Special issue april 2015

Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org

IJHSS.NET

Special Issue

April 2015

International Journal of Humanities & Social Sciences

e-ISSN: p-ISSN:

1694-2639 1694-2620

AAJHSS.ORG Special Issue - April 2015 Table of Contents Development of Teacher-Designed SelfLearning Kit in Geometry for the Subanen, Maranaos and Visayans Vilma D. Hambre, Ph.D.

1

Learning Styles of the Secondary Students in ARMM in Relation to their Performance in the Biology-Component of the National Achievement Test: Basis for Culture – Sensitive Modular Instruction Malano Macalabo Tingara-an, Ph.D.

15

The Language Learning Strategies used by High School Students: It’s Relationship to their English Performance Sittie Ainah A. Diamla, Norhanifah O. Mangotara, Prof. Teodoro M. Drilon, Wardah D. Guimba, Ph.D., Rohanie M. Sultan, Ph.D. and Prof. Sittie Khaironisa S. Marohombsar

35

Reading Anxiety and Comprehension of Grade 8 Filipino Learners Dr. Wardah D. Guimba and Jerryk C. Alico

44

Factors Associated with Muslim High School Students’ Mathematics Performance in Three Selected Regions in Mindanao: Basis for Intervention Omensalam P. Guro, Ph.D. and Johaira P. Guro, MST-Mat

60

Multifaceted Presentation Oriented-Instruction (MPOI): Effects on Students’ Concept Learning, Achievement, and Attitude towards Chemistry Norolayn K. Said

75

http://aajhss.org/index.php/ijhss

1

International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Special Volume, pp. 1-14, ©IJHSS

Development of Teacher-Designed SelfLearning Kit in Geometry for the Subanen, Maranaos and Visayans Vilma D. Hambre, Ph.D. Mindanao State University Marawi City, Philippines Abstract. This study is a comparative analysis on the effectiveness of the teacher-designed self-learning kit (SLK) in Geometry for the Subanen, Meranaos, and Visayans, reflecting the culture, tradition and ethnicity of these tribes. The researcher used quasi experimental design involving quantitative and qualitative approaches. The respondents were grouped into control and experimental and purposively assigned to their respective groups. Achievement test was given to the respondents in the control and experimental groups after the implementation of the SLK. SLK was developed based on Taba Model: Diagnoses of needs, formulation of objectives, selection of content, logical organization of content, selection of learning experiences, organization of learning activities, evaluation and means of evaluation. Effectiveness of the SLK in teaching Geometry was evaluated through observations and interviews gathering the information qualitatively, particularly the insights and beliefs of students on self-learning kit. Findings revealed that the mean achievement scores between experimental and control group vary significantly. The mean scores of Subanen tribe differ significantly from the mean scores of Meranao and Visayan tribes. The untoward peace and order incident that happened in Lapuyan, Zamboanga del Sur affected so much the performance in the achievement test of both experimental and control groups in the Subanen tribe. All the respondents rated the SLK “excellent” in their evaluation. The student-respondents showed positive insights and perceptions in the use of SLK in their learning process. It enhanced their critical thinking, promoted their creativeness, and interests. Moreover, they become more motivated to learn the concepts and they enjoyed their interactive learning.

Keywords: self –learning kit; geometry; language

Introduction Developing countries lack material resources in teaching Science and Mathematics at all levels (Talisayon, 1990). Kline (1996) commented that if Mathematics is indeed a creative activity, what driving force causes men to pursue it? The most obvious, though not necessarily the most important motive TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

2

http://aajhss.org/index.php/ijhss

for mathematical investigations, is to answer questions arising directly out of social needs. Commercial and financial transaction, navigation, calendar reckoning, construction of bridges, dams, and churches, the design of fortification and weapons of warfare, and other numerous human pursuits involve problems which can best resolved through Mathematics. The use of mathematics as a universal tool is specifically true of our modern technological age. Quantum leaps that the modern age boasts of could not have been possible without mathematics. This is the reason why Schoenfield (1992) said that success in Mathematics needs to be built in the classroom. Students need to experience success early when they begin a mathematics class. This success enables them to develop confidence in their ability to do Mathematics, which in turn paves the way for further positive feedback in this field. However, there is a dearth of learning materials in the secondary schools in the Department of Education. This is true in Math particularly in Geometry. Secondly, the existing teaching learning materials do not consider the culture of the learners, specifically their traditions, realities and localities. Hence, these factors make the indigenous students find mathematics alien hence, more difficult.

Moreover, the Department of Science and Technology-Science Education Institute (DOST-SEI) (1998) reiterated that Mathematics and Science continue to be the most difficult subjects up to this time. It is because the results in the National Secondary Achievement Test (NSAT) for two consecutive years, that is 1996 and 1997, were below 50%. In the Division of Lanao del Norte, the results were attributed to the teachers who were not major in the key learning areas in Science, Mathematics, English, and Filipino. Specifically, the least number of teachers (1.4%) have specialized in science and small 6% in Mathematics. These statistics confirmed that many teachers are not well prepared to teach the critical subject areas of Science and Mathematics (Oreta, T. A., 2000). This situation is particularly true in the Lanao areas, hence, there is a need for Self-Learning Kit to guide these non- Math majors in teaching. Besides, it is a known fact that many teachers, even Math majors, find teaching Geometry difficult. Therefore a Self-Learning Kit (SLK) will be a welcome innovation to facilitate teaching of this subject.

According to Airasian (1994), classrooms are busy places. Every day in every classroom, teachers make decisions about their pupils’ behavior, the success of their instruction, the classroom climate and the availability of instructional resources influence not only the nature of instruction but as well as the learning outcomes. Since the teachers are considered the key factors in the students’ understanding of Mathematics’ concepts, they should have instructional materials that would facilitate the teaching of Mathematics. Lack of texbooks and other resource materials was the primary problem encountered by both Mathematics teachers and students in the Division of Lanao del Norte.

Mathematics is a vital subject that cannot be taken for granted since it is the heart of science. However, we cannot escape from reality that there are students who have negative attitudes toward it. Most students consider it as difficult because of endless repetition, meaningless memorization, never ending services

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

3

http://aajhss.org/index.php/ijhss

of worksheets or fracture exercises, and in general, the lack of interest and understanding in Mathematics.

By developing a Self-Learning Kit (SLK) in Geometry students may be motivated to explore and become more creative. It may erase the negative perceptions of the students towards Mathematics. This kit motivates students to love, and be interested in learning Mathematics particularly Geometry. It is in this light that the researcher developed a Self-Learning Kit (SLK) tailored for Subanen, Meranaos and Visayans. This kit is expected to cater to the level of understanding of the students. Self-learning kit is a tool that enhances learning Mathematics. It aims to develop creativity through manipulative processes and thinking skills. It also relates the lesson to the real world, and develops selfconfidence in Mathematics among the students. In addition, several studies have shown that beliefs about oneself have a remarkable connection with success in Mathematics. The more students learn the more confident they become, and the more enjoyable experience of learning it becomes. The self-learning kit developed and used in this study is expected to cater to the level of understanding of the students reflecting their own culture and tradition, ethnicity and locality.

The SLK has the following aims: (a) knowledge based culture and their application to culture based teaching of basic education; (b) opportunities for critical dialogue with the local culture; (c) contribute to a deeper understanding and appreciation of culture. These aims are congruent to the aims of the Department of Education in initiating a scholarship program for the graduate certificate in cultural education which was already started last summer 2011. To uplift the teacher’s capacity in the teaching-learning strategies among the Indigenous Peoples and Meranao teachers must uphold with the modern pedagogy that is fitted to the learners, embracing their cultural identity as the basic examples in the teaching-learning process. SLK is useful for the scholars and mentors to bring innovations to teaching-learning process especially to the Indigenous Peoples’ and Meranao students.

Research Methodology This research used quasi experimental posttest design involving quantitative and qualitative approaches. Quantitative approach was used to interpret the numerical value obtained in this study. Qualitative approach, on the other hand was used to qualify the data that would triangulate the quantitative results.

Moreover, qualitative data need not be analyzed using statistical. Generally, the study was based on experimental design using Self Learning Kit (SLK) as an intervention. The respondents were grouped into control and experimental.

They were purposively assigned to their respective groups through pairing of students using their previous grades in Mathematics III and draw lots. Then, achievement test was given to the respondents after the implementation of the SLK. Observations and interviews were employed in gathering the information qualitatively, particularly the insights and beliefs of students on the self learning kit, and the feedbacks of the teachers regarding the self-learning kit as a tool in the classroom instructions.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

4

http://aajhss.org/index.php/ijhss

Mindanao is the southernmost and the second largest island in the Philippines was chosen as the research locale of the study. Specifically Lapuyan, Zamboanga del Sur; Pantao Ragat, Lanao del Norte; and, Aurora, Zamboanga del Sur. These municipalities were chosen since Subanen, Meranaos, and Visayans are dominant in these places. The respondents of the study were the third year high school students and their respective teachers of Lapuyan National High School (LNHS), Pantao Ragat Agro Industrial High School (PRAIHS), and Commonwealth National High School (CNHS). The teacher-respondents handle both the experimental and control groups. These students belong to the tribe of Subanens, Meranaos, and Visayans.

Subanen tribe is one of the indigenous peoples in the Philippines. They are originally found along the river banks or “suba” but now reside in the mountains of Lapuyan, Zamboanga del Sur (Daligang, 2011). In the olden days, Subanen did not go to schools. Their parents were in charge of their schooling.

Generally, the mothers or the fathers sang Subanen epics, poems and read legends and stories. The Mother also trained their daughters to weave abacca cloth. While, the fathers trained their son to do wood carvings, to weave rattan baskets, and to make musical instruments out of bamboo and wood (Wikipedia, 2011).

On the other hand, the Meranao tribe is the largest Moro and cultural minority in the Philippines (FEMAS, 1999). Together with the Ilanuns and Maguindanaos, the Meranaos are one of the three indigenous Muslim groups who are natives to the island in Mindanao in the south western part of the Philippines. This tribal group shares in a generalized Southern Asian culture but has its own cultural identity. Almost all Meranaos are Muslims, but some groups living in the hills around Lake Lanao are committed to a version of Islam that is fused with traces of pre-Islamic traditions. The spreading of Islam in Mindanao created a differentiation between its native people, those who became Muslims were named “Moro” and those who did not are called “Lumad”. Lastly, the Visayans (Bisaya, Bisayan, Pintado) is a general term for a large segment about a quarter of the Philippine population. The term “Visayan “refers to people who inhabit in the islands surrounding the Visayan Sea. Most of the Visayans are Roman Catholic, and they make up a large part of Christian population that is loosely labeled Filipino. At first when discovered by the Spaniards, they were named “Pintados “because they used to paint their bodies. The popular image of Visayans is of passionate, fun-loving, brave, and musical people. Their major economic activity is the cultivation of maize and irrigated rice. Those who have settled in Mindanao in recent decades have often become involved in fighting local Muslims for land (Dumont, 1991).

The breakdown of the respondents based on match pairing is shown in table 1 below. This table showed that the experimental group is composed of 65 respondents while, the control group is 65 respondents. The total respondents were one hundred thirty (130) students. The table also shows that the Subanen tribe has the least number of respondents.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

5

Table 1 Distribution of Respondents in the Study Tribes Group Experimenta Control l Lapuyan National High School 16 16 (LNHS) Subanen

Total

32

Pantao Ragat Agro Industrial High School (PRAIHS) Meranao

29

29

58

Commonwealth National High School (CNHS) Visayan

20

20

40

Total

65

65

130

This study used six (6) different sets of tests, namely: Achievement Test, SelfLearning Kit (SLK), Readability Test, Journal Writing, SLK Evaluation Checklist, and Teacher’s Evaluation Checklist. These instruments were all used to gather the data. Achievement test was constructed by the researcher based on the topic on triangle similarity which is chapter 5 in the textbook of the Department of Education and has been validated, both in content and reliability. Self-Learning kit (SLK) was constructed by the researcher considering the culture, tradition, and ethnicity of each tribe. It provides the students the opportunities to enhance their skills in reasoning, thinking, computing, and accuracy in tackling real life situations. It also develops their personality and intellectual ability, which in turn lays the foundation to develop positive self-confidence. This SLK also serves as the main instrument in conveying the concepts in Geometry, specifically on the topic triangle similarity. The following subtopics are included in SLK: triangle similarity with (1) Ratio and Proportion; (2) Similarity Between Triangles; (3) Scales and Map Problems; (4) Proportionality Theorems; (5) Basic Proportionality Theorems; (6) Similarities in Right Triangles; (7) Problems Involving Similar Triangles and Special Right Triangles; (8) Relationships Between Perimeters and Between Areas of Similar Triangles. Different activities were introduced in each subtopic and emphasizing with the value of cooperative learning. The Kit was pilot tested to the respective tribes which are not the respondents in the study for content, readability and reliability validation. According to Robert (2012), the readability of writings describes how well the text matches the reading abilities of the audience.

In this study, the Fry Graph Readability Formula was used to minimize or to eliminate the difficulty of the respondents in understanding the SLK. The Fry Graph Readability Formula was developed by Edward Fry. He was a Fulbright Scholar in Uganda, where he helped the teachers in teaching English Second Language (ESL). Fry constructed readability test based on a graph.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

6

http://aajhss.org/index.php/ijhss

Figure 1: Fry Graph Readability Test Journal Writing is another tool where the students expressed their perceptions, thinking and feelings in using the self-learning kit. This was done regularly on a daily or weekly basis so that the observation was properly documented. This tool can also validate the response of the respondents of the other instrument of this study. Evaluation Checklist was used to evaluate the effectiveness of the Self-Learning Kit (SLK) considering its objectives. It evaluates the following parts of the SLK, namely: Cover Page, Overview, Jumpstart, Lesson Proper, Layout, Overall Content, Writing Mechanism, Self-Assessment Questions, and Citations. The response scoring has the following scale and equivalent description 1.0 – 1.74 – Poor, 1.75 – 2.49 – Good, 2.50 – 3.24 – Very Good, and 3.25 – 4.00 – Excellent. Teacher’s Observation Checklist was used in monitoring the performance of the teachers in the implementation of the SLK. The classroom instructional observation are answerable by YES/NO or Not at All (NA). The researcher also does some observations on the performance of the teachers for improvement of their teaching skills.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

7

Table 2 Chart of Class Observation and Interview Schedules Date

Observation Schedules Subanen Meranao Visayan

Interview Schedules Subanen Meranao

Visayan

2/2/2012 2/3/2012 2/6/2012 2/7/2012 2/9/2012 2/10/2012 2/13/2012 2/16/2012 2/20/2012 2/21/2012 2/23/2012 2/27/2012 2/28/2012 3/1/2012 3/2/2012 3/5/2012 3/6/2012 3/7/2012 3/8/2012 Note: The highlighted sections are the schedule or respective dates where the researcher observed and interviewed the respective respondents Statistical Tools and Data Analysis Procedure For quantitative data frequency and percentage distribution were used to establish the profile of the respondents as to the demographic profile and performance in the achievement test. To test the significance of the differences in the achievement test of the three tribal groups of students, t- test of difference was computed. To test for the variance, the Analysis of Variance of the Achievement Scores of the experimental and control group was used and to test the multiple comparisons of the three tribes both the experimental and control groups was used, Tukey’s Test was used.

For qualitative data analysis, the researcher used coding system, to maintain the confidentiality of the ideas or opinions of the informants. For the respective Mathematics teachers of the respondents they were coded with the used of their name initials. Since there were only three teachers involved, they are coded as Teacher F in Lapuyan, Teacher R, in Pantao Ragat, and Teacher I in TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

8

http://aajhss.org/index.php/ijhss

Commonwealth. The opinions and ideas of respondents during their interviews and their journal writing were analyzed through descriptions and comparisons.

Comparisons were used by the researcher in presenting contradicting ideas or opinions of the respondents. The student-respondents were coded as Subanen student/s, Meranao student/s, and Visayan student/s.

Summary of Findings This research study on, “Development of Teacher-Designed Self-Learning Kit in Geometry, for the Subanen, Meranao and Visayan” was aims to evaluate the SLK and help students learn Geometry in an enjoyable and interesting way particularly on triangle similarity through hands – on and interactive learning.

Specifically the study sought to answer on the following questions: 1.

How was the Self-Learning Kit in Geometry developed?

2.

What is the demographic profile of the respondents?

3.

What are the previous grades in Mathematics of the respondents namely: Subanen, Meranao, and Visayan?

4.

What are the mean achievement scores of the third year students of the three respondents’ tribes in terms of experimental and control groups?

5.

Is there a significant mean difference in the achievement scores of the experimental and control groups of the three respondent tribes?

6.

Is there a mean difference in the achievement test scores of the control group in the three respondent tribes?

7.

Is there a mean difference in the achievement test scores of the experimental group in the three respondent tribes?

8.

What are the insights and perceptions of the teachers derived in using the self-learning kit?

9.

What are the insights and perceptions of students on the self-learning kit in triangle similarity with regards to their critical thinking, creativity, interest, and motivation?

10. How effective is the SLK in terms of teaching and learning?

11. What implications are drawn from the study?

Based on the data gathered the following findings emerged: 1. Most of the Meranao and Visayan tribe respondents are female for while in the Subanen tribe male and female respondents are almost equal.

2. Majority of the respondent’s age in the two groups of Subanen tribe and Meranao tribe falls within sixteen (16) years of age while in the Visayan tribe both experimental and control groups are fifteen (15) years of age.

Only few of the respondents belong to eighteen years and above.

3. Majority of the Subanen tribe are Alliance and Baptist while Meranao tribe is one hundred percent Islam. The majority of the Visayan tribe, both experimental and control groups are Roman Catholic 4. The parents’ educational attainment of the Subanen respondents in the experimental group is at elementary level while the control group, secondary level. Some of the parents for Meranao tribe in experimental group are college graduates and elementary graduates, while in the control group are college level and secondary graduates. For Visayan tribe, majority of their parents are secondary graduates.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

9

5. The parent’s income of the respondents of the three tribes is below poverty line.

6. Farming is the primary occupation of the parents of the three respondent tribes for both experimental and control groups. Very few are professionals in the Subanen and Visayan tribes while there are more professionals among the parents of the Meranao tribe.

7. The previous grades of the respondents in the three tribes mostly fall within 80 – 84 ranges. Only one student in the Meranao tribe control group has a grade ranging from 95 – 99, while few respondents from the three tribes have a grade ranging from 90 – 94.

8. Among the control group, Visayan tribe has the highest mean of 21.60 followed by the Meranao tribe with a mean of 21.59, and the lowest mean is the Subanen tribe with 9.81. In the experimental group; the highest mean is still in the Visayan tribe with a mean of 34.05, followed by Meranao tribe with a mean of 33.83 and the lowest mean of 19.63 is obtained by the Subanen tribe. Therefore, the Visayan tribe in both the experimental and control groups have the highest mean, followed by the Meranao, and then Subanen tribe. It also shows that the experimental groups of the three tribes have a higher mean as compared to the control group. It signifies that the students in the experimental group perform better than the control group.

9. The Self-Learning Kit (SLK) is effective as a tool in teaching triangle similarity, since mean achievement scores between experimental and control groups vary significantly at 0.05 level of significance among the three groups of respondents.

10. The mean achievement scores of the three tribes in the control group vary significantly. It implies that the traditional method of teaching differ significantly among the three tribes since the teacher-respondents have different teaching strategies.

11. The Visayan and Meranao tribes in the control group have higher mean scores as compared to the Subanen tribe. It means that the unexpected peace and order incident that happened in Lapuyan, Zamboanga del Sur affected so much the performance of the Subanen respondents in the achievement test of both experimental and control groups.

12. The p-value is less than the level of significance at 0.05. Therefore, the H 0 is rejected. This means that the mean scores of the Subanen tribe differ significantly from the mean scores of Meranao and Vesayan tribes.

13. In the evaluation of Self-Learning Kit (SLK), all respondents rated it “excellent”.

14. The teacher and student-respondents showed positive insights and perceptions on the use of SLK in their teaching-learning process.

Conclusion Only one hypothesis was tested in the study. From the results of data analysis, the results showed that there is significant difference in their post-test result among Meranao and Visayan tribes. Therefore, the null hypothesis is rejected at 0.05 level of significance. All the teacher and student-respondents favor and appreciate the SLK, and find it effective in the teaching-learning processes in TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

10

http://aajhss.org/index.php/ijhss

their respective classes. The student respondents showed positive insights and perceptions in using SLK in their learning process. It enhances their critical thinking; promote their creativity, and interests. Moreover, they become more motivated to learn the concepts and enjoy their interactive learning especially that the different activities and problems posted in the SLK were based on reallife situations reflecting the culture, tradition, and ethnicity of the Subanen, Meranao, Visayan tribes. Since the teacher and student respondents rated the SLK “excellent” then the SLK passed the evaluation with flying colors.

Implications to Education The SLK was found to be effective in promoting learning when used in teaching Geometry as shown by the results of the study. The experimental group had higher achievement scores, both teacher and student-respondents greatly favored the use of SLK in teaching -learning Geometry; it developed a higher order and creative thinking skills, problem solving skills were enhanced and positive attitude and interest among teacher and student were deepened.This implies that the researcher developed SLK reflecting the culture, tradition, ethnicity of the Subanen, Meranao, and Visayan, has adequately shown to have the potentials to bring about effective and efficient teaching and learning of math among the IPs and the Meranaos.

There is relatively little information and analysis available on participation, completion and performance in education that is specifically disaggregated for Indigenous and Muslim children. The quality of analysis and its application into policy and programs is generally weak particularly in the context of Indigenous People and Muslim population (PRIME Program 2011). The questions about the relationship between demographic diversity and mathematics achievement were never addressed directly (Grouws, 1993). This study tries to respond to this need as expressed by Grouws. Results of this study showed proof that achievement is a function of social demographic characteristics but there were woefully few impact studies that did likewise. Grouws further said that if we are to believe what demographic tell us, the mainstream has become diverse and that curriculum and instruction should first be effective with these students, and then applied to other populations. Finally, the notion of disadvantaged and compensatory education that are linked to these populations should be replaced by notions that acknowledge their competence, as shown in this study Education is based on the principle that all children can and have a right to learn. Diversity may be age, gender, religion; ethnicity, culture, language or disability is expected and valued in any population. To fairly and equitably meet the needs of the diversity of learners, the learning environments and processes and educational structures and systems need to be adaptable and context to better able meet the needs of all learners (PRIME Programs, 2011). Hence this study is a timely response to this program Philippines’ Response to Indigenous Peoples’ and Muslim Education (PRIME) of the Department of Education (DepEd). The study developed SLK catered to the IPs namely: Subanen, Meranao, and Visayan, reflecting their cultures and traditions.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

11

http://aajhss.org/index.php/ijhss

Shaping classroom techniques to the cultural needs of students is nothing new.

However, some teachers face dilemma on designing instructional materials that makes the learning environment interactive. This Self-Learning Kit (SLK) tried to design mathematics instructional materials showing Subanen and Meranao cultural heritage in an interactive manners. Classroom is not the only place where cultures merge, however, the teacher in the classroom should provide ample time among students’ interaction having different multicultural prospective. Urging to adopt a multicultural perspective in the classroom is to help develop a greater understanding and appreciation of students (Elliot, et.al.

2000). Results of this study affirm that the Indigenous peoples are the holders of unique languages, knowledge systems and beliefs and possess invaluable knowledge of practices for the sustainable management of natural resources (http://www.un.org/esa/socdev/unpfii/documents/5session factsheet1.pdf, 1/24/2013). As such designing and raising materials such as this SLK would promote tribal identity as shown in this research study.

The aim of the development of the (SLK) is to address the gap existing in the inequity and flexibility of education among the Indigenous People and the Meranao students. Grouws (1993) said enhancing the mathematics achievement for diverse population and closing the achievement gaps between those populations is anchored on the theory of Cognitive Guided Instruction (CGI).

The CGI has been found to enhance first grade students’ achievement on basic skills, problem solving, and confidence. It does not prescribe teaching behaviors.

Rather, the program is based on four interlocking principles: (1) teacher knowledge of how mathematical content is learned by their students. The SLK provide lessons that lessen the teachers’ burden in preparation of the lesson and equip them with different activities that suit the ethnicity, locality and culture of their students. (2) Problem solving as the focus of instruction, the SLK instructions are brief and clearly stated that every students were inspired to do the activities even without the presence of the teachers. (3) Problems reflecting their culture inspired students to solve them. (4) Teacher decision-making based on teacher knows how their students are thinking (Grouws, 1993). However, this study has not included the metacognitive aspects of learning that would give teachers opportunity for them to access students’ thinking, more so, with principle number (4).

Cooperative learning is another teaching strategy that produces greater student achievement than traditional learning methodologies (Slavin 1984) as cited by (Dahley, 1994). Grouws (1993) also stated that the creation of small groups is an organizational feature of instruction that is intended to make classes more manageable and to allow teachers to fine tune their instruction to better meet the diverse abilities and needs of their students. Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multi-linear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called “Experiential learning” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term “experiential” is used therefore to differentiate ELT both from cognitive learning TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

12

http://aajhss.org/index.php/ijhss

theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process (Kolb et.al, 1999). To effectively use SLK, experiential activities were generously provided that interlink to the lesson. Self-Learning Kit (SLK) was designed in such a way that learners were thoroughly engaged in the activities reflective of their cultural heritage. It clearly demonstrated the hands on minds on principle of practical works. These were deeply appreciated because the learners were familiar with the materials and concepts in their culture. Place based, contextual and hands on learning are all examples of experiential learning. Learning by doing is a powerful way to activate multiple senses through direct experiences.

Learning takes place in the natural world provides students a change of scenery, stimuli and way to complement didactic learning (www.sd38.bc.ca/djubinville/EA/Indigenous_Knowledge, 12/20/2012). These were all demonstrated in the SLK. This Self-Learning Kit study has also an implication on the internationally recognized features of inclusive education that have provided the basis to guide the priorities for inclusions. The following features of inclusive education state (a) A constantly evolving process of change and improvement within the school and wider education more welcoming learner friendly and beneficial to a wide range of people. The content of SLK gives information of the learners to explore more since there are topics which was already done or invented long time ago and still useful today just like the theory of Thales, the trivia presented on the computation of the circumference of the earth and many more. Another is (b) Restructuring of education cultures, policies and practices so they can respond better to the diversity of learners. SLK is very much appropriate to restructuring of education for it is bounded with ethnicity, locality and culture sensitive. (c) Changing the education system so it can be flexible enough to accommodate the needs to different learners, for it is said that the world is full of changes same as the educational system also changed. SLK accommodate the needs of the learners with regards to their tribal identity where the examples introduce to them are local and an application to the real life situation. (d) Identifying and removing barriers that exclude learners in different context and prevent equitable presence, participation and achievement, SLK is a student centered activity where cooperative learning is encouraged, this way student have the courage to do the activities and create camaraderie among the members of the groups that helps remove the barriers of learning in mathematics. (e) Curriculum and learning materials that may not be accessible to the range of the learners and their needs, beliefs and their abilities. SLK is an instructional material that fit to the needs of the learners based on the results of the readability test to both Indigenous Peoples and Meranao students. (f) Inadequate resources to promote and support inclusive learning through assessment, quality teachers, learning materials, facilities, infrastructure, training and capacity development. The Department of Education provides textbooks and other learning materials which are not familiar to some places just like in the Indigenous Peoples and Meranao. In this way students may not be interested to study for there is no connectivity between the lesson and the real life situation.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

13

http://aajhss.org/index.php/ijhss

SLK is learning materials that provide adequate resources that fit to their own tribal identity.

With these implications, the Department of Education is commendable in the creation of the Philippines’ Response to Indigenous Peoples’ and Muslim Education (PRIME) Program and the scholarship grants for the cultural education. This study may have helped provide materials that will be used in the classroom of the IPs and Meranao students. Moreover, teachers also will be guided in the creation of the learning materials in their field of specialization to use in the teaching-learning process. This SLK study is anchored on the Cognitively Guided Instruction, experiential learning, and cooperative learning.

It also reflects the uniqueness of the IPs and Meranaos on their culture and traditions that contribute the success and acceptance of the SLK and makes it very effective.

References Abel, I. D. & Abel, F. J. (1988) Writing in the Mathematics Classroom, Clearing House, 62 (4), pp 155-158.

Airasian, P. (1994) Classroom Assessment, International Edition, Mc Graw-Hill Inc pp 3-5 Blum, Milton. Counseling and Psychology Prentice-Hall Inc, 1991 Bruner, J.S., The Course of Cognitive Growth, American Psychologist, 1964. p.19.

Cangelosi, J. (2003) Multicultural Education Teaching Mathematics in Secondary And Middle School: An Interactive Approach, Pearson Education, Inc USA pp 5-9 Collahan, Gibson, Harder, Orlich (2001). A guide to better instruction (6th Ed.).

Houghton Mifflin Company.

Davis, John Effective Schools, Organizational Culture, and Local Policy Initiative, Educational Policy for Effective School, New York, 1989, p.347 Ebel, Robert L., Achievement Test Encyclopedia of Educational Research Fourth Edition, Mcmillan Co. London, 1969.

House, J (2000) Student Self-Beliefs and Science Achievement in Irelend: Findings from the Third International Mathematics and Science Study (TIMMS) In Nurmi, et.

Al., On Pupils Self-Confidence in Mathematics, Gender Comparison, 3-454.

University Of Turku, Department of Teacher Education, Finland Isidro, A. (1962). Principles of education applied to the Philippines. Quezon City: Phoenix Press Jones, Arthur. Principles of Guidance, Sixth Edition, McGraw-Hill Book Co., Phoenix Press Inc. Quezon City Klug, Samuel, Leadership and Learning: A measurement –Based Approach for Analyzing School Effectiveness and Developing Effective School Leader, Advances in Motivation and Achievement. JAI Press Vol. 6, Connecticut, 1989, p.293 Lester, F. K. et al (1989) Self-Confidence, Interest, Beliefs, and Metacognition: Key Influences on Problem-Solving Behavior, In D.B. Mc Leod & V. M. Adams (Eds) Affect and Mathematical Problem Solving, pp 75-88.

Mastopieri, A.M., Scruggs, T.E. (2008). The inclusive teaching strategies for effective TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

14

instruction. Columbus, Ohio: Prentice Hall.

Oreta, T.A. (2000). Lanao del Norte educational background and professional competencies: a profile of the Filipino teacher (Committee on Education Arts and Culture) Senate, Philippines.

Schoenfeld, A. (1992) Learning to Think Mathematically: Problem Solving, Metacognition and Sense, Making in Mathematics in A. D. Grouves. Handbook of Research on Mathematics Learning and Teaching pp 334-370.

Torralba, A.N.(1998). The joys of teaching…Be a teacher…A great teacher. Makati, Philippines.

United Nations Children’s Fund (UNICEF). Effective teaching learning in child friendly school. Makati, Philippines.

United Nations Children’s Fund (UNICEF) (2002). Student tracking system facilitator’s manual. Makati, Philippines.

About the Author Dr. Vilma Hambre is a high school mathematics teacher of Marcela T. Mabanta National High School, Libertad Kauswagan Lanao del Norte. She was also a former DOST –SEI scholar in her Ph.D. in Math Education for three years. Dr. Hambre attended various seminar and workshops as well as conferences both in international and national like International Conference in Jakarta Indonesia, and a national conference in Iloilo City which was sponsored by the DOST-SEI. As an educator by heart Dr. Hambre is an active high school mathematics teacher and performed various school activities both in academic and extracurricular activities. Because of her love in teaching she was designated as coordinator in Scouting and other school related activities.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

15

http://aajhss.org/index.php/ijhss

International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Special Volume, pp. 15-34, ©IJHSS

Learning Styles of the Secondary Students in ARMM in Relation to their Performance in the BiologyComponent of the National Achievement Test: Basis for Culture – Sensitive Modular Instruction Malano Macalabo Tingara-an, Ph.D. Institute of Science Education, Mindanao State University Marawi City, Philippines Abstract: This study is a descriptive-correlational and developmental, dealing with the learning styles of 661 secondary biology students, who comprised of four cultural minority groups, namely: a) Maguindanaon, b) Meranao and c)Tausog; and d.) Mixed-culture group consisted of Christians and other non-Muslim denominations of the Autonomous Region in Muslim Mindanao (ARMM), and its relationship of their performance in the biology component of the National Achievement Test (NAT). The learning styles of the respondents were measured using the Index of Learning Style by Felder and Solomon (1995) and Learning style Inventory by Kolb. The collected data of these two instruments were analysed with the use of frequency, weighted mean, PearsonCoefficient correlation and ANOVA. Results revealed that there is no significant relationship between the performances of the respondents in biology component of the National Achievement Test with their Felder and Solomon learning style in the case of active/ reflective and visual/ verbal learning style, thus null hypothesis was accepted. On the other hand, in the case of sensing/ intuitive and sequential/ global learning style the null hypothesis was rejected. In Kolb’s learning styles, results show no significant relationship between the performances of the respondents in biology-component of the National Achievement Test with their Kolb’s learning styles. From the results of the study, the researcher designed an intervention program through modular instruction anchored to each culture in the respective participants such as the Maguinadanon, Meranao, Tausog, and the mixed – culture group.

The culture based module designed by the researcher is the intervention to be used for the continuation of the study.

Keywords: learning style, culture-based module, biology performance

Introduction The Philippine nation is composed of sixteen (16) different political regions, including the National Capital Region (NCR), Cordillera Autonomous Region (CAR), Autonomous Region in Muslim Mindanao (ARMM) and CARAGA Region. This fact implies diversity and variety of life patterns, traditions, TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

16

http://aajhss.org/index.php/ijhss

behaviors and values. As Pilispis (2007) states, “differences in geographical characteristics, like climate, topography, social conditions and natural resources account for social and cultural differences.� People coming from varying climates and topography are expected to exhibit differences in character traits.

Moreover, different mentalities and biases of some groups are rooted on their respective inherited cultural values. Palispis added that cultural variations give rise to ethnocentrism which means that is culture differs, it culture defines reality. They are different because they tend to be conditioned by factors such as the natural resources within the environment, historical antecedents, human ingenuity, varying cultural integration within the society, and relativity of cultural standards within society.

Globally, the low performance of the Philippines in the Second International Science Study (SISS) and Third International Mathematics and Science Study (TIMSS) (Human Resource Council, 2000) alarmed the Department of Education (DepEd) enough to revitalize the basic education curriculum (RBEC) for secondary education in the year 2002. Simultaneously, the Commission on Higher Education (CHED) revised the curriculum of the Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) under CHED Memorandum Order 30, Series of 2006, so that Filipino student performance in Science, Mathematics and English would improve. It also hoped to provide quality education for the students, making them ready, capable, and competent, as well as effective and efficient citizens of society.

Moreover, the Department of Education (DepEd) and National Examination and Testing Research Center (NETRC, 2004) gave the following tests: National Achievement Test (NAT), Regional Achievement Test (RAT), and Division Achievement Test (DAT) to evaluate the status of the teaching-learning process of the elementary and secondary levels of education. According to the NETRC Report in 2004, 2005 and 2006, the ARMM ranks third from the bottom which implied a deterioration of education in the region. In 2008, eventually, there was a significant improvement in the science subject area. However, in the year 2009 and 2010, there was again a remarkable decrease in the subject area noted. Lapus (2009) states that all possible interventions considered relevant and appropriate had been made on the educational system in the ARMM towards improving the performance of the students in the subject areas of Mathematics, Science and English, but it seems that result had not shown any significant improvement.

As Smith (2000) states, people differ in how they go about certain activities associated with learning. Pelarjaran (2001) adds that each learner has his own strength and unique intelligence and, where possible, individual differences should be taken into account in the teaching process. In addition, Keefe and Ferrell (1990) state that learning problems are frequently not related to the difficulty of the subject matter, but rather to the type and level of the cognitive process required to learn the material. Guild and Garger (1985) support the idea that effective educational decision and practices must be derived from an understanding of the ways that individuals learn. Zulueta (2006) also supports

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

17

http://aajhss.org/index.php/ijhss

the idea that individual and group differences must be considered as the teacher plans her lessons and then teaches it.

The researcher has investigated the students’ learning style, to explore its contribution and possibility for effective intervention in the teaching-learning processes for secondary biology subject. In addition, this investigation is conducted primarily within the framework of students’ learning style, particularly among Maguindanaon, Meranao, Tausog and mixed-culture groups among the secondary biology students in the ARMM and examines its relationship to their performance in biology-component of the NAT. As Cassidy (2004) claims individuals learning style preferences affect their performance and achievement. In addition, Felder and Spurlin (2005) state that it is imperative for a teacher to examine the variations of their students’ learning style, because the information about learner’s preferences can help the teachers become more sensitive to the differences that students bring to the classroom. They add that adjustment can then be made to accommodate the students varied needs. As such, the concept of learning style would challenge teachers to rethink of their methods to improve students’ academic achievements.

Research Methodology This study was conducted in selected national high schools of the Department of Education-Autonomous Region in Muslim Mindanao (DepED-ARMM) using a combined quantitative and qualitative research design. The respondents of this study were the second year biology students of four cultural groups in ARMM. Table 1 shows the distribution of respondents in each selected tribe.

Table 1: Distribution of respondents Name of school

School A School B School C Total

Total Number of 2nd yr students 375 401 796 1572

Maguindanaon

Meranao

Tausog

MixedCulture

Total

131 7 0 138

18 153 0 171

15 13 217 245

30 28 49 107

194 201 266 661

The research instruments in the data gathering were; a) Index Learning Style (ILS). The ILS is a 44-question instrument designed to assess preferences on four dimensions: active/reflective, sensing/intuitive, visual/verbal and sequential/global of learning style model formulated by Richard M. Felder and Linda K. Silverman (1991). This instrument was developed by Richard M. Felder and Barbara A. Solomon of North Carolina State University. It is available at no cost for non-commercial purposes by educators who wish to use it for teaching, advising or research. b) Learning Style Inventory (LSI). This LSI was adapted from the Kolb learning abilities model (1985). It is composed of fifteen (15) questions, each of which asks the students to rank the given sentence that correspond to the four learning characteristics of the respondents, which are TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

18

http://aajhss.org/index.php/ijhss

concrete experience, abstract conceptualization, reflective observation and active experimentation. This instrument was used by the researcher to supplement the Index of Learning Style of the respondents. It is a forced-choice method by which to measure an individual learning orientation toward the mentioned learning styles, c) NAT Biology Score.

Results and Discussion There were four dimensions of learning styles in the Felder and Solomon learning style as follows: strongly active, moderately active, mildly active, mildly reflective, moderately reflective and strongly reflective; strongly sensing, moderately sensing, mildly sensing, mildly intuitive, moderately intuitive and strongly intuitive; strongly visual, moderately visual, mildly visual, mildly verbal, moderately verbal and strongly verbal; strongly sequential, moderately sequential, mildly sequential, mildly global, moderately global and strongly global as suggested by Felder and Spurlin ( 2005). a. Learning Style Table 2 Respondents’ active/reflective learning style Respondent s’ Cultural group

N

Maguindan aon Meranao

13 3 17 0 23 1 10 7

Tausog MixedCulture

Strongly reflectiv e %

Moderate ly reflective %

Mildly reflecti ve %

Strongl y active %

Moderate ly active

Mildly active

%

%

0.75

6.01

12.8

19.55

15.79

14.2

0

2.35

3.53

32.94

18.82

8.23

0

0.86

18.6

25.11

16.45

17.3

0

2.80

13.1

11.21

5.61

0

Table 2 shows that the Maguindanaon and Meranao had similar trends in the active / reflective learning style, which is dominated by “strongly active” followed by “moderately active”, “mildly active”, “mildly reflective”, “moderately reflective” then “strongly reflective”. Unlike Tausog, and Mixedculture, the trends of Maguindanaon and Meranao learning style were “strongly active” learning style. Active / Reflective learning style is a two-way mode of processing information by the learner. Active processing information is processing of information that views the learner as acting out the meaning of the information by demonstrating, illustrating or trying it out. Reflective learning style is processing of information that shows the learner as analyzing and manipulating the information through his own mind and feelings (Felder & Henriques, 1995). This response may exhibit the philosophy of John Dewey, as cited by Zulueta (2006) that “we learn by doing”. Sarasin (1998) further adds that active learners learn and often rely on physical interaction in order to TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

19

http://aajhss.org/index.php/ijhss

master a concept. Moreover, maybe these respondents were adept at administration and team-oriented project work than doing individual research and design (Silverman, 2003).

On the other hand, many of the Mixed-culture respondents group favor mildly reflective processing of information over strongly and moderately reflective; as well as strongly, moderately and mildly active processing of information. This would mean that majority of them process information by gently analyzing and manipulating the meaning of the subject matter in their own mind and feelings.

However, there were also some of them who favoured the strongly active learning style and process information as the minority respondents have done.

The results would disclose that respondents favored the strongly and moderately active learning style, which would imply that they were active learners. They could understand new information by doing something with it, like doing group work, in which they learned best by applying them as guided through the active teaching styles. They learned best by way of the active teaching style, because of their being active learners. Active or laboratory method of teaching utilizes raw data or material things to produce better understanding of the subject matter or lesson and this also brings reality better to the learner (Calderon, 1998). Active learners give less analysis of the information presented to them while a reflective learner focuses more on forming images on the presented information to them. This keeps their information for a longer period of time which they can also integrate it through rehearsal, elaboration and organization with information that is already known (Zulueta, 2006).

The quantitative results affirmed by the findings at the interview to the randomly chosen respondents. The following is a portion of their responses to the question, “What is your learning style?” followed by sub-question “How did you go about learning?” Their responses showed that most of the interviewed respondents revealed a characteristic of the active learning style rather than the reflective learning style; Maguindanaon: “I want all my family and relatives as listening to me.” She added that “such that they can comment on my mispronunciation and I can ask them other ideas which make me understand more clearly about what I’m studying;” Mixed Culture 3 responded that “I’m studying with my friends and enjoy the moment;” Another question asked her was “why are you enjoying it?” She replied “Because we can share how do we understand the lesson;” “Itinatanong ko sa Tatay ko o sa mga kapatid ko ang hindi ko maintindihan.”

This is in Filipino language which means “I asked my father or my sisters and brothers on those matters that I cannot understand”. Meranao “Pesaboten aken so topic igira a kiyatenpengan aken go bo raken d dindiskasen.” This is in Meranao language which means “I understand the topic when I tried it first before it will be discussed to me”. “Na igira nan d aken zaboten na ipegiza aken ko matao ron ago katawan yan na igira di niyan katawan na pag ilayn aken sa libro, diksyonaryo o di na sa Encarta.” This respondent expressed in Meranao language that “If there is something I cannot understand, I asked the person who I think knew it, if he does not know, I looked it in a book, in the dictionary or in the Encarta.” Tausog “Sinusuri ko muna ang problema

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

20

http://aajhss.org/index.php/ijhss

bago pag isipan ang solusyon.” This means “I investigate first the problem before thinking of the solution.”

The most common form of learning is trial-and-error learning and learning by selecting and connecting. Palispis (2007) also supports the idea that when individuals are in the presence of others, they become aroused or motivated to perform some kinds of physical and social skills at higher level of excellence than when they would otherwise do alone, Palispis calls it social facilitation. He adds that group pressure exerts a powerful influence on the member’s opinion.

People tend to be willing to voice the same questions as others, even though they differ privately. He also added that group discussion plays an important role in shaping one’s attitude and behavior. This process of attitudinal change is more easily accomplished in the group context than individually. This is also supported by Piaget’s theory on thinking or cognitive development stages.

According to Piaget, through interaction with their environment, particularly the people around him, children acquire new ways of thinking and new schemes.

Corollary to the interview with the biology teachers as respondents, the following excerpts of their responses to the question “What are the learning styles of your students you have observed during your class?” “Did you give an assignment to be answered by groups”? Some statement of the teachers is as follows: “Yes, but my interest is in their answer, not how they answered it.” He looked at the checklist in his hand and thought for a while and said, “baka makatulong ito sa gusto mong information, one time, nagbigay ako ng group assignment nong isara ko ang door paglabas ko narinig ko yong group of girls na ang isa kanila nagsasabing hatiin natin ito sa pag answer saka natin pag usapan before natin e pass.” This means “May be this will help with the information you want. One time, I gave a group assignment, when I was about to close the door on the way out, I overheard from a group of girls that one of them said, we will divide this in answering and discuss about it before we will pass”.

Silberman (1996) supports this finding in her statement about active learning as fast-paced, fun, supportive and personally engaging. She adds that to learn something these learners help to hear it, see it, ask questions about it, and discuss it with others. This may also infer that the active learning style is exhibited in the class of the interviewed teacher. Tanner and Allen (2004) adds that the use of both pedagogical strategies that structure student-student interaction during classes will vary instruction and allow for experiences that are optimal at different times to both reflective and active learners.

Table 3 shows that both the Maguindanaon and the Meranao had similar trends in the sensing/ intuitive learning style, which was dominated by “moderately intuitive” followed by “strongly intuitive”, “mildly intuitive” then “mildly sensing”. Among Tausog students, the trend was that “mildly intuitive” and “moderately intuitive” had equal percentage of students favoring it, followed by “mildly sensing” then “strongly sensing”. On the other hand, for the Mixedculture, the trend is dominated by “moderately intuitive” followed by “strongly intuitive”, “mildly sensing” then “mildly intuitive”. Sensing involves observing TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

21

http://aajhss.org/index.php/ijhss

and gathering data through the senses; intuition involves indirect perception by way of the subconscious--- accessing memory, speculating imagining (Felder and Henreques , 1995). Meanwhile the sensing/ intuitive learning style is a way of taking in information, in which the learner tends to perceive the subject matter.

Table 3 Respondent’s sensing/intuitive learning style Respondents’ Cultural group

N

Strongly sensing

Moderately Sensing

Mildly sensin g

Strongly intuitive

Moderately intuitive

Mildly intuitive

%

%

%

%

%

%

Maguindanaon

133

0.75

0

9.02

20.3

21.8

9.02

Meranao

170

0

1.75

5.29

21.18

30.00

11.78

Tausog

231

0.43

3.46

17.75

13.42

19.91

19.91

Mixed-culture

107

0

0

4.67

12.13

14.0

2.85

The results shown above would mean that their learning strategy in taking information was more inclined to meditation, which they had used instant memory or imagination as in giving them only initial information about principles or theory, as for example, the cell theory. Moreover, the respondents favoring moderate and strong intuitive learning results would mean that majority of them were intuitive learners. They preferred discovering new relationships and possibilities; they were comfortable with abstractions and mathematical calculations. They tended to work quickly and dislike routine tasks and memorization. However, they may at times fall into mistakes in calculations or hands-on work and as a result miss the important details of the lesson (Felder, 1995). This finding is cognizant of Piaget’s claims that intuitive thinking was broader and was processed more leisurely. He added that it explores an extensive set of features, not just the essentials, drawing analogies and visual imagery, making connections with episodic as well as semantic aspect of memory. Benjafield (2007) mentioned that people interpret information that is given to them by making inferences and then remembering the inferences as a part of original information. In addition, existentialist epistemology supports this finding in their claims that the “individual is responsible for his own knowledge”; and it adds that knowledge is intuitive (Zulueta & Maglaya, 2007).

To dovetail the data obtained in the above quantitative results, qualitative data gathering was made through interviews and observation. The interview showed that there were many respondents with the characteristics that employ the intuitive learning style rather than the sensing learning style when they were asked “What is your learning style?” with the sub-question, “How did you go about learning?” The following excerpts are quoted from their responses: Maguindanaon “Sometimes I will read and re-read and memorize important events”.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

22

http://aajhss.org/index.php/ijhss

Researcher asked another question “Why do you repeat what you readof important events”? She replied again, “Repeating reading makes me understand the lesson.”Meranao said “I study hard and memorized important details in the lesson”; “Gusto kung alamin saan naggaling ang mga sagot” This means “I like to investigate how the answer was derived. Tausog said “Pag may nakita po akong litrato na koniktado sa aming pinag-aaralan sa school na binabasa ko” This means “I read that describe a picture that has a relation to our lesson in the school”. “I analyse first my assignment before answering them.

These characteristics were involved with the learner to discover the possibilities and linking relationship of ideas to the subject matter. Jacoby (1998), Jacoby and Kelly (1992), and Toth (2000) agree that studying in fragmented words is another way of knowing in the unconscious the influences of memory. Leaving the difficult parts to understand the topic and proceeding to next topic is a characteristic of the intuitive learning style, which the learner exhibits by ignoring the complexity of his task. This is supported by Zulueta (2006) in his claim of procedural memory as characterized the precisions of skill memory, also supported by the theory of Berkeley as cited by Zulueta and Maglaya (2004), which holds that the mind is active and is the agent of ideas, which are passive effects of mental activity.

Table 4 Respondent’s Visual/Verbal Learning style Respondents’ Cultural group

N

Strongly visual

Moderately visual

Mildly visual

Strongly verbal

Moderately verbal

%

%

%

%

%

Mildly verbal %

Maguindanaon

133

0.75

0.75

6.01

15.8

18.04

3.0

Meranao

170

0

4.12

8.23

16.47

11.76

14.12

Tausog

231

0

1.18

21.21

17.32

19.19

Mixed-culture

107

0

0

9.34

10.28

2.80

3.74

The results shown in Table 4 indicated that both minorities and mixed-culture respondents received or understood the biology subject matter by powerful oral or written explaining or elaborating rather than in pictures or diagram presentation as shown in Table 4. Nelson (2003) supports the claim that learners who prefer the auditory style learn through hearing or listening. Listening receives the aural stimuli or the oral and visual stimuli presented by the speaker.

Second, the listener focuses on selected stimuli, while ignoring other distracting stimuli. Felder and Henriques (1995) explain visual and verbal learning style as the ways people receive sensory information. Altman (2001) claimed that people remember the meaning of what they hear. Likewise, Johnson et al. (1996) add that an event described in words using the verbal system can be imagined using non-verbal system. Imagining is a characteristic of mental digestion of the presented information. As Sims and Sims (1995) suggest visual and verbal teaching styles must be presented simultaneously for them to be more TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

23

http://aajhss.org/index.php/ijhss

effectively learned. Perhaps this is the reason for their preference in learning style that a group with greater number in the moderate verbal learning style change, with a lesser number in to mild visual learning style; and groups with greater numbers in the mild visual learning alter, with a lesser number in to moderate verbal learning style. In addition to this variation of number in the learning style it may be emphasized that the respondents were good learners and were capable of processing information presented, either visually or verbally.

Table 5 shows that there were many Maguindanaon who prefer the “mildly, moderately and strongly global learning style; majority of the Meranao preferred strongly global learning style, followed by mildly global learning style, moderately global learning styles, mildly sequential then strongly sequential.

Majority also of the Tausog preferred strongly global followed by moderately global learning style, mildly sequential learning style, mildly global learning style and then moderately global learning style.

Table 5 Respondents’ Sequential/ Global Learning Style Respondents’ cultural group Maguindana on Meranao Tausog Mixedculture

N

Strongly sequential

%

Moderately sequential

Mildly sequential

Strongly global

%

Moderately global

%

Mildly global

%

%

133

0.75

2.25

11.27

17.29

21.056

27.82

170 231 107

3.53 0 0

7.06 0.87 0.94

7.65 12.99 9.35

30.0 22.94 8.41

12.35 20.35 13.08

13.53 12.12 12.15

The results presented above would suggest that most of the respondents fall on global learning style or were global learners. They preferred to organize information more holistically and in a seemingly random manner without seeing connections. They often appeared scattered and disorganized in their thinking, yet they often arrived at a creative or correct end product (Felder, 1996). The findings of this study is supported by Entwistle (1987) who said that holistic or global learners are involved a preference o set the task in the broadest possible perspective and to use visual imagery and personal experience to build up understanding. In addition, Dandapani (2007) cites on the principle of perception known as the Law of Pragnanz, which “tends to perceive a stimulus as a good form. According to this law, good forms are balanced and complete; while the poor forms tend to be perceived as being like or corresponding good forms but are not. The law of Pragnanz also refers to the tendency to fill in the gaps perceptually when the stimulus is incomplete.

Corollary to the interview to their biology teacher some of their responses to the questions, “What is the learning style of your students that you have observed in your class?” are as follows: “Well, sometime my students immediately supported my discussion but seemingly too broad” “What do you mean broad”? “Like giving ideas that TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

%

24

http://aajhss.org/index.php/ijhss

include other topic, however, somehow related to our lesson.” “I’ve noticed that my students like holistic example or discussion rather than the simple or small idea.” She also added that “Sometimes they are requesting me to add my discussion in large scope when there is a few minutes remaining from our class dismissal though I think I cannot elaborate them thoroughly.” “Most of their answer in the discussion portion of their examinations is unorganized; I hate to read these because it takes me time to get what they mean.”

Table 6 Active/ Reflective learning style correlation Pearson correlation

Sig. 2 tailed

Interpretation

Maguindanaon & Meranao

-.076

0.387

Not significant

Maguindanaon & Tausog

-0.387

0.877

Not significant

Maguindanaon & Mixedculture Meranao & Tausog

-1.00

0.304

Not significant

0.019

0.803

Not significant

Meranao & Mixed-culture

-0.062

0.525

Not significant

Tausog & Mixed-culture

0.045

0.648

Not significant

The computed Pearson correlation were all having a below 0.05 p-value, which means that there are no differences in the active /reflective learning style among the four cultural groups of respondents. This finding implies that the four cultural groups of respondents were similar in the active learning style. This may infer that the three minority groups have been treated equally in terms of applying the active teaching style. Furthermore, the above similarities of the three minority and mixed-culture respondents in this study may mean that they had acquired these similarities from their Malayan ancestor. This finding is supported by the three authors namely Anderson (1988), Decker (1983) and Hilliard (1989) who claim that that different cultural groups and racial groups prefer learning styles that are indigenous in origins. Similarly, Win, et.al (2008) find in their studies on comparative study of the learning style and educational backgrounds of engineering students that Malaysian student were active learners. Malaysians also descended from Malays, which could also be the descendants of the respondents of this study.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

25

http://aajhss.org/index.php/ijhss

Table 7 Sensing/ Intuitive Learning Style Correlation Pearson correlation

Sig. ( 2-tailed)

Interpretation

Maguindanaon & Meranao Maguindanaon & Tausog

-0.180(*)

0.038

Significant

0.120

0.170

Not significant

Maguindanaon & Mixedculture Meranao & Tausog

-0.024

0.808

Not significant

-0.102

0.186

Not significant

Meranao & Mixed-culture

-0.012

0.905

Not significant

0.242 (*)

0.012

Not significant

Tausog & Mixed-culture

Table 7 showed that sensing/intuitive learning style between Meranao, Tausog and Mixed-culture had no significant difference, likewise in the case of the Maguindanaon, Tausog and Mixed-culture. However, The Meranao and Maguindanaon have a significant difference. This finding would imply that Meranao, Tausog and Mixed-culture had similarities in the sensing/intuitive learning style and only the Maguindanaon differed from them. The findings further mean that among the four cultural groups of respondents only the Maguindanaon and Meranao differ on their sensing or intuitive, perhaps, because they had some cultural differences, which started as early as the enthronement of Timely (local chief) in Maguindanao (Kadil, 2002). This finding is supported by Palispis (2007), who stated that folk belief governs or rule the common social interactions between members of group. Folk belief is a common social interaction and includes the sense of knowledge, assumptions about the world (method) and the student’s network (his studies, his classmates, his professor, his school, others). The students’ approach to learning is also governed by his folk beliefs, which they inherited from their ancestors.

Table 8 Visual/ Verbal Learning Style Correlation Pearson correlation

Sig. (2-tailed)

Interpretation

Maguindanaon & Meranao Maguindanaon & Tausog

-0.032

0.715

Not significant

-0.074

0.398

Not significant

Maguindanaon & NonMinority Meranao & Tausog

-0.064

0.510

Not significant

-0.009

0.908

Not significant

Meranao &Non-Minority

0.046

0.639

Not significant

Tausog & Non-Minority

0.293(**)

0.002

Significant

**Correlation is significant at the 0.01 level (2-tailed)

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

26

http://aajhss.org/index.php/ijhss

The results presented in Table 8 would mean that the Maguindanaon, Meranao and Tausog respondents has no significant differences in their visual/verbal learning style. There is also no significant difference in the visual/verbal learning style among the Maguindanaon, Meranao and Mixed-culture respondents. Only the Tausog and Mixed-culture have significant differences in the visual/verbal learning style. Meanwhile, the lifestyle of the Tausog, particularly their students’ learning style, was well developed before the Mixedculture arrived to live with them. This finding is supported by the statement of Gowing (1998) that cultural differences between Muslim (minority) and Christian (mixed-culture) Filipinos are significant, but it is broadly true that they have more common ability with each other. This finding is again supported by Kadil (2002), who cited the genealogy of the Bangsa Moro, that the Bangsa Melayu (Malay race) is part of Alam Melayu (Malay world), which was a part also of Ummah (Islamic world), as well as the Bangsa Moro people.

The results shown in Table 9 would mean that all respondents have no differences in their sequential/ global learning style. This would imply that all respondents were all similar in their sequential/global learning style. Moreover, the above similarities of the three minority and mixed-culture respondents in this study would mean that they had acquired it from their Malayan ancestors.

The respondents of this study were all Filipinos who were descended from the Malays, Encarta (2008). This finding is supported by Anderson (1988), Decker (1983) and Hilliard (1989), who said that different cultural groups and racial groups preferred learning styles that are indigenous to them in origin. The results would imply that the three culturally differentiated respondents, namely the Maguindanaon, Meranao and Tausog were similar in active/reflective processing of information, in sensing/ intuitive take in of information, in visual/verbal perception of information, and in sequential/global absorption of information learning styles. This may be true since all respondents were taken in one region of the Philippines under the ARMM jurisdiction. As Panopio et al (1994) state, all cultures are different because they attempt to satisfy the basis of biological and group needs that develop out of the individual’s psychic unity, which is drawn from the limited alternatives that are available in one’s environment. This will be altered only when the individual suffers from genetic mutation (Kardong, 2010). Espiritu et al, (1996) stresses that different people learn to live in a peaceful relationship, especially when their differences are reduced to the vanishing point through the process of assimilations by which they combine their previous cultures to produce a new culture, which is then common to both groups. This would also infer that due to living together, assimilation and amalgamation is the reason behind having no glaring differences among the Maguindanaon, Meranao and Tausog as well as the Mixed-culture group learning style, because adaptation and adjustment takes place in this processes.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

27

http://aajhss.org/index.php/ijhss

Table 9 Sequential/Global Correlation Pearson Correlation

Sig. (2-tailed)

Interpretation

Maguindanaon & Meranao

0.036

0.677

Not significant

Maguindanaon & Tausog

-0.051

0.564

Not significant

Maguindanaon & Mixedculture Meranao & Tausog (231)

-0.041

0.676

Not significant

0.084

0.278

Not significant

Meranao & Mixed-culture

0.048

0.626

Not significant

Tausog & Mixed-culture

-0.112

0.252

Not significant

To identify the respondent’s orientation in the mentioned learning styles, the researcher employed the Kolb Learning Style Inventory. The researcher used a computed mean to determine the orientation of the respondents in the four learning styles as suggested by Kolb and Fry (1978). In addition, Calderon and Gonzales (2008) also suggested that when relative placements of score or position are desired to be known ranking may be computed.

Table 10 shows that the Maguindanaon and Meranao concrete experience learning style ranked first, while the Tausog are favouring on abstract conceptualization, and Mixed-Culture favouring on active experimentation. On the other hand, the Maguindanaon, Tausog and Mixed-culture were less oriented to reflective observation, while Meranao were less oriented to abstract conceptualization. This would imply that exposing Maguindanaon and Meranao in concrete experience learning activities would probably produce better performance; exposing the Tausog and Mixed-culture into active experimentation learning activities would have a better performance among them. However, exposing Maguindanaon, Tausog and Mixed-culture in reflective observation learning activities would need a simple and deep explanation in order to arrive at a good performance output.

Sims and Sims (1995) state that the acquisition of additional information, skills, or attitudes in learning, to what the student knows already or can do in terms of their present knowledge and skills. Similarly the results were affirmed by the respondents during interviews. The interviews with these respondents on the close-ended question “Which of the four learning characteristics or styles you are most comfortable in using to process and/or acquiring new knowledge? These are concrete experience, abstract conceptualization, reflective observation comfortable and active experimentation.” After it was simply explained, elaborated and some examples given to them, Maguindanaon interviewees claimed they were most comfortable in using concrete experience processing of acquiring new knowledge; while the Meranaos were comfortable in using concrete experience processing in acquiring new knowledge; Tausog claimed using concrete experience processing in acquiring new knowledge and Mixed-culture preferred, using the concrete experience processing of acquiring new knowledge as their learning style.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

28

http://aajhss.org/index.php/ijhss

For the abstract conceptualization, the following data were noted: Two (2) of the eight (8) Maguindanaons interviewed were most comfortable in the abstract conceptualization processing in acquiring new knowledge; only one (1) of the nine (9) Meranaos interviewed was most comfortable in the abstract conceptualization processing acquiring new knowledge; only one (1) also of the eleven Tausogs interviewed was most comfortable in abstract conceptualization processing in acquiring new knowledge. On the other hand, only two (2) of the six (6) Mixed-culture interviewed were most comfortable in the abstract conceptualization processing in acquiring new knowledge as their learning style.

In the case of reflective observation, only one (1) of the eight (8) Maguindanaons interviewed; two (2) among the Meranaos interviewed, while three (3) out of eleven Tausog and only one (1) of the six (6) Mixed-culture interviewed were most comfortable in the same matter. Moreover, among those most comfortable with the active experimentation used in processing or acquiring new knowledge were two (2) of the eight (8) Maguindanaons interviewed; five (5) of the nine (9) Meranaos interviewed; two (2) of the eleven (11) Tausogs interviewed and two (2) of the six (6) Mixed-culture interviewed.

On the Kolb learning style inventory, the results showed that the learning style of the four cultural groups of the respondents of this study begins from any of the four learning styles and should be approached as continuous or spiral. Kolb and Fry (1975) suggest that the learning process in science, particularly in biology, often begins with a student carrying out a particular action and then seeing the effect of action in this situations, followed by an understanding of these effects in the particular instance so that the same action will be taken in the same circumstances, so that it would be possible to anticipate what would follow from the action. In this pattern the third step understands the general principle under which the particular instances fall when the general principle is understood, the last step being its application through action in new circumstances within the range of generalization. These steps used the Dewey’s developmental nature of exercise and Piaget’s cognitive development. It is further implied that Kolb’s learning styles and Felder and Solomon learning styles are related to each other, although they used different terms, their application and meaning are mutually the same.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

29

http://aajhss.org/index.php/ijhss

Table 10 Respondents’ Learning Styles according to Kolb Learning Style Learning abilities

Maguindanaon f

x

Meranao Ran k

Tausog

Non- Minority

f

x

Ran k

f

x

Rank

f

x

Rank

Concrete experience

1397

9.90

1st

1506

8.86

1st

1979

8.57

2nd

955

8.93

2nd

Abstract conceptualization

1216

9.14

2nd

1163

6.84

4th

2204

9.54

1st

940

8.78

3rd

Reflective observation

984

7.4

4th

1291

7.60

3rd

1587

6.87

4th

760

7.10

4th

1195

8.98

3rd

1482

8.72

2nd

1881

8.43

3rd

1001

9.36

1st

Active experimentation

b. Respondents Performance in the NAT Biology Component The National Achievement Test (NAT) is an annual examination given by the Department of Education and National Education Test Research Center (NETRC) to both public and private secondary and elementary pupils every March since 2004. The objective of this achievement test is to determine the achievement level, strength and weaknesses of the elementary and secondary students in the subject areas of Filipino, Mathematics, English, Science and Aralin Panlipunan. The score and its corresponding percentage of the second year level of the secondary students in the science-component of this achievement test was used in this study as the dependent variable Moreover, the mastery level that reflected on the students’ certificate of rating was also used to determine the respondents’ competency in mastery performance in Biology.

Table 22 Respondents’ Kolb’s Learning Styles in relation to their Performance in Biology-Component of the NAT

Concrete experience LA Between groups Within groups Total Abstract Conceptualization LA Between groups Within groups Total Reflective observation LA Between groups

Sum of square

df

Mean Square

F

Sig.

Decision

34.009 572.645 606.654

38 599 637

.895 .956

0.943

.943

Not significant

33.677 519.798 553.473

38 599 637

.882 .868

1.034

.447

Not significant

39.222

38

1.032

1.1398

.279

Not

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

30

http://aajhss.org/index.php/ijhss

Within groups total

542.314 569.820

599 637

0.905

Active experimentation Between groups Within groups Total

33.404 498.843 532.247

38 599 637

.879 .833

significant

1.079

.379

Not significant

The results showed the both Minority and the Mixed-culture respondents of this study never reached mastery level of “mastered” and “closely approximately mastery” of the NAT. The null hypothesis: There is no significant relationship between the performances of the respondents in biology component of NAT with their learning style, which is accepted in sensing/ intuitive and sequential/ global learning style and rejected in active/ reflective and visual/ verbal learning style. These results would imply that the respondents were deficient also in mastery of their biology subject. Their poor mastery performance in all subject areas in the National Achievement Test, NETRC (2008) is also indicative of deficient mastery in their biology subject. However, despite their having poor performance in biology, none of them were found in the “absolutely no mastery” levels.

The result presented above implies that the learning characteristics of the respondents cannot influence their performance in the biology-component of the NAT. This finding would further imply that the orientation of the respondents towards the four learning characteristics do not have a correlation to the mastery performance in biology component of the NAT. This would also mean that whatever the orientation of the respondent in the four learning characteristics, it cannot hinder nor influence their performance in biology component in the NAT. Thus, whether the teaching style is aligned or not aligned to the respondents’ learning characteristics, it could not influence their performance.

This finding is similar to the findings of Castro and Peck (2005) when they analyzed the distribution of grades according to learning style. They found no significant correlation between learning style and grades. Likewise, Tights (2007) studied English college students learning Spanish and showed that students performed equally well on vocabulary test regardless of perceptual learning style preference.

Conclusions Based on the findings of this study, it is concluded that the relationship between the mastery performances of the four cultural groups of second year high school students in the biology-component of the NAT in sensing/intuitive and sequential/ global learning style is not significant while the relationship between the mastery performances of the four cultural groups of second year high school students in the biology-component of the NAT inactive/reflective and visual/verbal learning style is significant. The relationship between the mastery performances of the four cultural groups of second year high school TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

31

http://aajhss.org/index.php/ijhss

students in the biology-component of the NAT in their four learning style according to Kolb’s learning style inventory namely concrete experience, abstract conceptualization, reflective observation and active experimentation is not significant.

Other results reveal that majority of all respondents preferred the strongly and moderately active learning styles, the strongly and moderately intuitive learning style, strongly and moderately verbal learning style; and strongly and moderately global learning style. Another revealed finding is that the Meranao and the Maguindanaon as well as the Tausog were more oriented in concrete experience which is another indicator of intuitive learner, while the Mixedculture respondents is among the four learning characteristics oriented to active experimentation, which is an indicative of active learner. The four cultural groups have no difference in active/reflective and sequential/ global learning style. For sensing/intuitive learning style, only the Meranao and the Maguindanaon had a difference. For visual/verbal learning style only the Tausog and the Mixed-culture had difference.

Every teacher aspires that all his students could learn. This aspiration may be reached when teacher and student followed the same path. One of the keys towards quality education is the upgrade of the teacher profession in his field of specialization, particularly sciences, that deals with facts, either pursuing a master’s degree, a doctoral degree and/or attending a seminar-workshop. It is highly recommended that the science teacher, particularly, of biology, must be updated, because the young generation today is leaping with knowledge.

Another key is aligning the biology teacher’s teaching style or strategy according to the student’s learning style. However, Philippine education, particularly in ARMM, was deals with a large class that comprises of students with different learning styles. Grouping or sectioning of students is not a learning style base but performance-based, such as the entrance examination of the school. Besides, this study has found that certain respondent of this study exhibited one or more of the Felder and Solomon four dimensions of learning styles. Dunn and Dunn Learning Style Models were also noticed in the interview done with them. The Visual, Auditory and Kinesthetic (VAK) were also noted among the respondents. So the result of this study is a good source of information for educational change or reform among teachers, curriculum makers, students, and all other stakeholders in the academe.

References Abidin, M., Rezaee, A., Abdullah, H and Sing, H (2011). Learning Styles and overall academic achievement in a specific educational system vol. 1, No. 10.

Cassidy, S. (2004). Learning Style: An overview of the Theories, Models and Measures, Educational Psychology.

Castro, O and Peck, V (2005). “Learning Styles and Foreign Language Learning, Difficulties.” Foreign Language Annals.

Charkins, R., O’Toole, D. and Watzel, J. (1985). Linking teacher and learning styles with students achievement and attitude. Journal of Economic Education, 16.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

32

http://aajhss.org/index.php/ijhss

Curry, L. (2000). Review of Learning Style, Studying Approach and Instructional Preference Research in Medical Education. In R.J. Riding, & S.G. Rayner (Eds.), International Perspective in Individual Differences: Vol. 4, Cognitive Styles.

Stanford, CT: Ablex Publishing.

Dunn, R. and Dunn, K. (1993). Teaching secondary students through their individual learning styles. Boston: Allyn Bacon.

Dunn, R and Stevenson, J (1997). Teaching Diverse College Students to Study with a learning-style prescription. College Students Journal, volume 31 (3).

Endres, G. (2000). The relationship between perceptual modalities, analogical reasoning, age, and gender as measured by the multi-modal paired associates learning test and the miller analogies test. Doctoral dissertation, University of South Florida,62(01A),51.

Felder and Solomon (2003) Index of Learning Style. http://www.engr.ncu.edu/learning style/ILS web.htm.

Felder, R and Henriques, E (1995). Learning and Teaching styles in foreign and second language education, foreign languages Annals, 24.

Felder, R and Silverman, L (1988). Learning and teaching styles in engineering engineering education, 78 (7).

Felder, R.M. and Spurlin, J (2005) Reliability and Validity of ILS: Meta-analysis, International Journal of Engineering Education.

Fry, R. and Kolb, D. (1979). Experiential learning btheory and learning experiences in liberal arts education. New directions for experiential learning, 6,79-92.

Hayes, J. and Allinson, C.W. (1988). Cultural Differences in the Learning Styles Managers. Management International Review, 28.

Hodges, H. (1985). “An Analysis of the Relationships Among Preferences for a Formal/ Informal Design, One Element of Learning Style, Academic Achievement, And Attituse of Seventh and Eighth Grade Students in Remedial Mathematics Classes in New York City Alternative Junior High School.” Doctoral Dissertation, st.

John’s University.

Hunt,C.L, Espiritu S.C., Quisombing, L.R. and Green, J.J (2000). Sociology in the Philippine setting, SIBS Publishing House, Inc. Hunt, D. (1982) “Practical value of Learning Styles Ideas”. In student Learning Styles and Brain Behavior, National Association of Secondary School Principals.

Kadil, B.J. ((2002). History of the Moro and Indigenous People in MINSUPALA, Philippine Studies, Culture and Society- Department of History, ISBN 971-548004-7,MSU, Marawi City.

Jacoby, L. and Kelly, C. (1994). A processing Dissociation Framework for investigating unconscious influences. Freudian slips, Projective test, subliminal perception and signal detection theory. Current directions in psychological science,1,174-179.

Katz, N. (1988). Individual Learning Style: Israeli Norms and Cross-Cultural Equivalence of Kolb’s Learning Style Inventory Journal of Cross-Cultural Psychology, 19(3), 361-379. Learning Styles and Culture 36.

Keefe, J.W. (1979). Learning Style: An Overview. In J.W. Keefe (ed.), Student Learning Styles: Diagnosing and Prescribing Programs (pp. 1-17). National Association of Secondary School Principals: Reston.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

33

http://aajhss.org/index.php/ijhss

Kolb, D (1984). Experiential Learning, Prentice Hall New York.

Kolb, D (1985). Learning Style Inventory: Scoring and Interpretation Booklet. Boston,: MA: McBer. Lapus, I (2002). Instructional Strategies employed by the graduate school faculty: Their pedagogical implications. Bukidnon State College Research Journal 12.

Lardizabal, S.A. (2005). Foundations of Education (Psychological, Sociological and Anthroplogical ) Rex Book Store. Philippines.

Liu, M. and Chin, L (2008). Personalized Learning System based on Solomon learning style EPJ 21/221:DTTF/3119/4:2 Mc.Keachie, W.J. (1999). Teaching Tips ( Strategies, Research and Theory for College and University Teachers, Houghton Mifflin Company, Boston, New York.

Miller, C.; Always, M and Mc Kinley, D. (1997). Effects of Learning Style and Strategies on academic success. Journal of College students personnel, 28 (5).

Miles, M. and Huberman, A (1994). Qualitative data analysis: An expanded sourcebook.

Thousand oaks, CA; SAGE. Nilson, L (2003) Teaching at its best, A research-based resources for college instructors, 2nd ed. Botton Heince and Heinli.

Paez-Quinto, M ( 2003). Learning styles of college freshmen relationship to classroom behavioral and academic performance in biological science, college of education, University of the Philippines, Quezon City Palipis, E.S. (2007). Introduction to Sociology and Anthropology, Rex Store and Rex Printing Co. Inc., Philippines.

Parry, D. ( 2000). The effect of perceptual learning style and computer self-efficacy on achievement and preference for instruction: A comparison of lecture, computer assisted and internet instruction. Doctoral dissertation, University of Louisville, 61(08A),3024.

Peacock, M (2001) Learning Style and Teaching Style in EFL. International journal applied to linguistic, jun 2001. Vol. 11 Issue 1,11-201 (AN 6632951).

Ramos, J.D and Morales- Ramos ( 2006). Exploring life through science Biology, Phoenix Publishing House, Quezon City, Philippines.

Read, J. (1987). Learning Style preference of ESL students. TESOL Quarterly 21.1:8711.

Riding, R. and Cheema, I. (1991). Cognitive Styles: An overview and Integration.

Educational Psychology. 11 (3 and 4) 193-215.

Sarasin, L ( 1998) Learning style perspective. Impact in the classroom. Madison: Atwood Publishing Shi, C. and Gamon, J. (2002). Relationship Among learning strategies, Patterns, styles and achievement in web-based course, Journal of agricultural education, volume 43, No.4 Iowa State University.

Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston: Allyn and Bacon.

Sims, R. R. and Sims, S.J. (1995). The Importance of Learning Style. Green Press, Westport, Connecticut. London.

Smith, N.G (2000), An evaluation of students performance based on their preferred learning style.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

34

http://aajhss.org/index.php/ijhss

Smith, R. (1996). An analysis of the dominant learning styles of functionally illiterate adult education students in a correctional educational setting. Doctoral dissertation, University of South Florida, Tempa, 57(03A), 977.

Smith, R. and Renzulli, J. (1984). Learning Style Preference: A Practical approach for classroom teachers. Theory into practice, 23 (10).

Tan, M. (1995). Learning style of students: its relationship to high school biology achievement, University of the Philippine Diliman, Quezon City Wallace, B and Oxford, L (1992). Desparity in learning styles and teaching in the ESL: classroom: Does this mean war? AMTESOL Journal 1:45-63.

Waxman, H. and Ellet, C. (1992). The Study of Learning Environment.(vol. 5). Houston, TX: University of Houston.

Williams, G. (2000). The effectiveness of computer assisted instruction and its relationship to selected learning styles elements. Doctoral dissertation, North Texas State University.

Witkin, H. (1981). Cognitive styles: Essrnce and Origin. Field dependence and field independence, New York: International University Press.

Zulueta F.M. (2006). Principles and Methods of Teaching, National Book Store, Navotas City.

Zulueta, F.M. and Maglaya, E.M. (2004). Foundation of Education ( Historical, Anthropological, Philosophical, Legal, Psychological and Sociological), National Book Store, Navotas, Metro Manila.

About the Author Malano M. Tingara-an, Ph.D. is the TAEED PIO. She is currently employed at Mindanao State University-Lanao National College of Arts and Trade, Panggao Saduc Marawi City, Philippines. In this institution she was the academic adviser of Bachelor of Secondary Education major in General Science and Bachelor of Elementary Education major in general education. Dr. Tingaraan finished her Doctor of Philosophy in Science Education major in biology; Master of teaching in General Science; and Bachelor of Secondary Education major in Biology, all in Mindanao State University, Marawi City Philippines. As a faculty of the basic education she also teaches professional courses, major courses in sciences since 1998 to date. Furthermore, she is one of the faculties who are handling a review class in System of Admission and Scholarship Examination (SASE) and Science and mental Ability mentor of the Mindanao opportunity for Vitalized Education Onward Nurturing, Philippines.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

35

International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Special Volume, pp. 35-43, ©IJHSS

The Language Learning Strategies used by High School Students: It’s Relationship to their English Performance Sittie Ainah A. Diamla, Norhanifah O. Mangotara Co-authors: Prof. Teodoro M. Drilon, Wardah D. Guimba, Ph.D., Rohanie M. Sultan, Ph.D. and Prof. Sittie Khaironisa S. Marohombsar College of Education, Mindanao State University Marawi City, Philippines Abstract. Studies about the individual learner‟s learning behavior towards learning the second language using Language Learning Strategies (LLS) has been a concern since 1970‟s (Song, 2005). In line with this, the current research sought to find out what are the (LLS) of the four sections of 4th year students of ICNHS in learning English by utilizing the descriptive-correlation design in a survey form. It was found out that most of the respondents use “practicing and monitoring” as their strategy in learning English in the cognitive and metacognitive aspects, meaning the respondents look for opportunities to speak the language and improve it, and they improve one‟s speech when they mispronounced English words and mistakenly used the rules of grammar. It was also found out that only “repeating and monitoring” have significant relationship to the respondents‟ grade in terms of cognitive and metacognitive strategies, which means that in order for them to learn the English language they usually recur the language by over drilling and silently run-through and they improve their speech when they misused the rules of grammar and mispronounce words.

Thus, language learners must be willingly addressed to themselves the importance and the role of the (LLS) in their language learning since they are a great help to learn the English language.

Keywords: Language Learning Strategies (LLS); English Performance.

Introduction Second language acquisition (SLA) has been the main concern of several researchers. They sought to identify strategies used by successful learners with the idea that these strategies might be transferred to less successful learners.

Rigney (1978) stated that learning strategies are broadly defined as maneuvers TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

36

http://aajhss.org/index.php/ijhss

and processes used by learners to facilitate their acquisition, storing, retrieving, and using of information in learning. While, Oxford (1990) extended the meaning by stating that language strategies as specific actions taken by learners to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations with the goal of orienting and developing the learners‟ communicative competence. Indeed, learning and language strategies play vital roles in both first and second language learning (as cited by Song 2005).

Oxford (1990) classified language learning strategies into direct strategies and indirect strategies. According to (Chamot & Kupper, 1989 as cited by Khan, 2012) there are various types of language learning strategies designed by Oxford (1990) herself such as the cognitive strategies which is a direct strategy and, metacognitive strategies which is an indirect strategy. However, on the information processing theories using a series of statistical methods, Purpura (1999) just focused on the two strategies which are the cognitive and the metacognitive strategies. He categorized three processing variables of cognitive strategies namely (a) the comprehending, (b) the storing or memory and (c) the using or retrieval process, while the metacognitive strategy has a one-factor model from which assessment was eventually defined.

Furthermore, Hunt‟s (1982) and Gagne, Yekovich and Yekovich‟s (1993) also classified what Purpura (1999) did in cognitive and metacognitive strategy. He mentioned that in the comprehending model, the strategy type variables stand for analyzing and clarifying/verifying. On the other hand, the storing or memory model represents associating, transferring, repeating, summarizing and applying rules. Still, the other one is using or retrieval model which corresponds to analyzing, inferencing, applying rules, linking with prior knowledge, and practicing naturalistically. On the other hand, metacognitive strategy use has a four strategy type variables which are assessing the situation, monitoring, selfevaluation, and testing (Hunt‟s, 1982 and Gagne, Yekovich and Yekovich‟s, 1993 as cited by Song 2005).

This study wants to find out if there is a relationship between the profile of the respondents and their language learning strategies specifically on their cognitive strategies (linking with prior knowledge, repeating, summarizing, applying rules, associating, transferring, clarifying, practicing, inferencing, and analyzing) and on their metacognitive strategies (assessing the situation, monitoring, selfevaluating, and self-testing).

Theoretical Framework and Related Studies There are two significant aspects for teaching and gaining knowledge in learning second language. First, the second language learners should analyze the strategies they used during the process of language learning, the educators can procure knowledge into the metacognitive, cognitive, social and affective processes which involved in language learning. Second, is by upholding the idea that those learners who are less successful in learning a language can be taught new strategies, thereby helping them to become better language learners TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

37

http://aajhss.org/index.php/ijhss

(Grenfell & Harris, 1999 as cited by Allison, 2010). In this connection, there are two focal theoretical assumptions which lie beneath contemporary concepts on language learning strategies (LLS) such as McLaughin‟s (1978) Cognitive Process Theory and Krashen‟s (1976; 1977) Monitor and Acquisition/Learning Hypothesis. In relation to this study, the researchers use the Krashen‟s Monitor and Acquisition/Learning Hypothesis which makes up the theoretical framework of this study.

According to Krashen (1987, pp.283), the most fundamental hypothesis used for ELL students is the acquisition-learning distinction. There are two independent systems of second language performance (1) the acquired system and (2) the learned system. The acquired system or acquisition is the product of a subconscious process very alike to the process children undergo when they acquire their first language. “It requires meaningful interaction in the target language-natural communication in which speakers are concentrated not in the form of their utterances, but in their communicative act” (Krashen, 1987, p. 283).

While the learned system or learning itself is the product of formal teaching which encompasses a conscious process causing in conscious knowledge about the language, for example, knowledge of grammar rules and it is believed that “‟learning‟ is less important than „acquisition.‟” (p. 284).

Krashen (1987) claimed that learners with high motivation, self-confidence, good self-image, and has low level of anxiety are well prepared for success in second language acquisition. Nevertheless, low motivation, low self-esteem, and debilitating anxiety can combine to raise the affective filter and form a mental block that prevents comprehensible input from being used for acquisition.

Krashen also believed that positive affect is needed, but not sufficient on its own, for acquisition to take place (as cited by Allison, 2010). Another theory of Krashen is the Monitor Hypothesis in which the relationship between the acquisition and the learning were explained. According to Krashen the utterance initiator is the acquisition system, while the one who performs the role of the monitor or the editor is the learning system which also forwards the idea that monitor acts in planning, editing and correcting function when three circumstances are met: which are second language learner (1) has adequate time at his or her disposal; (2) focuses on form or thinks about correctness; and (3) knows the rule. In addition, Krashen said that, the monitor has a minor role and that is to correct deviations from „normal‟ speech and to give speech a more honed appearance (Krashen, 1988 as cited by Schϋtz, 2007).

A study conducted by Yusoph (2012) on the factors affecting English Language Learning among Technology students of MSU, Marawi City. The factors considered in her study were the affective, cognitive, and social. Findings of her study revealed that the factors did not significantly affect the language learning of the respondents because there could be some other factors that greatly influence their learning. In addition, this study shows different ranking from different colleges in terms of cognitive strategies. In the College of Forestry the cognitive strategy inferencing ranks first, College of Agriculture shows that transferring and analyzing rank first. On the other hand the respondents from TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

38

College of Fisheries show that practicing ranks first. Whereas, in the College of Forestry, ranking in metacognitive strategies the assessing the situation and monitoring rank first, while in the College of Agriculture it was self- evaluating that ranks first, and in the College of Fisheries it was self-testing that ranks first.

Research Methodology This study employed the descriptive-correlation design. The correlation research design was employed to determine the relationships between the variables investigated in this study. The respondent‟s first periodical grade was correlated to their strategies use in learning English namely the cognitive strategies, and metacognitive strategies.

The study was conducted at Iligan City National High School which is located at General Wood Street, Iligan City, Lanao del Norte, Philippines. The said school was established on July 1, 1963 by the honorable City Mayor Camilo P. Cabili.

The school pursues the educational goals and objectives mandated by Department of Education and direct all its efforts to contribute towards the attainment of national development. The respondents were the 158 fourth year high school students of Iligan City National High School.

The researchers adapted the revised version of Strategy Used Questionnaire (SUQ), and the Cognitve and Metacognitive Strategy Use (CMSU), Song (2005) on Purpura‟s (1999)). The CMSU has 27 items of cognitive strategy and 16 items of metacognitive strategy with a 6-point Likert scale of 0 (never), 1 (rarely), 2 (sometimes), 3 (often), 4 (usually), 5 (always). A pilot survey for validation and reliability test of the instruments was conducted to all the fourth year students of AL-Khwarizmi International College (AKIC), Marawi City, Philippines. The overall reliability coefficient of the 43 item SUQ was α = 0.917, while α = 0.863 for the 27 cognitive strategy use items and α = 0.861 for the 16 metacognitive strategy use items.

Findings and Discussions Based on the gathered data, the following findings were statistically analyzed & interpreted.

Table 1 First Periodical Grade in English of the Respondents Grade Passing (80) Fair/Satisfactory (82-86) Good (87-92) Very Good (93-96) Total

Frequency 1 9 126 22 158

Percent .6 5.7 79.7 13.9 100.0

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

39

Using the scale from 98 and above as excellent and 74 and below as failed, the first periodical grade in English of the respondents illustrates that many (79.7%) of them were good in English. This may be attributed to the gender composition of the respondents in which majority (110 females; 48 males) are females, and accordingly females are better at second language learning and that they are frequent users of language learning strategies (Ellis, 1994; Aslan, 2009; Ehrman and Oxford, 1989; Green and Oxford, 1995; Oxford 1993).

Table 2 Respondents’ Cognitive Strategies Cognitive Strategies

Mean

SD

Rank

.72567 .71813

Qualitative Description Usually Used Usually Used

Practicing Linking w/ Prior Knowledge Repeating Applying Rules

3.8925 3.8710 3.8526 3.7588

.82544 .78825

Usually Used Usually Used

3 4

Associating Inferencing

3.6970 3.5948

.81326 .92969

Usually Used Usually Used

5 6

Clarifying Analyzing Transferring

3.5506 3.4936 3.4480

.98749 .97970 .90007

Usually Used Usually Used Usually Used

7 8 9

Summarizing Overall

3.3449 3.65038

.97239 0.864009

Scale: 0.00 – 0.83 = Never Used 0.84 – 1.67 = Rarely Used 1.68 – 2.51 = Sometimes Used

Often Used Usually Used

1 2

10

2.52 – 3.35 = Often Used 3.36 – 4.19 = Usually Used 4.20 – 5.00 = Always Used

As shown in Table 2 the respondents show more preference in using the cognitive strategy Practicing. This means that in learning English they always practice speaking the language in order for them to hone and to polish the skill.

The respondents‟ look for opportunities to speak the language as much as possible, and they improve it. It is easy for them to learn English language when they keep on over drilling. This affirms the result of the study of Yusoph (2012) which shows that the respondents from College of Fisheries are also inclined in using “Practicing” as their cognitive strategy in learning English.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

40

Table 3 Respondents’ Metacognitive Strategies Metacognitive Strategies

Mean

Std. Deviation

Qualitative Description

Rank

Monitoring

4.2357

1.52625

Always

1

Self-Evaluating

3.9916

.62976

Usually Used

2

Assessing the Situation Self-Testing

3.9199

.81743

Usually Used

3

3.8513

.81538

Usually Used

4

Overall

3.999625

0.947205

Usually Used

The respondents are more inclined in using the metacognitive strategy Monitoring as their metacognitive strategy as revealed in the data presented in Table 3. This means that the respondents are monitoring their speech for accuracy, pronunciation, grammar and vocabulary, and they correct themselves whenever they mispronounce words or when they commit errors in structure.

They are also conscious in committing errors in the rules of grammar and structure of English language by always checking whether they are correct or not. In simpler terms the respondents achieve perfection. This affirms the findings of the study of Yusoph (2012) in which the respondents from the College of Forestry show more preference in using “Monitoring” and “Selftesting” as their metacognitive strategy.

Table 4 Respondents’ Grade and Cognitive Strategies Used Cognitive Strategies

Cramer’s V .146

Significance Value .628

Linking with Prior Knowledge Repeating Summarizing Applying Rules Associating Transferring Clarifying Practicing Inferencing Analyzing

Interpretation Not Significant

.245 .167 .105 .169 .152 .178 .069 .176 .173

.011 .586 .835 .359 .538 .453 .988 .505 .524

Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant

*Tested at 0.05 level of significance

Table 4 shows the correlation between the respondents‟ first periodical grade and the Cognitive strategies they use in learning the English language. The table TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

41

indicates that, among the cognitive strategies, it is only “repeating” which appears to have a significant relationship to the respondents‟ grade which has a Cramer‟s V coefficient of 0.245 and significant value of 0.011. It reveals that there is a strategy that prominently influences the grade of the respondents‟ in learning the English language. This means that, in order for them to learn English language they usually repeat utterances, by over drilling and silently running through. Hence, the table provided an adequate proof of the significant relationship between the respondents‟ grade and one cognitive strategy which is “repeating”. The calculated Cramer‟s V coefficient of 0.245 generated a significant value of 0.011 which is less than the 0.05 level of significance set to test the null hypothesis. Therefore, the null hypothesis on this aspect is rejected.

Table 5 Respondents’ Grade and Metacognitive Strategies Used Metacognitive Strategies Assessing the Situation Monitoring Self-Evaluating Self-Testing

Cramer’s V .126 .293 .139 .179

Significance Value .834 .000 .418 .437

Interpretation Not Significant Significant Not Significant Not Significant

*Tested at 0.05 level of significance

Table 5 reveals the product of the correlation between the respondents‟ 1st periodical grade and the metacognitive strategies they used in learning the English language. The table specified that among the metacognitive strategies, it was only “monitoring” which has a significant relationship to the respondents‟ grade which had a Cramer‟s V coefficient value of 0.293 and has a significant value of 0.000. It promotes the idea that there is a strategy that highly influenced the grade of the respondents‟ in learning English language. Meaning, in learning English language the respondents‟ try to improve one‟s speech every time they misuse the grammar rules and mispronounce words. At this point they think what is the right rule and word to use in a particular situation.

Additionally, the other metacognitive strategies used when correlated to the respondents‟ grades, came out insignificant, since, “assessing the situation” had a Cramer‟s V coefficient of 0.126 and significant value of 0.834; “self-evaluating” had a Cramer‟s V coefficient of 0.139 and significant value of 0.418; “self-testing” had a Cramer‟s V coefficient of 0.179 and significant value of 0.437 because their significant values exceed 0.05.

Moreover, the table presented a valid proof showing that there is a significant relationship that exists between the respondents‟ grade and the “monitoring” as a metacognitive strategy. The totaled Cramer‟s V coefficient of 0.293 produced a significant value of 0.000 which is less than the 0.05 level of significant set to test the null hypothesis. Thus, the null hypothesis on this aspect is rejected.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

42

http://aajhss.org/index.php/ijhss

Conclusion The typical fourth year high school students from the selected respondents of Iligan City National High School (ICNHS) were at the age of fifteen (15), mostly females and earn “good” grade. It was found out that among the cognitive strategies they used; it was only “repeating” which has a significant relationship with respondents‟ grade. It implies that the respondents imitate a language model by doing over practice and silent rehearsal in order for them to acquire their second language. While among the metacognitive strategies they employed, it was only the “monitoring” strategies that was found out to have a significant relationship with respondents‟ grades. This means that the respondents have this tendency to correct one‟s speech for accuracy, pronunciation, grammar, vocabulary, or for appropriateness related to the setting or the people who are present. Thus, this study is evidence that there are strategies that affect the English language learning or English performance.

References Allison, C. R. (2010). Effective English language learner strategies which enable teachers to successfully improve student academic achievement. Masteral Thesis.

California State University, Sacramento.

Aslan, O. (2009). The role of gender and language learning strategies in learning English.

Middle East Technical University. Masteral Thesis.

Best, J.W., and Kahn, J.V. (1998). Research in education (8 thed.). Boston, MA; Heinle & Heinle.

Chamot, A. U. & Kupper, L. (1989).Learning strategies in foreign language instruction, Foreign Language Annals, vol. 22, pp. 13-24 Chamot, A. U. (2004). Issues in language learning strategy research and teaching.

Electronic Journal of Foreign Language Teaching, 1, 14-16.

Ehrman, M. E., & Oxford, R. (1989).Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal, 73, 1-13.

Ellis, R. (1994). The study of second language acquisition. Oxford, UK: Oxford University Press.

Gagne, E.D., Yekovich C. W., & Yekovich F.R. (1993).The cognitive psychology of school learning (2nded.). New York: Harper Collins College Publishers.

Green, J. M., & Oxford, R. L. (1995).A closer look at learning strategies, L2 Proficiency and Gender. TESOL Quarterly, 29/1, 261-297.

Griffiths, C. (2003). Patterns of language learning strategy use. System; 31:367-383.

Hong-Nam, K., & Leavell, A.G. (2007).Language learning strategy use of ESL students in an intensive English learning context. System, 34, 399–415.

Hong- Nam. K. & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. Department of Teacher Education and Administration, University of North Texas, Denton.

Hunt, M. M. (1982). The universe within: A new science explores the human mind. New York: Simon and Schuster.

Khamkhien, A. (2010). Factors Affecting Language Learning Strategy Reported Usage by Thai and Vietnamese EFL Learners. Electronic Journal of foreign Language teaching, 7(1): 66-85.

Khan, M. R. (2012). Language learning strategies: A study of teacher and learner perceptions. BUP Journal, 1, 1.doi: 2219-4851.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

43

http://aajhss.org/index.php/ijhss

Krashen, S. D. (1987). Principles and practice in second language acquisition. New York, NY: Prentice Hall.

Krashen, S. (1976).Formal and informal linguistic environments in language acquisition and language learning, TESOL Quarterly, vol. 10, pp. 157-68.

McLaughin, B. (1978). The Monitor model: Some methodological considerations.

Language Learning, 28, 309-32.

Oxford, R. L. (1993). Gender differences in styles and strategies for language learning: What do they mean? Should we pay attention? In Alatis, J. (Ed.), Strategic Interaction and Language Acquisition: Theory, Practice, and Research (pp.541557). Washington, DC: Georgetown University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.

Pedhazur, E.J., & Schmelkin, L.P. (1991). Measurement, design, and analysis: An integrated approach. Hillsdale, NJ: Erlbaum.

Purpura, J.M. (1999). Learner strategy use and performance on language tests: A structural equation modeling approach. Cambridge, UK: Cambridge University Press.

Rahimi, M., Riazi, A., & Saif S. (2008). An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. CJAL, 11(2): 31-60.

Rigney, J. W. (1978). Learning strategies: A theoretical perspective. In H. F. O‟Neil (Ed.), Learning strategies (pp. 165-205). New York: Academic Press.

Schϋtz, R. (2007). “Stephen Krashen‟s Theory of Second Language Acquisition.” English Made in Brazil <http:www.sk.com.br/sk-krash.html>.

Song, X. & Cheng, L. (2006). Language learner strategy use and test performance of Chinese learners of English. Language Assessment Quarterly: An International Journal, 3, 243-266.

Song, X. (2005).Language learner strategy use and English proficiency on the Michigan English language assessment battery. Queen‟s University.

Yusoph, J. (2012). Factors affecting English language learning among Technology students of MSU, Marawi City. Undergraduate Thesis.

Zare, P., & Nooreen, N. (2011). The Relationship Between Language Learning Strategy Use and Reading Comprehension Achievement Among Iranian Undergraduate EFL Learners. World Applied Sciences Journal, 13(8): 1870-1877.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

44

International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Special Volume, pp. 44-59, ŠIJHSS

Reading Anxiety and Comprehension of Grade 8 Filipino Learners Dr. Wardah D. Guimba Assistant Professor, College of Education Mindanao State University, Marawi City mataidtweety@gmail.com Jerryk C. Alico Instructor, Pre-University Center Mindanao State University, Marawi City alico_jerryk@yahoo.com

Abstract. The investigations on the issue of English language reading anxiety have already been conducted in the past two decades. It has now becoming an interest that reading anxiety in English language really does exist. With the use of the English as a Foreign Language Reading Anxiety Inventory (Zoghi, 2012), this descriptive-correlation research attempts to find out the level of reading anxiety and the main causes of its existence among Grade 8 students in Mindanao State University-Integrated Laboratory School, Marawi City. Their reading comprehension performance is also correlated to their reading anxiety level. Results showed that a great majority failed in the test and high level of reading anxiety exists among majority of them. Causes of their reading anxiety are based on three categories: (i) top-down reading, (ii) bottom-up reading, and (iii) classroom reading. Moreover, it was found out that there is a significant negative relationship between studentsâ&#x20AC;&#x; reading anxiety level and reading comprehension performance. With this, teachers are challenged to solve this reading problem through effective teaching strategies and interventions. It is further suggested that studies should be conducted to explore further this hindrance in English language learning.

Keywords: English Language Learning; Classroom Reading; Reading Anxiety; Reading Comprehension.

Introduction More than two decades have passed since the inclusion of the affective domain in the reading process. Later on, the involvement of anxiety as an affective variable then entered into the scenario of reading research. Saito, Horwitz, and Garza (1999) coined the concept of foreign language reading anxiety (FLRA).

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

45

http://aajhss.org/index.php/ijhss

They conducted their study about FLRA using French, Russian, and Japanese language students. After administering the Foreign Language Reading Anxiety Scale (FLRAS) which they made themselves, the outcome revealed that reading anxiety actually exists and that it is distinctively considered as another form of language anxiety. Researches about reading anxiety have been going on until now in order to prove that it influences the reading process (Saito, Horwitz, & Garza, 1999; Sellars, 2000).

The reading process becomes perplex due to factors such as linguistic competence, cultural awareness, and even motivation (Lee, 1999; Sellers, 2000).

Moreover, Chen (2007), who conducted a study about Taiwanese students‟ reading anxiety, mentioned that most of reading anxiety researches was done in the western context. This means that there is an open opportunity to conduct more researches to determine the nature of reading anxiety in the case of the other side of the globe. Kuru Gonen (2007) also said that reading is a macroskill that few researches deal with. He added that “in order to overcome the affective nature of second or foreign language L2 reading difficulties, there is a need to explore language learning reading anxiety in detail.”

Second language research has also been delving into the realm of reading anxiety. As Fryer (1988) noted, affective factors are seen to be influencing L2 reading and mediating students‟ reading purposes and one of these is anxiety.

Horwitz, Horwitz, and Cope (1986) defined Foreign Language Reading Anxiety (FLRA) as a “distinct complex of self-perceptions, beliefs, feelings and behaviors related to classroom language reading arising from the uniqueness of the language learning process” (p. 31).

As literatures were deliberated, there are major sources of reading anxiety.

Firstly, Hinton, Miyamoto, and Della-Chiesa (2008) discussed that the creation of reading anxiety undergoes the process of classical conditioning between reading and fear. In detail, an initially neutral stimulus is paired repetitively with a negative unconditioned stimulus (e.g., teacher judgment, peer ridicule).

Consequently, the learner develops an association between reading and negative emotions. As an example, in an English class, a child who is still not proficient in reading is called up by the teacher to read a certain passage. Hinton et al. (2008) explained that the task activates the amygdale, the part of the brain which elicits an immediate sense of fright. At the same time, a “slower, cortically driven cognitive appraisal of the situation is occurring: various thoughts converge to a cognitive confirmation that this is a threatening situation,” (p. 91) which, according to them, causes a rising sense of alarm. Clearly, this first source of reading anxiety involves the contribution of the social surrounding of the child.

The learning and reading environment itself feeds negative emotions which in turn creates a phobia.

Moreover, the second source of reading anxiety is not totally related to the child‟s social surrounding. It involves the child himself and the reading materials he reads. Based on the Mathemagenic Theory of reading proposed by Rothkopf (1982), in reading, learning is stimulated by attached aids as directions TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

46

http://aajhss.org/index.php/ijhss

provided to the readers, questions inserted in tests, purposes and goals, means for achieving goals in the form of text information, and assessment of goal achievement based upon this information. The point is that there are elements of the text that help readers grasp and understand the information conveyed.

On the other hand, the text can also be spared from this negative association.

The readers themselves can also be the reason why they develop anxiety towards reading. The Schema Theory says that in order for readers to understand and absorb new information from the text, there has to be a prior knowledge about the topic. Accordingly, schema is the categorical rules or scripts used to interpret the world and that new information is processed according to how it fits into these rules (Widmayer, n.d.). Furthermore, as applied to reading, Halliday and Hassan (1989) said that schema can be reflected in text structures. Thus, readers utilize schematic representations of text to assist them in interpreting the information from the text. This idea only means that without prior knowledge composing the schema, it would be difficult for readers to understand and integrate new information. The prior knowledge referred to includes the knowledge about the meanings of words in the text as well as the familiarity of the topic in the text. In addition, the schema reflecting how information is presented can also be determined culturally (Widmayer, n.d.). As can be understood in Kaplanâ&#x20AC;&#x;s (1966) claim, second language users should be aware of the textual structures of the second language, not only to have sufficient command of it.

Overall, it can be synthesized that the sources of reading anxiety pertain to personality factors and textual factors (Al-Shboul, Ahmad, Nordin and Rahman, 2013). Saito et al. (1999) already pointed unfamiliar writing systems or scripts and unfamiliar cultural background underlying the text as sources of reading anxiety. Birch (2002) also added that limited vocabulary contributes to the difficulties experienced by language learners. Thus, the consequent difficulty to decode words as well as to decode meaning of words definitely provokes reading anxiety. Also, the unfamiliar cultural constructs embedded in foreign texts also stimulate anxiety among readers. As Batista (2005) contended, readersâ&#x20AC;&#x; awareness of the culture reflected in foreign texts affect the way they read and connect with the text. To simply put, a reader who can relate to the text through the lens of his experiences can actually comprehend.

These particular situations regarding the anxiety of students towards reading are posing an alarm for teachers and other concerned individuals without knowing about it. The identification of the precise role of anxiety in the learning process, the way it debilitates the readers, and the way it can be prevented are all of paramount importance. Thus, it was decided to pursue a study regarding the anxiety of students towards reading English texts and its relationship to their reading comprehension performance. Basically, this study would be an additional literature on reading anxiety especially that fewer studies are conducted that deals with this issue in the Philippine context, particularly in the Muslim region. It is conceded that reading is an important macro-skill that students should develop more since it is one of the tools to enhance the other TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

47

http://aajhss.org/index.php/ijhss

macro-skills such as writing and speaking. Thus, this study would serve as enlightenment to all concerned individuals that reading anxiety exists and continually affects the performance of students in school. Importantly, Zoghi and Alivandivafa (2012) revealed that reading anxiety also has to be measured using three important dimensions in reading which are top-down reading, bottom-up reading, and classroom reading. So far, in the reviewed literature, no research has dealt with reading anxiety shedding light to the aforementioned dimensions. Thus, it is just high time to conduct a novel research that fills in the space.

Previous Research Franson (1984) in his study on the affect and L2 readings found that ... "type of motivation for reading a particular text is an important factor influencing the choice of approach to learning, and thus also determining likely levels of outcome," (p. 115). He concluded that students naturally perform better on reading comprehension when there is no expectation of a factual knowledge test.

Steffensen, Goatz, and Cheng (1999) included affect as a key variable in a study about readersâ&#x20AC;&#x; nonverbal responses. In three different experiments conducted with students in China, the researchers explored the imagery and emotional responses that readers experienced while reading a text in L1 and L2. Readers completed rating scales for imagery and emotional response ratings as well as free reports. Overall, findings revealed that affect and imagery are present during the reading process and that the â&#x20AC;&#x153;nonverbal representational system is a fundamental component of both L1 and L2 readingâ&#x20AC;? (p. 316).

Saito, Horwitz, and Garza (1999) used samples consisting of participants from three introductory courses (French, Russian and Japanese) and came to the conclusion anxiety in foreign language reading does exist but vary by target language. They mentioned that participants who learned Japanese were most anxious, followed by those who learned French and then Russian. Reading anxiety in learning foreign language was reported to be distinct from oral performance and seemed to be related to writing systems. The difference in study findings from participants who learned French and Russian was attributed to the fact that Russian symbols depend on phonetics but not French.

Moreover, they reported that levels of reading and general foreign language anxieties had affected the course grades stating that the higher the level of foreign language reading anxiety, the lower the course grade. In relation to the level of instruction, Saito, Horwitz and Garza (1999) had stated that the anxiety might appear at some point after the reading had been completed or during interpretations (p. 215). Sellars (2000) used sample consisting of third semester undergraduates studying Spanish and found that a distinct variable in foreign language learning is reading anxiety. While undergraduates who encountered with higher level foreign language learning anxiety was associated with higher level of reading anxiety. Finding on anxiety ratings had indicated that more students were anxious about L2 reading. However, when students read an article from a magazine, Sellars found that there exists a negative relationship between L2 reading comprehension and reading anxiety.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

48

http://aajhss.org/index.php/ijhss

On the other hand, Young (2000) used four different non-literary reading passages (magazines, newspapers, etc.) to examine several interacting variables including anxiety, comprehension, self-reported comprehension, text features, and reading ability in a complex L2 reading. The investigation involved second year undergraduates who studied Spanish. The study revealed that students with higher reading anxiety were reported the have lower level of understanding the L2 text. Young also reported that there exist a significant relationship between L2 reading anxiety and L2 reading comprehension with two of the four passages utilized in the study. Young explained more reading anxiety was reported from students who were asked to read linguistically dense texts compared to text length and text structure. Young also reported that reading anxiety among second year undergraduates studying Spanish was not a good predictor of L2 comprehension.

Horwitz (1988) in his study discovered that the belief that some learners are unable to learn any foreign language did create a negative atmosphere and caused those learners to fail. While learners who were skeptical about the length they would take to master a foreign language were therefore disappointed when they realized that they had made not much progress. Horwitz and Young (1991), McIntyre and Gardner (1991) and Scovel (1978) claimed that findings on language anxiety had shown mixed findings or rather confusing results. For instance, no concrete evidence could be offered from a study by Young (1986) since he initially claimed that the scores from oral interview was low due to anxiety but finally stated that the ability was the main factor affecting the scores.

In addition, the administered oral interview was an unofficial test. The study did not indicate any finding on language anxiety in an official testing situation.

Furthermore, there is still no explanation on the cause and effect relationship between anxiety and language performance had been given.

Another study conducted by Tsai and Li (2012) had investigated possible relationships between test anxiety, foreign language reading anxiety and English reading proficiency. In this study, a total of 302 EFL college freshmen enrolled in Freshman English were assessed with the Test Anxiety Scale as well as the Foreign Language Reading Anxiety Scale and a reading-proficiency test.

Pearsonâ&#x20AC;&#x;s product-moment correlations and t-Test scores were calculated. This study had shown that: (i) English reading proficiency was found negatively related to test anxiety and foreign language reading anxiety; (ii) Test anxiety was positively correlated with foreign language reading anxiety; (iii) Both t-Test results between Low and High Anxiety Testees and the t-Test between Low and High Anxiety Readers were not significant. Two possible reasons for reaching such results: (i) The sample size could be small or (ii) The use of multiple-choice questions could not detect differences in scores obtained by two groups of participants (the low anxiety and high anxiety) who set for reading proficiency test.

Al-Shboul, Ahmad, Nordin, and Rahman (2013) also conducted a study that aimed to explore and understand the underlying problems and factors that contribute to reading anxiety faced by EFL students at Yarmouk University, TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

49

http://aajhss.org/index.php/ijhss

Jordan. This study observed the sources of English language reading anxiety from six informants with different levels of English language proficiency. Semistructured interviews were also used to collect data from the six informants and diaries from six informants with different levels of English language proficiency.

The findings of the study revealed that there were two aspects of foreign language reading anxiety: personal factor and text feature. Under the concept of personal factor there were also two main sources of foreign language reading anxiety, which are: afraid of making errors and worry about reading effects. On the other hand, there were three main sources of foreign language reading anxiety under the concept of text feature, which are: unknown vocabulary, unfamiliar topic, and unfamiliar culture. The five main sources of foreign language reading anxiety were arranged according to their occurrences and percentages in the study. In addition, the study of Ghonsooly and Barghchi (2011) sought to explore the possible relationship between reading anxiety and reading proficiency and also between reading anxiety and language learners‟ use of reading strategies. This study was conducted in two phases. The first phase was quantitative, and the second consisted of a series of case studies using introspection and think-aloud protocols. The FLRAS questionnaire was administered to two groups of pre-intermediate and upper-intermediate Iranian EFL learners, studying in a private language school, in order to measure their foreign language reading anxiety and correlate it with their reading proficiency.

With much connection to previous studies, Gonen‟s (2007) study shed considerable light on the L2 reading anxiety phenomenon by investigating the L2 reading anxieties of students of different proficiency levels. A total of 225 students enrolled in the English Preparatory School Program in Anadolu University, Turkey are the subjects of this study. Participants were chosen from three different proficiency levels (elementary, intermediate, and advanced) to reveal whether reading anxiety changes with proficiency level. Participants were given the FLCAS (Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope,1986) and the FLRAS (Foreign Language Reading Anxiety Scale, developed by Saito, and Garza and Horwitz, 1999) at different times to reveal whether anxious students‟ experience is related to general language learning anxiety or reading in L2. Correlation analyses were applied and the results (r = .52, n = 225, p < .01) indicated that the anxious students felt is specific to L2 reading and there are differences among students from different proficiency levels in terms of reading anxiety. Thus, further investigation needs to cover the possible reasons of this difference in order to shed more light on the issue of L2 reading anxiety.

Research Methodology Using the descriptive-correlation research design, this study was conducted to investigate the reading anxiety level of 78 randomly selected Grade 8 students in MSU-ILS, Marawi City, Philippines and its relationship to their profile and reading comprehension performance. To measure the reading anxiety level of the respondents, an English version of EFL Reading Anxiety Inventory by Zoghi (2012) was adapted. This has 23 item statements about reading anxiety which were rated using a Likert-scale with the following options: totally disagrees (1), TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

50

somewhat disagree (2), somewhat agree (3), and totally agree (4). The statements are divided into three reading anxiety categories which are Top-Down Reading Anxiety (1-6), Bottom-Up Reading Anxiety (7-17), and Classroom Reading Anxiety (18-23). A reliability test was conducted and it proved that the instrument is reliable with a Cronbach‟s alpha of 0.864 for the entire instrument.

In fact, in Zoghi and Alivandivafa‟s (2012) reliability test, overall Cronbach‟s alpha of the EFLRAI was 0.79. To determine the level of reading anxiety of the respondents, the mean of their responses was computed and was interpreted using the following table. As shown below, the reading anxiety levels range from low anxiety very high anxiety, with their corresponding mean ranges.

Table 1 Mean Ranges with Corresponding Descriptive Interpretation and Reading Anxiety Level Mean Range 1.00-1.74 1.75-2.49 2.50-3.24 3.25-4.00

Interpretation Totally Disagree Disagree Agree Totally Agree

Reading Anxiety Level Low Anxiety Moderate Anxiety High Anxiety Very High Anxiety

Table 2 Grading System Used to Interpret Reading Comprehension Test Scores Transmuted Grade (%) 98-100 93-97 87-92 81-86 75-80 74 and below

Description Excellent Very Good Good Fair Passing Failed

To determine the strength and significance of the relationship of the respondents‟ reading anxiety and reading comprehension performance, Pearson Product Moment Correlation Coefficient was used. Three reading passages were used to determine the reading performance of the respondents adapted from the book of Senn and Skinner (1992) and from the unpublished thesis of Salilin and Umpar (2012). There were a total of 18 items; 4 item each of the first and second passage, while 10 items for the third passage.

Findings and Discussion It reveals that the lowest score is 1 in which only one (1.3%) respondent scored such. Also, only one (1.3%) respondent scored 13, which is the highest. The score of the largest portion of the sample, composed of 17 (22.4%) respondents, is 8.When their scores were transmuted to percentage, it was found out that 52 (68.4%) respondents failed in the test while only 24 (31.6%) had a passing and fair performance (Table 3). Therefore, a great majority of the respondents did not TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

51

perform well in the test. The mean score of 7.43 (70.64%) clearly speaks that in average, they failed in the test. It is alarming that a great number of respondents did not perform well in the reading comprehension test. Based on the results, the highest rating is only fair. In connection to this, the cognitive development theory of Piaget (1983), which says that those who belong to the formal operation stage are analytic and highly able to read, is not true to all learners in all contexts. It can already be presumed that there is a certain intervening factor affecting learners‟ comprehension performance as shown by their reading comprehension test scores.

Table 3 Reading Comprehension Test Results Score

f

%

1 2 3 4 5 6 7 8 Total 9 10 11 12 13

1 1 2 8 8 6 9 17 52 6 7 8 2 1

1.3 1.3 2.6 10.5 10.5 7.9 11.8 22.4 68.4 7.9 9.2 10.5 2.6 1.3

Total

24

31.6

Transmuted Grade (%) 52.78 55.56 58.33 61.11 63.89 66.67 69.44 72.22

Description

75 77.78 80.56 83.33 86.11

Passing Passing Passing Fair Fair

Failed Failed Failed Failed Failed Failed Failed Failed

Mean Score

Transmuted Grade

Qualitative Description

7.43

70.64

FAILED

The three succeeding tables present the level of reading anxiety of students in the three reading approaches such as top-down reading, bottom-up reading, and classroom reading. As revealed by the results in Table 4, majority of students are highly anxious most especially when they: (i) cannot recognize minor ideas (details) of the text; (ii) cannot get the gist of the text; and (iii) cannot spot the main idea of a certain paragraph. These findings mean that the students‟ high reading anxiety is caused by the lack of understanding and synthesizing details and main ideas of the text. It cannot be denied that text details are very important in comprehending the whole text and students also reported high anxiety when the main idea is not identified. These anxieties are clearly related to each other since details are keys to internalize the whole thought of the text.

The idea then is that if identifying details and main ideas is not achieved, reading anxiety may exist. Analyzing this leads to the belief that cognitive functions of students are hampered by anxiety as they attempt to comprehend a certain text. Thus, this could be the reason why they fail in the reading comprehension test since they hardly understand the reading passage.

Moreover, students‟ high anxiety is attributed to another aspect involved in the reading activity which is background knowledge. In particular, students reported to be having anxiety when: (i) the ideas in the text are culturally TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

52

unclear; (ii) the title of the text is unfamiliar; and (iii) they lack previous knowledge about the ideas expressed in the text. Clearly, it can be construed that familiarity matters in the reading activity. This idea is strongly related to the concept of „schema‟ which refers to the categorical rules or scripts used to interpret the world and that new information is processed according to how it fits into these rules (Widmayer, n.d.). The Schema Theory says that in order for readers to understand and absorb new information from the text, there has to be a prior knowledge about the topic. Furthermore, as applied to reading, Halliday and Hassan (1989) said that schema can be reflected in text structures. Thus, readers utilize schematic representations of text to assist them in interpreting the information from the text. This idea only means that without prior knowledge composing the schema, it would be difficult for readers to understand and integrate new information. The result of the test also showed that a great majority (68.4%) failed. A connection between these results can then be made.

Aside from insufficient comprehension, familiarity could affect students‟ ability to understand easily since their „schema‟ is quite limited, which then results to reading anxiety.

Table 4 Students’ Top-Down Reading Anxiety Level Indicators 1.

2.

3.

4.

5.

6.

When I cannot recognize minor ideas (details) of the text is worrying to me.

I worry when I cannot get the gist of the text although no new vocabulary items or grammatical points exist in the text.

I am nervous when I cannot spot the main idea of a certain paragraph.

It is worrying to me when the ideas expressed in the text are culturally unclear.

I do not feel at ease when the title of the text is unfamiliar to me.

I get upset when I lack the previous knowledge about the ideas expressed in the text.

Grand Mean

N

Mean

Interpretation

3.10

Std. Deviation 0.60

76 76

3.01

0.79

High Anxiety

73

3.00

0.67

High Anxiety

76

2.97

0.61

High Anxiety

74

2.89

0.59

High Anxiety

76

2.87

0.64

High Anxiety

72

2.97

0.65

High Anxiety

High Anxiety

In bottom-up reading (Table 5), students in average are highly anxious when they: (i) cannot figure out the meaning of a word that they feel they have seen before; (ii) encounter a lot of words whose meanings are unclear; and (iii) find it difficult to pronounce unknown words. At this juncture, vocabulary is clearly the issue. Together with details, knowledge of word meanings is a basic necessity in reading comprehension. A lack of vocabulary knowledge could mean a failure in understanding a text since larger ideas can be processed and generated when fundamental information is possessed such as word knowledge,

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

53

which is the main principle of bottom-up reading. Thus, having less vocabulary knowledge means having anxiety in reading.

Moreover, students also have high anxiety when: (iv) they come across unfamiliar idioms; and (v) the word they know has a different meaning in the sentence. Still, like the previous one, familiarity is the problem, specifically idioms and connotations. These elements in passages can be said to be cognitively demanding for students, especially those with limited „schema‟. This is so because their meanings are implicit and culturally contextualized which require dissections as well as between- and beyond-the-lines reading. Students‟ inability to perform these required activities could be the essential reason why they develop high anxiety in reading texts in English. It is also revealed that students are highly anxious when: (vi) a sentence is grammatically unfamiliar; (vii) the tense of a certain sentence is unclear; (viii) they are unable to recognize different parts of speech; (ix) a sentence is long and complex; (x) what they know about a grammatical point does not make any sense; and (xi) a passive voice is used in a sentence. It is undeniable that grammar is quite complex and needs maximum analytical and critical skills because of numerous rules and variations.

Included in this aspect are tenses, parts of speech, syntax, as well as voice; all is mentioned in the statements to which students‟ are highly anxious about. In these findings, lack of knowledge and inability to make use of knowledge about grammar are the main causes of high reading anxiety disclosed by the students.

All the more that anxiety in reading would develop as students encounter reading challenges which they cannot even adequately fulfill to begin with.

Table 5 Students’ Bottom-Up Reading Anxiety Level Indicators 1.

2.

3.

4.

5.

6.

7.

8.

9.

I get upset when I cannot figure out the meaning of a word that I feel I have seen before.

It bothers me when I encounter a lot of words whose meanings are unclear.

I feel worried when the unknown word is difficult to pronounce.

I get upset when I come across idioms that are unfamiliar to me.

I get confused when the word that I know has a different meaning in the sentence.

When a certain sentence is grammatically unfamiliar is worrying to me.

I feel upset when the tense of a certain sentence is unclear to me.

I worry when I am unable to recognize different parts of speech such as adjectives, adverbs, or connective words.

I am nervous when a certain sentence is

N

Mean

Interpretation

3.10

Std. Deviation 0.74

76

75

3.04

0.84

High Anxiety

76

3.00

0.67

High Anxiety

75

2.98

0.69

High Anxiety

76

2.91

0.68

High Anxiety

76

2.83

0.68

High Anxiety

75

2.77

0.83

High Anxiety

76

2.78

0.84

High Anxiety

76

2.72

0.70

High Anxiety

High Anxiety

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

54

long and has a complex structure.

10. I get confused when what I know about a grammatical point does not make any sense.

11. It bothers me when a passive voice is used in a sentence.

Grand Mean

76

2.70

0.65

High Anxiety

75

2.35

0.78

73

2.84

0.74

Moderate Anxiety High Anxiety

As to classroom reading (Table 6), students disclosed that they are highly anxious when the teacher corrects their pronunciation or translation mistakes.

Clearly, for them, correcting mistakes is the most anxiety-inducing situation inside the classroom. It is possible that the teachers‟ practice of correcting mistakes is not workable or intimidating for the students. It can be that students are afraid of being reprimanded, humiliated, or even discriminated not only by their teachers, but also by their classmates which then makes the situation worst.

Aside from the fear of correction, they also have high anxiety when the teacher chooses uninteresting texts to read in class. This is a manifestation that teachers are not responsive to students‟ needs and interests particularly in reading. More so, it defeats the principle of learner autonomy. Thus, it can be said that students are anxious in reading because they are deprived to choose reading materials suitable, interesting, and stimulating for their level.

Moreover, students feel anxious when they are called to translate a piece of English text into their first language. This anxiety can possibly be related to students‟ lack of understanding of the text which makes it difficult for them to translate ideas and interpretations using their native language, which in this case, can be Meranao, Filipino, or Bisaya. Their lack of linguistic knowledge in English may also be the root cause of this deficiency. Besides that, oral recitation and test apprehension also contribute to students‟ reading anxiety since they revealed that they feel anxious when their teacher calls them to read out and asks them questions. The fear to speak in the class is pervasively observable especially in the English subject wherein students are highly encouraged to participate orally. This has been considered a problem as students‟ performance and ability to acquire competence in the English language is impeded. Thus, it can be construed that students‟ anxiety is also caused by oral activities required by teachers. Lastly, students revealed that their teachers‟ permanent use of the English language in the class induces reading anxiety to them. At this point, the medium of instruction is the issue pointed out by students. Since students already suffer anxiety due to challenging reading passages, lack of linguistic knowledge, and limited schema, consistent exposure to English language as medium of instruction may even worsen the problem. In a classroom setting where English is a second or a foreign language, there is therefore a need to make use of the learners‟ native language in order to lessen, if not eradicate, their anxiety in reading texts written in English.

It is alarming that a large number of them are highly anxious towards English language reading. This finding is found consistent to the findings of other foreign researchers such as Tsai and Li (2012), Al-Shboul et al. (2013), and Ghonsooly and Barghchi (2011). Their assertion, including that of Saito et al.

(1999), Young (2000), and Sellar (2000), that reading anxiety exists, is found true TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

55

in the case of Grade 8 students in MSU-ILS. This finding means that, since this study is the first in the context of Marawi City, Philippines, reading anxiety has been one of the main reasons why students perform low in reading comprehension. This suggests that actions should be taken to mitigate this reading problem among students since it becomes a potential distraction to their reading comprehension performance. Moreover, it is apparent in the data that the respondentsâ&#x20AC;&#x; reading anxiety is mostly text-related, namely, text details, vocabulary, and content familiarity. As can be found in the theoretical framework, Al-Shboul et al. (2013) pointed out that unknown words, unfamiliar topic, and unfamiliar culture are the main text-related elements that trigger reading anxiety.

Table 6 Studentsâ&#x20AC;&#x2122; Classroom Reading Anxiety Level Indicators 1.

2.

3.

4.

5.

6.

It makes me feel uneasy when the teacher corrects my pronunciation or translation mistakes.

It upsets me when the teacher chooses uninteresting texts to read in class.

It worries me when the teacher calls on me to translate a piece of an English text into our first language.

I am nervous when the teacher uses English as a medium of instruction and hardly ever makes use of our first language.

When the teacher asks me reading comprehension questions is worrying to me.

It bothers me when the teacher calls on me to read out.

Grand Mean

N

Mean

Interpretation

2.92

Std. Deviation 0.87

76

76

2.81

0.84

High Anxiety

75

2.72

0.85

High Anxiety

76

2.64

0.84

High Anxiety

76

2.46

0.74

Moderate Anxiety

74

2.36

0.85

73

2.65

0.83

Moderate Anxiety High Anxiety

High Anxiety

Table 7 Correlation between Reading Comprehension and Reading Anxiety Reading Effect Interpretation Anxiety Size Reading Pearson -0.348 Negative Comprehension Correlation Medium Correlation Performance 0.002 Significant Sig. (2tailed) N 76 The data shown in Table 7 reveals that there is a negative relationship between reading comprehension performance and reading anxiety (r= -0.348). This means that as the reading anxiety increases, reading comprehension performance score decreases. Young (2000) also found out that the higher the reading anxiety; the TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

56

http://aajhss.org/index.php/ijhss

lower students rate their level of understanding the L2 texts. Even Tsai and Li‟s (2012) recent study presented the same results that English reading proficiency is negatively related to reading anxiety. Furthermore, there is a sufficient evidence to show in this study that the relationship between the two variables is significant (ρ<0.05). It is also important to note that the effect size of the correlation is medium, signifying that reading anxiety has a quite considerable role in determining the effectiveness of the reading process. This finding implies that there is a pressing need to address students‟ reading anxiety by alleviating it in whatever positive ways and means possible. Reading, as we know it, is a macroskill that serves as a tool to develop and enhance other macroskills such as writing and speaking. If students‟ reading anxiety debilitates their ability to comprehend and learn, then it is just practical to take necessary measures to eradicate it.

Conclusion and Implications It has been proven that reading anxiety exists, especially that there will always be the involvement of a learner‟s affective domain even in academic setting where cognitive faculties are much more needed. In fact, this study affirms that reading anxiety comes in three different categories, namely top-down reading, bottom-up reading, and classroom reading. Unfortunately, in the case of MSUILS Grade 8 students, it is at a high level. It sends a message that anxiety greatly takes place while students undergo the process of reading a text written in English. Most importantly, reading anxiety is necessarily associated with reading comprehension performance which denotes that, as it elevates, reading anxiety decreases the reading comprehension performance of a reader. Hence, it should be an imperative to address this problem in order to achieve a better reading performance from students.

This study generates various implications especially in teaching reading and assessing reading performance. As found in this study, students generally have high anxiety in all categories of reading. In Top-Down Reading, students cannot recognize text details and gist or main idea. They also find it anxious to be unfamiliar with the culture reflected in the text. At this part, there is a need for reading teachers to facilitate students in terms of determining important details and making connections using these details so as to generate a general idea reflective to the text. Teachers should apply strategies that reinforce the analysis of text details such as presenting pictures, showing diagrams that dissect text information, and the like. Moreover, cultures depicted in reading materials assigned to students should be authentic and relatable in order to not only lessen their anxiety, but also to increase the success of comprehension. In this way, students will be motivated to utilize their „schema‟ in creating new ideas from the text. This may also serve as preparatory exercise for future reading activities with a wider scope of cultural depictions.

In Bottom-Up Reading, students feel anxious when vocabularies used in the text are unusual and incomprehensible at their level as well as when grammar structures are perplex. This problem only needs basic considerations in reading TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

57

http://aajhss.org/index.php/ijhss

material selection such as language and content. It should be remembered that readers come in different levels such as beginners, intermediate, and advance.

Thus, the complexity of the language and content of the text should be suited to the kind of readers a teacher handles. In worse cases, some texts inevitably have difficult vocabularies. Teachers then have to facilitate students‟ understanding of the text through unlocking those difficult words present in the text.

Lastly, in Classroom Reading, students suffer anxiety when teachers correct their manner of reading the text. Obviously, it would not be negatively perceived by students if teachers appropriately correct mistakes committed. Therefore, there is a need for constructive criticisms and positive feedbacks in this scenario. With these, students would possibly feel being helped by teachers, which is a manifestation of a student-friendly learning environment. Furthermore, students also feel anxious when teachers tackle uninteresting texts. To iterate, content should be considered by teachers, especially those that are suitable to students being handled. Much better if teachers encourage learner autonomy in a reading class which can be done through conducting extensive reading activities and creating a classroom library composed of students‟ personal choices of reading materials. As to conducting oral recitations, there has to be a limit in terms of the level of questions asked. Basic principle of assessment of learning says that questions for tests should be well-constructed and should address higher-order thinking skills for the enhancement of understanding. This should be observed by teachers most especially that the test is orally conducted. Students should also be informed so that they can prepare themselves and perform advance studying. On the medium of instruction, students‟ ability to comprehend the English language should be considered. It would be useless for teachers to straightly use English during the class if students cannot comprehend. Since students feel anxious about it, treating them as bilingual learners can be done to facilitate understanding in the English language.

References Al-Shboul, M., Ahmad, I., Nordin, M., and Rahman, Z. (2013). Foreign Language Reading Anxiety in a Jordanian EFL Context: A Qualitative Study. English Language Teaching, Vol. 6, No. 6.

Chen, M. (2007). Test Anxiety, Reading Anxiety, and Reading Performance among University English as a Second Language Learners. Master‟s Thesis, Ming Chuan University.

Franson, A. (1984). Cramming or understanding? Effects of intrinsic and extrinsic motivation on approach to learning and test performance. In J. C. Alderson and H.H. Urquhart (Eds.), Reading in a foreign language. London: Longman.

Ghonsooly, B. & Barghchi, B. (2011). An Introspective Study of L2 Reading Anxiety. The Journal of Teaching Language Skills, 3(1).

Gonen, M. (2009, July 1-3). The Relationship between FL Listening Anxiety and FL Listening Strategies: The Case of Turkish EFL Learners. Paper presented at the 5th WSEAS/IASME International Conference on Educational Technologies (EDUTE' 09), La Laguna, Tenerife, Canary Islands, Spain.

Halliday, M. & Hasan, R. (1989). Language, context and text: A social semiotic perspective.

Oxford: Oxford University Press.

Horwitz, E. K. (1988). The Beliefs about Language Learning of Beginning Foreign Language Students. The Modern Language Journal, 72, 283-294.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

58

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign-Language Classroom anxiety.

Modern Language Journal, 70 (2), 125-132.

Horwitz, E. K., & Young, D. J. (Eds.). (1991). Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice-Hall.

Katalin, P. (2006). Foreign language classroom anxiety: a classroom perspective. In Nikolov M., & Horvath, J., (Eds.).UPRT 2006: Empirical studies in English applied linguistics (pp. 39-58). Hillsdale, NJ: Lawrence Erlbaum.

Rothkopf, E. Z. (1982). Adjunct aids and the control of mathemagenic activities during purposeful reading. In W. Otto & S. White (Eds.) Reading expository material. New York: Academic Press.

Rumelhart, D. E. (1977).Toward an interactive model of reading. In Dornic (Ed.) Attention Performance, 573-603. New York: Academic Press.

Saito, Y., Horwitz, E.K. & Garza, T. J. (1999). Foreign language reading anxiety. Modern Language Journal, vol. 83, no. 2.

Salilin, A. A. & Umpar, O. (2013).Content Familiarity: Difference in Reading Comprehension Performance among Pre-Service Teachers. Unpublished undergraduate thesis, College of Education, Mindanao State University, Philippines.

Scovel, T. (1978).The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28, 129-142.

Sellars, V. (2000) Anxiety and reading comprehension in Spanish as a foreign language.

Foreign Language Annals, 33(5), 512-521.

Senn, J.A. & Skinner, C.A. (1992). Heath English, Level 10 Teacher's Edition. D.C. Heath & Company.

Sheorey, R. & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native & non-native readers. System, 29(4), 431-449. Pergamon.

Tsai, Y. & Li, Y. (2012).Test Anxiety and Foreign Language Reading Anxiety in a Reading Proficiency Test. Journal of Social Sciences, 8 (1), 95-103.

Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19,439-445.

Young, D.J. (1998). Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-Anxiety Classroom Atmosphere. 1st Edn., McGraw Hill, Boston, ISBN: 0070389004, 273.

Young, D. (2000). An investigation into the relationship between L2 reading anxiety and L2 reading comprehension, and self-reported level of comprehension, topic familiarity, features of an L2 text and reading ability in the L1 and L2. Current Research on the Acquisition of Spanish. (Eds.) Ron Leow& Cristina Sanz.

Somerville: Cascadilla Press, 15-33.

Zoghi, M. (2012).An instrument for EFL reading anxiety: Inventory construction and preliminary validation. The Journal of ASIA TEFL, 9(1), 31&56.

Zoghi, M. &Alivandivafa, M. (2012).The Fine-tuning of EFL Reading Anxiety Instrument (EFLRAI): An Exploratory Factor Analysis. The Journal of ASIA TEFL, 9(1), 31 & 56.

About the Authors Dr. Wardah D. Guimba is an Asst. Prof. IV at the College of Education, MSU Main, and Currently the College Secretary& Thesis Coordinator of the said College. Dr. Guimba finished her PhD in Curriculum & Instruction @ the International Islamic University Malaysia; Master of Arts in School Administration; Bachelor of Arts in History; Bachelor of Arts in TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

59

http://aajhss.org/index.php/ijhss

Islamic Studies Magna Cum Laude. She earned 59 credit hours for Bachelor of Laws and 50 credit hours for BS Zoology. She is a consistent scholar during her college and has been awarded as President‟s lister, Chancellor‟s lister, and dean‟s lister. She is also a thesis adviser for BSEd History Major Students, a permanent panel member for all undergraduate theses, and a chairperson of the Secondary Teaching Department from 2011 to 2013. She co-authored two published researches in international journals and was also a paper presenter & Commentator in an Islamic Education Conference in Thailand (January 23-26, 2013); paper presenter, International Conference on Da’wah & Islamic Management held in Kuala Lumpur, Malaysia on November 2324, 2010, and participated in various trainings, seminars, talks, lectures, and conferences in Malaysia from 2006 to 2011. After she came back in 2011 from Malaysia she has been invited as resources speaker in several seminars and conferences. From 2011 up to this time, she is actively participating in local seminars and conferences. She is also into organizing seminars specifically on thesis writing. .

Jerryk C. Alico is a 20 years old instructor II in MSU Pre-University Center. He earned the degree Bachelor of Secondary Education major in English (Magna Cum Laude) and currently taking up MA English Language Teaching in MSU-Marawi City. Mr. Alico an educator by heart attended and organized various seminars and workshops on research writing and data analysis. He is also an undergraduate research assistant of Dr. Wardah D. Guimba, member of the Linguistic Society of Mindanao, Inc., College Editors Guild of the Philippines, and Rostrum – MSU Marawi Debate Varsity. He gained skills in thesis editing, data analysis using Statistical Program for Social Sciences (SPSS), and in Asian and British Parliamentary Debating.

His research interests include bullying, English language teaching, reading and writing skills.

TAEED: Teachers Association for Excellence in Education. Mindanao State University, Philippines

60

http://aajhss.org/index.php/ijhss

International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Special Volume, pp. 60-74, ©IJHSS

Factors Associated with Muslim High School Students’ Mathematics Performance in Three Selected Regions in Mindanao: Basis for Intervention Omensalam P. Guro, Ph.D. and Johaira P. Guro, MST-Math Mindanao State University Marawi City, Philippines Abstract. This study was conducted to find out the factors associated with Muslim High school students‟ Mathematics performance (SY 20082009) in three selected regions (Public National High Schools) in Mindanao. Combined quantitative – qualitative research method was used in this study. Research instruments for qualitative data were: classroom observations, informal and formal interviews, questionnaires for high school Mathematics teachers and students. Mathematical Attitude Inventory for students and Attitude Inventory scale for teachers were used for quantitative data. Results revealed that, ZCNHS Muslim Students‟ GPAs and their teachers qualifications is significant but indicates weak relationship. CCNHS Muslim students GPAs and their teachers‟ qualifications are likewise weak and insignificant.

MCNHS Muslim students‟ GPAs and their teachers‟ qualifications is significant and positive (r=.579). Generally, Mathematics Teachers‟ Qualifications and Muslim Students GPAs appears to be weak (r=.238) but significant at .000 level. In the case of student‟s GPAs and their Mathematical Attitude Inventory scores found to have low and insignificant for ZCNHS, CCNHS, and MCNHS respectively. Therefore, Muslim Students‟ Mathematical Inventory Scale scores and Muslim Students‟ GPAs in general among the three City public National high schools in Mindanao is very negligible (low) and insignificant (r=.079), at 5% level. However, there are significant differences among the three public national high Schools in Mindanao in terms of physical facilities, buildings, classrooms, library and math books, equipment, class size, population size, number and size of classrooms, audiovisual aids, instructional facilities, computers, size of playground. It can be concluded that cultural orientation and high school context factors probably help explain positive but low math performance among selected respondents such as maratabat, fidelity to Islam, motivation to succeed, school and home environment, close kinship, peer influence, as well as availability of instructional facilities.

Keywords: Math performance; attitude inventory; school facilities

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

61

http://aajhss.org/index.php/ijhss

Introduction Mathematics is a way of describing relationships between numbers and other measurable quantities. Mathematics can express simple equations as well as interactions among the smallest particles and the farthest objects in the known universe. Mathematics allows scientists to communicate ideas using universally accepted terminology. It is truly the language of science. Modern societies benefit every day from the results of mathematical research. The fiberoptic network carrying peoplesâ&#x20AC;&#x; telephone conversations was designed with the help of mathematics. The ubiquitous computers are the result of millions of hours of mathematical analysis. Weather prediction, the design of fuel-efficient automobiles and airplanes, traffic control, and medical imaging all depend upon mathematical analysis (Pilant, 2005). Given the vital and central role played by mathematics in the modern science-and technology-oriented and controlled world, the Philippines cannot afford to lag behind in the field. Declining mathematics performance understandably generates concern and alarm within society. Unfortunately, as early as the 1970â&#x20AC;&#x;s, there were already reports on the alarmingly poor performance of Filipino pupils in the 3Râ&#x20AC;&#x;s (reading, writing, and arithmetic). One such report was the Survey of Outcomes of the Elementary Education (SOUTELE, 1976) which identified an array of factors contributing to the problem, foremost of which had to do with teacher training and methodology, inadequate school facilities, and poor linguistic ability or limited English proficiency of the learners.

The same problems continue to plague the Philippine educational system.

Landrito (1991; cited in Ababa, 1998) found that in the Philippines, students generally perform poorly in mathematics in all levels--elementary, secondary, and collegiate level. Accordingly in the collegiate level, in the University of the Philippines in Diliman, in particular, it was found that one out of every three students repeats a mathematics course. The situation must be worse in less developed areas in the country, especially in rural areas remote from urban centers like Metro Manila and Cebu. Declining performance in mathematics understandably generate concern within society. Ibe (1997) likewise reported that in the third International Mathematics and Science Study (TIMSS), which measured the mathematics and science achievement of basic education students in 41 participating countries, the Philippines pathetically landed near the bottom, 39th in mathematics and 40th in science. Although the Philippines did not come last, the overall showing of its representatives in the TIMSS is still abysmal by any standard. It was handwriting on the wall that could not be ignored. In secondary schools, the value of mathematics can hardly be overemphasized.

High school mathematics prepares the students for more advanced and complex mathematics at the college level. Since the subject is highly sequential, in

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

62

http://aajhss.org/index.php/ijhss

concepts development courses, the importance of foundation courses -- high school mathematics -- is undeniable. Even if the student fails to continue his studies in college, he/she still needs mathematics in his daily life in the performance of his duties as a citizen as a useful vocation, and in dealing with his physical and social environment. Secondary education must equip learners with functional mathematics ability. This study aimed to determine the factors associated with Muslim high school students‟ mathematics performance in three Public National High Schools in Mindanao, namely: Marawi City National High School (MCNHS), Cotabato City National High School (CCNHS), and Zamboanga City National High School (ZCNHS). Specifically, it sought to answer the following questions: (1) What is the descriptive profile of mathematics teachers and Muslim students across the three regions (ARMM, Region 9, and Region 12) covered in this inquiry? (2) What is the description of school and home environments across the three regions? (3)What are the attitudes of mathematics teachers towards mathematics? (4) What are the attitudes of Muslim students towards mathematics? (5) What are the problems encountered by mathematics teachers in teaching mathematics and how do they cope with these? (6) What cultural orientations and practices are manifested by the students in mathematics classes across the three regions in Mindanao? (7) What intervention program can be proposed to improve the teaching of mathematics in Mindanao National High Schools?

Theoretical Framework Learning continues throughout individuals‟ lives and affects almost everything they do. It is a lifetime process; one keeps imbibing fresh knowledge and unlearning or discounting some supplanted by the former. The study of learning is important in many different fields. Teachers need to understand the best ways to educate children. Psychologists, social workers, criminologists, and other human-service workers need to understand how certain experiences change people‟s behaviors. Employers, politicians, and advertisers make use of the principles of learning to influence the behavior of workers, voters, and consumers (Encarta 2006). Learning is closely related to memory, which is the storage of information in the brain. There can be no learning without retention and retrieval, hence, the emphasis on meaningful learning and the discouragement of rote learning. Psychologists who study memory are interested in how the brain stores knowledge, where this storage takes place, and how the brain later retrieves knowledge when needed. In contrast, psychologists who study learning are more interested in behavior and how behavior changes as a result of a person‟s experiences.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

63

http://aajhss.org/index.php/ijhss

Different theories of learning help educational psychologists understand, predict, and control human behavior. To understand a child's emotional aversion to school, the respondent (or classical) conditioning theory originated by the Russian physiologist Ivan Pavlov (cited in Berliner, 1993) may be used.

Pavlov's theory describes how stimuli that occur together may come to evoke similar responses. To inquire about the origins of a child's disruptive classroom behavior, the operant (or instrumental) conditioning theory of Thorndike and the American psychologist B. F. Skinner may be applicable. This theory describes how rewards shape and maintain behavior. School violence and vandalism may be partially understood through the social-learning theory of the Canadian-American psychologist Albert Bandura (Zulueta, 2006) which describes the conditions under which people learn to imitate models.

Information-processing theory is used to understand how people solve problems by analogy and metaphor (Berliner, 1993).

Theories have been advanced to explain student achievement or underachievement in the classroom. One such theory is the cultural deprivation theory, which Doronila (1989, cited in Ababa, 1998) used and elucidated in her study. She said: When the educational process is viewed as the learning of desired knowledge, attitudes or skills according to the criteria set by the school, discontinuities between objectives and outcomes are explained in terms of the cultural deprivation. That is, the studentâ&#x20AC;&#x2122;s failure to learn the desired educational outcome is due to the fact that his early home experiences do not transmit the cultural patterns necessary for the type of learning characteristics of the school and of the larger society.

Laurence (1992) cited the theory on teaching through modeling. Social theory, as developed by social psychologist Bandura (1977) and his associates, posits that individuals learn new behavior primarily through a process of modeling the behaviors of others. In contrast to other schools of psychology that maintain that behavior is mainly a function of an individualâ&#x20AC;&#x;s intention or goals (Cognitive theory) or external reinforcement (behaviorism), social learning theory argues that individuals learn complex behavior patterns vicariously, through a process of observing and imitating models over time.

Conceptual Framework Public and private high schools aim to produce graduates who possess the values of the institution anchored on their mission and vision. Structuring an instrument based on valid theoretical support and background can promote teaching excellence, student achievement, and outcomes. But the issue that should be raised is whether factors associated with studentâ&#x20AC;&#x;s performance could

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

64

http://aajhss.org/index.php/ijhss

serve as an indicator or predictor of future student performance. The possible determining school factors are the prevailing attitudes of students and teachers attitudes towards mathematics, professional background of teachers, school facilities, admission requirements, student evaluation procedures, culturallyoriented behaviors of students and classroom dynamics in mathematics among high schools in the selected City Public National High Schools in Mindanao.

Research Methodology This study made use of mixed methods but leans more heavily toward the quantitative design to answer the research questions. However, as expected of cultural studies, the qualitative aspect is allotted the space or importance it merits. In the data-gathering phase the following techniques were used: classroom observations and informal and formal interviews besides the questionnaires for high school mathematics teachers and students. Quantitative data were collected through an Inventory for Teachers and an Attitude Scale for students. This design involves collecting data to test the hypotheses and draw results that could establish the relationship between different variables that are the foci of interest of the study. The research tried to establish the factors associated with the Muslim studentsâ&#x20AC;&#x; academic performance in the three City Public National High Schools in Mindanao representing three regions namely; Marawi City National High School located in Marawi City, the provincial capital of the Province of Lanao del Sur which is located on the shores of Lake Lanao (Region 12); The Zambuangga City National High School is located at Don Alfaro street, Tetuan, in the City of Zambuangga (Region ) and; the Cotabato City National High School is located at Datu Sensuat Avenue leading to the Office of the Regional Centers (ORC) in Cotabato City (ARMM Region).

The total research sample is distributed across the three regions as follows: one hundred fifty (150) from Region 9, one hundred fifty (150) from Region 12, and one hundred fifty (150) from ARMM. They are all Muslims (Maranaos, Tausogs, and Maguindanaons). Sample A consisted of four hundred fifty (450) Muslim Mathematics high school students enrolled during the Academic Year 2008-2009 in the three selected City Public National High Schools/Regions in Mindanao (ARMM, Region 9, and Region 12). Sample B consisted of the respective Mathematics teachers of the Muslim students from each school. The two samples were drawn by non-probability sampling, specifically purposive sampling. In selecting the three national high schools, the researcher considered the accessibility and the peace and order condition as the prime criteria in selecting the schools.

The research instruments used were adapted from the research of Ababa (1998); The Attitude Inventory Scale for Mathematics Teachers which was designed by

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

65

Sibal (cited in Ababa, 1998) and the Attitude Inventory Scale for Students by Ibe (1990). For easy comprehension of items by Muslim students the instruments were translated into Meranao, Tausog, and Maguindanaon. A classroom observation guide was also prepared by the researcher for her use in the observation phase of the inquiry. The data obtained were classified, tabulated and converted using statistical software. Percentages were used to describe teachers and students‟ characteristics from each school based from the Attitude Inventory for teachers and the Attitude Scale for students, respectively. The Pearson Product Moment Correlation Coefficient was employed in the testing of the null hypotheses at 5% level of significance through the use of the SPSS program package.

Teacher qualification was quantified based on these components (Ababa, 1998): educational attainment (75%), teaching experience (20%), and attendance in in-service mathematics seminars/trainings (5%). Educational attainment was treated according to the teacher‟s level any degree finished given 50 points; an undergraduate mathematics major is given 55; a master‟s degree holder got 60; a Master‟s degree in mathematics education earned 65; Ph.D/Ed/D in other fields got 70; a Ph.D in mathematics education was assigned a perfect 75. Points were added to teachers who acquired advanced credits in their professional growth or teachers (not mathematics majors) who acquired training in mathematics teaching. A maximum of 20 points were given to teaching experience, one point for every year of teaching. Only trainings/seminars in mathematics attended by the teachers from 2000 and up were credited; one point was earned for every seminar in mathematics attended for a maximum of five seminars.

Findings Based on the statistical computations the findings are quantified categorically according to the variables investigated and listed in the statement of the problems in the study.

a. Evaluation of Student Learning and Progress In Zamboanga City National High School, 12 teachers gave 15% for quizzes, 2 for 25%, one for 30% and one for 20%. For periodical exams, out of 16 teachers, 14 teachers gave 15%, and 2 assigned 25%. For assignments, 4 teachers gave 10%, 4 for 15%, 2 for 25%, 5 for no point, and one for 5%. For class recitations, 9 teachers give 30%, 5 for 15%, one for 10%, and one for 20%. Regarding attendance 13 teachers assigned no points, while 3 teachers gave 5%. For projects, 5 teachers gave 25%, 4, only 15%, another 4 gave 10%, and 2 no points, and one, 20%.

Lastly, for unit tests 8 teachers gave 15%, 4, 25%, 2, 10%, and 2, 20%. Seven bases or criteria constituted the ZCNHS teacher‟s grading system, but variation in the weights assigned each were noted.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

66

http://aajhss.org/index.php/ijhss

In Cotabato City National High School teachers‟ evaluated the learning progress of their high school students according to the following criteria: Teacher 1 and 5 did not indicate the percentages but accordingly they administered quizzes and periodical exams, and required assignments, class recitations, attendance, and others for evaluating their students. Teachers 2 and 3 adopted a uniform percentage for quizzes (15%), periodical exam, 15%, 10% for assignments, 30% for class recitations, 10% for attendance, and 20% for projects. Teacher 4 assigned 15% to quizzes 15% to periodical exam, 15% to assignment, 25% to class recitations, 15% to attendance, and 15% to recitations. Teacher 6 gave the following weights: 15% to quizzes, 15% to periodical exam, 15% to assignments, 15% to class recitations, 10% to attendances, and 30% for others. The five teachers of the CCNHS employed uniform percentages for quizzes and periodical exam.

In Marawi City National High School they had their own scheme for evaluating students learning. Teachers 1, 2, and 3 adopted a uniform percentage for quizzes (20%), Teachers 1 and 3 gave 20%, and Teacher 2, 25% for the periodical exam.

Teachers 1 and 2 used a uniform weight for assignments (15%) and Teacher 3, only 10%. For recitations, Teachers 1 and 3 gave 25%, and 10%, respectively.

Teachers 2 and 3 assigned 5% to attendance while teacher 1 gave no points.

Teachers 1 and 3 gave 20% for unit tests, and Teacher 3, 25%. The three teachers adopted a uniform percentage or weight for quizzes only. The three schools show a sound grading system, assigning different weights or values to quizzes, periodical examinations, assignments, recitations, attendance, projects, and unit tests, which are the common bases for evaluating student learning and progress.

MCNHS gives quizzes, periodical tests, assignments, recitations, projects, unit tests, but require no projects for evaluating students‟ performance.

The greatest variability is seen in the giving of weight to recitation and importance to projects. There is a discernible tendency to uniformity or consensus on the weight of quizzes and periodic examination which are the traditional or more time-honored bases for evaluating students‟ learning progress. However, there are no significant differences among the three national high schools in terms of their Muslim students‟ Mathematics GPAs based on two grading periods.

b. Conditions of Mathematics Teaching-Learning in the Three City National High Schools in Mindanao.

The medium of instruction used by non-Muslim Mathematics teachers is a combination of English and Filipino (their own vision of bilingualism), but heavily leaning on English language while Muslim teachers use a mixture of English and Filipino, with frequent recourse to translation to the native language or dialect whenever students show comprehension difficulties.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

67

Out of four hundred fifty (450) respondents 70 or 15.56% Tausog students, 93 or 20.67% Maguindanaon students, 89 or 19.78% Meranao students, or a total of 56% preferred Muslim teachers; this number constituted a majority. Fifty six percent (56%) of the students want Muslim Mathematics teachers for the advantages that accrue through a common cultural-linguistic background. They expect greater understanding of their needs. The most common instructional materials used by the teachers in mathematics were chalkboard, graphing board and eraser. The six observed teachers come to class on time with prepared lesson plans, a sheet of Manila paper outlining the day‟s lessons, and devices to illustrate the lessons. They use such routine or formulaic remarks as “very good” for positive feedback and showed slight variations in their choice and use of techniques -- e.g. storytelling or sharing one‟s experience. Conditions of mathematics learning in the three schools are good. The classrooms are big enough to provide an atmosphere conducive to mathematics learning. The good conditions could explain why the 2 grading periods‟ GPAs of the Muslim high school students of the three public national high schools are good.

c. School Characteristics Teachers‟ qualification was evaluated based on these components adopted from Ababa, (1998): educational attainment (75%), teaching experiences (20%), and attendance in in-service mathematics seminars/trainings (5%). The coefficient correlation between ZCNHS Muslim students‟ GPAs versus Zamboanga City Muslim students Mathematical Inventory scores turns out to be insignificant and shows no correlation. Likewise the coefficient of correlation between CCNHS Muslim students‟ GPAs and Cotabato City Muslim students‟ Mathematical Inventory reveals no correlation, thus an insignificant result. The coefficient of correlation obtained between MCNHS Muslim students GPAs and Marawi city Muslim students‟ Mathematical Inventory shows also no correlation and significant result. Therefore the coefficient of correlation between Muslim students‟ Mathematical Inventory Scale and Muslim students‟ GPAs among the three City Public National High Schools in Mindanao shows no correlation. It is clear enough that the two variables -- GPAs and attitudes -- are not linked whether positively or negatively.

d. Facilities, equipment, and classrooms The three schools provide complete equipment and facilities. ZCNHS has a separate building for the gymnasium, another building for the library. The three schools have rooms equipped with computers to accommodate their students, although a few sets needed repair. The three schools have enough rooms to house their students. In these three schools, every student has a chair to sit on, teachers each have a table and a chair and every classroom has at least two to three chalkboards with accompanying essential devices.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

68

http://aajhss.org/index.php/ijhss

ZCNHS has a shifting time from 6 am to 12 am for first year and third year and 12 am to 6 pm for second year and fourth year. It has approximately 52 to 60 students in each room. There are thirty six (36) sections for fourth year, thirty six (36) sections for third year, forty one (41) sections for second year, and forty four (44) sections for first year.

Construction of a building is ongoing at CCNHS to house their students. The time shifting is from 6 am to 12 am for first year and third year, 12 am to 6 pm for fourth year and second year, and 6 pm to 12 pm for night classes. It has 50 to 60 students in each room. There are twelve (12) sections for fourth year, twelve sections for third year, eleven (11) sections for second year, twelve (12) sections for first year, and two (2) sections in each year level during night time, from 6 pm to 12 pm. MCNHS has a regular time from 7 am to 12 am, and 1 pm to 5pm.

There are five (5) sections for fourth year, seven (7) sections for third year, nine (9) sections for second year, and twelve (12) sections for first year. The three schools have libraries to cater to the needs of their students. The ZCNHS has one building intended for their library only; it is the only school among the three that has a developed or well-stacked library to accommodate their students.

e. Attitude of Students towards Mathematics With regard to attitude toward mathematics as measured the by Math Attitude Inventory among Tausog students, majority of the Tausog students reported that the statements below are either “generally true of me” or “very true of me”: I am interested to acquire further knowledge in mathematics- 58.00%.

I think I have more chances of becoming successful if I am good in mathematics 54.00% I enjoy going beyond the assigned work in mathematics and I try solving more than what is expected of me52.00%. When I work on mathematics problems, I find that my thinking and reasoning are sharpened- 51.00% The Attitude Inventory Scale towards Mathematics administered to Maguindanaon students showed them answering either “generally true of me” or “very true of me” to the statements listed below: I am interested to acquire further knowledge in mathematics- 66.78%.

I think I have more chances of becoming successful if I am good in mathematics- 60.00%. I find mathematics useful for problems of everyday life- 56.30%. I enjoy going beyond the assigned work in mathematics and I try solving more than what is expected of me – 50.00

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

69

http://aajhss.org/index.php/ijhss

Below are the results of the Mathematics Inventory Scale administered to the Meranao students in MCNHS. They expressed their attitudes by answering either “generally true of me” or “very true of me” to this list of statements: I am interested to acquire further knowledge in mathematics- 90.70%. In mathematics I am not satisfied with just a passing grade; I want something really high - 70.60%. I find mathematics useful for problems of everyday life - 70.00%. I consider mathematics my most difficult subject – 64.00%. Mathematics is a subject I have always enjoyed studying – 62.00%. Mathematics makes me more inquisitive about things which are not clear to me – 58.00%. The people I enjoy going with are those who are good in mathematics – 58.00%. I think my mind works well when doing mathematics problem – 58.00%. When I work on my mathematics problems, I find that my thinking and reasoning are sharpened – 57.40%. I think I have more chances of becoming successful if I am good of mathematics -56.70%. I always need someone to help me with mathematics because it confuses me – 54.00%. In school I thoroughly enjoy my mathematics classes – 51.40%. My favorite subject is mathematics – 51.40%. Of all my teachers, it is my mathematics teacher that I like best – 51.40% The overall result gives proof of proper motivation (e.g. the conviction that mathematics competence is vital to success and relevant for problems of everyday life, as well as useful in sharpening the mind). The confession of a hardly negligible or insignificant number of MCNHS students (i.e., mathematics as “the most difficult subject” and “confusing”, hence, the need for help) should however alert the concerned teachers to a serious problem.

f. Characteristics of the Muslim Teachers Based on the self-reports and credentials, the mathematics teachers of Muslim students in the three city public national high schools, who participated in this study, have adequate and even impressive background in mathematics. All the twenty five (25) participating mathematics teachers have the minimum requirement, that is, a Bachelor of Science in Education major in Mathematics degree or a Bachelor of Science in Mathematics, except one who is a graduate of the Bachelor of Science in Engineering Program but a holder of a master‟s degree in Mathematics. Eight (8) of them have a master‟s degree in Mathematics. There is indication also that they have adequate updated training through attendance at seminars in Mathematics. They are all doing what is due to their students and are always „on their feet‟ since their school heads are monitoring their teaching performance.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

70

http://aajhss.org/index.php/ijhss

g. Attitude of Teachers towards Mathematics The composition of the twenty five (25) teachers is as follows: two (2) Meranaos, two (2) Tausogs, fourteen (14) Zamboangenea/os, one (1) Roman Catholic, two (2) Maguindanaons, two (2) Ilonggo, and one (1) Visayan. The majority are nonMuslims. Most of the teachers answered “true of me” or “very true of me” to the following statements designed to draw from them self-evaluative responses: I enjoy teaching math- 92.00. I am highly motivated and enthusiastic to teach mathematics- 88.00%. I continuously motivate my students to make them learn mathematics- 88.00%. When I teach I use English and I use the dialect for emphasis- 80.00% This eighty percent and above are important responses revealing a common idea or attitude of the teachers: they enjoy mathematics teaching, and are highly motivated and enthusiastic in teaching mathematics. When they teach they use English and a native dialect to communicate more clearly and effectively with their students. Majority of teachers also answered “generally true of me” or “very true of me” to the following statements: I make extra effort to update myself on the new developments and ways of teaching mathematics- 76.00%. When I teach mathematics, I relate it to situations and experiences that are familiar to my students- 76.00%. I look forward to the time I spend with my mathematics classes- 72.00%.

Among all my subjects, it is in math where I feel most at ease- 72.00%. I try various methods and strategies in teaching mathematics- 68.00%.I derive personal satisfaction from teaching high school mathematics68.00%. I consider mathematics teaching as a professional commitment68.00%. Even when still in college, I was already interested in mathematics teaching-64.00%. My enthusiasm to teach mathematics is evident in my day-to-day teaching activities- 64.00%. I believe that the math class period should be allotted more time compared with other subjects- 60.00% These expressed attitudes among mathematics teachers in the three City Public National High Schools in Mindanao take on greater meaning considering the fact that majority of them are non-Muslim. Out of 25 mathematics teachers, only 6 are Muslims. The majority of teachers have to contend with the dominant culture in the setting where they find themselves. It is a culture quite unfamiliar and alien to them. This cultural divide increases the challenge, or compounds the problems normally encountered like resistance or negative attitude to mathematics, language problem, and poor foundation (lack of mastery of basic mathematical concepts and operations.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

71

http://aajhss.org/index.php/ijhss

h. Cultural Orientations and Practices Manifested by the Students (Culled from Self-Reports, Observations and Interviews with the Teachers of Muslim Students)

Thirteen Mathematics teachers responded to this statement: Behavior of

Muslim Students in Mathematics class that make him/her happy as a mathematics teacher with the following answers: What makes them happy

is when Muslim students can do well and behaves well; are responsible, creative, organizing, solving, working; have initiative, and are enthusiastic, are patient to solve problems; proud to be able to solve math problems correctly; good in math, cooperative, attentive; show genuine interest; many of them are prove good in math, good in math/numbers and participative, recite, and say “thank you” because they have learned something from the subject; they are responsible or heedful of their teachers‟ instructions; honest, good, industrious, kind and show curiosity. Many of the teachers said they feel gratified when students are attentive, show genuine interest, and take pride in their progress.

Fourteen (14) Mathematics teachers responded to this particular statement; Problems encountered by teachers in teaching Mathematics to Muslim students. with these answers: not studying; not practicing; not reciting; hardly participating; shy; not responding; not working on/making an assignment; misbehaviors; no interest; taking the subject for granted; poor reading comprehension; poor foundation in the four fundamental operations and such concepts as decimals, fractions, and integers; poor in the English language; no materials for use in math activity like graphing paper, ruler, pencil, protractor, calculators, etc.; inattentive during discussions; impolite, lax, mischievous; no retention; less comprehension; poor comprehension; can‟t recall basic concepts, rules and laws of math; they have no mastery of the four fundamental operations; lack of interest; negative attitude to the subject; very low retentive memory specially in the four fundamental operations; very noisy; and do not observe punctuality. These myriad problems could be grouped into six clusters or categories: classroom management problems; language problems; motivational and attitudinal problems; lack of materials needed for classroom activities; bloated class size or overcrowding; and poor foundation. These problems are interrelated -e.g. bloated class size as the cause of most classroom management problems and motivational and attitudinal problem as resulting from lack of essential materials and poor foundation.

Most of these problems, however, are not exactly insoluble and should never be used as excuses for giving up on math students, or resignation to the futility of all efforts. The thirteen (13) mathematics teachers had these responses to the pertinent statement; Instances or times when teachers get impatient or angry

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

72

http://aajhss.org/index.php/ijhss

with Muslim students, and they said; talking when teacher is discussing; following or mimicking what she is saying; not listening; misbehaving and does not know the lessons; very talkative and noisy; asking and begging for answers; asking classmates to provide materials for math activity; doing other things during discussions/impolite, that are not related to mathematics; making their assignment in the class; they just copy answers from classmates; they do not want to try; talkative; insensitive; not active in any board activities; and seldom mindful of their behavior.

Six (6) teachers responded to this statement: On teachers reprimanding Muslim students in the class and some reactions of Muslim students when reprimanded and they said; they just keep cool and do not worry; absenteeism; noncompliance with the requirements, and misbehaving; resentment; using foul language, like the common “bilat ina mo”; most of the students would just listen and say “sorry”, and some are angry while others will just keep quiet. Most of the Mathematics teachers do not reprimand a Muslim student in the class.

On maratabat, translated as pride or honor is recognized by sociologists as a fundamental motivating force over a wide range of behaviors and actions among Muslims; fifteen (15) mathematics teachers responded to this particular question on maratabat with these answers: shutting or slamming the door before going out”, when their fault is mentioned; when their ego is touched in front of others; when their attention is called for misbehaving; have done something wrong; arrogance; when found guilty, some say “sorry”; some do not want to be corrected and show resentment; maratabat is challenged, by or fuels competition; negative reactions when attention is called; when able to solve problems on the board they are happy; talkative and noisy; some are arrogant; they do not participate in board works because they are afraid that their classmates will discover their inadequate knowledge of the basics mathematics; datuism; and commanding or dominant.

In terms of Good effects of maratabat on mathematics teaching; ten (10) teachers enumerated some good effects of maratabat: they prove to themselves and others that they have talent; striving/exerting effort; encourages or challenges them to learn; can boost student morale; they are afraid of their God “Allah” if they do not obey; can build self-esteem; and hereditary bloodline.

In terms of the bad effects of maratabat on mathematics learning; ten (10) teachers provided answers to this question: not doing at all what is required of them, and neglect their studies; it develops self-conceit and covetousness; personal and ethnic differences; others are arrogant and noisy; and inferiority complex.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

73

http://aajhss.org/index.php/ijhss

It is clear that maratabat as a cultural value works in two ways; it has a positive and a negative side. The different manifestations shown by Muslim students lend themselves to classification into the positive or constructive and the negative or harmful. The challenge to the math teacher is to develop techniques or strategies that appeal to, or tap into the positive aspect of maratabat so that it can work for, instead of against Muslim students. Teachers must never lose sight of the fact that maratabat is not a personal matter; it is collective, involving the whole clan and even ancestors.

Conclusions On the basis of the findings of this inquiry, it is tentatively concluded that the cultural orientation and high school context factors probably help explain positive or low math performance associated with the Muslim students in the three City Public National High Schools in Mindanao such as maratabat, fidelity to Islam, motivation to succeed, school and home environment, close kinship, peer influence, and availability of instructional facilities. Explicit or serious attention to these factors which have the potential for contributing to the enhancement of the academic performance of the Muslim students could produce salutary effects on the math learning progress or achievement of Muslim students across the regions in Mindanao. Maratabat (extreme pride), close family ties, and fidelity to Islam are factors associated with the Mathematics performance of the Muslim students in the three City Public National High Schools in Mindanao (ZCNHZ in Region 9, CCNHS in Region 12, and MCNHS in ARMM). There may be other factors that contribute to, or influence the academic performance of the Muslim students such as low motivation, lack of financial support, and parents‟ assistance, lack of interest, poor personality development, teachers‟ attitudes, poor foundation and adjustment problem, poor study habits, and skills or learning strategies, negative attitudes and others.

These invite further exploration or delving into.

References Ababa, Z. A. (1998). Cultural orientation and high school classroom contexts as factors of Maranao students‟performance in college mathematics. Unpublished dissertation. University of the Philippines, Diliman, Quezon City.

Berliner, D. C. (1993). Educational psychology. Microsoft ® Encarta ® 2006. © 1993-2005 Microsoft Corporation. All rights reserved.

Ibe, M. (1997). “The Philippines Performance in the TIMSS”. College of Education, University of the Philippines.ADB. Pilant, M. S. (2005) "Mathematics." Microsoft® Encarta® [DVD]. Redmond, WA: Microsoft Corporation.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

74

Lawrence A. T. (1992). Teaching High-Commitment management the HighCommitment way. Journal of Management Education. A publication of The Organizational behavioral teaching society. Vol 16. No. 2 May 1992.

Zulueta, F. M. (2006). Principles and methods of teaching. Manila: National Bookstore.

About the Authors DR. OMENSALAM (Asma) PANAMBULAN GURO is a faculty member of MSU – Marantao Community High School since 1982. She finished Doctor of Philosophy in Philippine Studies (2009) as MSU – APDP Scholar. She also finished Certificate in Governmental Management (1988), Master of Arts in teaching (1985), and Bachelor of Science in Education Major in Mathematics (1982) all from Mindanao State University, Marawi City. Her published researches include “The Correlation Between FEASE Scores and Academic Performance Among MSUMarantao CHS SY 2006-2007” and “The Correlation Between SASE Scores and Academic Performance Among Freshmen Students from Three CHS SY 2006 – 2007” (MSU Graduate Forum Vol. 8 Nos. 1, 2, & 3, 2010). She was formerly designated as Guidance Counselor, has taught several years in Mathematics and at present, she is teaching Araling Panlipunan and at the same time the Coordinator of the said field. She is happily married to Atty Ali P. Guro of the Third Shariah District Court, Hall of Justice, Zambuanga City. They are bless with 4 children.

Co – Author: JOHAIRA PANAMBULAN GURO is a faculty member of the Mathematics Department of MSU – Marantao Community High School since 2010. She finished Baschelor of Secondary Education Major in Mathematics (2009), and CAR in Master of Science Education Secondary Mathematics all from Mindanao State University, Marawi City.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

75

International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Special Volume, pp. 75-84, ©IJHSS

Multifaceted Presentation Oriented-Instruction (MPOI): Effects on Students’ Concept Learning, Achievement, and Attitude towards Chemistry Norolayn K. Said MST-General Science Mindanao State University Marawi City, Philippines Abstract. Considering multiple intelligences (MI) in the teachinglearning process may provide relevant opportunities for the students.

The study investigated the effects of Multifaceted Presentation OrientedInstruction (MPOI), an MI based teaching strategy on the students’ concept learning, achievement, and attitude towards Chemistry.

Experimental method was employed and both quantitative and qualitative data were gathered. These were analyzed using t-test and Pearson product-moment correlation. Students from third year sections of MSU-Integrated Laboratory School, Marawi City served as the respondents of the study. Different dominant intelligences were observed among the respondents such as visual (28%), verbal (24%), interpersonal (24%), musical (16%) and logical (8%). Pretest mean scores on the concept learning, achievement, and the attitude of the control and experimental groups were statistically not significant at α=.05; thus, indicating that the two groups were comparable. Whereas, the mean gain scores on the concept learning and achievement as well as attitude rating scores of both groups were statistically significant at α=.05.

Moreover, it was found out that there was a significant positive relationship between the students’ attitude and their achievement towards Chemistry. Finally, the students perceived MPOI as effortrequiring activity but challenging.

Students under MPOI performed better in concept learning and achievement test. Further, they acquired good attitude towards Chemistry.

Keywords: multiple intelligences, individual differences, teaching strategy

Introduction When children are given the opportunity to use their stronger intelligences and when they have fun doing so, they become much more engaged in the learning process. Thus, we all learn from one another… -Meyer

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

76

http://aajhss.org/index.php/ijhss

One of the most challenging tasks continually confronting Science educators and teachers is how to accommodate and stimulate the students’ interests and their imaginations in the teaching pedagogy so that motivation is augmented. As it goes, learners’ motivation is a stepping stone to stimulate the other domains of students’ capabilities. Although academic achievement is anchored according to one’s intellectual ability and readiness to learn, the personal attitudinal factors can be a good influence.

Witty (1961) stated that there is a direct relationship between the subjects the students like best and those wherein they receive higher grades. This claim is supported by Padura (1984) who asserted that negative attitudes and mismatched learning styles of the students towards the subject have led to poor performance of secondary school students. Besides, Chemistry, one of the Science subjects taught in secondary schools is perceived as inherently difficult which makes it uninteresting to students (Hambre, 1995). Others believe that Chemistry is facetious and unreasonable as presented by Sildreman (1986) at the 9th Northeast Regional Meeting of the American Chemical Society.

Consequently, students’ good performance in Chemistry may not be expected.

This can be manifested by the lower results in performance as claimed by different researchers during their assessments.

The researcher, herself, has the apprehension that many scientific concepts are abstract, invisible in the real world, and difficult to grasp. Qualitative reasoning about these concepts poses a serious challenge in Science education in addition to sustain if not enhance the immediate science-is-fun impact on the students’ interest. As Fr. J. Galdon (1995) puts it, “learning begins in wonder, or it does not begin at all”. Along this line of thought, the researcher’s six-year teaching experience entails that anchoring the teaching approach to constructivist theory and multiple intelligences theory may build the learning process not only realistic and experiential but also alleviate the chemophobic attitude of students through enjoyable learning environment. In the course of her teaching stint, she observed that exposing her students to this type of instruction had given them an extensive opportunity to use their multiple intelligences. Subsequently, the students showed a positive attitude towards the subject. Moreover, their grades seemed to increase compared to the previous grading using the traditional type of instruction. This teaching-learning process tried out, however was not documented. Owing to this experience, the researcher coined the teaching strategy, Multifaceted Presentation Oriented-Instruction (MPOI).

This study aimed to investigate the effects of MPOI on the students’ concept learning, achievement, and attitude towards Chemistry. Specifically, it intended to answer the following questions: 1. What is the Multiple Intelligences profile of the respondents exposed to Multifaceted Presentation Oriented-Instruction (MPOI)?

2. Is there a significant difference between the concept learning pretest mean scores of the students in the experimental and control groups?

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

77

3. Is there a significant difference between the concept learning mean gain scores of the students in the experimental and control groups?

4. Is there a significant difference between the achievement pretest mean scores of the students in the experimental and the control groups?

5. Is there a significant difference between the achievement mean gain scores of the students in the experimental and the control groups?

6. Is there a significant difference between the experimental and the control groups in terms of attitude of the students towards Chemistry before and after the intervention?

7. Is there a significant relationship between the attitude towards Chemistry and the achievement of the students?

8. What are the perceptions of the students in the experimental group on the use of Multifaceted Presentation Oriented-Instruction (MPOI) in the Class?

9. What are the implications of the results of the study on Science education?

Research Methodology The study employed experimental research design specifically Matching-Only Pretest-Posttest Control Group Design. Further, both qualitative and quantitative research methods were used. The quantitative part of the study focused on determining the students’ pretest-posttest mean gain scores in the teacher-made achievement test and concept learning test on selected topics on Nuclear Chemistry and Organic Chemistry, and the attitude rating scores of the students and the relationship between the independent and dependent variables. The students’ logs and interview responses to the questions asked on the problems encountered during the intervention and their reactions on the instruction together with the researcher’s observation and teachers’ journal constituted the qualitative aspect. Data were then analyzed using t-test, Pearson product-moment correlation, and triangulation method. All questionnaires were either developed and pilot tested by the researcher or adapted from experts.

Third year sections B and C of Mindanao State University-Integrated Laboratory School-High School Department for the School Year 2009-2010 were chosen as the respondents of this study. Since these were two intact classes, the students were matched based on their general average in Chemistry from first to third grading period and their Intelligence Quotient (IQ) results. With this, fifty (50) of the students were taken to constitute the study samples. Through tossing a coin, one class was assigned to control group and the other to experimental group.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

78

Results and Discussion a. Multiple Intelligences of Students in Experimental Group

Figure 1 Multiple Intelligences of Respondents in the Experimental Group

The five facets of intelligences as categorized by Gardner namely visual, verbal, interpersonal, musical and logical have been manifested by the students in the experimental group. As shown, most of the respondents acquired the visual intelligence. Probably, they may find the delivery of instruction effective with the use of visual aids such as concrete objects, pictures, etc. used by the teacher during instruction. Students on the other hand may have used it in their outputs as expression of their learning. This is in conformation with the old adage that learning mostly takes part through â&#x20AC;&#x153;seeingâ&#x20AC;?. Moreover, experience tells us that the first sense that is used in knowing things is the sense of sight. On the other hand, the second most possessed intelligence among the respondents was verbal. Doubtlessly, even in time of the eminence of traditional teaching, learning could be manifested through vocal mode. Teachers usually mark their students good if they are good in verbal discourse. Though, the students can grasp and convey ideas orally, the long term learning in this manner cannot be assured in as much as retention may not be at high when inspite of expertise in verbals, no accompanied internalization of those is being made.

Parallel to verbal intelligence, interpersonal facet was also observed among the respondents. This may imply that the students may learn cooperatively. As the students could work by groups while doing the task, they might tend to learn from each other. Since students were observed to socialize more, learning through collaborative work may have been timely used.

Musical and logical intelligences were also identified in the group. However, the percentage was minimal particularly in the logical intelligence. It may be inferred that the chalk-talk approach of teaching which is commonly used may not have developed the use of logical ability among the majority of the respondents. It may have catered only to few students, while others may have been left behind. In terms of musical ability, some students possessed this

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

79

intelligence, may it be inherent or acquired. In fact, outside school, some students have been observed to have passion for music especially nowadays that music rocks the streets and almost in all houses. Perhaps, the integration of music in the teaching approach may boost learning.

Nonetheless, kinesthetic, intrapersonal and naturalistic intellligences were not observed in the group of the students. This is not to say that they did not have these abilities completely, but these may have been dominated by other types of intelligences as revealed by the MI test results. It can be inferred that the intelligences aforementioned may be the strengths of the students. Accordingly, the teacher may strike and even to the point of developing those intelligences to deliver the instruction effectively. b. Students’ Concept Learning Table 1 shows that the pre-test mean scores p-value (.724) is greater than 0.05 level of significance. Hence, the null hypothesis stating there is no significant difference between the concept learning of the two groups prior to the intervention is accepted. This may imply that the two groups were comparable and that the matching method was done properly.

On the other hand, the p-value (.000) for the post-test mean gain scores is less than 0.05 level of significance. Thus, the null hypothesis stating that there is no significant difference between the concept learning of the two groups after the intervention is rejected. Accordingly, this may indicate that the students under MPOI performed better in concept learning than those in the traditional type of teaching.

Table 1 t-test on Concept Learning Test-statistics p-value Pre-test mean scores .355 *.724 Post-test mean gain scores 7.585/ **.000 *not significant at α= 0.05, **significant at α= 0.05 c.

Decision Not significant Significant

Students’ Achievement

Table 2 t-test on Achievement Test-statistics p-value Pre-test mean scores .101 *.920 Post-test mean gain 4.302 **.000 scores *not significant at α= 0.05, **significant at α= 0.05

Decision Not significant Significant

Table 2 expresses that the p-value (.920) for the pre-test mean scores is greater than 0.05 level of significance. Thus, the null hypothesis stating that there is no significant difference between the achievements of the two groups prior to the

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

80

intervention is accepted. This may suggest that the two groups were comparable. On the other hand, the p-value (.000) for the post-test mean gain scores is less than 0.05 level of significance. Hence, the null hypothesis stating there is no significant difference between the achievements of the two groups is rejected. This may entail that students under MPOI had better achievement than students in the control group. d.

Students’ Attitude Towards Chemistry

As revealed in Table 3, the p-value (.432) for the rating scores before the intervention is greater than 0.05 level of significance. Meaning, the null hypothesis stating that there is no significant difference between the attitudes of the two groups prior to the intervention is accepted. It denotes that the two groups were comparable in terms of attitude before the intervention. Whereas, the p-value (.000) for the rating scores after the intervention is less than 0.05 level of significance. Thus, the null hypothesis stating that there is no significant difference between the attitudes of the two groups after the intervention is rejected. It can be inferred that students under MPOI had acquired better attitude than those from the control group.

Table 3 t-test on Attitude Rating Scores Test-statistics p-value Decision Rating Scores before intervention -.792 *.432 Not significant Rating Scores after intervention 9.536 **.000 Significant *not significant at α= 0.05, **significant at α= 0.05 e.

Relationship between Students’ Achievement and Attitude

Table 4 indicates the relationship between the students’ achievement and attitude. As shown in the table, the p-value (.000) is less than 0.05 level of significance; meaning, the null hypothesis stating that there is no significant relationship between the students’ achievement and attitude is rejected. One may surmise that the students' intrinsic levels of motivation through natural talents may have been enhanced by MPOI. As a result, the students were able to construct self-motivating educational experiences that helped promote the concept of flow in the classroom. One may say with confidence that they acquired positive attitude towards the subject.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

81

Table 4 Correlation between Studentsâ&#x20AC;&#x2122; Achievement and Attitude Achievement

Attitude

1

.557 .000 50

Achievement

Pearson correlation Sig. (2-tailed) N Attitude Pearson correlation Sig. (2-tailed) N *significant at Îą = 0.05 f.

50 .557 *.000 50

1 50

Perceptions of the Students on the Use of Multifaceted Presentation Oriented Instruction in the Class

The students in the experimental group perceived that the use of Multifaceted Presentation Oriented-Instruction (MPOI) is an innovative teaching approach where they were able to use their multiple intelligences such as verbal, visual, interpersonal, etc. From this, they considered learning as a challenge for the variety of activities. Further, they gained confidence and positive attitude not only towards the subject matter but also towards their peers/classmates.

Subsequently, they have learned to learn. g. Implications of the Study to Science Education To go over the main points, MPOI may give the students more diverse learning experiences. Accordingly, the more vigorous their learning environment is, the more ways for them to learn the lessons; thus, better learning output might be anticipated to achieve. Incorporating their different intelligences in the class instruction may turn them into alert, engaged, and active learners. Accordingly, if one finds a student encountering a difficulty grasping an idea, one may tap his intelligence for better concept learning outcomes. Further, MPOI may improve the studentsâ&#x20AC;&#x2122; achievement. The strategy provides them to employ their respective intelligences and empower them to translate a difficult learning condition into an opportunity to maneuver from ones strength. Similarly, letting the students to use their multiple intelligences may enable them to gain confidence, interest, and good attitude towards the subject matter. As they get hold of the positive attitude in the class, they tend to exert effort for better learning production.

Likewise, the teachers may find an approach to observe the individual differences of the students by tapping their multiple intelligences. Through this, they may able to help the students to enhance both their cognitive and noncognitive skills. And through the process, the teachers may tend to develop their own noncognitive intelligences while planning for the learning tasks to be presented in the class. In addition, science educators may use MI and gradually shift in their teaching styles, from giving so much emphasis on cognitive TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

82

http://aajhss.org/index.php/ijhss

development (with little consideration for the affective development of learners) to recognizing the equal importance of cognitive, affective and psychomotor development of the learners. Having this in mind assures the total education of the learners.

Conclusions Students exposed in the Multifaceted Presentation Oriented-Instruction (MPOI) performed better in terms of concept learning and achievement than that of students under the direct/traditional teaching. Furthermore, they acquired good attitude towards Chemistry and they learned to learn.

Recommendations In line with the findings of the study, the following were recommended: 1. The Department of Education (DepEd) in cooperation with the Department of Science and Technology (DOST) is recommended to integrate the multiple intelligences of the students in the curriculum content of the different programs they are implementing in Teachers Training. In due course, modules may be developed and used in the class instruction.

2. The superintendents and supervisors of school divisions are suggested to initiate seminars and workshops for the teachers to integrate multiple intelligences in the teaching strategies and promote learner-centered education.

3. It is recommended that teachers create more opportunities for students to reach and develop their multiple intelligences. That is, they take cognizance of the MI that students possess and incorporate the different MI of the students in their instructional strategies (multiple intelligence based-instructions). Since the pedagogy assimilating this requires time and effort, it is suggested that teachers to be insightful, determined and have a well time-table management.

4. A similar study is recommended for the future researchers using other activities incorporating multiple intelligences and that greater number of variables be considered. Path analysis may be performed other than those used in the data analysis of this study in order to determine the effects of MI on broader perspective.

5. A follow-up study to focus on the critical thinking skills of the students using Multifaceted Instruction Oriented-Instruction.

6. A more extensive study is suggested to be done to compare the results of this study to other fields of Natural Sciences such as Biology and Physics classes.

References Acero, et. al. Principles and Strategies of Teaching. Rex Book Store, Manila. 2000.

Calderon, J. F., & Gonzales, E. C. Methods of research and Thesis Writing. National Book store, 1993.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

83

Frankael & Wallen. How to Design and Evaluate Research Education. 8 th Ed. McGraw-Hill Book Co., 2007.

Kagan, S. & Kagan, M. Multiple Intelligences: The Complete MI Book. Kagan Cooperative learning, Calle Cordillera, USA, 1998.

Hambre, M. M. The Students Perfromance in Chemistry Problem-Solving Tests on DECSPASMEP Schools in Iligan City, Master’s Thesis, MSU Marawi, 1995.

Salandanan, G. Teaching Approaches and Strategies. Katha Publishing Co., Inc. 388 Quezon Avenue, QC 1113, 2000.

Tenedero, H. R. Breaking the IQ Myth: Learning Styles, Multiple Intelligences, and Breaktrough Teaching for a Quality Learning Environment at Home and School. Center for Learning and Teaching Styles, Pasig City. 2001.

Villaflor, E.T. Assessment Models for Quality Education. Khanser Publishing House, Quezon City, 2004.

Witty, J. Encyclopedia of Educational Research. Macmillan Co., Ontario, 1960.

Lapena, Rachel L. Practical Works Strategy in Teaching Elementary Science: Its Effects on the Performance Level of Grade VI Pupils in Iligan City Central School, Master’s Thesis, MSU Marawi, 1998.

Paiton-Tan, J. Effects of Using Scientific Models in Reconstructing Students Misconceptions on Selected Topics in Earth Science, Master’s Thesis, MSU Marawi, 2008.

Palermo, MR. Student-Constructed Comic Strip: Its Effects on Achievement and Attitude towards Chemistry, Master’s Thesis, MSU Marawi, 2001.

Hyperlinks: Acosta,

M. Multiple Intelligences Action Research, retrieved from http://www.thewritingtutor.biz/articles/MI-method-instruction2.php, July, 7, 2009.

Batomalaque, A. (2002). 1997 National Secondary Achievement Test (NSAT), retrieved from www.criced.tsukuba.ac.jp/pdf/09_Philippines_Antonio.pdf, August 2, 2010.

Bauer,

C. F. (2002). Attitude-to-Subject-of-Chemistry-Inventory, http://www.chemistry, November 9, 2008.

retrieved

from

Campbell, Bruce. (2000). Multiple Intelligences in the Classroom, retrieved from http://www.context.org/ICLIB/IC27/Campbell.htm., November 09, 2008.

Chickering & Gamson (1987). Constructivism. http://www.fundesrtanding.com/constructivism.cfm, retrieved May 24, 2008.

Cornwell (1998). Multiple Intelligence, retrieved from www.ncsall.net/fileadmin/resources/research/op, June 28, 2010 Coustan, R. MI Theory in ESOL Classroom, retrieved from www.ncsall.net/fileadmin/resources/research/op, June 28, 2010 Coztano, S. Multiple Intelligences, retrieved from www.ncsall.net/fileadmin/resources/research/op, June 28, 2010 Dimagiba (2008). Constructivism in Chemistry, retrieved from http://www.philed.com, November 9, 2008.

Ebel (1980). Concept learning, retrieved from http://wiktionary.com, May 24, 2008.

Fortini (1998). Innovative thinking, retrieved from http://wiktionary.com. May 24, 2008.

Gaber (1998). Attitude, retrieved from http://www. dictionary. com, February 2, 2009.

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines

http://aajhss.org/index.php/ijhss

84

Galdon, J. (1995). Studentsâ&#x20AC;&#x2122; Learning Process, retrieved from http://education, learning process. html, June 28, 2009.

Gardner, Howard, et al. Integrated Learning and Multiple Intelligences, retrieved from http://www.leading-learning.co.nz/newsletters/integrated-learning.html, June 14, 2010.

Gonzales, E., et.al. (2004). TIMMS 2003 Technical http://www.iea.nl/timss2003.html, July 23, 2010.

Report,

retrieved

from

About the Author Ms. Norolayn K. Said is a faculty member of Mindanao State University-Institute of Science Education (MSUISED) since 2004. She is currently pursuing PhD in Science Education major in Chemistry at MSU-Iligan Institute of Technology under DOST scholarship. She finished her MST-General Science degree in MSU-ISED last 2010. Further, she completed BS-BSE Biology (fiveyear double course under CHED-CITE scholarship) at MSU-Main Campus in 2004 and awarded College Athlete of the Year, College Service, and Magna Cum Laude. She humbly owed those recognitions to her high school alma mater, MSU-Science Training Center-Science High School (presently known as MSU-ISED-SHS), which she believes provided her the determination and hardworking attitude. Ms. Said has been involved in the trainings for teachers conducted by MSU-ISED funded by DOST as well as in the college entrance test review sessions for fourth year high school students organized by some academic groups in Lanao del Sur. Moreover, she actively served as coach of the MSU-ISED-SHS students in the different quiz shows both local and national levels specifically in the Philippine National Chemistry Olympiad (PNCO).

TAEED: Teachers Association for Excellence in Education, Mindanao State University, Philippines