Chapter 2

Review of Related Literature and Study

Foreign literature

Choosing the appropriate method to detect and monitor wildlife species is

difficult if the species is rare or cryptic in appearance or behaviour. We evaluated the

effectiveness of the following four methods for detecting red foxes (vulpes vulpes) on

the basis of equivalent person hours in a rural landscape in temperate Australia: camera

traps, hair traps (using morphology and DNA from hair follicles), scats from bait stations

(using DNA derived from the scats) and spotlighting. We also evaluated whether

individual foxes could be identified using remote collection of their tissues. Genetic

analysis of hair samples was the least efficient method of detection among the methods

employed because of the paucity of samples obtained and the lack of follicles on

sampled hairs. Scat detection was somewhat more efficient. Scat were deposited at

17% of bait station and 80% of scats were amplified with a fox-specific marker, although

only 31% of confirmed fox scats could be fully genotyped at all six microsatellite loci.

Camera trapping and spotlighting were the most efficient methods of detecting fox

presence in the landscape. Spotlighting success varied seasonally, with fox detections

peaking in autumn (80% of spotlighting transacts) and being lowest in winter (29% of

transact). Cameras detected foxes at 51% of station; however, there was limited

seasonality in detection, and success rates varied with camera design. Long-linear

models confirmed these trends. Our result showed that the appropriate technique for

detecting foxes varies depending on the time of the year. It is suggested that wildlife
managers should consider both seasonal effects and species biology when attempting

to detect rare or elusive species.

Written for teachers, researchers, and theorist who have grown up in a world radically

different from that of the students they teach and study, this book addresses the

importance of developing within children and adolescents a critical awareness of the

social, political, and economic message emanating from the different forms of popular

culture. It explains the term “critical media literacy” and the different cultural resources

each author brings to the book, then considers issues surrounding the selection and

introduction of popular culture texts for use in critical media literacy lessons, providing

examples of teaching strategies to engage students. Chapters in the book are: (1)

Teaching Critical Literacy Using Popular Culture Texts; (2) Approaches to Teaching

Using Popular Culture and the Politics of Pleasure; (3) Engaging Primary Grade

Students in Critical Media Literacy: Jennifer’s Lesson; (4) Engaging Upper Elementary

Students in Critical Media Literacy: Margaret’s Lesson; (5) Engaging Middle School

Students in Critical Media Literacy: Donna’s Lesson; (6) Identities, Positioning, and

Critical Media Literacy; and (7) Where Are and Where We Need to Go in Theory and

Research. (Contains 108 references.) (RS).

This book provides information about general approaches to learning and teaching,

offering descriptions of methods and procedures and focusing on classroom and

behavior management, consultation, and working with parents and professionals. The
12 chapters include: (1) “The Teaching-Leaning Process” (e.g., characteristics of

students with learning and behavior problems); (2) “Approaches to Learning and

Teaching” (e.g., cognitive strategy instruction); (3) “Oral Language” (e.g., reading and

reading instruction); (4) “Reading: Fluency and Comprehension”; (6) “Written

Expression” (e.g., teaching the writing process); (7) “Content Area Learning and Study

Skills” (e.g., making adoptions); (8) “Mathematics” (e.g., factors influencing mathematics

ability); (9) “Socialization and Classroom Management” (e.g., intervention strategies);

(10) “Transition Planning and Life Skills/Transition Education” (e.g., fundamental issues

related to transition); (11) “Coordinating Instruction, Collaborating, and Co teaching”

(e.g., challenges to successful inclusion and co teaching); and (12) “Communicating

with Parents and Professionals” (e.g., communication skills). An appendix presents

educational materials and software publishers. (Contains approximately 1,400

references.) (SM)

Research conducted in South Africa indicates that many South African students who

register for undergraduate study each year are under-prepared for university education

and that many of these students also have low levels of reading ability. This has an

adverse effect on their chances of academic success. In order to meet the reading

needs of students in the 21st century, educators are pressed to develop effective

instructional means for teaching reading comprehension and reading strategy use. This

paper outlines the format and structure of a strategic reading instruction component of

English for Professional Purposes course offered within a technology-enhanced

environment. The results indicated that students who received strategic reading
instruction in this environment received both statistically significantly higher marks on

three reading comprehension measures than did the students in the control group. This

was true for successful students, as well as for those considered to be at risk.

Building on an international survey including nearly 10,500 teachers and 200,000

students in 32 countries, this booklet presents empirical data relevant to the

controversial issue of how children should be taught to read. The booklet examines a

broad spectrum of teaching conditions, teacher characteristics, and instructional

practices and relates them to the students’ reading achievement. Chapters in the

booklet are: (1) The Teaching of Reading; (2) Method and Design of the Study; (3) The

Proximal Conditions of Teaching; (4) Teacher Characteristics; (5) teaching strategies;

and (6) Teaching Practices and Student Achievement. (Contain 33 references.) (RS)

Foreign Literature is a branch of language arts that involves the study of languages

other than one's native tongue.

These are materials printed in other countries with information related to current study

and are found in internets, professional journals, and other publications. Technology

aids student expression. Present what they have learned. They can use software to

make presentations and projects. This makes them more interested in the subject and

leads to better retention of information. With technological aids, they can make easy to

remember notes and a creative presentation of the information they have acquired.
Local Literature

Demonstrates the intersection of art and cognitive science in a complementary

approach of mutual support in teaching. Describe the technique of using short stories

and plays in teaching social to expand and complement familiar didactic methods using

creative literature in the examination of poverty and showing the applications of the

approach across the entire social work curriculum (i.e., policy, practice, behavior, etc.).

Institution of higher learning across the nation are responding to political,

economic, social and technological pressures to be more responsive to students’ needs

and more concerned about how well students are prepared to assume future societal

roles. This study aimed to determine the methods and teaching strategies used by the

PSU - CTE faculty members of Bayambang Campus, Bayambang, Pangasinan during

the first semester of the school year 2013-2014. The descriptive correlational method of

research was employed in this study where it involved the collection of pertinent data in

order to answer question concerning the current status of the subject of the study.

Majority of the faculty members are females, they are master’s degree holders, and

have a permanent position with an academic rank of instructor and most of the faculty

members are graduate of SUCs. They also have high attitude toward teaching;

generally, the faculty members perceived themselves to be often in using teaching

approaches and teaching methods; and sometimes in using teaching techniques/styles,

instructional support activities, and non-formal activities; and no significant relationships

exist between the faculty member’s profile variables and their level of pedagogical

approaches in teaching approaches, teaching methods, teaching techniques/styles,

non-formal activities and instructional support activities. Teachers should be

encouraged to pursue/finish higher education; likewise they should be motivated to

conduct research studies like action researches as part of their functions, particularly

along their area of specialization. Teachers should be encouraged to explore and view

other effective teaching strategies and find more ways to entire other students challenge

themselves to create their own strategies to use in the field and to become more global

in perspective. The use computer technology can be effective teaching strategy,

especially when students are given information specific to their own situation rather than

general information.

The intent of this qualitative study is to narrate (Broodkey, (1987a). Education

Quarterly, 18, 67-76; Written communication, 4, 25-70; Qualitative communication

research methods. (1987b). Lindlof, (1995). (pp. 172-174): London Sage Publications)

the master teachers as aggregate sample subjects’ pedagogical understanding and

classroom practices. A qualitative analysis of the classroom activities and journal entries

of 13 teachers a participant in the Basic Education Curriculum core learning areas is

included. Findings reveal that the subject participants’ pedagogical practices still verging

toward the formal suggest a traditional inclination. However, the importance of change

should be realized. Various concepts of teaching and learning, today, are imperative.

Teachers must be resocialized on their new roles and make their students have a more

active role in the teaching-learning process. The first article is on ESL reading. Dr. Maria

Cequena’s paper on “metacognitive strategy use: Effects on Met a cognitive

Awareness, self-efficacy, Reading Performance and Motivation” documented how

students’ reading performance is related to metacognitive strategies, self-efficacy, and

motivation. The second article on ESL writing by Ms. Rozelle pangilinan focused on how

students with higher scores in their argumentative essays had utilized more strategic

and appropriate engagement resources. The third article on EFL speaking by Feng Tent

and James Wong reports on the findings of their study that applied Speed Speaking as

a teaching strategy in a foreign language classroom. The fourth article by Fernand

Kevin Dumalay and Gail Innumerable investigated the types of teacher’s questions that

triggered active interaction in the classroom. The last paper by Teri An Joy Magpale-

Jang and Ramsey Feeder occupied a gap in Philippine English research and discussed

it’s pedagogical implications in the teaching of Philippines English.

This paper examined the type of questions that usually triggered active interaction in a

grade Five Language class. Teacher’s Questions are categorized using Thomson

(1997, in Faharian & Rezaee’s, 2012). These three types are: yes/no question,

closed/display question, and open/referential questions. After coding these questions,

the number and the length of the students’ responses, as patterned in Faharian &

Rezaee’s (2012) methodology, were also recorded to know which type of question/s

usually elicits more responses from students. Results show that closed/display

questions was asked by the teacher. However, the occurrence of referential questions,

thought with only few in number, still elicit complex and more natural responses from

the students. Others types of question based on teacher’s purpose were also

discovered in this study. Lastly, this research has been an addition to a few studies

focusing on the effect of questions in active student involvement in the classroom.

Studies on Philippines English have typically focused on the different aspects of its

grammar. However, subjectless nonfinite clauses as verbal complements have not been

investigated yet. This paper scrutinizes subjectless nonfinite clauses as monotransitive

variants of verbal complements in PhilE complementation based on Quirk, Greenbaum,

leech, and Svartvik (1985). Accordingly, this paper focuses on to-infinitive and ing-

gerund construction as two frequent nonfinite clauses in examining PhilE monotransitive

verbal complementation. The present study takes a corpus-based approach in

analyzing a large collection of spoken and written texts of ICE-PHI corpus. Considering

the three verb classes (emotive, aspectual and retrospective) which all use the to-

infinitive and ing-gerund construction, the study reveals some deviations (which can be

considered unique) from Quirk get al.’s description of verbal complements specifically

on how Filipinos utilize retrospective verbs in both spoken and written discourse.

However, the use of emotive and aspectual verbs shows adherence to Quirk et.’s

description. This paper’s grammatical investigation further discusses the pedagogical

implications of such adherences and deviations in teaching English in the Philippines.

Local Literature these are local materials usually printed and found internet professional

journals and magazines, newspapers and University publications published by the

different colleges and universities in the Philippines. In the old days, business was done

using papers and flat registers. The organization of these registers was difficult and the

storage of huge amounts of data was a real problem. Also, the process of preparing a

report takes a lot of time. But when computers were introduced into the business field,
everything has changed. Databases were used to storage huge amounts of data and

organize them. Instead of spending many hours (or maybe days) preparing a report, a

query consisting of number of statements can perform the job in some seconds.

Foreign Study

Basic issues concerning interpretative research, and theories and methods of using

interpretive research to study teaching are discussed. The concept of interpretative

research may also be known as ethnographic, qualitative, participant, observational,

case study, symbolic interactionist, phenomenological, or constructivist. Interpretative

research studies the meaning of actions that occur, both in face-to-face interactions and

in the wider society surrounding the immediate scene of action. To conduct

interpretative research on teaching, intense and long-term participant’s observation in

an educational setting is required, followed by deliberate and long-term reflection on

what was observed. Questions regarding the observer's point ofpreviously learned

formal theories, cultural conditioning, and personal values must be considered. Attitudes

toward teaching and learning as well as measures of effectiveness are also worth

examining. This paper argues that such detailed scrutiny of everyday teaching routines

is route to improving educational practice, as performed by university researchers as

well as practicing teachers (GDC).

We review the body of research on reading comprehension for students with learning

disabilities. First, we describe the factors that lead to the comprehension difficulties of
these students. Next we describe our procedures for reviewing the literature on effective

instructional methods for improving the comprehension of narrative text. This is followed

by the research on techniques for improving the comprehension of expository text. We

conclude with a discussion of ongoing issues in the field-in particular, (a) the increased

use of socially mediated instruction,(b) the need to teach multiple strategies to students

to improved comprehension, (c) controversies in how important it is to explicitly teach

specific strategies versus merely providing flexible frameworks to structure dialogue on

text read.

Learning strategies are the thoughts and actions that individuals use to accomplish a

learning goal. Extensive research has identified the learning strategies use by students

of second and foreign languages and a somewhat smaller body of research has

documented the effectiveness of helping less successful language students improve

their performance through learning strategy Instruction. This article discusses current

issues in language learning strategy research that affect teachers and learners of

foreign languages. These issues include: identification procedures of learning

strategies, terminology and classification of strategies, the effects of learner

characteristics on strategy use, the effects of culture of context on strategy use, explicit

and integrated strategy instruction, language of instruction, transfer of strategies to task,

and models for language learning strategy instruction. These eight issues are explored

through a discussion of existing re-search that illumines the issues. Suggestions are

presented for future research on issues that have not yet been thoroughly explored.
A co relational study examined relationships between motivational orientation, self-

regulated learning, and classroom academic performance for 173 seventh graders from

eight science and seven English classes. A self-report measure of students, intrinsic

value, test anxiety, self-regulation, and use of learning strategies was, and performance

data were obtained from work on classroom assignments. Self-efficacy and intrinsic

value were positively related to cognitive engagement and performance. Regression

analyses revealed that, depending on the outcome measure, self-regulation, self-

efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value

did not have a direct influenced on performance but was strongly related to regulation

and cognitive strategy use, regardless of prior achievement level. The implications if

individual differences in motivational orientation for cognitive engagement and self-

regulation in the classroom are discussed (PsycINFO Database Record © 2016 APA, all

rights reserved)

Attention to the beliefs of teachers and teacher candidates should be a focus of

educational research and can inform educational practice in ways that prevailing

research agendas have not and cannot. The difficulty in studying teachers' beliefs has

been caused by definitional, poor conceptualization, and differing understanding of

beliefs and belief structure. This article examines he meaning prominent researchers

give to beliefs and how this meaning differs from that of knowledge, provides a definition

of belief consistent with the beat work in this area, explorers the nature of belief

structures as outlined researchers, and offers a synthesis of finding about the nature of

beliefs. The article argues that teacher's beliefs can and should become an important
focus of educational inquiry but that this will require clear conceptualizations, careful

examination of key assumptions, consistent understanding and adherence to precise

meanings, and proper assessments and investigation of specific belief construct.

Implications f findings and directions for future research are offered.

Foreign Studies is defined as studying cultural, political, economical, and other aspects

of different global societies. This is learning and understanding the history, languages,

and governments of these societies. In the computer world, networks are the primary

means of inter-computer communications. The building and maintenance of network is

the responsibility of the network manager. The network manager must have the

expertise to design and implement an appropriate network for his client. The proper

design of a network is based on more than a few principles. However, the job of the

network manager encompasses more than simply building a useable network, although

that is the end result.

Local Study

This study sought answer on profile, teaching strategies and extent of its use,

significant relationship of the profile to the teaching strategies and its pedagogical

implication to the teaching of English. Results showed that lecture method and

brainstorming were most often used and profile of the respondents had significant

relationship to the strategies used. The pedagogical implications to the teaching of

English were: the employment of various kinds of teaching strategies was a big factor to
make the teaching and learning process harmonious. It has been found out that age,

educational attainment and number of years in teaching have something to do with the

extent of use of different teaching strategies in English. It was recommended that school

administration should encourage teachers to pursue further studies on their field of

specialization for personal, social and professional growth through which they can

acquire new knowledge, skills and experiences that will benefit students and

themselves. They should also be guided and be familiar with various kinds of teaching

strategies which they can use inside the classroom. Seminars, workshop, and in service

trainings should be provided to uplift teachers’ competencies and performance in

teaching.

It is necessary for teacher to work from students’ strength and interest by finding

out why students are in your class and what are they expectations. Therefore it is

important to take into consideration students’ needs and interest so as to focus

instruction that is applicable to different groups of students with different levels.

Show that several styles could be employed by the teachers to encourage students to

become self motivated independent learners. As identified, teachers must give frequent

positive feedback that supports students' beliefs that they can do well; ensure

opportunities for students' success by assigning tasks that are either too easy nor too
difficult; help students find personal meaning and value in the material; and help

students feel that they are valued members of a learning community.

One of the subjects found to be difficult y freshmen and sophomore student’s in college

is mathematics. Students who have not mastered their high school mathematics also

tend to fail. During classroom discussion in calculus subjects, it was observed that when

the lectured method was used, students normally do not understand the topic being

discussed, they will not have anything to write on their paper when given written

exercises and graded seatwork. Teaching strategies play an important factor for

students to cope up with and learn more in mathematics. This led to the study f a

teaching strategy that may help students in coping with classroom discussion. The

teaching strategy is cooperative learning. The study sought to find out the effectiveness

of cooperative learning in teaching Integral Calculus. The study was conducted to the

second year students taking up Integral Calculus during the semester of the school year

2006-2007. There were two groups of respondents - the controlled group and the

experimental group. The two groups were both given a pre-test and a posttest.

Attitudes of mainstream teachers towards the inclusion of children with special needs in

the ordinary school were surveyed soon after the release of the green paper. The

survey was carried out in one Local Education Authority in the south-west of England
and the sample comprised of 81 primary and secondary teachers. The analysis

revealed that teachers who have been implementing inclusive programmers, and

therefore have active experience of inclusion, possess more positive attitudes toward

inclusion. In particular, teachers with university-based professional development

appeared both to hold more positive attitudes and to be more confident in meeting the

IEP requirements of students with. The role that training at both pre-service and post-

service levels has in the development of teachers' support for inclusion is discussed.

Local Study is the study of history in geographically local context and it often

concentrates on the local community. According to Ryan T. Gertner in 2011, on his

study about " The effects of multimedia technology on learning" he concludes that

multimedia gives light on some possible effects of it to the learning of students. This

means that technological devices may affects the learning performance of a student.

The recent increase in use of digital devices such as laptop, computers, iPads, and

web-enabled cell phones has generated concern about how technologies affect student

performance.