College of Education Students, and Faculty ...

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Republic of the Philippines Negros Oriental State University Kagawasan Ave., Dumaguete City Philippines

Featuring: College of Education Students, and Faculty Researches

Volume 3

April 2015– March 2016

(1995). 5th edition., Oxford: University Press. Pancare, Rachel. (2001). Effects of tardiness on your child’s education. Retrieved from: http://oureverydaylife.com/ effects-tardiness-childs-education-25692.html Peretomode, V.F. (2001). Sociology of Education: An introductory text for Nigerian undergraduates, 2nd edition. Lagos: Obaroh and Ogbinaka. Parboteeach, K. P., Cullen, J. B., and Victor, B. (2005). National culture and ethical climates: A comparison of United States and Japanese accounting firms. Management International Review, 4. pp. 459–481. Richards, D. (2012) Ways to avoid constantly being late. Retrieved from: http://tridentimes.blogspot.com/2012/04/7 -ways-to-avoid-constantly-being-late.html Rynasiewicz, Rupert. (2004). Newton’s views on space, time and motion. Stanford Encyclopedia of Philosophy. Santillano V. (2010). Late again! Why some people are always tardy. Retrieved from : http://www.divinecaroline.com Saporta, I., & Yonah, Y. (2004). Pre-vocational education: The making of Israel’s ethnoworking class. Race Ethnicity and Education, 7 (3). pp. 251-275. Schneider, A. (1998). Insubordination and intimidation signal the end of decorum in many classrooms. Chronicle of higher education. Shafritz, Jay M. (1980). Dictionary of Personnel Management and labor relations. Skinner, B.F. (1938) The Behavior of Organisms: An Experimental Analysis. New York: Appleton-Century. Retrieved from: www.simplypsychology.org/operant-conditioning.html Soeters, J. and Schreuder, H. (1988). The interaction between national and organizational cultures in accounting firms. Organizations and Society, 13. 75-85. Sprick R. and Daniels K. (2007). Taming the tardies. Every minute counts. Middle Ground, 11(2), 21-23. Retrieved from www.safeandcivilschools.com. United States Department Dictionary of American History. (2003). Dictionary of American History – Volume 1. United States Department of Health and Human Services. (2003). KASANAG The Official Research Journal of the College of Education

dealing with difficult behavior. p. 45 - 57 In Steven M. Richardson, Ed. Promoting Civility: A teaching challenge. New directions for teaching and learning. Kunda, G. and Schein, Edgar H. (1992). Organizational Culture and Leadership, Second Edition. San Francisco: Jossy Bass. (Copyright American Society for Public Administration 1996). Lauby S. (2009). Attendance and Punctuality. Retrieved 23rd September,2010 from:http://www.hrbartender.com/2009/ comp/attendancepunctuality/ Mayer, S.E. (1997). What money can’t buy: The effect of parental income on children’s outcomes. Cambridge, MA: Harvard University Press, 1997. Merriam-Webster Dictionary. (2012). Dictionary and Thesaurus. Murine, Tori (2012). Crowded hallways makes it hard for students to get to class on time. Retrieved from: http:// myvikingvoice.com/2012/11/14/crowded-hallways-makes -it-hard-for-students-to-get-to-class-on-time/ Nakpodia, E.D., and Dafiaghor, F.K. (2011). Lateness: A major problem confronting school administrators in Delta State, Nigeria. International Journal of Science and Technology Education Research. Nigerian National Policy on Education. (1977). Federal Republic of Nigeria National Policy on Education: An Educational Task for a Developing Nation. Lagos: Government printers. Retrieved from: http://eric.ed.gov/? id=ED186512 Office of Citizenship and Community Standards at Truman State University. (2003). Coping with disruptive student behavior in the classroom. Retrieved from: http://conduct.truman.edu/docs/Disruptive%20Behavior72003%20web(1).pdf Oghuvbu, P. E. (2008). “Absenteeism and lateness among secondary school students in Nigeria: Profiling causes and solutions.” Academic Leadership. Retrieved 23rd September,2010from:http://www.academicleadership.org/ empirical_research/384.s.html Oxford Advanced Learners Dictionary of Current English.

Foust, D., Grow, B., Cowan, C., and Arndt, M. (2006). W here’s the beef? Burger King’s Upcoming IPO Looks lucrative...for the private-equity firms doing the deal. Business Week. 3979, 10 April; 30. Gilligan, Carol. (1979). Women’s place in man’s life cycle. Harvard Educational Review, 49. pp.431-446 Gilligan, Carol. (1982). In a different voice : psychological theory and women's development. Cambridge, MA: Harvard University Press, 1982. Grunbaum, Adolf. (1950). Relativity and the Atomicity of Becoming. Review of Metaphysics and Epistemology Space and Time 4 in Philosophy of Physical Science, pp.143-186.wden, California State University Hall, Edward T. (1990). The Dance of Life: The other dimension of time. New York: Doubleday/Anchor Books; translated to Japanese in 1983 by Akira Una as Bunka Toshiteno Jikan. Tokyo: TBS Buritanika. Haveman, R., and Wolfe, B. (1995). The determinants of children’s attainments: A review of methods and findings. Journal of Economic Literature (1995) 33,3:1829–78. Herteis, Eileen M. (1994). Teaching Large Classes. College Quarterly, Fall 1994 – Volume 2 No:1. Retrieved from: http://www.senecac.on.ca/quarterly/1994-vol02-num01fall/herteis.html Hofstede, G. (2001). Culture’s consequences. Comparing Values, Behaviors, Institutions and Organizations Across Nations. Second Edition. State University Newbury Park, CA: Sage. Kohlberg, Lawrence. (1969). Stages and Sequences: The cognitive development approach to socialization. Koslowsky, Meni., Sagie, Abraham., Krausz Moshe., and Dolman., Ahuva. (1997). Correlates of employee lateness: Some theoretical considerations. Journal of applied psychology. Koslowsky, Meni. (2000). A New Perspective on Employee Lateness. Applied Psychology. Volume 49, Issue 3.July, 2010. pp. 390–407. Kuhlenschmidt, Sally L. & Lois E. Layne.(1999). Strategies for

Breeze, S., Woosh, C., Batt, C., and Fine, M. (2010). How to be punctual. WikiHow: The how to manual that you can edit. Retrieved 23rd September, 2010 from: http://www.wikihow.com/Be-Punctual. Brislin, R.W. and Kim, E.S. (2003). Cultural diversity in people’s understanding and uses of time. Applied Psychology: An International Review, 52(3), pp.363-382. Brooks, Jeanne., and Duncan, Greg J. (1997). Effects of poverty on children. https://www.princeton.edu/futureofchildren/ publications/docs/07_02_03.pdf Cascio, Wayne F. (1991) Costing human resources: The financial impact of behavior in organizations. Third edition. Coleman, D. (2013). Why students arrive to class late. Retrieved from: http://www.the21stcenturyteacher.com Counseling and student development center at James Madison University. (2009). Student Health, Wellness and Safety. Retrieved from: https://www.jmu.edu/osarp/index.shtml Cowan Avenue Elementary School Community (2007). Tardiness Hinders Student and School Success. Cowan Crier,61 (6), 1. Retrieved July 26, 2012, from www.lausd.net Dowden, Bradley. (2007). Philosophy of Time. The Internet Encyclopedia of Philosophy. California State University. 4-30-2007 Downs, J. R. (1992). Dealing with hostile and oppositional students. College teaching, 40 (3), pp.106-109. Duncan, G.J., and Brooks-Gunn, J. (1997). Consequences of growing up poor. New York: Russell Sage Foundation, 1997. Eberly Center for Teaching Excellence: Office of Technology for Education. (2014). Enhancing education. Carnegie Mellon University. http://www.cmu.edu/teaching/solveproblem/ strat-latetoclass/index.html Egbule, J.F. (2004). Readings in Educational Psychology. Owerri: Barlos Publishers, pp. 234-241. Emore C (2005). Causes of students’ lateness to school in Uvwie L.G.A. of Delta State. Unpublished Post Graduate Diploma in Education Project, Abraka, Delta State University.

AWARENESS AND MITIGATION PRACTICES ON CLIMATE CHANGE OF THE COLLEGE OF EDUCATION STUDENTS OF NEGROS ORIENTAL STATE UNIVERSITY Nouiea Bernardelle H. Acabal, Bachelor of Secondary Education Aiko Bryan B. Babatugon, Bachelor of Secondary Education Kathlyn R. Balucan, Bachelor of Secondary Education John Anthon B. Gomez, Bachelor of Secondary Education Jed Crisle B. Sombilon, Bachelor of Secondary Education Adviser: Victor A. Adebanji, Ph. D. ABSTRACT One of the most devastating environmental threats that is being faced in recent years is climate change. Much effort has been done to increase public awareness on the causes and effects of climate change which could help the public to mitigate its effect on the society as well as in making wiser and more accurate decisions and response to climate change issues. This study assessed the level of awareness and mitigation practices on climate change among the College of Education students in Negros Oriental State University. It used the descriptive and inferential method of research wherein it utilized a structured questionnaire as the research instrument for this study. The statistical tools used for the study were frequency and percentage distribution, weighted mean and the Pearson R Correlation, t-test and Analysis of Variance. Most of the respondents of the College of Education were mature enough, female, about to graduate and in the fields of Biological Science, TLE and MAPEH. Results of the study revealed that the respondents from the College of Education were aware on the causes and effects of climate change. This means that they were on 61 to 80 percent basis in terms of level of awareness. The respondents “frequently” practiced various mitigation practices on climate change which means that the respondents did 61 to 80% basis of the mitigation practices.

clashing of classes. Teachers must start their class five to ten minutes after the allotted time and end it on the time given. Students must have a proper time management in doing their school works. There must be a proper entrance and exit zone in the university. It is recommended that students avoid tardiness to prevent disrupting their proper routine as well as the teacher’s implemented school routine. Students must know that being late to class affect their academic performance. They must come to class on time to gain good grades and participate well on class activities. It is recommended that students be punctual in coming to class in order not to be criticized and to avoid being bullied and neglected from his peers. Teachers should give proper reinforcements for late students. And also, they must take some actions or have some ways to help students in avoiding class tardiness. It is recommended that students must have proper discipline. They must practice discipline among themselves in order for them to avoid those undesirable behaviors. ACKNOWLEDGMENT The researchers hope to thank the administration of NORSU Main Campus I, College of Education for giving us the opportunity in honing our skills in the field of research. REFERENCES

Beltz, Johannes. (2005). Mahar, Buddhist and Dalit: Religious conversion and socio-political emancipation. New Delhi, Manohar. Bilocura, A. J. (2012). Chapter II: Review of related literature and studies.https://sites.google.com/site/bilocuraandguia/ notes/chapteriireviewofrelatedliteratureandstudies Blanche, Johnson. (1995). A behavior modification program to reduce tardiness in middle school dropout prevention students. Retrieved from: http://eric.ed.gov/?id= ED387985

Respondents seriously perceive teacher modeling, this means that teachers are endowed with the responsibility of helping to eradicate tardiness on the part of students. Also another seriously perceive way in eradicating class tardiness is discipline, therefore eradication of class tardiness is the responsibility of teachers and students. CONCLUSION Students found that there are different factors that are responsible for the class tardiness among education students of Negros Oriental State University. These factors affect the habits of these students making them come to class late. With these said factors, several consequences may be faced as a result of being tardy to class. But, there are different perceived ways to eradicate this behavior. Therefore, with the help of knowing the factors and consequences of being tardy, students are able to find ways on how to eradicate them. RECOMMENDATIONS It is recommended that students must follow the proper routines such as sleeping early and avoiding unnecessary recreational activities at night to avoid coming late to class. NORSU administration must strictly implement a policy that students will not block the hallways and other passages available. And also, the university must ensure to have a proper entrance and exit. It is further recommended that family members serve as role models to their children. They must give proper guidance and engage in behaviors worthy of emulation. Every student and teacher must have uniform time to avoid time differences. The university must set enough time intervals per class to avoid

Moreover, the level of awareness and level of mitigation practices on Climate Change shows moderate and substantial correlation and such correlation was significant at 5% level. While older students had higher level of awareness on climate change than the younger ones, they had the same level of awareness in terms of sex, number of years in college and field of specialization. Keywords: awar eness, mitigation, climate change, dents, profile.

stu-

INTRODUCTION Climate change refers to a change which is attributed directly or indirectly to human activities that alter the composition of the global atmosphere and which is, in addition to natural climate variability observed over comparable time periods (United Nations Framework Convention on Climate Change, 1992). Climate change is one of the most serious environmental and human threats undermining the achievement of the Millennium Development Goals (MDGs) and the international communities’ efforts to reduce extreme poverty. It has, therefore, emerged as a major challenge to development in the 21st century (Speranza, 2010). While there are natural causes of climate change, the current warring trend has been largely blamed on human activities mainly the burning of fossil fuels, industrial pollution, deforestation, and land use changes (IPCC, 2007; Canadel et al., 2010; Weart, 2010). All these anthropogenic activities either increase the concentration of greenhouse gases in the atmosphere (Canadel et al., 2010), as is the case of combustion of fossil fuel and industrial pollution, or interfere with the absorption of carbon by terrestrial sinks (IPCC, 2007) like deforestation and land use changes, leading to global warming. Global attention on climate change was sort for the first time by the Brundtland Report, Our Common Future, which stated that the unsustainable development practices of humankind have pushed the world’s climate to a warming trend (UNWCED,

1987). On the contrary, the public concern on climate change was not triggered by the Brundtland’s report, but by the unusual northern hemisphere heat wave and drought of the summer 1988 (Christianson, 1999). Consequently, the IPCC was established in 1989 to carry out periodic assessments on the global climate system and later the UN Framework Convention on Climate Change was adopted in 1992 to provide a framework for global action against climate change. Nevertheless, numerous studies conducted since then reveal that the vast majority of people across the world, especially in developing countries, are unaware of climate change despite their high vulnerability to the impacts of climate change, (Bostromet al., 1994; Bord Fisher, and O’Conner, 1998; Pew Research Centre, 2006; Pugliese and Ray, 2009; Godfrey et al., 2009). Low level of awareness about global climate change in developing countries is one of the shattering problems for global warming mitigation (Sah, et. al., 2015). Hence, the present study that will be conducted is to find out whether the students of Negros Oriental State University Main Campus I are aware of the presence of climate change and how this contributes to numerous disasters. Numerous mitigation practices are introduced by advocates and media. Some of these are reforestation, organized waste disposal and technological breakthrough that help deplete global warming. Since numerous mitigation practices have been introduced, the curiosity of the researchers lies in whether students of Negros Oriental State University are aware of such. If they are, it interests them (researchers) to know whether these practices of mitigation are being employed in their day to day activities. To this effect, the researchers sought to investigate into the awareness and mitigation practices of respondents on climate change. THE PROBLEM The study aimed to determine the awareness and mitigation practices of the College of Education students of Ne-

Table 11 presents another respondent’s perception on ways to eradicate class tardiness. Discipline is a serious perceived way to eradicate class tardiness. It holds a scale of 4.48. Through discipline, students can easily cope with the environment and avoid being late to class. He may also practice the behavior of punctuality and may possibly avoid any consequence of being late. According to Richards (2012), being on time requires planning, good organization and a sound routine. In relation to this study, an individual must discipline himself in order to avoid being late. He must be more aware that proper discipline leads to better routine that may eradicate certain behaviors such as tardiness. Table 11 presents another respondent’s perception on ways to eradicate class tardiness. Discipline is a serious perceived way to eradicate class tardiness. It holds a scale of 4.48. Through discipline, students can easily cope with the environment and avoid being late to class. He may also practice the behavior of punctuality and may possibly avoid any consequence of being late. According to Richards (2012), being on time requires planning, good organization and a sound routine. In relation to this study, an individual must discipline himself in order to avoid being late. He must be more aware that proper discipline leads to better routine that may eradicate certain behaviors such as tardiness. Presented in Table table on the Areas 12 is the summary Verbal Description respondent’s perception in eradication of class tardiness. A. Teacher Modelling 4.57 Seriously Perceive Table4.48 12 B. Discipline Seriously Perceive Summary Table on the Respondent’s Perception in Overall Composite Mean 4.53 Strongly Perceive Eradication of Class Tardiness

gros Oriental State University Campus 1, Dumaguete City. Specifically, this sought to answer the following questions: 1. Table 10 displays the respondent’s perception on ways to eradicate class tardiness. Teacher modeling holds a scale of 4.57 which is a seriously perceived respondent’s perception. Teachers serve as the main and primary models for students which influences their daily activities. If the teacher is punctual, it can easily be concluded that the students are punctual as well. According to Blanche (1995), student interviews revealed that the students were unable to manage their time, were not motivated to attend class, and did not find class rewarding. This implies the importance of the teacher on the teaching and learning process as well as in eradicating class tardiness. Teachers have important roles in molding their students. They must give proper advices and discipline their students especially on eliminating the behavior on tardiness. To what extent is in your perception to Verbal on Presented Table 11 is on theways respondent’s perception eradicate class class tardiness based on the Description ways to eradicate tardiness. following: Discipline Table 11 Seriously Students must make it a habit to come to school 4.53 Respondents’ Perception on Ways to Eradicate Class Perceive on time so that they will not face the consequences Tardiness (B) of being late. Seriously Students must make it a habit to pack their things 4.52 Perceive and do their homework the night before so that

everything will be set before going to school. Teachers must explain to the late student the possible consequences he may face, so that he will be aware of the possible punishments that will be given to him. Teachers must be firm in giving punishments to those students who are late so that they will be challenged not to be late again. Composite

4.50

Seriously Perceive

4.38

Seriously Perceive

4.48

Seriously Perceive

2. 3. 4. 5. 6. 7. 8.

What is the profile of the respondents in terms of: 1.1 age? 1.2 sex? 1.3 year level and 1.4 course taken? What is the level of awareness of the respondents on the causes and effects of climate change? What is the level of mitigation practices of the respondents on climate change? Is there a significant relationship between the level of awareness on climate change and the mitigation practices? Is there a significant difference on the level of awareness on climate change in terms of age? Is there a significant difference on the level of awareness on climate change in terms of sex? Is there a significant difference on the level of awareness on climate change in terms of year level? Is there a significant difference on the level of awareness on climate change in terms of the field of specialization?

THEORETICAL FRAMEWORK The study is anchored on the two theories that the researchers used in this study namely, Anthropogenic Global Warming and Human Forcings besides greenhouse gases. The first theory of climate change claimed by the United Nations Intergovernmental Panel on Climate Change (IPCC) and former Vice President Al Gore (2007) contends that human emissions of greenhouse gases, principally carbon dioxide (CO2), methane, and nitrous oxide, are causing a catastrophic rise in global temperatures. The mechanism whereby this happens is called the enhanced greenhouse effect. This theory is called “anthropogenic global warming (AGW).

Energy from the sun travels through space and reaches Earth. Earth’s atmosphere is mostly transparent to the incoming sunlight, allowing it to reach the planet’s surface where some of it is absorbed and some is reflected back as heat out into the atmosphere. Certain gases in the atmosphere, called “greenhouse gases,” absorb the outgoing reflected or internal thermal radiation, resulting in Earth’s atmosphere becoming warmer than it otherwise might be (Bast, 2010). Greenhouse gases are defined by the Intergovernmental Panel on Climate Change (2013) as "gaseous constituents of the atmosphere, both natural and anthropogenic, that absorb and emit radiation at specific wavelengths within the spectrum of thermal infrared radiation emitted by the Earth’s surface, the atmosphere itself, and by clouds. Human Forcings Besides Greenhouse Gases or Land Use, the second theory, espouses that mankind’s greatest influence on climate is not its greenhouse gas emissions, but its transformation of Earth’s surface by clearing forests, irrigating deserts, and building cities (Pielke, 2009). Pielke, Sr., a climatologist at the University of Colorado – Boulder, phrases the theory as follows: Although the natural causes of climate variations and changes are undoubtedly important, the human influences are significant and involve a diverse range of first-order climate forcings, including, but not limited to, the human input of carbon dioxide (2009). The said human forcings includes Urban Heat Islands, Aerosols and Ozone, Coastal development and Jet contrails. Cities tend to be warmer than suburbs, and suburbs warmer than rural areas, because they have greater concentrations of energyproducing ma-chines and vehicles and large amounts of concrete, asphalt, and other build-ing and road materials that absorb solar energy and then re-emit thermal energy. These “urban heat island” effects have been documented by many authors. De Laat et al., in a 2004 study published in Geophysical Research Letters, concluded that “the ‘real’ global mean surface temperature trend is very likely to be considerably smaller than the temperature trend in the Climatic Research Unit (CRU) data. Advocates of the AGW theory falsely attribute higher

Disrupted routine is a serious consequence face by the respondents when they come late to class. As a result, student’s academics are adversely affected. On the other hand, low academic performance is a very serious consequence. This implies that lateness to classrooms bring about poor performance. Serious consequence is face when students come to class tardy because of that, respondents face demoralization in the hands of To what extent is your perception on ways Verbal other students. to eradicate class tardiness based on the Description Presented in Table 10 is the respondent’s perception on following: ways to eradicate class tardiness. Teacher Modeling Attendance must be taken and recorded Seriously Table 10 on 4.68 on students, Ways to EradicatePerceive Class the Respondents’ first 15 minutesPerception of class so that Tardiness who will come to their next class, will(A) have time allowance. Seriously Teachers must be role models to students 4.66 Perceive because they tend to imitate them. Teachers must begin and end classes on time so that their goal on that day will be achieved. Teachers must give the most important announcements fifteen minutes before the actual class’ session, so that the late student/s will be informed about the given announcements. Teachers must meet with the late student after class, so that the teacher will know the reason why the said student is late and he/ she can advise the late student as well.

4.59

Seriously Perceive

4.48

Seriously Perceive

4.46

Seriously Perceive

Composite

4.57

Seriously Perceive

A student who is repeatedly tardy may become an outcast over time. A late student may be a subject to bullying.

3.93

Serious Consequences

3.86


Classmates may begin to criticize the student who comes late.

3.85


Composite

4.01


Another consequence that respondents face as a result of coming late to class is presented on table 8. Social criticism shows a scale of 4.01 which is a very serious consequence for tardiness. Students who are usually late are mostly the ones who are bullied. This is the time when most name-callings appear that may serve as a way of bullying. As what Pancare (2001) has stated on her study, during adolescence, children are especially conscious of fitting in and being accepted by peers. If your child is repeatedly tardy, he may become a target or outcast over time, and negative peer interactions can hurt his ability to concentrate on learning. On the result presented, social criticism has serious consequences on the students who are usually tardy. Most students are proneAreas to being bullied and to beVerbal left outDescription from peers. Presented in Table 9 is the summary of the consequences A. respondents Disrupted Routine Consequences that face as a result of 4.14 comingSerious late to class. B. Low Academic 4.31 Very Serious Table 9 Performance Consequences Summary Table on the Extent that C. Social Criticism 4.01of Consequences Serious Consequences Respondents Face as a Result of Coming Late to Class Overall Composite Mean 4.15 Serious Consequences

temperatures caused by urban heat islands to rising atmospheric carbon dioxide levels (Bast, 2010). Anthropogenic aerosols and ozone have shorter lifetimes than greenhouse gases, and therefore their concentrations are higher in source regions and downwind. Pielke and colleagues estimate the effect of human aerosols on the gradient of radiative heating on regional scales “is on the order of 60 times that of the well-mixed greenhouse gases.” With many surface-based temperature stations located in urban or near-urban areas, it is likely they are registering the warming effects of these aerosols and ozone, not carbon dioxide (Bast, 2010). Removing trees by burning, a common practice in developing countries, releases carbon dioxide into the atmosphere and prevents forests from sequestering carbon in the future. The pasture or crop land that replaces the forest lacks the shade created by a forest canopy and tends to be warmer. The Intergovernmental Panel on Climate Change has estimated that between one-quarter and one-third of anthropogenic carbon dioxide emissions are due to deforestation, not the burning of fossil fuels, though this estimate has been challenged as being too high (Bast, 2010). According to the same author, anthropogenic activities in coastal areas such as logging, agriculture, con-struction, mining, drilling, dredging, and tourism all can increase or (more rarely) decrease surface temperatures of nearby bodies of water. For example, storm runoff from city streets following heavy rains can result in seawater dilution and temperature increases. Anyone living in or near a large city knows that jets often leave trails behind them, called contrails (short for “condensation trails”). Composed of water vapor, they precipitate the creation of low clouds that have a net warming effect (Travis, et al., 2007). According to a 2006 study published in the International Journal of Climatology, contrails in the United States “may cause a net warming of the surface rivaling that of greenhouse gases” and “in certain regions, contrails already may contribute as much as the present anthropogenic CO2 forcing on climate.”

METHODOLOGY The investigation necessitated the use of the descriptive and inferential research methodology. It employed the survey technique which was an organized attempt to analyze, interpret and report the result of the study. Data were collected through the use of self-made questionnaire and were administered in Negros Oriental State University Main Campus 1, Dumaguete City, to the randomly selected College of Education students who enrolled in the summer class of school year 2015-2016. Self-made questionnaire was used to query the awareness and mitigation practices of the respondents in terms of climate change. The frequency and percentage distribution were utilized in describing the profile of respondents. After the data had been gathered, Weighted Mean was used to measure the responses of the respondents on the extent of their awareness and mitigation practices on climate change. The significance of the relationships between the level of awareness and the level of mitigation practices of the students. The significant difference on the level of awareness on climate change in terms of age, year level and course taken of the students was ascertained by testing the hypothesis using the Analysis of Variance (ANOVA). The significant difference on the level of awareness on climate change in terms of sex of the students was ascertained by testing the hypothesis using the Two Sampled t- Test. RESULTS AND DISCUSSION

Presented in table1, table 2, figure 3 and figure 4 is the demographic profile of the respondents.

as a significant part of their rubric for grading. In relation to this study with regards to Pancare (2001), students know the main purpose for being in school is to learn and that routines are in place precisely to help them focus on that learning. When students are repeatedly tardy, these routines are disrupted. Children who are often late have trouble settling in and mastering routines. Tardiness can throw off their whole morning or even their day, especially if the late commute to school was stressful. This consequence is serious due to the fact that most tardy students often miss their daily routine and habits due to tardiness. On the other hand, as elaborated by Pancare (2001), according to the national initiative Attendance Works, missing just 10 percent of the school year in the early grades causes many students to struggle in elementary school, and lateness in later grades is associated with increased failure and dropout rates. With this study, we can have a clear view on to how tardiness affects the daily routines of the To what extent dostudents. respondents face Verbal Presented ofin class Table lateness 8 are the consequences consequences Descriptionthat respondents face as a result to coming late to class. based on the following: Social Criticism Table 8 Consequences that Respondents Face as a Result ofSerious Coming Negative peer interactions can hurt 4.39 Very to Classin(B) the student’s ability toLate concentrate Consequences learning. Serious Attention is drawn away from the 4.09 Consequences teacher and it is transferred to the student who has just arrived. Negative social experiences of a 4.02 Serious student have a powerful impact on Consequences his feelings about school and his ability to be academically successful. Tardiness develops low self-esteem.

4.00

When a student continuously shows up late to class, other students criticize him/her.

3.97

Serious Consequences Serious Consequences

Low Academic Performance If students came to class late, they missed out most of the important lessons to be noted and learned.

4.39

Very Serious Consequences

Tardiness habit of the students can affect his/her academic performances. Tardiness is one of the reasons why some students failed in class.

4.39


4.27


Frequent tardiness is associated with lower grades and scores on standardized tests.

4.18


Composite

4.31


Age(yrs.) 17-20 21-24 25-28 29-32 33-36 Total

f 38 6 6 2 1 53

% 71.70 11.32 11.32 3.77 1.89 100

Table 1. Age Profile of the Respondents Thirty eight or 71.70% out of the 53 respondents were within the 17-20 year bracket. This was followed by 6 students in the 21-24 year bracket. The third group comprised 6 respondents representing the 25-28 year bracket. The fourth group consisted of 2 students for 29-32 age bracket and only one student respondent aged 23-36 years and over. The result means that most of the respondents aged 17-20. Sex Female Male Total

% 81.13 18.87 100 Table 2. Sex Profile of the Respondents

Table 7 shows the consequences that respondents face as a result of coming late to class. The respondent’s disrupted routine holds a scale of 4.14 which can be implied to have serious consequences. When a student is usually late, it is not just himself who is being affected. The routines that are being followed and implemented by the teachers for their daily activities might be affected as well. This effect may cause the disruption of the said routine which will trigger the time and the discussion of the teacher. On the other hand, the low academic performance holds a scale of 4.31 which has very serious consequences on the student’s tardiness. It is quite evident that being late is one of the major causes of having low grades. Most teachers use punctuality

f 43 10 53

Table 2 reveals the profile of the 53 respondents in terms of their sex. 81.13% were female and the rest were male with a percentage of 18.87. This signifies that majority of the respondents were female.

Figure 1. Year Level of the Respondents

Figure 1 shows that 13% of the respondents were first year. This was followed by the 2nd year which comprised 30%, third year 53% and the fourth year which consisted only of 4%. This emphasizes that majority of the respondents were third year students.

Figure 2. Area of Specialization of the Respondents Out of 53 samples, 9 respondents were Biological Science and another 9 were TLE. A sample of 8 were BEED-General Curriculum, 6 were MAPEH, 5 were Mathematics, another 5 Physical Science, 4 were BEED-Special Education, 3 were Filipino, 2 were English, 1 BEED- Early Childhood and another 1 was Social Studies. This indicates that a number of respondents were Biological Science, TLE and MAPEH students. Presented in table 3, 4 and 5 is the level of awareness on the causes and effects of climate change of sample respondents.

Statements Carbon dioxide has increased from fossil fuel use in transportation, building, heating and cooling and the manufacture cement and other goods. Cutting down trees increases carbon dioxide. Methane, the second most prevalent greenhouse gas has increased from livestock raising.

w

Description

4.36

Very Aware

4.64

Very Aware

3.57

Aware

Student’s routine strongly contributes to class tardiness. This implies that teacher education students are solely responsible for lapses on their academics. The result on crowded hallways and traffic means that students are subjected to factors beyond their control. Family and cultural background contribute to class lateness therefore, teacher education students learn and get influenced adversely on what they are exposed to. Also, observed college factors is also a factor that is contributory, as a result respondents are not blameable on issues relating to class tardiness. Extent of the consequences that respondents face as a result of coming late to class. To what extentondo Table respondents Verbal that Presented 7 are the consequences face consequences class late to class.Description respondents face as a result of of coming tardiness based on the following: Table 7 Disrupted Routine Consequences that Respondents Face as a Result of Coming Serious Students who are often have (A)4.19 Latelate to Class Consequences trouble settling in and mastering routines. Serious Students often get late because of 4.12 Consequences their daily routines. Tardiness can throw off student’s whole morning or even their day, especially if they get stressed. Composite

4.10


4.14


to the student’s and vice versa. School works of the students implies that most of the students do their works almost on the time of the submission of the said work. With this, they experience time pressure and sometimes neglect coming to class on time. Moreover, school policies talks about the policies set by the university. There is no proper entrance and exit which tends to result on the congestion of the hallways. There is no proper time being set to be followed making both teachers and students unaware of the appropriate time to attend the class. And there is no allotted time for changing uniforms which may take five to ten minutes before students can properly change. According to Breezes et al., (2010), we live in a society where the culture does not frown at, or rather say anything about punctuality as ethics in a work environment, thus to most individuals, punctuality is not really a serious matter, compared with how punctuality is being perceived in Western cultures and developed countries (Breezes et al., 2010). In parallel to this study with regards to the Filipino culture, we adapt the so called “Filipino time” which affects the tardiness behavior of the students. This factor contributes to the student’s class tardiness as being shown on the graph. On the other hand, U.S. Department of Justice (2001) had found out that lateness is also caused by some college factors. These include college climate issues, such as class size and attitudes of lecturers, other students, and administrators and inflexibility in meeting the diverse cultural and learning styles of the students. In accordance to the data on table 8, some college factors contribute to why students get late to class. This shows that the college atmosphere including the teachers affects the behavior of tardiness towards a student. Areas Verbal Presented on Table 4 is the summary tableDescription on factors that contribute to student’s A. Student’s Routine coming late to class.4.27 Strongly Contribute Table 6 B. Crowded Hallways and Traffic 3.87 Contribute Summary Table on Factors that Contribute to Students’ C. Family and Cultural Background 3.90 Contribute Coming Late to Class D. Observed College Factors 4.01 Contribute Overall Composite Mean

4.01

Contribute

Nitrous oxide, a greenhouse gas emitted from human activities has increased from fertilizer use. Chlorofluorocarbon which destroys the ozone layer has increased extensively by using it as refrigeration agents. Airplane contrails are the white clouds that we see in the sky spreading behind jets. It traps heat that should escape from earth. Sulfur dioxide is a gas primarily emitted by combustion from power plants and other industrial facilities, as well as in mobile sources such as vehicles, ships. Release of heat from machineries contributes to climate change. Coastal logging, agriculture, construction, mining, drilling, dredging, and tourism increase temperatures of bodies of water. For ex-ample, storm runoff from city streets following heavy rains can result in seawater dilution and temperature increases. Biomass burning or combustion of organic matter (e.g. burning of living and dead vegetation) contributes to climate change. Overall Mean

3.64

Aware

4.28

Very Aware

3.58

Aware

3.77

Aware

4.53

Very Aware

4.25

Very Aware

4.23

Very Aware

4.08

Aware

Table 3. Level of Awareness of the Respondents on the Cause of Climate Change Table 3 reveals the extent of awareness of College of Education students on the causes of climate change. The result shows that respondents were “very aware” that carbon dioxide has increased from fossil fuel use in transportation, building, heating and cooling and the manufacture cement and other goods;

cutting down trees increases carbon dioxide; chlorofluorocarbon which destroys the ozone layer has increased extensively by using it as refrigeration agents; release of heat from machineries contributes to climate change; coastal logging, agriculture, construction, mining, drilling, dredging, and tourism increase temperatures of bodies of water. For example, storm runoff from city streets following heavy rains can result in seawater dilution and temperature increases; and Biomass burning or combustion of organic matter (e.g. burning of living and dead vegetation) causes climate change. These were proven by the weighted means of 4.36, 4.64, 4.28, 4.53, 4.25, 4.23 respectively. Respondents were also aware that methane, the second most prevalent greenhouse gas has increased from livestock raising; nitrous oxide, a greenhouse gas emitted from human activities has increased from fertilizer use; airplane contrails are the white clouds that we see in the sky spreading behind jets where it traps heat that should escape from earth; and sulfur dioxide is a gas primarily emitted by combustion from power plants and other industrial facilities, as well as in mobile sources such as vehicles, ships, contributes to climate change. They show the weighted means of 3.57, 3.64, 3.58 and 3.77 respectively. Statements Temperatures rise due to greenhouse gases trapping more heat in the atmosphere. Droughts are becoming longer and more extreme around the world. (Example: El Niño) Tropical storms are becoming more severe due to warmer ocean water temperatures. (Examples: Bagyong Yolanda and Pablo) The snow melts fast in polar areas (e.g. Arctic and Antarctic Region) as temperatures rise.

w

Description

4.40

Very Aware

4.55

Very Aware

4.47

Very Aware

4.23

Very Aware

Observed College Factors Students experience time pressure in school works because works are done almost on the deadline of submission.

4.20

Contribute

The time interval for each class is too short for a student to transfer from one room to another. Changing the route to a longer passage of the student takes longer time to reach their classroom. Changing into designated uniforms for a specific class takes time.

4.01

Contribute

3.98

Contribute

3.94

Contribute

There is no synchronization on student’s and teacher’s time.

3.94

Contribute

Composite

4.01

Contribute

Table 5 shows results for the other factors contributory to respondent’s tardiness to class. The family and cultural background of the respondents contribute to class their tardiness to class as it holds a scale of 3.90. This factor contributes to class tardiness because this behavior is sometimes genetically acquired as parents usually serve as models to their kids. The observed college factors of the respondents also contribute as it holds a scale of 4.01. These college factors that are usually present on the university greatly influences the tardiness of the students. Class interval or time difference is a factor for tardiness because there is the presence of the possibility that the teacher’s time isn’t parallel

student’s routine strongly contributes to the respondent’s tardiness to class as it holds a scale of 4.27. These routines affect tardiness because the more the student wakes up late, the more the possibilities that he is going to be late in school as well. Crowded Hallways and traffic contributes to the respondent’s tardiness as it holds a scale of 3.87. The presence of congestion on hallways and even on road may affect the amount of time spent in going to class as they may serve as a burden to the students. According to Pancare (2001), kids will feel sick or tired some mornings, or other situations will prevent them from being on time. In relation to the result on table 4, it can be seen that these students’ routines strongly contribute why these students get to class late. On the other hand, according to Murine (2012), lack of movement in the hallways causes frustration as students are becoming later and later for class which causes them to rack up tardies that will eventually become absences that will affect their grade at the end of the semester. The oncoming traffic of students from both directions in the hallway and people standing in the middle makes it hard for other students to move around them. The hallway in front of the student center, counseling center, and main office is one of the worst hallways for this. In relation to the result on table 4, crowded hallways and traffics contribute to why To what do on these Verbal students don’t extent get to class time. factors contribute to in your coming latefactors to contributory Description Presented Table 5 are the to class tardiness. class? Table 5 Family and Cultural Background Factorsincome Contributory to Respondents’ to Class Family or financial problem is a Tardiness 4.14 Contribute (Part B) factor why student becomes tardy. Family situation may affect student’s 4.08 Contribute tardiness. Culture influences the perceptions and 3.75 Contribute behavior of student’s tardiness. The habit of lateness could be learned from family members.

3.64

Contribute

Composite

3.90

Contribute

Glacier, an extended mass of ice formed from snow falling and accumulating over the years are melting at a faster rate due to temperature increase. Ice caps which are thick layer of ice and snow that covers the ocean are melting faster in the Arctic with the warmer temperatures. Permafrost which are soil at or below the freezing point of 0 °C are melting, releasing methane which is a powerful greenhouse gas into the atmosphere. Sea levels are rising, threatening coastal communities. Overall Mean

4.00

Aware

4.00

Aware

3.47

Aware

4.25

Very Aware

4.17

Aware

Table 4. Awareness of the Respondents on the Effects of Climate Change

Table 4 reveals the extent of awareness of College of Education students on the effects of climate change. The respondents were “very aware” that temperatures rise due to greenhouse gases trapping more heat in the atmosphere; droughts are becoming longer and more extreme around the world. (Example: El Niño); tropical storms are becoming more severe due to warmer ocean water temperatures (Examples: Bagyong Yolanda and Pablo); snow melts fast in polar areas (e.g. Arctic and Antarctic Region) as temperatures rise; and sea levels are rising, threatening coastal communities are the effects of climate change. These were shown by the weighted means of 4.40, 4.55, 4.47, 4.23 and 4.25 respectively. They were also aware that glacier, an extended mass of ice formed from snow falling and accumulating over the years are melting at a faster rate due to temperature increase; ice caps which are thick layer of ice and snow that covers the ocean are melting faster in the Arctic with the warmer temperatures; and permafrost which are soil at or below the freezing point of 0 °C are melting, releasing methane which is a powerful greenhouse

gas into the atmosphere are the effects of climate change. These were evidenced by the weighted means of 4.00, 4.00 and 3.47 respectively. The weighted mean of 4.17 proves that the sampled respondents were aware of the effects of climate change. Causes and Effects

Weighted Mean

Description

Causes

4.08

Aware

Effects

4.17

Aware

General Level

4.13

Aware

Table 5. General Awareness Generally, the sampled students of the College of Education were aware on the causes and effects of climate change as shown by the weighted mean of 4.13 in the table. This means that they were on 61 to 80 percent basis in terms of level of awareness. The result could be attributable to the subjects they have taken. Ochieng (2010) explained that teachers’ current subject allocation can have a direct influence on their level of climate change awareness, in that teachers who teach subjects that has topics on weather and climate like Science and Social Studies are more likely to have come across information on climate change. The finding of this study connects with the study of the descriptive survey conducted by Acquah (2011) which even revealed a higher level of awareness on climate change among inhabitants of central region of Ghana. This study, however, did not conform to the study of Carr (2015) which concluded a “very low” at all levels on levels of awareness and understanding on climate change among secondary level students and teachers in a Dares Salaam University College of Education (DUCE) affiliated school in urban Tanzania. This was also true with the study of Oruonye (2011) which examined the level of awareness on the impacts of climate change effects among tertiary institution students in Jalingo Metropolis, Nigeria and found a surprisingly low level of awareness and 89% of those

the same route as where the location of the university is. According to Lanceras (2015), students commuting has increased chance of being tardy compared to students who are in a service. This means tha the type of transportation that the student is taking or using (public or private) affects his travelling period making him become a subject to tardiness. Extent of the factors which contribute to respondents’ tardiness to class. To what extent do these factors Verbal Presented in Table 4 are the factors contributory to class contribute to your coming late to Description tardiness. class? Student’s Routine (Habit)Table 4 FactorstoContributory to Respondents’ to Class 4.45 Strongly Going bed late affects morning Tardiness (Part A) Contribute activities of student. Engaging oneself in recreation at night. Composite

4.09

Contribute

4.27

Strongly Contribute

Crowded Hallways and Traffic The location of the building is far for the student’s next class.

4.16

Contribute

Hallways are too narrow. No proper entrance and exit. Composite

3.80 3.66 3.87

Contribute Contribute Contribute

Table 4 presents the factors contributory to respondents’ tardiness to class. It can be implied from the result that the

est frequency. It can be concluded that most students live more than 2 km away from the school. In relation to this study, it shows that the distance from home to school affects the student’s coming to class. This coincides with the research of Nakpodia and Dafiaghor (2011), stated that the distance between the student’s home and school or solely the school’s location is also considered by as a possible cause for tardiness. This can have a major effect on the travelling period of the student making him engage on more possibility of being late. Frequency Distance Percent Tricycle 104 39.10 Presented in Table 3 is the mode of transportation of the Jeepney 65 24.44 students. Bus 55 20.68 Table 31 3 Motorcycle 11.65 Mode of Transportation of the Students Others 11 4.13 Total

266

100.00

Table 3 displays the result of the mode of transportation of the students. It shows that there are 4.13% of students who choose other mode of transportation. There are 11.65% of students who choose to use motorcycle as their mode of transportation in going to school. There are 20.68% of students who choose to take a bus in going to school. There are 24.44% of students who choose to ride a jeepney. On the other hand, there are 39.10% of students who prefer to ride a tricycle as their mode of transportation in going to school. The table shows that the mode of transportation of the students can be a factor on tardiness. As many take tricycle as their mode of transportation, it was found that tricycle is the most convenient among students. It is also evident that tricycle is more accessible to ride as it takes

who claimed to be aware of climate change were unaware of its causes, effects, and possible adaptations or mitigations. Studies of secondary school teachers’ level of awareness by Akinnubi et al. (2012) and Ekpoh and Ekpoh (2011) also revealed a general low level of 18 awareness among secondary school teachers in Ondo West Government Local Area, Ondo State and Calabar Municipality, Nigeria respectively. Presented in table 6 is the various mitigation practices made by the sample respondents. Table 6. Mitigation Practices of the Respondents on Climate Change Statements Shifting to public transport system. (e.g. cabs for hire) and shifting to non-motorized transport (e.g. cycling, walking). Engaging in planting trees on non-forested areas and replanting or regeneration of areas of forest which have previously been damaged or destroyed. Segregating waste material into biodegradable (malata) non-biodegradable (di-malata) and hazardous. Burying dead plants or make use of them as fertilizers and composting to provide organic fertilizers. Not utilizing old models of refrigerators that release greenhouse gas which is chlorofluorocarbon.

w

Description

3.64

Frequently

3.30

Sometimes

4.15

Frequently

3.43

Frequently

2.83

Sometimes

Table 6 presents data on the mitigation practices of the respondents on climate change. It was noted that respondents always practice the switch off of lights when not in use and

Minimizing waste through recycling and reusing materials.

3.64

Frequently

Using solar panels as a source of energy.

2.47

Rare

Switching off lights when not in use.

4.57

Always

4.55

Always

3.79

Frequently

3.55

Frequently

3.56

Frequently

Unplugging appliances such as (electric fan, television, radio, computers) when not in use. Using environment-friendly appliances (compact fluorescent lights). Purchasing eco-friendly fuels in local gasoline stations like Shell, Phoenix and Seaoil. Overall Mean

unplug appliances such as electric fan, television, radio and computers when not in use. These were proven by the weighted means of 4.57 and 4.55 respectively. The respondents frequently practiced the “shifting to public transport system” with a weighted mean of 3.64, “segregating waste” (4.15), “burying dead plants or make use of them as fertilizers and composting to provide organic fertilizers” (3.43), “minimizing waste through recycling and reusing materials” (3.64), “using environment-friendly appliances” (3.79), and “purchasing eco-friendly fuels in local gasoline stations” (3.55). Sometimes the respondents practiced engaging in planting trees on non-forested areas and replanting or regeneration of areas of forest which have previously been damaged or destroyed with a weighted mean of 3.30; not utilizing old models of refrigerators that release greenhouse gas which is chlorofluorocarbon, 2.83; not using old models of air conditioners that release greenhouse gas which is chlorofluorocarbon, 2.77. These practices were reflected by the 41%-60% basis. Lastly, using solar panels as a source of energy with a weighted mean of 2.47 was rarely practiced. Generally, the respondents “frequently” practiced the

Table 1 shows the sex profile of the students. It can be seen that 77.82% are female while 22.18% are male. This result means that the total number of female respondents outnumbered the total number of male respondents. This also shows that education remains a women’s profession. In relation to this study, different gender have different response and perception on the topic. This affirms the study of Oghuvbu (2008), that gender differences in lateness behavior may be related to differences in how men and women perceive the ethics in any organization. In relation to this study, male and female have different views on Distance Frequency Percent factors that can have an effect on tardiness. More than 2 km 108 40.60 Presented in Table 2 is the distance from home to school of the More than 500 meters but less 46 17.29 students. than 1 km Others 15.79 Table 2 42 More than 1 km from Home to School39of the Students 14.66 Distance Less than 500 meters Total

31

15.79

266

100.00

Table 2 presents the distance from home to school of the students. It can be seen that those who live less than 500 meters, with corresponding 11.66% of the total number of respondents, has the lowest percentage. The lowest result is followed by 14.66%, which refers to those students who live more than 1 kilometer. On the other hand, those who live more than 2 kilometers, with corresponding percentage of 40.60%, own the high-

eradicate class tardiness? THEORETICAL FRAMEWORK The schematic diagram of the theoretical framework of the study as perceived by the students from B.F. Skinner’s Operant Conditioning Theory shows the different factors that may affect the student’s tardiness behavior in class. The Physical/ Environmental Factors constitute methods of transportation, traffic, financial issues, health, and others. Social Factors include media involvement, peer influences, family issues, student’s concentration on task behavior, and personal issues, whole educational factors comprise teacher factors (e.g. mode of instruction, rejection/acceptance), educational tasks required. METHODOLOGY The study was a descriptive method of research where in it focused on quantitative type of research. This method was used for it describe the situations in the study and it helped the researchers to explore more on the perceptions of the respondents. Data were collected through the use of questionnaire and were administered in the College of Education of Negros Oriental State University, Main Campus I. Questionnaire was used to query the students’ perception on the factors responsible for class tardiness among education students. After the data had been gathered, Weighted Mean was used to measure the responses of the respondents on the extent of perceptions on the factors responsible Sex Frequency Percent for class tardiness. Female 207 77.82 RESULTS AND DISCUSSION59 Male 22.18 Presented in Table 1 is the sex profile of the respondents. Total 266 100.00 Table 1 Sex Profile of the Students

above mitigation practices on climate change as shown by the weighted mean of 3.56. These mean that the respondents did 61% - 80% basis of the mitigation practices. The result implies that better educated individuals tend to be more knowledgeable, concerned, and involved in pro-environmental activities. Presented in table 7 is the significant relationship between level of awareness and mitigation practices on Climate Change. Table 7. The Significant Relationship Between Level of Awareness and the Level of Mitigation Practices on Climate Change N= 53 Mean of x = 4.1274 Mean of y = 3.5582 Σ(xy) = 787.05 2 Σx = 921.62 Σy2 = Pearson's r = R-squared = t= Degrees of freedom = Probability level (two-tailed) = Probability level (one-tailed) =

694.88 0.4110 0.1690 3.2200 51 0.0022 0.0011

The level of awareness and level of mitigation practices on Climate Change has the Pearson’s r value of 0.41 which means that the correlation between the level of awareness and the level of mitigation practices was moderate to substantial. Furthermore, the correlation was significant at 5% level as presented by the p value of 0.0022. Though moderate and substantial, this implies that the more aware on climate change the Education students of NORSU

Main are the more they initiate the mitigation practices on climate change. This finding confirms the results of the study of Gemeda (2015) who explained that the student’s knowledge and experiences on climate change adaptation and mitigation options show that majority mitigate because of their education. Education has power to enhance student’s knowledge and understanding on climate change adaptation and mitigation. Besides, education from school, the students enhances their knowledge through environmental observation. This was supported by Xiao, et al., (2007) who explained that better-educated individuals tend to be more knowledgeable, concerned, and involved in pro-environmental activities—including climate change mitigation actions (O'Connor, et al., 1999). The 47 countries covered by the 2005–2008 World Values Survey also confirm that the higher a person’s level of education, the more likely she was to express concern for the environment. Furthermore, in the 2010-2012 World Values Survey, when forced to choose between protecting the environment versus boosting the economy, those respondents with secondary education favored the environment more than those with less than secondary education (https:// gemreportunesco.wordpress.com/2015/12/08/ education-increases -awareness-and-concern-for-the-environment/). So, people with more years of formal education have shown greater concern and behavioral commitment to environmental protection; such individuals have access to more sources and types of information, and can be expected to understand highly-complex environmental issues, such as climate change, more fully than less educated citizens (Xiao, et al., 2007). Rishi et al. (2011), on the other hand, expounded that firstly, through the analysis of human psyche and how seriously it is concerned about its possible impacts on generation to come, and their emotional involvement with the problem, i.e. the affective concerns of people. Secondly, the cognitive aspects of human psyche are also very important. If people are not properly aware of the nature of problem of climate change and how it is going to affect them, they will never be emotionally concerned

by the teacher and students. The standard time of the university that is being said to be followed is being disregarded. This is the reason why time difference is a factor for the tardiness behavior of the students, because some teacher and students have advance time on their time-telling devices while some have late ones. Another factor for tardiness is the school work of the students. School works refer to school assignments, projects, and other school-related works that are given to the students. This is a factor for tardiness because these works are done almost on the deadline of submission making a certain student spend more time on accomplishing it without noticing that he is being late. University policies refer to some rules and regulation implemented by the university that greatly affects the student’s tardiness. One of the policies is the dress code policy wherein each student is obligated to wear the respective uniforms in the given scheduled. If a student is wearing his/her P.E uniform and his/her next class will be in the College of Education, he/she must change immediately into his uniform spending another amount of time. This may lead to lateness because a large amount of time is wasted while changing. Another school policy is the placing of the no exit zone on the most convenient and faster way located near the CAS building. It is the reason why students get late because they need to pass through the other way or change route to a longer passage making them spend more time to reach their designated classroom. THE PROBLEM The study seeks to investigate into the factors responsible for the class tardiness among College of Education students. It seeks to answer the following questions: 1. What is the profile of College of Education students? 2. To what extent do these factors contribute to respondents’ tardiness to class? 3. To what extent are the consequences that respondents face as a result of coming late to class? 4. To what extent is the respondent’s perception on ways to

(Merriam-Webster, 2012). Lateness to school by pupils is one of the observable problems bedeviling the education system. It relates simply to the failure to be present at appropriate times for school activities/lesson – leading to certain deficiencies in the attainment of the goals and objectives of the institution (Nigerian National Policy on Education, 1977). In addition to what NNPE had stated, a pupil who was not in the school during morning assembly may miss out on some important information and may thus be subject to some acts that could cause disharmony in the institution. Also, where a pupil is punished for lateness and another is not, for the same offence, may lead to the undermining of the principle of ‘equality’ in the country. A perpetually late coming pupil will certainly not develop into an effective citizen and may not be fully integrated into the community (NNPE, 1977). Reasons for being late in class and other factors affecting the punctuality of a student vary. The purpose of this study is to determine the factors affecting class tardiness among College of Education students. With this study, people will be able to gather the appropriate idea and information on the possible reasons for this issue. This study also aims to give possible ways to minimize and to avoid tardiness to classes. As students of Negros Oriental State University, College of Education, several factors of tardiness were observed from the students of the said college from all majors of education in all year levels. The factors that are responsible for this behavior-tardiness are: College factors including class interval, distance of the building from one class to another, time differences, students’ school works, and school policies. Class interval refers to the allowance of time given by the teachers to students. This is one of the factors because some students are not given enough time to transfer to their next class. Some teachers extend their class time without considering the fixed and scheduled time for teaching. This is in relation to another factor which is the distance of the building or classroom from one class to another because students need longer time to transfer especially if the building is far from their previous class. Time difference refers to the unlikeness of time followed

about the whole issue. After cognitive understanding and affective concerns, the need for actual action or conative component arises, to resolve the problem. This area of the study determines the significant difference of level of awareness in terms of age. Table 8. Analysis of Variance on the awareness of climate change in terms of Age Age

17-20

Count 38

Average 4.072

SD 0.5515

21-24

6

3.723

0.6144

25-28

6

4.469

0.5978

29-32

2

4.925

0.0354

Analysis of Variance Between

SS 3.053

DF 3

Within

14.93

48

F

3.272

P

0.0290

*

As shown in table 8, the level of awareness of the age brackets of sample respondents show differences as presented by the mean and the standard deviation. This was proven significant at 0.05 level with a p-value of 0.0246. This means that there is a significant difference in the level of awareness of students in the College of Education in terms of their age. Except between the age brackets 17-20 and 21-24, the level of awareness increases as the age increases. This somehow confirms the study of Ochieng (2010) which explained that age is a key determinant of the level of awareness on climate change. Though her study revealed a weak, positive, but statistically insignificant correlation between age and level of

climate change awareness. This part of the study ascertains definitely the significant difference on the level of awareness on Climate Change in terms of sex.

eradicate class tardiness like teacher modeling and discipline were strongly perceived. Key Words: tardiness, factors, consequences, ways to eradicate

Table 9. T Test On Testing the Significant Difference On the Level of Climate Change in Terms of Sex Mean of x = Mean of y =

4.091 4.136

Σ(x2) = Σ(y2) = (Σx)2 = (Σy)2 =

170 752 1673 31626

N for Group 1 (x) = N for Group 2 (y) = Sum of Squares for x = Sum of Squares for y = Numerator = Denominator = T-statistic = Degrees of Freedom = Probability-level (one-tailed) = Probability-level (two-tailed) =

10 43 2.138 16.60 -0.045 0.2128 -0.2091 51 0.4176 0.8351

Table 9 reveals that the level of awareness of male and female do not differ and this is proven significant at 5% level as evidenced by the p value of 0.8351. This implies that the level of awareness on Climate Change is the same for both male and female students in the College of Education. This finding does not support the findings of Acquah, 2011; Olajide et al., 2011; Ekpoh and Ekpoh, 2011; Patchen, 2006) whose studies have revealed that men are generally more aware of climate change than women.

INTRODUCTION Time has been studied by philosophers and scientists for 2,500 years but many issues still remain unresolved. For example, the issue of what exactly time is, if time is related to mind and whether the future and the past are real (Dowden, 2007). However, the concept of lateness presupposes that there is a concept of time. A different but also popular theory of time was that of Alfred North Whitehead. His detailed theory of time implies that time is form of becoming; however we need to be told what the term ‘form of becoming’ means (Bilocura, 2012). According to Hall (1990), time is one of these fundamental bases on which and around which all human activities revolve. He elaborated that time plays a vital role in determining a person’s role on a certain activity. The concept of time is better understood as a component of the measuring system, used to sequence events to compare the duration of events and the intervals between them to quantify the motion of objects. Among prominent Philosophers the Newtonian time is defined as a dimension in which events occur in sequence (Rynasiewicz, 2004). A mathematical theory of continuity to physical processes espoused by Grunbaum (1950) implies that time is a linear continuum. The linearity of time predisposes it to directionality. The directionality of time is conceived as ‘time arrow’. The arrow of a physical process is the way it normally goes the way it unfolds. Time as a process unfolds. Time as a process unfolds or goes in only one way. It is unidirectional, an irreversible process. Lateness is the coming or remaining the due, usual, or proper time. It is a characteristic that is relating to, or imposed because of tardiness – moving slowly or sluggish

This part of the study determines the significant difference on the level of awareness on Climate Change in terms of year level. Table 10. Analysis of Variance On the Level of Awareness On Climate Change in Terms of Year Level FACTORS RESPONSIBLE FOR CLASS TARDINESS AMONG COLLEGE OF EDUCATION STUDENTS Joey C. Del Socorro, Bachelor of Elementary Education Gracelyn U. Enopia, Bachelor of Elementary Education Ma. Vergenia C. Lerio, Bachelor of Elementary Education Kenneth B. Pamfilo, Bachelor of Elementary Education Nick Milton S. Ramirez, Bachelor of Elementary Education Melissa S. Salvania, Bachelor of Elementary Education Ferngully E. Trinidad, Bachelor of Elementary Education Adviser: Victor A. Adebanji, Ph. D. ABSTRACT Tardiness is a behavior synonymous to “being late”. It is a common behavior known to students that affects their academic performances. In the case of the students of the College of Education of Negros Oriental State University, Main Campus I, Dumaguete City, tardiness is evident. This study gave emphasis on finding the factors that are responsible for class tardiness among College of Education Students of Negros Oriental State University, Main Campus I, Dumaguete City. After gathering the data from the survey that was conducted, the results showed that females outnumbered the males, it is also found that most students are residing more than two kilometers away from the school and their mode of transportation is tricycle. With these data used, it is evident that the factors such as student’s routine, crowded hallways and traffic, family and cultural background, and observed college factors are contributory to the tardiness of the students. On the other hand, there are serious consequences for being tardy such as disrupted routine, low academic performance, and social criticism. Moreover, the ways to

Name 1 2 3 4

Count 7 16 28 2

Groups Avg. 4.320 4.151 4.093 3.750

SD 0.6335 0.6870 0.5642 0.3005

Analysis of variance Between Within

SS 0.5857 18.173

F P

0.5264 0.6662

DF 3 49

Table 10 shows that climate change awareness differ by year level as shown in the mean and standard deviation of level of climate change awareness. However, such difference is not significant at 5% level as presented by the p-value of 0.6662. The result means that all year levels in the College of Education have the same level of awareness. The outcome, however, does not support the findings of Diamantopoulos, et. al (2003) and Cottrell (2003 which have been fairly consistent across studies that better-educated individuals tend to be more knowledgeable, concerned, and involved in pro-environmental activities (Xiao, et. al., 2007)—including climate change mitigation actions (O'Connor, et. al., 1999). This part of the study finds out the significant difference on the level of awareness on Climate Change in terms of the field

of specialization. Table 11. Analysis of Variance On the Level of Awareness On Climate Change in Terms of Their Field of Specialization Anova: Single Factor SUMMARY Count

Sum

Average

Variance

SD

8

28.5

3.563

0.3924

0.6264

4

13.92

3.479

0.7703

0.8776

9

31.25

3.472

0.7500

0.8660

2

8.583

4.292

0.7813

0.8839

FILIPINO

3

10.92

3.639

0.2245

0.4739

MAPEH

6

18.17

3.028

0.3352

0.5790

MATHEMATICS

5

18.83

3.767

0.1889

0.4346

PHYSICAL SCIENCE

5

19.17

3.833

0.3646

0.6038

TLE

9

31.75

3.528

0.4740

0.6884

F

Pvalue

F crit

0.6102

2.065

Groups BEEDGENERAL CUR BEEDSPECIAL ED BIOLOGICAL SCIENCE ENGLISH

ANOVA Source of Variation Between Groups Within Groups Total

SS

Df

3.906

10

19.97

42

23.87

52

MS 0.390 6 0.475 5

0.8215

Table 11 presents that the level of climate change awareness differ by field of specialization as shown in the mean and standard deviation of level of climate change awareness. However, such difference is not significant at 5% level as

Activities on Students," ESSAI: vol. 9, Article 27. Available at: http://dc.cod.edu/essai/vol9/iss1/27 Posner, J. K., &Vandell, D. L. (1999). After-school activities and the development of low-income urban children: A longitudinal study. Developmental Psychology, vol. 35, pp. 868–879. Rosenberg, M. (1965).Society and the adolescent self-image. Princeton, NJ: Princeton University Press. Smith, R. E., &Smoll, F. L. (1997). Coach-mediated team building in youth sports. Journal of Applied Sport Psychology, vol. 9, pp. 1 14-1 32. Trautwein, U., Lüdtke, O., Köller, O., &Baumert, J. (2006). Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept. Journal of Personality and Social Psychology, vol. 90, pp. 334–349. Vandell, DL., (2007). Reisner ER, Pierce KM. Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising afterschool programs. Irvine: University of California, Irvine, Department of Education. Vandell, DL., (2013). Afterschool program quality and student outcomes: reflections on positive key findings on learning and development from recent research. In: Expanding minds and opportunities: Leveraging the power of afterschool and summer learning for student success. Expanded Learning & Afterschool Project, pp. 10-16. Werner, E., & Smith, R. (1992).Overcoming the odds: High-risk children from birth to adulthood. Ithaca, NY: Cornell University Press. Zimmerman, M., Copeland, L., Shope, J., &Dielman, T. (1996). A Longitudinal Study of SeIf-esteem: Implications for Adolescent Development Journal of Youth and Adolescence. vol. 26 (2), pp. 117-141.

engagement in after-school programs, academic skills, and social competence among elementary school students.Child Development Research. Guindon, M. H. (2002). Toward Accountability in the Use of the Self-Esteem Construct: Journal of Counseling & Development, vol. 80, pp. 204-214. Heatherton, T. F., &Polivy, J. (1991).Development and validation of a scale for measuring state self-esteem. Journal of Personality and Social Psychology, vol. 60, pp. 895–910. HFRP-Little, (2008).Little PMD, Wimer C, Weiss HB. After school programs in the 21st century: Their potential and what it takes to achieve it. Cambridge: Harvard Family Research Project (HFRP). Ilesanmi, (2015).Finding a Hobby to Help with Confidence and Self Esteem important life domains. Retrieved from http:// www.oprah.com/spirit/how-to-find-a-hobby-you-lovehow-to-enjoy-life) Jacobs, J. E., Vernon, M. K., &Eccles, J. (2005).Activity choices in middle childhood – The roles of gender, self-beliefs, and parents’ influence. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development, pp. 235–254. Joshi, Amrita. (2010). UNIVERSITY OF HARTFORD. Participation in extracurricular activities as a protective factor against negative body image, pp. 84. King, K.A. (1997). Self-concept and self-esteem: a clarification of terms, Journal of School Health, vol. 67(2). Kite, H. (1989). How To Prevent Dropouts. Orlando, Florida. Retrieved from http://seetheobvious.com/id9.html Larson, R., &Verma, S. (1999). How children and adolescents spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, vol. 125, pp.701–736. Martin, A.J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practices. Review of Educational Research, vol. 79(1), pp. 37-365. Massoni, Erin. (2011). "Positive Effects of Extra Curricular

presented by the p-value of 0.6662. This means that all fields of specialization in the College of Education have the same level of awareness. CONCLUSIONS Most of the respondents of the College of Education were responsible enough to decide, female, about to graduate and in the fields of Biological Science, TLE and MAPEH. They were aware on the causes and effects of climate change. This could have been attributed by the subjects they have taken, like Science and Social Studies which could have topics on weather and climate which are more likely to have come across information on climate change (Ochieng, 2010). The students “frequently” practiced various mitigation practices on climate change and this is due to its moderate and substantial correlation with the students’ awareness on climate change and that better-educated individuals tend to be more knowledgeable, concerned, and involved in pro-environmental activities—including climate change mitigation actions (Gemeda, 2005), (Xiao, et al., 1999) and (O’connor, et al., 1999). Because they were aware of the nature of problem of climate change and how it is going to affect them, they need for actual action or conative component, to resolve the problem (Rishi et al.2011). While older students had higher level of awareness on climate change than the younger ones, they had the same level of awareness in terms of sex, number of years in college and field of specialization. RECOMMENDATIONS Based on the findings and conclusions presented, the researchers came up with the following recommendations: 1. More studies should be conducted on a larger scale on the level of awareness among colleges, universities or even among municipalities. 2. The government must initiate massive campaign on maximizing the awareness and mitigation practices of

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dance/literary activities pupils should also be engaged to various activities such as extemporaneous and debate, to develop their skills and potentials, with that teachers should implement activities that will enhance their potentials in line with help, support and guidance of the parents. 2. Children’s involvement in the different school activities must be given attention because these play an important role in enhancing their self-esteem. And since school is where they spend most of their time, school is influential in the extent of development of their skills and self-esteem. ACKNOWLEDGEMENT The researchers would like to express their deepest gratitude to the people who help them make study possible. To the Almighty God, with his grace and glory, the researchers are thankful and blessed for His unending guidance and wisdom in this research. To our beloved professor Dr. Victor A. Adebanji, our sincere gratitude to him for the continuous support of our research and his enormous knowledge, guidance, motivation and patience. To the College of Education faculty, staffs and most especially to our very active dean Dr. Libertine C. De Guzman, thank you for the unending support. To the statistician and experts that help us validate and examine the questionnaires and content of the study. To the West City Elementary School, faculty, staffs, students and Department of education Negros Oriental Division for allowing and supporting the researchers to conduct the survey. And lastly, the researchers would like to know the acknowledgement the ever supportive parents who keeps supporting financially and inspiring to accomplish the study. REFERENCES

(2.52) with a verbal description of ‘Agree’. This was followed by a weighted mean of 2.51 with respondents “agreeing” that they felt they were doing well. Almost all respondents agreed that they are attractive (2.43). It shows that almost all of the respondents felt good about how they look. CONCLUSIONS Based on the summary of findings, the following conclusions were drawn: 1. Pupils of West City Exceptional Learning Center were equally distributed or numbered in all existing grade levels except for the 6th level grade. -Female pupils outnumbered their male counterparts population wise. -Most of them are fourth graders. -Parents of West City Exceptional Learning Center income fall above the poverty level. 2. Basketball is the preferred sport of the pupils at West City Exceptional Learning Center. Extracurricular activities of the pupils revolved also around Volleyball, Badminton, Chess Playing and Soccer. 3. West City Exceptional Learning Center pupils maintain favorable disposition on their self-esteem. RECOMMENDATIONS Based on the findings and conclusions presented, the researchers came up with the following recommendations: 1. Having discovered that extra-curricular activities can develop self-esteem of elementary school children, it is very important that children should engage in these worthwhile activities. The researchers recommended that children need to participate in different extracurricular activities to boost their self-esteem. Moreover, children should be exposed to different sport activities like swimming and softball so that they will be more interested to participate such activities. Also in the field of music/

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* negative statements (scoring is reversed in getting the composite weighted mean) Legend: Scale Verbal Description For Positive Statements For Negative Statements 4.21 – 5.00 Strongly Agree Extremely Confident Not at all Confident 3.41 – 4.20 Agree Very Confident A Little Confident 2.61 – 3.40 Moderately Agree Somewhat Confident Somewhat Confident 1.81 – 2.60 Disagree A Little Bit Confident Very Confident 1.00 – 1.80 Strongly Disagree Not at all Confident Extremely Confident

They look with the weighted mean of 3.85 and a verbal description of ‘Agree’. This was followed by a weighted mean of 3.75 where respondents feel confident that they understand things with the verbal description ‘Agree’. Almost all respondents felt “Very Confident” about feeling as smart as others (3.50) with a verbal description ‘Agree’. In addition, some of the respondents were ‘Somewhat Confident’ concerning the impression they made with a corresponding weighted mean of 3.21 and a verbal description ‘Moderately Agree’. Likewise, they are worried about their success and failure and about what other people think of them. With the weighted mean of 3.15 with a verbal description of “Moderately Agree”. A study conducted by Cottle (2004) proved that children’s own attitude towards success and failure are the most powerful factor, to develop their self-esteem. Similarly, the respondents were ‘Somewhat Confident’ about what other people think of them (3.12) with a verbal description of ‘Moderately Agree’. Most of the respondents also felt self-conscious and are “Somewhat Confident” (3.07). Furthermore, most of them “Moderately Agree” or their satisfaction with their weight (2.61). It means they are “Somewhat Confident” about their body weight. On the other hand, some of the respondents were “Very Confident” to agree that they are notworried about themselves

I feel that others respect 3.74that self-esteem Agree adds Very findings of Rosenberg (1965) the evaluative and admire me. Confident thoughts of children about themselves. Children in the elementary I amwere pleased with my Agree Very years conscious about 3.73 how appearance right now. I feel as smart as others.

Confident Very Table 7 Confident Extent of Self Esteem of the Students *I feel concerned about 3.21 Moderately Somewhat the impression I am Agree Confident making. *I am worried about 3.15 Moderately Somewhat whether I am regarded Agree Confident as a success or failure. *I am worried about 3.12 Moderately Somewhat what other people think Agree Confident of me. *I feel self-conscious. 3.07 Moderately Somewhat Agree Confident *I feel frustrated or 2.92 Moderately Somewhat rattled about my Agree Confident performance. *I feel that I am having 2.87 Moderately Somewhat trouble understanding Agree Confident things that I read. *I feel inferior to 2.78 Moderately Somewhat others at this moment. Agree Confident *I feel displeased with 2.62 Moderately Somewhat myself. Agree Confident *I feel that I have less 2.62 Moderately Somewhat scholastic ability right Agree Confident now than others. *I am dissatisfied with 2.61 Moderately Somewhat my weight. Agree Confident *I am worried. 2.52 Disagree Very Confident *I feel like I’m not 2.51 Disagree Very Confident doing well. *I feel unattractive. 2.43 Disagree Very Confident Composite 3.40 Moderately Somewhat Agree Confident 3.50

Agree

Lorenzoni I, Pidgeon NF. Public views on climate change: European and USA perspectives. Climatic Change.2006;77:73–95. Malhi, Y. et al. (2002). Forests, carbon and global climate. Philosophical Transactions of the Royal Society of London A 360: 1567–1591. Managing waste- wet and dry waste. (2013) DOH-BIN.IN. All rights reserved. Retrieved from http://www.doh-bin.com/ Managing-waste.html Mccright, A. M. (2010). The effects of gender on climate change knowledge and concern in the American public. Population & Environment, 32, 66-87. McMillan, E. E., Wright, T., Beazley, K. (2004). Impact of a university-level environmental studies class on students' values. The Journal of Environmental Education, 35 (3), 19-27. Myneni, R.B., C.D. Keeling, C.J. Tucker, G. Asrar, and R.R. Nemani,1997: Increased plant growth in the northern high latitudes from 1981to 1991. Nature,386, 698-702. NASA (2016). The Consequences of Climate Change. Global Climate Change Vital Signs of the Planet. Accessed from http://climate.nasa.gov/effects. NATIONAL GEOGRAPHIC. “Greenhouse Effect”. http:// education.nationalgeographic.org/encyclopedia/ greenhouse-effect Niles J.O, Brown S, Pretty J et al., (2002) Potential carbon mitigation and income in developing countries from changes in use and management of agricultural and forest lands. Phil. Trans. R. Soc. Lond. 360:1621-1639. Ochieng, Millicent A., (2014). Climate change awareness and policy implications among primary school teachers in Kisumu City, Kenya. (Master’s Thesis). Kenyatta University. O'connor, R. E., Bord, R. J., Fisher, A. (1999). Risk perceptions, general environmental beliefs, and willingness to address climate change. Risk analysis, 19, 461-471. Olajide, F.O., Owolabi, O.A., Olajide, A.O., Oospore, A.G., Unlade, A.O. & Omobuwa, O. (2011). Knowledge

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Hobbies of the Students.Table 6 shows the hobbies of the students. Based on the data presented, majority of the respondents engaged in dancing with a percentage of (52.88). Next to it was singing (49.21), followed by drawing (46.60) and only a few chose writing (41.36). Extent of Self Esteem of the Students Table 7 r eveals the degree of self-esteem of the students. As presented in the table, the composite mean is 3.40 with the verbal description of “Moderately Agree”. It means that the student’s extent of self-esteem is “Somewhat Confident”.Based on the data the respondents were somewhat confident in developing their self-esteem through participating in extra-curricular activities. It means that extracurricular activities can contribute in developing the self-esteem of the students. This affirms the study of Alexandrovet. al. (2014) asserting that extracurricular activities can build the self-esteem of the students. The data showedthat most of the respondents were very confident about their abilities with a weighted mean of 4.16 and a verbal description of ‘Agree’.This affirmed the study of Orth et.al.(2012) that self-esteem refers to self-evaluation of ones abilities and traits. The respondents were also very confident to feel good about themselves with a weighted mean of 3.88 and a verbal description of ‘Agree’. This finding is in consonance with the To what degree of self-esteem do you agree in the following?

Verbal Description

Interpretation

I feel confident about my abilities.

4.16

Agree

Very Confident

I feel myself.

about

3.88

Agree

Very Confident

I feel satisfied with the way my body looks right now.

3.85

Agree

Very Confident

I feel confident that I understand things.

3.75

Agree

Very Confident

good

with 19.90%. Then chess playing has 17.80%, soccer 16.23%, and the lowest percentage is swimming with 8.90%. In conclusion, most respondents prefer playing basketball over playing other sports. Music/Dance/Literary Frequency Percent School Band 53 27.75 Dance Troupe 23.04 Table 5 44 Journalism Music/Dance/Literary Activities 37 Participated In19.37 by the Choir 28 14.66 Students Extemporaneous 10 5.24 Debate 9 4.71

*multiple responses Music/Dance/Literary Activities Participated In by the Students. Table 5 shows music/dance/liter ar y activities participated in by the students. The table above shows that most of the respondents were interested in participating in theschool band (27.75%), followed Hobbies Frequency Percent by dance troupe (23.04%) and journalism (19.37%). The least Dancing 101 52.88 participated activity was debate (4.71%). Singing 94 49.21 Drawing 46.60 Table 6 89 Writing Hobbies of the Students 79 41.36

*multiple responses

U.S., China. Washington, D.C.: The Pew Research Centre for the People & the Press. Phillips, O.L. et al. (1998) Changes in carbon balance of tropical forests: evidence from long- term plots. Science 282, 439–441. Pielke Sr., R., “Climate Change: The need to consider human forcings besides greenhouse gases,” Eos 90: 45, 413 (November 2009). Pounds, J.A., Fogden, M.P.L. & Campbell, J.H. (1999). Biological responses to climate change on a tropical mountain. Nature, 398,611–615. Pugliese, A. & Ray, J. (2009). Gallup presents...A heated debate: Global attitudes toward climate change. Harvard International Review, vol. 31, pp.64-68. Olajide, F.O., Owolabi, O.A., Olajide, A.O., Oospore, A.G., Unlade, A.O. &Omobuwa, O. (2011). Knowledge about the causes, consequences and control of climate change among undergraduates of ObafemiAwolowo University, Ile Ife. In Salami A.T. & Orimoogunje O.O.I (Eds) Environmental research and challenge of sustainable development. Ile Ife: OAU Press. Reid, P.C. et al. (1998) Phytoplankton change in the North Atlantic. Nature 391, 546. Rishi P, Ompraksah M.D, Mudaliar R. (2011). Behavioural mapping of Indian urban settlements towards changing climate: an empirical study. [Last cited on 2011 Oct 1]. Available from: http://climsec.prio.no/papers/norway%20full%2 0paperfinal.pdf Roemmich, D., and J. McGowan. 1995. “Climatic warming and the decline of zooplankton in the California Current.” Science 267:1324–1326. Sampei, Y. & Aoyagi-usui, M. (2009). Mass-media coverage, its influence on public awareness of climate-change issues, and implications for Japan’s nationalcampaign to reduce greenhouse gas emissions. Global Environmental Change, 19, 203-212. Sexton D.M.H., Rowell, D.P., Folland, C.K. &Karoly, D.J. (2001). Detection of anthropogenic climate change using

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Age.Table 3 shows the age pr ofile of the r espondents. It showed that majority of the respondents are in the age category of 7-8 years with a percentage of 37.70%, followed by 36.12% of respondents age 9-10, and 26.18% of respondents aged 11-12. Family Monthly Income.The respondents gave varied answers ranging from Php 15,000 and above. Student’s Participation in Different Extracurricular Activities Table 4, 5 and 6 display the respondent’s participation in different extracurricular activities.It can be implied that respondents engaged themselves in areas they are interested in. Individual sports, team sports, music or dance or literary activities and hobbies*Sports were some extracurricular activities Percent that would Frequency determine the effects it had in developing the self-esteem of the Basketball 45 23.56 respondents. Volleyball 38 19.90 Badminton 38 19.90 Table 4 Chess playing School Sports Participated 34 by the Students17.80 Soccer 31 16.23 Running 22 11.52 Softball 18 9.42 Swimming 17 8.90

*multiple responses School Sports Participated by the Students. Table 4 shows the school sports participated by the students. The table showed the different school sports participated in by the respondents. It shows that basketball has the highest percentage with 23.56, followed by volleyball and badminton

Grade Level.Table 1 shows the gr ade level pr ofile of the respondents. The result reveals that there were 191 total number of respondents conducted in this study. Grade one has the highest percentage of respondents garnering 18.32%. The same percentages of respondents are in grade two and grade four. These were followed by grade three with 18.85% of respondents, 17.28% inSexgrade five andFrequency in grade six, therePercent were 8.91% MaleIt may be inferred 86 45.03 equally respondents. that pupils were almost Female 105 for the 6th level graders. 54.97 distributed in all grade levels except Total 191 100 Table 2 Sex Profile of the Students

Sex.Table 2 shows the sex pr ofile of the r espondents. Age Percent Out of 191 respondents,Frequency it can be seen that the study comprised 45.03% of the respondents are 7 – 8 of male while 54.97% 72 37.70 female. It implies that majority of the respondents were female. 9 – 10 69 36.12 11 – 12 Table 3 50 Students Total Age Profile of the191

26.18 100

association with changing oceanic climate. Glob. Change Biol.3, 23–28. Weart, S.R. (2010). The idea of anthropogenic global climate change in the 20th century. WIREs Climate Change, vol. 1, pp. 67-81. Weber, C. L. & Peters, G. P. (2009). Climate change policy and international trade: Policy considerations in the US. Energy Policy, 37, 432–440.

BENEFITS OF MOTHER TONGUE AS MEDIUM OF INSTRUCTION AND STRATEGIES EMPLOYED IN WEST CITY ELEMENTARY SCHOOL Jecelle B. Magbulogtong, Bachelor of Elementary Education Jucelle B. Magbulogtong, Bachelor of Elementary Education Jesselah T. Bangca, Bachelor of Elementary Education Shiena May C. Taño, Bachelor of Elementary Education Adviser: Victor A. Adebanji, Ph. D. ABSTRACT The implementation of K to 12 Program in the Philippines was one of the biggest shifts in the Philippines’ educational system. Alongside of this program is the institutionalization of MTB-MLE where it highlights the use of mother tongue as the child’s native language in school from Kindergarten to Grade 3. The study focusses on the benefits of mother tongue as medium of instruction and the strategies utilized by teachers in West City Elementary School. Respondents of the study comprises of 30 regular primary teachers starting from Kindergarten to Grade 3 with a questionnaire as an instrument for this study. Results from this study indicated that teachers’ extent of perceptions on the benefits of mother tongue as medium of instruction was highly beneficial whereas the teachers’ extent of utilization of strategies in using mother tongue as medium of instruction was highly employed. However, there are certain areas from the findings that are needed to look into. With this, one of the recommendations was to update the teachers’ knowledge and skills by attending seminars and trainings in regards to the use of mother tongue. Key Words: benefits, mother tongue, medium of instruction, strategies INTRODUCTION The child’s native language is a significant tool to start building confidence and learning in school. Ross (2004) asserted

Exceptional Learning Center. These are the respondents who are actively engaged in any extracurricular activities. The researchers should make use of standardized questionnaire as survey questionnaire to gather data from the respondents. This questionnaire will be given to the respondents after the permission from the school principal has been granted. The survey questionnaire serves as the instrument to gather information and to answer how important extracurricular activities are in the development of self-esteem of children in elementary years. The questionnaire is in a form of a checklist wherein the respondents will only check the appropriate information. It is made up of four parts. The first part deals with the profile of the respondents, the second part seeks with the extracurricular activities of the respondents, the third part investigates with the development of self-esteem and the last part look for the importance of extracurricular activities in the self-esteem of the respondents. The researchers sent a letter to the Department of Education in Dumaguete City and to the school principal of West City Exceptional Learning Center and asked permission to include the pupils of West City Exceptional Learning Center as a respondent in this research. After the letter is approved, personal consent on the part of the pupils would be done. With the official approval, the researchers distributed the questionnaire and this will be followed by preparatory instructions that guide the respondents in answering the questions. The researchers only facilitated the respondent and arrange for the retrieval of the filled questionnaire. After the retrieval, the data gathered was being computed and analyzed in order to answer the problems of the study. RESULTS AND DISCUSSIONS Grade Level Frequency Percent The1 profile of the respondents illustrates the findings on 35 18.32 the respondents' grade level, family 2 35 sex, age, and monthly 18.32 income. 3 36 18.85 Table 1 4 35 18.32 5 Grade Level Profile 33 of Respondents17.28 6 Total

17 191

8.91 100

macrosystem (societal and cultural norms and values, economic and working conditions), and finally, the chronosystem (the dimension of time). Children are affected not only by the characteristics of their home environment and school, but also by experiences in their leisure activities, and the transactions across contexts (e.g., Fletcher, Nickerson, & Wright, 2003; Posner &Vandell, 1999). The network of systems is active and dynamic, and the changes in the systems are crucial to the development of an individual. For instance, changes in the macrosystem may affect children’s immediate experiences, microsystems (Fletcher et. al,2003). A study by Posner and Vandell (1999) provides an example, showing how a school district’s provision of after-school programs in low-income neighborhoods had a powerful influence on children’s time-use. Instead of watching television and playing outside in unstructured activities, many children spent time participating in extracurricular activities such as theater, dance, and academic clubs. The investment on the part of the school district provided low-income children with enrichment and the opportunity to participate in activities that would otherwise be out of reach for many of them. These findings exemplify how children are influenced by opportunities and restrictions provided by diverse ecologies. RESEARCH METHODOLOGY This study consists of the research design, research environment, research respondents, the instruments used in gathering the data, the research procedure and the statistical treatment of data.The researchers used the descriptive method to gather information and give out some importance of extracurricular activities in developing the self-esteem of the children. The researchers conducted the study in West City Elementary School. It is one of the schools that is actively participating in any extracurricular activities. The researchers believed that they can gather more information in this school. The respondents of this study are the grade1-6 of West City

that the child’s native language is the language learnt from the family or the language used at home. Therefore, the native language of a child plays a vital role in shaping the child’s learning and experiences. According to John Locke, the child’s mind is empty or tabula rasa (Duschinsky, 2012). This needs experiences to build and imprint knowledge that will form complex ideas (Hewett, 2006). Each child may bring in school his/her culture, identity or language that makes them distinct from one another. In order to communicate with the environment, they tend to use what they have learned and observed in their homes and apply it in school. In the past years, the importance of mother tongue was not given attention or emphasized. It was only analyzed through the implementation of the K to 12 Program. One underlying principle of K to 12 Program is the application of Mother Tongue BasedMultilingual Education (MTB-MLE), where it values the use of the child’s native language starting from Kindergarten to their first three years in elementary from Grade 1 to Grade 3 (SEAMO INNOTECH, 2012). Through this, children are able to express themselves clearly and easily; they are able to comprehend the lesson effectively and they tend to have greater learning outcomes (Kosonen, 2005) A shift in our educational system may bring great change and needs certain adaptation both for teachers and learners. Also, this change needs teachers to be flexible and sensible to learners. Inside the classroom comes together the diverse learners bringing with them their individual skills and capabilities; strengths and weaknesses; culture and tradition since especially they have different languages (Cole, 2008). In some cases like, they have different mother tongue one uses Sinugbuanong Binisaya for Cebuanos or Tagalog for Tagalog people (DEPED, 2013). This highlights the critical roles of teachers to develop certain strategies that will help them in accommodating the individual differences of each learner. With the use of mother tongue language, certain modifications must be employed in teaching children so that all learners must be engaged in learning and so it allows them to make suggestions, ask questions or answer questions and communicate with enthusiasm. It gives learners

confidence and helps to affirm their cultural identity. This in turn has a positive impact on the way learners see the relevance of school to their lives (Kioko, 2015). Thus the study sought to find out the responses of the teachers with the use of mother tongue in delivering instructions; know their attitudes or perceptions about the benefits of using mother tongue language as medium of instruction and to what extent they utilized the strategies in using mother tongue as medium of instruction. In line with this, the researchers hope to share some valuable information that will help teachers deliver their instruction effectively through the use of mother tongue.

This scenario explains a possibility that their children will have a greater chance to perform less in academics which is not exact. Since the Philippine education has its new curriculum which is the K-12 Basic Education Program which provides opportunities for extracurricular activities, the goal of the current study is to know the importance of it in the development of self-esteem of the children in elementary years. It aims to share the results of the study with appropriate authorities in education system.

THE PROBLEM

Statement of the Problem The study seeks to investigate the Importance of Extracurricular Activities in the development of self-esteem of elementary school children in West City Exceptional Child Learning Center. 1. It seeks to specifically answer the following problems: 2. What is the profile of respondents in terms of : 2.1. Grade level; 2.2. Sex; 2.3. Age and 2.4. Family monthly income? 3. What are the extracurricular activities of respondents? 4. To what degree of self-esteem is the involvement of the respondents?

This study aimed to know the responses of teachers in West City Elementary School Lower primary on Mother tongue as medium of instruction. It intended to specifically answer the following questions: 1. What is the extent of perceptions of the teachers on the benefits of mother tongue as medium of Instruction? 2. To what extent are the strategies utilized by teachers in using mother tongue as medium of instruction? THEORETICAL FRAMEWORK The study is anchored on Linguistic Interdependence Theory or “The Iceberg Theory”. This model attempts to explain the importance of child’s native language in developing other languages. The Linguistic Interdependence Theory was developed by James Cummins in his research conducted in University of Toronto in the year 1979 (Baker & Hornberger, 2001). Cummins (1979) added that the first language of the child is correlated with his/her second language acquisition. This tells us that the child needs to attain greater proficiency in the first language to acquire the skills in learning second language. In Cummins’ (1979) Theory of Language Interdependence, he proposed that there are common mental processes underlying both first and second

THE PROBLEM

THEORITICAL BACKGROUND This study is anchored on the Ecological Systems Theory. Research on extracurricular activities has long relied on Bronfenbrenner’s ecological systems theory (Bronfenbrenner& Morris, 2006), which recognizes the embeddedness of different ecological systems in producing development. These include the microsystems (directly experienced by the individuals), the mesosystem (linking two or more microsystems such as family and school), the exosystem (environments, social networks, and services having an indirect influence on children), the

hobbies. Since school is very influential, teachers are responsible in implementing activities that will help the children enhance their self-esteem and skills. Parental involvement is also needed for support and guidance to the children. Keywords: Development, extr acur r icular activities, childr en, self-esteem. INTRODUCTION Youth problem behaviors, such as truancy, violence, and substance use, are alarming to parents, teachers, and youth alike. These behaviors disrupt the learning environment and lead to serious social and economic problems. Some experts have argued that rather than trying to prevent individual problem behaviors, parents, schools and communities should work towards building a youth’s ability to resist the lure of problem behaviors (Dryfoos, 1990; Welmer and Smith, 1992). As youth develops, they need a positive setting that offer opportunity to build these internal resources. Extracurricular activities refer to adult-supervised activities that are unrelated to the primary curricula, provide opportunities for participants to develop specific skills or knowledge, and take place outside of school hours. These activities are organized by schools, youth organizations, and after -school programs. Consequently, the range of activities included is substantial, varying from specific types of activities (e.g., sports, music, arts) to general programs offered by youth developmental organizations (e.g., 4-H and scouts)(Larson &Verma, 1999). Extracurricular activities are one way that can give a positive influence to the lives of the youth.To prevent youth problems, extracurricular activities should be introduced in the early years of education of the child and give importance to it. Since knowledge is not enough to develop the whole-being of a child, they must be also exposing into different social activities in order to mold their selves. This will help them to be successful in every dimension in the learning environment. Prior to the side of the parents, they are against of allowing their children to engage into extracurricular activities.

language learning in which he called Common Underlying Proficiency or referred as CUP. This hypothesis of Cummins explains that the first language proficiencies can be transferred to the second language learning context (Netten & Germain, 2000). Linguistic Interdependence Theory is also called the Iceberg Theory. The Iceberg analogy refers to the assumption that on the surface the first and second languages appear to be functioning in isolate but under the surface there are academic and intellectual processes that are common to both languages (Netten & Germain, 2000). Linguistic Interdependence Theory implies that teachers must involve young learners in developing their first languages to transfer effective learning in the second languages (Cummins, 2000). Cummins (2000) further reiterated that promoting the use of mother tongue will give children a solid foundation to help them relate learned experiences in the first language and to bridge these learned experiences in the second language. Since proven studies suggest that the importance of child’s native language (mother tongue) in the teaching process is critical, it is in the hope of the researchers to advocate the use of mother tongue as medium of instruction. METHODOLOGY The study was a descriptive method of research where in it focused on quantitative type of research. This method was used for it describe the situations in the study and it helped the researchers to explore more on the perceptions of the respondents. Data were collected through the use of questionnaire and were administered in West City Elementary School with 30 regular primary teachers as the respondents of this study. Questionnaire was used to query the teachers’ perception on the benefits of mother tongue and the strategies they employed in using mother tongue as medium of instruction. After the data had been gathered, Weighted Mean was used to measure the responses of the respondents on the extent of perceptions of the teachers on the benefits of mother tongue as medium of instruction and the extent these strategies were utilized by teachers in using mother tongue as medium of instruction.

RESULTS AND DISCUSSION Presented in Table 1 is the teachers’ extent of perceptions on the benefits of mother tongue as medium of instruction. Table 1. Teachers’ Extent of Perceptions on the Benefits of Mother Tongue as Medium of Instruction Benefits Using mother tongue is likely to increase classroom participation

4.47

Verbal Description Strongly Agree

Extent of Benefits Very High

Using mother tongue supports local culture

4.43

Strongly Agree

Very High

Children will do better in school if they learn to read and write in their mother tongue first Using mother tongue helps children to demonstrate greater self-confidence

4.37

Strongly Agree

Very High

4.30

Strongly Agree

Very High

Using mother tongue will help children to have better understanding of the second language (e.g. Filipino and English) Mother tongue improves children’s self-concept and identity Using mother tongue increases parental involvement

4.27

Strongly Agree

Very High

4.27

Strongly Agree

Very High

4.23

Strongly Agree

Very High

Using mother tongue facilitates children to ask more questions Using mother tongue improves reading skills Using mother tongue will result to fewer drop-outs More children will have access to education if mother tongue is used

4.20

Agree

High

4.13

Agree

High

4.13

Agree

High

4.07

Agree

High

Development. Turkle, S. (1995). Life on the screen: Identity in the age of the Internet. New York: Simon & Schuster. U.S. Department of Education (2001). Lessons learned from PT3 grant performance reports. Washington, DC IMPORTANCE OF EXTRACURRICULAR ACTIVITIES IN THE DEVELOPMENT OF SELF-ESTEEM OF CHILDREN IN ELEMENTARY YEARS Chriselle V. Apostol, Bachelor of Elementary Education Ariane Mae S. Dionanao, Bachelor of Elementary Education Elsa Y. Engcot, Bachelor of Elementary Education Lorraine Nicole Fernandez, Bachelor of Elementary Education Margotte Mariz Leong, Bachelor of Elementary Education Jerica Era Resurreccion, Bachelor of Elementary Education Shenalyn P. Vergara, Bachelor of Elementary Education Adviser: Victor A. Adebanji, Ph.D.

ABSTRACT Youth problems are major disruption in the learning environment of an individual. Such problems should be eradicated for its affects the whole aspects of a person. In preventing these problems, parents, teachers and school involvements are highly recommended in boosting the self-esteem of a person through engaging them in any extracurricular activities during their early years in school. This study aims to know the importance of extracurricular activities in developing the self-esteem of the children in West City Exceptional Learning Center. Method of research is descriptive in nature where in researchers’ utilized questionnaires as the research instrument to gather data. The results of the study indicate that extracurricular activities have a moderate effect to the self-esteem of the children. Schools should not only focus on the academic curricular of the children but also letting them participate in any extracurricular activities such as school sports, music and

integration. Journal of Research on Technology in Education, 35 (3), 382-401.7 Mills, S. C., &Tincher, R. C. (2003). Be the technology: A developmental model for evaluating technology integration. Journal of Research on Technology in Education, 35(3), 382-401. Mishra, P., & Koehler, M. (2007). Technological pedagogical content knowledge (TPCK):Confronting the wicked problems of teaching with technology. In C. Crawford et al.(Eds.), Proceedings of Society for Information Technology and Teacher Education. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. Norris, S.P. (2003). The meaning of critical thinking test performance: The effects of abilities and dispositions on scores. In D. Fasko, Jr. (Ed.), Critical thinking and reasoning: Current research, theory and practice (pp. 315-329). Cresskill, NJ: Hampton. Putnam, R.T., &Borko, H. (2000). What do new views of knowledge and thinking have tosay about research on teacher learning? Educational Researcher. Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of literary work. Carbondale, IL: Southern Illinois University Press. Russell, J. and D. Sorge.“Training Facilitators to Enhance Technology Integration.” Journal of Instruction Delivery Systems 13, no. 4 (1999): 6. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Simon, H. (1969). Sciences of the artificial. Cambridge, MA: MIT Press. Tomlinson, C. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum

Using mother tongue increases the achievement of the learners

4.03

Agree

High

Using mother tongue will yield to better outcomes to children’s social and academic learning

3.93

Agree

High

Using mother tongue saves time in teaching

3.83

Agree

High

4.19

Agree

High

Composite

As shown in Table 1, the teachers found that using mother tongue as medium of instruction was highly beneficial with composite mean of 4.19 with the verbal description of ‘Agree’. Based on the data, the respondents ‘strongly agree’ that using mother as medium of instruction will likely to increase classroom participation (4.47); supports local culture (4.43) and children will do better in school if they learn to read and write in their mother tongue first (4.37). This implies that teachers’ extent of perception on the benefits of mother tongue is ‘Very High’. The research also found out that using mother tongue helps children to participate in school while developing their second languages (Benson, 2004) and thus the use of mother tongue is significant for it represents the child’s own culture (Fakeye,2011) and it served as a bridge for the child to develop his language literacy throughout primary school (UNESCO,2008a). However, the respondents ‘Agree’ that using mother tongue as medium of instruction yields better outcome to children’s social and academic learning (3.93) and saves time in teaching (3.83). It is thus interpreted, that their extent of perceptions on the benefits of mother tongue is ‘High’. Reflected in Table 2 is the teachers’ extent of utilization of strategies in using mother tongue as medium of instruction.

Table 2. Teachers’ Extent of Utilization of Strategies in Using Mother Tongue as Medium of Instruction Strategies Doing remediation for learners having difficulty in understanding the lesson. Creating instructional materials written in the mother tongue. Encourage children to do projects in similar themes in their own languages Allow children to read books and engage in oral work using their native languages Allow children an opportunity to teach other classmates with simple greetings and frequently used expressions using their mother tongue Linking newly introduced vocabulary (English) to their own mother tongue Encourage children to develop oral fluency in their first language Encourage parents to continue speak, read and write with their children in their mother tongue Provide reading materials written in their mother tongue Utilization of literary piece written in mother tongue as motivation Encourage tolerance for allowing children to speak their own language during informal class time Contextualize target language to mother tongue (e.g. difficult concepts in Filipino are translated to mother tongue) Utilizing multi-lingual teaching to accommodate linguistically diverse learners (e.g. learner who speaks Ilonggo transfer to a school whose common language is Cebuano) Use online language translation tools. Composite

Verbal Description 4.43

Very High

4.40

Very High

4.40

Very High

4.37

Very High

4.37

Very High

4.37

Very High

4.37

Very High

4.37

Very High

4.33

Very High

4.30

Very High

4.30

Very High

4.13

High

4.10

High

4.10

High

4.31

Very High

for learning technology. Journal of Instructional Psychology, 36(3), 259-272. International Conference 2007 (pp. 2214-2226). Chesapeake, VA: Association for the Advancement of Computing in Education. Jackson, P. W. (1968). Life in the classroom.New York: Holt, Rinehart and Winston.Jaffee, D. (1997). Asynchronous learning: Technology and pedagogical strategy in a computer-mediated distance learning course. Teaching Sociology, 25, 262-277 Kadijevich, D. (2000). Gender differences in computer attitude among ninth-grade students. Journal of Educational Computing Research, 22(2), 145-154.. Kirkup, G. (1995). Gender issues and learning technologies. British Journal of Educational Technology, 26(3), 218–219. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?Contemporary Issues in Technology and Teacher Education. Koehler, M.J., & Mishra, P. (2008).Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates. Kuhn, T. (1977).The essential tension.Chicago, IL: The University of Chicago Press. Laurillard, D. (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, London: Routledge Leinhardt, G., &Greeno, J.G. (1986).The cognitive skill of teaching.Journal of Educational Psychology, Mishra, P., Spiro, R.J., &Feltovich, P.J. (1996). Technology, representation, and cognition: The prefiguring of knowledge in cognitive flexibility hypertexts. In H.van Oostendorp& A. de Mul (Eds.), Cognitive aspects of electronic text processing (pp. 287-305). Norwood, NJ: Ablex. Mills, S. C., &Tincher, R. C. (2003). Be the technology: A developmental model for evaluating technology

http://ideas.repec.org/p/ces/ceswps/_1321.html. Glaser. R. (1984).Education and thinking: The role of knowledge,American Psychology. http://www.teachhub.com/benefits-technology-classroom?k12-news http://ed.psu.edu/pds/teacher-inquiry/2007/alexjinquiry0607.pdf https://blog.kurzweiledu.com/2015/02/12/5-positive-effectstechnology-has-on-teaching-learning/ http://www.smsd.us/webpages/swilliams/files NETS_for_Students_2007_Standards1. http://www.pbs.org/about/blogs/news/pbs-survey-finds-teachersare-embracing-digital-resources-to-propel-studentlearning/ http://www.uis.unesco.org/Communication/Documents/ICTasia-en.pdf http://unesdoc.unesco.org/images/0022/002235/223520e.pdf http://iafor.org/archives/journals/education/journal-of-educationv2-i2-contents/integrating-technology-balmeo.pdf http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9949d-bd649f7c0044/integrating http://www.teachhub.com/benefits-technology-classroom https://en.wikipedia.org/wiki/National_Educational_Technology_ Standards https://en.wikipedia.org/wiki/Teachers_College_Record,Teachers College Record". 2013 Journal Citation Reports. Web of Science (Social Sciences ed.). Thomson Reuters. 2014. http://www.citejournal.org/vol9/iss1/general/article1.cfm http://www.edutopia.org/blog/students-centered-learning - environments-paul-bogdan. http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9949d-bd649f7c0044/Integrating-Technology-WithStudent-Centered-Leaning Honey, M., Culp, K.M., &Spielvogel, R. (2005). Using Technology to Improve Student Achievement.North Central Regional Educational Laboratory Critical Issue.Retrieved from http://www.ncrel.org/sdrs/areas/ issues/methods/technlgy/te800.htm. Hwang, Y., Suk., Fisher, W., &Vrongistinos, K. (2009). Calibrating a measure of gender differences in motivation

As reflected in Table 2, it implies that the teachers’ extent of utilization of the strategies presented in using mother tongue as medium of instruction is ‘Very High’ with a composite average of 4.41. As presented, the teachers ‘Highly Utilize’ the use of remediation for learners having difficulty in understanding the lesson (4.43); creation of instructional materials written in mother tongue (4.40) and encourage the children to do projects in similar themes in their own languages (4.40). This means that the teachers’ extent in utilizing these strategies is ‘Very High’. The strategies utilized by teachers were in consonance with the findings of Selvarajan & Vasanthagumar (2012), wherein they found that remedial teaching or instruction is effective in improving the learning achievement of the students and same with the findings of Sunday and Joshua (2010), wherein they revealed that instructional materials are vital to teaching-learning process. Furthermore, Larmer & Mergendoller (2010) argue that projects must be purposeful and goal-oriented. However, the teachers ‘Utilize’ the contextualization of target language to mother tongue (4.13); multi-lingual teaching to accommodate linguistically diverse learners (4.10) and utilizing online language translator (4.10) which implies that the extent of utilizing these strategies is ‘High’. CONCLUSIONS Teachers found that using mother tongue as medium of instruction was highly beneficial. The proof of these benefits is reflected on the practices applied by teachers inside their classrooms every day. Therefore the use of mother tongue as medium of instruction yields positive benefits and good results. Likewise, teachers employ varied strategies in using mother tongue as medium of instruction. The varied strategies employed by teachers allow every learner to benefit from using mother tongue. Therefore, in using mother tongue as medium of instruction, the employment of variety of strategies is a necessity and it requires every teacher to apply varied strategies inside their classrooms.

RECOMMENDATIONS Having discovered that the use of mother tongue yielded positive benefits and good results, but there are also certain areas that teachers need to look into, like how mother tongue will yield better outcomes on children’s social and academic learning and how teachers can save time in teaching. In these areas, teachers must update their knowledge within their own capability and skills. They need to learn new methods and discipline that will help them develop children’s social and academic learning in using mother tongue as well as help them maximize instruction thus saving time in teaching. It is evident in the findings that teachers employ varied strategies in using mother tongue as medium of instruction, however there are certain strategies that teachers least employed or rarely used. These include contextualization of the target language, utilization of multi-lingual teaching and the use of online language translation tools. In order for teachers to highly utilize these strategies, they must increase their knowledge by research as an extension to their learning, they must also enhance their skills by attending seminars and trainings, and participating workshops and other programs regarding the concepts of contextualization of language, how to apply multi-lingual teaching and technological skills about online language translation tools. ACKNOWLEDGMENT The researchers hope to thank the administration of NORSU Main Campus I, College of Education for giving us the opportunity in honing our skills in the field of research. REFERENCES Baker, C. &Hornberger, N. H. (2001). An introductory reader to the writings of Jims Cummins.Clevedon. UK. Multilingual Matters. Benson, C. (2002) Bilingual education in Africa: An exploration of encouraging connections between language and girls'

Excitement in the Classroom AEHE-ERIC Higher Education Report No. 1. Washington, D.C.: Jossey-Bass. ISBN 1-878380-08-7. Bromley, H. (1998). Introduction: Data-driven democracy? Social assessment of educational computing. In H. Bromley & M. Apple (Eds.), Education, technology, power (pp. 1-28). Albany, NY: SUNY Press. Bruce, B. C., & Hogan, M. C. (1998). The disappearance of technology: Toward an ecological model of literacy. In D. Reinking, M. McKenna, L. Labbo, & R. Kieffer (Eds.),Handbook of literacy and technology: Transformations in a post-typographic world (pp. 269-281). Hillsdale, NJ: Erlbaum. Bruce, B. C. (1993). Innovation and social change. B. C. Bruce, J. K. Peyton, &T.Clark, C. M., & Peterson, P. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.),Handbook of research on teaching (3rd ed.; pp. 255-296). New York: Macmillan. Coldway, D. (1991). Patterns of behaviour in individualized distance education courses. Research in Distance Education, 3(4), 6-10. D’Angelo, J. M., &Woosley, S. A. (2007). Technology in the classroom: friend or foe | Education | Find Articles at BNET. Dewey, J. (1996). Democracy and Education. New York: Macmillan. Retrieved May 21, 2001 from: http:// www.ilt.columbia.edu/projects/digitexts/dewey/d_e/ content.html. Department of Education 1995 forum: Technology’s Impact on Learning, Retrieved on May 8, 2011 from http:// www.nsba.org/sbot/toolkit/tiol.html. Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology, Research and Development. Fuchs, T., &Woessmann, L. (2004). Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School. CESifo Working Paper No. 1321. Retrieved from

Throughout this research, the researcher would like to thank the people who gave support, effort, and trust to accomplish this study. First and foremost, to our Almighty Father who loves us unconditionally, through ups and down, He never leave us. We thank God for the wisdom, humility, and strength He had given to us. Without Him everything is impossible. Second, we would like to express our gratitude to our adviser Dr. Victor A. Adebanji, for guiding us and supporting us throughout this study, for the patience, understanding, and knowledge. Third, we would like to thank our experts and statistician who gave a lot of efforts in making this study reliable, and valid through the help of their meaningful inputs and insights. Fourth, we would like to acknowledge the Dean of the College of Education, Dr. Libertine De Guzman for allowing us to conduct our study to their department. Lastly, we express our gratitude towards our parents for supporting us and encouraging us throughout the process of this study. Without them the success of this study would not be possible and also to our active respondents from the College of Education for answering our questionnaires honestly. REFERENCES Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. Moore & G. Anderson (Eds.), Handbook of distance education (pp. 129-144). Mahwah, NJ: Erlbaum. Alagaran, Jose Reuben (2009) In Keeping with the Digital Age: Planning and Adoption of ICT Among Communication Educators in the Philippines. Bonwell, C., &Eison, J. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University. Abstract online at http:// www.ed.gov/databases/ERIC_Digests/ed340272.html. Bonwell, C.; Eison, J. (1991). Active Learning: Creating

schooling. In Melin, Mia (ed) Education—A Way out of Poverty? Research presentations at the Poverty Conference 2001. New Education Division Documents No. 12. Stockholm: Sida Cole, M. (2008). Culture and cognitive development in phylogenetic, historical, and ontogenetic perspective. In W. Damon & R. Lerner (Eds.), Child and adolescent development. An advanced course. Hoboken, NJ: Wiley. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222-251. Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire.Clevedon: Multilingual Matters. DEPED (2013) Additional Guidelines to DepEd Order No. 16, s. 2012 (Guidelines on the Implementation of the Mother Tongue Based-Multilingual Education (MTB-MLE). DO 28, s. 2013. Retrieved from: Duschinsky, R. (2012). Childhood Innocence: Essence, Education, Performativity’ Textual Practice, in press Fakeye, D. (2011). Primary School Pupils’ Perception of the Efficacy of Mother Tongue Education in Ibadan Metropolis. Asian Social Science, Vol. 7, No. 12; December 2011, www.ccsenet.org/ass Hewett, C. J. M. (2006) John Locke’s Theory of Knowledge (An Essay Concerning Human Understanding).The Great Debate Organization. United Kingdom. Retrieved from: http://www.thegreatdebate.org.uk/about.html http://www.deped.gov.ph/sites/default/files/order/2013/ DO_s2013_028.pdf Kioko, A. (2015). Why schools should teach young learners in home language. British Council. Retrieved from: https:// www.britishcouncil.org/voices-magazine/why-schoolsshould-teach-young-learners-home-language Kosonen, K. (2005) Education in Local Languages: Policy and practice in South-East Asia. In First Language First: Community-based literacy programmes for minority language context in Asia Bangkok: UNESCO, pp.96-134. Larmer, J. & Mergendoller, J.R. (2010) Seven Essentials for

Project-Based Learning. Giving Students Meaningful Work. Volume 68-1-34-37. ASCD. Retrieved from: http:// www.ascd.org/publications/educational_leadership/ sept10/vol68/num01/Seven_Essentials_for_ProjectBased_Learning.aspx Netten, J. &Germain, C. (2000). Transdisciplinary approach and intensify in second language learning/teaching. Canadian Journal of Applied Linguistics. 3(1-2), 107-122. Ross S. (2004). The Mother Tongue in Morocco: The politics of an indigenous education. A dissertation submitted to the School of Development Studies of the University of East Anglia for the degree of Masters of Arts by Samantha Ross (2004) Unpublished SEAMEO & INNOTECH (2012). K to 12 Toolkit. Manila: SEAMEO & INNOTECH. Selvarajan, P. & Vasanthagumar, T. (2012) The Impact of Remedial Teaching on Improving the Competencies of Low Achievers. International Journal of Social Science and Interdisciplinary Research. Volume 1-9. Sunday, A., & Joshua, A., (2010).Assessment of resources and instructional materials status in the teaching of mathematics in South Western Nigeria. Nigeria: Euro Journals Publishing, Inc. UNESCO (2008a). Mother Tongue Matters: Local Language as a Key to Effective Learning. Paris: UNESCO.

conclusions were drawn: There are various technological devices that can be found in the College of Education. LCD projector, laptop, computer, smart phones, TV screens, tablet, and television are the different forms of technology that are used by the students and teachers as a tool for learning and as a medium of instruction in the College of Education. This implies that LCD projectors, laptops and computers are the majority utilized for instructional purposes at the College of Education. On the other hand, the educational television, Internet and TV screen are the less utilized by the students because it was found out that the college can only afford the basic or the common technology. Based on the results gathered, it implies that College of Education students enjoy the favorable benefits on technology integration. RECOMMENDATIONS

Based on the findings and the conclusions arrived at, the researcher recommends the following: It is further recommended that the University should provide additional necessary technologies in the College of Education that could help the college to improve their methods of instruction, most especially the said technologies that are less utilized by the students. It is highly recommended that the College of Education should continue using and improving the existing technologies because the overall result shows that the existing technologies are highly beneficial to the students learning. It is highly recommended that the College of Education should inform the students and give them the knowledge about the available technological tools in the department so that the students would be able to have the awareness and access on these tools. Since, it was noted that there are some students who are not aware about the availability of those technologies in CED. ACKNOWLEDGMENT

Legend:

Scale 4.21–5.00 3.41–4.20 2.61–3.40 1.81–2.60 1.00–1.80

Verbal equipment Highly Perceived Perceived Moderately Perceived Slightly Perceived No Perception

FACTORS AFFECTING THE KNOWLEDGE, SKILLS AND ATTITUDES OF PRIMARY TEACHERS IN THE IMPLEMENTATION OF MTB-MLE UNDER K-12 CURRICULUM Mariel L. Coñado, Bachelor of Elementary Education Gesill Jean D. Ponce, Bachelor of Elementary Education Gerlie B. Saoi, Bachelor of Elementary Education Grace B. Sun, Bachelor of Elementary Education Adviser: Victor A. Adebanji, Ph. D. ABSTRACT

Table 9 shows the summary of the table in the perceived benefits of technology integration. It presents the overall results of the extent awareness of the respondents in technology integration in the classroom setting. There are four areas in technology integration. The first one is the active learning which has the composite weighted average of 4.33 with a verbal description of “Highly Perceived”. It is followed by mediation, having a composite weighted average of 4.11 and a verbal description of “Perceived”. The composite weighted average of awareness of the respondents in terms of collaboration is 4.16 with a verbal description of “Perceived”. Meanwhile, the last area is the interactivity which has a composite weighted average of 4.26 with a verbal description of “Highly Perceived”. The overall result of the four areas of the perceived benefits of technology integration in terms of its composite weighted average is 4.22 and it’s general verbal description is “Highly Perceived”. The results implies that the integration of the modern technology in the classroom setting is highly beneficial for both learning and instruction since the respondents find it as a useful tool especially when it comes to their learning needs. Technology integration promotes positive relationship between teachers and students in the classroom and it also develops the students towards becoming an active participant in the teaching–learning process. CONCLUSION Based on the summary of findings, the following

The reformation of Philippine educational system was the implementation of K to 12 Program. Alongside of this program is the institutionalization of Mother Tongue Based-Multi Lingual Education (MTB-MLE) where it highlights the use of mother tongue as the child’s native language in school from Kindergarten to Grade 3. The study focuses on the factors affecting knowledge, skills, and attitudes of primary teachers in the implementation of mother tongue basedmultilingual education (MTB-MLE) under K-12 curriculum in West City Elementary School. Respondents of the study comprises of 30 regular primary teachers starting from Kindergarten to Grade 3 with a questionnaire as an instrument for this study. Results of the study revealed that the teachers from West City Elementary School assessed themselves “high” in their knowledge, skills, and attitudes in the implementation of the MTB-MLE under K-12 curriculum. This means that they were very competent in their Knowledge, Skills, and Attitude (KSA).Moreover, data are not sufficient to indicate significant relationship between the knowledge, skills, and attitude of the teachers and their profile because it does not cover the whole population. This may imply that teachers, young or old; male or female; single or married; novice or been teaching for a longer time; lower or higher plantilla position; and lower or higher educational attainment have the same knowledge, skills, and attitude in the implementation of the MTB-MLE. Key Words: k nowledge, sk ills, attitudes, K -12 curriculum, mother tongue

INTRODUCTION The educational system in the Philippines undergoes reformation of the curriculum to provide a holistic education for all (EFA). President Benigno Aquino has wisely included the rationalization of the medium of instruction which is the native language or what we call Mother Tongue. Nolasco (2010) stressed that language plays a significant factor in the high functional illiteracy of Filipino. According to Professor Josefina Cortes (as quoted by Nolasco) the country has become a “nation of fifth graders”. The program is in need of teachers who are well trained in Mother Tongue-Base Multilingual Education to accelerate learning for their students. Much is expected from them when it comes to the attainment of educational goals because the teacher is the most important school-based factor in determining students’ achievement. According to Gregorio (2001), the quality of learning attained by the pupils is related to the quality of teaching done by the teachers. Better teaching should always bring about better learning, and better learning should always show better teaching. The role of the teacher is very crucial as the future of the individual, the home, the community, the nation, and the world lies on their hands. Since the acquisition of knowledge on the part of the students is placed on the hands of teachers, teachers’ knowledge, skills and attitudes must be given extra attention and consideration to have effective teaching (Salandanan, 2012). Cummins (2000), suggested that before a successful multilingual education program can become established, curriculum development, teachers training, materials production and not at least, institutional and community support need to be in place. It is the goal of the Department of Education that every teacher will become not only efficient but also effective. It is in this mission that today, a lot of trainings and seminars are being conducted to improve and develop the craft of each mentor in school. The Department fully understands that everything rises and falls on the teacher’s capability to bring learning at the heart of every pupil (Felipe, 2013.

Table 7 shows the extent of awareness on the benefits of technology in terms of collaboration. Respondents are aware that technology can help the students to become active rather than being a passive learner. They are also aware that through technology classroom becomes more student-centered. The Indicator wẋof respondents Verbal in composite weighted average of the awareness description terms of collaboration is 4.16 with a verbal description of 1. Technology enables students to 4.26 Highly “Perceived”. perform more during the learning process. Composite Table

Perceived

8 4.26 Highly Perceived benefits of respondents on technology integration Perceived in terms of interactivity

Legend:

Scale 4.21–5.00 3.41–4.20 2.61–3.40 1.81–2.60 1.00–1.80


Table 8 shows the extent of awareness on the benefits of technology in terms of interactivity. It shows that respondents are highly aware that technology enables them to perform more Areas during the learningwẋ process. The composite weighted Verbal description average of the awareness of respondents in terms of collaboration Active Learning 4.33 Highly Perceived Perceived is Mediation 4.26 with a verbal description4.11 of “Highly Perceived. Collaboration Interactivity Overalltable wẋ in Summary

4.16 4.26 9 Table 4.22 perceived

Perceived Highly Perceived Highly Perceived benefits of technology

the integration

It is on the above premise, therefore, that the researchers took interest to undertake this study to determine the factors affecting the knowledge, skills, and attitudes of Primary teachers in the implementation of the MTB-MLE under the K to12 Education Program. THE PROBLEM Legend:

Scale 4.21–5.00 3.41–4.20 2.61–3.40 1.81–2.60 1.00–1.80

Verbal equivalent Highly Perceived Perceived Moderately Perceived Slightly Perceived No Perception

Table 6 shows that respondents are highly aware that technology can help meet the needs of the students. They are also aware that technology can increase the interaction between students and teachers as well as develop good relationship among students and teachers. The composite weighted of the Indicators wẋ average Verbal awareness of respondents in terms of mediation is 4.11 with a description verbal description “Perceived”. 1. Technology can of help the students to become 4.12 Perceived active rather than being a passive learner. 2. Through technology, classrooms Become Table 7 more 4.20 students-centered. Perceived benefits of respondents on technology Composite 4.16

terms of collaboration

Perceived

integration in Perceived

This study aimed to determine the factors affecting the knowledge, skills, and attitudes (KSA) of Primary teachers in the implementation of the MTBMLE under the K-12 Curriculum. Specifically, it sought to answer the following questions: 1. What is the profile of the Primary teachers of West City Elementary School in terms of: 1.1. age; 1.2. sex; 1.3. marital status; 1.4. teaching experience; 1.5. plantilla position; 1.6. educational attainment; and 1.7. relevant trainings? 2. What are the knowledge, skills, and attitudes of the Primary teachers in the implementation of MTB-MLE under the K-12 Basic Education Curriculum? 3. Is there a significant relationship between the Primary teachers’ knowledge, skills, and attitude in the implementation of the MTB-MLE under the K to 12 Basic Education Curriculum and their profile? THEORETICAL FRAMEWORK

Legend:

Scale 4.21–5.00 3.41–4.20 2.61–3.40 1.81–2.60 1.00–1.80


This study is anchored on the Self-Efficacy theory of Albert Bandura. The concept of self-efficacy lies at the center of Bandura’s Social Cognitive Theory which suggests that an individual’s behavior, environment and cognitive factors (i.e. outcomes, expectations, and self-efficacy) are highly inter-related. Bandura defined self-efficacy as a judgment of one’s ability to execute a particular behavior. According to self-efficacy theory, if

organizations can learn how to increase their employees’ self-efficacy judgments about their abilities to complete relevant remote work task, this should lead to improved performance. According to the self-efficacy theory, there are three major sources of information used by individuals when forming self-efficacy judgments. In order of strength, the first is performance accomplishments, which refers to personal assessment information that is based on an individual’s personal mastery accomplishments. Previous successes raise mastery expectations, while repeated failures lower them. The second is vicarious experiences, which is gained by observing others perform activities successfully. This is often referred to as modeling, and it can generate expectations in observers that they can improve their own performance by learning from what they have observed. Social persuasion is the third, and it refers to activities where people are led through suggestion, into believing that they can cope successfully with specific tasks. Bandura and Cervone (1983) added that coaching and giving evaluative feedback on performance are common type of social persuasion. As cited by Bandura (1997), self-efficacy is the measures of one ability to complete tasks and reach goals. Self-efficacy affects every area of human endeavor. By determining the beliefs a person holds regarding his or her power to affect situations, it strongly influences both the power of the person actually has to face the challenges competently and the choices a person is most likely to make. One’s sense of self-efficacy can play a major role in how one approaches goals, tasks and challenges. High self-efficacy can affect motivation in both positive and negative ways. In general, people with high self-efficacy are more likely to make efforts to complete tasks, and to persists longer in those efforts that those with low self-efficacy (Schunk, 1995). Self-Efficacy is the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situation. In other words, self-efficacy is a person’s beliefs in his own on her ability to succeed in a particular situation. Bandura described these beliefs as determinants of how people think, behave, and feel (Cherry, 2011).

inferred that the College of Education can only provide the necessary technology for the department, that’s why there are some technologies like TV screen and television which was rated by having the least number of frequencies and Indicators wẋ percentages Verbal since description they were less perceived by the students. 1. Technology can motivate students in 4.54 Highly applying new skills. Perceived 2. Technology can engage students to be active 4.34 Highly Table 5 participants in the learning process. Perceived Perceived benefits of students respondents ontheir technology integration 3. Technology can help to focus 4.10 Perceived terms of active learning attention on every learning activity. Composite 4.33 Highly Perceived

Legend:

Scale 4.21–5.00 3.41–4.20 2.61–3.40 1.81–2.60 1.00–1.80

in

Verbal equivalent Highly Perceived Perceived Moderately Perceived Slightly Perceived No Perception

Table 5 shows that respondents are highly aware that technology can motivate students in applying new skills and can engage them to be active participants in the learning process. They are also aware that technology can help students focus their attention on everyIndicators learning activity. The composite weighted wẋ Verbal average of the awareness of respondents in termsdescription of active 1. Technology increase the interaction between 4.09 Perceived”. Perceived learning is 4.33canwith a verbal description of “Highly students and teachers. 2. Technology can develop good relationship among 3.96 Perceived Table 6 students and teachers. Perceived benefits of respondents on technology 3. Technology can help meet the needs of the 4.28integration Highly in terms of mediation students. Perceived Composite 4.11 Perceived

Table 3 presents the 210 respondents in terms of their course. One hundred sixteen (116) respondents are taking BachelorTechnology of Elementary Education (BEED) and ninety-four Frequency Percent (94) respondents are taking Bachelor of Secondary Education (BSED). LCD projectors 202 96.19 Data shows that BEED has the highest number of respondents Laptops since most of the students are taking 172 BEED course. 81.90 Computer 108 51.43 Table 4 Smart hone 56 26.67 Forms of Technology Used in the College of Education TV creen 54 25.71 Tablet Television Electronic whiteboard Video conferencing Internet

53 51 0 0 0

25.24 24.29 0.00 0.00 0.00

*Multiple responses Table 4 presents the different forms of technology used in the College of Education (CED). Data shows that respondents are more aware and are using technology like LCD projector having 96.19%; laptop with 81.90%; computer, 51.43%; smart phone, 26.67%; TV screen, 25.71%; tablet, 25.24%; and television, 24.29%. The following technologies; video conferencing, electronic whiteboard, and Internet are not presented in the College of Education. The result implies that there are various kinds of technological devices used by the students and teachers in the College of Education but only the LCD projector, laptop and computer are frequently used in the college as an aid for the teaching–learning process. Results also

Based on the above premise, the researchers believe that Bandura’s Self-Efficacy Theory suits this study. Self-efficacy is used as the theoretical framework because it has consistently been found to be associated with work-related performance in numerous studies (Bandura, 1997). METHODOLOGY This research is descriptive and correlational in nature. Descriptive method of research involves the collection of data that will provide an account or description of individuals, groups or situations (Polit & Hungler, 1999). Correlational in nature uses numerical data to explore relationships between two or more variables. The degree of relationship is expressed in terms of a coefficient of correlation. If the relationship exists between variables, it implies that scores on one variable are associated with or vary with the scores on another variable (AEN Research Institute, 2001). Data were collected through the use of questionnaire and were administered in West City Elementary School with 30 regular primary teachers as the respondents of this study. Questionnaire was used to query the knowledge, skills, and attitude of primary teachers in the implementation of mother tongue based-multilingual education under the K-12 curriculum. After the data had been gathered, Percentage Mean was used to measure the responses of the respondents on their profile. In measuring the responses of the respondents in their knowledge, skills and attitudes Weighted Mean was used and Pearson correlation momentum was used to measure relationship between primary teachers’ knowledge, skills, and attitudes in the implementation of the MTB-MLE under K-12 curriculum. RESULTS AND DISCUSSION This section presents, analyzes and interprets the data gathered through the use of the questionnaires. Profile of the Teacher- Respondents This section presents the profile of the respondents. It

includes tables and interpretations of the distributions of the respondent’s age, biological sex, civil and marital status, teaching experience, plantilla position, educational attainment and MTB-MLE relevant trainings. The results are shown in table 1-7. Age. Table 1 pr esents the pr ofile of r espondents in terms of age. Table 1 Age Profile of the Teachers Age Bracket (yrs) f 26-35 11 36-45 10 46-55 9 Total

30

(%) 36.67 33.33 30.00 100

Eleven or (36.67 %) out of 30 respondents were within the 26-35 year bracket. This was followed by 10 teachers in the 36-45 year bracket. The third group comprised 9 respondents representing the 46-55 year bracket. This means that the most of the respondents aged 26-35. Sex. Table 2 r eflects the pr ofile of the terms of sex. Table 2 Sex Profile of the Teachers Biological Sex f Male 1 Female 29 Total

30

that majority of the respondents are female. The result implies that the entire population of the College of Education is highly dominated by female. Year Frequency Percent 2 42 20.00 3 86 40.95 Table 4 82 2 39.05 Year level profile of the respondents Total 210 100

r espondents in

(%) 3.33 96.67 100

It can be seen in the table that the female respondents outnumbered the male teacher with 29 or (96.67%). Only 1 male teacher served as respondents (3.33%). The data show that most teachers handling k to 3 classes are females. This conforms to

Table 2 presents the 210 respondents in terms of their year level. It shows that 3rd year level has the highest number of respondents having 40.95%. Following are the respondents from 4th year level with 39.05%, while 20% from the 2nd year level which has the least number of respondents. Educational Technology subjects are taken by 2nd year students from 1st semester to 2nd semester. Therefore the students who took up Educational Technology subjects are 2nd year to 4th year. The third year level has the highestFrequency number of respondentsPercent because it has Course the largest number of population in the college compared to other BEED 116 55.24 year levels. BSED 94 44.76 Table Total 210 3 100 Course Profile of the Respondents

well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

Dep-ed order 28, s.2000 which highlights female teachers to be in the lower grades than male teachers. This connotes that more female teachers are handle lower graders since it presumes a motherly approach and teaching profession is still a woman’s profession Furthermore, Dep-ed order 28, s.2000 highlights female teachers to be in the lower grades than male teachers.

METHODOLOGY

Civil and Marital Status. Table 3 pr esents the teachers’ profile in terms of marital and civil status.

This study consists of research design, research environment, research respondents, instrument used in gathering the data, the research procedure and the statistical treatment of data. The researchers used the descriptive method to gather information and to determine the benefits of using technology in the classrooms of the College of Education. The research respondents of this study are the students of the College of Education (CED) who took ED3 and ED5 subjects. The researchers used questionnaire in conducting the survey. After the retrieval the data gathered was being computed and analyzed in order to answer the problem of the study. RESULTS AND DISCUSSION Sex Frequency Percent The demographic profile of the respondents illustrates the Male on the respondents’ sex, 47year level and course. 22.38 findings Female 163 77.62 Table Total 210 1 100 Sex profile of the respondents

Table 1 presents the 210 respondents in terms of sex profile. 77.62 % are female and 22.38 % are male. This signifies

Table 3 Civil and Marital Status Profile of the Teachers Civil and Marital Status f % Single 6 20.00 Married 24 80.00 Total

30

100

Out of 30 teacher-respondents, majority comprising of 24 or (80%) are married, and a little more than one-fourth, comprising of 6 or (20%) are single. The result implies that may teachers would likely get married once they got stability in their teaching career. Married teachers are great with kids. Length of Teaching Experience of the Teachers. Table 4 manifests the profile of respondents in terms of length of teaching experience. Table 4 Length of Teaching Experience of the Teachers No. of Years f (%) 1-10 12 40.00 11-20 years 13 43.33 21 years and above 5 16.67 Total 30 100

As can be gleaned on the table of the 30 teacherrespondent, 13 or (43.33%) disclosed to have a teaching experience ranging from 11-20 years; 12 or (40%) claimed to have 1-10 years; 5 or (16.67%) declared an experience which ranges from 21 years above. This result signifies that primary schools teachers have considerable years of teaching experience. Plantilla Position. Table 5 pr esents the pr ofile of respondents in terms of plantilla position. Table 5 Plantilla Position of the Teachers Plantilla Position f (%) Teacher 1 11 36.67 Teacher 2 5 16.67 Teacher 3 13 43.33 Master Teacher 1 1 3.33 Total 30 100

Statement of the Problem This study aims to determine the benefits of using Modern Technology in the College of Education of Negros Oriental State University (NORSU). It intends to specifically answer the following questions: 1. What is the demographic profile of respondents in terms of: 1.1. sex; 1.2. year level; and 1.3. course of student? 2. What forms of technology are used in the College of Education? 3. To what extent are the perceived benefits of respondents on technology integration based on the following: 3.1. active learning 3.2. mediation; 3.3. collaboration; and 3.4. interactivity? THEORITICAL BACKGROUND

Data shows that of the 30 teachers, the biggest group comprising of 13 or (43.33%) occupies the plantilla position of teacher 3; this is followed by another bigger group of 11 or 36.67% who holds the position of teacher 1; 5 or (16.67%) have the plantilla position of teacher 2; and only one has the position of Master Teacher 1. A thorough perusal of the data would show that majority of the teachers occupy the first two lower plantilla position for teachers. The number of teachers gets slimmer in the higher plantilla position. This result implies that teacher who holds of next-in-rank position who is deemed the most competent and qualified may be promoted to higher position when it becomes vacant. Educational Attainment. Table 6 shows the pr ofile of respondents in terms of their educational attainment.

This study is anchored on one of the commonly used framework or model that supports for technology integration in the classroom setting namely the TPACK (Mishra & Koehler 2006 ; Koehler & Mishra 2008) and SAMR. The TPACK (Technological Pedagogical Content Knowledge) is a model that describes a framework for teacher knowledge on technology integration called technological pedagogical content knowledge (originally TPCK,) now known as (TPACK, or technology, pedagogy, and content knowledge). This framework builds on including technology knowledge (Teachers College Record). The development of TPACK by teachers is critical and crucial to effective teaching with technology. He states that the paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as

INTRODUCTION Modern technology nowadays is fast approaching and evolving, it becomes a bigger part of the world and it is globally used by people especially in communicating. Technology integration is when students are not only using technology, but have access to a variety of tools that match the task at hand and provide them the opportunity to build a deeper understanding of content. Modern technology depends on the technology availability and who is using the technology. When teachers use modern technology in classroom setting like computers, schools will evaluate if this way of instruction is really necessary for student learning and consistency on student achievement. When people hear the word “technology” the first thing that comes on their mind is computer. However, there are various kinds of technology aside from computers that can be used to develop student learning. This kind of content serves different purposes in the classroom. Technology integration means a lot of things to different people. Some teachers are really unaware of this, what we call “Innovative Teaching” wherein it is all about introducing modern technology in the classroom setting. This is popular nowadays, since we are already in the 21st century education. Determining the benefits on the Use of Modern Technology in the students of the College of Education in NORSU (MC1) would really give a big help to students and also for teachers. Those technologies will help them foster and explore more learning towards a specific subject. “Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information and present it professionally. Technology should become an integral part of how the classroom functions as accessible as all other classroom tools” (National Educational Technology in Education, 2007). THE PROBLEM

Table 6 Educational Attainment Profile of Teachers Educational f (%) Qualification Baccalaureate Degree 4 13.33 With Units in 18 60.00 Masters’ Program Full-Fledged Master 8 26.67 of Arts Total 30 100 Of the 30 teachers, the biggest percentage comprising of 18 or (60%) claimed to have earned units in the Master’s Program; 8 or (26.67%) claimed to have Master of Arts degrees. On the lower end, while majority have shown professional advancement, a significant number comprising of 4 or (13.33%) has remained to be stagnant in their Baccalaureate Degree. From the data presented, it is worthy to note that a great majority of teachers are now showing professional advancement. They manifest a desire to grow. According to Gregorio (2001), a strong desire for self-improvement is a dynamic force in life. Relevant Trainings Attended. Table 7 pr esents the profile of respondents in terms of relevant trainings attended. Table 7 Relevant Trainings Attended of the Teachers Relevant Trainings

No. of Teachers who Attended

(%)

Average No. of Days

School Level District Level Division Level Regional Level

9 5 21

30.00 16.67 70.00

3 3 3

10

33.33

5

On the average, the teachers have 14 days of relevant trainings. With the advent of the new curriculum under the K to 12 Program which is the Mother Tongue-Based- Multilingual Education Program, the task of the primary teachers becomes multifaceted and complicated and it demands variety of human traits abilities and competencies. Moreover, Selorio (2001) pointed out that the aims of education change very quickly depending on the demands of the era, requiring more capabilities. These demands directly affect the educational system. Teachers are responsible for operating the educational system and they need strong and efficient professional competence. The primary teachers then play a very crucial role in the growth and development of the learners. With this vital role they play, Ogena (2000) suggested that teachers need to be equipped with an adequate content for instruction (Knowledge), the appropriate pedagogical skills, and the right values to sustain a sense of commitment to the profession. Based on the aforecited literature background, the stated data relative to teachers’ training are still inadequate to ensure effective and efficient instruction. According to Stoner et al. (1998) the aim of training is to increase employees’ abilities to contribute to organizational effectiveness. Training is assigned to improve skills in the present job. Thus, training is imperative to keep teachers fit to the crucial role they play in the school system. Knowledge, Skills and Attitudes of the TeacherRespondents in the Implementation MTB-MLE under K-12 Curriculum This section provides information gathered about the knowledge, skills, and attitudes of teacherrespondents in the implementation of MTB-MLE under K-12 curriculum. Knowledge of Primary Teachers’ in the Implementation of MTB-MLE under K-12 Curriculum. Table 8 shows the knowledge of respondents in the implementation of MTB-MLE under K-12 curriculum.

PERCEIVED BENEFITS OF USING MODERN TECHNOLOGY AT THE COLLEGE OF EDUCATION IN NEGROS ORIENTALSTATE UNIVERSITY MAIN CAMPUS 1 Angelie P. Bugas, Bachelor of Elementary Education Cherry Ann P. Villalon, Bachelor of Elementary Education Gregalf V. Baga, Bachelor of Elementary Education Kathleen B. Cafino, Bachelor of Elementary Education Phoebe Nicart, Bachelor of Elementary Education Rica Janice Dionson, Bachelor of Elementary Education Rochelle M. Octavio, Bachelor of Elementary Education Shanimar C. Balazuela, Bachelor of Elementary Education Adviser: Victor A. Adebanji, Ph.D. ABSTRACT The emergence of different educational tools and software has motivated learning organizations to integrate them into the curriculum as they can have a great impact on student learning. Technology should become an integral part of how the classroom functions as accessible as all other classroom tools. Determining the benefits on the use of technology integration would really give a big help to students and also for teachers. The result of this study indicates the extent of awareness of the students with regard to technology integrated in the College of Education. The result of this study, suggests that integrating technology is highly recommended to be implemented in the College of Education because it can develop the learning and teaching process. This study includes the effects of technology in terms of, active learning, mediation, collaboration and interactivity.

Lam,

K.-C. (2012) Strategic environmental assessment implementation in China - Five-year review and prospects, Environmental Impact Assessment Review, 31, 77-84. Raptr (2015). Famous Gaming Sites of 2015, Effects of video-game ownership on young boys' academic and behavioral functioning: A randomized, controlled study. Psychological Science, 21(4), 463-470. doi:10.1177/0956797610362670 Roe, K. & Muijs, D. (1998). Children and computer: A profile of the heavy user: European Journal of Communication. 13 (2). 181-200. Skinner, Burrhus Frederic (1904-1990). Credo Reference, Topic Pages. Credo Reference,Gale. Retrieved October 1, 2013. Timothy K. Y. Wong (eds.), Fifty Years of Public Housing in Hong Kong: A Golden Jubilee Review and Appraisal. Hong Kong: The Chinese University Press, 2012, 487 pp. Subrahmanyam, A. The Journal of Business, 1998, vol. 71, issue 1, pages 81-118

Table 8 Knowledge of the Primary Teachers in the Implementation of MTB-MLE under the K-12 Curriculum. Demonstrate a thorough knowledge of the k -12 Program

4.27

Verbal Description High

Has a comprehensive and accurate grasps of the content of the k-12 curriculum Has a working knowledge of the different pedagogical approaches and techniques in teaching Exhibits mastery of the subject matter

4.17

Satisfactory

4.20

Satisfactory

4.27

High

Manifest a thorough understanding of the MTBMLE instruction Has accurate and reliable view of the child’s school readiness Shows of evidence of integration of subject matter to other fields of knowledge

4.23

High

4.10

Satisfactory

4.23

High

Communicates clear learning goal for the lessons appropriate for learners

4.37

High

Develops a variety of appropriate assessment strategies to monitor and evaluate learning Has a working knowledge on how to apply sound second language acquisition theories and practices to students L2 learning tasks Provides students with many meaningful challenging activities that help them gain confidence in using L2 for communication and life-long learning Has the working knowledge in incorporating modern learning theories and practice into all class activities Activates schema and prior knowledge of pupils to develop reading comprehension Observe appropriate pedagogy in developing pupil’s oral language Composite

4.33

High

4.10

Satisfactory

4.30

High

4.17

Satisfactory

4.17

Satisfactory

4.17

Satisfactory

4.22

High

Indicators

Data reveal that teachers assessed themselves “high” on the indicators pertaining to their knowledge of the K-12 Program,

mastery of the subject matter, manifest a thorough understanding of the MTB-MLE instruction, integrating of subject matter to other fields of knowledge, communicating clear learning goals for the lessons appropriate for learners, develops a variety of appropriate assessment strategies to monitor and evaluate learning and providing students with meaningful challenging activities that help them gain confidence in using the second language for communication and life-long learning. On the other hand, the teachers rated themselves “satisfactory” on the indicators which refer to their knowledge on the content of the K-12 curriculum, knowledge on the different pedagogical approaches and techniques in teaching, their view of the child’s school readiness, how to apply sound second language acquisition theories and practices, incorporating modern learning theories and practices into class activities, activating schema and prior knowledge to develop reading comprehension and in using appropriate pedagogy in developing pupils’ oral language. The result reveals that the primary teachers from West City Elementary School rated themselves high and they are very competent in the KSA. Skills of Primary Teachers in the Implementation of MTB-MLE under K-12 curriculum. Table 9 r eflects skills of primary teachers in West City Elementary School in the implementation of MTB-MLE under K-12 curriculum. As can be seen in the table, the teachers rated themselves “High” in all skills relative to the implementation of the MTBMLE under the K to 12 Program rated “Satisfactory”. The ratings however, though they fall on the same descriptive category, vary in terms of magnitude. The current investigation supports the findings of Amores and Umbac (2011) which disclosed that teachers are still in dire need of trainings in terms of the use of technology in teaching and learning. Teachers lack the necessary ICT skills. This finding affirms the statement of Bilbao et al. (2006) that the increased use of technology in the classroom, the incorporation of the changing realities of the world’s society, and the ease of mobility of people of the world become a challenge to

between their academics and leisure time. Therefore the sex of the Senior High School students, the place where they usually play, their daily allowance and the hours of playing has nothing to do with their perception on the effects of playing electronic games and their academic performance. RECOMMENDATION Although there is no significant effect of playing electronic games on the academic performance of Senior High School students, teachers should encourage students to play variety of educational games to enhance their creative and critical thinking skills but they should also remind their students that there is limitation in playing games. Students are to be implored to limit time spent playing electronic games to a reasonable extent. ACKNOWLEDGMENT

The researchers hope to thank the administration of NORSU Main Campus I, College of Education for giving us the opportunity in honing our skills in the field of research. REFERENCES Benton, P. (1995). Conflicting cultures: Reflections on the reading and viewing of Secondary-School pupils. Oxford Review of Education, 21(4), 457-470. Emes, C. E. (1997). Is Mr Pac Man eating our children? A review of the effect of video games on children. Canadian Journal of Psychiatry, 409-414. Fridberg, T. (1999).'7–15 åriges fritidsaktiviteter' Kultur– og fritidsundersøgelse, The Danish National Institute of Social Research Funk, J.B. (2000) Video Games. Adolescent Medicine: State of the Art Reviews, 4, 589-598. Harris, M. B., &Wiliams, R. (2001).Video games and school performance. Education, 105(3), 306–307.

performance. The data indicate that the computed value of Sex and Place are less than the tabular value. These findings will result to the acceptance of the null hypothesis. This means that there is no significant relationship between the sex and place where the respondents usually play electronic games and the extent of effects of electronic games on their academic performance. The data also indicate that the computed value of the daily allowance of the respondents is less than the tabular value. This finding resulted to the acceptance of the null hypothesis. This means that there is no significant relationship between the daily allowance of the respondents and the extent of effects of electronic games to their academic performance. The data also indicate that the computed value of hours spent in playing electronic games every day is less than the tabular value. This finding will result to the acceptance of the null hypothesis. This means that there is no significant relationship between the hours spent in playing electronic games daily and the extent of effects of electronic games on their academic performance. The result is contrary to the study of Roe & Muijs, (1998) that too much playing reduces the required time for doing homework, it can consequently negatively affect the individual’s academic achievement. In addition, Benton, (1995) revealed in his study that the students with low academic achievement spent more time in playing video games in comparison to those who are academically successful.

CONCLUSION This result implies that male students of Senior High School have more inclination towards online gaming activities, they do so mostly at internet cafes because they have financial capability as an added advantage, and so get engulfed in their favourite games as they are able to afford such with predisposition majorly on action electronic games. The result means that the Senior High School students of Negros Oriental State University are able to maintain balance

the teachers today. Table 9 Skills of the Primary Teachers in the Implementation of MTB -MLE under the K-12 Curriculum

Exhibits fluency in the use of MTBMLE in teaching

4.17


Provides varied learning activities for diverse learners Demonstrates skills in the use of ICT in the teaching learning process Gives assessment to determine pupil’s school readiness. Applies appropriate strategies and techniques to develop pupils’ reading readiness. Maximizes the use of instructional materials. Stirs pupils to think what they have learned, ask questions, reason out, probe and establish their own knowledge. Demonstrates skills in developing phonological awareness and phonemes in teaching oral language. Presents curriculum materials in a way that allows children who understand and speak the school language to gain the prescribed standard for their grade level. Demonstrates flexibility in the use of other tongue in teaching new content and concepts and to develop oral, written, and higher level thinking skills in the language pupils’ know best.

4.33

High

3.80

Satisfactory

4.40

High

4.27

High

4.47 4.33

High High

4.33

High

4.43

High

4.40

High

Creates a child-centered, activity-based classroom environment. Communicates in the language the students know best and the knowledge and experience that students bring from their home and community. Helps students build fluency in understanding, speaking, reading and writing the L1 and develop oral and written skills in the official language L2. Speaks, reads, writes fluently in both students’ mother tongue and the official school language Composite

4.60

High

4.52

High

4.40

High

4.43

High

4.34

High

Indicators

Teachers should prepare to these multiple challenges. To become a global teacher, he or she should be equipped with a wider range of knowledge to keep pace with the changes brought about by the advancement of Science and Technology; master skills and competencies that can address global demand; and process attitudes and values that are acceptable to multi-cultural communities. As a teacher, he or she should think globally but act locally Attitudes of Primary Teachers in the Implementation of MTB-MLE under K-12 curriculum. Table 10 shows the attitudes of respondents in the implementation MTB-MLE under K-12 curriculum. In terms of attitude, the teacher manifest a high level of attitude in the implementation of the MTBMLE under the K to 12 Program as reflected in the high weighted means they rated for themselves. Table 10 Attitude of the Primary Teachers in the Implementation of MTB-MLE under the K-12 Curriculum Indicators


Demonstrates value for learning

4.63

Creates an environment that promotes fairness Communicates higher learning expectation to each learner Make good use of instructional time Shows commitment in facing the challenge posed by the newly-adapted curriculum Accepts one’s accountability that every child is under one’s care and responsibility Commits to make every child under one’s care to be a reader Manifest flexibility to ensure that learning takes place all the time using alternative modes Shows passion for excellent teaching Learns the importance of providing students with plenty of opportunities to use L1 and experiment with different ways to express their thoughts and ideas Appreciates the central role that language plays in one’s own and students’ learning

4.67

High

4.67

High

4.60

High

4.57

High

4.57

High

4.50

High

4.57

High

4.63

High

4.53

High

4.53

High

Variables Computed Decision Remark correlated to the Value Table 4 EffectsRelationship of between the Extent of Effects of Electronic Electronic Games and Profile of Respondents in terms of GamesSex and Place they Play Electronic Games Their Sex 3.10 Accept Ho No significant relationship. Place where they 2.46 Accept Ho No significant usually play relationship. Tabular value= 9.488; α = 0.05; df = 4 Daily Allowance

3.67

Accept Ho

Hours spent in playing

5.64

Accept Ho

No significant relationship No significant relationship

Tabular value= 26.3; α = 0.05; df = 16

Table 4 is about the relationship between the sex of respondents and the place where they usually play electronic games and the extent of effects to their academic performance. It also explains in tabular form the relationship between the daily allowance of respondents and hours they spent daily in playing electronic games and the extent of effects on their academic

Realizes that teachers need to walk in “small steps” to build students confidence in understanding and speaking the language. Composite

Legend:

Scale 4.21-5.00 3.41-4.20 2.61-3.40 1.81-2.60 1.00-1.80

Verbal Description Strongly Agree Agree Neutral Disagree Strongly Disagree

This result is affirmed by the study of Strasburger et. al (1999) which utilized a random selection of roommates from a student dorm who bought video games, an activity that potentially reduces the time spent on studying, and revealed that the time spent on studying significantly affected their achievements at college. Similarly, Ward (2012) concluded that each additional hour of playing video games resulted in 8.4 minutes less time spent on studying. When children engage in so much video game, other productive activities that are school related are displaced (Sparks, 2002 and Buckingham, 2007). Such school related activities range from school attendance, homework and personal studying. And this research was reflected on the result of our study. Item number two got a weighted mean of 2.71, with a verbal equivalent to Neutral which means that the effect of electronic games on respondents’ academic performance is 41 - 60%. The negative effects of video games addiction range from violence/aggression, social isolation, confusion of reality and fantasy, stifled creativity, vision and eye problems, bones and joint problems, attention problems and displacement of work and school related activities Van & Weigman (1997).

4.63

High

4.59

High

Synthesizing the results, the teachers rated their level of attitude in the implementation of the MTBMLE under the K to 12 Program “High” as manifested in the composite of 4.59. This result indicates that teachers are considered “Experienced” which means that they have majority of the competencies at high level for teaching (NCBTS-TSNA TPD Index). As cited by Zulueta (2006), for a teacher to be effective, he/she must possess the necessary personality attributes which includes his beliefs, attitudes, philosophy, emotional maturity and his interrelationship with his students and co-teachers. He must have a high regard and appreciation to the teaching profession. Moreover, Gregorio (2001) stressed that no one should enter into the work of teaching without an appreciation of the great opportunity it offers for high service and gratifying achievement and without a sense of responsibility involved in being an instructor of young children. In the words of Henry Brooks Adams, “a teacher affects eternity; he can never tell where his influence stops”. A teacher greatly influence the learners that come his way through the years (Callanta, 1953). Relationship between Primary Teahers’ Knowledge, Skills, and Attitudes in the Implementation of the MTB-MLE under K-12 curriculum and their profile. This section reveals the relationship between the primary teachers’ knowledge, skills and attitudes in the implementation MTB-MLE under K-12 curriculum and their profile.

Table 11 Relationship between the Primary Teachers’ Knowledge, Skills, and Attitude in the Implementation of the MTB-MLE under K-12 Curriculum Program and Their Profile. Teachers’ Computed ValRemark Knowledge, Skills, ue and Attitude versus… Age rs = 0.005 Not Significant

Sex

rpbi=0.269

Not Significant

Marital Status

rpbi=0.015

Not Significant

Teaching Experience

rs = 0.039

Not Significant

Plantilla Position

rs = 0.152

Not Significant

Educational Attainment School Level

rs = 0.034

Not Significant

rpbi= 0.139

Not Significant

District Level

rpbi= 0.223

Not Significant

Division Level

rpbi= 0.147

Not Significant

Regional Level

rpbi= 0.229

Not Significant

rpbi=0.361

Not Significant

Tabular r= 0.361; df = 28; α = 0.05 The data indicate that all computed values of “r” are less than the tabular “r” value. There is no significant relationship between the knowledge, skills, and attitude of the teachers and their profile. This may imply that teachers, young or old; male or female; single or married; novice or been teaching for a longer time; lower or higher plantilla position; and lower or higher educational attainment have the same knowledge, skills, and attitude in the implementation of the MTB-MLE. Abdullah (2009) squeezing from many researches has concluded that in countries, such as in Thailand, Singapore and India the scope of Human Resource Development is seen to be very broad, encompassing activities related to the possibility of

I cannot think properly because my mind is disturbed from the thoughts of electronic games. I fail to listen attentively in class discussion because I am anticipating my gaming session. I cannot sleep well at night because my mind is filled with my previous gaming session I have problems regarding my health due to playing electronic games. I am depressed in playing electronic games rather than my studies. I am confused between reality and fantasy by playing electronic games. I become defensive or secretive when someone asks me about my gaming activities. I have difficulty engaging in different activity inside the classroom. I become aggressive to my parents, teachers and classmates. I exhibit impulsive behaviour and have attention problems. I fail my exams due to playing electronic games. I cannot read or write well because of blurry eyesight due to constant playing of electronic games. I cut class/classes due to playing electronic games. Overall w

2.47

Disagree

2.22

Disagree

2.14

Disagree

2.11

Disagree

2.1

Disagree

2.09

Disagree

2.05

Disagree

1.97

Disagree

1.92

Disagree

1.88

Strongly Disagree

1.82

Strongly Disagree

1.8

Strongly Disagree

1.75

Strongly Disagree

2.15

Disagree

es of eight and 18 spend an average of 7 hours 38 minutes per day with video games. Types of Electronic Game Played. The data r evealed that 62% of the respondents played action games, followed by arcade and adventure with 61%. Casino got the smallest percentage among all other types which yield 6% only. The Entertainment Software Association (ESA) released an article entitled “Essential Facts About the Computer and Video Game Industry”, in April 2016. On their latest survey, the top three types of video games that gamers play most often on their wireless or mobile devices are puzzle, board and card games show with an average of 38%, followed by action and strategy with 6%. Extent of Effects of Electronic Games on the Academic Performance of the Respondents Table 2 shows the effects of electronic games on the academic performance of the respondents. The empirical data yields an average of scale 2.15 with a verbal equivalent of Disagree in terms of Effects of Electronic Games. Therefore, it is implicit that the respondents disagreed on the above mentioned effects. The effect of electronic games on respondents’ academic performance is 21 - 40%. This result affirmed the study of Emes, (1997) in which his study suggests that “there is no clear causal relationship between video game playing and academic performance”. It goes on to say that the research is “sparse and contradictory”. The item that got the highest weighted mean is item number one. It has a weighted mean of 3.72 which has a verbal equivalent of agree. The effect of electronic games on VERBAL ITEMS respondents’ academic performance isw61 - 80%. EQUIVALENT Playing electronic games before Agree Table 2 3.72 my study schedule. Effects of Electronic Games on the Academic Performance I often forget to ofmake my the Respondents assignments and projects due to 2.71 Neutral excessive playing of electronic games.

developing human resources, physically, emotionally, spiritually and intellectually along with improving their technical and productive skills. According to Rao (1995) all forms of development are ultimately meant to serve people in terms of improving their happiness through better quality and standards of life. Even though some teachers are novice in profession and still in the process of taking their masteral education they did their part to give their best in teaching mother tongue effectively. CONCLUSION Majority of the primary teachers are middle-aged, with considerable years of teaching experience, occupy teacher 2 and 3 plantilla position, have units in the Master’s Program while others are stagnant in their Baccalaureate Degree and with minimal relevant trainings. Primary teachers’ are competent in their knowledge, skills and attitudes in the discharge of their responsibilities in the teaching profession. Teachers, whether young or old; male or female; single or married; novice or been teaching for a longer time; lower or higher plantilla position; and lower or higher educational attainment have the same knowledge, skills, and attitude in the implementation of the MTB-MLE. RECOMMENDATION In the light of the findings and conclusions drawn, the following is hereby recommended that the School Heads should regularly organize training for primary teachers in order to maintain optimal performances so as to prevent deterioration in the quality of services provided. REFERENCES Abdullah, H. (2009). Definitions of HRD: Key concepts from a national and international context, European journal of social sciences - Volume 10, number 4 Amores, A.L. (2011). Teachers’ strengths and needs assessment

based- on the national competency-based teachers standards (ncbts) in relation to their teaching performance. Unpublished doctoral dissertation, Foundation University, Dumaguete City. AEN Research Institute. (2001). Correlational in Study. Bandura, A. (1997). Social learning theory, Alexandria, VA: Prentice hall Bandura, A. & Cervone, D. (1983).Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems.Journal of personality and social psychology. Bandura, A. & Schunk, D. (1981).Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.Journal of personality and social psychology. Bilbao, P. et al. (2006). The reading profession. Quezon City, Phillipines: Lorimar publishing co., Inc. Callanta, C. (1953). Handbook for teachers. Dagupan City: Mendoza printing press Cummins, J. (2000). “Bilingual children’s mother tongue: Why is it important for education?