pupils in the city of schools district: A basis for a proposed enrichment in reading.” Unpublished Dissertation. Divine Word of Calapan, Calapan City, 2006. reading Calapan program College Journals Esperanzate, J. (2011).Reading as a panacea to ignorance. The Modern Teacher.59(10). 422. Goldenberg, C. 2008. Teaching english language learners: What the research does—and does not—say. American Educator (October): 8–23, 42–44. Irby, B., Fuhui Tong, R. Lara-Alecio, P. Mathes, S. Acosta, and C. Guerrero. 2010. Quality of instruction, language of instruction, and spanish-speaking eglish language learners‟ performance on a state reading achievement test. TABE Journal 12 (1): 1–42. Vizconde, C. 2006. English Language Instruction in Philippine Basic Education . Vol. 37 Issue 2, p260 107 GRADUATE SCHOOL 31 the Lopez, 2013 Electronic Sources Guiñares, SInforosa. 2014. Division profile. http://www.depedmimaropa.ph/calapan.asp Retrieved from Boeree, George C. 2006. Personality theories: B.F. Skinner. Retrieved from http://webspace.ship.edu/cgboer/skinner.html Chance, P. (2009) Introduction to leadership and organizational behavior theory into practice, 2nd Edition. Retrieved from http://www.scribd.com/doc/28817466/Introduction-toEducational-Leadership-and-Organizational-Behavior-TheoryInto-Practice-2nd-Edition#page=32 Cohen D., Crabtree B. “Qualitative research guidelines project.” July 2006. Retrieved from http://www.qualres.org/HomeSemi3629.html Colorado, C. (2007). Placing english language learners program of instruction. Retrieved www.colorincolorado.org/.../placement/. in a from Exforsys Inc. (2007). Importance of english in international business. Retrieved from http://www.exforsys.com/careercenter/english-vocabulary/importance-of-english-ininternational-business.html Hasan Yahya. 2009. Project management theory and practice. Retrieved from. http://www.articlesbase.com/projectmanagementarticles/project-management-theory-andpractice-869584.html Linsenmayer, M. 2011. The types and scope of phenomenology. Retrieved from http://www.partiallyexaminedlife.com/2011/01/21/the-typesand-scope-of-phenomenology/ Neeley .Tsedal (2012).Global business speaks english. Retrieved from http://hbr.org/2012/05/global-business-speaksenglish/ar/1 GRADUATE SCHOOL 32 Lopez, 2013 Richards, J. (2008) Teaching listening and speaking: From theory to practice. Retrieved from 108 http://www.cambridge.org/other_files/downloads/esl/booklets /Richards-Teaching-Listening-Speaking.pdf Silva, T. 1993. Toward and understanding of the distinct nature of L2 writing. TESOL Quarterly, 27(4): 657-677 Retrieved from http://sla.sjtu.edu.cn/thesis/Toward%20an%20Understanding%2 0of%20the%20Distinct%20Nature%20of%20L2%20Writing20The%20ESL%20Research%20and%20Its%20Implications.pdf Slavin, R. E., N. Madden, M. Calderon, A. Chamberlain, and M. Hennessy. 2011. Reading and language outcomes of a multiyear randomized evaluation of transitional bilingual education. Educational Evaluation and Policy Analysis 33 (1): 47–58. doi:10.3102/0162373711398127. Smith, David W. 2008. Phenomenology. Retrieved http://plato.stanford.edu/entries/phenomenology/ from Williams, T., K. Hakuta, and E. Haertel. 2007. Similar english learner students, different results: Why do some schools do better? A follow-up analysis based on a large-scale survey of California elementary schools serving low-income and EL students. Mountain View, CA: EdSource.Retrieved from http://files.eric.ed.gov/fulltext/ED496646.pdf Other Print Sources Biennial Report to Congress (2005) and Zelasko&Antunez (2000), IF YOUR CHILD LEARNS IN TWO LANGUAGES AS WELL AS RESPONSES TO THE CONSOLIDATED STATE PERFROMANCE REPORTS. Jandusay, Aniceta I. 2012. Division Reading Profile of the Secondary Level. Informal Reading Inventory in English SY. 2012-2013 _____________. 2012. Calapan City Division Education Development Plan 2011-2016. 109 GRADUATE SCHOOL 33 DISSERTATIONS GRADUATE SCHOOL 34 The Role of Middle-Level School Managers in the Development of Public Secondary Schools in Oriental Mindoro: A Comprehensive School Development Management Performance Guide Edralyn G. Delos Reyes (2012) Doctor of Philosophy in Management The role of head teachers and master teachers who are considered as middle-level managers in the development of secondary schools is recognized by the Department of Education. But due to work overload, they often fail to do their roles and functions vital to the attainment of school development. This study was anchored on Expectancy Theory proposed by Victor H. Vroom, Scientific Management Theory (McNamara, 2008), Bureaucratic Management Theory as cited by Wiley (2009), Productivity Theory proposed by H. S. Davis cited by Saari (2006) and Role Theory suggested by Biddle as cited by Blatner (2006). Those theories are related to this study because if the respondents believe that involment in school management could result to a high performance level of the school, then expectancy is high. Secondary schools as a bureaucracy are managed by people such as middle-level managers who have definite roles to perform and when provided with sufficient and high degree of support, assistance and necessary motivation, can be ultimately productive in performing their complementary tasks in school management, administration and supervision. This study used qualitative phenomenological research to determine the actual condition in which thirteen middle-level managers perform their administrative and supervisory functions and roles in different aspects of school development by using Performance Appraisal System for School Administrators (PASSA). They were also interviewed using in-depth, open-ended questions during the ocular visitation. The responses were transcribed, thematized using repertory grid and analyzed through the processes of reduction, description and seeking essence. GRADUATE SCHOOL 35 Delos Reyes, 2012 After data transcription and analysis, the following findings were obtained: (1) The middle-level managers‘ performance of their roles in the areas of physical facilities improvement, curriculum, staff and students‘ development, and community involvement and instructional facilities improvement brought significant contribution to school development considering the shared work values, attitudes and behaviors from them and other members of the organization; (2) The middle-level managers‘ administrative functions focused on resource management such as human resource management, physical facilities and fiscal management, data management, conflict management and linkage management which were performed by the middle-level managers with responsibility and accountability; (3) Middle-level managers performed supervisory functions through class observation and demonstration in order to help the teacher improve their teaching. These included assistance to principals in doing instructional supervision of teachers, development and implementation of educational programs and curriculum and instruction development such as implementing functional teaching approaches, analysis and utilization of test results; (4) The respondents faced challenges such as work overload, work misfit and exercise of empowerment, First, their multifaceted workload exposed them to extreme pressure, challenge, stress and adversity but indirectly compensated them since this have become part of their training for leadership. Second, they treated work misfit positively to show that they could respond to the call of duty and could cope with things to achieve positive results. Lastly, they treated principal‘s empowerment as a challenge where they drew the line from the superior-subordinate relationship because despite over delegation of functions by the principal, they continued to show their respect to the authority in spirit of cooperation and professionalism in the workplace; (5) Middle-level managers had different ways of doing their tasks and duties and differed in the corresponding level of motivation and incentives received considering work morale, work ethics and competitiveness. They claimed that incentives most preferably in an intrinsic manner had encouraged them to be more effective, efficient, responsible and accountable. According to them, their high sense of commitment and cooperation in doing their GRADUATE SCHOOL 36 Delos Reyes, 2012 functions were vital in school development and contributed to their feeling of satisfaction because they knew they had contributed to school development; (6) Overlapping of functions, work misfit and exercise of empowerment were viewed by the middle-level managers as venue to proving their leadership capabilities, efficiency and effectiveness. Likewise, the motivating factors morally motivated them to share their expertise, time and effort in moving for school‘s development; (7) The middle-level managers observed that there was no clarity of their real duties and functions. Based on the above-mentioned findings, a Comprehensive School Development Management Performance Guide was formulated. Further, based on the findings, the researcher recommended the use of the output of this study, the Comprehensive School Development Management Performance Guide. Likewise, the researcher also recommended the preparation and issuance of handbook for head teachers and master teachers to serve as ready reference of their official functions and responsibilities. REFERENCES Books Acero, V. O. & Leuterio, F. C. (2006). Methods of research. Rex Bookstore, Manila. 2006. Acero, V. O. (2000). Principles pp.13-14. Rex Bookstore. and strategies of teaching. Aronstein, L. W., Marlow, M., & Desilets, B. (2006). Detours on the road to site-based management, Educational Leadership, (p. 205). Washington, D.C: Phoenix Books Corporation. Barber, M. & Mourshed, M. (2007). How the world‟s bestperforming school systems come out on top (p.40). London: McKinsey and Company. Calmorin, L. P. & Calmorin, M. A. (2007). Research methods and thesis writing, 2nd Edition (p.70). Manila: Rex Bookstore. GRADUATE SCHOOL 37 Delos Reyes, 2012 Del Rio, F. (2003). Principles of organization behavior. London: Oxford University, Press. Guskey, T. R. (2000). Evaluating (p.67). California: Corwin Press. professional development Ibrahim, G. (2004). Supervision of teachers: A new approach. Michigan State University, Michigan, USA, EAP845. Katz, J. (2001). Analytic induction. (in Smelser and Baltes, (eds.) International Encyclopedia of the Social and Behavioral Sciences. Konchar, S. K. (2008). Secondary school administration (p.39). New Delhi: Sterling Publishers Private, Ltd. 272 Marsh, C. (1992). Key concepts London: The Falmer Press. for understanding curriculum. McNamara, C. A. (2008). Scientific management theory (pp.43-44). California, USA. Corwin Publishing Company. Miranda, G. S. (2004). Supervisory management: The management of effective supervision. (Revised Edition). Manila: National Bookstore. Mielke, P. W. & Berry, K. J. (2001). Permutation method: A distinct function approach. Springer Series in Statistics. Mingat, T. M. (2003). Secondary school administration. Delhi, India: Sterling Publishers Private Ltd. New Montana, P. J. & Charnov, B. H. (2008). Management. (4th Edition). Barron's Educational Series, Inc. ISBN 978-07641-3931-4. Norris, N. (1993). Evaluation, economics and performance indicators. (in J. Elliot (ed.) Reconstructing Teacher Education. London: Falmer Press. Short, P. M., & Rinehart, J. S. (2002). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational Psychological (pp.47-48). New York, USA: McMillan Book Company. GRADUATE SCHOOL 38 Delos Reyes, 2012 Steyn, G. M. & van Neirkerk, E. J. (2007). Human resource management in education. University of South Africa Press: University of South Africa. Sushila B. (2004). Management and evaluation of schools (p.83). Nairobi: Oxford University Press, East African Ltd. 273 Journals, Magazines and Other Publications Aldorry, L. T. & Tooth, E. (2004). Leadership and gender in public relations: Perceived effectiveness of transformational and transactional leadership styles. 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ICMA Public Management Magazine, 88(5), 16-21. Ehrenberg, A. S. C. (1981). Data reduction (As Cited by Wiley, J. C. Reprinted in the Journal of Empirical Generalizations in Marketing Science, 2000, 5, 1-391 GRADUATE SCHOOL 39 Delos Reyes, 2012 Fairholm, M. (2006). Emergency Journal, 88(9), 10. 274 management. Public Management Faulkner, G. & Sparkes, A. (1999). Exercise as therapy for schizophrenia. Journal of Sport & Exercise Psychology, 21(1), 52-69. Forsyth, P. B., Barnes, L. L. B., & Adams, C. M. (2006). Trusteffectiveness patterns in schools. Journal of Educational Administration, 44(2), 122-141. Gonzales, E. & Short, P. M. (2006). The relationship of teacher empowerment and principal. Journal of Instructional Psychology, 23(3), 210. Karant, V. I. (2007). Supervision in the age of teacher empowerment. Educational Leadership, 46(8), pp. 27-29. Kaushal, R. & Kwantes C. T. (2005). The role of culture and personality in the choice of conflict management strategy. 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GRADUATE SCHOOL 40 Delos Reyes, 2012 Maslow, A. H. (1943). A Theory of Human Psychological Review, 50(3), pp. 370-396. Motivation. Musungu, L. L. & Nasongo, J. W. 2008. Instructional role of head-teacher in academic achievement in Kenya certificate of secondary education (KCSE) examinations in Vihiga, District of Western Province. Educational Research and Reviews, 3(10), 316-323. Nath1, S. R. (2010). School with head teacher: One-teacher primary schools in Bangladesh, Education Research Group Research and Evaluation Division, BRAC 75 Mo. 75-77. Ottenbreit, L. E. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning? Computers and Education, 59(2). 399. Parilla, E. S. (2012). Level of stress experienced by Northwestern University (NWU) employees: Towards developing a stress management. Asian Journal of Management Research, 2(2), 780. Pratt, N. I. (2006). Educational Research in Action © P Woods, Faculty of Education, University of Plymouth Robinson, W. S. (1951). Logical structure of analytic induction. American Sociological Review, 16(6), 812. Rosenberg, L. (2011). Teacher education for inclusion international literature review. (Edited by Verity Donnelly, European Agency for Development in Special Needs Education International 2 Literature Review. DG Education and Culture of the European Commission. Sandelowski, M. (2000). Focus on research method: Whatever happened to qualitative description. Research in Nursing and Health, 23(4), 334-340. Tenedero, H. S. (2009). Ways to bring out your best: A learning style approach. Educator Magazine, July-August 18–19, 2009. 276 GRADUATE SCHOOL 41 Delos Reyes, 2012 Dissertations Abcede R. F. G. (2003). Assessment of the fiscal management functions of principals under the principal empowerment program in selected public secondary schools in Region IV-A and IV-B (CALABARZON and MIMAROPA). (An Unpublished Dissertation), Doctor of Philosophy in Management (Ph.D.). Manuel S. Enverga University, Lucena City. Aniñon, V. O. (2009). Public relations practices and school image of secondary schools in Cotabato City. (An Unpublished Doctoral Dissertation). Doctor of Education (Ed. D.), Notre Dame University. Cotabato City. Apolog, L. A. (2000). Skills and competences of elementary school managers in the first district of Oriental Mindoro in relation to organizational climate and institutional performance. (An Unpublished Doctoral Dissertation). Doctor of Philosophy in Management. Divine Word College of Calapan, Calapan City. Arlo, R. M. (2009). Transformational leadership behaviors of school administrators in a private university: Their roles in achieving institutional effectiveness. (An Unpublished Doctoral Dissertation). Doctor of Educational Management, Notre Dame University, Cotabato City. Babayen-On, M. E. & Josefa, R. (2010). Leadership styles and managing change in instruction among mid-level administrators in higher education institute in Region XII. (An Unpublished Doctoral Dissertation), Doctor of Philosophy in Management. Notre Dame University, Cotabato City. Barrameda, C. N. (2000). Transactional and transformational leadership behaviors and TQM competencies of principals: Their roles to school effectiveness. (An Unpublished Doctoral Dissertation). Doctor of Education. Philippine Normal University (PNU), Taft Avenue, Manila. 277 Bayas, L. G. (2006). School effectiveness in schools toward a proposed model of an elementary school in the division Unpublished Doctoral Dissertation), Doctor GRADUATE SCHOOL public elementary effective public of Cavite. (An of Educational 42 Delos Reyes, 2012 Management. Philippine Avenue, Manila. Normal University (PNU), Taft Castillo, J. O. (2001). The effects of principal empowerment to public elementary school managers‟ effectiveness in Calapan City: A basis for stream analysis. (An Unpublished Dissertation), Divine Word College of Calapan, Calapan City. Castillo, R. N. (2011). Community perceptions of people-centered governance and sustainable citrus livelihood program in Nueva Viscaya, Philippines, UPLB. Dasilao, E. B. (2002). Management functions and skills elemental to effective administration of secondary schools. (An Unpublished Doctoral Dissertation). Doctor in Educational Management. University of San Agustin, Iloilo City. Dolor, E. A. (2000). Extent of principal empowerment in public secondary schools in Oriental Mindoro. (An Unpublished Doctoral Dissertation). (Ph.D.). Divine Word College of Calapan, Calapan City. Doran, C. (1999). The effectiveness of SBM from the perspective of secondary school communities in South Wales. (An Unpublished Doctoral Dissertation). South Wales University, NSW, Australia. Ferrer, M. B. (2009). Relationship of personal characteristics, leadership styles, and job satisfaction to adversity quotient of academic heads of selected state colleges and universities in the national capital region (An Unpublished Dissertation), Polytechnic University of the Philippines, Sta. Mesa, Manila. Galo, G. L. (2011). The management and leadership roles of Solomon Islands head teachers: Perceptions, priorities and practices. (An Unpublished Doctoral Dissertation). Graduate School of Education, University of Bristol, Rhode Island. 278 Geronaga, L. M. (2000). External and internal problems of the public secondary schools in Oriental Mindoro: Bases for OD intervention. (An Unpublished Doctoral Dissertation). Divine Word College of Calapan, Calapan City. GRADUATE SCHOOL 43 Delos Reyes, 2012 Guimbal, M. S. (2004). The organizational culture in relation to employees‟ job satisfaction of Visayan Maritime Academy. (An Unpublished Doctoral Dissertation), Maritime Academy. Bacolod City. Mallari, N. T. (2010). Faculty career development and work morale in State University: Bases for a development of human resource management program. (An Unpublished Doctoral Dissertation). Eulogio ―Amang‖ Rodriguez Institute of Science and Technology (ERIST), Manila. Mendoza, L. M. (2006). Management practices of elementary school principals: Basis for developing a handbook in management by culture. (An Unpublished Doctoral Dissertation). Philippine Normal University (PNU), Taft Avenue, Manila. Mayores, D. C. (2005). Leadership roles & practices among public elementary school heads: Basis for a proposed action plan. (An Unpublished Doctoral Dissertation), Doctor of Education. Philippine Normal University (PNU), Taft Avenue, Manila. Nsubuga, Y. K. K. (2008). Analysis of leadership styles and school performance of secondary schools in Uganda. (An Unpublished Doctoral Dissertation). Doctor of Philosophy in Education, Nelson Mandela Metropolitan University. Quintana, E. (2005). The effect of multi-intelligences on the administrators managerial competency and students‟ performance in the public secondary schools in the division of Quezon City. (An Unpublished Doctoral Dissertation). Technological University of the Philippines, Taft Avenue, Manila. Pascual, N. T. (2004) Student services organizational efficiency: Its effects in institutional performance of the University of Rizal System and Laguna State 279 Polytechnic College. (An Unpublished Doctoral Dissertation). University of the Philippines, Taft Avenue, Manila. Ramos, M. D. (2006). Characteristics of secondary schools in the Division of Rizal: Basis for school improvement plan. (An Unpublished Doctoral Dissertation). University of Rizal System, Morong, Rizal. GRADUATE SCHOOL 44 Delos Reyes, 2012 Robles, A. C. M. (2010). Faculty status, instructional implementation and community involvement of Irineo National High School: Bases for instructional development plan. (An Unpublished Doctoral Dissertation). 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The Gendered Shaping of University Leadership in Australia, South Africa and the United Kingdom. Higher Education Quarterly, 66(3), 293-307 White, P. A. (2002). Teacher Empowerment under Ideal School-Site Autonomy. Educational Evaluation, 14(1), 69-83 Wiley, C. D. A. (2009). “Bureaucracy” The Cliffs Review. Young, A. (2002). Building A Worthy Organization: Relationship between Employee Perceptions of Organization Perform Worthiness Commitment & Interest GRADUATE SCHOOL to Remain 53 The a Managerial Competencies and Leadership Skills of Principals and Performance of Public Secondary Schools in the First District of Oriental Mindoro: Basis for Competency Framework Andrelyn D. Macadaeg (2012) Doctor of Philosophy in Management The purpose of this study is to explore the leadership and management practices of the administrators from thirteen secondary schools in the province of Oriental Mindoro. In terms of managerial competencies, the study covered the following variables such as planning, organizing, staffing, directing and controlling; and in terms of leadership skills the study concentrated on the human, conceptual and technical skills. The extent of performance of secondary schools was also taken into consideration, in particular curriculum development, facilities improvement and community extension services. Mixed methods of quantitative and qualitative studies were employed. In relation to the latter, the phenomenological design was adopted to probe deeper on the actual and concrete experiences of those administrators. There were 342 respondents for quantitative part, while 13 principals were selected for the phenomenological probe. The selection of the respondents in quantitative part was made based on the sampling, using Slovin‘s formula. Meanwhile, the respondents for the qualitative part was made based on sufficient knowledge and experiences of the respondents in relation to school administrative works. The findings revealed the high level of performance of these secondary school administrators in terms of the selected variables. Besides, the correlations between the variables were significantly evident as well. Further, the findings of this study were taken as bases in formulating the management and leadership competency framework used as guide for the principals in performing their leadership and managerial functions in their respective schools. GRADUATE SCHOOL 54 Macadaeg, 2012 REFERENCES Books Adaza, E. G. (2007).Research Method: Principles and applications. Quezon City, QC: Rex Printing Company, Inc. Armstrong, M. (2008). How to be an even better manager: A complete a-z of proven techniques & essential skills. (7th edition) (pp.1-13). London: Kogan Page, 2008. Ciulla, J. B. (2004). 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ISSN Print: 1363-2434 Online: 1364-2626 Collins, T. & Goetz, S.(2006).A systems approach to community land use education, planning, and action. Rural Development Paper No. 35 The Northeast Regional Center for Rural Development. The Pennsylvania State University, PA 16802-5602 Creswell, J.W. & Tashakkori, A. (2007). Editorial; Developing publishable mixed-method manuscripts, Journal of Mixed Methods Research, 1, 107-11 DepEd Memorandum No. 72, Series of 2011. ―Intensive Supervisory Support to Elementary and Secondary Schools to Raise their Achievement Rate in the National Achievement Test (NAT)‖. 298 Fadipe, J.O. (2001). Plan formulation and implementation. Draft Module 1 in Planning and management of education in Nigeria, NIEPA, Ondo. Farkas, A. (2008). Comparison of employers‘ and student‘s ratings of importance of expected technical skills.6th International Conference on Management, Enterprise and Benchmarking., Budapest, Hungary, 173-183 Farkas, A. & Nagy, V.(2008). Student assessment of desirable technical skills: A correspondence analysis approach. Acta Polytechnica Hungarica, 5(2),43-57 Foti, R. J. & Hauenstein, N. M. A. (2009). Pattern and variable approaches in leadership emergence and effectiveness. Journal of Applied Psychology, 92, 347-355. Gee, J. O. (2006). AASA ‘06: Leadership drives. (As cited by Knauss, Donald of the Coca-Cola North America, President and Chief Operating Officer).President of the American Association of School Administrators (AASA). Greene, J. C. & Caracelli, V. J. (2003).Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation & Policy Analysis, 11(3), 255-274. GRADUATE SCHOOL 58 Macadaeg, 2012 Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1),1-36. Gumuseli, A. (2009). Primary school principals in Turkey: Their working conditions and professional profiles. International Journal of Human and Social Sciences,4(4), 239-246. Halpern, L. & Shifflett, D. (2007). Leader positive mood and group performance: The case of customer service. Journal of Applied Social Psychology, 25(9),778-79 . 299 Hoy, W. K. & Tarter, C. J. (2010). Swift and smart decision making: Heuristics that work. International Journal of EducationalManagement,24(4),351- 58. Khanna, M. J. (2010).A comparative study of Leadership Behavior of Principals in relation to job satisfaction of teachers in Govt. and non-govt. schools of U.T. (8),3 Knauss, D., (2006). President and Chief Operating Officer, CocaCola North America. Lacey, K., (2003). Understanding principal class leadership aspirations: Policy and planning implications. Melbourne: Right Angles Consulting Pty Ltd for Victorian Department of Education and Training, School Leadership Development Unit. LaPointe, M. & Davis, S. H. (2006). Effective schools require effective principals. Leadership, 36(1),14-36. Lemmergaard, J.(2009).From administrative expert partner. Employee Relations, 31(2),182-96. to strategic Light, G., Calkins, S., Luna, M., & Drane, D. (2009) Assessing the Impact of a Year-Long Faculty Development Program on Faculty Approaches to Teaching Northwestern University Marcoleta, R. A. (2009). Implementing Rules and Regulations (IRR) of RA 9155, otherwise known as Governance of Basic Education Act of 2001. House of Representatives, Commonwealth Ave., Diliman, QC. GRADUATE SCHOOL 59 Macadaeg, 2012 Mestry, R. & Grobler, B. R. (2004). The training and development of principals to manage schools effectively using the competence approach, International Studies in Educational Administration, 32(3),2-19. 300 Mujtaba, B.G. & Kaifi, B. (2010). Management Skills of Afghan respondents: A comparison of technical, human and conceptual differences based on gender. Journal of International Business and Cultural Studies,4(4), 1-14. Mumford, M. D., Zaccaro, S. J., Connelly, M. 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De Guzman (2013) Doctor of Philosophy in Management This study ―Secondary School Teachers Capability in ICT: Basis for Information Communication Technology Training‖, made use of qualitative research design and was anchored on the following theories: The Theory of Constructivism (Piaget, 1978) as cited by Kim (2005); The Four-Fold Approach of Applying Information Processing Theory as cited by Hetherington & Parke (2008); and Criterion Reference Instruction (CRI) framework discussed by Mager (2009). Findings revealed that the teachers had knowledge about ICT derived from training and transferred to learners that contributed to effective learning process. They have been creative in finding alternatives to provide their students with technical skills in ICT to enhance their acquired knowledge, skills and experience. Further, the capacity of teachers to make use of ICT increased after certain formal trainings which also increased their curiosity to competently experience manipulating basic system and parts of computers. Secondary schools in Calapan City provided ICT training to develop competitive young learners in the area of technological advancements‘ in education. However, updating themselves with new features of ICT was still the teachers‘ concern. Evidence which proved that the teachers appreciated ICT included acquisition of ICT tools/gadgets like computers, cellphones, MP3 Players/I-pod, digital/video recorder, Smart Boards and software such as Blogs, Wikis and others such as Second Life, Podcast, Google Alerts, Flickr, Social Bookmarking Services, eLearning – Moodle and Webpages. ICT also helped them develop themselves as teachers, as trainers, and even as researchers. Their utilization of ICT also improved them professionally in instruction, research and training. 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(2009). ―Experiential Learning Courses (ELCs): A Great Leap for Education for All (EFA) in the Philippine Perspective. (Director for the Teacher Education Council TEC). Trucano, M. (2010). 1 to 1 educational computing initiatives around the world. EduTech: World Bank Blog on ICT Use in Education. Tullao, Jr., T. S. (2003). Education & Globalization. Philippine APEC Study Center Network (PASCN) and the Philippine Institute for Development Studies (PIDS). United Nations Educational and Cultural Organization (UNESCO) Information and Communication Technology (ICT) Review Program, 2003. United Nations Educational and Cultural Organization (UNESCO), Integrating ICTs into Education 9 SERIES, Bangkok, Thailand, 2004. Valles, L. (2009). DepEd News ―TEC Conducts Workshops on the Implementation of Experiential Learning Courses‖. Varanya J. A. (2007). 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School Redesign Network at Stanford University. GRADUATE SCHOOL 77 The Effectiveness of Pedagogical and Andragogical Models in Architecture Education in Divine Word College of Calapan Creselda M. Roldan (2014) Doctor of Philosophy in Educational Management In the Philippines, architectural education is governed by the Commission on Higher Education (CHED) under the CMO 61 Series of 2006 with its primary objective to ensure mastery of comprehensive architectural knowledge, both in theory and practice, and proficiency of skills by the graduates in accordance with the scope of the practice of architecture as provided for in the Republic Act No. 9266 and its implementing rules and regulation (Article IV Section 6.1.1) The study is a qualitative phenomenological research which focused on the effectiveness of pedagogical and andragogical models in architecture education in Divine word College of Calapan. As regards the distinguishing features of the pedagogy and andragogy, findings revealed that; the educational focus of pedagogy as a teacher-centered model was conducting lectures, discussions, consultations and researches. Andragogy as a student-centered model had for its educational focus the students‘ learning for the development and enhancement of their skills; The learning environment of architecture students was not conducive for learning and in acquiring knowledge; despite the existence of physical facilities like studio rooms, library and autocad laboratory and softwares that are intended to help the students in the skills acquisition, these were not enough; With regard to the content or the subject matter like theory and history of architecture, the building technology, building utilities, professional practice, planning and other technical, social and natural sciences courses they were incorporated in the design problems and given by the teachers through lectures and discussions. The teachers developed the skills of students through the step-by-step process of problem solving and analysis which allowed the students the freedom and congenial atmosphere for effective teaching and learning. GRADUATE SCHOOL 78 Roldan, 2014 In the development of the students‘ readiness in the design studio, the study revealed that the students‘ readiness for design studio was developed through pedagogy by identifying th needs through problem solving; that in design studio class, the use of both pedagogy and andragogy for architectural design included implementation of pedagogy concentrating on lectures and discussion of a given problem, on the other hand, andragogy was the application through conceptualization. , ‗esquisse‘ and final design solution; and skills acquired ranged from the physical, mental and behavioral aspects of a person. Further, the students acquired the skills in drawing or in drafting, creative thinking and analyzing. In andragogy, students acquired design skills that involved conceptualizing, to problem design solving up to the delivery of the final presentation. The findings also revealed that the students encountered problems in terms of: creation of concepts for appropriate design solutions, as well as translating concept into design solutions, lack of creativity, poor time management, stress and time pressures, problem solving and design presentations; failure of students to do problem analysis despite theories and facts relevant to the design problems. Both pedagogy and andragogy played an important role in developing the design solution. However, the output would depend on the students‘ capacity to integrate all the learning in different disciplines into a single design solution; and that students usually encountered problems while in the process of doing the requirements for final presentations. Based on the findings, it is recommended that: both models be enhanced further and implemented effectively with the DWCC‘s conformity with the CMO 61 s. 2006 to maintain the educational focus, further improve the learning environment, enhance the content and improve the teaching and learning approaches; that both models focus more on the enhancement of the students‘ readiness for design studio, a proper implementation of the curriculum based on the CMO 61 s. 2006 should be further GRADUATE SCHOOL 79 Roldan, 2014 improved to ensure that students acquire the appropriate skills in solving design problems; that the problem of students affecting their creative thinking, problem analysis, design solution and final design presentation be addressed by the institution through improved facilities and learning atmosphere that could bring about optimum results in design problem; and that the institution support and adapt the action plan for architecture education in Divine Word College of Calapan. 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Dela Salle College of St. Benilde, Philippines Publication AIA and ArchVoices.org (page 22 & Annex 1B) Commission on Higher Education Memorandum Order No. 61 S. 2006 RA 9266 : Philippine Architecture Law 0e 2004 GRADUATE SCHOOL 88 Criminology Internship Program in the Selected Higher Education Institutions in the Second District of Oriental Mindoro: Basis for a Proposed Program Libeliza R. Retiro (2014) Doctor of Philosophy in Educational Management This doctoral dissertation evaluated the status of Criminology Internship Program in Abada College, Innovative College of Science and Technology and John Paul College, located in the Second district of Oriental Mindoro. The research questions investigated in this summary are (1) What are the objectives of the Criminology Internship program? ; (2) How are the objectives of the Criminology Internship program attained by the three selected Higher Education Institutions in the second district of Oriental Mindoro? ; (3) How are the specific requirements of the interns as to eligibility for the program and the expressed responsibility be met or satisfied? ; (4) What activities are included in different phases of the internship program such the Pre-immersion, Immersion and Post-Immersion? ; (5) How does the program enhance the skills/knowledge of the interns through practical experiences in the five pillars of the Criminal Justice system namely: Law Enforcement, Prosecution, Courts, Corrections and Community; (6) How do the participating agencies in the internship program contribute to the development of the interns in terms: Personal Growth, Social Relations, Civic Responsibility, Employment Opportunities; and (7) Based on the results, what can be the proposed internship program in Criminology in the three selected Higher Education Institutions in the Second district of Oriental Mindoro? The data utilized in this study were gathered from Survey Questionnaire, In-depth Analysis of Transcribed Interviews and Feedback Evaluation. Four theories were used which were relevant to study such as experiential learning theory, situated learning theory, transformative learning/leadership theory and Vygotsky‘s scaffolding theory (Zone of Proximal Development or ZPD). The data were analyzed through Qualitative method of analysis involving in-depth analysis and detailed description and explanation of the subjects of the study. GRADUATE SCHOOL 89 Retiro, 2014 Based on the findings, the following are recommended: that the HEI‘s conduct more intensive information dissemination on the CMO No. 37 series of 2010 through a general orientation program; that HEI‘s consider linkage with the participating agencies of the criminal justice system to enrich interns‘ exposure/experiences in the aspect of prosecution and corrections and community involvement; that a full time site coordinator be appointed to address immediate concerns of the interns to study various possibilities of making the internship program more successful and effective; that local and human material resources be tapped to provide expertise in the form of technical counsel; that parents get involved in the planning of activities in the community; that evaluation of the program be done periodically; and that the proposed enhancement program for CIP be adopted. REFERENCES Books Battistoni, R. M. (1997). Service citizenship. 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