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IJHSS.NET

Vol. 9 , No. 3

June 2017

International Journal of Humanities & Social Sciences

e-ISSN: p-ISSN:

1694-2639 1694-2620

AAJHSS.ORG Vol 9, No 3 - June 2017 Table of Contents Phenomenon Based Learning Implemented in Abu Dhabi School Model Dr. Eija Valanne, Ms. Rafeea Al Dhaheri, Ms. Riina Kylmalahti and Ms. Heidi Sandholm-Rangell

Economic Performance on Postharvest Practices among Lowland Rice Farmers in Lanao Del Sur, ARMM, Philippines Rasmiah D. Macabalang Mama

Using Abu Dhabi Education Councilâ&#x20AC;&#x2122;s Abu Dhabi School Model Outcomes to Reorganize Curriculum from Linear Delivery Toward a Spiral Approach Cynthia Albert Jorgenson, ABD, Dr. Tommi Eranpalo, Dr. Ahmed Mohamed Deria and Rita Kumar

Grade 10 Students Career Choice in Sibutu Municipality: A Causal Model Prof. Kaberl O. Hajilan, PhD and Al-Rashier I. Darong

International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Vol. 9, No. 3, pp. 1-17, ©IJHSS

Phenomenon Based Learning Implemented in Abu Dhabi School Model Dr. Eija Valanne, Ms. Rafeea Al Dhaheri, Ms. Riina Kylmalahti and Ms. Heidi Sandholm-Rangell Abu Dhabi Education Council, UAE (This study has been conducted under protection of Abu Dhabi Education Council Research Department and Professor Masood Badri.) Abstract

“Tell me a fact and I‟ll learn. Tell me the truth and I‟ll believe. But tell me a story and it will live in my heart forever.” Indian Proverb

The aim of this case study was to find out whether PhenoBL (Phenomenon-Based Learning) approach connected to storytelling has a positive impact on the reading skills and on the students‟ motivation to read. The key method in delivering ADSM curriculum with a holistic, cross-curricular approach was built on stories. The classic children stories were chosen after a thorough review of the themes and outcomes of ADSM curriculum. The outcomes of all subjects were taken out and combined according to different stories to build a holistic picture. The teachers have a Finnish teacher education background which gave the possibility to combine the best practices from Finnish Educational Approach to learning and from ADSM (Abu Dhabi School Model). The reading progress was screened with the Running Records assessment tool in the beginning of the terms one, two and three. The results can be described promising. Significant improvement in reading skills could be noticed with the entire test group. Forty-four out of 147 Emirati students (30 %) reached the international level and even the level above their age range in reading during the two terms. This article will describe how the Storyville project was conducted, what were the benefits and challenges teachers faced and how students‟ reading was improved during these two terms. The overall benefit of this project can be seen in students‟ increased motivation to read and learn through the stories, in parents‟ satisfaction and in teachers‟ collaborative enthusiasm to create meaningful learning with a PhenoBL approach for the students. Keywords: Phenomenon-Based Learning, cooperative planning, Abu Dhabi School Model, cross-curricular approach, curriculum delivery, Finnish approach to education, storytelling Implementing Abu Dhabi School Model Introduction Abu Dhabi School Model (ADSM) started as New School Model (NSM) in 2010. The Abu Dhabi Education Council (ADEC) defined a set of learning standards and outcomes for subjects for the curriculum. The Arabic and English languages had a dual focus in the curriculum. (ADEC 2012). The aim was to standardize the curriculum delivery including pedagogical

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methods to support 21st-century skills across all ADEC schools. The key understandings of ADSM are: all students are capable of learning and the teacher is responsible for student learning. (ADEC 2012). Teachers are responsible for using student-centered approaches, continuous assessment, and differentiation for students to reach all learning outcomes. A variety of teaching and learning resources should be used in a way that facilitates active learning and an inquiry-based environment. (ADEC, 2015). Curriculum delivery, how teachers teach or deliver instruction, is hardly new, but conceptualization of the way teaching and learning strategies are and how we define the terms remains ever changing. “What” (the content) is taught and “how” it (the curriculum) is taught depends on the setting, the needs of the learners and, to some extent, teacher preferences. The main point is that the responsibility for delivery of the curriculum belongs to the teachers. (Eränpalo, Jorgenson & Woolsey, 2016) In this setting, we should address curriculum delivery as a school-based curriculum. To empower teachers to take the professional responsibility of the curriculum delivery at the school level can be seen as a tactic to permit teachers to adapt systemlevel policies into school-level actions. Sahlberg (2012) points out that having the school-based curriculum teachers and administrators can formulate the values and goals of their schools established on their professional judgment in respect of the input of parents and the community. Sahlberg & Hajak (2016) believes that Big Data alone won‟t improve educational systems. Decision-makers should define what leads to the better learning in schools. Recognizing Small Data such as relationships and narratives in schools can reveal important clues how to improve education. ADSM curriculum is outcome based, which makes it quite fragmented. Each outcome is basically taught only once per school year. Teachers need to proceed rapidly into the next outcome having never time to revise or deepen the learning. Acknowledging this, teachers of Al Raqiah School took their professional responsibility to create the curriculum delivery with a new approach. Given the opportunity to develop teaching and learning in line with the cross-curricular approach the grade two teachers in Al Raqiah School started to innovate a new way of conducting ADSM in respect of the outcome-based curriculum. Since the cross-curricular approach to learning is emphasized in Abu Dhabi School Model (ADSM) the solution was found in Phenomenal Education. The starting point for learning in Phenomenon-Based Learning relies on a holistic, real-world phenomena that are studied as complete entities and by crossing the boundaries between subjects. The key requirement for learning process is authenticity. PhenoBL is not built on a strict set of rules. The essential part of the process is student‟s active role in creating an understanding of the phenomenon. (Silander, 2015; Zhukov, 2015).In contrast with passive, rote memorization curricula of the past, PhenoBL actively involves students in hands-on activities aimed at answering questions and solving problems. (Dougherty, 2015). Also Tough (2016) supports the idea of increased emphasis on experiential learning and student autonomy to enable deeper learning to appear. The more in-depth learning the abler the students will become in bridging the gap between the different subject areas (Al Kilani, 2016). PhenoBL enhances 21st-century skills improving students‟ critical thinking and creativity providing possibilities to refine communication, collaboration, and game-based learning. (Zhukov, 2015). This statement is also supported by a two-year research study that introduced Dynamic Problem-Based Learning in Chemistry run by the researchers at Hull University.

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Positive results were found especially regarding skills development, critical thinking, and engagement. (Dougherty, 2015). Four major advantages of PhenoBL them being cross-subject lessons, holistic approach to learning, enquiry-based learning, and group learning. Furthermore, he finds that in PhenoBL students are not passive recipients of lessons, but proactive participants, contributing to and learning from the topic. (Rahaan, 2016). Media has given a lot of attention to Finland‟s expansion of PhenoBL approach. The latest core curriculum that was taken into practice 2016 requires teachers to include at least one topic a year for every student to be conducted according to PhenoBL approach. Innovative use of technology and exploiting learning environments outside the school play a significant role in activating and engaging students in learning. (Spiller, 2017; Uudet opetussuunnitelmat pähkinänkuoressa, 2016) A cross-curricular approach to delivering curriculum is based on collaboration. Teachers are encouraged to engage in joint planning and co-teaching to facilitate the learning of concepts and skills across subject areas to provide additional language development support. To enable teachers to practice collaborative working methods there is a need for timely and supportive resources. Walther-Thomas, Bryant, and Sue (1996) divide these assets into three levels. First of all the district-level planning (that could be referring ADEC level in our case) should provide a districtwide design of broad expectations, confirm resource allocation and timely resources for collaborative staff development. Building-level planning ensures administrative participation and ongoing co-planning possibilities for designing long-term and short-term plans for instruction. The third one is classroom-level planning. Ongoing team planning has been found helpful for building mutual understanding in co-teaching relationships, communication, and problemsolving and for monitoring the progress. To succeed with collaboration there are several elements that need to be in place. The positive interdependence is the most important element. The group members must acknowledge that one cannot succeed unless everyone succeeds. Accountability requires each member to contribute her share of the work. Promotive interaction is actualized by helping, supporting, encouraging and praising each other‟s efforts. The fourth essential element is the requirement of interpersonal and skills to work in groups. For fruitful collaboration, the group members need to be able to lead effective decision-making and to create a trustworthy atmosphere for smooth communication and effective conflict management. (Johnson & Johnson). The results of the study conducted in ADEC schools in 2015 (Al Dhaheri 2015) showed that teachers‟ membership exists in ADEC schools and teachers have opportunities to set their own goals and actions. Teachers were satisfied regarding their opportunities to share vision and values. The aim of collective learning is to establish trust among peers and develop the desire to success as a team through collaboration and shared goals and values. Additionally, involving personal practices in the learning community allow educators to set and implement personal and professional goals in their work. Also, Sahlberg & Hasak (2016) have indicated that teachers should be liberated from bureaucracy and be given opportunities to invest in collaboration with colleagues in schools. Enhanced social capital is proved to demonstrate a vital aspect of building trust for mutual understanding of education and for improving students‟ learning. The key tool in delivering ADEC curriculum with the cross-curricular approach in our project is stories. Both in UAE and in Finland, we have a strong history of storytelling. Folk stories have been passed forward from generation to generation around fireplaces of crofts and campfires of Bedouins. Friday (2014) emphasizes storytelling to be the oldest method of teaching. The stories united the early human communities and gave answers to the major questions of life. They moulded and cultivated people. Even if every human culture isn‟t literate, they all tell stories. The major benefit of using storytelling as a teaching method is the way it engages learners in different levels. It is not only a natural and effective approach to learning but also an excellent

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way of retaining the information. Storytelling proves to be an active method of coding knowledge. The stories can be memorized easily and passed on to the others. The emotions that the stories evoke seem to play a major role in students‟ retention of the story and the lesson impeded in the story. (Eck, 2006). Stories engage students with its narratives and invite them to reflect the stories of their own experiences. Students may find similarities with the story characters and plot twists compared to their own life. These identifications are the reasons for engagements. Students elaborate the stories by finding comparisons and associations to the real-life. It is important to acknowledge that the associations are activated by anticipating of what is happening next in the story. (Branaghan, 2010; Green, 2004). Method Participants This case study was conducted in Al Raqiah School, an ADEC school in Al Ain during the academic year 2016-2017. The school has been part of EPA (Education Partnership Agreement between Edu Cluster Finland Ltd and ADEC11) project from 2010 to 2017. The project developed best classroom practices with a focus of transferring them to the other ADEC schools. Al Raqiah School is a Cycle one school with grades 1-5. The research was piloted in six of the grade 2 classes, having 147 Emirati students, in a cycle one school. Design Five EMT teachers created a Storyville project for grade two students targeting to increase motivation to read, improve students‟ reading skills and to deepen the learning of outcomes by cross-curricular revision. Following PhenoBL approach, the learning of the whole academic year was built on 12 different stories. The classic children stories were chosen after a thorough review of the themes and outcomes of ADSM curriculum. The outcomes of all subjects were taken out and combined according to different stories to build a holistic picture. The students‟ reading skills were examined in the beginning of the academic year and at the beginning of the terms two and three. The aim of the study was to describe how the PhenoBL approach was conducted and what were the benefits and challenges. We also wanted to see whether this approach improved students‟ reading skills and increased students‟ motivation to read. The following research questions were investigated: 1. How can the PhenoBL approach be implemented in ADSM? 2. What kind of progress could be seen in students‟ reading skills? 3. What are the benefits and challenges in the implementation of PhenoBL approach in teaching and learning? This study employs qualitative methods to investigate how the PhenoBL approach can be applied within ADEC curriculum. To fully understand the implementation of the PhenoBL approach with ADEC‟s outcome-based curriculum, grade two teachers participate in two-phase data collection survey. The feedback from the grade two students‟ parents was gathered to form a complete understanding of the benefits and challenges of this approach. To answer the research questions, the data was examined through qualitative analysis design. Students‟ reading skills were screened in the beginning of the academic year with Running Records Assessment tool. To see the progress students are making, these results were compared with the results from 1

The EPA has been created to fuse Abu Dhabi and Finnish education designing and trials of different delivery methods in the ADEC curriculum. (http://peda.net/veraja/ecfi/epa/project).

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the beginning of terms two and three using the same assessment tool. The research procedure and all test results have been dealt discreetly. Neither students‟, teachers‟ nor parents‟ individual information was revealed. The design of the study can be seen in the framework presented in figure 1.

Figure 1. Framework of the study: PhenoBL Approach implemented in ADSM

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Results

How can the PhenoBL approach be implemented in ADSM?

To avoid fragmentation of the outcome-based curriculum the teachers decided to try out a new approach to curriculum delivery. They ended up with the PhenoBL approach implementing that in ADSM. They started with piloting a project for a period of three weeks during the academic year 2015-2016 with our first graders. The story „Cat in the Hat‟ was explored and connected to all subjects. Students studied rhyming words by versatile methods combined with games, memorizing, and reading methods. They studied patterns in Math inspired by the striped hat of the Cat using art and handicrafts. They explored the Science topic of using five senses through the story thinking which sense is used in each incident of the story. The crown of the project was an art exhibition, a visual story reading experience made by the first graders. The visitors could walk through the story reading it from the walls and enjoying the art. It was a huge success. According to Dougherty (2015), the similar way of addressing PhenoBL approach can be found in New Zealand school‟s where they are incorporating music and art into the eight projects that students are required to complete per semester (from STEM to STEAM). The inspiring results of this pilot encouraged teachers to revise the way of planning the learning for the following academic year. Teachers wanted to see teaching and learning as big entities rather than separated subjects and they wished to provide a totally new way for the children to learn and to raise their motivation to the next level. Storyville project was built on 12 different stories following PhenoBL approach. The classic children stories were chosen after a thorough review of the whole year outcomes respecting the themes of ADSM curriculum. The outcomes of all subjects were taken out and combined with different stories depending which ones related naturally to the story. The focus was mainly in the Math and Science outcomes since most of the English outcomes could be taught with any of the stories. Clear connections between Math and Science outcomes were found. As a result, the outcomes were divided between the terms in a whole new way. The purpose of integration of suitable outcomes was to create natural possibilities for revision and real life connections. The outcomes of different subjects were chosen so, that the outcomes of each separate subject supported and deepened the learning of others. The fragmentation was minimized and the revision maximized in a way that the children did not necessarily know that they were revising something. Certain English outcomes could be revised in a Math lesson or a Science outcome in an English lesson. The boundaries of different subject names were gently pushed down to make way for more efficient theme based entities. The Scope and Sequence were reorganized to support deeper learning and cross-curricular revision. (See Figure 1.) The story content and plot had always an educational meaning. For example when students were studying measuring length and volume in Math and natural materials in Science the story was „Goldilocks‟. It was easy to connect to measuring the furniture and containers of different sizes and volumes and to talk about and investigate from which materials they are made of. Learning took place using multiple resources and methods like drama, hands-on learning, critical discussions, creativity, reading, painting, and crafting, singing, dancing, writing, exploring, imagining and solving problems.

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Teachers estimated the basic planning of the project took approximately three weeks at the end of term three last academic year and two days of the PD-week in the beginning of the academic year 2016-2017. As for the consistent planning during the academic year teachers used approximately four to five hours weekly to the project planning. In the beginning of a new story, the demand for planning increased extremely. Beside this teachers had a joint planning period embedded in their timetable.

What kind of results could be seen in students’ reading skills?

The schools are repeatedly facing a challenge with students‟ reading skills once they enter grade three and try to cope with the outcome expectations. Achieving the learning outcomes of the third grade Math, Science, and English, curriculum demands fluent reading skills in English. One of the aims of the Storyville project was to make an intense change in the way reading has been taught in our school. The focus needed to change into reading comprehension, making the students realize why they need to learn to read. The process of technical, sound based reading teaching was speeded up to release time for the meaningful and motivating reading experiences. Instead of using many hours a week in practicing how to read certain sounds or double sounds, the focus was placed on reading whole meaningful, story based words. The weekly spelling tests with unconnected, sound based words of the week were cancelled. Instead, the spelling words from the grade two high-frequency word list were chosen with the connection to the theme story contents or to the contents Math or Science outcomes of the week. There was a clear association between learning to read the words of the week and learning other things. The focus on the tests was changed towards comprehensive reading. Right from the beginning of grade two, it was emphasized to the students that one reads to get information, to understand and to learn, not to succeed in the spelling test. Students started to read more books; whole books, even small ones at the beginning, instead of separate words. Integrating learning contents into the theme stories opened the students‟ eyes to see, how much one storybook can teach them. How much is hidden between the lines of one book? The Storyville project motivated the children to read at home and at school even aloud in front of the class. In the Math and Science lessons, the students read the task instructions and acted accordingly. In the free writing lessons, the students used dictionaries to find ways to express themselves. This has increased their vocabulary and made the essay writing more exciting. PhenoBL approach inspires students to figure out how topics are related to each other. The motivation for reading has increased tons. Students have realized why reading is important! They have found the miracle world of books, stories, and fairytales. (teacher 3) Students‟ reading skills were screened with Running Records in the beginning of the term 1. The same procedure was repeated at the beginning of the term two and three to find out whether there had been progressing. Running Records gives a detailed analysis of literacy growth when used systematically and accurately. Teacher registers child‟s reading using specific standardized codes resulting in a record that reveals the smallest details on the reader‟s attitude, demeanor, accuracy, and understanding. The number of errors is subtracted from a number of running words in the text. The qualitative information and the student‟s comprehension level are combined with the calculated rates to determine students reading level. (Learning A-Z, 2017). The text is at the student‟s independent level if she manages to read the text with 95 % or higher accuracy level. The accuracy of 90%-94% indicates the text is considered to be at child‟s instructional level. Lower than 90 % accuracy level is regarded be too difficult for the student. (Learning at the Primary Pond, 2016).

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It is important to acknowledge that Reading A-Z Levelling Criteria are made to measure native English-speaking children‟s reading skills. However, the Running Record reading results in this article are showing the progress of the non-native English speaking Emirati children‟s reading skills at the age six to seven.

Figure 2. The progress (%) of reading skills on the Running Records’ accuracy levels (0 – 90) in the beginning of each term. The progress of individual students‟ reading can be verified in figure 2. In the beginning of term 1, only 6 % of the students could reach the accuracy level of 90-94 % which indicates the text is considered to be at child‟s instructional level. Sixty-two % of the students could have been regarded illiterate according to the Running Records test. The last Running Records test was conducted at the beginning of term 3 which revealed significant progress in reading skills within two terms. Thirty present of the students had reached the demanded accuracy level related to the international standards.

Figure 3. The difference between female and male students in readings skills in the beginning of term three

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When we take a closer look at the differences between male and female studentsâ&#x20AC;&#x; results (see figure 3) we can notice that female students tend to progress faster in reading skills than the male students. However, there can be found a significant progress in male students reading when the individual studentsâ&#x20AC;&#x; progress is studied carefully. Figure 4 presents the progress of reading of the 43 male students in grade 2. The green bars state the level of reading at the beginning of term 3 which in most cases shows excellent progress.

Figure 4. Male students progress in reading All of the students who reached over 90 accuracy level, were given a higher level text to scaffold childâ&#x20AC;&#x;s real reading level. The reading texts were levelled in an accelerating rate. Students who read at the Level G could be compared to be reading as native English speaking 6-7 years old children. At the Level, J students read as well as 6-8 years old native English speaking children. In the levels K - P the text is getting a bit more challenging in each step regarding the vocabulary, the length of the words and sentences. These levels can be compared to the reading levels of 7-8 years old native English speaking children. Table 1 demonstrates the process of reassessment of the students who succeeded over 95 % with their reading. In this particular class, nine students were tested repeatedly to find the highest level of text the child could read fluently with a clear understanding of the content. These nine students read above their age-level according to the international reading standards.

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Table 1. An example (one section of the six classes) of the process of reassessing reading levels of the students who reached over 95% with their reading Student 1

Term 1 16

Term 2 33

Term2 58

100

Level G Level H Level I

Level J

Level K Level L

Level M Level N

100

Parents were sent a questionnaire to find out their discovery on their childrenâ&#x20AC;&#x;s improvement in reading. The total of 44% parents participated in the inquiry. 75 % of these parents declared they were aware of the Storyville project. The total of 84 % of parents who participated in the inquiry felt their children's reading skills had improved significantly during the term one. It is inappropriate to conclude that the improvement in reading skills would be merely due to the PhenoBL approach. However, the project and renewed teaching methods surely have a great impact on the progress.

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Figure 5. Parents’ satisfaction on their children’s improvement in reading and their notification on their children’s willingness to read books at home. It was satisfying to find out that 70 % of parents that participated in the inquiry reported that their child has started to read story books eagerly at home. My daughter wants to read any words in the street. (mother 24) The results of my daughter have progressed distinguished and this is because of the brilliant efforts of the teacher and the school system. (mother 2) I would suggest that it would be possible to teach a different story to the students every week for the development of reading skills. (mother 19) Please, add English language stories! (mother 26) In the questionnaire, parents were able to give their contact number for further discussion. Three mothers were interviewed in Arabic. When asked what had been their children‟s feedback about the reading project, the response was very promising. Our daughter is very happy about this project. She was telling me (her mother) about what she read at school directly when she was back home from the school. She was telling a lot of details about the characters and events happened in the stories. (mother 2) Our son started to create his own stories and telling me (his mother) about it. (mother 19) For the next step parents suggested that our school should increase the number of books available for the students and activate the borrowing system in the school library. They appraised teacher‟s professionalism and hoped the same teacher would continue with the same classes in the following year applying the project at the school-wide level. Parents also were looking for the continuation of effective home-school communication and requested us to reward the students to encourage them to achieve more. Most parents seemed to be happy with the reading project and their children‟s learning to read. The request for having more stories to read can be met with the new A-Z program that ADEC provides us since there are more than 2000 English stories available online for the students.

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What are the benefits and challenges in the implementation of PhenoBL approach in teaching and learning? The teachers were questioned of the benefits and challenges in the implementation of PhenoBL approach in teaching and learning (see Figure 6). If we look at the evaluation of the statements we can notice that every one of them found storytelling a beneficial method. The teachers agreed with Friday (2014) who has stated that storytelling promotes the enthusiasm for reading and increases students‟ purposeful talking. Mutual understanding was found also in the finding of students‟ increased willingness to write stories and improved listening skills It is motivating for the teachers and students. Students are quite excited always when the new story is announced. The topics are revised in different subjects and it helps the students to understand the topics. Their vocabulary grows easier and wider. (teacher 2) Teachers found it meaningful for the students to study phenomena as complete entities by crossing the boundaries between subjects. All of the teachers agreed that to succeed with PhenoBL approach promotive interaction is needed which is actualized by helping, supporting, encouraging and praising each other‟s efforts. It (PhenoBL) gives the impression of having more time to concentrate on the most important topics. It gives possibilities to revise and constantly emphasize the cornerstones of the curriculum. Students are more motivated to learn while issues and topics are related to something they are already familiar with. It seems to be easier for students to follow their own development. (teacher 3) The implementation of PhenoBL approach has promoted students’ critical thinking, group work skills and motivation to read. As for teachers they have benefited with the deeper understanding of the outcomes and realizing the connection between the outcomes and the real world. (teacher 4)

Figure 6. Implementation of PhenoBL in ADSM according to the teachers’ inquiry

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They all found joint planning time as an essential component. They all also pointed out the time they have had for joint planning hasnâ&#x20AC;&#x;t been adequate. The long-term planning turned out to be the most vital part of planning. Having enough time and resources for the planning process at that point is the main cornerstone in order to reach successful results. Being able to concentrate on planning with peers for the whole days is important. (teacher 3) It requires a lot of advanced planning ahead and good knowledge of the curriculum. In the beginning of the project, it is very time consuming if done properly. It also requires more differentiation than the normal, outcome based teaching. (teacher 1) Needs time to collect, produce, read and evaluate materials and plan activities to be used (books, worksheets, hands-on activities, group works, outside game activities etc.) (teacher 5) Apart from the lack of planning time the other concerns teachers shared were a deficiency of adequate resources for curriculum delivery and the use of PD activity sessions. These requests can be respected by the school administration when notified in time. It is time-consuming to find/create materials that match with the theme. It requires more creativity and in order to be creative, you should have enough time. (teacher 2) When teachers were asked whether the Storyville project matched up their expectations the results turned out to be promising. The teachers had a mutual strong feeling of success when describing their reflections. Beforehand I did not expect that reading skills could improve this much. The joy of learning and motivation of students have also appeared to grow more than I expected. (teacher 3) In some parts, it has exceeded my expectations. (teacher 4) It has been a good project but still a lot to improve to make it more holistic and phenomenal based. (teacher 1) The teachers praised the project to have promoted their professional growth. I have understood how nice, useful and better it is to plan together. It makes this demanding job easier and more fun. I have gained self-confidence. I have fallen in love with our stories and want to do this again. (teacher 2) The level of teaching has improved. I have worked a lot but with pleasure. The Storyville project and the cooperation experience with grade 2 teachers have kindled and increased enthusiasm to teaching and developing higher and higher. (teacher 3) It has been a good motivation boost and also it has given me more confidence to do things my own way and to believe in what I do. (teacher 4) Having a special project has also had a positive effect in group forming and cohesion of classes. Their motivation to read and learn has had a positive side effect of them wanting everyone else to be able to enjoy the same feeling. After the students finished their work they automatically moved on to help the ones not finished yet. This, peer support, has been a great help for especially the weakest students. Sometimes the child of the same age and the same mother tongue can find better ways to explain a new phenomenon, than a teacher. http://ijhss.net/index.php/ijhss

Discussion The Storyville project was a whole new way of looking at the ADSM Curriculum. It was an attempt and a pilot to make curriculum delivery more cohesive and efficient. The curriculum of ADSM is outcome based, which easily makes it fragmented. To avoid that to happen and to improve students‟ engagement in learning teachers used PhenoBL approach successfully to support students‟ learning. The curriculum delivery in a new, meaningful way was empowering the teachers who participated in this research. Teachers in Finland are regarded professionals as doctors or architects. The expectations for teachers‟ professional performance regarding curriculum delivery is mandatory with the absence of common teaching standards. Finnish teachers design together their own school curricula in respect of the national framework. “Teaching is a team sport, not an individual race.” Sahlberg (2015). Teachers in this study were unanimous about their responsibility for delivery of curriculum. It is teachers‟ right. This pilot shows clearly the method of delivering ADSM curriculum with the cross-curricular approach built on stories motivates students enormously. The outcomes of different subjects can be taken out and combined according to different stories to build a holistic picture. The project also responded to the governmental call for motivating the Emirati children to read. By the end of this project students have a good knowledge of these 12 classic stories and their morals, but more importantly, an understanding of how fascinating and fun learning and reading can be! The results in improving the reading skills were promising and on the individual level outstanding. The aim of this article was also to describe how the PhenoBL approach was conducted and what were the benefits and challenges the teachers faced. One challenging component in a project like this turned out to be adequate joint planning time. It was mutually agreed that the joint planning should be respected on yearly, termly, weekly basis and according to the themes. A furthermore project like this requires a solid planning session at the end of the previous academic year in June-July for everything to be ready for the beginning of the next academic year. PhenoBL was found a very convenient way of deepening child‟s learning at home. The connections to the curriculum outcomes can easily be found in every day chores like cooking or baking. Children can be measuring, making mixtures, observing and calculating physical and chemical changes etc. Replicating the PhenoBL methods taught at the school can improve children‟s critical and analytical thinking and has strong influence on creativity and problem solving skills. As a limitation, we must recognize that the Running Records Assessment tool has been created for native English speaking children. Therefore, it doesn‟t clearly appraise the struggling start of the non-native English-speaking children‟s reading. However, it clearly shows the speed of progress in reading including the motivation to read compared to the previous tests as an evidence of success. The assessment was done in the beginning of the term one, two and three. The results in the end of the school year could have given more perspective. We must also admit that it is impossible to declare that the progress in reading would be mere because of the specific teaching approach.

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Conclusion

Figure 7. Conclusion of benefits and challenges in implementation PhenoBL approach in ADSM To conclude the challenges and benefits of the Storyville project it must be recognized that the benefits and positive effects weigh far more that the challenges (see figure 7). Teachers brought up some concerns of the joint planning time, adequate differentiated reading materials and the request to use schoolâ&#x20AC;&#x;s PD-sessions more beneficially for the project. However, they appraised highly the benefits of the project. Storytelling was found an effective way to teach and the teachers had enjoyed collaborative planning. The cross-curricular approach had strengthened studentsâ&#x20AC;&#x; understanding of topics and teachers had proudly developed their own way of curriculum delivery that worked successfully with the students. When teachers are excited in curriculum delivery, students get eager to study.

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Figure 8. The benefits for the students of revising ADSM curriculum according to the PhenoBL approach using storytelling as a teaching method The major result of this project was the students‟ high reading and learning motivation and the improved reading skills which encourage teachers to proceed with this line of curriculum delivery also in the future. The benefit of this approach are highlighted in figure 8. Emotions of the stories seem to support students‟ retention of the stories. (Eck, 2006). Since the learning outcomes were embedded in the lessons along with the stories and revised through different subjects, students remembered and learned to understand the learning outcomes. Enhanced elaboration and thinking skills results in strengthening students‟ holistic understanding of the phenomena occurring in their own lives. This project can be replicated in any country and any school. These stories are internationally known. This could also be implemented with stories from a certain country. It could also be applied to other grade levels. It just requires choosing the right kind of stories for each grade level curriculum. ADEC is strongly supporting schools to improve cross-curricular connections in teaching. A project like the Storyville can be seen as a pilot for further development of curriculum delivery in a child-centered way. These active learning methods used with the PhenoBL approach seem to suit well also mixed-gender education. Regardless of the limitation the joy and excitement to build learning on stories in a holistic and a cross-curricular way has been evident and gives teachers a vision to continue with this new path of delivering the curriculum. References ADEC

(2012). The foundation of the New School Model: Teacher’s guidebook. Retrieved from: https://www.adec.ac.ae/en/mediacenter/publications/teachers-guide-partA.pdf ADEC (2015). ADEC Public School Manual. (2015, March 28.) Retrieved from HTTPS://portal.adec.ac.ae. Al Dhaheri, R. (2015). Teachers’ Agency and Identity – ADEC Schools as Professional Learning Communities. University of Jyvaskyla, Faculty of Education Al Kilani, B. (2016). What is Phenomenon-Based Learning? Retrieved from http://teachmiddleeastmag.com/pehomenon-basdes-learning/ Branaghan, R, J. (2010). What is so special about stories? The cognitive basis of contextually rich learning. In Storytelling as an Instructional Method Research Perspectives Dee H. Andrews, Thomas D. Hull and Karen DeMeester (Eds.). Sense Publishers, 11-27. Dougherty, K. (2015). Global Trends in Project Based Learning: From the UK, to Finland and Beyond! Education Insider. Retrieved from http://blog.iat.com/2015/06/26/new-global-trends-in-project-based-learning/ Eck, Jill E. (2006). An Analysis of the Effectiveness of Storytelling with Adult Learners in Supervisory Management. University of

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17 Wisconsin-Stout. Retrieved from http://www2.uwstout.edu/content/lib/thesis/2006/2006eckj.pdf Eränpalo, T., Jorgenson, C., Woolsey, L. M. (2016). The Abu Dhabi school model: Effective delivery of the curriculum. In International Journal of Humanities and Social Sciences. p-ISSN: 1694-2620 e-ISSN: 1694-2639. Vol. 8 No. 6, (24-35). Finland Will Become The First Country In The World To Get Rid Of All School Subjects. (2016, November 16.) Retrieved from https://brightside.me/wonder-curiosities/finland-will-become-the-first-country-in-theworld-to-get-rid-of-all-school-subjects-259910/ Friday, M. J. (2014). Why Storytelling in the Classroom Matters. Edutopia. Retrieved from https://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matthew-friday Green, Melanie, C. (2004). Storytelling in Teaching. APS Association for Psychological Science. Retrieved from http://www.psychologicalscience.org/observer/storytelling-in-teaching#.WIyvIfl97IU Johnson, D. W. & Johnson R. T. An Overview of Cooperative Learning. (2017, January 28). Retrieved from http://ww.co-operation.org/what-is-cooperative-learning/ Learning A-Z. (2017, March 7). Retrieved from https://www.readinga-z.com/helpful-tools/about-runningrecords/scoring-a-running-record/ Learning at the Primary Pond. (2017, March 7). Retrieved from http://learningattheprimarypond.com/blog/howto-analyze-running-records/ Raahan, B. D. (2016). Addressing the Disconnect. The Statesman. Sahlberg, P. & Hasak, J. (2016, May 9). ‘Big data‟ was supposed to fix education. It didn‟t. It‟s time for „small data‟. Washington Post. Retrieved from https://www.washingtonpost.com/news/answersheet/wp/2016/05/09/big-data-was-supposed-to-fix-education-it-didnt-its-time-for-smalldata/?utm_term=.435b1fed2b9a Sahlberg, P. (2015, October 5). Do teachers in Finland have more autonomy? The Conversation. https://theconversation.com/do-teachers-in-finland-have-more-autonomy-48371 Sahlberg, P. (2012, September). Quality and Equality Finnish Schools. School Administrator. Retrieved from https://pasisahlberg.com/wp-content/uploads/2013/01/Qualit_and_Equity_SA_2012.pdf Silander, P. Re-thinking from Finland. Phenomenal Education. (2017, January 28) Retrieved from http://www.phenomenaleducation.info/phenomenon-based-learning.html Spiller, P. (2017, May 29). Could subjects soon be a thing of the past in Finland? BBC News. Retrieved from http://www.bbc.com/news/world-europe-39889523 Tough, P. (2016). Helping Children Succeed. What Works and Why. New York: Houghton Mifflin Harcourt. Uudet opetussuunnitelmat pähkinänkuoressa. (n.d.). Retrieved from http://www.oph.fi/koulutus_ja_tutkinnot/perusopetus/opetussuunnitelma_ja_tuntijako/uudet_opetussu unnitelmat_pahkinankuoressa Walther-Thomas, C., Bryant, M. & Land, S. (1996). Planning for Effective Co-Teaching. The Key to Successful Inclusion. Remedial and Special Education. Vol. 17 No.4, (255-264). Zhukov, T. (2015, July 27). Phenomenon-Based Learning: What is PBL? Retrieved from https://www.noodle.com/asticles/phenomenon-based-learning-what-is-pbl

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International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Vol. 9, No. 3, pp. 1-41, ÂŠIJHSS

Economic Performance on Postharvest Practices among Lowland Rice Farmers in Lanao Del Sur, ARMM, Philippines Rasmiah D. Macabalang Mama Central Mindanao University, Musuan, Bukidnon, May 2014. Adviser: Dr. Celso CabahugTautho Abstract Farming is an extensive cultivation of plants to yield food, feed, or fiber; to provide medicinal or industrial ingredients; or to grow ornamental products. This study sought to determine the economic performance of postharvest practices among lowland rice farmers in Lanao del Sur, ARMM, Philippines. Two hundred (200) randomly selected lowland rice farmers from the municipalities of Ramain, Buadiposo-Buntong, Bubong, and Mulondo, all Lanao del Sur participated this survey research. Results revealed that farmers have less threshing and drying practices. Majority used mechanical threshing and solar drying; never practice storage and milling. Postharvest problems are: lack of awareness and appropriate technologies, lack of capital and incentives for quality products; too much broken straw on oscillating screen, grain blown over the wing board, high investment cost, unfavorable weather conditions, inefficient one-pass method, lack of electric power/fuel, drying, milling, and storage methods. Furthermore, educational attainment, yield, annual gross income, transportation cost, and extension contacts have significant influence to threshing practices. Family size, farm size, yield, annual gross income and credit availability had significant influence. Family size, tenure status and annual gross income showed significant influence to storage. The losses, cost, output recovery, and time spent were significantly different for threshing while drying; only output recovery has no significant difference. As such, farmers form cooperative and purchase facilities to improve postharvest practices, and get financial assistance from government and private institutions to improve crop yield. Keywords: Economics, performance on Postharvest; Lowland rice farmers, Meranao

Introduction Farming is mankindâ&#x20AC;&#x2122;s most important activity. Management of farms has therefore always been critically important for the production of food, fibre and fuel (Kemp et al., 2004). Rice (Oriza spp.) after wheat is the most widely cultivated cereal in the world and it is the most important food crop for almost half of the worldâ&#x20AC;&#x2122;s population (IRRI, 2009).It is consumed by over half of the world population. The total world production of unmilled rice (paddy) is around 592 million tons (based on the average production for 2000 and 2001). Ninety percent of this total is grown in developing countries, mostly in Asia, while Latin America and Africa produce 3.8 and 2.8 percent, respectively (FAOSTAT, 2001). Rice is often the main source of employment, income and nutrition in many poor, food insecure regions of the world. In South Asia, where 530 million

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people live on less than US $1 a day, calories supplied by rice account for about 60-70% of total food intake. Rice cultivation is the principal activity and source of income for about 100 million households in Asia and Africa. Post-harvest and transformation activities generated by rice production also employ a large share of the total labour force in Southeast Asia. Several countries are also highly dependent on rice as a source of foreign exchange earnings and government revenue (FAO, 2004). It is estimated that by 2025, 10 billion people will depend on rice as a main food and the demand may reach about 880 metric tons. Many Asian countries and international institutions agree to the strengthening of national programmes for policy and financial support to research, seed production and extension of hybrid rice (FAO, 2001). The maximization of benefits from rice production requires crop quality management along the so-called postharvest chain operations that include threshing, drying, storage and milling. While much has been done to increase crop yields through improved cultural and management practices, little attention is given to postharvest operations. Considerable losses were incurred after harvest than losses before harvest. Pava and Abellanosa (1987) cited that the major causes of postharvest losses were grouped into the following: (1) biological and microbiological consumption or damage done by insects, mites, rodents, birds, and by microbes such as molds and bacteria; (2) chemical and biochemical – undesirable reactions between chemical compounds that are present in the food such as fat oxidation, and a number of enzyme activated reactions substance such as pesticide; (3) mechanical – spillage, abrasion, bruising, excessive polishing, peeling or trimming and puncturing of containers; (4) physical – excessive or insufficient heat or cold, and improper atmosphere; and (5) physiological – sprouting of grains caused by respiration and transpiration. Rice producers can significantly increase their income from their rice crops if they can reduce physical losses throughout the post-harvest chain, store their rice until they can get a better price in the off season and produce better quality in which most markets translate into a higher price. Postharvest losses in food crops occurring during harvesting, threshing, drying, processing, storage and transportation have been estimated to claim between 30 and 40% of all food crops in developing countries. Lanao del Sur as the locale of the study has a cool and pleasant climate which is distinguished by an even distribution of rainfall throughout the year which is very suitable for lowland rice production; it is observed that during crop season rice production has its potential. However, there are problems during postharvest critical operations such as harvesting, threshing, drying, storage, and milling hardly which result to reduction of yield or supply due to losses. It is for this reason that the study on economic performance of postharvest practices among lowland rice farmers in Lanao del Sur is conducted. Objectives of the Study The main objective of this study was to assess the economic performance of postharvest practices among lowland rice farmers in Lanao del Sur, ARMM, Philippines. The study aimed to: 1. present the demographic and socio-economic profile of the respondents; 2. determine lowland rice farmers perception towards the different postharvest practices or operation; 3. determine the perception of the respondents towards the problems indicated in postharvest practices or operation in terms of: a. lack of awareness/resistance to change, b. lack of capital/operating cost,

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c. lack of incentives for better product quality, and d. lack of appropriate technologies and infrastructures; 4. ascertain lowland rice farmers perceptions towards specific problems indicated in each postharvest practices; 5. identify the factors that significantly influence the postharvest practices of farmers; and 6. identify the significant difference in the economic performance of postharvest practices adopted by lowland rice farmers in terms of losses, output recovery, time spent, and cost. Conceptual Framework Mostly, Filipinos are rice eaters. The essentially rice consumers position of the vast majority of Filipinos has eclipsed the complex ties that bind the cultivator to the rice crop. In a culture where the symbolic value of rice has undergone historic marginalization, consumers are alienated from the dynamics of production, and treat rice as a mere commodity. In farming, postharvest operations must be given adequate attention since the quality and quantity of the product is highly dependent on product handling until the same reaches the point of consumption. It is interesting to know how the lowland rice farmers handle their product. The postharvest research paradigm in Figure 1 shows the interplay between the independent variables and the dependent variables. The independent variables include the Demographic factors such as sex, age, education attainment, family size, and socio-economic factors which include farming experience, tenurial status, farm size, yield, annual gross income, transportation cost, credit availability, extension contact, membership in an organization. The intervening variables are postharvest practices that include threshing (Hampasan, Trampling and Mechanical thresher), Drying (Solar/Conventional drying and Mechanical drying), the storage: (Farm level storage and Off-farm level storage) and lastly the milling: (Mortar & pestle, Kiskisan, and Cono rice mill). Figure 1 below shows the research paradigm wherein the dependent variables include the economic performance caused by losses, time spent, cost and output recovery. Independent Variable

Intervening Variable

DEMOGRAPHIC & SOCIOECONOMIC FACTORS Demographic factors: - Sex - Age -Educational attainment - Family Size Socio-economic factors: - Farming Experience - Tenurial Status - Farm Size - Yield - Annual Gross Income - Transportation cost - Credit availability - Extension contact - Membership in an organization

Dependent Variable

POSTHARVEST PRACTICES Threshing - Hampasan - Trampling - Mechanical thresher Drying - Solar/ Conventional drying - Mechanical drying Storage - Farm Level storage - Off-farm Level storage Milling - Mortar & pestle - Kiskisan - Cono rice mill

Figure 1. Schematic diagram of the Study

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ECONOMIC PERFORMANCE - Losses - Time spent - Cost - Output recovery

Methods Research Locale and Participants of the Study The study was conducted at Lanao del Sur, Autonomous Region of Muslim Mindanao (ARMM), Philippines, particularly in the four (4) municipalities in Lanao del Sur engaged in lowland farming, namely: Ramain, BuadipusoBuntong, Bubong, and Mulondo. The selection of these municipalities was based on the following reasons/or factors: farmers in these municipalities were commonly engaged in lowland rice production; there is a stable peace and order; and these places are accessible to the researcher. The Province of Lanao del Sur, is a province of the Philippines located in the Autonomous Region in Muslim Mindanao (ARMM). The capital is the Islamic City of Marawi and it is bordered by Lanao del Norte in the North, Bukidnon in the East, and Maguindanao and Cotabato in the South. On the Southwest lies Illana Bay, and arm of the Moro Gulf. Found in the interior of Lanao del Sur is Lanap Lake, the largest lake in Mindanao. A total of 200 lowland rice farmers were taken as respondents coming from four (4) municipalities of Lanao del Sur, namely: Ramain, Buadipuso Buntong, Bubong, and Mulondo. The distribution of respondents by municipalities is shown in Table 1. Table 1. Distribution of the respondents of the study MUNICIPALITY TOTAL SAMPLE PERCENTAGE POPULATION % Remain 100 50 25% BuadipusoBuntong 106 51 25.5% Bubong

23.5%

Mulondo

107

Total

402

200

26.% 100%

As shown in Table 1, there were a total population of 402 in the four municipalities. Lists of qualified farmers from the selected municipalities were obtained from the DA/ MAO in Ramain, BuadipusoBuntong, Bubong, and Mulondo. Since the study only employed 200 respondents, the researcher made used simple random sampling design in selecting the respondents. In determining the desired number of the respondents, a formula of Slovin (1980) as cited by Carabelle (2004) was used in this study. The formula is as follows: N / (1 + N e2) where: N = total size of the population n = size of sample e = margin of error (0.1)

Research Instruments and Data Gathering Procedure

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Structured questionnaires were used by the researcher in data gathering. A pre – survey was conducted on the first week of February 2014 to determine the appropriateness of the questionnaire content and add-on those questions that were not included during the first draft of the questionnaires. For the convenience of the respondents, the questions written in English were translated orally into the vernacular dialect (Meranao) to facilitate proper communication and comprehension. The data collected were the demographic and socio-economic background of the farmerrespondents which includes age, sex, educational attainment, family size, farming experience, tenurial status, farm size, yield, transportation cost, credit availability, extension contact, etc. the following data were also included: perception of the respondents towards the different postharvest practices; perceptions towards the problems identified; the factors influencing the farmer’s choice in postharvest practices; and lastly, the economic performance of postharvest practices in terms of cost, losses, output recovery, and time spent. Data Analysis Descriptive statistics such as relative frequency, percentage, standard deviation, simple and weighted mean was used in data analysis. Chi-square was also used to identify the factors that significantly influence the postharvest practices of farmers. Moreover, for the comparison on the performance of postharvest practices adopted by lowland rice farmers in terms of output recovery, time spent, cost, and losses, the data were analyzed using t-test. The farmers’ perceptions on the different postharvest practices were measured in a 5-point scaling as follows: Scale Range Qualitative Description 5 4.20-5.00 Highly Practiced 4 3.40-4.19 Practiced 3 2.60-3.39 Moderately Practiced 2 1.80-2.59 Less Practiced 1 1.00-1.79 Never Practiced Where:     

Highly Practiced means that the lowland rice farmers always used the type of practice. Practiced means that the lowland rice farmers commonly used the type of practice. Moderately Practiced means that the lowland rice farmers fairly used the type of practice. Less Practiced means that the lowland rice farmers sometimes used the type of practice. Never Practiced means that the lowland rice farmers certainly not used the type of practice.

Perceptions towards the problems on postharvest was measured in a 5-point scaling as follows: Scale Range Qualitative Description 5 4.20-5.00 Very Major Problem 4 3.40-4.19 Major Problem 3 2.60-3.39 Moderate Problem 2 1.80-2.59 Minor Problem 1 1.00-1.79 Not a problem Where:     

Very Major Problem means that the lowland rice farmer considers it as extreme or main problem which is hard to deal with. Major Problem means that the lowland rice farmer considers it as foremost or main problem. Moderate Problem means that the lowland rice farmers consider it as fair or tolerable problem. Minor Problem means that the lowland rice farmers consider it as slight or lesser problem. Not a Problem means that the lowland rice farmers consider it as not or never a problem.

For threshing and drying practices: A) average output recovery of one type was compared with the output recovery of the other type of practice;

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23 B) average time was the time spent for each practice and was compared with the other type of practice; C) average cost incurred for one type was compared with the other type of practice; and D) average losses for one time were compared with the other type of practice.

For milling, the data gathered were analyzed using descriptive statistics since the respondents practiced the same type of milling operations. Results and Discussion

Demographic and Socio-Economic Profile of Farmers

Rice farmers’ demographic and socio-economic characteristics include sex, age, educational attainment, family size, farming experience, tenurial status, farm size, yield, annual gross income, credit availability, extension contact, transportation cost, and membership in an organization. The distribution of respondents according to these variables is shown in Table 2 shows that all respondents (100%) are males. This implies that males dominated the population of lowland rice farmers in Lanao del Sur, a fact that was actually expected because in Maranao culture, women are not allowed to go on farming; by nature male is the provider for family’s needs while the female’s role is for household chores. Table 2. Demographic and socio-economic profile of the lowland rice farmerrespondents in Lanao del Sur, ARMM VARIABLES

Sex Female Male Age 18-28 years old 29-39 years old 40-50 years old 51-61 years old 62-72 years old Average = 39 years old Youngest = 18 years old Oldest = 67 years old Educational Attainment Elementary High School College Level College Graduate Family Size 1-5 6-10 11-15 Average = 6 members Farming Experience (years) 1-10 http://ijhss.net/index.php/ijhss

FREQUENCY (N=200)

PERCENTAGE (%)

0 200

0 100

49 45 74 23 9

24.5 22.5 37 11.5 4.5

72 94 28 6

36 47 14 3

101 50 49

50.5 25 24.5

VARIABLES

11-20 21-30 31-50 Average = 12 years

FREQUENCY (N=200)

PERCENTAGE (%)

75 55 12

37.5 27.5 6

94 46 60

47 23 30

50 147 3

25 73 2

3 47 84 61 5

1.5 23.5 42 30.5 2.5

10 28 69 74 19

5 14 34.5 37 9.5

Credit Availability No Yes

178 22

89 11

Extension Contact Fellow farmers DA’s Extension worker Extension worker SUC Agricultural dealers Local buyers/traders

147 10 32 6 5

73.5 5 16 3 2.5

Transportation cost (Php/sack) 20.00-25.00 26.00-30.00 31.00-35.00

84 68 48

42 34 24

Tenurial Status Owner cultivator Amortizing owner Rental Farm Size (hectare) ≤1 1.1 – 3.0 3.1 -5.0 Average = 2 hectares Yield (kilograms) ≤ 2,000 2,001-4,000 4,001-6,000 6,001-8,000 8,001-10,000 Average = 4, 500 Kg Annual Gross Income (Php) ≤ 20,000 20,001-40,000 40,001-60,000 60,001-80,000 80,001-100,000 Average = Php65,000.00

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VARIABLES

FREQUENCY (N=200)

PERCENTAGE (%)

Average = Php23.00/sack Member in an Organization No Yes

156 44

78 22

The study revealed that the highest frequency of age falls from the age bracket 40-50 years of age which comprised 74 respondents (37%). Almost one-fourth (24.5%) of them belong to 18-28 years old and less than 5% belong to 62 years and above. The oldest lowland rice farmer respondent was 67 and the youngest was 18 years old. Most of the lowland rice farmers (47%) attained high school and 3% graduated from college. This implies that rice farmers are more likely to take strategies to improve economic performance of postharvest practices. Kilpatrick (1997) disclosed that education enhances farmerâ&#x20AC;&#x2122;s ability and willingness to make successful changes to their farm. It was found out that a little more than one-half of the respondents (50.5%) have a family size of 1-5, followed by family size of 6-10 members (24%) and 11-15 members (24.5%). The result was expected because Maranao culture preferred many members of the family for â&#x20AC;&#x153;paramihannglahiâ&#x20AC;? and for helpers in rice farming. It was also expected since they do not practice family planning because it is prohibited in Islam religion.Ali (2003) stated that for traditional Maranaos, having plenty of children in the family is a blessing as well as an opportunity to achieve economic success, since there are more producers of economic goods and services in the family. Unlike today, having many children in the family means more consumers in the family rather than producers. At this point in time, only rich can afford to support many children considering the rising cost of living in our modern society. The Maranao believes that every member of the family not only the head must o utilize his/her knowledge, skills, and abilities in earning It was observed that almost half of the respondents (47%) were owners of the land they cultivated. More than one-fourth of the respondents (30%) rented land they cultivated, followed by 23% were amortizing owner. None of the respondents involved into mortgage. This implies that farmers who own the land are more innovative than tenants and leaseholders because landowners can go with the risk of investing something whether labor or cash. This finding supports study of Caraballe (2004) and Bautista (1993) that landowner farmers are prone to adopt new technology compared to tenants. There were (37.5%) respondents that had been in the rice farming for 11-20 years followed 1-10 years farming experience (29%), 21-30 years (27.5%), and only 6% have engaged in rice farming for 31-50 years. This finding implies that with the length of experience on rice farming, it is expected that farmers are knowledgeable and skilled in different postharvest practices. This finding supports the notion that experience is the best teacher and the length of time spent in farming affects the adoption of technology (EbdElla cited by Intong, 1996). Majority (73.5%) of the lowland rice farmers have farm sizes of 1.1 to 3.0 hectares. A fourth (25%) had farm size less than 1 hectare and only three respondents (1.5%) have 3.1 to 5 hectares. The study revealed the average yield per hectare was 4000 cavans (kilograms) or 80 sacks per 50 kilograms. Majority (42%) has an average yield of 4000-6000 kilograms. The least yield is less than or equal to 2000 kilograms where there are 1.5% of the respondents. Based on the findings, it is no surprise that the average yield of lowland rice farmers falls on the range 40006000 cavans because it was previously found that more or less fixed hectarage for rice

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production, the average yield per hectare should be 3 to 5 tons in the irrigated and rainfed areas, respectively (PRRPO, 2005). Thirty-seven (37%) have an annual gross income ranging from 60,000-80,000. Only ten or 5% have reported a gross income of less than or equal to 20,000. The average annual gross income was Ᵽ 63,000.00. The transportation cost of rice products to nearest market outlets shows that most of the respondents (42%) have a transport cost of 20 to 25 pesos which is also the cheapest transportation cost. Only one-fourth (24%) of the respondents have a transportation cost of 3135 pesos which is also the most expensive transportation cost. Majority (89%) of the lowland rice farmers in the Lanao del Sur have have not availed of any credit or financial assistance from their postharvest production and only 11% positively responded that they avail of financial assistance or loan from their postharvest production but such loan is a credit from their friends or relatives, and not from any lending institution. The finding implies that the lowland rice farmers of Lanao del Sur has no access to any credit institution. According to Nhelmachena and Hassan (2007), access to affordable credit increases financial resources of farmers and their ability to meet transaction costs associated with various adaptations that they might want to take. Many farmers (73.5%) of the respondents rely on their fellow farmers as a source of information about postharvest operation/technology. This was followed by extension worker from SUC (16%); DA’s extension worker (5%) and the least source of information that lowland rice farmers were the local buyers which has only 2.5%. The finding coincided with the study of Dela Cruz (1994) that the farmers’ main source of information with regards to postharvest is their fellow farmers.

Perceptions of Respondents by Type and Extent of Postharvest Practice among Lowland Rice Farmers Table 3. Perceptions of lowland rice farmer-respondents by type and extent of postharvest practices

Postharvest Practices

Threshing: Hampasan Trampling Mechanical Average:

Never Practiced

Less Practiced

Moderately Practiced

Practiced

Highly Practiced

Total

Mean

Qualitative Description

200 124 76

100 62 38

0 10 6

0 5 3

0 24 8

0 12 4

0 42 24

0 21 12

0 0 86

0 0 43

200 200 200

100 100 100

1.0 1.92 3.19 2.04

NP LP MP LP

Drying: Solar Mechanical Average:

89 194

44.5 97

6 0

3 0

9 0

4.5 0

18 6

9 3

78 0

39 0

200 200

100 100

2.95 1.12 2.03

MP NP LP

Storage: Farm level Off-farm Average:

58 200

29 100

85 0

42.5 0

54 0

27 0

3 0

1.5 0

0 0

200 200

100 100

2.01 1.0 1.51

LP NP NP

200

100

200

100

1.0

107 200

53.5 100

3 0

1.5 0

37 0

18.5 0

11 0

5.5 0

42 0

21 0

200 200

100 100

2.39 1.0 1.46

LP NP NP

Milling: Mortar pestle Kiskisan Cono Average:

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The farmers do threshing manually (hampasan and trampling) and mechanically. It was found out that 100% of the respondents never practiced hampasan, less practiced trampling and moderately practiced mechanical thresher. Lowland rice farmers in Lanao del Sur both practiced trampling and mechanical thresher. They revealed that they make use of trampling if small amount of paddy is to be threshed. They usually threshed the paddy by using their underfoot but if large amount of paddy is to be threshed, they prefer to use mechanical thresher because according to them it is not laborious. Drying has also two types or method and these are solar or sun drying and mechanical drying. As revealed in the table, on the average, solar drying is moderately practiced by the respondents compared to mechanical drying where only 6 out of 200 respondents practiced it but on the average mechanical drying is not practiced. The finding implies that majority of lowland rice farmers rely on sun drying of threshed paddy. Lowland rice farmers of Lanao del Sur usually dried their threshed paddy by putting and spreading the threshed paddy in a tarpaulin sheet on the road or concrete pavement of a basketball court under the sun and manually raked it several times a day to ensure uniform drying to prevent deterioration. They added that sun drying is cheaper and did not need special skills or expertise. For storage, 100% of the respondents never practiced off-farm level storage (storing paddy or milled rice in a private or government warehouses) but less practiced farm storage (storing paddy or milled rice for consumption or retain paddy as seed for planting in the next season). Lowland rice farmers in Lanao del Sur usually do not practiced storage because according to them they chose to sell their produce directly to have cash on hand and buy the needs of their family. They revealed that storing rice is very critical for them considering that they lack the facilities that will prevent deterioration of paddy and pest attack that will bring a big loss for them. That is why they prefer to sell it. They added that if in case they will store accordingly, it is intended only for consumption or to be used as seeds for the next cropping. In milling the respondents never practiced mortar and pestle and cono rice mill but there are 134 out of 200 respondents practiced kiskisan for milling, while 66 respondents never practiced all the said types or methods of milling. They prefer to sell it to rice miller that offers them higher income than milling it through kiskisan that will bring only 50-60% output recovery. Lowland rice farmers in Lanao del Sur usually milled their produce in kiskisan because it is the only available method. The findings imply that lowland rice farmers in Lanao del Sur is dependent only on kiskisan or one pass mill.This suggests that lowland rice farmers in Lanao del Sur should adopt cono rice mill or modern rice mill. .

Perceptions of Respondents towards the Problems on Postharvest Practices

Perceptions of respondents towards the problems on postharvest practices are shown in Table 4. As shown in the table, lack of capital to pay for postharvest practices and credit unavailability are the major problems of the individual/poor farmers. This is not surprising. The fact that lowland rice farmers in Lanao del Sur have not availed of any financial or credit assistance for their postharvest operation, no doubt that they consider lack of capital as their main problem. Accordingly, they stress that if there is available capital then they can buy postharvest facilities but still they suffer on the payment of the high interest and the high power cost in using the facility.

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In terms of lack of awareness/resistance to change, the respondents consider it as a moderate problem. The need to educate the end users is also another problem, since most lowland rice farmers obtained a high school level of education, so it is expected that they need to be educated and be aware of those technologies promoted by the government and need to have an aggressive extension program. They learned postharvest technology only from their fellow farmers so if they are properly informed by these extension workers and these co-lowland rice farmers to make themselves ready for change and improvement. Table 4. Perceptions of respondents towards the problems on postharvest practices of lowland rice farmers in Lanao del Sur, ARMM. Np

PROBLEMS

Lack Of Capital: A. Individual/ Poor Farmers Cannot Afford To Buy Postharvest Facilities. B. Credit/ Financing Not Readily Available. C. High Interest Rates D. High Energy/Power Cost Average: Lack Of Awareness/ Resistance: A. Need To Have An Aggressive Extension Program As In The Production Phase B. Need For Government To Initiate/Assist Promotion Of Technologies C. Need To Educate The End-Users

Mip

Mop

Mjp

Vmp

Total

Qualitative Description

39.5

200

100

3.86

30.1

Mjp

6.5

32.5

200

100

3.89

33.1

Mjp

0 0

0 4

0 2

38 42

19 21

84 62

42 31

78 92

39 46

200 200

100 100

4.2 4.21

25 36.9

Vmp Vmp

4.04

31.3

Mjp

200

100

3.37

13.2

Mop

200

100

2.85

15.7

Mop

3.5

200

100

3.49

40.8

Mjp

3.24

23.2

Mop

Average: Lack of Technologies: a. Difficulty in operation, repair and maintenance b. Mismatch of capacity c. Lack of capacity during peak of harvest d. Poor or absence of road system in the rural Average:

Mean

7.5

200

100

3.22

24.8

MOP

5.5

200

100

3.3

22.1

MOP

2.5

200

100

3.74

29.6

MJP

200

100

1.8

20.6

3.02

24.3

MOP

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29 Legend:

Scale 5 4 3 2 1

Range 4.20-5.00 3.40-4.19 2.60-3.39 1.80-2.59 1.00-1.79

Qualitative Description Very major problem Major problem Moderate problem Minor problem Not a problem

(VMP) (MJP) (MOP) (MIP) (NP)

With regards to the problem on lack of technologies, it was revealed that 39% ( x = 3.22) of the respondents view difficulty in operations, repair and maintenance a problem, 31% ( x = 3.30) consider mismatch capacity as a moderate problem while 29% ( x = 3.74) of the respondents consider lack of capacity during peak harvest as a problem. Poor or absence of road system in the rural areas is never considered a problem. Therefore, the findings imply that lack of technologies is a moderate problem in the lowland rice farmers in the province of Lanao del Sur.

Perceptions of Respondents towards the Specific Problems on Postharvest Practices As for the specific problems in each postharvest operation, it was found out in the study that with regards to the problem on threshing, the respondents, on average ( x = 3.65), consider threshing as a major problem. Almost half (47.5%) of the respondents consider too much broken straw on oscillating screen as a major problem, 42.5% consider grain being blown over the wind board as a major problem and 33% consider dirty grain as a moderate problem on threshing as one of the postharvest operations in lowland rice farming. As found out in the study, the respondents used mechanical thresher which suggests that these farmers must be trained and informed on proper usage of these mechanical thresher to avoid the mentioned problems and economic losses may be eliminated, if not minimized. The respondents consider high investment cost and unfavorable weather condition as a major problem. Out of the 200 respondents, 96 and 67 respectively say it is a major problem. In addition, milling as a postharvest practice is also done by the lowland rice farmers and they consider it as one of the major problems. The lowland rice farmers in Lanao del Sur used to mill their paddy using kiskisan or one-pass mill and they consider it as a very big problem because accordingly, high breakage occurs especially if the paddy is not well-dried giving them low recovery of grains. Another problem encountered by the lowland rice farmers is there is no electric power/fuel and the technology is costly. If there is no electric power, they cannot mill their rice. Moreover, the lowland rice farmers in Lanao del Sur consider storage as a major problem because they lack storage facilities that would maintain the quality of the produce. Consequently, high investment cost is a major problem because the farmers cannot afford to buy storage facilities since these are expensive and they lack capital.

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Table 5. Distribution of respondents on the extent of the identified specific problems on postharvest practices among 200 lowland rice farmers in Lanao del Sur, ARMM PROBLEMS Threshing: a. Too much broken straw on oscillating screen b. Grain being blown over by the wind board c. Dirty grain Average: Drying: a. High investment cost b. Unfavorable weather condition Average: Milling: a. Inefficient one-pass b. No electric power/fuel c. Costly Average: Storage: a. High investment cost b. Unfavorable climate Average: Legend: Scale 5 4 3 2 1

MIP

MOP

MJP

VMP

TOTAL

F %

Mean

Qualitative Description

27.5

47.5

200

100

3.98

24.66

MJP

12.5

25.5

42.5

19.5

200

100

3.69

25.64

MJP

5.5

18.5

200

100

3.28 3.65

23.8 24.7

MOP MJP

23.5

28.5

200

100

4.05

25.89

MJP

26.5

33.5

200

100

3.58

23.84

MJP

3.83

24.9

MJP

19.5

36.5

200

100

4.17

25.11

VMP

26.5

33.5

200

100

3.58

23.84

MJP

200

100

2.67 3.47

21.31 23.4

MOP MJP

9.5

41.5

200

100

3.42

41.21

MJP

10.5

9.5

200

100

3.43

34.33

MJP

3.43

37.8

MJP

Range 4.20-5.00 3.40-4.19 2.60-3.39 1.80-2.59 1.00-1.79

Qualitative Description Very major problem Major problem Moderate problem Minor problem Not a problem

(VMP) (MJP) (MOP) (MIP) (NP)

Factors Influencing the Farmers Choice on Postharvest Practices Factors influencing the farmersâ&#x20AC;&#x2122; choice on postharvest practices are shown in Table 6. According to the results, it was found out that educational attainment, annual gross income, transportation cost and extension contact have significant relationship to threshing. Lowland rice farmersâ&#x20AC;&#x2122; educational attainment is only high school level, which implies that the farmers has a greater chance of adopting or learning improvement strategies in their postharvest practices particularly in threshing.

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According to Maddison (2006), educated and experienced farmers are more knowledgeable and informed about agronomic practices and therefore can take an adaptation measure in response to the effects of change. Bordey (2004) found out also that farmers with at least secondary level of education have greater probability of hybrid rice continuous adoption. This was contradicted by Torregoza (2000), who pointed out that educational attainment played no significant influence on farmer’s decision to adopt new technology because it is the nature of innovation being considered. According to Rustia and Talaima (as cited by Carabelle, 2004), education is not an adoption factor. Table 6. Factors affecting farmers’ choice of threshing, drying and storage practices among 200 lowland rice farmers in Lanao del Sur, ARMM Independent variable

THRESHING

DRYING

STORAGE

p-value

Chi-square

p-value

Chi-square

p-value

Chi-square

Sex

0.315

2.186

0.665

0.506

0.810

0.421

Age

0.866

30.329

0.105

51.486

0.932

62.059

Educational attainment

0.013

10.855**

0.765

1.151

0.776

3.256

Family size

0.428

1.699

0.028

11.699**

0.023

11.045**

Farm size Farming experience

0.120 0.458

4.241 2.596

0.043 0.458

5.858** 2.596

0.478 0.299

3.500 7.247

Tenurial status Yield

0.524 0.029

1.292 10.803**

0.370 0.022

1.988 11.432**

0.00 0.970

20.156** 2.311

Annual gross income

0.043

9.157**

0.026

11.045**

0.013

10.855**

Transportation cost

0.006

10.753**

0.031

0.533

0.395

4.083

Credit availability Extension contact

0.426 0.019

0.205 11.730**

0.006 0.138

11.393** 6.952

0.734 0.990

0.620 1.642

Member in an organization

0.194

1.105

0.194

1.105

0.827

0.380

Yield is another factor that has significant relationship to threshing. As found in the study, the respondents’ average yield per hectare is 4,500 kilograms and they both practiced trampling and mechanical threshing. This means that higher yield is gained because of the availability of mechanical thresher where the farmers can be able to thresh the paddy in a short period of time. The use of agricultural machinery substantially reduces the amount of human labor needed for raising crops. The average amount of labor required per hectare to produce and harvest rice, corn and other crops has fallen to less than a fourth of what was required only a few decades ago, hence mechanization has enabled the small percentage on farms to produce enough yield (Microsoft Encarta [DVD], 2009). Transportation cost is a factor to be considered in threshing practiced. Contact to extension workers is another factor that has significant relationship in threshing. It implies that farmers’ contact to extension workers from DA or SUC enables them to gather more information in improving their postharvest practices especially in minimizing the economic losses incurred. As found out in the study, lowland rice farmers are not members of any http://ijhss.net/index.php/ijhss

organization; in fact, their sources of information with regards to postharvest practices or technology are their fellow farmers. Hence, if these farmers will be able to have extension contact, then there is possible improvement in their threshing practices. According to De Guzman (as cited by Damag, 2003), the local government units particularly the Department of Agriculture provides service delivery system to the people specifically the agricultural sector as embodied in the Local Government Code (LGC) of 1991 (RA 7160). According to Rogers (1995), mass media such as TV, radio and newspaper is considered a more effective way to generate awareness of the innovation; whereas, interpersonal communication is considered more effective in influencing individual’s decision to adopt. In addition, for drying practices, the factors that have significant relationship were family size, farm size, yield, annual gross income and credit availability. Family size influenced drying practices because expenditures by farmers are for family living and for production of goods (Microsoft Encarta [DVD], 2009); a lesser family size would mean a higher income for the farmers to spend on buying mechanical drying facilities. Farm size is also an important factor to be considered in drying. As observed in the study, the average farm size of the lowland rice farmers in Lanao del Sur is two hectares and the maximum farm size of four hectares. These imply that lowland rice farmers have sufficient farm size in producing rice and drying their produce and likely willing to adopt strategies in improving their postharvest practices particularly in drying. The result agrees with Palero (2005) that farm size is significantly associated with farmers’ extent of adoption of total quality and productivity management. Estigoy as cited by Laurente (2004), found significant relationship between the adoption of innovation and farm size. The study of Laureto (1997) showed that farm size is significantly related to the adoption of modern technologies. Aguanta (2008) stresses that Maranao rice farmers’ practices are significantly influenced by farm size and appropriateness of MSB strategies. On contrary, Deressa et al. (2010) stresses that farm size negatively affects the use of one, or a combination of identified coping strategies by farmers. Also, yield is an important factor. Lowland rice farmers’ average yield per hectare is 4,500 kilograms which means that these farmers can dry their produce either through sun drying or mechanical drying. Annual gross income is significantly related to drying practice as well as credit availability. The average gross income of the lowland rice farmers per hectare was Ᵽ65,000 and their lone source of income is farming. They have not availed of any financial assistance for their postharvest production. The findings imply that lowland rice farmers in Lanao del Sur are willing to adopt new strategies or purchase drying facilities if their income is sufficient. If not, loans or financial assistance could help them much better to buy mechanical dryer as substitute to solar drying. It can be noted that these farmers rely mainly on sun drying, so if the weather condition is not good then these farmers will not be bothered if they have a mechanical dryer. Ramos (1994) said that the flow of income may reckon daily, weekly, monthly, or yearly. A community where the economic level is subsistent, agricultural change is unlikely to occur. If the family income is considerably lower, it may then proceed to become a member of an organization to avail of modern technology and have greater yields in production (Solidan as cited by Palero, 2005). The study of Bautista (1993) cited that family income in DFS is affected by the wet and dry season making these two seasons a predictor of annual income. Furthermore, in terms of storage, family size, tenurial status, and annual gross income are factors to be considered in storage practices. A large family size would influence the farmers’ income; this obliged farmers to defer means of improving their properties and facilities (Microsoft Encarta [DVD], 2009). Most of the lowland rice farmers cultivate their own land which means that make their own decisions to adopt for the improvement of their storage practice, implying that there is a possibility that the farmer-respondents may decide converting portion of their land

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to be used as their storage for their paddy. However, as found in this study, the farmers actually less practiced storage due to lack of storage facilities. Kemp et al. (2004) stated that the land and its related resources for one’s basic needs serve as the source of the world’s accumulated wealth. Salva (1990) observed too that owners are more prone to make decision to adopt new practices, while non-owners obtain permission first before trial or use of innovation. Annual income is an important factor to storage because those with higher income would possibly purchase storage facilities like “silo” in storing their paddy or milled rice. For milling, there is only one type of method used and that is kiskisan or one pass mill. Economic Performance of Postharvest Practices Threshing As shown in Table 7, majority (62%) of the respondents used mechanical type of threshing while 38% used trampling type of threshing. It implies that both trampling and mechanical thresher was practiced by the lowland rice farmers in Lanao del Sur. Table 7. Threshing practices of lowland rice farmers in Lanao del Sur, ARMM TYPE OF THRESHING

PERCENTAGE (%)

FREQUENCY

Trampling

Mechanical thresher Total

124 200

62 100%

Table 8 shows that the economic performance of threshing a sack or 50 kilogram of paddy in terms of time spent was 7.0 minutes in mechanical threshing while 50 minutes in trampling. The finding implies that trampling spent much time due to its laborious method compared to mechanical threshing. The cost spent per sack of paddy in mechanical threshing was Ᵽ22.00 compared to trampling which was Ᵽ56.00 per sack. Out of 50 kilograms, the output recovery for using mechanical thresher was 45.3 kilograms while there is a greater output recovery in trampling which is 48.2 kilograms. As for the losses, mechanical thresher incurred 8.36% loss higher compared to trampling that incurred only 2.66%. The results imply that there is a significant difference between mechanical and trampling in terms of cost, time spent, output recovery and losses. Table 8. Economic performance of threshing practices by lowland rice farmers in terms of losses, output recovery, time spent, and cost in Lanao del Sur, ARMM INDICATORS THRESHING Difference t-test Trampling

Time spent (min)

Mechanical Thresher 7.0

-161.45**

Cost (P/sack)

-160.79**

Output Recovery(kg)

45.3

48.2

2.9

-60.01**

Losses (%)

8.36

2.66

5.7

57.37**

** Significant at 0.05 level Lowland rice farmers in Lanao del Sur prefer to use mechanical thresher even if it gives higher loss and low output recovery. The result of the study agrees with Basavaraja et al. (2007) that

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grain losses during threshing activity were estimated to be 0.52kg/q in rice. The threshing losses were mainly in the form of broken grains, which were slightly higher, when produce was threshed by machine as compared to manual threshing. However, a majority of the producers preferred power thresher due to their cost and time advantages. Ramos (1994) found that threshing by using treading or trampling caused 3.6% losses. Besides, it increased the presence of mud balls and the broken percentage of the milled rice. Patil and Basappa (2005) added that an average total losses during the threshing was 0.18 quintals per farm or 0.07 quintals per ha, which was to the tune of 11.92% of the total at field level, or farm level. This is because majority of farmers threshed their produced by power thresher. The losses during threshing in terms of broken grains, scattering of grains out of threshing yard, grains left over in the thresher were higher when produce was threshed by machine. But due to cost and time advantage, majority of the producers preferred to thresh their produce by mechanical thresher. The higher losses were compensated through the reduction in labor cost and time. Guisse (2010) stressed that threshing losses were also higher (6.14%) when threshing was done using the â&#x20AC;&#x153;bambamâ&#x20AC;? (a big locally made wooden box) than when the bag beating method (2.45%). In many countries in Asia and Africa, the crop is threshed by being trodden underfoot (by human or animals); the output is 30-50 kg of grain per hour. The same method, using a mechanical thresher the output is a few hundred kg per hour (FAO, 2007). With regards to cost, threshing service fees normally varies with regions of the country. In Central Luzon, for example, threshing fees are normally in kind (paddy) which is 6% of the total amount of threshed paddy (PRRPO, 2005). Drying Table 9 reveals that out of 200 respondents, there were only 117 of them who practiced drying either through mechanical or solar drying. A little more than one-half (55.5%) of the respondents prefer solar drying while only 3% used mechanical drying. The rest of the respondents (41.5%) did not practice drying; they directly sell their produce to traders or millers for the reason that they needed immediate cash and they have inadequate facilities to practice milling and storage. The finding implies that lowland rice farmers in Lanao del Sur preferred to use solar drying in drying paddy. Table 9. Drying practices of lowland rice farmers in Lanao del Sur, ARMM TYPE OF DRYING

FREQUENCY

PERCENTAGE (%)

Mechanical

Solar drying No answer Total

111 83 200

55.5 41.5 100%

Table 10 shows the economic performance of drying practices of a 50 kg or sack of paddy. In terms of time spent, sun drying of paddy spent eight hours and 51 minutes while mechanical drying spent only of two hours and 50 minutes. Lowland rice farmers in Lanao del Sur mainly rely on sun drying for it is cheaper and does not need expertise. They usually put their paddy and spread it in a sheet of tarpaulin on a concrete pavement under the sun and occasionally stirred it to have uniform drying. As found in the study, there were six respondents who used mechanical dryer because for them, it eliminates the problems associated with sun drying and it offers more advantage of timeliness in the drying operation aside from maintaining the quality of grain and

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control in drying process. The result implies that there was a significant relationship in terms of time spent at 0.05 level between sun drying and mechanical drying. They usually do this for about 8-24 hours depending on the weather condition. The result agrees with the Philippine Recommends for Rice Postproduction Operation (2005) stating that about eight hours is required to dry wet paddy from 24% to 14%. Table 10. Economic performance of drying practices by lowland rice farmers in terms of losses, output recovery, time spent, and cost in Lanao del Sur, ARMM INDICATORS THRESHING Difference t-test Time spent (min)

Sun drying 8.51

Mechanical 2.50

6.01

17.8**

Cost (P/sack)

10.00

100.00

90.00

29.60**

Output Recovery(kg)

46.19

47.33

1.14

1.18

Losses (%)

3.17

4.39

1.22

2.48**

** Significant at 0.05 level In terms of cost, cost incurred in mechanical and solar drying a 50 kg or sack of paddy was Ᵽ100.00 and Ᵽ10.00 per sack respectively, it implies that mechanical drying of paddy incurred high cost compared to sun drying. Several studies have been conducted to determine the operating cost of mechanical heating system. As cited in the Philippine Recommends for Rice Postproduction Operation (2005) and in the study of Tumambing (1984), there is an average drying cost of Ᵽ6.00/cavan for rice-hull mechanical dryers. This is very high compared with the cost of sun drying of Ᵽ 1.50/cavan (Villaruel and Cardino, 1984). The output recovery performance of the two methods or types of drying was found that out of 50 kilograms, 48 kilograms was the output recovery for mechanical drying and 47 kilograms were recovered using the sun drying type. Thus, there was no significant difference between the performance of the respondents who used mechanical and solar type of drying in terms of output recovery. As for the performance of drying in terms of losses, it was shown that there was 4.39% loss for solar drying and 3.17% loss for mechanical drying. This means that greater loss is incurred in using solar drying compared to mechanical drying and by using critical regions t<-1.96 or t>1.96 the t-test value of the study was 2.48 which implies that that there was a significant difference between the performance of the respondents who used mechanical and solar type of drying in terms of losses. The National Postharvest Institute for Research and Extension (NAPHIRE, 2003) rice postharvest loss assessment studies reported that the average magnitude of losses attributed to drying is about 6.5% of its potential yield. Some 30% of the total postharvest losses were attributed to drying alone. According to Basavaraja et al. (2007), the losses due to drying operation in grains were estimated to be 0.80 kilogram per quintal in rice and 0.66 kilogram per quintal in wheat. These were mainly due to use of traditional methods of drying by the farmers. It was also indicated in the study of De la Cruz (1994) that there was a statistically significant difference in losses between amacan and concrete pavement at 0.01 levels. This indicates that the use of concrete pavement incurs more losses than conventional type. Patil and Basappa (2005) added that the drying loss was 13.91%. This was mainly because most of the farmers adopted manual method of drying and most of the farmers spread out the grains on the country yard, tarpaulins which cause loss due to birds, rodents and animals.

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Storage Table 11. Storage practices of lowland rice farmers in Lanao del Sur, ARMM TYPE OF STORAGE

FREQUENCY

PERCENTAGE (%)

Farm storage

142

Neither nor farm or off-farm Total

58 200

29 100%

In addition, based on the study, storage is less practiced by these farmers as they chose to sell their produce directly to have cash on hand and buy the needs of the family. They also revealed that storing paddy is very critical for them for they lack storage facilities that may prevent deterioration of paddy and pests attack that may bring a big loss for them. They added that if in case they will store accordingly, it is intended only for consumption or for seeds in the next cropping. They usually put their paddy in a sack and store them in a vacant space in their house. As for the duration of storage, the respondents answered differently but the longest length of storage is 1-2 weeks, but as much as possible they immediately sell their paddy due to their need of cash, lack of storage facilities and lack of capital for building storage facilities. Aside from these reasons, they are afraid that their stored paddy will be lost because of fire, bad weather, theft or attack by a pest or rat or spillage. These were the reasons why no economic performance computations was done for drying in terms of cost, loss, time spent and output recovery. According to the Philippine Recommends for Rice Postproduction Operations (PRRPO, 2005), storage facilities of farmers in farm level were sacks, container types such as wooden boxes, cans, granaries, bamboo baskets and volcani cubes. Grains in sack are usually placed directly on the floor, on wooden boxes or in open sheds, or under the house. In the Philippines, 60% of the total stack is stored in the farm level while the rest are stored in private and government warehouses. A study conducted in Luzon showed that farmers lose an average of 0.6 kg/bag inside granaries as a result of spillage and 0.4 kg/bag due to rodent attack (Ebron et al., 1978).

Milling

Table 12 reveals that out of 200 respondents, there were only 93 or 46.5% of the respondents who use mechanical type of milling specifically the kiskisan or one pass mill and the rest of the respondents did not practice milling since they directly sell their produce to the traders or rice millers. Table 12. Milling practices of lowland rice farmers in Lanao del Sur, ARMM TYPE OF STORAGE

FREQUENCY

PERCENTAGE (%)

Kiskisan or one-pass mill

46.5

No answer Total

107 200

53.5 100%

The average time spent in milling a 50 kg produce is 26.77 minutes per sack and the cost incurred was 2.42 per kilograms. In terms of output recovery, 29.4 kilograms was recovered while the losses were 20.5%. The results of the study agree with PhilRice Production Training Manual (2007) stating that the popular kiskisan has a milling recovery of only 60-62% out of a

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potential 72%. Losses in the milling process were due either to inherent poor technical performance of milling machinery, or operator ineptitude, resulting in poor milling yields (De Padua, 1999). Peutyet al. (1994) reported that paddy drying conditions affected the rice breakage during the milling process so that rice breakage rapidly increased with the decreasing moisture content of paddy. The difference between paddy temperature and milling environment temperature decreased the performance of rice milling system. They also found that relative humidity of milling environment had significant effect on milling system yield. Table 13. Economic performance of milling practices using “kiskisan” or one pass milling INDICATORS MEAN STANDARD DEVIATION Time spent (min) 26.77 5.78 Cost (P/sack)

2.42

1.44

Output Recovery(kg)

29.40

2.96

Losses (%)

20.50

2.96

** Significant at 0.05 level Conclusions Lowland rice farmers in Lanao del Sur are dominated by males, aged 40-50 years old, attained high school level, belong to a family of one to five members, with 11-20 years of farming experience who cultivate their own land with an average farm size of 2 hectares, yield of 4,500 kilograms and average gross income of Ᵽ 65,000.00. The farmers have not availed of credit assistance, and are not members of any organization. They rely on their fellow farmers as a source of information and transport their produce to the nearest market which cost ₱2025/sack. On the average, lowland rice farmers in Lanao del Sur less practiced threshing, less practiced drying, never practiced storage, and never practiced milling. The farmers have never practice storage and milling because they prefer to sell their produce after drying. As to the perceptions of lowland rice farmers in Lanao del Sur towards the problems on postharvest practices, lack of capital was considered to be a major problem. Meanwhile, lack of awareness/resistance and lack of technologies are considered as moderate problems. On the average, lowland rice farmers considered threshing, drying, milling and storage as major problems. Specifically, the following problems on postharvest practices were perceived as major problems: too much broken straw on oscillating screen; grain being blown over by the wind board; high investment cost; unfavorable weather condition; inefficient one-pass; and lack of electric power/fuel. Educational attainment, yield, annual gross income, transportation cost, and extension contact are significantly associated with threshing. If farmers are educated and supported by extension workers from DA or SUC, they are more knowledgeable and have more information in improving their postharvest practices. Meanwhile, lower transportation cost and the availability of mechanical thresher result to a higher yield and higher annual gross income. In addition, family size, farm size, yield, annual gross income and credit availability influence drying, because the availability of credit and sufficient income will help the farmers to adopt new strategies or facilities for drying. Meanwhile, family size, tenurial status, and annual gross income affect storage because those with higher income may purchase the appropriate storage facilities.

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There is a significant difference between the economic performance of the respondents in terms of losses, cost, output recovery, and time spent for threshing while for drying only output recovery has no significant difference. Thus, lowland rice farmers choose the type of postharvest practice that gives them high output recovery, low cost and losses incurred. With this, if farmers can form their cooperative they will be able to purchase facilities that will improve their postharvest practices. Recommendations Based on the results, it is recommended that the government may consider vigorously promoting extension programs to upgrade the skills of the lowland rice farmers in the province of Lanao del Sur. While it is true that existing extension programs of the government is centered on grain production, the province is still behind with respect to the objectives and goals of the Department of Agriculture for sustainable agriculture in the key grain producing areas. Also, since one major problem of the farmers is the lack of capital/operating cost, it is recommended that the government would strive to provide financial assistance to these lowland rice farmers to improve their postharvest facilities and operations, and to reduce postharvest losses of rice at the farm level. If not, the farmers themselves should organize themselves to form a cooperative. Seminars and trainings are also recommended with regard to postharvest operations in order to eliminate if not minimize losses and obtain greater output and income for the farmers. The DA may also consider to strengthen its efforts in promoting farm level adaptation strategies and providing technologies to improve postharvest practices that could eliminate if not reduce or minimize of losses in rice production. Access to extension services ensures that farmers have the necessary information that is helpful in decisions and the means to take up important adaptation strategies. Thus, provision of extension support/programs from concerned institutions is deemed urgent in order to hasten adaptation is imperative. It is in this aspect that the academe, particularly Mindanao State University in Marawi City, could play a vital role in the agricultural aspect of the province by enhancing its extension programs in collaboration with the local government and non-government agricultural organizations. Credit can increase financial resources of farmers and their ability to meet transaction cost incurred in taking various strategies. For instance, availability of credit will enable farmers to finance farm inputs like fertilizer and quality seeds. In this light, affordable financial assistance from government and private institutions is recommended. It is finally recommended that a replication of this study could be undertaken to include province-wide investigations in order to come up with a comparative analysis and to validate further results of this study. References African Rice Center (2013).Improving Post-Harvest Technology in Senegal. Retrieved From Http/Www.Africanrice.Org. Aguanta, L. M. (2008). Effectiveness of Madrashsabasak As An Extension Program Among Meranao Rice Farmers in Lanao Del Sur. Ali, D. P. (2003). Muslim Culture: Proposed Integration in Teacher Education In Muslim Areas Of Mindanao. A Research Project Funded By Ovcre, Mindanao State University, Marawi City. Badawi, T. (2001). An Assessment of Rice Postharvest Losses. Basavaraja, H. Et Al. (2007). Economic Analysis Of Postharvest-Losses In Food Grains In India: A Case Study of Karanataka. Bashir, H. A. (2005). Awareness and Acceptability Of Sustainable Agricultural Development Program among Farmers In Lanao Del Sur. Unpublished Masterâ&#x20AC;&#x2122;s Thesis, Mindanao

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State University, Marawi City. Baustista, E. U. and E. F. Javier. (2005). The Evolution Of Rice Production Practices. Unpublished Masters Thesis, Mindanao State University, Marawi City. Bautista, D. (1993). Adoption Of Corn Production Technology.Unpublished Masters Thesis, University Of Southern Mindanao, Kabakan, North Cotabato. Bordey, F. H. (2004). Socio-Economic Evaluation of Hybrid Rice Production In The Philippines. Unpublished Masters’ Thesis, University of the Philippines, Diliman, Quezon City. Cambodian Agricultural Research and Development Institute. (2004). Project To Reduce Postharvest Losses For Rice Farmers In Cambodia And Viet Nam: News Release. Retrieved On December 28, 2013 From Http://Www.Adb.Org/Media/Articles/2004/4441_Cambodia_Viet_Nam_Reduce_Pot harvest_Losses/ Carabelle, M. R. (2004). Adoption of Sustainable Agriculture Program In Tongantongan, Valencia City.Unpublished Masters Thesis, Central Mindanao University, Musuan, Bukidnon. Caroll, J. J. (2009). Small Rice Farmers’ Adaptation to Climate Change In The Philippines. Institute on Church and Social Issues. Damag, E. S. (2003). Role Performance of Devolved Extension Workers’ Participation In Extension Activities in Bukidnon. Graduate School Journal, Central Mindanao University, Musuan, Bukidnon. De Padua, D. (1997). Rice Post-Harvest Handling In Asia. Retrieved On September 15, 2013 from Www.Fftc.Agnet.Org/Libraryarticle De Padua, D. (1999). Grain Post Production Systems.Agricultural Engineering Division, International Rice Research Institute Philippines. Retrieved On September 15, 2013 From Www.Agnet.Org/Library/Eb/465a/ Dela Cruz, R. (1994). Economic Analysis of Postharvest Practices Among Small Corn Farmers In Bukidnon.Unpublished Masters’ Thesis, Central Mindanao University, Musuan, Bukidnon. Da Unpublished Accomplishment Report. (2001). Department Of Agriculture, Quezon City, Philippines. Deresa, T.T., C. Ringler and R. M. Hassan. (2010). Factors Affecting The Choices Of Coping Strategies. The Case of Farmers in The Nile Basin Of Ethiopia. Retrieved From Http://Www.Ifpri.Org/Pubs/Dp/Ifpridp01032.Pdf Ebron L.Z., G. Castillo and P. M. Kaiser. (1983). Changes in Harvesting-Threshing Arrangements and Landless Laborers. Paper Presented At The Workshop On the Consequences of Small Rice Farm Mechanization in The Philippines. Egwuda, J. E. (2001). Economic Analysis of Lowland Rice Production In Ibaji Lga Of Kogi State. Retrieved September 15 2013 Www.Google.Com Ezeh, C. I., C. O. Anyiro, I. O. Ehiemere and N. Q. Obioma. (2012). Gender Issues On Poverty Alleviation Programmes in Nigeria. The Case of the National Fadama 1, Development Project In Abia State Nigeria. Agris On-Line Papers in Economics And Informatics 2012, 4(3):15-20. Retrieved On November 8, 2013 From Http://Online.Agris.Cz/Files/2013/Agris_Online_2012_3_Ezeh_Anyiro_Ehiemere _Obioma.Pdf Food and Agriculture Organization (2001). Workshop On Policy Support For Rapid Adoption of Hybrid Rice On Large-Scale Production In Asia, Hanoi, Viet Nam, 22-23 May. Fao Final Report, P. 10 Food and Agriculture Organization (2004). International Year Of Rice: Rice Based Production Systems And Their Associated Post-Harvest Operations. Retrieved On May 26, 2013 From Http://Www.Fao.Org/Rice2004/En/Rice-Us.Htm Food and Agriculture Organization (2007). Estimates of Post-Harvest Losses Of Rice In South East Asia. Retrieved On May 26, 2013 from Http://Www.Fao.Org./News/ Factfile/Ff9712Ehtm Food And Agriculture Organization (2008). Terminal Report: Action Programme For The Prevention Of Food Losses. United Nations And Agricultural Organization, Pp. 17-72, 2008. Retrieved On May 4, 2013 From Www.Phlosses.Net/Index.Php Food and Agriculture Organization (2008). Rice Marketing Monitor. European Commission’s

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Evaluation of the Impact Of Rice Sector Reforms. Retrieved On April 6, 2013 from www.Agritrade.Cta.Int>Home>Commodities>Rice Sector Food and Agriculture Organization (2009). Crops Prospects and Food Situation In Africa. Retrieved On March 10, 2010 From Www.Iisd.Ca//Publications Resources/Sust_Devt2009htm Food and Agriculture Organization Statistical Databases (2001). Retrieved On February 2012 From www.Devtest.Fao.Org/Cgi-Bin/Nph-Db.Pl Food Facts. Retrieved From Http://Www.Hungrymonster.Com/Foodfacts.Cfm Garbo, A. S. (2003). Adoption Of Diversified Farming System (Dfs) In Wao Lanao Del Sur. Unpublished Masters’s Thesis, Central Mindanao University, Musuan, Bukidnon. Gascon, J. M. (2001). Adoption Behavior Of Farmer-Irrigators Towards Farming Practices Of Communal Irrigators System In Maramag, Bukidnon. Unpublished Masters Thesis, Central Mindanao University, Musuanbukidnon Gbetibouo, G. A. (2009). Understanding Farmer’s Perceptions And Adaptation To Climate Change and Variability: The Case of The Limpopo Basin, South Africa. Goletti, F. (2003). Current Status and Future Challenges For The Post-Harvest Sector In Developing Countries. Actahorticulturae628: 41-48. Retrieved On January 2, 2013 From wws.Magma.Ca/Publication/Books/Documentsyahiapdf Grolleaud, M. (2001). Post-Harvest Losses: Discovering the Full Story Overview Of The Phenomenon of Losses During The Post-Harvest System. Food And Agriculture Organization, United Nations Programme, Rome. Gambia Statistical Department (2003). The Bitter Harvest Of Gambian Rice Policies. Retrieved On May 26, 2013 From Www.Informaworld.Com/ Index/793867553.Pdf Guisse, R. (2010). Postharvest Losses Of Rice From Harvesting To Milling.A Case Study In Besease And Nobewam In The Ejisujuabeng District In The Ashanti Region Of Ghana. Heyes, J. A. (2003). Post-Harvest Action: The Global Post-Harvest Forum. Actahorticulturae, 628: 55-61. Retrieved On January 8, 2013 From Http://Sciway3.Net/Proctor/State/Sc.Ricehtml Hidalgo, F. C. (2001).Economic Analysis Of Adopting Hybrid Rice In The Philippines. Unpublished Masters’ Thesis, University Of The Philippines, Diliman, Quezon City. Intong, J. D. (1996). Influence Of Farming Environment On Adoption Behavior. A Study Of Maize Farmers In Southern Philippines.Dissertation, University Of Queensland Australia. International Rice Research Institute (2005). Improving Rice Production In Sub Saharan Africa. Retrieved On May 26, 2013 From Beta.Irri.Org/News/Bulletin/2008.40/Audio International Rice Research Institute (2009). Rice Policy - World Rice Statistics (Wrs). Retrieved On May 28, 2013 From Http://Www.Irri.Org/Science/Ricestat Kemp, D. R., J. Girdwood, K. A. Parton And A. Charry. (2004). Farm Management: “Rethinking Directions?” Afbm Journal, 1(1):36-44. Retrieved On November 9, 2013 From Http://Ageconsearch.Umn.Edu/Bitstream/120917/2/Kemp Girdwoodparton05.Pdf Kilpatrick, S. (1997). Education And Training: Impacts On Farm Management Practice. Centre For Research And Learning In Regional Australia. Laurente, D. P. (2004). The Effectiveness Of Pcc’s Artificial Insemination Services In Its Impact Zones: A Comparative Assessment. Unpublished Masters Thesis, Central Mindanao University, Musuan, Bukidnon. Laureto, A. S. (1997). Adoption Of Sloping Agricultural Land Technology In Selected Areas Of The Manupali Watershed Lantapan, Bukidnon, Philippines.Unpublished Dissertation, Central Mindanao University, Musuan, Bukidnon. Maddison, D. (2006). The Perception Of And Adaptation To Climate Change In Africa. World Bank Policy Research Working Paper 4308. Retrieved From Http://Econ.Worldbank.Org. Masnar, A. O., B. S. Macabalang And A. Diamla(2003). Madrasah Sabasak: A Participatory Field School For Meranao Rice Farmers. Mindanao Journal, Mindanao State University, Marawi City, Philippines Vol. Xxvi. Mejía, D. J. (2002). An Overview Of Rice Post-Harvest Technology: Use Of Small Metallic Silos For Minimizing Losses. Proceedings Of The 20th Session Of The International Rice Commission (Bangkok, Thailand, 23–26 July 2002). International Rice Research Institute. Retrieved On December 23, 2013 From Http://Www.Irri.Org/Irrc/Outreach/ Fighting%20asia.Asp Microsoft Encarta [Dvd] (2009). Redmond, Wa: Microsoft Corporation.

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National Post-Harvest Institute For Research And Extension (2003). Technical Guide On Grain Post-Harvest Operation. Muños, Neuvaecija, Philippines. Retrieved From www.Fao.Org/Inpho/Content/Compend/Text/Ch10-05.Htm National Food Authority (2001). Retrieved On March 2014 From Http://Www.Nfa.Gov/ Nhelmachena, C. And R. Hassan (2007). Determinants Of African Farmers’ Adaptation To Postharvest Practices. Palero, R.D. (2005). Total Quality And Productivity Management (Tqpm) Among Lowland Rice Farmers In Surigaodel Sur: Its Adoption And Production Impact. Unpublished Masters Thesis, Central Mindanao University, Musuan, Bukidnon. Patil, B. L. And J. B. Basappa (2005). Postharvest Losses Of Maize Crop In Karnataka: An Economic Analysis. Pava, H. And Abellanosa (1987). Introduction to Crop Science. Peuty, M. A., A. Themelin, C. Bonazzi, G. Aranud, V. M. Salakhe And G. Singh (1994). Paddy Drying Quality Improvement By Process Optimization. In Proceedings Of The Agricultural Engineering Conference Bangkok, Thailand, December 7-10, 1994. Philippines Recommends For Rice Postproduction Operations (Prrpo). 2005. Retrieved On May 26, 2013 From Http://Www.Google.Com Philrice Production Training Manual. 2007. Retrieved On May 26, 2013 From Http://Www.Google.Com Torregoza, S. (2000). Adoption Of Vegetable Production In Bukidnon.Unpublished Masters’ Thesis, Central Mindanao University, Musuan, Bukidnon. World Bank (2008). Addressing the Food Crisis: The Need For Rapid And Coordinated Action, Background. Document Prepared For G8 Finance Ministers. Retrieved On January 3, 2013 from www.Ric.Fao/Initiative/Pdf/Bolobs1_Enpdf

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International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Vol. 9, No. 3, pp. 42-53, ©IJHSS

Using Abu Dhabi Education Council’s Abu Dhabi School Model Outcomes to Reorganize Curriculum from Linear Delivery Toward a Spiral Approach Cynthia Albert Jorgenson, ABD, Dr. Tommi Eranpalo, Dr. Ahmed Mohamed Deria and Rita Kumar

Abu Dhabi Education Council Abu Dhabi, UAE (This study conducted under protection of Abu Dhabi Education Council Research Department and Professor Masood Badri.) Abstract Curriculum delivery has a meaning learners’ interaction with the designed curriculum. That is why planning of curriculum delivery is essential for teaching - learning process. This study uses a sample of 33 teachers engaged in a Professional Learning Network to examine the possibilities and purposes of a spiral design of curriculum delivery instead of a linear one with Abu Dhabi School Model (ADSM) curriculum outcomes. The authors collected the data and analyzed results using the method of purposive sampling-collection to find out the teacher’s ability and interest to implement the delivery model. Consistent with findings from earlier studies of effective curriculum delivery, this study points to the significance of teachers’ ownership to curriculum delivery and to the importance of meaningful patterns for differentiation and assessment. The authors also found that the incorporation of time for teachers to plan for curriculum delivery is essential. Results from the collected data show it is possible and purposeful to build a spiraling model for curriculum delivery with Abu Dhabi Education Council (ADEC) ADSM outcomes. Keywords: Abu Dhabi Education Council, spiraling curriculum delivery, collaboration, Professional Learning Network, curriculum delivery. Background and introduction Historically, education in the United Arab Emirates (UAE) has developed through four phases. These are: “1) the Matawa and Katateeb, 2) Educational Circles, 3) Semi-Organized Education, as well as 4) the Modern Education System (Alnabah, 1996, p. 2)”. Mutawa means the Imam of the Mosque. In the past, the Iman taught children how to read using the Quran, Prophet Mohammed’s biography and other information about Islam. The word, Mutawa referred to any person who did good by assisting others to learn the Quran and live life in an Islamic way. Mutawa held lessons in his home most of the time while richer communities set up a Katateeb. The Katateeb was what we would refer to as a school where students learned the Holy Quran, Islamic teachings, writing, reading and mathematics. The second type of education in the UAE consisted of teachers lecturing to a group of students called Educational Circles. Scholars held the lectures on a variety of subjects. Most came from

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areas like Saudi Arabia and were brought by the Sheikh and held in the mosque, palace, or scholar’s home. Following the Educational Circles, education moved into an era called semi-organized from1907 to 1953 bringing back the study of the Holy Quran and Islamic faith. The Modern system developed from these systems starting with a school in Sharjah that taught the Kuwaiti curriculum. When the United Arab Emirates became a country in 1971, a decree declared that education was available and free for all Emiratis. Elementary education was mandatory for all students (Alhebsi, et. al., 2015). ADEC originated in 2005 under the direction of Sheikh Khalifa bin Zayed Al Nahyan, the crown prince of Abu Dhabi, with one task; to manage the schools of the emirate. ADEC developed and implemented a plan that included the New School Model which has since been changed to the Abu Dhabi School Model and 2030 Vision in cooperation with other government agencies. Abu Dhabi School Model designates the outcomes each term for teachers. The outcomes are taught once and then a new set of outcomes is put in place for the next term. ADSM puts student-centered learning first. Students learn from exposure to “resource and technology-rich environments” in modern school facilities (ADEC, 2017). Students’ different levels, styles and education met their needs through differentiation. Students develop their communication skills and become critical thinkers and problem solvers with this model. The Abu Dhabi School Model incorporates these elements: Arabic and English instruction; monitoring of learner outcomes; and support for teachers through resources and professional development. With these elements, the students should develop their language abilities, critical thinking, and national identity learning through standardized, international curriculum and resources. Abu Dhabi continues to work on perfecting the programs they are working with and develop activities to highlight science and technology so that the students are capable of competing worldwide. Emiratis need to be eligible for the job market as the economy expands and schools in Abu Dhabi must prepare these students to step into the market. With that said, the purpose of this project is to study best practices of implementing ADSM curriculum learning outcomes, requiring collaboration between English and Arabic teachers. Developing a shared understanding of best ways to deliver the curriculum throughout the school community is key. Teachers in Abu Dhabi Education Council (ADEC) work in a multicultural, bilingual environment. The research problem for this study is to clarify whether there is purpose for teachers to use a different delivery model with the ADSM outcomes. At the beginning of the 2016-2017 school year, the researchers met to decide on a plan to optimize the delivery of curriculum for the students at Sas al Nakhl Boys School in Khalifa City A. The decision came to work with a pilot project involving one or two grade levels to redesign the curriculum from a linear design to a spiral one so students revisit outcomes more than once during the year allowing for mastery. At the same time, this design has the rigor engrained, to challenge the learners continuously. The project then proceeded in stages. The culmination of one stage brought on the next stage of the project, using the results of the previous stage as a platform to move forward. The

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curriculum delivery design produced by the project uses empirical experiment and theoretical background. The timeline for this study is as follows1: 1. Pilot study in 2016 (Eranpalo, et. al., 2016) 2. The follow-up study in 2017, “Using Abu Dhabi Education Council’s Abu Dhabi School Model Outcomes to Reorganize Curriculum from Linear Delivery toward a Spiral Approach” current study to be published June 2017 3. Ethnographic field study AY 2017-2018 “Collaborative curriculum delivery model” results to be published June 2018 Curriculum Delivery Designs: From Linear to Spiral The delivery of curriculum and styles of teaching are not a new concept but definitions of best practices in teaching and learning strategies are always changing. Content and curriculum taught depends on where the teaching happens, students’ needs and what teachers are comfortable with in their classrooms. In the ADEC schools, the curriculum is descriptive and prescribed so the delivery of instruction by teachers determines whether a student achieves at high levels or no progress is made or worse, regression. Therefore, teachers are the key to this and must determine how to deliver curriculum to their students to optimize the educational experience. When outcomes are taught in isolation and only once in a year, it is defined as linear delivery of the curriculum. Some teachers will do what is called “stair stepping” to make sure lower level outcomes are taught before difficult ones. Learning influences a person’s intellectual development because it builds on itself culminating with someone’s intellectual capacity. A child’s development depends on learning a systematic set of experiences that “stair step” using the aptitudes of the students to determine how fast and at what level to work. Evaluation of these experiences happens by looking at the abilities of students to discriminate, retain and transfer the learning. Making the idea of cumulative learning very basic at the present. Picture 1. Example of Linear Delivery

These stages of the project depend on the success of each component, and acceptance and approval from Abu Dhabi Education Council.

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Arranging the outcomes in the curriculum so that they relate to one another allows consistent association with the learning. Gagne’ (1965) cited that outcomes must serve as “building blocks in cumulative learning”. When outcomes are put together in cumulative order, its expected students learn at a higher level and achieve success. Linear design with effective supporting system for low performing students is a model that can drive learning to achieve excellent results in a short timeframe. The problematic part occurs when outcomes need to be revisited in case of dropout students, or simply because of difficult and time-consuming task, to be sure that the needs of all learners are taken into account and to make sure the knowledge is expanding. A solution to this problem can be found in the hermeneutic methodology. The idea of “hermeneutic circle” is one of the classic models of teaching-learning process. Gadamer (2005) stated, “Hermeneutics refers primarily to man’s natural ability to process knowledge” (p. 129). Hermeneutics expands past only being a scientific method. Understanding is inherent in people. People must understand to coexist in the World and “solve problems through language and joint discussions” (p. 207). The physicist Helmholtz believed, “according to which the tools for human mind are memory and imagination and tact, artistic sensitivity and life experience (p.6)”. While doing research an understanding of the ancient hermeneutic rule is necessary, entity is understood alone and alone we can understand entity. Therefore, the sum total of all the parts is how we define our own existence called “hermeneutic circle” (Gadamer, 2005, p.29). When research happens in a spiral manner, it can be referred to as “hermeneutic spiral” (Gadamer, 2005, 31). It does not mean there is circular thinking, but allows for reworking the knowledge resulting in new understanding and interpretation. All of this happens when we “explore the details of existence” (p. 32). This statement can be understood as a reference to meta- cognitive skills of a learner. A hermeneutic researcher takes into account their own prejudices and preliminary views as conditions for understanding. Siljander (1988) gave factors related to hermeneutic spiral: 1) All human knowledge is a basic prerequisite for understanding, also known as preliminary understanding. This is the understanding that gets researchers to want more information and begin exploring knowledge (p. 115). 2) We need to understand the “relationship between the part and the whole, the dialogue between these elements” (p. 117). A true understanding of everything together only comes from knowing the pieces that make it up. 3) The temporary nature of the process of knowledge is always open, comes around again sometime, and has no end. Thomas Bayes (1763) captured the spiral approach to interpreting knowledge visually. It was called Bayes’ Theorem and is pictured below. Picture 2 Bayes’ Theorem

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Simply stating to research something, you analyze new data collected related to the past experiences and knowledge. From the new understanding we get, more data is collected and we analyze this data based on our past experiences and knowledge as well as the knowledge gained with our first analysis to come up with new knowledge. The cycle keeps going and is neverending. Bayes’ Theorem permits the researcher to use hermeneutic spiral to guide the study in many different circumstances. Building a spiral delivery model is clarified by looking at the Bayes’ Theorum and ensures rigor within the curriculum. Teaching the learning outcomes in spiraling way instead of linear gives us confidence that knowledge will expand, but it will also lead to meta-cognitive monitoring and controlling the learning. The development of Meta-cognitive strategies help individuals to improve their learning effectiveness and increase the motivation toward schoolwork. Educators can chart the path of students when placing learning about learning to the list of outcomes. By developing students meta-cognitive learning capacities, educators can pave the way for better learning results (Kolb & Kolb, 2009). Collaborative planning of the curriculum delivery In order to be effective, teaching in the classrooms requires advance planning. Yinger (1980) states the reasons to plan are “the wealth and variety of instructional materials available, the emphasis on meeting objectives of the school or the district, and the wide range of student aptitudes to be found in most classrooms” (p. 107). Planning requires teachers to be problemsolvers and decision-makers in their own classrooms, using good pedagogical knowledge of teaching and learning. Good plan includes long term planning for the school year and term, as well as short-term planning for the school week and a single lesson. The lesson plan is where a teacher describes in detailed manner the course of instruction and the learning trajectory for a single lesson. With daily lesson plans teacher is able to guide class learning, and above all, able to adjust her teaching according to learning. At times teachers find themselves planning for their subjects in isolation leading to plans that only include the area of expertise for that teacher. This is often fruitful and even necessary, since the teacher is the expert of her own subject. Using a wider perspective, looking at all the outcomes required in a school year, teachers need the opportunity to plan together to ensure that all outcomes are addressed and aligned for students to learn them (Connelly, F. & Clandinin, D., 1988; Putnam, R. & Borko, H., 2000). This is where collaborative planning with teachers in grade level groups comes into play. One of the most important things professionally and educationally for teachers is to collaborate. In addition to meaningful lesson planning, teacher collaboration provides professional development, which is purposeful through a helping environment that allows teachers to alter their teaching styles and delivery of curriculum. Teacher collaboration in schools leads to higher student achievement (Ostovar-Nameghi & Sheikhahmadi, 2016). Not to mention, one of the main features and advantages of collaborative teacher work is the impact to commitment. Assertions and arguments while collaborating can be understood as commitments (Andriessen, Baker & Suthers 2013). When participant is challenged, he or her is obliged to defend own ideas in the dialogue.

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The form of planning this study is implementing could be called collaborative school based inquiry (CSI) 2 . Studies show that when allowing teachers to collaborate to find answers to inquiries, the results show “better cooperation and better learning results” (Kai Wa Chu, Tse & Chow 2011). Collaboration does not only provide professional development for teachers, it also leads to academic fulfillment. Ostovar-Nameghi and Sheikhahmadi (2016) suggested that schools: (1) be structured in ways that maximize collaborative discussion among teachers; (2) create conditions that are conducive to growth and development for both teachers and learners; (3) reinforce study groups which aim at making teachers reflect on their current beliefs and practices and change them for the better; (4) move away from the once-popular teacher training courses towards teacher study groups, peer observation of teaching and mentoring, which are conducive to constructing knowledge rather than passively receiving knowledge (p. 202). Empirical part of the study The empirical part of the research took place in April 2017. ADEC’s School operations department sent an invitation to the principals of eight schools chosen by the Cluster managers to participate in the Pilot. Four Cycle 1 (C1) schools and four Cycle 2 (C2) schools 3 . Six principals responded in the time given and the project launched with a meeting of these principals. This enthusiastic group decided to implement the pilot in grades four to six, to cover both Cycles. Schools choose the teachers to participate in the pilot and training sent up for these teachers during the Spring ADEC Professional Development Week. The number of teachers involved in the study and their subgroups are specified in Chart 1. Sas Al Nakhl School invited the selected teachers to attend a one-day training. Data collection took place during the training for the study in the form of participatory action research. The training consisted of two sessions. In the first session, the teachers participated in an interactive lecture about the new curriculum delivery model with Pedagogical background focusing on differences between linear and spiral teaching-learning processes (Gadamer 1999; Varto 2005; Siljander 2014). During the second session teacher were working in six groups by grade level and subject. Chart 1 Study groups C1 GRADE 4 C1 GRADE 4 C1 GRADE 5 C1 GRADE 5 C2 GRADE 6 C2 GRADE 6

ARABIC ENGLISH ARABIC ENGLISH ARABIC ENGLISH

4 TEACHERS 4 TEACHERS 6 TEACHERS 8 TEACHERS 6 TEACHERS 5 TEACHERS

Collaborative School based Inquiry (CSI) is about adopting the knowledge from the data collected (inquiry) from academics, self assessments and observations in the school and implementing this information to cross curricular (collaboration)Curriculum framework. The aim is to introduce interdisciplinary and alternative approach to curriculum delivery (Gallimore, Ermeling, Saunders & Goldenberg 2009). 3 Cycle 1 in Abu Dhabi is students between age 5-11, Cycle 2 students between age 11-15. 2

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The groupâ&#x20AC;&#x2122;s task was to rearrange the ADEC ADSM (Abu Dhabi School model) curriculum outcomes to match the spiral design of curriculum delivery. To deliver the task teachers received all outcomes and a modified version of ADEC curriculum map for cycle 1 and 2 schools. The differences between original curriculum map and the modified one are, firstly in the modified one the cross cutting themes are left open for teams to determine what they are the length of time. Secondly, in the modified version, assessment and pedagogical backgrounds were added to the template. In order to achieve the spiraling approach of teaching-learning process, teachers were empowered to dismantle the patterns of ADSM curriculum. They were told to build the curriculum map for their subject against the pedagogical background given and their own expertise. The fundamental question for the action research was given openly to the teachers: Is it possible and purposeful to build a spiraling model of the curriculum delivery with ADEC ADSM outcomes? The research team had previous experience with this type of Professional Learning Network, giving teachers the opportunity to work in collaborative manner, knowing the teachers would be eager to share their experience (Eranpalo, Jorgenson, & Woolsey 2016). As work began, the teachers proved that this was true. Braking the pattern and rearranging the outcomes made sense to all participants and their job proceeded rapidly. After two hours of group work, everyone gathered in the meeting room to wrap up the end of the day. We collected their achievements on memory sticks and gave them the final task to wrap up the Professional Learning Network, individual evaluation form with the questions: A. What are the benefits of this delivery model? B. What are the Challenges of this delivery model? C. What are your thoughts after this Professional Learning Network? Results At the culmination of the Professional Learning Network, we analyzed the achievements and answers of the participant teachers by using purposive sampling-collection method 4 . In this example, you can see how teachers were working with the new modified curriculum map. This group had no difficulties to rearrange the ADSM outcomes so that learning spiraled. Chart 2 Example of Curriculum map Grade 6 Term 1 ( 14 weeks) Weeks

Reading

10.9 14.9

17.9 21.9

24.9 28.9

1.10 5.10

8.10 12.10

15.10 19.10

22.10 - 29.10 26.10 2.11

5.11 9.11

12.11 16.11

19.11 23.11

26.11 30.11

6R1.3

6R1.4

6R1.5

6R2.3

6R1.4

6R2.4

6R1.3

6R1.5

6R2.3

6R2.4

6SL1.3

6SL2. 3

6SL1.3

6SL2. 3

6SL1.3

6SL2. 3

6W1.1 6W2.3 6W1.1

6W1.1

6W1.2 6W1.2 6W1.2 6W2.3

6L2.1

6L2.9

Speaking 6SL2. and 6SL1.3 3 Listening

Writing Process

Writing Conventi ons

6W2.3 6W1.1

6L1.3

6W1.2 6W1.1

6L1.2

6L1.1

6L2.1

6L2.9

6L2.3

Purposeful sampling collection is commonly used method in qualitative research for the identification and selection of the most significant data against the research questions and phenomenon of interest. 4

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To clarify the pattern, we have added the explanations for the outcome codes5, to verify the achievement of the pedagogical design. This picture clearly shows the rigor of the outcomes the teachers were able to build, against the skills. This allowed teachers to set clear targets for students and use these to base differentiation. Chart 3 The rigor of the outcomes Speaking and Listening Writing 6R1.3 use comprehension questioning.

Reading

the reading strategy of 6SL2.3 communicate ideas in a persuasive poem and/or letter.

6SL2.3 communicate ideas in a persuasive poem and/or letter.

6R2.4 explain how visual elements add meaning to print texts. 6W1.1 plan for generating ideas.

writing

6SL1.3 follow rules for collaborative discussion.

6R2.3 retrieve, interpret and reflect on information and ideas in a written or visual critical response text. 6W1.2 draft and revise writing with a focus on adding and deleting for meaning.

6SL2.3 communicate ideas in a persuasive poem and/or letter.

6R1.5 locate information or texts for a specific purpose. 6W1.1 plan for generating ideas.

writing

6SL1.3 follow rules for collaborative discussion.

6R1.4 self-evaluate and monitor reading progress. 6W2.3 produce a written persuasive poem and/or letter. 6R1.3 use comprehension questioning.

the reading strategy of

Teachers participating in the Professional Learning Network were pleased with the new delivery design. English (EN) and Arabic (AR) teachers were eager to have their say after the collaborative session. Once teachers gave their opinions on a three-question survey, a summary of the responses based on subjects and grade levels was compiled in Chart 3. In ADSM curriculum, the outcomes are marked with codes which indicate the subject, term and order. However, teachers are encouraged to plan the delivery for the best benefit of the students. 5

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Chart 4 Survey Summary BENEFITS CHALLENGES C1 AR More flexibility in The time for the setting the objectives. planning is tight. We have to use PD time for this. C1 EN The delivery design is Barriers (language) in more cohesive than the co-planning between old one. different subjects. C2 AR We are building the Assessment criteria will knowledge on the be the challenge. It previously learned! An should be against the opportunity to reach rigor. those students who have gaps in learning. C2 EN It will be great to have How to integrate the authority to arrange outcomes between the outcomes. different subjects.

THOUGHTS There should be resources for pilot schools from ADEC. A lot of extra miles to run, but it’ll be worth it! It would be great to have eSIS [the assessment program used by ADEC schools] adjusted for the pilot. Why hasn’t this been done before?

To summarize, the following results surfaced:   

It is possible and purposeful to build a spiraling design for curriculum delivery with ADEC ADSM outcomes. Responses from the participants indicates that this collaborative curriculum framework will give a kind of ownership to the teachers in planning their work, which they have longed for. Strong support to plans of our research team to start wider ethnographic pilot on the same subject.

Conclusion The purpose of the project is to provide research-based knowledge for the development of the curriculum delivery at the school level and better learning outcomes of the students. Therefore, it is appropriate to raise the significance of the theoretical background of this study. To certify the results is one purpose, but equally important is to give research-based material to the PD needs of the teachers. UNESCO Learning (2013) The Treasure Within identifies learning through “five pillars”: 1. “Learning to Know” refers to knowing facts, learning to learn gives purpose to the learning. 2. “Learning to do” means putting your knowledge into action, while learning to live is to do so cooperatively with others. 3. “Learning to exist” describes someone’s responsibility to develop as a human being. 4. “Learning to choose” denotes a person’s ability to understand there are more than one points of view and decide which one is in line with their own values and wisdom. 5. “Learning to live sustainably” suggests a person’s ability to respect and protect the environment in which they live. Using the five pillars learners are able to use the skills they have acquired in their everyday life. The same approach moving from isolation to a wider range of knowledge taught is representative in cross-curricular planning, done in a variety of ways within the school’s curriculum. School curriculums require development of students on many levels: spiritual, moral,

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cultural, mental, and physical. The curriculum must be broad enough to prepare students for their adult life and responsibilities. While some schools limit the cross-curricular planning to specific subjects like English, mathematics, history, and science, other schools are broader with their themes including health education, environmental issues, and citizenship for example. Schools determine the manner in which themes become part of the curriculum; “themes taught through subjects” or “subjects taught through themes” (Whitty, Rowe & Aggleton, 1994). This kind of initiative is called Phenomenon-based curriculum delivery model. Teachers from different subject plan together using themes across the subjects to guide the teaching. Teachers choose these themes based on student knowledge and the surrounding environment of the school. Using this model learning views education “as a conceptual change in the interaction with the environment” (Ostergaard, Lieblein, Breland & Francis, 2010, p. 8). Through the phenomenon based themes and cross-curricular planning, 21st century skills are addressed and students are given a wider scope of understanding. Core skills are important as well as educational views when using phenomenon-based delivery (Ostergaard,et.al., 2010). Based on the previous, an optimal way to use phenomenon-based curriculum delivery model is to use a spiral design. A critical point of view for further research should be noted, this study was carried out in experimental conditions with a known selection of teachers. To increase the credibility, it is necessary to continue in realistic conditions, in several schools. In the article rises comprehension and connection between commitment and collaboration. From this point of view, it would be advisable to reinforce this link between piloting teachers and research team in the future. To incorporate the research team an ethnographic approach could be a constructive alternative. Watson-Gegeo (1988) defines ethnography as "the study of people's behavior in naturally occurring, ongoing settings, with a focus on the cultural interpretation of behavior" (p. 576). Principles identified by Ramanathan and Atkinson (1999) pertaining to educational ethnographic research are: 1) Concentrating on behaviors while people are working in groups and patterns that evolve; 2) Focusing on the whole while analyzing; 3) Paying attention to theory while not letting it take over the study. Working with an ethnographic study allows the research team to engage in the study side by side with teachers while gathering data. Ramanathan & Atkinson (1999) referred to this as "the conceptual frameworks or value systems whereby insiders both categorize and engage in their daily lived experience" (p. 48). While this is important, the team cannot forget the theoretical frameworks, concepts, and language (Geertz, 1976, 1983), as said before. The main emphasis of ethnographic research is to give a deeper and concrete understanding of the concepts studied to practical use (Hammersley 2013). The results and conclusions of this study, modelling School based curriculum framework around spiral model of curriculum design, are consistent with findings from other similar studies (Ostovar, et. al., 2016) that show the importance of collaborative teaching and mentoring in curriculum framework. All this indicates that an ethnographic study in real teaching conditions is in place. The authors are starting a collaborative curriculum delivery pilot in a number of ADEC schools, and it will be interesting to follow the further steps of these piloting schools.

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References ADEC. 2017: The government of Abu Dhabi aspires to transform the Emirate into and innovation based, knowledge producing society. ADEC website https://www.adec.ac.ae/en/Education/Pages/Education-History-in-Abu-Dhabi.aspx# Alnabah, N. (1996) Education in the United Arab Emirates. Abu Dhabi, UAE: Alflah. Andriessen, J., Baker, M., Suthers, D. (Eds.) (2013). Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments. Springer Netherlands. Alhebsi, A., Pettaway, L. D., & Waller, L. (2015). A history of education in the United Arab Emirates and trucial sheikdoms. Global eLearning Journal, 4(1). Bayes, T.R., 1763. An essay towards solving a problem in the doctrine of chances. Philosophical Transactions of the Royal Society 53, 370–418. Connelly, F. M., & Clandinin, D. J. (1988). Teachers as Curriculum Planners. Narratives of Experience. New York: Teachers College Press. Eranpalo, T., Jorgenson, C. & Woolsey, M. L. (2016). The Abu Dhabi school model: Effective delivery of the curriculum. International Journal of Humanities and Social Sciences, Vol. 8(6), 24-35. Gadamer, H. (1999). Hermeneutics, Religion and Ethics, trans. by Joel Weinsheimer, New Haven: Yale University Press. Gadamer, H. (2005). Hermeneutiikka, ymmärtäminen tieteissä ja filosofiassa. Valikoinut jasuomentanut Ismo Nikander. Tampere: Vastapaino. Gagné, R. (1965). The conditions of learning. New York: Holt, Rinehart and Winston. Gallimore, R., Ermeling, B. A., Saunders, W. M., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher education implications of school-based inquiry teams. The Elementary School Journal. Retrieved from http://journals.uchicago.edu Geertz, C. (1976). From the native's point of view: On the nature of anthropological understanding. In Meaning in anthropology, p. 221-237 . Edited by K. Basso and H. Selby, K. Basso and H.Selby. Albuquerque: University of New Mexico Press, 1976. Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books. Hammersley, M. (2013) What's wrong with ethnography? Routledge, Taylor & Francis group. Kai Wah Chu, S. , Tse, S., Chow, K. (2011):Using collaborative teaching and inquiry project based learning to help primary school students develop information literacy and information skills. Library & Information Science Research, 33, 132–143. Kolb, A., Kolb D. (2009) The Learning Way: Meta-cognitive Aspects of Experiential Learning. Simulation Gaming 40, 297. Ostergaard, E., Lieblein, G., Breland, T. & Franics, C. (2010). Students learning agroecology: Phenomenon-based education for responsible action. The Journal of Agricultural Education and Extension. Competence for Rural Innovation and Transformation, 16. Ostovar-Nameghi, S. A. & Sheikhahmadi, M. (2016). From teacher isolation to teacher collaboration: Theoretical perspectives and empirical findings. English Language Teaching, 9(5), 97-205. Putnam,R. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(2), 4-15. Ramanathan, V. & Atkinson, D. (1999). Ethnographic approaches and methods in L2 writing research: A critical guide and review. Applied Linguistics, 20(1), 44-70. Siljander, 1988. Hermeneuttisen pedagogiikan pääsuuntaukset. Oulun yliopiston kasvatustieteiden tiedekunnan tutkimuksia. Oulu: Oulun yliopisto. Monistus- ja Kuvakeskus. Siljander, P. 2014: Systemaattinen johdatus kasvatustieteeseen, peruskäsitteet ja suuntaukset. Tampere: Vastapaino. UNESCO. The Four Pillar of Learning. Retrieved from January, 14, 2013, the website http://unesdoc.unesco.org/images/0022/002200/220050E.pdf. Varto, J. 2005: Laadullisen tutkimuksen metodologia. Hygieia-sarja. Helsinki: Kirjayhtymä.

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Watson-Gegeo, K. A. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterlv, 22, 575-592. Whitty, G., Rowe, G. & Aggleton, P. (1994). Discourse in Crossâ&#x20AC;? curricular contexts: limits to empowerment, International Studies in Sociology of Education, 4(1), 25-42. Yinger, R. (1980). A study of teacher planning, The Elementary School Journal, 80(3), 107-127.

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International Journal of Humanities and Social Sciences p-ISSN: 1694-2620 e-ISSN: 1694-2639 Vol. 9, No. 3, pp. 54-75, ©IJHSS

Grade 10 Students Career Choice in Sibutu Municipality: A Causal Model Prof. Kaberl O. Hajilan, PhD Graduate School, Mindanao State University Tawi-Tawi College of Technology and Oceanography, Bongao, Tawi-Tawi, Philippines Al-Rashier I. Darong National High School Teacher, Department of Education, Division of Tawi-Tawi, Philippines Abstract Choosing a career or certain profession must be carefully planned and should be based on individual interests and preference. However, there are instances that parents will decide or influence their children career according to their preference or in other case influence by counselling and training opportunities. This study made use of descriptive and survey method of research among 280 Grade 10 Students from 1 private and 5 public secondary schools to determine and analyze the factors that influence student’s career choice. The result of the study showed that the 280 respondents have the abilities and potentials of choosing their careers. Parents and teachers were “Very Much” influential compared to other variables. The parent’s monthly income is directly affected by the parent’s occupation. The mother educational background affects mother’s occupation while father’s job affects parent’s monthly income. Fathers educational attainment also affect student’s “Career Choice”, while mother’s educational attainment and father’s occupation affects the father’s educational attainment. On the basis of causal model presented in the study, the model that is best fit to students’ career choice is the linear regression equation model. Furthermore, students’ career choice is greatly influenced by their preference and abilities. Based on the findings, the researcher recommends that career guidance programs and services must be stressed out as an integral part in the six secondary schools considering the best careers that promises better jobs in the future. Keywords: Career Choice, Causal Model, Demographic Profile, Career Guidance Programs and Services Introduction Nowadays, more and more Filipinos are enlightened to reach their success. And the belief of having an established and permanent status for a brighter future is through education. Filipinos then are wiser enough to suit the best equalizer which can bring them to the top if not to the most engaging one. In the K to 12 curriculum of the Philippine education, the school provides a career guidance program for the in – coming senior high school in preparation for their career choice.

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Senior high school students need professional advice especially in the choice of their careers. It is in this period where the students are advised to prepare for their future worthwhile occupations. Choosing the perfect career is one of the most important and crucial decision a person has to make. This can be the one of the measures whether an individual will be successful in the future or not. At this stage, self-realization, role tryouts, occupational explorations in schools, and finding the first job is the tentative step. It is at this stage when the teenager needs guidance in the proper selection of their desired career. Where, they will arrive at the right decision considering their innate capacities, educational privilege offered to the students and other resources that society makes available for them to be more efficient and effective. Guan, Capezio, Restubog, Read, Lajom, and Li ( 2016) cited the idea of Salazar-Clemeña (2002) that parents is an influential person to their children in terms of decision making and viewing education that could advance their family welfare. They further said that traditional beliefs influence parental support and career adaptability. Career counselling and value-based clarification interventions among graduating students is necessary. Research findings conducted by Su, M.S., Chang, T.C., Wu, C.C., and Liao, C.W. (2016) revealed that personal factors, family, school, and career exploration are the main and significant factors affecting students’ career decision. According to the theory of vocational development by Super (2005), the student should first become aware of the need for a career. So every graduating student needs wise choice in decision making, Bautista (1997) stated that at this stage, a student must take important in vital decision in the selection of a career which will determine his future success. On the other hand, Ferry (2006) asserts that context, personal aptitudes, and educational attainment are factors that thought to influence the individual occupational choice. He further said that developmental milestone is critical in adolescent stage particularly in career decision making. Choosing a career needs guidance, trainings and exposure. Personal aptitudes, educational background, demand of work, and family are very important to consider in choosing a career. Savickas (2002); Savickas & Porfeli, (2012) as cited by Guan et.al (2016) mentioned that career construction theory posits higher level of career adaptation to different vocational development and trainings. Based on the preceding discourse as the backdrop of this study, the researcher would like to know and take into consideration the causal model that best fits the Grade 10 student’ career choice of Sibutu municipality. The result of this study will help the school officials in coming up with relevant and effective, integrated career information of guidance programs in public secondary school in the Municipality of Sibutu as guide for students in choosing their career; career preferences so much so that they would be able to integrate the importance and consequences of this careers in their program of instruction vis-à-vis teaching-learning situation. This will also give ideas on the significance and primordial participation of the roles as parents in guiding their sons and daughters in choosing their careers or the right practice of profession. Statement of the problem This study aimed to determine and analyze a set of factors that influenced students’ choice of career of the 6 secondary schools in Sibutu municipality School Year 2015-2016 Specifically, it sought to answer the following problems: 1. What is the demographic profile Grade 10 students’? 2. What is the most preferred career of the grade 10 students’? 3. Who influence their choices of career?

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4. What is the level of career choices of grade 10 students’ based on the following variable: 1.1Classmates; 1.2 Club/Organization; 1. 3 Datus; 1.4 Guidance Counselor; 1.5 Neighbors; 1. 6 Peer Groups; 1.7 Relatives; 1.8 Religious Leader; and 1.9 Teachers? 5. Is there any significant relationship between the demographic profile and their career choice? 6. What factors that have the direct and indirect effect in the six (6) models presented? 7. Which of the models best fit the Grade 10 students’ Career Choice?

Casual Models for Students’ Career Choice Model 1

Neighbors Students Career Datus

Choice

Parents

Figure 1: showing the direct effect of neighbors, parents and datus to students’ career choice.

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Model 2

Ethnicity

Students Career

Parents’ Income

Choice

Siblings Rank

Figure 2: Showing the relationship of ethnicity, parents’ income and sibling’s rank to students’ career choice.

Model 3 Parents’ Income

Students Siblings Rank

Career Classmates

Choice

Gender

Figure 3: The different arrows shown in this figure are treated as the indirect effects of parents’ income, sibling ranks and gender in relation to classmates for students’ career choice.

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Model 4 Parents Guidance Counselor

Religious Leader

Career Choice

Teacher

Peer Groups

Figure 4: Parents, religious leaders and teachers have the direct effects to studentsâ&#x20AC;&#x2122; career choice, while guidance counselor and peer groups have both direct and indirect effects.

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Model 5

Parents

Friends

Students Relatives

Teachers

Career Choice

Club Guidance Counselor

Organization

Figure 5: Showing the direct effects and relationships among parents, relatives, guidance counselor, teachers, club/organization and friends as determinants to studentsâ&#x20AC;&#x2122; career choice.

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Model 6

Parents Peer Groups

Career Teachers

Choice

Relatives

Guidance Counselor

Neighbors

Figure 6: Showing the direct and indirect effects between teachers, parents and guidance counselors on studentsâ&#x20AC;&#x2122; career choice. However, peer groups, relatives and neighbors affects directly the studentsâ&#x20AC;&#x2122; career choice.

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Methodology

Participants This study was participated by the 280 Grade 10 Students from one (1) private and five (5) public secondary schools in Sibutu Municipality, Tawitawi, Philippines. Sibutu is one the inter-island in Tawitawi predominantly Tausug tribes. The study determines and analyzes a set of factors that influence student’s career choice.

Research Design This study utilized the descriptive method of research through survey. The main source of data was to answer the survey questionnaire by the respondents. The design specifically determined and analyzed a set of factors that influenced the students’ career choice. It also determined the relationship of different variable of the study which measures the different levels that significantly contribute to be the key determinants of a casual model of the grade 10 students’ career choice in Sibutu Municipality.

Research Instrument The instrument used in study was adopted with few modification from the research instrument of Shehana Ladja (2013) in her thesis entitled ``Causal Model of Fourth Year High School Student in Bongao Municipality’’. Since the instrument was adopted, the validity and reliability has been previously established and there is no need for the researcher to validate the reliability of the instrument.

Data Gathering Procedure After the successful proposal defense, the researcher sought permission to administer the instrument to the respondent through a letter duly noted by the thesis adviser and the Dean of the Graduate School, MSU-TCTO, addressed to the six secondary school principals in Sibutu Municipality seeking permission to conduct the study to the 280 grade 10 students. With permission granted, two days after, the researcher personally administered the questionnaire to the respondents and was able to collect the survey questionnaire and later brought to statistician for analysis and statistical treatment.

Statistical Treatment of Data The data gathered through the instruments used in this study were tabulated and tallied. In processing the data, a hypothetical mean range was assigned to the scales under dimension of the questionnaire. The weighted mean of each item in the research instrument was computed using the following formula:

3fx U= --------N Where:

U= weighted mean 3= “the sum of” F= the number of response under each scale X= weight assign to each scale

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To determine the significant relationship between the demographic profiles of the respondents and their careers choice, a Correlation Analysis of the IBM SPSS ver. 22 was utilized. To determine the model (fit) for the grade 10 students’ career choice, the linear regression Model of IBM SPSS ver. 22 was used. And the Analysis of Variance (ANOVA) was used in some cases to determine and execute the variables in the statistical treatment. Results and Discussion The data of this paper which were drawn from the questionnaire conducted in the six (6) schools in the municipality of Sibutu categorized as public and private schools to determine the ``Causal Model of Grade 10 students’ Career Choice’’. The data were presented in tabular form as a summary for better understanding. The data gathered includes the respondent’s demographic profile gender, age, ethnic origin, child count in the family, birth order, parents’ (occupation, monthly income, educational attainment), and the persons influencing their choice, which are treated as the exogenous variables(independent variables) and the pupils’ respondents’ career choice, as the endogenous variables(dependent variable) in this study. All these variables were subjected for the statistical treatment particularly the Regression Analysis of the IBM SPSS ver.22, which is required for the path analysis. There were 280 pupils considered in this study comprising six (6) high schools of the Sibutu municipality. Results revealed the following: A. Demographic Profile 1. Majority or 88.2% of the grade 10 students were coming from the five (5) public schools while only 11.8% were from one (1) private school. 2. Of the six (6) schools, only Notre Dame of Sibutu is a private school that has 11.8% or 33 of the respondents. Ranges of 3.9% to 30.0% of the respondents were from the five (5) public schools and majority (30%) of them was from MSU-TCTO Tandubanak High School. 3. Of the 280 Grade 10 students by gender, 59.3% were coming from the female students and 40.7% were male students of the six (6) schools of Sibutu Municipality. 4. Most (69.3%) of student’s age range is between 16 to 17 years old and only 2 of these 280 students are in the range of 20 to 21 years. 5. Student-respondent’s ethnic origin that majority (84.6%) of them are ``Sama’’, followed by 12.1% who are ``Tausug’’, the badjao tribe comprise only 1.8% as respondent and 1.4% Visayan. 6. Most (45.7%) of the students in Sibutu municipality chose MSU-TCTO as their most preferred school when in College, 19.3% said that they will be Mahardika Institute of technology (MIT), 10.4% of them opted to be in Tawi-Tawi Regional Agricultural College (TRAC) while other almost 26% of them want to go outside of Tawi-Tawi colleges, such as in Zamboanga City, Iligan City, Marawi City, and Luzon Schools. 7. Most (48.9%) common count of the children in the families in Sibutu is between 4 to 6 children and about 2.9% of these families whose children exceeds a dozen. 8. The number of the boys in family commonly range only from 0 to 2 which is about 51.4% as indicated in Table 2.6, while 3 of these families or 1.1% having between 9 to 11 boys. 9. Almost similarly situated in the case of number of boys where the number of girls in the family commonly ranges in count from 3 to 5 or 45.7% from the total respondents, and a case of 2 families or having 9 to 11 girls. 10. The student-respondent ranking of birth order in the family from being first child to the 11th child were most (22.1%) of them are being ``first child’’, the second, third and fourth

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11.

12. 13.

14. 15.

16.

are statistically evenly distributed. Of the 280 respondents, 2 of them are being the 11 th kid in the family. It is 185 (66.1%) respondents whose father’s occupation is ``farming’’ particularly seaweeds farming, 12.1% of them whose parents are working in the government agencies while from 0.4% to 4.3% of the respondents whose parents are housekeeper, fisherman, businessman, Overseas Filipino Worker, etc. Majority (83.2%) of the mother are ``housewife or housekeeper’’ and about 16.8% of the mother`s occupation that helped generate income for the family. Most (22.5%) of the student`s father educational attainment are high school graduate, while 19.3% of them whose father is a collages graduate. Approximately, about 45% of the fathers are in ``no schooling, part elementary, elementary grad, and part high school’, as detailed in Comparatively, the student`s mother educational attainment are statistically no difference with the father`s educational attainment as regards to the percentage distribution. About 21.1% (majority) of the student`s parents monthly income ranged only from Php 2,000.00 to Php 3,000.00, the lowest income that is ``less than PhP500.00 a month’’ comprises about 18.2% of the parents which is almost equally (18.6%) to those parents whose monthly incomes is ranging from PhP6, 000.00 and more. Student’s parents’ monthly income was mainly sourced from farming, fishing, selfemployment; salary in others (includes OFW). Majority (62.5%) of the income was generated from ``farming’’, followed logically down by income from ``salary’’, ``others” (OFW, skilled-related works, etc) and ``fishing’’.

B. Preferred Career Choice of the Respondents Below is the summary of the responses where student-respondents were asked about their preferred career when they reach College. 1. Of the 26 different careers, there are at least eight of these careers commonly chosen and ranked usually from 1- as top choice, followed sequentially down to five as least priority. The basis of this ranking in the “average number of choice’’. The “average number of choice’’ for “Education’’ which is 31 that is consistently from ``First choice’’, while that of the “Military Career’’ is only 27.6 on the average of the five choices. But, in the column for “First Choice’’ it found out that 28.9% of the student-respondent chooses “Military Career’’, while only 21.4% who choose “Education’’ as their first choice. 2. Students career choice was based on his/her potential and ability towards the chosen course where 25.4%of them said so; 15.4% said that it was their parents who wanted to take the course; and 13.2% said that they were inspired by their teachers. C. Influence of Respondents Career Choice 1. On the average, the parents and teachers are rated as “Very Much’’ influencing; the “friends’, classmates’, relatives’ and barkadas’ influence rated as “Much’’, rated as “Moderately’’ are the imam or religious leaders, guidance counselor, neighbors and datus. 2. Monthly income of the parent (column: Parent Monthly Income) is significantly related to the careers “Marine Merchant (r = 0.182 with p-value = 0.002), “Military Career’’ (r = 0.175, p-value = 0.03), and “Social Services’’ (r = 0.197, p-value = 0.003). The mother educational attainment (col.: Mother Education, with r = 0.129, value = 0.031) and the primary source of income (col.: Source #1income, with r =0.133, p-value = 0.026) are significantly related to the student’s choice of the “Military Career; and also the “Social Services’’. With r = 0.133, p-value = 0.026) significantly related to the father’s occupation (col.: Father Occupation). The rest of the demographic variables have no significant relationship to the student’ career choice. http://ijhss.net/index.php/ijhss

D. Model of Fit for Students Career Choice To determine the model (fit) for the Grade 10 student’ career choice of the six (6) high school in the municipality of Sibutu, the Linear Regression model of the IBM SPSS v.22 was utilized – the path analysis, at a pre-set 0.05 level of significance. The path analysis started by using the Grade 10 student`s most preferred course (Career Choice) when they reached college. The top five course chosen (Education, Military Career, Nursing, Social Services and Computer Service) were used as the Career choice and served as endogenous variable (or dependent variable), while the demographic variables (Father Occupation, Mother Occupation, Father Educational Attainment, and Parents’ Monthly Income) and influencing variable (Parents, Teachers, Friends, Imam/Religious Leaders, and Relatives) served as the exogenous variables (or the independent variables). These variables were utilized for the reason that their relationship towards one another is significant. First regression analysis was used to determine the effects of the endogenous variable. Summary of findings are shown below: 1. The model summary informed us that only 7.5% (coefficient of multiple determination r squared = 0.075) of the exogenous variables the “Demographic Profile’’ and Influencing Persons’’ variables accounted for by the endogenous variable, the “Career Choice’’. 2. The analysis of variance (ANOVA) was found to be significant (Sig. = 0.020) which meant that the exogenous variables (“Demographic Profile’’ and influencing Persons’’) effect to the Career Choice is significant at 0.05 level of significance. 3. The regression coefficients indicated that of the ten (10) exogenous variables only the father’s educational attainment (Father Educ. Attainment) with p-value = Sig = 0.023 and parent’s income (Parent Monthly Income) with p-value = sig =0.015 since they are lower than the preset 0.05 level of significance, and thus, indicated that only these variables (Father Educ. Attainment and Parent Monthly Income) have a direct effect to the career choice of the grade 10 students in the municipality of sibutu. The succeeding figure illustrates the relationships of the variables used to model I Linear Regression as a requisite to a path analysis. error

Parent Monthly Income Other Demographi Profile

term Β = 0.094

Correlational R²=0.075

Or Indirect effect

Other influencing factors

CAREER CHOICE Β = 0.083

Father Educational Attainment

Figure 7. Initial Model Summary for the Exogenous Variable (Career Choice) and Endogenous Variables (Demographic Profile and Influencing Variables) for the Grade 10 Students of Sibutu

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Based from Figure 7, the variables (?) were assumed that they may have a correlational effect and a hypothetical direct effect to any of the exogenous variables and thereby influencing the student’s Career Choice. In the figure, the “Other Demographic Profile’’ includes mother educational attainment, mother occupation, father occupation, while the “Other Influencing Factors’’ includes Imam/Religious Leaders, parents, teachers, friends a relatives. Since the First Regression Analysis found out that two of the exogenous variables have a direct effect to the endogenous variable, a series of experiment were conducted to determine if the remaining variables or just mere correlational effect. Regression Analysis After a series experiment (regression analysis), summary of Regression Analysis (second experiment) where parents` monthly income (PaMoIncome) was set to be the endogenous variable against the exogenous variables mentioned in the first Regression Analysis. The model summary manifested that only 33.8% (coefficient of multiple determination r squared = 0.338) of the exogenous variables (the “Demographic Profile” and influencing Persons” as considered the model variables) was accounted for by the endogenous variable, the parents’ monthly income “PaMoIncome”. Analysis of variance (ANOVA) was said to be significant (Sig. = 0.000) which meant that the exogenous variables (“Demographic Profile” and Influencing Persons”) effect to the parents’ monthly income is significant at 0.05 level of significance. The summary of the regression coefficient indicated that of the eight (8) exogenous variables there are four (4) found to have a direct effect (in red arrows) to the parents’ monthly income (ParentMoIncome), namely father’s occupation (FatherOccuwih a p-value of sig = 0.000); the mother’s occupation (MotherOccu witha p-value of sig = 0.000); the mother’s educational attainment (motherEducAttainwitha p-value of sig = 0.01), and one from them the “Other Influencing Variables” the imam or religious leaders (ImamRelLead_inf with a p-value = Sig = 0.035). The father’s educational attainment (fatherEducAttain) is not considered since it was a co-regressor (dashed red arrow) with the parent’s monthly income (see first Regression Analysis results). The “Other Influencing Variables” are found to have a correlational effect only. Figure 8 below, shows the relationship of the variables used to model in Linear Regression analysis making use of the parents’ monthly income (ParentMoIncome) as the endogenous variable. The red arrow indicates a direct effect while the gray arrow indicates a correlational effect.

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Direct Effect

Correlational Effect

Error

Father Occupation

Term

r Β= 0.217

Influencing Person

R²= 0.338

Mother Education

Β= 0.152

Parent Monthly Income

r r

Β= 0.326

r Mother Occupation

As Cogressor

Β= 0.205

Father Education

Figure 8. Model Summary for the Exogenous Variable (Parents Monthly Income) and Endogenous Variables (Demographic Profile and Influencing Variables) for the Grade 10 Students of Sibutu the regression analysis was making use of the father educational attainment (FatherEducAttain) as the endogenous variable against the exogenous variables mentioned in the first Regression Analysis. The model summary evidenced that only 39.5% (coefficient of multiple determination r squared = 0.395) of the exogenous variables (the “Demographic Profile” and Influencing Person” as considered in the model variable) was accounted for by the endogenous variable, the father educational attainment (FatherEducAttain). The ANOVA analysis was found to be significant (Sig. = 0.000) which meant that the exogenous variables (“Demographic Profile” and Influencing Persons”) effect to the father’s educational attainment is significant at 0.05 level of significance. Regression coefficients of Exogenous Variables 1. Results indicated that of the eight (8) exogenous variables there are two (2) found to have a direct effect(in red arrows) to the father’s educational attainment (fatherEducAttain), namely father’s occupation (FatherOccu with a p-value of sig = 0.013); and the mother’s educational attainment (MotherEducAttain with a p-value of sig = 0.000.The parent’s monthly income (ParentMoIncome) is not considered since it was a co-regressor (dashed red arrow) with the father’s educational attainment (see first Regression Analysis results). The “Other Influencing Variable” is found to have a correlational effect only. Figure 9 below, shows the relationships of the variables used to model in Linear Regression analysis making use of the father’s educational attainment (FatherEducAttain) as the endogenous

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variable. The red arrow indicates a direct effect while the gray arrow indicates a correlational effect. Direct Effect

Correlational Effect

Father Occupation

Error Term

r r

Β= 0.151

Mother Education

R²= 0.395 Β= 0.485

r Influencing Person

Father Education Attainment

r r r

r Mother Occupation

Β= 0.226

Parent Monthly Income

Figure 9. Model Summary for the Exogenous Variable (Father Educational Attainment) and Endogenous Variable (Demographic Profile and Influencing Variables) for the Grade 10 Student of Sibutu to further determine if other exogenous variables such as the mother occupation (MotherOccu) and the mother educational attainment (MotherEducAttain) have a direct, indirect or just a correlational effect to the endogenous variable, the father occupation (FatherOccu), the experiment was continued at 0.05 level of significance. 2. Only 6.9% (coefficient of multiple determination r squared = 0.069) of the exogenous variables the mother occupation (MotherOccu) and the mother educational attainment (MotherEducAttain) in the model was accounted for by the endogenous variable, the father occupation (FatherOccu). 3. The summary of the ANOVA shows that the model is significant (Sig. = 0.000) which meant that the exogenous variables the mother occupation (MotherOccu) and the mother educational attainment (MotherEducAttain) with the endogenous variable, the father occupation (FatherOccu) at 0.05 level of significance. 4. The regression coefficients indicated that of the 3 (2) exogenous variables the mother occupation (MotherOccu) and the mother educational attainment (MotherEducAttain) have direct effect to the endogenous variable, the father occupation (FatherOccu). This relationship is indicated in red arrows in the succeeding figure (Figure 10). The red arrow indicates a direct effect while the gray arrow indicates a correlational effect.

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Direct Effect

Correlational Effect

Error Term

Mother Education

Β= 0.175

R²= 0.069

Father Education Attainment

Influencing Person

Mother Occupation

Β= 0.180

Figure 10.Model Summary for the Exogenous Variable (Father Occupation) and Endogenous Variables (Mother’s Educational Attainment and Mother’s Occupation) for the Grade 10 Students of Sibutu also the mother educational attainment (MotherEducAttain) was used as exogenous Variables versus the mother occupation (MotherOccu) as the endogenous variable at 0.05 level of significance. 5. Only 8. 6% (coefficient of multiple determination r squared = 0.069) of the exogenous variables the mother educational attainment (MotherEducAttain) has been acounted for by the mother occupation (MotherOccu) as the endogenous variable in the model. 6. ANOVA results indicated that the model is significant (Sig. = 0.000) which means that the exogenous variables the mother educational attainment (MotherEdcAttain) is significant as predictor of the mother’s occupation (MotherOccu) a 0.05 level of significance. 7. Mother education attainment (MotherEducAttain) has direct effect to the mother’s occupation (MotherOccu). The red arrow indicates a direct effect while the gray arrow indicates a correlational effect as can be seen in the succeeding figure.

Correlational Effect

Direct Effect Error Term

Mother Education

Influencing Person

Β= 0.207

R²= 0.069

Father Education Attainment

Figure 11. Model Summary for the Exogenous Variable (Mother’s Educational Attainment) and Endogenous Variables (Mother’s Occupation) for the Grade 10 students of Sibutu.

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Thru the series of experiments conducted using Linear Regression Analysis of the IBM SPSS ver22, the succeeding figure (Figure 12) is the conclusion of the model for the “Causal Model of Grade 10 Student’s Career Choice in Sibutu Municipality”. The red arrow indicates a direct effect while the gray arrow indicates a correlational effect. Figure 12 summarizes the path effect of the different exogenous variables to the endogenous variable, the career choice. It can be interpreted as based from the available data from the questionnaire served to 280 grade 10 students in 6 high schools of Sibutu municipality that the “Career Choice” of these students was directly influenced by their father’s educational attainment and their parent’s monthly income. These effects are discussed as follows: On the parent’s monthly income: 1. The parent’s monthly income was directly affected by the parent’s occupation (father and mother), the mother’s educational attainment and the Imam or religious leaders. 2. The mother’s education has a direct effect to the mother’s occupation in which the mother’s occupation also has the direct effect to the father’s occupation and father’s occupation also have a direct effect to the parent’s monthly income. 3. The influencing variables such as parent, teacher, friends, and relatives have no effect (direct or indirect to the parent’s monthly income except for the variable imam/religious leaders that also has a direct effect to the parent’s monthly income. On the father’s educational attainment 1. In this model, the father’s educational attainment has a direct effect to the student’s “Career Choice”. 2. The mother’s educational attainment and father’s occupation also have a direct effect to the father’s educational attainment. 3. On the other hand other exogenous variables (“influencing persons’) do not have a direct effect to the father’s educational attainment but they were significantly correlated to the father’s educational attainment.

Correlational Effect

Direct Effect

Indirect Effect

Error Term

Parents’ Monthly Income

Imam/Religious leaders Β=0.132

R²= 0.069 Β= 0.217

Β= 0.094

Β= 0.152 Β= 0.326 0.2

r Influencing Person

Mother Education

0.1

Mother Occupation

CAREER CHOICE

Mother Occupation 80 Β= 0.151

Β= 0.485

Figure 12. The Causal Model of Grade 10 Student’s Career Choice in Sibutu Municipality

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Β= 0.083

Father Education Attainment

Graphically, the model presented in figure 12 is schematically different from those 6 hypothetical models presented in the statement of the problem, although the career choice set as endogenous variable (dependent variable) and exogenous variables (independent variables) were based from those models. With this model, the grade 10 students’ career choice in Sibutu municipality can be best predicted by the Regression Equation model (using the Unstandardized Coefficients as modeled by the following linear regression equation).

Model: Ypredicted= B0+B1*x1+B2*x2+B3*x3++…+Bn*xn+e Where: Ypredicted

is the predicted student’s career choice; is the constant term (0.241);

B1xB2xB3…Bn are the beta coefficients; and e

is the error term (0.075)

Therefore, Career Choice = 0.241 + B1*x1+B2*x2+B3*x3+…+Bn*xn+0.075

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Summary of Findings The main purpose of the study was to determine and analyze a set of factors that influenced students’ career choice in Sibutu municipality. On the basis of the data gathered, the following were the findings: Majority with 88.2% of the grade 10 students was coming from the five (5) public secondary schools, while only 11.8% was from one (1) private school. MSUTCTO Tandu-Banak High School has found to be the highest number of respondents with 30%. There were 59.3% of the female respondents and 40.7% of the male according to gender. The range of students’ age was between 16 to 17 years old and only 2 respondents were said to be 20 to 21 out of 280 respondents. The majority participants of the study concluded were “Sama” with 84.6%. most of the students in Sibutu Municipality chose MSU-TCTO as their preferred school when going to college with 45.7%. 48.9% were the most common count of children in the families. The number of boys in the family commonly ranged only from 0 to 2 which was about (51.4%). The number of girls in the family commonly ranged from 3 to 5 or (45.7%). Students-Respondents’ ranking in the family from being first child to the eleventh child were 22.1% with statistically evenly distributed. The highest fathers’ occupation was farming with 66.1%. 88.2% was concluded as the highest mothers’ occupation of the respondents known as “house wife or house keeper”. Most (22.5%) of the students’ fathers’ educational attainments were high school graduate. The students’ mothers’ educational attainment was statistically no difference to the fathers’ educational attainment as regards to the percentage distribution. Majority of the students’ parents’ monthly income ranged from PhP 2,000.00 to PhP 3,000.00. “Farming” was being generated as the highest source of income with 62.5%. Secondary source of income was also evident with 11.7% like that of sari-sari store and other options. Out of the 26 different careers, there were 8 of these were commonly chosen. Thus “Education” was consistently ranked as the top priority with 31% from “first choice” to “fifth choice”. On the other hand the “Military Career” has found to be the “first choice” with 28.9% compared to “Education” with 21.4%. The most influential choice of career was the students themselves that is according to their potentialities and abilities with 25.4%. There were 11 distinct persons believed and identified for the level of career choice. Out of theses, “Parents” rated as the highest influencing individual with 90%. Parents and teachers were rated “very much” with regards to the interpretation and level of impact to students’ career choice. The monthly income of parents was significantly related to the career “Marine Merchant” (r=0.182 with p-value=0.002), “Military Career” (r=0.175, p-value=0.0003) and “Social Service” (r=-0.197, p-value=0.003). Also, the mothers’ educational attainment (with r=0.129, pvalue=0.031) and the primary source of income (with r=0.133, p-value=0.026) were significantly related to the students’ choice of the “Military Career” and “Social Services”, (with r=-0.133, pvalue=0.26). The outcome was significantly related to fathers’ occupation. The Linear Regression Model of the IBM SPSS V.22 was utilized - the path analysis, at a pre-set 0.05 level of significance 7.5% (Coefficient of Multiple Determination r-squared=0.075) of the exogenous variables the “demographic profile” and “influencing person” accounted by the endogenous variable, the “career choice”. The analysis of variance was found to be significant (sig.=0.020) and the effect to the career choice was significant at 0.05 level of significance. The fathers’ educational attainment (with p-value=sig=0.023) and parents’ income (with pvalue=sig=0.15) have a direct effect to the career choice. Since the first Regression Analysis found out that two (2) of the exogenous variables have a direct effect to the endogenous variables, a series of experiment were conducted to determine if the remaining variables can have a direct effect to the other variable or just a mere correlational effect. 33.8% (Coefficient of Multiple Determination r squared=0.338) of the exogenous

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variables was accounted for by the endogenous variable, the parents’ monthly income. The Analysis Variance was said to be significant (sig=0.000) and the effect to the parents’ monthly income was significant at 0.05 level of significance. Out of eight (8) exogenous variables, there were four (4) found to have a direct effect to parents’ monthly income namely, fathers’ occupation (with p-value of sig=0.000); mothers’ occupation (with p-value of sig=0.000); mothers’ education attainment (with p-value sig=0.01) and Imam or Religious leader (with a pvalue=sig=0.035). 39.5% (Coefficient of the Multiple Determination r squared=0.395) of the exogenous variable was accounted for by the endogenous variable, the fathers’ education attainment. The analysis of variance was found to be significant (sig=000) and its effect to fathers’ educational attainment was significant at 0.05 level of significance. There were only two (2) found to have a direct effect to the fathers’ educational attainment, namely the fathers’ occupation (with a p-value of sig=0.013) and the mothers’ educational attainment (with a p-value of sig=0.000). To determine if other exogenous variables such as the mothers’ occupation and mothers’ educational attainment have a direct, indirect or just a correlation effect to the endogenous variable, the fathers’ occupation, the experiment was continued at 0.05 level of significance. Only 6.9% (Coefficient of Multiple Determination r squared=0.69) of the exogenous variable was accounted for by the endogenous variable. The Analysis of Variance said to be significant (sig=0.000). Both exogenous and endogenous variables have an effect at 0.05 level of significance. The regression coefficient indicated that the three (3) exogenous variables have the direct effect to the endogenous variables, the fathers’ occupation. The mothers’ educational attainment was also used as exogenous variables versus mothers’ occupation as the endogenous variables at 0.05 level of significance. 8.6% (Coefficient of Multiple Determination r squared=0.069) of the exogenous variables has been accounted for by the mothers’ occupation as the endogenous variable. The mothers’ educational attainment was considered as predictor of the mothers’ occupation at 0.05 level of significance. The mothers’ educational attainments have direct effect to mothers’ occupation. Best model fitted for grade 10 students’ career choice. Based from the questionnaire served to 280 grade 10 students in 6 high schools of Sibutu municipality, the “Career Choice” of these students was directly influenced by their fathers’ educational attainment and their parents’ monthly income.

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Correlational Effect

Direct Effect

Indirect Effect

Error Term

Parents’ Monthly Income

Imam/Religious leaders Β=0.132

R²= 0.069 Β= 0.217

Β= 0.094

Β= 0.152 Β= 0.326 0.2

Influencing Person

Mother Education

0.1

Mother Occupation

CAREER CHOICE

Mother Occupation 80 Β= 0.151

Β= 0.485

Β= 0.083

r Father Education Attainment

Figure 12. The Causal Model of Grade 10 Student’s Career Choice in Sibutu Municipality

Conclusion and Recommendation On the basis of the findings of this study, it was revealed that the students’ career choices were greatly influenced by their own potentialities and abilities. The students’ were somehow able to choose their choices of career in line with their self-interest and preference. Notwithstanding, the greatest participation of parents and teachers were found to be significant also in terms of students’ career choice. This means, though students of today can generally decide their own aspiration and personal beliefs basing from their own knowledge, understanding and skills, the ideas of decision-making in relation to choose the right vocation or seeking the best career can be hopefully determined and addressed by most influential persons like those of teachers and parents. Furthermore, the best fit model for students’ career choice must involve many factors and anylze through regression analysis. Career choice must be carefully planned based on individual skills and abilities, preference and work demand. As such it is recommended that career guidance programs and other job seeking related services must be regularly conducted among the six (6) secondary schools in Sibutu Municipality. Every secondary school must have a guidance counselor to supply those senior high students with enough pertinent information and proper interpretations concerning their abilities, aptitudes, interest, needs, temperament and personal characteristics to help them make crucial decision. Career choice examination must be also conducted among senior high school students for them to be guided with their career preference. Orientation and seminar on career guidance must be conducted every year. Brown, Roche, Abrams, Lamp, Telander, Daskalova, Tatum, and Massingale (2017) research findings suggested that efforts to develop effective support-building interventions promoting positive

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educational and career development is encourage in order to promote greater academic persistence.

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NM Ferry (2006). Journal of Extension, 2006 joe.org Orines, F., (2011). Manila Science High Schools Curriculum In: Forum on Differentiated Secondary Schools in the Philippines. March 4, 2011, SEAMEO INNOTECH, Philippines. Poe, R.E (1991). Developmental Changes in Vocational Identity among College Student Development, 23,249,252. SEAMEO INNOTECH, (2012). K to 12 in Southeast Asia: Regional Comparison the Structure, Content, Organization and Adequacy of Basic Education. Quezon City: Philippines. Siguan Jr., Bienvenido E. (1994). Factors Affecting Career Preferences of 4th Year High School Students of Leyte Institute Technology. Unpublished Masterâ&#x20AC;&#x2122;s Thesis, Graduate School of the Visayas State College, Tacloban City: March. Su, M.S., Chang, T.C., Wu, C.C., and Liao, C.W. (2016). Factors affecting the student career decisionmaking of junior high school students in central Taiwan area. International Journal of Information and Education Technology, Vol.6, No. 11, November 2016 Wolgemuth, Liz (2008). The 30 Best Careers in 2009 Gets Updated for a Rapidly Changing Economy in the United State of America News. World Economic Forum (2011). Global Demand for Skilled Jobs High in the Indian Express Online Media 9prt) Ltd, 9 and 10, Bhadur Shah Zafar Marg.

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