Journal of arts and sciences research

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018

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JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018

Table of Contents

Research Title

#SanggatosNaRawitdawitSaSanggatosNaAld aw: A Literary Autoethnography Readiness of Teachers Teaching 21st Century Literature from the Philippines and the World Tracing the Visual Artists in Camarines Sur

Rawitdawit of Nana Dading: Her Legacy, Bikol’s Heritage Life after SAMBIT; A Phenomenological Study of Alumni Evident Success of German Dual System Mother Tongue-Based Multilingual Education in Calabanga: A Case Study

Researchers

Page

Edwin S. Breva, Jr.

3

Reymar E. Borlagdatan, Karen C. Dela Peña, Joan Z. Peñera Mary Grace Teves Azuela, Andy Verdida Miranda, Marjorie Broniog Palayar Davis Francis C. Baguio

12

Adelaida C. Cabrera and Lovely Lyn B. Maraña Jessa I. Belleca and Jane Ann B. Velarde Precious Mae D. Isidoro and John Paul A. Porteria

21

32 41

52 58

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JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018

#SanggatosNaRawitdawitSaSanggatosNaAldaw: A Literary Autoethnography Edwin S. Breva, Jr.

Abstract—This study aimed to seek the poetics and the translation of the researcher’s rawitdawit into English.

Specifically, it sought to attain the following objectives: (1) seek from the memory the personal experiences and reasons that urged the researcher to engage in Bikol literature; (2) establish the researcher’s poetics; and (3) contribute, as a budding writer, to the development of Bikol literature.

The researcher used the autoethnography definitions of Ellis and Bochner (2000), Ellis (2004) and Chang that is cited by Pace (2012) in writing the poetics. These definitions suggest that an autoethnography is a research and a biographical story in one. This study attempts to integrate critical and creative spaces prompted by the observation that the university I am in offers both spaces.

The researcher used the #SanggatosNaRawitdawitSaSanggatosNa Aldaw Challenge that was pioneered by Jacob (2014) in writing 100 poems in Bikol. Forty rawitdawit were selected to comprise a collection. The selection of 40 rawitdawit underwent three phases. First is through selection based on the poet’s personal beliefs of a good literary piece.

The researcher decided which 40 out of the 100 rawitdawit should compose the collection. In the next phase, the collection was critiqued by the members of literary organization, The Writers Project. After recognizing the comments of the young writers from the campus, three of the well-respected Bikol writers namely Eilyn Nidea, Honesto Pesimo, Jr., and Estelito Jacob workshopped the collection and wrote their own critical essay about the collection.

The arrangement of rawitdawit in the collection was personally based on the rawitdawits’ unifying themes and images.

The researcher then concludes that joining workshops, attending to literature-related events, reading good literary pieces and sending original works for publications are then essential for

budding writers. Literary organizations also contribute in honing the writing skills of a budding writer. Creative writing researches promote literature on the academics.

The #SanggatosNaRawitdawitSaSanggatosNa Aldaw challenge, as instrument for the creation of the collection, is also a good exercise for improvement of a writer’s poetic system. Translation of Bikol literary piece to English sets the cultural context of the region to be accessible with the larger population of the world.

It is then recommended that budding writers who wish to improve their writings need to engage themselves in joining workshops, attending to literature-related events, and reading good literary pieces. They must also expose their writings to social media and to regional, local or international publications. The collection of rawitdawit may also be subjected for modules to add instructional materials for the subject, ―Contemporary Philippine Literature and Arts from the Regions.‖ With the English translations, the collection may be subjected for regional, local and international publications.

Keywords-poetics, #SanggatosNaRawitdawitSaSanggatosNa Aldaw challenge, rawitdawit, workshop.

I. INTRODUCTION Social media sites have been the new place for trying new things that is popularly known in millennials‘ vocabulary as #challenge wherein a social media user is tagged with a status update that would challenge him or her to do something. It may be for a reason like the ALS Ice Bucket Challenge or just for fun like the Mannequin Challenge. These #challenges trend out the world and are still paving their ways to viral on.

Literature will not be late with these #challenges of the social media. Jacob

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(2014), after finishing writing one rawitdawit everyday continuously in a hundred of days, he nominated his fellow Bikol writers, Celle Gonzales Calomos, Jerome Hipolito and Niño Manaog to do the #SanggatosNaRawitdawitSaSanggatosN aAldaw challenge.

In 2017, I together with Jerome Hipolito, John Chris Pineda, Regine Palma and Sonny Brosola did the said challenge and considered the guideline of Jacob- ―daing palta, daing palihis, daing aakuon na rason na kaulangan! (do not fail, do not skip, no reasons of hindrances shall be accepted)‖ in writing one hundred rawitdawit continuously in one hundred days.

Literature is one of the identities of a nation. Moreover, with the tradition, culture and history expressed by these literary pieces and told by a particular vernacular language makes the literature to introduce the region. Section 14, Article XIV of the Philippine Constitution states that: ―The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of free artistic and intellectual expression.‖ It is clear that the government gives recognition to the importance of creative art, culture, tradition, and history and literature as cultural identities. In adherence to this, the Enhanced Basic Education Act of 2013 or also known as ―K to 12 Basic Education Curriculum‖ includes two literature subjects namely ―21st Century Literatures of the World‖ and ―Contemporary Philippine Literature and Arts from the Regions‖ for senior high school students. The latter gives stress in teaching and studying different forms of literature from every region of the country. Like any other region, Bikol Literature is also awakening in making the identity of the region in its renaissance period.

Paragraph 2, section 18, Article XIV of the Philippine Constitution requires the state to ―encourage and support

researches and studies in the arts and culture.‖ This study aimed to know the personal experiences and reasons that urged me in engaging to Bikol Literature, establish my poetics and come up with a collection of rawitdawit with translation, to contribute as a budding writer, to the present state of Bikol literature. This study is anchored to the CBSUA University Research Agenda which is Bikol Development and Policy Studies.

The poetics, the context background, and the collection of rawitdawit with translation in this study, as the product of exercising and developing the language, may also help the need to heighten the teaching of Bikol literature.

Studying the Bikol literature by Bikolnon students, themselves, would be as important as a person‘s selfassessment of beliefs and attitudes.

This paper takes the risk of integrating critical and creative spaces. This is prompted by the observation that critical and creative spaces both exist in the university I am in. This may add proof to what Santos‘ (2007) claim that a writer must research ―not only to reflect and feel for his/her work to be credible.‖ This also took the lead from Barthes (1998), in presenting creative or literary writing as research that ―science will become literature.‖ With the creative output, there would be an attempt to retain the creative aspect of the rawitdawit through its critical translations for non-Bikol speakers. The critical aspect of translation also attempts to be creative.

This study may also be a contribution in developing both English and Bikol language. The translation of the rawitdawit deals with how dynamic and flexible the ―heightened language‖ of literature is. Thus, this could be a tool to make the world converse with the Bikol.

In an autoethnographical research design, I share my influences in engaging with writing that includes the addition of creative writing from campus 4

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journalism, followed by a discussion on my personal poetics that gives a concrete background to the conception of my new collection of rawitdawit. Well-selected 40 rawitdawit that show the culture of Bikolnon consist the collection. Both the rawitdawit and the translation are in the collection. Non-Bikol readers might establish their appreciation of Bikol with its English translation. The literary organization, The Writers Project and selected known Bikol writers reviewed and wrote a validation essay for the collection of rawitdawit.

II. LITERATURE REVIEW This part discusses the theories that are connected to the study of literary autoethnography and the process of answering the research objectives. The following theories were used: Law of Exercise. Thorndike‘s Law of Exercise concerns with the role of practice in learning. The more frequently a stimulus and response is associated with each other, the more likely the particular response will follow the stimulus. Exercising the skill by doing makes the bond between the stimulus and response strengthened more and permanently established. The strength will make the response easier to be repeated.

In this study, the #SanggatosNaRawitdawitSaSanggatosN aAldaw challenge respond to Thorndike‘s law. The continuous exercise of writing rawitdawit everyday binds the activity to the doer, thus, making it easier as possible to repeat the activity.

Self-Awareness Theory. Duval and Wicklund (1972), propose that, at a given moment, people can focus attention on the self to enable selfevaluation. This theory states that anything that makes people focus attention on the self will increase selfawareness.

As mentioned by Moneypenny (2013), in the theory of self-awareness, a certain person will

become the object of himself or herself at a moment in which he or she can be ―accountable to an Other.‖ This study also focuses on my poetics or my creative process. It requires me to focus attention on writing of my rawitdawit. This theory connects with the study of poetics because I should be objectively aware of my rituals in the conceptualization and conception of my rawitdawit. After I write a rawitdawit, I must have that certain point that I read not as my own craft, but in the perspective of the ―Other‖ to selfevaluate it.

Socio-Cultural Theory. Vygotsky proposes that society and culture have important contributions to individual development. This theory focuses not only how adults and peers encourage individual learning, but also on how cultural beliefs and attitudes can set learning. Vygotsky claims that higher mental functioning is restricted from an individual‘s participation in the society.

He believes that in order to understand the individual, one must study the social context.

Chang (2008), outlines approach that leads from the conclusion that culture influences individual experiences and individuality influences culture experiences.

The conceptualization of rawitdawit, as part of Bikol‘s culture, is always based on what an individual experiences in the society. Aside from rawitdawit, other forms of literature also contribute in understanding the society using the different voices of individuals.

Metacognitive Theory.

Flavell (1979), says that both knowledge and experiences contribute to metacognition.

Metacognitive knowledge is acquired knowledge that can be used to control cognitive processes. Metacognitive experiences also allow learners to reexamine themselves. Simply stated as thinking beyond thinking, metacognition is knowledge or beliefs about factors affecting an individual‘s own cognitive activities (Houston, 1995).

The awareness with the process of thinking 5

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helps in finding effective strategies to achieve learning goals and to make conscious choices on the process of learning.

This study on literary autoethnography also seeks to determine my poetics or my creative process and this would be possible with metacognitive action.

Metacognition is a big help in finding ways on how am I going to write my next rawitdawit for the day.

approach, review of Bikol writers for the collection and a validated collection of rawitdawit with English Translation.

Fig. 2 Conceptual Paradigm of #SanggatosNaRawitdawitSaSanggatosNaAldaw: A Literary Autoethnography

Fig. 1 Theoretical Paradigm of #SanggatosNaRawitdawitSaSanggatosNaAldaw: A Literary Autoethnography

From the input phase, it is revealed that the first step involves memory and self-consciousness in determining my poetics, as well as the 100 rawitdawit written for #SanggatosNaRawitdawitSaSanggatosN aAldaw challenge that provides literary pieces for the rawitdawit collection. The second step is the process, which encompasses memory work through selfassessment and self-in-depth interview.

This metacognitive action may lead in discovering my influences. Selection of 40 rawitdawit has been done in this step.

A helpful workshop with The Writers Project as the first readers and with three of the established Bikol writers had been done to further improve the literary pieces with their constructive criticism.

Reviews from these well-respected Bikol Writers add to the validation of the collection. These processes give clearer view in realization of the output phase that consists of the narration of my personal poetics using autoethnography

Autoethnography has been found out a post-structural type of research design.

Pace (2012) and Ellis (2004) have noted the distinctive characteristics of this design. It has been said that this type of qualitative research tells a story of experiences to further understand its cultural context. This type of research was also useful for academic and professional engagement.

Stinson (2009), Johnston (2008), Hayes and Fulton (2015) have all used autoethnography for studying their respective fields in teaching and administration.

In exploring autoethnography with poetry, Gibson (2015), and Marburg (2013) have explored the process and product of writing poetry and utilizing them in research.

Hipolito (2016), Kilates (2017) and Nierva (2012) call for refashioning and rethinking of the role of Bikol languagein the academe, in science and in its authenticity. Tria (2014) addresses the call by coming up with a Bikol orthography guide that is a big help in the study of Bikol language.

Literature, as a ―rehearsal‖ for societal transformation (Tolentino, 2007), is a big help for researches. Jacob (2007), Cordero (2011), and Manrique (2009), studied their poetics that act as contributions for this societal 6

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transformation. Hipolito (2015), Pesimo (2015), Jacinto et al. (2016) and Estacio (2015) have stated that poetry plays significant role in the society.

Kilates (2017), Cordero (2015) and Peñones (2007) have stated that translating Bikol to other language provides accessibility and opportunity not only to the Bikol writers but also to the region. The English language gives Bikol an opportunity of transporting to the global world of literature. Kintanar (2008), Lumbera (2014), Añonuevo (2014), Berger (2014), Cordero (2011) have all given suggestions for good literary translation.

All of the studies discussed above were anchored towards the realization of the objectives of this study.

III. CONCLUSIONS The following were the conclusions and recommendations in the specific questions of the study.

1.

What are the personal experiences and reasons that urged the researcher to engage in Bikol Literature?

Ellis (2000), believes that in an autoethnographical research, its validity is on the impact it has brought to its readers while its reliability is on its researcher. Manrique (2007), suggests requirements to ensure that a candidate is ready to tackle a creative writing thesis. A candidate must first satisfy several of the following: (1) show proof that he has published his literary works in local, national or international publications; (2) must have attended at least one or two local or national writing workshop; (3) must have won major awards in local and national writing literary contest; (4) must be an active member of a literary organization and shows some basic knowledge or grasp of trends in contemporary Philippine writing; (5) must have attended local and national seminars on literature and writing; and (6) must show proof of works-in-progress or PARTIAL body of works before actual thesis proposal and

writing.

For years of writing poetry, I have never been engaged in publishing my works to local, national or international publications except to the leaves of Saringsing, the official literary publication of Parasurat Bikolnon, Inc., wherein my three rawitdawit titled ―Ano an Dai Minadanay Igdi sa Kinaban‖, ―Jewelry Box‖, and ―Termos‖ appeared on three of its release. Last 2015, I was one of the chosen fellows of the Fifth Saringsing Writers Workshop, where I submitted two osipon. Saringsing Writers Workshop is an annual community-based workshop for aspiring writers in the Bikol region. Parasurat Bikolnon Inc., an organization of wellknown Bikol writers, is the organizer of the said writers workshop. The only award in poetry that I can be proud of is my winning of fifth place for poetry writing- Filipino in the Region V Tertiary Schools Press Conference held in Mandaon, Masbate. With that, I was qualified and participated in the Luzonwide Press Conference in Puerto Princesa City, Palawan. After joining the Saringsing Writers Workshop, I became a member of Parasurat Bikolnon, Inc. wherein later elected as a board member last 2016 and as vice president this 2017.

The organization also set chapters in the different places in Bikol to further mainstream their mission, vision and objectives. I was appointed to become the president of the organization Calabanga Chapter which members are young writers of the municipality who already joined Saringsing. I am also one of the first members of The Writers Project, a literary organization in this university that trains young writers of the campus. Unlike the Bikol writers who have established themselves well before writing such thesis, this literary autoethnographical research comes from a perspective of a budding writer. This research is a humble contribution to the development of Bikol literature that other Bikol writers have made to the region‘s literary landscape.

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My personal experiences in engagement to Bikol literature together with some of the best Bikol writers help me in finding my voice as a budding writer. Joining workshops, attending to literature-related events, reading good literary pieces and sending orginal works for publications are then essential for budding writers. Literary and writing organizations where I belonged such as the Parasurat Bikolnon, Inc., The Scanner and The Writers Project contribute in honing my writing skills and love for language and literature.

Activities they spearhead aim in for the improvement of the next generation of writers. Creative writing research is also a good tool in promoting literature on the academics. It opens way for established writers to evaluate their contributions on the literary landscape. Budding writers can also validate their work with such research.

It is to recommend then that Budding writers who wish to improve their writings need to engage themselves in joining workshops, attending literaturerelated events, and reading good literary pieces. They must also expose their writings to social media and to regional, local or international publications.

Engagement with literary organizations contributes to the honing of writing skills and love for language and literature. Budding writers may also pursue creative writing researches to expand the scope of the study. They may invest their researches on the other forms of Bikol literature like osipon, kansyon, saysay, and pasali.

2.

What is the creative process or poetics of the researcher as he writes the collection of rawitdawit?

Bobis (2004), mentioned Czech writer Jan Skacel who said that writers are not the generator of stories, but rather ―only their conduit, part of the chain.‖ All literary pieces then are already there.

They only need channels to be verbalized. The challenge to write a rawitdawit a day and to continue it in a hundred days was undeniably hard, yet

enjoyable. There are times that ideas for writing come easily from what I have experienced on a certain day. ―Sa Arog Kaining Paagi‖ was written for my mother‘s birthday. The sarcasm of the rawitdawit, ―An Plastik sa Sarong Environmental Camp‖ came from the reaction of a co-participant of that camp at the Provincial Capitol. ―Dominorog‖ is a product of my amazement on the swaying of nipa plants the first time my classmates and I went to West Coast High School for Field Study. ―An Saiyang Rawitdawit‖ was written after the organization, The Writers Project commented on the poem of one of their members. As a campus journalist, I am obliged to document school events that is why ―An Paggisi sa Diklom‖ was written after the speech of the dean of College of Arts and Sciences, Dr. Dariel Palmiano at the extension program of his college during the campus‘ foundation anniversary. I have also attended the cliniquing for the Luzon-wide Higher Education Press Conference. Our proctor by that time was the late Carlos Arejola who gave us an activity to write a poem about Fallen 44. The original poem that I wrote was in Filipino titled ―Ang ‗Di Naririnig‖ which I translated into Bikol ―An Dai Nadadangog‖ and posted for the challenge. Once, I woke up very early just to drink coffee. With that experience, I had written the ―An Maagahon kan Parasurat.‖ I also go back to my experiences from the past to look for ideas to write. The memory that I always want to recall is my childhood where I usually play street games with my friends. ―Karawat‖ is a play with the rules of hide-and-seek. ―An Tugon‖ is a recall of my elementary years spent in a public school where our class adviser would ask me and my classmates to bring inside slippers so the floor of the room will not be so dusty. She would reprimand and say ―mahurok sa dapan mo an ulod (worms will glide in under your foot)‖ whenever she caught a student walking barefoot inside the room. I will not deny that I had an 8

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experience of being a kleptomaniac when I was younger. ―An mga Parahabon‖ and ―P100‖ were written because of such experience. Everyone experiences love and affection. It may come in different faces but as Aguay (2016) says, ―Ang pag-ibig ay pag-ibig/ sa tama at mali. (Love is love, even if it is right or wrong).‖ The rawitdawit ―Holy Week Heartbreak‖, ―Abaga‖, ―Palad‖, ―Surat Para Saimo‖ were all based on my experiences with the tricky love. The Writers Project (TWP) and Teacher- Education Students‘ Society (TESS) are two of the organizations that honed my character better. The first organization as a writer, and the second as a future educator. I also used the activities that they have spearheaded as source of ideas to write. At TWP‘s Project: Pag-ibig, the organization‘s members who take Bachelor of Elementary Education showed their creativity in making paper cranes as design for our venue. I used the paper cranes as metaphors for ―Papel na Tulaod 1 and 2.‖ Every second and fourth Saturday of the month, officers of TESS are conducting tutorials for academically and financially challenged students from public elementary schools.

On one of its session before the Valentine‘s Day, the tutors taught the tutees in making cards for their loved ones. In there, the image of a young child crafting a valentine‘s card stuck on my mind and with that, I wrote ―Valentine‘s Card.‖ My family also offered me good materials for writing.

That is why, I also offered my crafts to them. My youngest sister would usually boast me the stars that she gets from her teacher, and from that, I wrote ―Bituon‖ and mentioned her name in the rawitdawit. ―Pamahawan‖, and ―An Paghalat‖ are all products of observing my mother. ―An Pagpuli‖ is for my grandmother who cared for me when I once lived at Tabaco City, Albay. I once asked The Writers Project President, Abegail Sta. Ana about his father who has experienced an attack of stroke. With

her story about her father, I wrote it and titled ―Mga Natatadang Aldaw.‖ Other poems can also be a good reference in writing poetry. This is one of the reasons why reading is essential to writing. ―Layog-layog‖ was after Abegail Sta. Ana‘s poem. ―Hanap‖ and ―Sarong Lawog nin Girumdom‖ were based on Allan Popa‘s poems that he posted in his Facebook account. ―Kun Kataid Kuta‖ is a sequel for earlier poem, ―Termos.‖ I also tried to write an exphraxis. I based ―An Obra nin Mga Mata‖ to the art of Raffi Banzuela that was used as cover for the book of Carel Kapek‘s short stories translated in Bikol. When ideas to write struggled to come, Bikolnon expressions, play of words and imagination helped me. I mentioned the Bikolnon expression may nag-aging anghel (an angel passed by) in the poem ―Sa Klase.‖ ―Pahagad‖ was the product of play with the rhymed words, pahagad, ngalad and tangad. ―May Tahob an Mata kan Hustisya‖ was also a product of permutation. Poems that tackle serious, yet real issues in the society such as ―Igwang Mawawara‖, ―An Saimong mga Muro‖, ―Pagpaturog‖, ―Pagpaturog‖, ―Om-om nin mga Tataramon‖, ―Kun Magagadan man Ako Ngunyan‖, ―Wish‖, ―An Huring Tataramon‖ and ―EJK‖ were all based on the outside forces that affect everyone.

Berger (2014), reasons out that translation is not a binary affair between two languages but a triangular affair.

The third point for him is ―what lay behind the words of the original text before it was written.‖ The translation of the collection of rawitdawit seeks the context from the original as what Berger suggests. With the relationship of Bikol and English language, Cordero (2015), sees English language as a pandakit or a transportation to cross the river that the Bikol need to use to transport the region to the wider or the widest world of literature. The cultural context, the persona, and the tone of the original text was considered in the translation. It is also the aim of the translation to let 9

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Bikol context converse with the world.

In the rawitdawit ―Valentines‘ Card‖, the Bikolnon expression from the line ―tanganing dai daa luwasan nin maluto‖ was translated as ―so that the rice/ she has eaten will not come out there.‖ The expression became an image but the Bikolnon context was still there. The reason of conversing Bikol to the world makes me retain ―dasu‖ or torch on the poem ―An Paggisi sa Diklom.‖ ―Dasu‖ has that Bikolnon context that the word torch cannot grab. The ―pabasa‖ during Holy Week was also retained from the rawitdawit ―Palad.‖ The rhythm on the rawitdawit ―Pahagad‖ was also created again by the translation from the original, the words ―ipapangalad‖ and ―tangad‖ are the main points of the rhythm, while on the translation, it was ―tonight‖ and ―looking up.‖ The permutation of words on the rawitdawit ―May Tahob an Mata kan Hustisya‖ was also retained in the translation.

The #SanggatosNaRawitdawitSaSanggatosN aAldaw Challenge is a good exercise towards the improvement of writing and in establishing the poetics. It can also be a tool in mainstreaming Bikol poetry on social media. Translation of Bikol literary piece to English sets the cultural context of the region to be accessible with the larger population of the world.

Such process will help non-Bikol readers in studying the region‘s culture and literature.

With these conclusions, these recommendations have been given.

There is a need to promote the #SanggatosNaRawitdawitSaSanggatosN aAldaw Challenge in social media and invite budding writers to do it. There is also a need to make challenges for the other forms of Bikol Literature for further mainstreaming of the region‘s literary landscape in social media.

Budding writers who wish to be read by larger population may engage with translating their works.

3. What are the contributions of this study to enrich Bikol literature?

This study on Bikol poetry humbly contributes to the expanding vast of Bikol literary landscape, specifically in Calabanga. This study could be a reference for further researches on the writers and artists of the municipality.

This study also brings Bikol literature in such form of academic paper. Thus, it proves that literature is not only for textbooks or reaction papers. In addition, this study heeds the call of Kilates (2017), in his fifth memo for Bikol writers, for rethinking of the role of Bikol language ―in the dichotomy between science and the humanities.‖ It is then essential for Bikol budding writers to research in order to belong with expanding map of literature on the region. Preservation of such form of Bikol literature is also being addressed by this study in support that Bikol language is rich with indigenous concepts that can be preserved not just through rawitdawit but also other forms of Bikol literature. Such preservation may also be done not only in printed materials but also in other forms of art like visual and performance art. Realubit (2001), says that the present condition of Bikol writing is now in two points: one is to continue the themes of the past and to relate it with the present condition, and two is to act as a social critic.

Therefore, as a budding writer, I am also one of those who criticizes the society people are now in. As a researcher, I also aim to inspire established and budding writers to write for Bikol and about Bikol. In this way, the renaissance period of Bikol literature may grow further and stronger amidst the happenings in the society and in the region. Comments of the three established Bikol writers in their critical essay positively validated the research and the the collection of rawitdawit.

The prolific writer who pioneered the #SanggatosNaRawitdawitSaSanggatosN aAldaw challenge, Estelito Jacob (2017) says: ―An mga berso ni Breva an masabi satuya na an saradit na bagay, may 10

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halaga. Nagmara man an satong pagmate, pagtao nin atensyon o halaga sa mga ini, an mga nahimong obra gikan sa mata ni Breva, padagos na masulay bako lang sa papel kundi magin sa satuyang mga puso asin isipan.‖ (Jacob, 2017) It is the proven that poetry would always work on humanity‘s senses and being. Its purpose is to left remarks on the hearts and minds of its readers.

Eilyn Nidea (2017), a writer of winning essay and poems published on the anthologies of Cultural Center of the Philippines asks questions because of feeling that the collection makes her recall things that she has not ventured yet. ―Tano ta nagin siring sa marikas na sulog kan binahang salog an abot kan ibang obra ni Breva sa sakong agimadmad asin pagmati? Bako daw ta an mga isinurat niya, haloy ko nang pigaataman sa isip, alagad dai ko man nangangaranan?‖ (Nidea, 2017) Honesto Pesimo, Jr. (2017), an award-winning poet and author of Bagyo sa Oktubre, mentions me as a studentwriter. He also believes that my literary pieces still share light to the readers amidst the darkness on the hardship of writing them. ―Aminon ta man sa dae, halawig, malanit, masimpil an proseso nin paghaman nin mga berso lalo na sarong estudyante na kapareho ni Breva na dagmang an mga ginigibo sa eskwelahan. Asaynment. Repleksyon.

Report. Tesis. Madiklom na banggi ini sa manrarawitdawit na arog niya alagad sigi an pag-imat-imat sa kalangitan an mga obra ngarig an parabasa makamaan.‖ (Pesimo, 2017) With these, it can be concluded that the product of the challenge which is the collection of rawitdawit justified its validity with the positive feedbacks of its initial readers, The Writers Project and three established writers namely Eilyn Nidea, Estelito Jacob and Honesto Pesimo, Jr. The collection of rawitdawit is

recommended to be subjected for modules to add instructional materials for the subject, ―Contemporary Philippine Literature and Arts from the Regions.‖ With the English translations, the collection may be subjected for regional, local and international publications.

APPENDIX Some of the poems from the Collection of Rawitdawit with translation in English Bituon Gustuhon ni Nguhod an pagtarakodtakod nin mga tagiptip sa saiyang puting kamiseta siring sa pinapagibo sainda sa eskwela.

Pigsususog niya kun ano an magkakaharaman na mga konstelasyon kan mga bituon digdi.

Nagpupuon siya sa mga letra: A, B, C sagkod na mabilog an saiyang pangaran: E D E N Nasususog niya an mga tamanyo kan samuyang harong— nakakasirip sa mga bintana na parisukol. nakakalaog sa pintuan na parilaba asin nakakasakat sa atop na binalisuso.

Kan pigranihan ko si Nguhod, pigtukdo niya sakuya su mga tagiptip.

Pigyabang niya sakuya an saiyang mga libro, lapis, pantasar, pamura, suratan, samhod, sighid, pansalod nin ati, tinidor, kutsara, plato, baso, tasa, kaserola, kaldero, kawali, asin takuri sa saiyang sadiring konstelasyon nin mga bituon.

Stars My younger sister is fond of connecting the molds on her white kamiseta just like what their teacher let them do in school.

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She would trace what constellation will be formed from the stars here.

She would start with letters: A, B, C until she has formed her name: E D E N She would trace the shapes of our house— she would peep on the square window, she would enter on the rectangle door and she would climb up on the triangle roof.

When I came near to my younger sister, she pointed me the molds.

She boasted her books, her pencil, sharpener, eraser, paper, soft broom, hard broom, dustpan, fork, spoon, plate, glass, bowl, pot, cauldron, pan, and kettle of her own constellation of stars.

Palad Kun sa pagkanta nin ―Ama Nyamo‖ sana nagkakadutaan an samuyang mga palad, Diyos ko, patawara ako kun mawot ko na an pagkanta kan siring na kansyon, magin kasinlaba kan pabasa kun Semana Santa.

Palm If our palms would only touch on the singing of ―Our Father‖ in church, Lord, forgive me for I want the singing of such song to be as lengthy as the pabasa during Holy Week.

Holy Week Heartbreak Aram niya man na bakong siring kan kasakitan ni Hesukristo sa krus an saiyang namamati.

Tatawan niya na nin krus an girlfriend na igwa na nin ibang inaapod na boyfriend.

Kun an pagkamoot Niya satuya an rason kan pagtao kan Saiyang buhay, pagkamoot man an binabasol niya kan naraot na pag-ibahan.

Garo na siya maibanan kan nag-agi an prusisyon na naghahanap sa piglubungan ki Hesukristo.

Sa puru-purungot na tawo, nahinghing niya, ―Hanapa man daw ako.‖ Holy Week Heartbreak He knows that what he feels right now is not the same with the suffering of Christ on the cross.

He must now give a cross to his girlfriend who already called somebody as her boyfriend.

If His love for us is the reason that He gave His life, he also blames love as the cause of a destroyed relationship.

He feels like an encanto is playing trick with him as the procession that is looking for Christ‘s grave passes by.

To the flocks of people, he whispers, ―Please, look for me, too.‖ EJK Hunaon mo ‗yan?!

Nahiling ko na an EJK sa sakuyang essay pakatapos tsekan ni Ma‘am.

Grabe mag-murder si Ma‘am!

Basang sanang tinitirigbak 12

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an mga tataramon sa pagkurit-kurit kan saiyang pulang bolpen.

Diyos ko po. Madugo!

An mga karatula pati ni Ma‘am, ―Repeat this‖ o ―Delete this part‖ ―This is not a sentence‖ saka ―This is not in line with the topic.‖ Garo kasta!

Nuarin daw matatapos an garadanan digdi sa Pilipinas?

Pag matibay na ako mag-English, maabroad na sana ako!

EJK Can you believe it?!

I saw the EJK on my essay after it was checked by Ma‘am.

Ma‘am is such a murderer!

She just let the words die by slashing them with her red pen.

My God. So bloody!

Ma‘am‘s labels are ―Repeat this‖ or ―Delete this part‖ ―This is not a sentence‖ and ―This is not in line with the topic.‖ What the heck!

When will the killings stop in this country?

When I am already good in English, I will just go abroad!

Valentines Card Naggunting siya nin puso sa kulor pulang papel, kakulor kan dugong nagdalihig hali sa saiyang tuhod kaidtong napadapla siya asin binuhat tulos ni lolo niya.

Pigpadukot niya an puso sa tahaw kan puting papel, siring kaidtong pigbugkosan nin

puting yamit ni lolo niya an saiyang lugad tanganing dai daa luwasan nin maluto.

Nagdigta an dugo sa yamit.

Nagkorteng puso.

Pinunan niyang suratan an laog kan puso kan mga namamati kan saiyang daghan para ki lolo niya.

An kapungawan, mas pa an kulog sa kublit na nagdukot sa yamit mantang luway na pighubad ini.

Mayo na si lolo na malikay an paghugas sa saiyang lugad.

Pigtipig niya an ginibong valentine‘s card asin tulos niya na itinao ki lolo niya.

Pigpatong sa kabaong na kakulor kan yamit na liwat pigbugkos sa saiyang lugad.

Yaon an kulog sa saiyang daghan. ―Lo, umay na po si lugad sa tuhod ko.‖ Valentines Card She cuts out a heart in a red art paper.

Like the color of the blood that flows from her knee when she gets stumble and immediately raised by his Lolo.

She pastes the heart at the center of a white paper, the way her Lolo banded her wound with a white cloth so the rice she has eaten won‘t come out there.

The blood stains the cloth and shapes like a heart.

She writes the heart of things she feels for her Lolo.

Sorrow is more painful than skin sticked on cloth when removed.

Lolo was nowhere to carefully wash her wound.

She folds the valentine‘s card and gives it to her Lolo 13

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on top of his casket with the color of the cloth banded in her wound.

The pain is inside her. ―Lo, my wound is already healed.‖ ACKNOWLEDGMENT Without the support, patience, and guidance of the following people, this study would not be completed. It is to them that I owe my gratitude.

My parents and siblings, who showed their continuous love and support, and with that, I offer this thesis to them.

My classmates and friends, who shared their ideas in accomplishing this study and gave words of encouragement for the realization of this research.

Fellow young writers of The Writers Project, Sonny Brosola, Jessica Tarala, Cynthia Reganit, Abegail Sta. Ana, Wende Tolalian, JC Pineda, and MG Señar who initially gave their comments from the individual rawitdawit posted on Facebook up to the collection and the translation.

Established Bikol writers namely Eilyn Nidea, Estelito Jacob, and Honesto Pesimo, Jr. who gave comments and wrote essays about the collection despite of their personal and professional commitments, and also for giving me influences on studying the craft of poetry.

Fellow members of Parasurat Bikolnon, Inc. who answered my questions in writing poetry and in doing translation.

Mr. Jerome Hipolito, thesis adviser and writing mentor who contributed financial support, suggestions and comments towards the success of this study.

Lastly, the Almighty God above for the gift of life and talent that is being required towards becoming an educator, and for the everyday motivations for the accomplishment of this study.

To them, I would like to extend my heartfelt gratitude. To God be the Glory.

[5] E. B. Jacob, ―Mga nirukitdukit: Woven words for Bikol forty poems 1999-2006,‖ M.A. thesis, University of Nueva Caceres, 2007.

[6] E. B. Jacob, Mga obra sa mata ni Breva, unpublished review, 2017 [7] E. L. Nidea, Obra ni Breva: Sarong pagbasa, unpublished review, 2017 [8] H. M. Pesimo Jr., ―Liputok: A taste and meaning of the Bikolano,‖ M.A. thesis, Naga College Foundation, 2015.

[9] H. M. Pesimo Jr. An pigtitingkalag na mga bituon ni Breva, unpublished review, 2017 [10] J. M. Hipolito, ―Salog as experience: The cultural dimensions of the riverine ecology,‖ Central Bicol State University of Agriculture- Calabanga Campus, 2015.

[11] J. R. Jacinto, C. Velarde and R. Porca. ―Mga piling rawitdawit ng Calabanga tungo sa pagpapahalagang sosyo-kultural,‖ Undergraduate thesis, Central Bicol State University of Agriculture- Calabanga Campus, 2016.

[12] K. S. Cordero, ―Iraga: Mga rawitdawit sa apat na tingog,‖ M.A. thesis, Ateneo de Manila University, 2011.

[13] K. S. Cordero, ―Si Borges asin ako,‖ in An mapara sa kinaban, ang maglaho sa mundo, Ed. K. S. Cordero, Naga City: Ateneo de Naga University Press, 2015.

[14] L. R. J. Estacio. ―Poetry as ethnography, ethnography as poetry,‖ Department of Behavioral Science, UPM, 2015.

[15] M. D. Gibson, ―On becoming an unfailed poet: An autoethnography of embodied transformative events expressed as poetry: A psychological perspective,‖ Ph.D. dissertation, University of West Georgia, 2008.

[16] R. B. Tolentino, Sipat kultura tungo sa mapagpalayang pagbabasa, pag-aaral at pagtuturo ng panitikan, Quezon City: Ateneo de Manila University Press, 2007.

[17] R. T. Añonuevo, Talab: Mga sanaysay sa panitikan, wika at pagtuturo, Naga City: Ateneo de Naga University Press, 2014.

[18] S. Pace, ―Writing the self in research: Using grounded analytic strategies,‖ Undergraduate thesis, Central Queensland University, 2012.

[19] T. B. Kintanar, Her story: Women‟s narratives in modern Southeast Asian Writing, Pasig City: Anvil Publishing, Inc, 2008.

[20] W. J. S. Tria. Guide to Bikol orthography. Naga City.: Ateneo de Naga University Research Council and Ateneo de Naga University Press, 2014.

REFERENCES [1] A. B. Stinson, ―An autoethnography: A mathematics teacher‘s journey of identity construction and change,‖ dissertation, Georgia State University, 2009.

[2] B. Lumbera. ―Not a language alone: Translation and culture,‖ 2014.

[3] C. Hayes and J.A. Fulton, ―Autoethnography as a method of facilitating critical reflexivity for professional doctorate students,‖ Ph.D. dissertation, University of Sunderland, 2015.

[4] D. Johnston, ―Reconciling voices in writing an autoethnographic thesis,‖ Ph.D. dissertation, University of British Columbia, 2008.

Edwin S. Breva, Jr. was born in Sta. Cruz, Calabanga, Camarines Sur on April 27, Author‘s formal 1997 where he presently photo resides. He spent his primary years of schooling at Calabanga Central Division Pilot School where he graduated in the year 2009. His secondary years were spent at Calabanga National High School and graduated in the year 2013. He will graduate Bachelor of Secondary Education Major in English at Central Bicol State University of Agriculture- Calabanga on April 2018.

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Readiness of Teachers Teaching 21st Century Literature from the Philippines and the World Reymar E. Borlagdatan, Karen C. Dela Peña, Joan Z. Peñera 

Abstract— This study aimed to determine the readiness of teachers teaching the subject 21st Century Literature from the Philippines and the World in public high schools in Calabanga District. The eight (8) respondents are from Calabanga Science National High School (2), Quipayo National High School (2),Jose de Villa National High School (1),Union National High School (1), Medroso-Mendoza National High School (1), and Sabang National High School (1). The data in questionnaires and interviews were treated statistically using weighted mean and percentage technique. The findings of the study anchored were anchored to the problems and objectives. The research shows the profile of the teachers in terms of (a) age; 50% of the teachers teaching 21st century Literature from the Philippines and the world ages 21-30 years old, while 37.5% of the teachers ages to 31-40 years old and the remaining 12.5% are the teachers ages between 41-50 years old, (b) gender; 100% of the respondents are female, (c) educational qualification; all the teachers attained Bachelor’s degree, 62.5% took Bachelor of Secondary Education major in English while 37.5% of the respondents took Bachelor of Secondary Education major in Math, Bachelor of arts and Bachelor of Science in Social work with earned units in Bachelor of Elementary Education. 25% of the respondents took Masters of Arts in English Education and 12.5% took Masters in Language Literature. Some respondents took masters and doctors unit and 37.5% took Master of Art in Education-Management and Supervision, Masters of Arts in Education- Mathematics, Masters of Arts in Education- English Completed Academic Requirements, (d) years in teaching; 37.5% of all the respondents have almost 0-5 years in teaching while 25% have 6-10 years and 11-15 years and 12.5% have 16-20 years in teaching profession. The study focuses on determining the level of readiness of the teachers along intellectual, emotional and skills aspects. The results revealed that Literature teachers in public secondary schools in Calabanga District are most intellectually and emotionally ready and most skilled as it gained 3.425, 3.6375 and 3.4625 weighted mean accordingly.

Along the readiness of the teachers, several factors may affect their preparedness that is also highlighted in the study. The research establishes that school factors mostly affects the readiness of the teachers as it had 3.3375 weighted mean. It is also indicated that peer factors often affect the teachers’ readiness with the weighted mean of 2.1. In addition, home factors which obtained 1.525-weighted mean, implies that it slightly affects the teachers’ readiness. Most of the respondents from the various public secondary schools in Calabanga

District highly attained the level of readiness in different aspects which implies that teachers are totally ready to teach the subject 21st century from the Philippines and the world along the K-12 Curriculum in Senior high school. Thus, the researchers recommend that literature teachers must continue to participate and attend programs or seminars, which will help them to enhance the teacher’s readiness in teaching the subject 21st Century Literatures from the Philippines and the World. The researchers also suggest that the teacher of the said subject must continue their Masteral and Doctoral degree to further develop their readiness and performance in teaching.

Teachers must also develop themselves by engaging in the researches that are inclined in literature and they must continue to develop intellectually, emotionally, and in skills as the society demands and changes. The researchers also recommend that teachers must teach well the subject matter despite the affecting factors in school, home, and peer.

Keywords—21st Century Literature, Philippine Literature, Teacher’s Readiness, World Literature

I. INTRODUCTION Teacher is considered best instructional material in teaching and learning process. Without the teacher, the teaching-learning process will be immaterial, for the teacher is the one that motivates students and exemplify varied strategies. ―The teacher‘s competence in terms of knowledge and skills possessed significantly contribute to the accepted standards and ideals of the teaching profession.‖ (Salandanan, 2002) As professionals, they are expected to be knowledgeable about the subjects they are supposed to teach. They must possess not only substantial knowledge but deeper and more advanced skills in order to be able to teach well.

They should be well informed and skilled in employing wide repertoire of teaching methods, procedures, and strategies that can ensure the continuous search for knowledge. ―Their rich experiences in conducting discussions, guide them in performing experiments and other forms of investigations as well as undertaking field studies and visits to community learning resources together with other classrooms

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techniques will enable them to gather relevant data with confidence and authority.‖ (Salandanan, 2002) Salandanan, (2002) stated that the innate values and disposition of teachers are of utmost importance in creating and winning interactions among students and associates. Being more experienced and sensitive to students‘ reactions, both positive and negative, will be able to help them perceive common difficulties of students such as: inability to understand the lesson, indifference, and lack of interest.

One basic consideration about teachers is their readiness or preparedness on what they are going to teach and how they will implement their own strategy towards teaching. As educational system alters, teachers must adapt the changes in order to come up with the desired outcome.

There are a lot of factors affecting the teacher‘s performance in teaching which can serve as stepping stones to improve their performance especially in the field of teaching 21st Century Literature from the Philippines and the World, one of the subjects in Senior High School, which is the certain focus of the study. It requires competent, qualified, and prepared teachers to teach the subject in achieving quality education.

This study determined the readiness of literature teachers in dealing with the new subject in senior high school, which is the 21st Century Literature from the Philippines and the World as it is newly implemented for the school year 2016-2017. The researchers intend to find out the competence and readiness of literature teachers in teaching literature subject.

This research is anchored on Central Bicol State University of Agriculture Research and Development Agenda, which is the curriculum reform and aligned with the Sustainable Development Goals number four, which is quality education.

A. Statement of the Problem This study determined the readiness of teachers teaching 21st century Literature from the Philippines and the World in public high schools in Calabanga District.

This sought to answer the following problems: 1. What is the profile of teachers in terms of: a. age,

b. gender, c. educational qualification, and d. years in teaching.

2. What is the level of readiness of teachers handling 21st Century Literature from the Philippines and the World in their: a. intellectual, b. emotional, and c. skills.

3. What are the factors affecting the readiness of teachers teaching 21st Century Literature from the Philippines and the World?

What programs can be made to enhance the teachers‘ readiness in teaching 21st Century Literature from the Philippines and the World?

B. Objectives of the study This study was guided by the following general objectives: 1. Determine the effectiveness of K-12 implementation in public secondary schools in Calabanga District.

2. Find out the teachers‘ competence in teaching Literature in senior high school.

Specific Objectives This study was guided by the following specific objectives: 1. Identify the profile of teachers in terms of their: age, gender, educational qualification, and years in teaching.

2. Determine the level of readiness of teachers handling 21st Century Literature from the Philippines and the World in their: intellectual, emotional, and skills.

3. Find out the factors affecting the readiness of teachers teaching 21st Century Literature from the Philippines and the World.

4. Propose programs that can enhance the teachers‘ readiness in teaching 21st Century Literature from the Philippines and the World.

II. LITERATURE REVIEW Readiness Abas (2014), Albo-Amado (2014) and Talaguit (2015) focused on the K to 12 13

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curriculum but vary on the specification of their study. Abas (2014) employs quasi-experimental method to assist the used of Cooperative Level Learning Strategies in the K-12 Program in Teaching Araling Panlipunan in the secondary of the Basic Education Department of Universidad de Sta. Isabel. The study focuses on the Cooperative Level Learning Strategies used in teaching Araling Panlipunan. In relation to the recent study, this identifies the strategies being used by teachers in teaching 21st century Literature from the Philippines and the World in high schools of Calabanga District. It will assess the effectiveness and the affects to the academic performance of the students. The study also sought the factor that affects the students and teachers‘ performance.

On the other hand, Albo-Amado (2014), gave emphasis on determining the level of acceptance of the K-12 basic education program and the level of performance of students in Mathematics in public and private schools during thace school year 2013-2014.

Acosta & Acosta (2016), revealed that based on the respondents‘ responses pertaining to senior high school readiness, 74.3% believed that they are ready for the implementation of K-12‘s senior high school program; 18.6% indicated that they are not ready; 2.8% expressed thast they are uncertain and partially ready; and 4.3% did not give any commet. This result define the college teachers‘ attitude as to their perception of readiness to the implementation of senior high school program. These teachers believe that are ready and prepared because they are equipped with the right qualifications and skills neede for the new program. They are positive that the new program willl be successful and efffective in achieving its goal. In addition, the survey results put emphasis on eligibility as one of the determinants that contributes to the readiness among faculty members on higher education institutions to the nationwide implementation of K-12 senior high school program. This infers that eligible or licensed college teachers are advantaged and are likely to secure their job even if there will be college enrolment gaps starting S/Y 2016-2017 until S/Y 2021-2022, since there professional licensed or eligibility qualified them to reach and acquire a full time permanent status in the Senior High School (SHS) program of K12.

Jusoh‘ (2012), findings showed that the level of respondents‘ readiness in entrepreneurship education in primary schools (KHSR) in Petaling Utama, Petaling Jaya, Selangor area in terms of skills aspect is on the moderate level. This showed that the the respondents were less prepared to use the suitable pedagogical knowledge and skills in the teaching and learning of entrepreneurship education. The results of this study has provided an overview to teachers that their readiness in terms of knowledge, skills, attitudes, interests, play an important role in producing and creating effective teaching and learning methods. With the existence of these elements, then the dominants, practices and cultivation of entrepreneurial values among students could be created.

Moreover, Talaguit (2015), determined the readiness of schools in the implementation of K-12 basic education program in the selected public elementary schools in 4th Congressional district in Camarines Sur for the school year 2015-2016, specifically in terms of professional profile of respondents, schools‘ capacity, and challenges of the respondents in initial implementation.

The ultimate goal of the study is to determine how ready the schools are, specifically in the fourth district of Camarines Sur, in the implementation of K-12 Basic Education Program. It determines whether schools have the capacity to implement the new curriculum and if they had the sufficient facilities and efficient teachers for the said implementation. The study also involves the personal backgrounds of the literature teachers, which are the mere respondents of the researcher on their capacity to implement the K-12 Basic Education Program.

Their study revealed that the respondents are highly capable and the schools are likewise highly capacitated to implement the K-12 Program and that there is a significant relationship between the respondents‘ capabilities and the school capacity to implement the K-12 basic education program.

Talaguit‘ (2015) research is related to the recent study because both study focus on K-12 Program. The same thing as how they would implement the K-12 Program and how 21st Century teachers are capable of teaching the said subject. It was also mentioned that sufficient facilities or tools help teachers in adapting the K14

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12 Program. In the recent study, it aimed to find out if there are also sufficient learning materials to implement the subject.

Their studies differ in the recent research in terms of: 1) it focuses on the readiness of schools to implement the K-12 program, while the recent focuses on the teachers‘ readiness; and 2) it is intended for public elementary school in the fourth district of Camarines Sur while the recent study is focused in public high schools in Calabanga District.

Tubale (2015), determined the significant association between the level of preparedness and the integration of environmental education concepts in teaching different subjects and the level of teachers‘ self-efficacy. Tubale (2015), examined the teachers‘ level of self-efficacy and students‘ level of skills: towards meeting the learning challenges of the 21st century skills in public elementary teachers in Tinambac South district from June 2015 to December 2015. In this study, the focus is in the level of selfefficiency of teachers in meeting the learning strategies of 21st century learners. It is related to the recent study in terms of level of preparedness of teachers; their level of selfefficiency would be one basis on how prepared or ready they are in giving instruction or how would they use appropriate strategy to teach the 21st Century Literature from the Philippines and the World in selected high school students.

Competence Alangco et. al (2011), gave emphasis on the competencies of teachers. Alangco et. al (2011) enumerated the indicators of competence of teachers in CBSUA Calabanga such as commitment, knowledge in the subject matter, teaching for independent learning and management of learning. This is in connection with Zarcauga‘s (2014) conclusion that the personal attributes, age and civil status significantly influence the teachers‘ individualized-based teaching strategies.

Zarcauga (2014), stated that home attributes on location of the house significantly affects the teacher‘s safety and security needs and self-actualization goals and the school related attributes significantly influence the teacher‘s motivation level along their different needs.

Nash, J. & et. al. (2012), indicated that standards of competence are the foundation of

credibility for any profession, including those in health care, education, and legal and governmental service. The authors explained three major types of competencies including foundational competencies, functional competencies and professional competencies with the help of competency cube model developed by E. Rodolfa & et. al.

While Karacaoglu (2018), reported 137 competencies and divided into four categories: Professional Knowledge, Filled Knowledge, Competencies Regarding Improving Oneself and National and International Values.

Moreover, Verceles (2006), concluded that majority of the scholastic performances of the prospective teachers both in elementary and secondary in the various subjects were found out not related with the result in the pre-board examination; thus, they are not ready to take the licensure examination. This means that the scholastic performance of the perspective teachers is not a basis whether they are ready to take the licensure examinations for teachers.

Teacher’s Competence Martel, L. (2007), through her study discussed that recognizing acquired competencies play a primary role in creation of a culture of ongoing learning. This culture make it possible for all to achieve their goals and continue fine-tuning their competencies and learning through life. This is a major issue for the interveners in the leader in education who are concerned with developing and training the workforce. For teachers in general, the recognition of acquired competencies makes it possible for them to move forward in their ongoing trainings and continue progressing in their professional development. This article outlines the overall situation regarding recognition of acquired competencies, its basic concepts, and their application in educational system.

McRae (2012), study stated that teacher competence support was significantly associated with self-efficacy regardless of ethnicity and is also significantly associated with reading achievement, but only for African-American students. It was also revealed that the correction between self-efficacy and reading achievement was significant for European-American students regardless of perceive level of teachers competence support, and self-efficacy and 15

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reading achievement relationship significant for African-American students only if they perceive high level teachers competence support.

On the other hand, Nairl (2017), identified 33 variables as essential in teaching competencies for teachers teaching at MBA Institute and nine variables as factors affecting them. These variables are group under three main factors: personal, organizational and job related affecting teaching competencies. It was also found that there is an influence of demographic variables like teaching experience, non-teaching exoerience and income and marital status had an influence on the factors affecting the teaching performance. He stressed those 17 key factors which affect the teacher‘s performance mainly which were, salary and wages, amount of workload, quality of students, career choice, types of subject allocated and teaching experience. The study include that the teaching competencies are being affected by many factors.

These factors if taken into consideration by, educational institution can definitely help to upgrade the teacher‘s performance.

Teaching Strategy A teacher who is competent knows what teaching strategies should be used in teaching a specific subject, in accordance to the level of the students. Data (2003) reports that in the association between the teachers‘ performance and the teachers‘ selected factors, the educational qualification and the number of methods used were the only found to be related with the teachers‘ performance in this study and there was a high relationship between the students‘ achievements and teacher‘s performance.

While Placides (2004) states that Literature-based instruction has a significant effect on achievement in English of first year high school students of Nabua National High School in school year 2003-2004 and that there is a significant difference between the effect of BEC approach and Literature based approach on the performance of first year high school students of NNHS. Moreover, Belencio and Pilarca (2011) reports that only one strategy in Calabanga National High School is not effective while there are strategies of teachers in Medroso Mendoza National High School are deemed effective.

Their research is parallel on the current study as

they both identify the teachers‘ capabilities in teaching a subject matter.

Teaching of literature Pefianco and Wright states that the success of a literature class depends on how the teacher handles his/her students‘ responses and reactions in class. A healthy and productive attitude of a teacher can lead to a lively teacherstudent and student-student interaction.

Moreover, they propose two basic approaches in teaching literature, these are: (1) to study a piece of literature as it is and (2) to study a piece of literature in relation to the society within it was produced. According to them, in interpreting a literary piece, teachers should always maintain a welcoming, accepting, encouraging attitude in discussing literature with the students. The process by which we derive meanings to a literary piece is the three-way encounter or dialogue between the writer-reader, teacherstudents and reader-reader. While Diaz (2012) emphasizes the ultimate pedagogical and psychological goal of literature is to motivate students not only learn to read, instead read on their own without the threat of an exam or assignment.

In addition, to make teaching literature more engaging, Collie and Slater outline the practical activities in teaching Literature into four parts: first encounters, maintaining momentum, exploiting highlights and ending. First encounters should arouse the interest and build motivation to students in reading a particular literary piece.

Maintaining momentum should sustain the interest of the students to participate actively in the class discussion. Exploiting highlights allow the students to discover and make their interpretation and response to a particular literary piece. While the ending, create a temporary gap from the continuing process of appreciation and understanding of the students on a particular piece.

These related studies about the readiness, teachers‘ competency, teaching strategies and teaching literature are connected to the study Readiness of teachers teaching 21st Century Literature from the Philippines and the World.

Abas (2014), Albo-Amado (2014) and Talaguit (2015) focuses on the readiness of teachers in the K to 12 curriculum. Paez (2003) and Tubale (2015) gives emphasis on the 16

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association between the level of preparedness and the integration of environmental education concepts in teaching of different subjects and the level of teacher‘s self-efficacy. Zarcagua (2014) and Verceles(2006) enumerates the home attributes and the scholastic performances of the prospective teachers respectively. Moreover, in teachers‘ competence, Aquino (1998), Gregorio (1960) and Salandanan (2007) specify the qualities the teachers should possess for an effective learning instruction. In teaching strategies, Data (2003), Placides (2004), Belencio and Pilarca (2007) give emphasis on teachers selected factors, literature based instruction affecting the level of achievement of the students and teachers‘ capabilities in teaching the subject.

Pefianco and Wright stress that the success of instruction and its effectiveness depends on how the teachers handle their students. Diaz (2012) and Collie and Slater enumerates various activities in order to have an engaging literature class discussion.

The present study differs on the field of its specification, which is the 21st Century Literature from the Philippines and the World. It focuses on the current educational trend, K to 12 curricula. The enumerated related literature and studies will be used as evidences to strengthen and validate the current research.

III. THEORETICAL FRAMEWORK The following theories are held to be related to the present study: Edward Thorndike‘s laws of learning specifically the law of readiness, states that, when an organism is ready to act, to act is satisfying, not to act is annoying. This also means that when an organism is not ready to act, to act is annoying and not to act is satisfying (Calderon). Readiness is one of the factors for an active and effective performance of an individual in doing a specific task. Thus, literature teachers must be prepared in presenting the topic in order to have a conducive learning environment.

Jerome Bruner‘s theory of learning involves three processes: a. Acquisition, b.

Transformation, and c. Evaluation. Acquisition is the process of obtaining and assimilating with understanding information which is entirely new or better that a previously learned one.

Transformation is manipulating or utilizing the information which is gained to remove a difficulty or to solve a problem to which it is

suited for; this is application of the learning.

Evaluation is the process of finding out whether the information acquires appropriately utilizes and how effective it is. This means that learning undergoes crucial process. An individual must first acquired appropriate knowledge and apply it.

Plato‘s (427-347 BC) theory of mental discipline asserts that the skill or training gained in the study of one subject will improve the performance of the same skill in the study of another subject. Thus, attending various seminars will broaden teachers‘ awareness in the K-12 curriculum.

These theories are related to the study of Readiness of teachers teaching 21st Century Literature from the Philippines and the World, because they deal with the various factors affecting the preparedness of an educator in teaching specific field and they give emphasis on the learning process and utilization of their learned skills.

Conceptual Framework The focus of this study is to determine the readiness of teachers teaching the subject 21 st Century Literature from the Philippines and the World in public high schools in Calabanga district.

This study identified the teacher‘s profile including their age, gender, educational qualification, and years in teaching, inservice training attended, degree finished; level of readiness in terms of intellectual, emotional and skills; and factors affecting readiness: school, peer and home factors through the use of questionnaires and unstructured interviews. The data gathered were treated statistically. The data gathered about the teacher‘s levels of readiness were analyzed using the scale of: 3.26-4.00 for most intellectually ready, 2.51-3.25 for more intellectually ready, 1.76-2.50 for often intellectually ready, and 1.00-1.75 for needs improvement. On the other hand, for the factors affecting readiness the scale of 3.264.00 for most skilled, 2.51-3.25 for more skilled, 1.76-2.50 for often skilled, and 1.001.75 for needs improvement, was used.

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IV. RESULTS AND DISCUSSION Table 1 shows the profile of teachers in terms of age; 50% of the teachers, teaching 21st Century Literature from the Philippines and the World, ages 21-30 years old, while 37.5% of the teachers ages 31-40 years old and the remaining 12.5 % of the teachers ages 41-50 years old.

On the other hand, 100% of the teachers teaching 21st century literature from the Philippines and the World in Calabanga District are all female.

Along years of teaching, 37.5% of the respondents has 0-5 years in teaching. In addition, 25% of the respondents has 6-10 and 11-15 years in teaching, while 12.5 % of the respondents has 16-20 years in teaching.

It was included in Table 1 the profile of teacher in terms of Educational Qualification; in the bachelor‘s degree, 62.5% of the respondents took Bachelor of Secondary Education major in English, while 37.5% took Bachelor of Secondary Education major in Mathematics, Bachelor of Arts- Bachelor of Secondary Education major in English and Bachelor of Science in Social Work (with earned units in Bachelor of Elementary Education). All of the respondents are bachelor degree holders but are not all related in teaching literature subject. On the other hand, 25 % of the respondents took Master of Arts in English Education and 12.5% took Masters in Language and Literature. In terms of respondent‘s master‘s unit, 37.5 % of the respondents has 21 units, 27 units and 30 units. Furthermore, 37.5 % of the respondents also attains their Master‘s degree and graduated in MAED Management and Supervision, Masters of Arts in Education- Mathematics and MAED English Completed Academic Requirement. In addition, 12.5 % of the respondents has units in Doctorate.

The researchers identified the profile of teachers teaching the subject 21st Century Literatures from the Philippines and the World in terms of age and gender to detect whether this affect their performance in teaching the said subject. Zarcagua (2014), concluded that age and personal attributes of teachers are one of the factors that significantly affect teachers‘ individualized-based teaching strategies, or in other words affect teacher‘s performance.

The length of service of teachers and their educational qualification were also determined to find out whether they are ready in teaching the

said subject. This conforms with the theory of Edward Thorndike‘s Law of Readiness, which states that readiness is one of the factors for an active and effective performance of an individual in doing a specific task, and on Plato‘s Theory of Mental Discipline, which states that the skills or training gained in the study of one subject will improve the performance of the same skill in the study of another subject. Thus, attending various seminars or taking masters or doctoral degree will help teachers develop and acquire skills needed in teaching a specific subject.

Level of Readiness of Teachers Teaching Literature To determine the level of readiness of teachers teaching the subject 21st Century Literature from the Philippines and the World, the researchers identified whether the respondents are intellectually and emotionally ready, and skilled in the teaching-learning process. Respondents‘ intellectual readiness includes: the teachers ability to adapt changes and accept challenges in teaching their field, being well updated and involved on researches regarding literature, having the mastery of the subject matter and the medium of instruction, the ability to add variety and interest in the teaching skills, planning and using remedial procedures, and using principles for the development in teaching. On the other hand, the teachers‘ emotional readiness includes: the ability to accept criticisms and being tolerant to the opinions of others, have the capacity to balance professional and personal concerns, encourage students to participate in class discussions, being focused and recognize the needs of students. In addition, being skilled means that teachers know how to: facilitate and monitor appropriate interaction among students, deal with students‘ needs, use strategies to encourage active interaction, participation, and collaboration among students, provide timely and constructive feedback, use appropriate strategies designed to accommodate the varied talents and skills of the students, and provide authentic student-centered lessons and activities.

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Table 2. Level of Readiness of Teachers’ Teaching Literature Levels of Readiness

Weighted Mean

Interpretation

Table 1. Teachers’ Profile Profile Frequency Percentage Total Age 21-30 4 50% 4 31-40 3 37.5% 3 41-50 1 12.5% 1 Gender Male 0 0 0 Female 8 100% 8 Educational Qualification Bachelor 8 100% 8 Degree Post 3 37.5% 3 Graduate Master‘s 3 37.5% 3 Unit Master‘s 3 37.5% 3 Deree Doctior‘s 1 12.5% 1 unit Years in teacing 0-5 3 37.5% 3 6-10 2 25% 2 11-15 2 25% 2 16-20 1 12.5% 1 3.425 Most Intellectual intellectually Ready 3.6375 Most Emotional emotionally Ready 3.4625 Most Skilled Skills

Table 2 shows the level of readiness of teachers teaching 21st Century Literature from the Philippines and the World in Calabanga District.

The study revealed that most of the teachers are intellectually and emotionally ready and are skilled obtaining 3.425, 3.6375 and 3.4625 weighted mean respectively. Thus, most of the respondents from various schools highly attained the readiness of different aspects that imply they are very ready to teach the said subject along the K-12 Curriculum. This implies that teachers have been engaged in various trainings and activities that enhance their intellectual, emotional, and skills aspect. They are mainly concerned on their development in order to be well acquainted and competent along the field.

This agrees to the study of Salandanan (2007), in connection with the teachers

educational qualification. According to them, ―A wise selection of teachers for training or employment depends on the ability to determine what qualities make for teaching success.‖ Trainings, seminars and the degrees the respondents had finished greatly affect their readiness and abilities in teaching the subject 21 st Century Literatures from the Philippines and the World. Acosta & Acosta (2016), believed that teachers are ready and prepared because they are equipped with right qualifications and skills needed for the new program.

Factors affecting the readiness of Teachers’ Teaching Literature To determine the factors affecting the readiness of teachers, the researchers identified their home, school, and peer factors. The researchers tallied the data gathered and identified the top factors that mostly affect the teachers‘ readiness.

Table 3.1. Summary of the Results of Factors Affecting Readiness of Teachers’ Teaching Literature Factors School Factors Peer Factors Home Factors

Weighted mean 3.3375 2.1 1.525

Interpretation Mostly Affecting Often Affecting Slightly Affecting

Table 3.1 shows the factors that affect the readiness of teachers and are arranged and interpreted by the use of weighted mean. School factors ranked first which gathered 3.3375weighted mean and is the most affecting. Peer factors often affect the readiness of teachers, with 2.1-weighted mean. Moreover, home factors obtained 1.525-weighted mean, which inferred that it slightly affects the readiness of teachers in teaching the said subject.

School, home, and peer factors are used to identify which greatly affect the readiness of teachers in teaching. This is in accordance with the study of Talaguit(2015), that readiness of schools in the implementation of K12 Program is determined by the school‘s capacity and efficiency of teachers. Sufficient facilities in schools also help teachers in adapting the K12 Program. On the other hand, Zarcagua(2014), 19

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stated that home attributes in location of the house significantly affects the teacher‘s safety and security needs and self-actualization goals, and school-related attributes significantly influence teacher‘s motivation level along different needs. In addition, Nair (2017), found out that there is an influence of demographic variables like teaching experience, non-teaching experience and income and material status has influence on the factors affecting the teaching performance.

REFERENCES Thesis Acosta, I.C.& Acosta, A.S.(2016). Teachers‟ perception on senior high school readiness of higher education institutions in the Philippines.(Unpublished graduate thesis).Philippines: Technological University of the Philippines.

Abas, J.M. (2014).Cooperative learning strategies in the K-12 program and the academic performance of secondary students of Universidad de Sta. Isabel.(Unpublished master‟s thesis).Naga City:Universidad de Sta. Isabel.

Alangco,A.E. et. al. (2011).Teachers instructional competencies and student performance. (Unpublished undergraduate thesis).Central Bicol State University of AgricultureCalabanga.

Albo-Amado, E.O. (2014). Level of acceptance of the K-12 program and performance of students in Mathematics.(Unpublished master‘s thesis). Naga City: University of Nueva Caceres.

Belencio,C.J.C.&Pilarca,H.P. (2011). Teachers capability in teaching English on first year of Medroso_Mendoza National High School and Calabanga National High School.

(Unpublished undergraduate thesis).Central Bicol State University of Agriculture Calabanga.

McRae, A. (2012). Teachers competence support for reading in middle school. (Unpublished doctor‘s thesis). Europe: University of Maryland.

Passos, A.F.S. (2009). A comparative analysis of teacher competence and its effects on pupil‟s performance in upper primary schools in Mozabique and other SACMEQ countries.(Unpublished doctor‘s thesis). Africa: University of Pretoria.

Rosnani, J.(2012). Effects of teachers readiness in teaching and learning of entrepreneurship education in primary schools.

(Unpublished doctor‘s thesis). Malaysia: UPM. Talaguit, M.E. (2015). Readiness of the K-12 Basic Education Program in the 4th Congressional district of Camarines Sur. (Unpublished master‘s thesis). Naga City: Universidad de Sta. Isabel Tubale, A.(2015). Teachers‟ level of self-efficacy and student s‟ level of skills: towards meeting the learning challenges of the 21stcentury skills in public elementary teachers.(Unpublished master‘s thesis). Naga City: Universidad de Sta. Isabel.

Verceles, E. D. (2006). Competencies of prospective teachers: implication to teacher education program.(Unpublished master‘s thesis). Naga City: Naga College Foundation.

Zarcauga, H. E. (2014). Teachers attributes in relation to their motivation and instructional strategies utilization.( Unpublished master‘s thesis). Naga City: Naga College Foundation.

Books Aquino, G. V. (1988). Effective Teaching. Mandaluyong City: National Book Store.

Aquino, G. V. (1988). Principles and Methods of Effective Teaching. Mandaluyong City: National Book Store.

Calderon, J.F. (2000). Statistics for educational research simplified. Philippines: Guiani Print House.

Gregorio, H.C. (1960).Principles and methods of teaching.Quezon City: Garotech Publishing.

Salandanan,G.G. (2007). Elements of good teaching. Metro Manila: Lorimar Publishing, INC.

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Tracing the Visual Artists in Camarines Sur Mary Grace Teves Azuela, Andy Verdida Miranda, Marjorie Broniog Palayar 

Abstract— This study aimed to define a Bikol visual artist, identify the Bikol visual artists in Camarines Sur, determine the influences of Bikol visual artists to the Bikol heritage, identify the contribution of visual artists in developing future Bikol artists and establishing archetypes of Bikol visual arts.

The researchers used the qualitative method and ethnographic design. There were 11 participants from the different municipalities and city in Camarines Sur specifically in Calabanga, Naga, Pili and Sipocot.

Researchers used questionnaire that contains questions about the creative process, their contribution to develop future artists and influences to Bikol heritage.

This initial study on the visual artists in Camarines Sur is supported by the following theories: Multiple Intelligences, (Gardner, 1983) saying that visual artists belong to Spatial-Visual Intelligence); Aesthetic Creation Theory of Art, (Nick Zangwill, 2007) which explains the creative process of visual artists; and Archetypes of Collective Unconsciousness, (Carl Jung, 1936). It begins by defining a Bikol visual artist. Perez stressed that there are different views on identifying a Bikol visual artist. He identified three: a true blooded Bikolano, an adopted child of Bikol, and a Bikolano by heart. A true Bikolano is born in Bikol to Bikol parents, or might not be born in Bikol but has Bikol roots (grandparents). An adopted child of Bikol is not born in Bikol and does not have Bikol roots, but is raised in Bikol or is married to a Bikolano. Lastly, a Bikolano by heart does not have any characteristic similar to a true blooded Bikolano and an adopted child of Bikol, but his/her subjects is all about Bikol. This research also identified the influences of Bikol visual artists to the Bikol heritage and their contribution to develop future artists through arts. The archetype is a recurring symbol or an image that is used repeatedly in arts. The archetypes established from the works of the visual artists in Camarines Sur were: women, vendors, Inang Peñafrancia, child, and mother and child. This research came up with the following conclusions: (1) Archetypes can be established from the works of the visual artists in Camarines Sur; (2) Visual artists are born and made. Some participants of this study have an innate talent in arts and some of them undergone painting workshop to learn and develop their talent; and (3) Art is one way in preserving and promoting the culture and heritage of Bikol. The researchers recommend that there should be free workshops and galleries for every municipality, artists should be funded and supported, and there should be more researches conducted about local visual artists.

Keywords—Camarines Sur, Tracer, Visual Artist

I.

INTRODUCTION

Our schools and society focus most of their attention on linguistic and logicalmathematical intelligence. People give much attention to the highly articulate or logical people of our culture. However, Gardner (1983) says that we should also place equal attention on individuals who show gifts on other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. He proposed eight intelligences. This study will give emphasis on the Bicol visual artists who belonged to one of the Multiple Intelligences which is the Spatialvisual Intelligence.

Visual arts continue to develop and transform through the years. These developments shows how creative, innovative and free thinkers Filipinos are. Visual art is the art that we perceived through our eyes. It is the term used for a broad category of art which includes different artistic disciplines from various subcategories. Visual arts include fine arts, decorative arts and crafts and applied arts.

(Sanchez, 2002) Fine arts include drawing, painting, printmaking and sculpture along with associated activities like graphic arts. Contemporary arts include modern art forms such as collage, photography, animation and land art. Decorative arts and crafts encompass a number of disciplines such as mosaic art, tapestry and glass art. Applied arts such as graphic design, interior design and fashion design are also considered as visual arts as well as body art like tattoo, face and body painting. Centenera (2013), stated that painting and sculpture are the most common among the visual arts.

The Philippines, specifically the Bikol region is very rich in visual arts. In fact, many Bikolnon were featured in different books, magazines and newspapers for their excellence in the field of Visual arts. Many Bikol visual artists had also put up an exhibit where they showed their master pieces.

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Bikol art is the art made by Bikolnon artists. These Bikolnon artists are born in Bikol to Bikol parents- father, mother or both. It includes artists of visual or performing arts like painters, sculptors, actors, dancers and etc. In addition, they may also or not necessarily be born in Bikol, but who have Bikol roots (born of Bikol parents or grandparents) and have embraced the Bikol culture in their artwork and their daily lives. The artist maybe based inside or outside the Bikol region. Nevertheless, Bikol artists show and exhibit the Bikol culture, tradition, beliefs and heritage sites.

This study primarily aimed to promote and preserve the Bikol visual artists. Visual artists are individuals who love and show great passion on visual arts. (Rathell, 2012) The artist‘s making process is a performative and intimate practice that offers a unique and highly instructive narrative. In addition to this, Sanchez, et al. (2012) defined artist as a person who exhibits exceptional skills in design, drawing, painting and the like who works in one of the performing arts. Unlike other people, artist is more sensitive and more creative.

Among their artworks, archetypes can be identified. Jung defined archetypes as the model image of a person or role and includes the mother figure, father, wise old man and clown/joker, amongst others. This study will also came up with its own list of archetypes from the works of Bikol visual artists.

This will help increase awareness, appreciation and patronage for visual arts among the Bikolnons.

This is in accordance to Republic Act no.

7355 or the Manlilikha ng Bayan Act. It is a policy of the state that ought to promote and preserve its traditional folk arts whether visual, performing or literary. The 1987 Constitution also supports the promotion and preservation of arts. According to Section 14, Article XIV, the state shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of free artistic and intellectual expression.

Paragraph 2, section 18, Article XIV of the Philippine Constitution requires the state to encourage and support researches and studies in the arts and culture.

It means that the government also supports and acknowledges the exceptional talent of artists, and recognizes their contribution to the cultural heritage. In accordance to these, the Kto12 curriculum includes the subject ―Contemporary Philippine Arts of the Regions‖ to senior high school students. Through this, students or the younger generation will be exposed to the arts. This study is also anchored to the University Research Agenda which is Bikol Development and Policy Studies.

Ultimately, its findings meant to help visual artists, collectors, future researchers and the community in promoting and preserving its culture of visual artists.

Statement of the problem This study aimed to promote and preserve the Bikol visual artists. Specifically, it seeks to answer the following questions: 1. What is Bikol visual artist?

2. Who are the visual artists in Camarines Sur? 3. What are the influences of the Bikol visual artists to the Bikol heritage?

4. How do visual artists contribute in the development of future Bikol artists?

5. What are the archetypes of the Bikolnon visual arts?

Objectives of the Study This study aimed to promote and preserve the Bikol Visual Artists. The following are the specific objectives of the study: 1. Define Bikol visual artist.

2. Identify the visual artists in Camarines Sur 3. Determine the influences of Bikol visual artists to the Bikol heritage.

4. Determine the contribution of visual artists in developing future Bikol artists.

Establish archetypes of the Bikolnon visual arts.

II. LITERATURE REVIEW VISUAL ARTS Sanchez, et al. (2002), defined visual arts as the art that we perceive through our eyes. It includes much more than painting, sculpture and architecture. In addition to this, Centenera, (2003) stated that paintings and sculpture are the most and common among the visual arts.

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Painting is among fine arts which create meaningful effects, depicting different intrinsic values by the use of clustered imaginations of lines and colors placed on a flat surface by the use of pigments. Sculpture, on the other hand is a technique of modeling where a mass of materials is shaped in a three dimensional form.

De Bogart (1970), stated that the work of art is considered as the record of a particular artist‘s vision. He has selected something he has seen, felt or thought and has recorded it in an arrangement of design, color, line, mass, or tones which satisfies his aesthetic purpose. Hence, it is the product of his unique personality. But the artist has also been influenced consciously or unconsciously by other determining factors: his environment, traditions and others.

This study aimed to increase awareness on appreciation and patronage for visual arts among Bikolnon. Tabotabo (2010) emphasized the importance of art appreciation. According to her, art is the center of culture. Therefore, all artistic activities of a nation partake to the refinement of the people so that if one wants to determine the culture of people in a certain town, he should look at the artwork present. Ariola (2008) also stressed the importance of art to people‘s lives. According to him, it is one of the oldest and most important means of expression developed by man. Artworks are also valuable sources of inspiration, and aesthetic and delightful experience.

This study aimed to come up with directory of local visual artist through interviews and documentary reports. The directory includes the short sketches of visual artist, and pictures of their masterpiece. This is similar to Nidea, (2013). Her book contains short sketches of the 22 artists and writers with the pictures of their paintings and texts of the poems and an excerpt of a short story showcased at an exhibit.

The directory will only focus to the visual artists in Camarines Sur. It will feature different visual artists from Camarines Sur with their work.

Other visual artists from Bicol were also featured in other books. Alvero (2002), featured Pancho Piano, a painter from Lagonoy, Camarines Sur whose favorite subject was the Bikol virgin of Peñafrancia. The CCP Encyclopedia of Philippine Arts (1994), also said that the Bicol region is rich in visual artists. As a proof, Barcenas of Naga and Neglerio of Nabua,

Camarines Sur excelled in the carving religious images and statues. There are still many of them and the rest just waits to be discovered and that is what this study wants to promote.

ARCHETYPES Archetypes refer to the model images of a person or role that are observed in the works of visual artists. Mukhopadhyay (2014) and Jung (1936) defined archetypes.

According to Mukhopadhyay(2014) archetypes as an original which has been imitated. The idea of the archetypal image is conceptually integrated with the aesthetics of visual arts. In addition to this, Jung (1936) said that it is a primitive mental image inherited from the earliest human ancestors, and supposed to be present in the collective unconscious. Jung believed that there is a group of symbols, or archetypes, that are manifestations of the collective unconscious.

These archetypes are found throughout cultures in fairytales, myths, and artistic representations.

Examples of archetypes are the following: shadow, animus, anima, the old wise person, the innocent child.

The Jungian archetypes influenced many other researches. Thurmond (2012) stressed out that among the Jungian archetypes; the most popular one is the Shadow. The Shadow is the often-hidden, repressed part of ourselves that we choose to ignore, often because it contradicts with our personal values. It can be compared to the Freudian id, since it represents human‘s base needs and darkest desires.

Another example of the Jungian archetypes is the anima-animus. Cowell (1999) investigates on the ideal of androgynous transcendence by identifying the Jungian animaanimus archetype within three specific artworks produced by three differing traditions. As a result, the study contributes to the discipline of art history by providing a non-traditional approach to the interpretation of visual art. While Flynn, (2000), investigated how archetypal imagery, as seen in the literature of fantasy and mythology, can inform procedures for constructing contemporary painting within the figurative and abstract elements.

Jung (1936), classified the Archetype family into 9 models: the hero, the maiden, the wise old man, the animal, the trickster, the original man, the God archetype, the Hermaphrodite and the self. In this study, the 23

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researchers aim to come up with their own archetypes based on the works of different Bikol visual artists.

MULTIPLE INTELLIGENCES Gardner (1983), proposed eight multiple intelligences. He believed that every individual possess different intelligences in varying amounts. He stressed that these multiple intelligences must be nurtured and strengthened.

The different multiple intelligence are the following: Naturalist Intelligence, Musical Intelligence, Logical-Mathematical Intelligence, Interpersonal Intelligence, Bodily-Kinesthetic Intelligence, Linguistic intelligence, Intrapersonal intelligence and Spatial Intelligence.

Individuals with spatial intelligence have the ability to think in three dimensions. Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence. Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming.

Visual-Spatial intelligence is possessed by visual artists who are the participants of this study.

In addition to this, according to Fowler (1996), the multiple intelligences, music and other arts are dimensions of human power.

Though arts do not make a person more moral, it helps him be empathetic to others.

Multiple intelligences explain mainly why people are exceptionally talented in different fields like the visual arts. This theory is used to explain and support our study in the theoretical framework of this paper.

PROCESS OF CREATION Zangwill (2007) and Sanchez, et al.

(2012), both enumerated three phases on how an artwork is created. First, the artist must have an idea; second, he must have a material in which to work on; and he must give form to his idea.

The idea or the subject which serves as the foundation of the creation of a work of art is identified during the first phase. A particular experience may impress an artist so much that he decides to use it as the basis for a painting or a sculpture. Depending on his cultural background, a painter for example may be attracted on anything by anything. He paints a picture from a

scene where most people do not think beauty exist. The second phase of creation in art concerns the material which the artist uses to give form to his idea. A painter uses pigments; a sculpture uses stone, metal or wood; and an architect uses various building materials. The last phase in creating a work of art is organizing the idea and giving it form in the selected material.

LEGAL BASES This study was guided by the following legal bases: Republic Act no. 7355 otherwise known as the Manlilikha ng Bayan Act is enacted to provide recognition of the national living treasures and the promotion and development of traditional folk arts, in providing funds and for other purposes. It was declared to be a policy of the state to preserve and promote its traditional folk arts whether visual, performing or literary.

For their cultural value, and to honor and support traditional folk artists for their contribution to the national heritage by ensuring that the artistic skills which they have painstakingly cultivated and preserved are encouraged and passed on to the future generation of Filipinos.

Similar to this, Section 14, Article XIV of the Philippine Constitution states that: ―The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of free artistic and intellectual expression.‖ Paragraph 2, section 18, Article XIV of the Philippine Constitution requires the state to ―encourage and support researches and studies in the arts and culture.‖ Therefore, it means that researches that promote the arts and culture must be supported and encouraged.

The government does not just help promote and preserve arts but also helps protect the rights of every artist. Different laws have been enacted and one of such is Republic Act no.

9105 also known as the Art Forgery Act of 2001.

It is an act that defines the crime of art forgery, provides penalties, institutionalizes the mechanism for art authentication and appropriates funds and other purposes. The act aims to protect, conserve, develop and promote the nation‘s cultural heritage, artistic creations and resources.

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Artists spend a lot of time, finance and an immeasurable effort for his every artwork. This act will presumably help keep the authenticity of the works of visual artists and protect them from such crimes as art forgery.

The listed related literature and studies gave valuable information, thoughts and ideas that guided the researchers to enrich the findings of their study.

Sanchez, et al. (2002), Centenera (2013) and De Bogart (1970) defined visual arts as the art that we perceive through our eyes. Tabotabo (2010) and Ariola (2008) stressed the importance of art appreciation. In addition, artworks are also valuable sources of inspiration, and aesthetic and delightful experience. Nidea (2013) and Alvero (2008) both featured Bikolnon visual artists in their book.

Jung (1936) and Mukhopadhyay (2014), defined archetypes as the images that can be drawn from an artwork. Also, it is a representation of a role or a person. Thurmond (2012), Cowell (1999) and Flynn (2000) studied the different Jungian archetypes.

Gardner (1983) proposed multiple intelligences. Visual artist exhibits spatial intelligence. Zangwill (2007) and Sanchez, et al (2012) enumerated three phases in the production of a work of art.

The research was also grounded by the following legal bases: Republic Act no. 7355 or the Manlilikha ng Bayan Act, Section 14 and Paragraph 2, section 18, of Article XIV of the Philippine Constitution and Republic Act no.

9105 also known as the Art Forgery Act of 2001.

The above mentioned reviewed literature and studies bear significance to the present study.

THEORETICAL FRAMEWORK The researchers included three theories.

These are the Multiple Intelligence proposed by Howard Gardner, Aesthetic Creation Theory of Art by Nick Zangwill and Carl Jung‘s Psychoanalysis theory which are related in this study.

Multiple Intelligence. The theory of multiple intelligences was proposed by Howard Gardner (1983). It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

It suggests that people have different

intelligences. Visual artists are considered spatial-visual learners because they have the capacity to think in images and pictures, to visualize accurately and abstractly.

Aesthetic Creation Theory of Art. The Aesthetic Creation Theory of Art which is proposed by Zangwill (2007) as a theory of how art comes to be produced. It is an artist-based theory that distinguishes the three phases in the production of a work of art. Visual artists need to know his intentions and fully understands the aesthetic and non-aesthetic properties of the artwork that he will create. This theory explains the creative processes of the visual artists.

Archetypes of Collective Unconsciousness. Jung (1936) in his theory, Archetypes of Collective Unconsciousness believes that there is a group of symbols, or archetypes, that are manifestations of the universal unconscious. He defined archetype as a primitive mental image inherited from the earliest human ancestors, and supposed to be present in the collective unconscious. These archetypes are found throughout cultures in fairytales, myths, and artistic representations such as paintings and sculptures.

III. RESULTS AND DISCUSSION This chapter discusses the result and findings of the data obtained in this study. The discussion follows the sequence of the specific problem stated in chapter 1, to define Bikol visual artists, to identify Bikol visual artists, to determine the influences of Bikol visual artists to the Bikol heritage, to identify the contribution of visual artits for the developmen of future Bikol artists and to establish archetypes of the Bikolnon visual arts.

To achieve these objectives, the researchers visited art galleries and art exhibits and conducted interviews. After the interviews, they analyzed the data and identified the Bikol visual artists, their influences to the Bikol heritage and their contribution s for the development of future Bikol artists. They also come up with a list of archetypes from the works of Bikol artists.

Using the researchers-made questionnaire, the researchers were able to gather the needed data to achieve the objectives.

What is Bikol Visual Artists?

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The Bikol visual artists are the participants of this study. This research defines a Bikol visual artist. During the interview, Encinas and Perez defined Bikol visual artist as a Bikolnon painter or sculptor who expresses his thoughts and emotions through arts.

In addition, Perez stressed that there are different views in identifying who is a Bikol visual artist. He identified three: a true blooded Bikolano, an adopted child of Bikol, and a Bikolano by heart. A true Bikolano is born in Bikol to Bikol parents, or might not be born in Bikol but has Bikol roots (grandparents). An adopted child of Bikol is not born in Bikol and does not have Bikol roots, but is raised in Bikol or is married to a Bikolano. Lastly, a Bikolano by heart does not have any characteristic similar to a true blooded Bikolano and an adopted child of Bikol, but his/her subjects is all about Bikol.

The Bikol visual artists identified above show, embrace and exhibit the Bikol culture, tradition, beliefs and heritage sites in their works.

The participants of the research were Jeffrey Agorita, Concep Buenavente, Evelyn Calara, Lomie Daliva, Fernando Flores, Harold Gomez, Maricris Gomez, Gemmalyn Padilla, Romualdo Perez, Bobby Rayala and Emmanuel Salvosa.The visual artists in Camarines Sur are mostly members of an art group and are having exhibits together.

Who are the visual artists in Camarines Sur? Jeffrey Agorita is a painter and is currently residing at Salvacion Baybay, Calabanga, Camarines Sur. He was inspired by his mother, who taught him how to draw.

Painting became his first love. It has also been his passion that every time he sees an artwork, it makes him happy. Lomie Daliva has been his mentor, too.

He is a member of Pintalino, Gurit-Gurit and Salingoy Art Group.His art form is cubism, and he also does mural painting. He is one of the painters who painted the mural at Our Lady of La Porteria Parish - Calabanga.

His subjects in his painting focus on religion. This is because he is a preacher in their church. He wanted to show his faith and devotion through arts.

He uses oil, watercolor and acrylic as his medium. He paints to express himself, to be

appreciated by others and to promote God-given talents like painting. His advice to would-be artists is to keep practicing. If it is your passion, you have to continue and pursue it.

Every summer, in its 10th year, they conduct free art workshop in Ratay, Calabanga which is sponsored by the municipal mayor of Calabanga. Aside from painting, he also plays guitar and piano and is a preacher in their church.

Concep Buenavente is a painter. She was first interested in arts when she was 8 years old, when she saw her brother‘s notebook full of drawings. She was able to show her talent through making school projects. It was after making his niece‘s project that she realized she also had the talent in arts.

She is now a member of Salingoy Art Group. She began with sketches and she started painting last year. Her usual subjects in her painting are women. She also began making pop art.

According to her, she welcomes both positive and negative comments about her work because it helps her improve. She plans to make painting a career in the future for her family, friends and those who believe in her talent. She wishes to tell everyone who also wants to be artist, to always enjoy what he or she is doing.

Evelyn Calara is a painter. She used to draw when she was a child but forgets about it while growing up.

After retiring at the age of 55, she brings and fetches her grandkids from school. While waiting, one of her friends suggested that they should try painting. They were mentored by another artist, Bobby Rayala. She was motivated upon seeing others paint and told herself that if others can do it, why can‘t she.

She makes miniature paintings of flowers and nature, her favorite subjects. She loves to travel and finds inspiration for her artworks in her environment.

She does not have a creative process.

According to her, upon seeing what she wanted to paint, she begins painting. She uses acrylic, watercolor, color and pastel as her medium. She also uses beads for her artworks.

Her advice to would-be artists is to capture the moment and also to visit galleries.

She said that as long as you know how to draw

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or just make lines and shapes, continue. If others can, you can also do it.

She paints for self-satisfaction that despite her age, she can also do it, and to influence other people.

Lomie Malanyaon Daliva is a painter and a sculptor. He resides at Balatas, Magsaysay, Naga City and is a graduate of Fine Arts in Philippine Women University.

At an early age, he became interested in arts and won 1st in a painting contest. He was inspired by his mom, Natividad Daliva who was a music and arts supervisor that time. At age 17, he became a cartographer of NBI. He currently works as an art consultant at the capitol.

His art forms are cubism, surrealism and realism. He usually paints about harvesting, planting rice, and the ordinary life of people like ―sabong‖ and ―bayanihan.‖ He uses oil paint, acrylic, charcoal and his favorite among the other medium, watercolor.

His paintings are mostly about Inang Peñafrancia. He expresses his faith and devotion through arts.

He said that he would usually take a bath before he paints to refresh his mind. He said that his greatest contribution to the Bikol heritage is arts because art itself is heritage.

He advices everyone to use their third eye, or see their works from other peoples point of view and to start from the basic. His wife, Roxanne Daliva is also a visual artist.

Fernando Flores is a painter. He was inspired by his parents, especially his father, Romeo Flores who was a sculptor. He was born on September 27, 1969 and resides at La Purisima, Quipayo, Calabanga, Camarines Sur. He studied how to paint by himself because he does not have money to enroll at an art class and workshops. He is a member of Salingoy Art Group and GuritGurit in Calabanga.

His favorite subjects are landscapes because for his love to the environment. His signature art form is Realism. Aside from that, he also does cubism, still-life, surrealism and portraits. He uses acrylic, oil, chalk pastel, watercolor and charcoal as his medium.

His advice is to put arts into your heart and find your inspiration, research, visit galleries

and exhibits, practice and find friends of the same interest.

He said that through painting, he can show to everyone the landmarks and beautiful things about Bikol, especially how devoted Bikolnons are.

He paints to express his ideas and emotions. He said that painting relieves his stress and he enjoys while earning. He also teaches kids how to paint.

Harold Gomez was born in Pili, the capital of Camarines Sur and also the town‘s leading art and cultural advocate. He had a formal training when he enrolled at RMTC-Bicol on Fine Arts (Decorative Painting) Course and on Philip Morris Group of Co.‖Pandayan Art Workshop.‖ His love for the arts began when he was seven years old. His father, who was his inspiration, gave him a ream of bond paper which he used for practicing. He uses all kinds of medium, and mostly does realism.

He is a painter and a sculptor. He also does molding and casting, and also wishes to do performing arts.

His wife, Maricris is also an artist.

According to him, he shows his artworks to his daughter and asks for her opinion.

His purpose for creating art is to give a message to the next generation.He is a member of different Art groups like PaletangBikolnon, Pintas, Silyab Arte kan Bicol, Pili Integrated Artists, KuritBikol, Konsepto, Salingoy, Sirangan, Art Association of the Philippines, Visual Art of Paranaque (VAP), and Artquatica Artsts Circle (ACC).

He is currently conducting art classes, because he aims to be an instrument in instilling the interest and appreciation in arts especially to the Bikolnons. Since 1992, he had participated several group shows and exhibits in his hometown, as well as in Legaspi City and the following in Metro Manila: -Kurit in Manila at Saturday Art Group Gallery, Ali Mall Manila, 2007 -Alab-Art, Molito, Alabang, Manila, 2015 -Art in the Park, Makati City, 2017 -Art in the South, Filinvest, Alabang, 2017

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Maricris Gomez was born on January 15, 1972 to Loreto and Gloria Gomez. She is currently residing at Naga City with her husband, Harold Gomez together with their four children.

She was highly influenced by her husband who exposed her to the world of arts.

Together, they join contests and exhibits. Now, they are both doing sculpture together.

At first, she was just supporting her husband, until one day she realized that she can also learn how to paint. That is why, her husband Harold helped her. She uses oil as her medium.

She paints the image of Inang Peñafrancia and nude paintings.

The subjects of her painting are women.

She wants to empower and uplift women through arts.

She usually starts painting at 4 am before her children wakes up or after all the household chores are done. Her advice to would-be artists is to continue their passion and don‘t let negative things affect them. Her purpose for creating art is to leave a legacy to her children and to the community.

Gemmalyn V. Padilla is a painter and is a resident of Sipocot, Camarines Sur. She is the only artist in the family. In elementary, she excelled in arts especially in making school projects. Her first drawing was an image of Virgin Mary. Her first drawings were in inspired

by Princess Sara, Ceddie and Remy, and she is inclined on Classical arts.

She enrolled in a Drafting Technology course at CBSUA- Sipocot campus but it was once her dream to study Fine Arts. She is a member of Salingoy Art Group. She uses acrylic, pencil and oil as her medium. She said she want to paint World War 2, a warzone or any scene with a soldier.

She paints still life and landscapes.

She displays her artwork during exhibits and in Facebook. She said, she paints for selfsatisfaction and to contribute something to the community. According to her, a place without an artist is boring, dull and is not alive.

Rommel Perez is the vice president of Salingoy Art Group.

He became interested in arts when he was still young. He was born with the talent, and was more inspired by the artists, Salvador Taning and Toti Selva. He is also a member of Salingoy Art

Group, Art Association of the Philippines and International Watercolor of the Philippines.

He does surrealism and realism. Vendors and anything concerning humanity are the subjects of his painting.

All of Romulado Perez‘ paintings are about street vendors. Perez wanted to promote and uplift these street vendors through painting.

He wanted to show others how hardworking they are.

He uses watercolor, acrylic and pencil as his medium. Before he starts painting, he usually listens to music, read and search the internet, and he usually do it in the afternoon.

His advice to those who are interested in arts is to never be discouraged and to keep on practicing. He paints for self-satisfaction and to present his subjects, who usually are ordinary people in the society.

Bobby Rayala was first interested in arts when he was in high school. It began when he was doing his school projects. Instead of asking other people to do it, he does it himself. Until his classmates also asked and paid him to do theirs.

In 1987, he taught in the art workshops in Ateneo De Naga University. He was encouraged by the priests to teach students how to draw and paint. He prefers to teach creative drawing rather than precision drawing. According to him, people differ in the art they create just like signatures. There is variation, even if they are doing the same image.

Rayala in his painting shows how a great politician socializes with ordinary people in the society. He wanted this to be an example to others.

He is also a member of Salingoy Art Group. He is currently having his free art workshops at Lerma, Naga City, which happens thrice a week.

Emmanuel Salvosa. His love for the arts was influenced by his parents who are also artists. Ever since he was a child, he was exposed to his father‘s paintings on the wall. He was inspired by his friends and Juan Luna‘s paintings.

He attended the Out of School Youth Animation Program (OSYAP) art class in Calabanga. He is also a member of Salingoy Art Group. His art form is impressionism and the medium he uses are pencil, ink, watercolor and 28

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oil. His favorite subject is a human form because it defines beauty and creation.

Before he begins with his artwork, he makes sure that his materials are ready. He conceptualizes by imagination or by reference.

He said that he takes negative comments positively, especially those coming from his fellow artists.

His advice to would be artists is to appreciate themselves and their works. He displays his work in their house, in art galleries and he gave the other paintings to his friends.

According to him, as an artist he was able to show and share his knowledge and talent. He is creating art for self-satisfaction and fulfilment.

What are the influences of the Bikol visual artists to the Bikol heritage?

Based on the result of the interview, most of the artists wanted to preserve and promote the Bikol heritage through their artworks. This is in accordance to 1987 Philippine Constitution Section 14, Article XIV, the state shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of free artistic and intellectual expression.

Agorita said that his purpose for creating art is to promote the culture of Bikol. According to Daliva, he paints to show and introduces to the next generation the history, culture and traditon of Bikol. Cultural artifacts such as artworks breathe its origin. In addition, Flores, Perez and Padilla stated that it is their goal as an artist to promote the culture and heritage as well as Bikol to the world. They also wanted Bikol to be known as a haven of talented artists.

The arts can establish a basic relationship between the individual and the cultural heritage he belongs. Moreover, Gomez, H. and Gomez, M. stressed that they wanted to leave a legacy to the next generation and to the community through arts. This agrees to the claim of Fowler (1996) that the greatest gift one people can give to another is to share his culture The artists do not only aim to promote the culture and heritage of Bikol but also to help develop future Bikol visual artists.

Agorita, Flores, Gomez and Rayala are conducting art classes and workshop to students who are interested in arts. Agorita, with the other

artists of Pintalino, is conducting free art workshops every summer. They coordinated with the municipal office and their workshop is funded. It is open for those who are wanted to learn and be an artist. Rayala is also having his free workshop at Lerma, Naga City, every Tuesday, Thursday and Sunday.

How do visual artists contribute for the development of future Bikol artists?

The visual artists also gave an advice to young artists. Agorita said that one should be true to him/herself. Flores, Gomez H. and Rayala said that an artist must be inspired and really love arts. They also stressed that one should keep on practicing to improve. According to Calara, an artist must do research and must never stop learning and looking for something new. She also said that one must not be afraid to try. She believes that if other can do it, why can‘t she.

Buenavente, Gomez, and Perez stated that an artist must continue creating arts and should never be discouraged. According to Gomez, no matter how ugly a painting is, someone will appreciate.

They also stressed that an artist must research, visit galleries, attend workshops, and keep on practicing. In addition, an artist must be observant, creative and take comments and critics positively. Moreover, one must really have the passion and love for arts. According to Buenavente, you will not feel sleepy or tired if you really love what you are doing.

After collecting their artworks, the researchers established archetypes in their works.

The archetypes are the images that are common or can be found in the different artworks. The researchers chose five artworks for each artist.

From them, archetypes were established.

What are the archetypes of the Bikolnon visual arts?

The researchers picked the top five among the following archetypes. The five archetypes or recurring symbol from the works of the Bikol visual artists are: women, vendors, Inang PeĂąafrancia, child, and mother and child. Jung (1936) defined archetypes as a recurring symbol or an image that is used repeatedly in arts. From 29

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the table, it was observed that the archetype used repeatedly in the artworks is women Top 5 Archetypes 1. Women The women archetypes in the artworks were depicted as free, fiercer and bolder women. Women, based on the artworks, embody freedom and independence.

Women are always associated to the term mother. She is described as caring, compassionate, dependable and loving.

The women in the paintings, as observed, show happiness and pain and women are known to be very emotional.

2. Vendors The vendor archetypes in the paintings show the life of ordinary people and small businessman. These vendors are those seen along the roads and in public places. The first vendor is a Chicharon vendor, the second is a takatak boy, the third sells ice and the last three painting show an ice cream vendor. These vendors are the pictures of hard work, persistence and determination.

3. Inang Peñafrancia The Philippines is a devoutly Marian country which means the Filipinos have a great love and intense devotion to the Blessed Virgin Mary, Mother of God. The Bikolnons are devoted to Our Lady of Peñafrancia. The Bikolnons fondly call her ―Ina‖ which means ―Mother‖ for; she has shown love and care to everyone, through her miraculous powers.

4. Child The child is always described as playful, innocent and source of happiness.

According to Jung (1936), a child archetype is a symbol of the developing personality. The three painting shows children in the playful stage, trying to enjoy and have fun. Childhood is the early stage of one‘s life, accompanied by optimism, innocence and being dependent.

5. Mother and Child The paintings show the affection of the Mother and child to each other. It is said that being a mother is the true essence of a woman.

Therefore, the paintings do not just show affection, but also happiness and fulfillment. The mother shows compassion and is dependable.

The child needs love, caring and affection. The mother and child archetype is a picture of true love, care and sacrifices.

IV.

SUMMARY, CONCLUSION, RECOMMENDATION

Summary The study is a about the visual artists in Camarines Sur. Specifically, it sought to answer the following questions; (1) What is a Bikol visual artist?; (2) Who are the visual artists in Camarines Sur?; (3) What are the influences of the Bikol visual artists to the Bikol heritage?; (4) How do visual artists contribute for the development of future Bikol artists?; and (5) What are the archetypes of the Bikolnon visual arts?

In gathering the data, the researchers used the researchers‘ made questionnaire during the interview. .

The result of the interview shows that Bikol artists are those who are either born in Bikol to Bikol parents or may not be born in Bikol but have Bikol roots. They may also not have any Bikol roots but is raised in Bikol, or is just a Bikolano by heart. They must have embraced the Bikol culture and exhibit it along with the tradition and heritage in their artworks. They may be based inside or outside of Bikol.

They have identified the different visual artists in Camarines Sur, including the painters and sculptors. They also determined their influences to the Bikol heritage and how they contribute to develop the future visual artists.

Mostly, the artists stressed that it is their goal as an artist to preserve and promote the Bikol culture. Some of the Bikol visual artists also are conducting free art workshops to hone and develop future artists.

They also have established archetypes from their works. After gathering the different artworks from the artists, they chose the top five most common images found in the artworks. The following are: women, vendors, Inang Peñafrancia, Mayon volcano, and children.

The output of this research is a directory of 30

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local visual artists. The directory includes the short life sketches of the different visual artists and their artworks. It also includes pictures from the different exhibits and galleries that the researchers visited. The list of archetypes from the works of the Bikol visual artists is also included.

Conclusion In the light of results drawn from findings of the research the following conclusion can be drawn.

1. Archetypes can be established from the works of the visual artists in Camarines Sur. The archetypes established from the works of the visual artists in Camarines Sur are women, vendors, Inang PeĂąafrancia, child, and mother and child.

2. Visual artists are born and made. Some participants of this study have an innate talent in arts while some of them enrolled in an art class and workshop to learn.

3. The art is one way in preserving and promoting the Bikol heritage and culture.

Recommendations In the light of above conclusions, the following recommendations are made; 1. Each municipality must have an art studio or art gallery where artists can show their artworks and students can visit.

2. Visual artists must be given attention and financial support in the community.

Aside from the Arts month during February, the local government must conduct activities, programs or contests that will encourage artists to show their talent and help them improve.

Researchers must conduct more studies about the visual arts in Camarines Sur. These researches will help promote and preserve the Bikol heritage, recognize Bikolnon talents and expose the young generation to the Bikol arts.

Centenera, F. G. (2003). Basic Elements of Humanities.

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Makati City: The Bookmark, Inc. De Bogart, D.V (1970). Introduction to Humanities.

(Published). Quezon City: C & E Publishing, Inc. Fowler, C. (1996). Strong Arts, Strong Schools: The Promising Potential and the shortsighted Disregard of the Arts in American Schooling.(Published).

United States of America: Oxford University Press.

Nidea, E.L. (2013). The Nurturing Inspirations from Rimpos. (Published).

Naga City: Gold Print Publishing House.

Sanchez, C.A, et al. (2002). Introduction to Humanities (Revised Edition).

(Published).

Manila: Rex Book Store, Inc. Sayseng, A.H. & Sandagan, L..D (2016). Contemporary Philippine Arts from the Regions (Published). Pasay City: JFS Publishing Services Tabotabo, C. V. (2010). Art Appreciaton. (Published).

Intramuros, Manila: Mindshapers Co.,Inc. B. ELECTRONIC COPY Armstrong, T. (2012). Multiple Multiple Intelligence.

Retrieved from https://howardgardner01.files.wordpress.com/201 2/06/443-thomas-armstrong-seider-mi-article.pdf on October 18, 2016.

DE Coster, P.L. (2010). The collective unconscious and its archetypes. Retrieved from https://archive.org/stream/TheCollectiveUnconsciousAndIt sArchetype s_100/Archety pesAlongJung_djvu.txt. on December 3, 2016 Zangwill, N. (2007). Aesthetic Creation. Oxford University Press.

Retrieved from https://www.hull.ac.uk/php/465848/HOMEPAGE /PDFs/Art%20and%20Phil osophy% 20%20Zangwill.pdf on January 7, 2017.

REFERENCES A. BOOKS Ariola, M.M. (2008). Introduction to Art Apreciation.

(Published).

Mandaluyong, Metro Manila: Cacho Hermanos, Inc.

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RAWITDAWIT OF NANA DADING: HER LEGACY, BIKOL‘S HERITAGE Davis Francis C. Baguio  Abstract— Rawitdawit as a form of Bikol literature means local narrative poetry. In order to prolong the life of a recorded data and enhance its value to future use, it demands preservation. The rawitdawit of Nana Dading is akin to this demand for preservation as part of her legacy and the Bikol heritage in literature. This research sought to answer: Who is Nana Dading in the realm of Bikol literature? What is her contribution to the field? What are ways to preserve her contribution? Through and in-depth interview, archival research and photo-video documentation, this investigation employed the narrative historical research approach. Nana

Dading is embodied with the extraordinary talents in writing literary pieces. Despite her age, she can still remember her written works; she can still manage to recite her beautiful works. Her beautiful masterpieces tackles about love, family, and religion and most especially it tackles about society. The future generations deserve to benefit from her rawitdawit and the lessons embedded in it.

Keywords—Bicol heritage, Legacy, Literature, Nana Dading, Rawitdawit.

I.

INTRODUCTION

People who love literature have at least part of their minds immune from indoctrination. If you read, you can learn to think for yourself.

-Dorris Lessing

The Philippines is rich in different literature wherein you can easily know what are the traits culture and beliefs of the Filipinos. Literature varies. It varies depend upon the place where it came from, same as language. One of the factors affecting literature is the culture of a certain place. Furthermore, Bicol is one of the places with unique kind of literature. CHED Memorandum Order (CMO) Number 59 series of 1996 has gave importance in the study of literature and language. This memorandum order covers the Literatures of the Philippines and should focus on the literatures of all the regions of the Philippines, whether written in native or foreign languages, from the beginning of Philippine history. Thus, literature of the Philippines should be preserved especially the

rawitdawit not just for the sake in the present days but also for the generations to come.

Preserving the literature especially the rawitdawit is akin to giving importance in the literary text written in Bicol from our Bicolano ancestors.

Hence, according to the 1987 revised Philippine constitution article 14, section 15, “Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote, and popularize the nation‟s historical and cultural heritage and resources, as well as artistic creations.”

It is clearly defined in the constitution that we Filipinos should patronize and give importance in the arts, culture, and traditions, so that it will still be alive in the next generations to come that symbolizes the rich culture of the Philippines. Studying the literature of the Philippines is just like investigating people based on his/her character. Moreover, studying your own literature could actually know the connection of culture of the place where you came from. Literature is one of the ways in developing and transferring the culture to future generations. We cannot deny the fact that our knowledge of our very own literature is meagre because Bicol Literature is seemingly not fully elaborated in the books that we are using in class. Thus, teachers have one of the biggest roles in teaching students about literature for it to be preserved and conserved. Hence, to continually support our own folklore, the CMO 59 requires three (3) units in teaching the literature of the Philippines in the General Education Curriculum (GEC) and the CMO 44 mandates three (3) units in teaching the literature of the region. Because of this memorandum orders, the students are required to study and give importance to the folklore of the Philippines.

Nowadays, Bicolanos are fond of writing literature. There is to patronize the work of a Bicolano in the field of literature and appreciate their dedication for local literature. There are lots of successful Bicolano writers who shared their talents nationwide. Other writers need to be made known.

Literary works of genuine Bicolanos need to be

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preserved for the people in the Bicol region hence this research. Through a narrative historical research, the author highlights one Bicolano writer whose contributions to literature and heritage have to be made known to many as her legacy and as Bicol‘s heritage. The aim of this research is to explore contributions of Nana Dading and her rawitdawit in literature; specifically it seeks to address the following questions and objectives: STATEMENT OF THE PROBLEM 1. Who is Nana Dading in the realm of Bikol Literature?

2. What is her contribution to the field?

3. What are ways to preserve and promote her contribution?

OBJECTIVES OF THE STUDY 1. Describe the importance of Nana Dading in the Bicol Literature; 2. Explore her contribution in literature; and 3. Discover ways to preserve and promote her contribution.

The study focuses about the Nana Dading and her Rawitdawit. This study also focuses on how to preserve it. Thus, the researcher chose only five (5) Rawitdawit to be interpreted. This would be the scope and limitation of the study.

II. REVIEW OF RELATED LITERATURE AND STUDIES

Bicol literature is poetry, novel or fiction written about Bicol. Not necessarily in the Bicol language, nor published in Bicol, neither by a Bicolano, but it is about Bicol. Meaning, the setting is in Bicol or the characters are Bicolanos (Escalano, 2012).

Rawitdawit as a form of Bicol literature means local narrative poetry. In order to prolong the life of a recorded data and enhance its value to future use, it demands preservation. Preservation presupposes a real or existing danger (Wilsou, N.Y).

Preserving our heritage requires a collective endeavour to gain record and preserve stories, records, and artifacts from yesterday (Clark & Henry, 1999).

According to Sahr (2015), there are too many people who believe that literature is simply not important or underestimate its abilities to stand the test of time and give us great knowledge. There is a stigma in society that implies one who is more inclined toward science and math will somehow be more successful in life and that one who is more

passionate toward literature and other art forms will be destined to a life of low-paying jobs and unsatisfying careers. Somewhere along the line, the world has come to think that literature is insignificant.

Tui as stated in the study of Pabia et. al (2014), believes literature is another way on how to determine the culture of the people. According to Aristotle, literature is not just about the past or the present but this is an important way to separate or distinguish the culture of the people. In other words, literature is one of the instruments to record the life of the people or the community. Santos (2012) emphasize that readers have the big role to strengthen the literature of Bicol. Nierva (2012), in her book entitled ―Antisipasyon asin iba pang Rawitdawit sa Bikol asin Ingles‖, reflected on the unending process of the Bicolano writers to make literature that centralized the culture, the life of the Bicolanos in Region 5.

Accordingly, the Commission on Higher Education (CHED) declares six (6) units of literature in college. More so, the literatures of the region are the major focus of the entire literature course. They should make strong attention in the literary text and to the news on the local writers of the provinces.

Using the language of a certain place in writing stories it will be a way for the writers to somehow develop the skills of new writers and somehow love the field (Bautista, 2009). Hence, there are logical connection between the language and writing a regional literature.

The National Commission for Culture and the Arts (NCCA, 2012) is the official government agency for culture in the Philippines. Parallel to the Republic Act no. 7356 of 1992 that: “Culture is a manifestation of the freedom of belief and of expression and is human right to be accorded due respect and allowed to flourish. Culture reflects and shapes values, beliefs, aspirations, thereby defining a people‟s national identity, a Filipino national culture that mirrors and shapes. Philippine economic, social and political life shall be evolved, promoted and conserved. The Filipino national culture shall be: a) independent, free of political and economic structures which inhibit cultural sovereignty; b) equitable, effectively creating and distributing cultural opportunities 33

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and correcting the imbalance that has long prejudiced the poor and other marginalized sectors who have the least opportunities for cultural development and educational growth; c) dynamic, continuously developing in pace with scientific, technological, social, economic and political changes both in national and international levels; d) progressive, developing the vast potential of all Filipinos as responsible change agents of society; and e) humanistic, ensuring the freedom and creativity of the human spirit. The Filipino national culture shall be evolved and developed by the people themselves in a climate of freedom and responsibility. National cultural policies and programs shall be formulated which shall be: a) pluralistic, fostering deep respect for the cultural identity of each locality, region or ethno-linguistic locality, as well as elements assimilated from other cultures through the natural process of acculturation; b) democratic, encouraging and supporting the participation of the vast masses of our people in its programs and projects; c) nonpartisan, open to all people and institution, regardless of creed, affiliation, ideology, ethnic origin, age, gender or class, with no organized group or sector having monopoly of its services and d) liberative, having concern for the decolonization and emancipation of the Filipino psyche in order to ensure the full flowering of Filipino culture.

The creation of artistic and cultural products shall be promoted and disseminated to the greatest number of our people. The level of consciousness of our people about our own cultural values in order to strengthen our culture and to instill nationhood an cultural unity, shall be raised formally through the educational system and informally through extra-scholastic means, including the use of traditional as well as modern media of communication. It is the duty of every citizen to preserve and conserve the Filipino historical and cultural heritage and resources. The retrieval

and conservation of artifacts of Filipino culture and history shall be vigorously pursued.�

It is the overall policy making body, coordinating, and grants giving agency for the preservation, development and promotion of Philippine arts and culture; an executing agency for the policies it formulates; and task to administering the National Endowment Fund for Culture and the Arts (NEFCA) -- fund exclusively for the implementation of culture and arts programs and projects.�

According in the article of Asain (2012), the folk literature of Muslim cultural communities in Mindanao, Philippines, may be in prose or in verse.

But the style and form of expression may vary from one Muslim cultural community to another, what with the various languages that the people speak.

These oral literary forms may be didactic, hortatory, entertaining, instructive, or informative. Folk literature in Mindanao Muslim cultural communities as in other Filipino groups follow the oral tradition in that folktales, myths, legends, epics, poems, riddles and proverbs are handed down by word of mouth from generation to generation. Moreover, as is true of folk literature of other people, folk literature in the Muslim cultural communities has a participatory audience. The audience listens, reacts, and retells what he or she hears to another audience, thereby ensuring the transmission of the folk literary material to others. Authorship is not individual; it is collective. Apparently, what the Muslim cultural communities must build and develop eventually is a body of written literature just like other Filipinos.

Folk literary genres in Muslim cultural communities may include folktales, myths, legends, fables, ballads, poems, riddles, proverbs, and epics.

Basically, the problem that easily comes to mind is the lack of access to the textual materials of these oral genres, if not their absence. Most have yet to be collected and documented. Some literary scholars and researchers have started doing so, but their efforts come far between. Worse, many of these scholars hail from foreign lands. For the efforts to be sustainable, the Filipino Muslims themselves must spearhead the move to protect and preserve their folk literature, which is an integral part of the Filipino national literary heritage. The people themselves are not seemingly aware that their cultural products are fast vanishing.

Literary preservation and development have seemingly taken the back seat. At present, what seemingly preoccupy the people are mundane considerations such as politics and 34

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economics. While these are indeed important, the Filipino Muslim cultural communities must realize the significance of their literature in their lives in that it helps preserve the richness and uniqueness of their respective cultural identities. Another sad reality is the difficulty in locating literary cultural bearers.

Many are getting older each day; others have moved out of their original cultural communities for one reason or another. Others are dead. The earlier the indigenous peoples realize this, the better.

According to the study of Pabia, et. al.

(2014), there is much importance in the folk story at San Jose, Camarines Sur, with (65.9%), then there is (29.3%) about legends and lastly there are only (2.4%) about myths and fables from the stories gathered respectively. Thus, San Jose is rich in literature, you can see it in the abovementioned data more especially the folk stories in the field of folk stories and legends, but there is some problem in the field of myths and fables having only (2.4%). If we will not take this seriously and if we will not give importance in preserving our own literature it will surely disappear in the next generations to come.

Genio (2014) as stated in the study of Caballero (2012) the folklores of Camarines Sur are all about in the history of the place. In addition, it is also giving importance in the history of the culture of the place that occurs when the time of the Spaniards who colonized the place years ago. Paz (2005) examined the proposal of the Cultural Center of the Philippines (CCP) in the development of the language and the literature of the nation. In accordance with the study, there is no culture without language, and there is a language that defines a culture. Thus, language and culture collide with each other in a particular community.

III. RESEARCH CONTEXT A woman named Bernarda Sula Abad also known as ―Nana Dading‖ was born on the 20 th day of August 1922, at Barangay Sta. Isabel, town of Calabanga. The ninety-six year old woman is the youngest among the seven siblings. She was raised from a simple life by her parents. Her father is farmer and her mother simply took good care of them. Nana Dading persevered to finish her studies for them to have and taste the prosperity of life. Calabanga Central School (CCS) currently known as Calabanga Central Division Pilot School (CCDPS) was the school where she spent her elementary days.

Unfortunately, at a very young age, she already tasted the bitterness of life. She needs to stop her studies when she reached the fourth year of her elementary days. The reason of which is that they were unable to afford cost of school materials back then. However, her perseverance and fighting spirit is greater than the biggest problem of life called

poverty. Because of that, she came back to school and eventually graduated her primary education.

Indeed, obstacles and challenges is part of life.

Another problem arose when she stepped into her secondary education at Camarines Sur National High school (CSNH) in Naga City. It was when the Japanese came to colonize our country. Because of this, she needs to stop her education at the middle of her first year in high school. But again her perseverance and fighting spirit is greater than anything. Even Japanese cannot stop her to reach her dreams. She came back to school and even got accelerated to third year when she took the exam given to her and eventually graduated her secondary education. Perseverance, hardwork, and diligence really paid off when she graduated her College on Elementary Teacher Certificate at Collegio de Sta. Isabel, and eventually, became a grade one teacher at her elementary Alma Mater for almost eleven (11) years. It was unfortunate that her mother was not able to witness her success because her mother passed away right after she graduated in college. Hence, life must go on, and she knows that her mother was so happy for what she had achieved in life. Nana Dading also worked at Sabang Elementary School and dedicated her teaching life for almost twenty four (24) years.

Nana Dading remembered the time that she first started teaching; her brother told her to not just look forward for her salary, but for the students to learn something by the end of the day. So, she did her best to do as what her brother said.

Nana Dading also remembered her attitude being a parent to her children. She never raised them using an iron fist, meaning she never hurt them physically but rather she is strict through verbal. ―I never hit my children, because children are vulnerable, they are blessings‖, she said. ―What they need is love and care from their parents‖, she added. ―If they did wrong, correct them. Explain to them what is good and bad,‘ she uttered. ―Your children‘s attitude will reflect on what kind of parent you are,‖ she said. Now that she is already old, it was surprising for her to even remember and able to recite her written Rawitdawit after every mass as confirmed by Lourdes Salem Parato her former student.

IV. METHODOLOGIES RESEARCH DESIGN Narrative research (Creswell, 2006) has many forms, uses a variety of analytic practices, and is rooted in different social and humanities disciplines (Daiute & Lightfoot, 2004). ―Narrative‖ might be the term assigned to any text or discourse, or, it might be text used within the context of a mode of inquiry in qualitative research (Chase, 2005), with a specific 35

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focus on the stories told by individuals (Polkinghorne, 1995). As Pinnegar and Daynes (2006) suggest, narrative can be both a method and the phenomenon of study. As a method, it begins with the experiences as expressed in lived and told stories of individuals. In this study, the qualitative and narrative historical will be used. Qualitative method, this method the researcher conducts an interview, documentations such as photographs and videos. More so, narrative research or narrative historical is a term that subsumes a group of approaches that in turn rely on the written or spoken words or visual representation of individuals. These approaches typically focus on the lives of individuals as told through their own stories. The researchers will also using the Archival research method.

Archival research is research involving primary sources held in an archive, a Special Collections library, or other repository. Archival sources can be manuscripts, documents, records (including electronic records), objects, sound and audiovisual materials, or other materials.

LOCALE OF THE STUDY The respondent of the study is from Calabanga, Camarines Sur, Philippines.

SHORT HISTORY OF CALABANGA Municipality of Calabanga is a 1st class municipality in the province of Camarines Sur, Philippines. According to the 2015 census, it has a population of 83,033 people.

In 1578 when the head Mission of Quipayo was established, Calabanga was only a visita or barrio. At that time, the place had vast forests and swamps and an abundance of wildlife such as monkeys, wild chickens, and forest lizard. Others say, it derived its name from the Bicol word ―Calabangan‖, the plural term of ―labang‖ or ―litag‖, meaning a kind of snare for catching wild animals.

Another legend says that Calabanga originated from the word ―Calagbangan‖ meaning the wide, long, and straight street spanning from the church through the poblacion, east to west, called locally as ―calabaan‖ or ―calacbangan‖.

Calabanga became known with 400 tributes.

On July 15, 1749, it was separated from Quipayo by virtue of the approval of Don Fray Joan de Arechera, Bishop Elect of Nueva Segovia of the Commissary of the King, in the petition signed & filed by 37 Calabangueños on April 28, 1749 for town to be conveniently administered.

There were 2 visitas, visita de Cagapad and visita de hinarijan and 12 barrios. The barrios were san Antonio, San Vicente, Sta. Catalina, Nuestra Señora de Salud, San Lucas, San Miguel, Sta. Isabel, Nuestra Señora del Carmen, San Roque, San Pablo, San Jose (now Balongay) and Belen.

Calabanga is one of the municipalities of the province of Camarines Sur and a member of the Metro Naga Development Council. With its fishing grounds and the vast agricultural area, it is a major supplier of fish and other marine products and prime agricultural products in the province as well as in Metro Manila.

RESEARCH INSTRUMENT The study uses a Qualitative method. Under this method the researcher conducts an interview using an interview guide. For the documentations, the researcher took photographs and videos. In addition, this study also uses an archival research method. Under this method, the researcher collects some important documents from manuscripts and written documents that will be utilized in the entire study.

DATA GATHERING PROCEDURE The data gathering instrument used in this study was made by the researcher approved by the research instructor. Firsts, a letter of request was addressed to the interviewee. After their full consent, the researcher personally conducted an interview with no time limit by asking open-ended questions.

After which, the researcher collects important documents that can be used as an evidence in this research.

V.

RESULT AND DISCUSSION

Nana Dading wish to preserve her legacy not just for the sake of popularity but for the sake of literature of Calabanga in the Bicol Region. Thus, the researcher only chose five (5) literary pieces of Nana Dading for literay analysi. The chosen Rawitdawit are the following: ―Valentine‘s Day‖, ―Golden Wedding Anniversary of Peping and Maring‖, Bagong Kasal‖, Family Planning‖, and ―Ako an prinsesa‖. a. NANA DADING IN RELATION WITH RAWITDAWIT A 95-year-old woman named Bernarda Sola Abad also known as ―Nana Dading,‖ lives at Barangay Sta. Isabel, municipality of Calabanga. She is a proud Calabangueño who is fond of writing Bicol Literature most especially Rawitdawit. ―I do recite my written Rawitdawit in the church whenever new priest arrived as my welcoming present,‖ she uttered. ―Writing and reciting Rawitdawit is my hobby‖, she added. She has more than twenty written Rawitdawit that she still remembers. ―You can make a good Rawitdawit whenever your mind is at peace,‖ she said. ―Nag-gigibo akong mga Rawitdawit pag ma-aga ta ang isip ta tuninong saka sariwa pa,” she added.

Her literature primarily tackles about family, religious aspect, love and for the society. Her 36

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extraordinary and a God-given talent in writing literature are simply amazing. b. THE RAWITDAWIT OF NANA DADING Rawitdawit is literature of Bicol region; it is somehow similar to the poems. Rawitdawit is a form of literature in Bicol. It is a term in Bicol for narrative poetry. According to Nana Dading, the Rawitdawit is just like a poem. In addition, she says that it is from the quarrel between the parents and the children. Since then, it became part of the Literature in Bicol region. Similar to the study of Aguay, stated in the study of Velarde (2012), it should have deep research in the real definition of Rawitdawit. It said to be from the quarrels between the people before as a kind of oral discourse in everyday living. As years goes by, Rawitdawit is imparted in the literature of Bicol Region that has now have its different kinds and forms similar to poems. According to Nana Dading, writing Rawitdawit is not an easy thing, you need to clear your mind for you to write and come up with a good Rawitdawit. In addition, Rawitdawit should have rhymes in every last word of the sentence inside the stanza.

The general themes of Rawitdawit of Nana Dading talked about love for family, love for parents and social issues. Hence, it can be their guide or information to realize some important issues that is rampant nowadays. Just like the Rawitdawit entitled, ―Golden Wedding Anniversary of Peping and Maring‖, it tackles about love of parents towards their children. The rawitdawit entitled, ―Bagong Kasal‖, talks about the guts of having your own family. Another sample rawitdawit, under the theme about social issues entitled, ―Family Planning‖, talks about the advantages and disadvantages of contraceptives. c. INTERPRETATIONS IN THE RAWITDAWIT In the Rawitdawit entitled ―Valentine‘s Day‖, it is primarily about unconditional love between the two lovers. It also talked about the true love and everlasting love between the spouses. As the old saying goes, true love conquers all.

In the Rawitdawit for the Golden Wedding Anniversary of Peping and Maring, it tackles about love of parents towards to their children. Parents tend to love their children unconditionally. A parent does everything just to provide the necessity of their children. A parent sacrifices everything just to nourish and guide their children. They even their kipped meals just to give the food to their children.

Thus, Rawitdawit talks about the love, efforts, and sacrifices of parents in the world.

In the Rawitdawit entitled ―Bagong Kasal‖, it talks about the guts of having your own family.

Having spouses or the scenario in entering or having your own family is not as easy as one two three. It is also stated in the Rawitdawit that you should live your life with the one you marry with. Your parents will no longer be on your side to help you decides everything about life. It‘s between you and your spouse.

In the Rawitdawit entitled ―Ako an Prinsessa‖, the sentiment of this Rwaitdawit is primarily giving appreciation to your teachers, mentors, and professors for their undying support and for their time in teaching us the knowledge that all of us deserves. More so, it talks about the teachings of our former and present mentors not only about in the nane of academics but most importantly the lessons about life. It is priceless.

In the Rawitdawit entitled ―Family Planning‖, the sentiment of this Rawitdawit is clearly defined in the title itself. Hence, digging into the deeper meaning on the text, it talks about the advantage and disadvantage of the abovementioned issue. It is stated in the Rawitdawit that contraceptives are helpful because it lessen the rapid growth of the population in the whole wide world.

On the other hand, it is disadvantageous because as Christians, we are not into it. According to the church, it is somehow similar in killing people.

The implication of the Raitdawit of Nana Dading to the Literature, arts and culture is that it helps the community to appreciate the Rawitdawit because of its themes. It strengthens the culture of Calabanga and it is a manifestation that Philippines has a wide range of arts which is the literature and the culture behind the Rawitdawit. d. PRESERVE AND CONSERVE HER MASTERPIECE AS HER LEGACY ―Gusto kong mapreserba and sakong mga Rawitdawit para magamit pa ini saka maadalan man kang iba sa masunod na henerasyon,‖ she uttered. ―We can preserve if by means of Repetition. We can also have literary folio containing the Rawitdawit,‖ she added. According to Nana Dading, Rawitdawit should be preserved for it to be use in the future.

People of calabanga should help one another to prolong the life of Rawitdawit as part of the literature in Bicol region. Thus, preserving something is not an easy job especially in the field of literature.

Preservation refers to the set of activities that aims to prolong the life of a recorded data and enhance its value to future use. Parallel to the statement of Wilsou (N.Y), it is also keeping safe from harm; 37

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avoiding injury or decay. This term presuppose a real or existing danger. The government of the Philippines supports the preservation of our heritage, in fact the Philippines has Republic Act no. 7356, section 7 or the preservation of the Filipino heritage.

It is the duty of every citizen to preserve and conserve the Filipino historical and cultural heritage and resources. The retrieval and conservation of artifacts of Filipino culture and history shall be vigorously pursued. Meaning to say, Filipinos should continue patronizing and help preserving the literature of calabanga for the sake of the culture of Bicol region. Aside from this Republic Act that empowers the preservation of cultural heritage, the Philippines also have the Article 14, section 15 of the revised Philippine constitution that arts and letters shall enjoy the patronage of the State. The State shall conserve, promote, and popularize the nation‘s historical and cultural heritage and resources, as well as artistic creations. By the help of the government and also by the help of the people in the community, the Rawitdawit will be surely preserved.

VI. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION Who is Nana Dading in the realm of Bikol literature?

Nana Dading is one of the unknown bicolano writers here in the Philippines. She is a Rawitdawit writer. Nana Dading is a 96-year-old person who lives at Barangay Sta. Isabel, municipality of Calabanga. She is a proud Calabangueño who is fond of writing Bicol Literature most especially Rawitdawit. ―I do recite my written Rawitdawit in the church whenever new priest arrived as my welcoming present,‖ she uttered. ―Writing and reciting Rawitdawit is her hobby‖, she added. She has twenty plus written Rawitdawit that she still remember. ―You can make a good Rawitdawit whenever your mind is at peace,‖ she said. ―Naggigibo akong mga Rawitdawit pag ma-aga ta ang isip ta tuninong saka sariwa pa,” she added. It is indeed, without a doubt, your mind functions well early in the morning.

Conclusion Nana Dading embodied with the extraordinary talents in writing literary pieces. Not all people can write literary pieces. Thus, Nana Dading is a gifted one. Despite of her age, she can still remember her written works, she can still manage to recite those beautiful masterpieces. Her beautiful masterpieces tackles about love, family, and religion and most especially it tackles about society.

Furthermore, she is the epitome of excellent and extraordinary literary writers that still exist in the world.

Recommendation The researcher would like to recommend that Nana Dading needs to be recognize as one of the excellent Rawitdawit maker by of her honor, award of merit as an artist. The local government unit (LGU) of Calabanga will have a big role by doing all these. It is to appreciate her works. Her extraordinary and a God-given talent should be known not just in Calabanga but also in the Bicol Region.

What is her contribution to the field?

Her contribution to the field is her beautiful Rawitdawit. She has approximately twenty written Rawitdawit. According to Nana Dading, the Rawitdawit is just a poem. In addition, she says that it is from the quarrel between the parents and the children. Since then, it became part of the Literature in Bicol region. Similar to the study of Aguay, stated in the study of Velarde (2012), it should have deep research in the real definition of Rawitdawit. It said to be from the quarrels between the people before as a kind of oral discourse in everyday living.

Here are the five (5) interpreted Rawitdawit: In the Rawitdawit entitled ―Valentine‘s Day‖, it is primarily about unconditional love between the two lovers. It is also talked about the true love and everlasting love between the spouses.

As the old saying goes, true love conquers all.

In the Rawitdawit for the Golden Wedding Anniversary of Peping and Maring, it tackles about love of parents towards to their children. Parents tend to love their children unconditionally. A parent does everything just to provide the necessity of their children. A parent sacrifices everything just to nourish and guide their children. They even their kipped meals just to give the food to their children.

Thus, Rawitdawit talks about the love, efforts, and sacrifices of parents in the world.

In the Rawitdawit entitled ―Bagong Kasal‖, it talks about the guts of having your own family.

Having spouses or the scenario in entering or having your own family is not as easy as one two three. It is also stated in the Rawitdawit that you should live your life with the one you marry with. Your parents will no longer be on your side to help you decides everything about life. It‘s between you and your spouse.

In the Rawitdawit entitled ―Ako an Prinsessa‖, the sentiment of this Rwaitdawit is primarily giving appreciation to your teachers, mentors, and professors for their undying support and for their time in teaching us the knowledge that all of us deserves. More so, it talks about the teachings of our former and present mentors not only about in the nane of academics but most importantly the lessons about life. It is priceless.

38

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In the Rawitdawit entitled ―Family Planning‖, the sentiment of this Rawitdawit is clearly defined in the title itself. Hence, digging into the deeper meaning on the text, it talks about the advantage and disadvantage of the abovementioned issue. It is stated in the Rawitdawit that contraceptives are helpful because it lessen the rapid growth of the population in the whole wide world.

On the other hand, it is disadvantageous because as Christians, we are not into it. According to the church, it is somehow similar in killing people.

Some of his Rawitdawit are the following: ―Valentine‘s Day‖, ―Golden Wedding Anniversary of Peping and Maring‖, Bagong Kasal‖, Family Planning‖, and ―Ako an princesa‖ that is interpreted by the researches.

Conclusion The implication of the Raitdawit of Nana Dading to the Literature, arts and culture is that it helps the community to appreciate the Rawitdawit because of its themes. It strengthens the culture of Calabanga and it is a manifestation that Philippines has a wide range of arts which is the literature and the culture behind the Rawitdawit.

Rawitdawit is her forte. She writes and even recites her beautiful RAwitdawit. She has 2tewenty plus written literary works that tackles about family, love, religion and most especially about the society.

Some of his Rawitdawit are the following: ―Valentine‘s Day‖, ―Golden Wedding Anniversary of Peping and Maring‖, Bagong Kasal‖, Family Planning‖, and ―Ako an princesa‖ that is interpreted by the researches.

Recommendation The researcher would like to recommend that the written Rawitdawit of Nana Dading should be implemented to the Mother Tongue-based Multilingual Education (MTB-MLE). It can be used by the teachers to be one of the lessons in the literature subject. The researcher thinks that it is a ―win-win situation‖. The students will know what Rawitdawit is and also the Rawitdawit will be preserved. We all know that it can easily vanish if we are not going to promote awareness in preserving and conserving our own literature. Calabangueños must realize the significance of the folktale of Bicolanos.

It is somehow be the basis of knowing the uniqueness of their respective cultural identities.

What are ways to preserve and promote her contribution?

According to Nana Dading, Rawitdawit should be preserved for it to be use in the future.

People of Calabanga should help one another to prolong the life of Rawitdawit as part of the literature in Bicol region. Thus, preserving something is not an

easy job especially in the field of literature. The government of the Philippines supports the preservation of our heritage, in fact the Philippines has Republic Act no. 7356, section 7 or the preservation of the Filipino heritage. It is the duty of every citizen to preserve and conserve the Filipino historical and cultural heritage and resources. The retrieval and conservation of artifacts of Filipino culture and history shall be vigorously pursued.

Conclusion Preserving the culture and literature of a specific place doesn‘t have much importance even if the Philippines already have memorandum orders that help the community to preserve and conserve its literature. It is primarily because of the apathy of the people in the community. Not all people are into literature. People nowadays don‘t have sympathy with their respective literature. They should realize the importance of their own literature. Moreover, people here in Calabanga should learn how to preserve and patronize the work of our very own Rawitdawit writers, one of which is Nana Dading.

Recommendation We can help preserve our own literature by patronizing it. According to Nana Dading, ―We can preserve if by means of Repetition. We can also have literary folio containing the Rawitdawit.‖ Nowadays, social Medias have a big impact in the society. The researcher recommends that we can also utilize social media to help preserve the literature. Furthermore, Philippines have the Article 14, section 15 of the revised Philippine constitution that arts and letters shall enjoy the patronage of the State. The State shall conserve, promote, and popularize the nation‘s historical and cultural heritage and resources, as well as artistic creations.

By the help of the government and also by the help of the people in the community, the Rawitdawit will surely be preserved.

Recommendation for the next researchers The researcher recommends to conduct another study about Rawitdawit. They should analyze the awareness of the people about literature, appreciation of Rawitdawit, perception of the audience in terms of the significance of rawitdawit to school and to community.

Reference List Books Nierva, Victor Dennis T., Antisipasyon asin iba pang mga rawitdawit sa Bikol asin Ingles. (Naga City: Ateneo de Naga University, University Press, 2012).

Unpublished Thesis Caballero – Gratelo, Ma. Aurora., ―Kaugnayan ng Pagtangkilik sa mga

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JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018 Literaturang Bundok Isarog sa Wika at Kultura ng mga Camarinense (Unpublished Thesis, UNC, Naga City, 2012).

Genio, Shirley A., ―Kwentong Bayan: Bakas ng Sosyokultural na Dimensyon.‖ (Unpublished Masteral Tesis, UNC, Naga City, 2014) Pabia, Cristian., ―Salaysaying Bayan sa Piling Barangay ng San Jose.‖ (Unpublished Undergraduate Thesis, Partido State University, Goa, Camarines Sur, 2013).

Velarde, Camille., ―Mga Piling Rawitdawit ng Calabanga tungosa pagpapahalagang Sosyo-kultural.‖(Unpublished Thesis, Central Bicol State University of Agriculture, Calabanga, Camarines Sur, 2017).

Internet Asain, Calbi A., ―Folk Literature of the Muslim Cultural Communities.‖ Retrieved September 27, 2014. http:// www.ncaa.gov.ph/about-culture-andarts/aticlesoncna/article.php?iqm481=233.National Commission for Culture and Arts(NCAA)http:// www.ncaa.gov.ph/about-ncaa/aboutncaa-history-mandatePhp (retrieved 2012).

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Life after SAMBIT; A Phenomenological Study of Alumni Adelaida C. Cabrera and Lovely Lyn B. Maraña

Abstract— This phenomenological study aimed to document the lives of SAMBIT Alumni after they graduate as member in a theater group named Sentro ng Artistikong Manlilikha na Bumubuo ng Identidad at Talento (SAMBIT). A guide questionnaire was used to know the profile of SAMBIT Alumni, narratives in terms of membership, experience and principle/values learned contribution to their career and their aspirations towards the future of SAMBIT. Researchers used a qualitative method and affinity coding in gathering and analyzing data to answer the questions and meet the objectives of the study. Four SAMBIT Alumni actively participated in the study. By conducting individual interview to the persons involved in and by observing some of their lives, the researchers came up with the findings on this study. Results revealed that majority of SAMBIT who were interviewed for the research are teachers and two are engaged into business and entrepreneurship. It was also revealed that most of them used the principles and values that they have learned such as being disciplined, religious, and organize to their professions. They are now living and working in Calabanga. Therefore, their artistic contribution is given to this community.

As they envision the future of SAMBIT organization, they are also aiming for more breaks to come to this group.

Keywords—

Phenomenology,

SAMBIT

Alumni,

SAMBIT

I. INTRODUCTION “The theatre was created to tell people the truth about life and the social situation” Stella Adler The purpose of this study is to know the benefits and experience of SAMBIT Alumni in Theatre arts that we may use in to one‘s career and in to their community that they are now engaging.

Theatre arts also taught to us during our college year. This was the year where we are already shaping ourselves for our future and also the stage for the possibility that we may encounter when we already

mixing with the society. This stage in our life was the stage where we can learn how to be strong enough to face those obstacles. By joining some school organization, fraternity and any other small groups, it will help you to reach your capacity more than who you are today.

One of the well-known University in Bicol is the Central Bicol State University of Agriculture (CBSUA) which has a theatre group named Sentro ng artistikong Manlilikha na Bumubuo ng Identidad at Talento (SAMBIT) formerly Samahang Bagong Inog ng Tanghalan (SamBIT). The organization enhances one‘s potential to build and shape their hidden talent. This group has already an Alumni Association who also used the theatre not just to discover human potentials but also to enrich mental and spiritual being.

For almost two (2) decades of this collaborative group (SAMBIT) with the reinforcement of the said university they already demonstrated to the society that they already produce graduates who are now good actors and actresses to their career choice and community that they are now engaging. As pertaining to this matter, researchers are looking forward to have a phenomenological study about the lives of SAMBIT Alumni together with their narratives in terms of their membership and principles/values learned moreover to distinguish the contribution of this to their profession and also to know their aspiration and future of SAMBIT organization. The investigation was conducted in order to know the benefits that the graduates obtained from the organization were relevant to their professions and also to find out what can they contribute or already contributed to the community of Calabanga.

A. BACKGROUND OF THE STUDY The study is concerned about how SAMBIT Alumni used their experiences, principles and values that they have learned when they joined in SAMBIT organization. It also focuses on how to make theatre arts more applicable and useful to the member. This study further discussed the experience and benefits of theatre arts to the SAMBIT Alumni and its contribution to their a) life; b) work; and c) itself in terms of their career choice.

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018

B. STATEMENT OF THE PROBLEM This research focused on the following inquiries: 1. What is the profile of SAMBIT Alumni?

2. What are the narratives of SAMBIT Alumni in terms of; a) Membership b) Experience c) Values/Principles learned 3. How have these SAMBIT experiences contributed to their career?

4. What are the alumni‘s aspirations to the future of SAMBIT? C. OBJECTIVE OF THE STUDY This study aimed to understand the lives of SAMBIT Alumni when they were trained under the Theater Arts group. Specifically, the study aims to:  To describe the profile of SAMBIT Alumni 

To discover narratives about experiences, beliefs, principles and values learned;



To understand the benefits of their experiences to their career



To explain their aspiration towards the future of SAMBIT organization

II. LITERATURE REVIEW Theatre Arts According to Brown K. (2010 n.p.), Theater is not yet dead, it is still alive and breathing until this 21st century. In this modern generation, some of the people can‘t recognize the significance of theater in our society, lives and culture now a day. Jacob (n.p, n.d) stressed that the first thing that comes in our mind when we mentioned theatre is a stage play, actors and actresses but more than that theatre can also use to educate people about social awareness and a tool to visualize the inequalities cases in our society . Theatre arts was suggested to at least apply to the curriculum of the primary school grades so that in their very young age, children can creatively think and express themselves and boost their capabilities beyond their limits. ―The role of theatre in our society is difficult to define, for the theatre has an almost infinite number of functions. In one sense it has as many functions as

there are players. In other sense, it has as many function as there are viewers of plays‖ (Brecker S.L., 2009, p.126-131). Because of the different perspective and different opinion of individual, they see the theatre arts as a respite to their problems, chance to entertain and escape in reality. People who tends to join or experience the theatre is also intending to discover him/herself, to fulfil not only their physical traits but also his/her mental and soul being and to know what is her/his purpose in life.

In today‘s generation, some of the people think that there is more immediate form of entertainment than using theatre programs but on the other side theatre is one of the effective way to reminisce the importance of our culture especially now that we are growing in uncultured generation (Sanders, B., 18 October 2012). Based on their study, there was an experiment in 2011 that showed an effective impact of theatre in psychological capabilities especially if the individual is always participating in theatre.

Thespian who is always attending the rehearsal that involves the dance and other exercises was also the one who have a lot of opportunities to be shaped and improve them.

Life after Graduation Nora Ide McAuliffe (2015 n.p) states that we have a basic choice after we graduate; work or further study. In your final-year in college you already have an idea about what are you going to choose after your degree, McAuliffe suggests that whether you already know what you want for, always look forward to the impact of this in your life.

Talking to the other people who already have an experience in work or study the area that they want to be learn, may help you to visualize what you are going to do in your future.

According to Randall S. Hansen, Ph.D.(NP, ND), as we graduate in college, reality will be our stepping stone to our future. On the way to your future, it is part of your adventure to encounter some of the obstacles. He gave a list of eight critical issues that you need to deal with after you graduate; 1. Your Next Life Decision: Career A or Career B; 2. Your Next Career Step: Job or Graduate School; 3. Your Next Place to Live: Apartment or Living with Mom and Dad; 4. Your Next Home Town: Staying Nearby or Moving Away; 5.Your Next Budgeting Issue: New Car or Paying Off Student Loan/Credit Card; 6. Your Next Finance Goals: Spending Now or Investing for the Future; 7. Your Next Insurance Issue: Health, Auto, Life, Apartment or Else and; 8. Your Next Concern: Dealing with Success or Failure.

The 8th critical issue that was stated by Hansen shown that at the end of the day, we can meet our success or end up with the failure. We can be fired or downsized in our job after we graduate , all of us will change our jobs and career for so many time, seize the opportunity today because it may not last forever.

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Ger Lardner (N.D, N.P) a senior careers adviser emphasize that in today‘s generation, employers are not just looking for an employee who can show not just themselves in terms of their work but also who can bring different talent to the company. To establish yourself in this society, Lardner suggested that as early as now, you have to choose your networks that will benefits you until the end. Lardner also believes that you will be given a chance to figure out your weaknesses and strengths through your experiences after you graduate in college year.

Contrast to Lardner, Jack Welch (n.p, n.d)adduced that in terms of reality; you cannot control it as you dreamed to be because reality is unpredictable. Learn how to handle problems for us to proceed in the next chapter of our life. Facing the reality of life isn‘t easy; it takes courage, perseverance and stick-toitiveness to achieve what you really want. Some of the graduates have a good state in life now, how?

They chose the career where they cannot just show who they really are but also where they can boost their limit. Therefore, graduates must be vigilant in terms of picking a job because if you are not passionate enough from the start, you will never stick it out. At the end of the day, we were about to find the best one that fits to the job that we really love and will surely help us to achieve our goals.

School Organization An organization in school has a different function. It can be develop your mind, your skills and most importantly, yourself. It helps the students to be more independent in terms of multi-tasking.

Handling different task is not that easy, you need to have a lot of patience to be able to achieve the said task, every student has a capability to do things in a same amount of time but the one who is determined will lasts.

An award-winning journalist, Linda Ray (N.P, N.D) states that as early in the middle or high school year, if we are already practicing effective organizational skills, you‘ll be also better in college and be fully prepared for your successful career.

Charlotte Danielson (2002) stressed that school‘s organization has a big role in terms of the student‘s learning. School organization benefits not only just the students but also their instructor who facilitate them. Maximizing the flexibility, encourage to learn and to teach and to integrate with the others are some of the school organization should be designed to their institution.

Fig. 1. Benefits of a School Organization by Michelle Corbette

Danielson suggested that those educators who belong to a large school can break up into smaller group so that the schools in rural areas who cannot afford to offer a range of curricular or extracurricular offerings can be provide.

In our college year, we already has a hectic schedule regarding to our academic and other matter, so why do we have to get involve to an organization?

Michelle Corbette(N.P, N.D), Director of Graduate Student and Academic Services in Bentley University gave a significance list of benefits of a student organization.( see Figure 1) By joining an organization you will learn to handle a situation and test your current knowledge. You will also discover what you are good at, that will surely help you with your future. Communication skill, attitude and work ethic can be also taught in organization. Work with a team may also your asset for your future because in organization, there is an instance that they will put you on a situation where you are required to give an advice or as well as give your own.

Different person from the different places, you‘ll get networking opportunities. This will help you to make a few circle of friends, connections and new relationship that will help you to in line to your future.Organization who professionally-focused and host in several events with their alumni can help the present members to gain more experience opportunities in the future, Corbette said.

Club or Organization will teach you that ―making mistakes is OK‖, they are always there for you to cheer up every time that you commit mistakes.

Having friends through organization helps us to be optimistic and an adviser to gives us guidance and support inside the group.

As of today‘s generations, we need to free ourselves inside the box that we‘re engaging, be free and try to be independent. Be versatile in any aspects so that you have the courage to step beyond your limit.

Preparing yourself today is one of the ingredients to be able to achieve our goals. We need to develop 44

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ourselves today in order to have a great outcome in the near future. Nothing is permanent, everything‘s change so train yourself now to be a good individual and be prepared for the upcoming real battle of life.

III. RESEARCH CONTEXT Sentro ng Artistikong Manlilikha na Bumubuo ng Identidad at Talento (SAMBIT)

Figure 2: Logo of SAMBIT

For almost 30 years of SAMBIT in CBSUA, the researchers inspired to document its growing career for the past year until now. By asking one of the pioneers of this organization who recollect its information, researchers discover its legacy from the start.

The Samahang Bagong Inog at Tanghalan (SamBIT) in the past decade is a theatre group and one of the school organizations in Central Bicol State University of Agriculture which was established in the year 1988. Dr. Eliseo H. Lachica, the school administrator that time tasked Ms. Rosa Ubano- Cid to conceptualize and form a dramatic guild because of her directed play ―Mga kaluluwang nagdurusa‖ that was performed by the fourth year high school students. With the help of Dr. William M. Espejo, Artistic Director of the Naga College Foundation (NCF) and former mentor of Ms. Ubano- Cid, the group was formally organized. This group is helping the students to acquire new knowledge not just in academic purposes but rather in cultural activities. At first there are only ten (10) high school students underwent a Basic Acing Seminar Workshop with Dr. Espejo at the Naga College Foundation and these are; 1) Ariel Palayar 2) Allan Beldua 3) Charlie Panibe 4) Ruan Russ Parde 5)Luzviminda Palayar 6) Maricel Ferran 7)Racquel Catolico 8) Ma. Theresa Malate 9) Judith Azur and 10) Juanita Asuan. It is a group of youth enthusiast in the field of arts, acting and dancing as well as singing .In the year 1990, this

organization started to perform a Living Rosary that shows their devotion for almost 17 years and counting.

As early as 1994, the group started to perform outside campus. That time a simple performance is enough to show their talents and skills that they have. One of their ways to show their devotion every Holy Week is to participate in ―An Pasyon ni Kristo‖ which started in the year 1995.

They are now in 23rd year in participating in this annual event of Calabanga community.

Later on as time goes by, year 2003 this group improves a lot when they won a first place in the 2nd Bicol pastores dance festival because it opened opportunities for greater artistic expressions with the inclusion of Dance Theatre in its scope. All of the members that time are actively participating without thinking that they will receive a reward as a return to their hard work. Until the 2005 came, the school administration decided to give a cultural scholarship for those members under this organization.

Because of having a lot of performances and becomes bigger by some student who get interested to join the group, the Samahang Bagong Inog sa Tanghalan (SamBIT) changed its name as Sentro ng Artistikong Manlilikha na Bumubuo ng Identidad at Talento (SAMBIT) in the year 2013.

This organization covers the entire artistic expression or the so-called ―Total theatre‖. It shows that this organization is not just focusing on the talent of the student but in the psychological factor. This group aims the goodness and the behavior of every member to preserve the tradition of this organization.

The vision and mission of this is to raise the ability of the member to do more; to make their selves better and to shape/develop their skill in terms of joining to this kind of organization.

Misyon Hubugin ang kawilihan at kakayahan ng mga mag aaral upang pahalagan at mahalin an ating sariling Pambansang Kultura na siyang sumasalamin sa ating identidad, gayundin ang maging isang katangi-tanging alagad ng sining na kumakaling sa nakaraan, kasalukuyan at hinaharap ng pambansang sining.

Bisyon Tinatangi at ipinagmamalaking samahan ng mga kabataang mag aaral na may katatagang moral at ispiritwal, at mayaman sa karanasan na siyang pinangagalingan ng kakayahan at talent na ginagamit sa artistikong paraan sa pamamagitan ng teatro, upang patuloy na pandayin ang pagpapalaganap ng sariling kultura tungo sa pambansang pagkakakilanlan.

Aside from Ms. Rosa Ubano Cid who started to train the members of SAMBIT, one of the pioneers 45

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of this organization, Mr. Richard G. Castor or also known as Kuya Chad is now also helping to train new members who will continue the legacy of this organization. But before Mr. Castor manages this group, there were previous adviser who also helps to enrich this organization. The following are the Past SAMBIT Adviser; Lina O. Agualada- Villeger, Melinda Alsisto, Michelle G. Mojico, Vicente M. Lita, Mercy P. Luntok, Manilyn B. Pron, Glecy R. Palayar- Galero, Elvie B. Bornel and Jerom M. Hipolito. For the Current Adviser we have; Mariss G. Encinares, Beverly B. Sales, Judyl Aira P. Malanyaon, Marjun O. Adan, Maylyn R. Talaguit and Richard G. Castor As of now they already have a huge amount ofmembers and alumni who continuously participating in some performances of SAMBIT organization. This group is now competing not just Regional but also in National and aiming to perform International. Attached below are some of the performances of SAMBIT Organization.

SAMBIT Alumni Association Inc. With the help of SAMBIT Alumni and acting as President Ms. Manilyn Pron, researchers also found out the background of this alumni association. It takes time for them to trace the starting point of this because its already a years when they started this group but for having an interview about this, they also having fun because they reminisce also their funny, happy and unforgettable moments.

SAMBIT Alumni started to be reuniting in the 20th anniversary of this organization in the year 2008. This was obtaining to at least yet they are already a graduate of this organization, they already have a time to have a simple chit-chat with one

another. For the past year, every anniversary of this organization they have just having a simple gathering where the current members are the one who organizing the event, not until Mr. Zaldy Papillera elected as a President in Alumni. Year 2010, 22nd Anniversary of this organization, it becomes more systematize because except of having a concrete set of officer who can handle this event, it is because there are more alumni who actively participating in their Annual home coming. Alumni was also started to organize the said get-together event with the help off their current members. For 23 rd and 24th year of this group, they just have a simple gathering as what they have done in the past because they are planning to have a big proposal for their Silver Anniversary.

When the organization turns to its 25th year or in the Silver Anniversary, the group decided to have a new set of officer. Mr. Zaldy was replaced by Ms. Manilyn Pron, the new President of SAMBIT Alumni. As what we all know about SAMBIT, alumni wants to level up the capability of this group and their association that is why they tried to accredit the SAMBIT Alumni to the community of Calabanga and luckily in the year 2015 and in 27 th year of SAMBIT organization the SAMBIT Alumni Association Inc- became registered in SEC. From having a minimum of ten (10) members up to six hundred (600+) members and an approximately of 30 registered alumni members this was simply means that the SAMBIT organization with their Alumni is growing successfully.

Though they are now having a lot of schedule in terms of their career and life, they also find way to be back to the organization where they having a busy time before. Being an alumnus of this organization does not mean that your talents and skill will not be recognized. Some of the Alumni until now were actively participating and proposing an activity where they can still show case their talents.

Here are some of their activities; This group shows that though they are now a graduate of this organization, their passion in dancing, acting and to the community is still in their heart.

IV. METHODOLOGY Research Design Qualitative approach and Affinity coding were used by the researchers in this study. This method is primarily a phenomenological research. It is used to understand more about the lives of SAMBIT alumni, to collect their narratives in terms of membership and principles/ values learned, to understand the benefits of their experiences to their career and to explain their aspiration towards the future of SAMBIT organization. It provides insights/opinion into the research topic to develop a potential qualitative research.

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Researchers used the Qualitative method, especially the Phenomenology. This method is the study of the development of human consciousness and self-awareness as a preface to or a part of philosophy. This was conducted through survey and individual interview. .

Participants of the Study The main subjects for this study are the SAMBIT Alumni who underwent workshop in the year 1994 to 2008. With the help of their research adviser who was also an active member of SAMBIT, they traced some of Alumni to gather an interview regarding to their lives as part of SAMBIT during and after their college degree.

Data Gathering Instrument Researchers made a survey questionnaire that was administered to the selected respondents.

Instrument was validated with the adviser and modified in Bicol language so that it would not inconvenient to the respondents to answer. The researchers encompassed the fulfillment of the research questions specifically to the SAMBIT Alumni, their achievement and experience about theater arts as SAMBIT member.

An Information Sheet and Consent form will be used before conducting interview so that the interviewee and researchers has a legal document that shows the consequences and stating that they allowed the researchers to conduct an interview about their lives.

Data Gathering The researchers used their statement of the problem for their data gathering. When information sheet and consent form was released to the chosen Alumni and has an approval of the interviewee, they started to gather information.

The goal of this study is to have some profile of the members in SAMBIT Alumni Association that has now in a stable career, to know what are the advantages of having theatre arts in lives of SAMBIT Alumni, find out their experiences and values/principles learned that affects their chosen career and to know the aspirations in SAMBIT organization for the next coming year.

After data gathering, researchers will be using the affinity coding to identify their specific answer to the said questionnaire.

These how affinity coding was done for this research. Researchers used color coded Meta cards to combine similar themes and ideas. The results of coding that will be discussed in the Chapter five; Results and Discussion.

V. RESULTS AND DISCUSSION Devoted Mom Being a wife to her husband, Leo Muroda, a mother to her two sons; Julian Gabriel and Joshua Miguel at the same time a teacher and Extra- Curricular Coordinator at Dominican School of Calabanga for almost 16 years, she never failed to look back on where she started to learn some of the traits that changed her a lot.

By using her profession, she shows the aspects that she learned inside the organization that she continuously supporting until now. Ms. Ruth Prevosa in her high school days year 1995, started to join the SAMBIT Organization.

Because of her curiosity, Ate Ruth decided to undergo the audition together with her friends.

Without any doubt she pursued to be part of this group because she realized that being part of this organization will help her to boost herself. But suddenly, she transferred in Naga College Foundation to continue her college year and this was the time that she became inactive as a SAMBIT member.

After she graduate and became a teacher,little by little she also teach to her students the essence of theater arts through having an activity like Living Rosary where the students are participating and showing their love to God through dances.

“Sa kadakulan naman nin mga nagkagiribo kang panahon mi, dae ko naman naroromdoman, ang pirme lang nagreremain sakuya an marahay na iribahan” Ate Ruth said. As we interviewed her about some of her memorable experience in SAMBIT organization, you can really feel through her face the happiness while reminiscing the moment way back when she entered this organization. She even mentioned some of her high school performances like for instance stage play, intermission and competitions that remarks in her mind and heart, and you will be amazed to her resilient will and determination to share her knowledge and experiences about Theatre Arts that taught her a lot in terms handling her students, family and herself.

Year 1995, SAMBIT does not have a scholarship. Pure determination and willingness is your essential reason to be a SAMBIT member. When she decided to join in this group she did not intended to be popular in their school but rather to enhance her talent and share it to others. In her time, being a SAMBIT member, they just have a several performances inside the campus. “Hoy Bata!

Huwag dian” is one of her memorable performance that they have done during her time because they internalized well the character that they are going to portray but also because of the friendship that was 47

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form in every rehearsal that they have done was for keeps. Unlike now, this organization has now a scholarship and a lot of intermission and opportunity to compete not just here in Bicol but rather in National competition representing their Region (Region V).

Be disciplined all the time and if there is a chance, support and participate to the community that you are engaging was the best way of Ms. Prevosa to show how does this group shaped herself. Having a time to at least participate to some of the events of this organization was also her kind of contribution that she can give back to SAMBIT Organization.

“Dae magdakula an payo” In this, Ate Ruth emphasizes that although you are now having a good and stable career does not mean you need to be arrogant, but rather must learn how to look back to the things that helped you before to build you into a better person, remain simple and have a good attitude for you to succeed in life.

“Magdakula pa para dakul pang matabangan” Ate Ruth wants this organization to be enormous in order to have many students to be helped by this group.She also conclude that becoming part of this group does not mean you are allowed to be overconfident member because of its successful story but rather be humble and be simple as what Ate Ruth always say ―Maging simple lang‖. She also said that; current members must not abuse the trust that was what the administration giving to this group because it is for our own sake. Although SAMBIT is now one of the well-known group not just in CBSUA campuses but also on the other places, Ate Ruth will never forget those values that she have learned during her time as a SAMBIT Member until now. “Dae mo kaipuhan iboost o ipagyabang kung anong igwa ka,maging simple asin magkaigwa nin marhay na ugali miski kiisay man” is what Ate Ruth always emphasized until the end of our interview. Some of their experiences may become one of their miseries in life but in the end of the day it will help them to become a better person; that is one of values, principles and practices that SAMBIT members will be proud of in the near future.

A trainer of all time A man with full of encouragement in terms of his life and career.

Shaping/developing one‘s talent is what he wants to pursue. As a trainer, a lot of patience is what you need and a dozen of discipline is what you must have, and these characterize Mr. Angelo Sioson. In the year 1994, Kuya A was encouraged to join this group by his friend Mr, Rommel Malanyaon, who is also a SAMBIT member; he underwent the so called ―audition‖ and officially became a SAMBIT member in the same year. Among the four (4) participants Mr.

Sioson is one of the oldest Alumni participating in this group. He is now married with Nenita R. Sioson and living at Belen, Calabanga, Camarines Sur and currently teaching as teacher I at the Calabanga Central Division Pilot School; under DepEd. Same as Kuya Mario and Kuya Cabs, Kuya A is also a freelance choreographer and training in different kind of cultural activities. Grade school as well as high school students are the ones that Kuya A used to train. Shaping and building one‘s talent is what he wants to develop by being a trainer. Kuya A that time was surrounded by a group of people that they need to be engaged in. Though it was his first time to perform outside the campus, it becomes one of his memorable experiences because it was his first time to perform and this was also the farthest place that they have performed a cultural dance.

Having a discipline in performing on stage is what Kuya A learned about being a SAMBIT and to his profession he used this trait to also teach his students to be a good performer inside the classroom.

In the 7th benefits that was listed by M. Corbette;(see Fifure 1) ―You will learn how to engage with diverse groups of people‖, Kuya A learned to engage with others when they performed in Our Lady of the Assumption Parish in Canaman.

As a performer you have to set your mind that everyone will look at you from head to toe, that is why you also have to interact with your audience while you are dancing or performing. Audience is the group of people that you have to learn to engage while you are dancing or performing. One of the advantages of having knowledge about Theatre Arts is that you can easily read what is on the mind of your audience while you are performing through their facial expression. In every performance of this organization it needs unity of the members and that is what Kuya A learned in SAMBIT as a performer.

“Becoming a SAMBIT is really a big help for me because if it is not of this organization I will not become the person I am now”. Similar with the statement of Lardner (n.p,n.d) that you have to choose your networks that will benefits you until the end, Jack Welch adduced that in terms of reality; you cannot control it as you dreamed to be because reality is unpredictable.

If we compare the SAMBIT before up to this present Kuya A wants the members to be more competitive and have courage to join in an International competition level.

He also wants this organization to join in different competition like Pilipinas Got Talent (PGT) for SAMBIT to be well-known not just here in Bicol but rather in different country.

An All-around Man A graduate of Central Bicol State University of Agriculture- Calabanga Campus 48

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who is now a Teacher I and a choreographer at the same time in Ratay Elementary School and has a Business named MARSHEI PARTY GALORE with her partner and wife, Ms. Sheila Seprioto Buela.

When he still having his practicum in Ratay Elementary school, he easily convince his cooperating teacher by using his traits and personality that he can do a multi- task and can be a better educator. Right after he graduate, he was recommended to apply to the school where he conducted his practice home and now he is a permanent teacher for almost 4 years and helping the school of Ratay in terms of Cultural Activities.

Multi-tasking is just one of the things that Kuya Mario acquired from being a SAMBIT member, showing that you can do things without any reason if you really wanted to. Doing multiple things at the same time can make you to enhance yourself.

“Becoming a member of a theatre group is a big help for me because as what they said if you have the talent and if you are part of a theatre group you have the edge and advantage from others, and it turns out to be. After I graduate in college, Ratay Elementary School picked me to become a teacher in their school and that was so helpful for me because it will make me no hard time to find a job.” This statement from Kuya Mario shows that it is now or never, we need to be competitive and at the same time remove the shyness we have for us to reach the things we really want to achieve.

The man behind this achievement is Mr. Mario Buella Jr, our youngest participant for this study. Unlike the other SAMBIT alumni who directly auditioned in SAMBIT, Kuya Mario‘s first choice of organization to join was Marching Band. In his college days and he is still a member of Marching Band, there was a presentation where the three (3) cultural groups need to perform as one and these groups are the Colours Edition Dance Troupe (CEDT), CBSUA Marching Band and the Sentro ng Artistikong Manlilikha na Bumubuo ng Identidad at Talento (SAMBIT). By this instance, he was luckily given a chance to be one of the casts in the presentation of SAMBIT for Rizal Day and that was the time when he meets the group of SAMBIT. By himself, he was encouraged to join this theater group because he found out the beauty of their fellowship towards other. Without any hesitation, Kuya Mario joined the group of SAMBIT in the year 2008. In the month of September, he officially undergoes the traditional way of acceptance in SAMBIT; the Basic Acting Seminar Workshop (BASW) together with his batch mates (based on what he mentioned) such as Jonnel Botor, Alice Rocqious and others.

The most unforgettable performance that Kuya Mario had is when he performed ―Handiong, an istorya kan Ibalon‖. It is because it was the time that SAMBIT gives him a break to be as a lead actor

or the main character of this presentation. By this, Kuya Mario boosts his confidence level when it comes to dancing and acting because he overcomes his stage fright when performing on a crowd. This experience helps him to be more capable of what he has right now; the hard works that he gained and the determination to learn about new things is his tool to be a better person.

According to Linda Ray (N.P, N.D) as early as we can, if we effectively participating organizational skills, we will be also better in college and be fully prepared for our successful career.

SAMBIT members have experience different kind of rehearsal that taught them how to shape themselves by their own way. Lessons that were given in SAMBIT every rehearsal and practice may be used for their career choice.

Same with the idea of Kuya A, Kuya Mario agrees that SAMBIT can join in International competition like Pilipinas Got Talent or PGT, but in Kuya Mario‘s opinion, members should be more competent and practice more to level up in order to be fit in International competition level. And one thing that Kuya Mario wants is that to have a Theatre room for Alumni of SAMBIT organization so that it can be easier to cope up with alumni members and also to do not have a hard time when there is a practice for a performance. Over all, the most important thing that Kuya Mario learned as a member of this organization is that to be disciplined and always believe in God no matter what.

Young Entrepreneur Mr. Roderick Cabrera enters the world of business at the age of 26. Being a part an organization during his college year and handling a business is nothing new because being organize as well as time management was his main tool for him to achieve his goal. He also patiently goes back in fort from Naga to Calabanga for his business that was also with the support of his wife Ms. Flordeliz SA. Cabrera As of now, he is happily married with Ms. Flordeliz and has a business named Jing Cabs Printshoppe for almost 4 years. Before he entered the business world, he also experience to become a freelance choreographer and some other works.

Likewise with Kuya Mario, he also used some of his experience in handling the shop. Organizing the shop and discipline the employees are such thing that he adopted from SAMBIT because way back in his college days, he was the SAMBIT Head Executive Staff for almost two consecutive years. He trained his employees like an actor and dancer who can move and act as if they are professionally enough to handle orders and made a product that has a quality.

JINGCABS Print Shoppe (JC Print Shoppe) is the current work slash business of Kuya Cabs. As 49

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we all know Print Shoppe does not have any connection in his experience as a SAMBIT but because of his being practical in life, he strive to invest in this kind of business. But before he becomes a businessman, he also tried to be a freelance dance choreographer and works at Madrigal Corporation who collects debt.

Way back in the year 2004, Kuya Cabs officially joined the SAMBIT Organization.

Although he lived in Canaman, he chose to study in CBSUA- Calabanga and join this group.

At first he really wants to join on a dance troupe which is Colours Editon Dance Troupe (CEDT) who is performing a modern dances rather than a cultural dance, but unfortunately he did not reach the quality of this organization. Together with his friend Frederick De Belen, they tried to undergo the audition in SAMBIT, although they want to join in a dance troupe; they accepted the challenge to dance this kind of genre for them to have an experience with it. He mentioned some of his batch mate who also participate in the Basic Acting Workshop of this group ,such as; Andrew Vale, Josephine Sale, Glacy Palayar and Anton Basilla.

As the days goes by, Kuya Cabs already loved this organization and he treated the members as part of his family. A lot of things that SAMBIT taught him and one of this are to be organized, it helps him to manage well his business and organize as it is. Be responsible and be a God-centered for you to overcome what you really want and always be hungry for knowledge so that you will get the amount of success you want to achieve in life For almost 4 years as a member way back 2004, he mentioned two of his memorable experiences during that time and these are; An Pasyon ni Kristo (Pasyon play) and Panuluyan Play.

In APK, he played the role of saksi as Anti-Christ and he‘s doing this for a couple of years while in Panuluyan Play it becomes more unforgettable because it was the first time for him to celebrate Christmas away from his family. SAMBIT preferred to have a rehearsal at night rather than in the morning because of some circumstances in their class and work. They may forget other things but not our God, they asked for a guide, forgiveness and a good health all the time especially when they have an overnight, presentation and when they commit mistake. Until he graduate in the year 2008, Kuya Cabs never forget the lessons that help him to enhance himself and how to face the reality of life.

According to Sanders (2012), thespians who are always attending the rehearsal that involves the dance and other exercises was also the one who have a lot of opportunities to be shaped and improve them.

Based on their experiences, we will noticed that although they have mentioned a slight preview about their performances/ experiences, we can say that way

back on their time, they are actively participating on every rehearsal that they are doing, that is why they are shaped as a good performer and a better individual. ―Mabibisto pa bilang saro sa mga sikat na Teatro sa Bikol” simple yet so inspiring, this is what Kuya Cabs describe SAMBIT in the near future. As an alumnus of this organization, they cannot stop dreaming about the future of this organization. In almost 29 years, turning 30 this year 2018, SAMBIT has a big chance to level up. We do not know, maybe one of these days, this year; SAMBIT will perform in front of a big crowd not just in Bicol or in any part of the Philippines but rather in an International level.

Over all, to summarize the result from this discussion, we have this figure that will represent the themes of every alumnus.

Participants used their Creativity in terms of their teaching profession, business and entrepreneurship.

CREATIVITY

DISCIPLINED

With the traits that they have learned, Alumni are now in a different community to extend their experiences to the career where they are now engaging

MISSION

GOD CENTERED

Disciplined, unity and God centered are the common answer of the alumni in terms of their membership, experience and principles/values learned

UNITY

LABEL of SAMBIT

To be famous in terms of theatre and conquer the International Stage.

VISION

VI. FINDINGS, CONCLUSION AND RECOMMENDATION SUMMARY Roderick ―Kuya Cabs‖ Cabrera is batch 2004, Mario ―Kuya Mario‖ Buela JR. is batch 2008, Ruth ―Ate Ruth‖ Prevosa- Muroda is batch 1995 and Angelo ―Kuya A‖ Sioson is batch 1994.

Researchers found out that 3 out of 4 are now in teaching profession but two (2) are inclined to the business and entrepreneurship. Those three are now a teacher in high school, elementary and some are also actively participating in some Alumni‘s activity. The one who is in entrepreneurship was Roderick ―Kuya Cabs‖ Cabrera and Mr. Mario ―Kuya Mario‖ Buela JR is in the business at the same time because of his business partner; his wife. All of them used their creativity and teaching profession in 50

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018

serving the community. In the case of Kuya Mario and Kuya A, they used their talents as a choreographer to help the students or community in terms of dances while Ate Ruth used her knowledge about theater arts to give a courage to the youth of Dominican of Calabanga to love our own culture and lastly Kuya Cabs used his creativity by using a piece of shirt to show that arts is can also be seen not only in the dances and in our faces but also through printing an arts in the shirt.

Researchers sum up the results of the narratives of SAMBIT Alumni in terms of a) Membership b) Experiences and c) Principles/ Values that they have learned. The most common traits that came in the result when we used affinity coding are disciplined, have unity and lastly be a God-centered. Be one of a kind and always love of what you are doing, be passionate and give your best shot on the performances that you are engaging. The experiences and challenges that you are facing becoming a SAMBIT member can lead you to become a better person; and these are just proof that being a member of a theatre group is not just a ―member‖ but rather a big help for you to enhance your ability to do multiple things.

Three out of four are now in teaching profession while the other one used his creativity in entrepreneurship. The traits that they have learned in SAMBIT are now being used as a tool to have an effective and successful career.

Mostly of the SAMBIT Alumni‘s aspiration to the group is to be more well-known not just in Calabanga but also in International Level.

program to promote local culture and arts whilst developing artistic abilities of the community members. Community must create a program, activities and training about Culture and Arts because it will help the youth in managing their time, energy and resources. Researchers recommend to this organization to participate in various seminars, training and activities, perform in different places but this time using the name of organization and lastly compete in Regional, National and International Level.

REFERENCES [21] Brown, K. (2010). The Top Ten Reasons Why Theatre is Still Important in the Twenty- First Century. Retrieved from http://www.tcgcircle.org/2014/06/the-top-ten-reasons-whytheatre-is-still-important-in-the-twenty-first-century/ [22] Dominican University:West Division St.River Forest. Retrieved from http://www.dom.edu/jacob-storck/the-impact-of-theatre [23] Becker, S.L. (18 May 2009). The role of theatre in our society: Implications for school curricula.

Retrieved by

http://dx.doi.org/10.1080/03634526609377507 [24] Sanders, B. (18 October 2012). Importance of Theatre in a Modern World.

Retrieved from

http://briansanderstheatre.blogspot.com/ [25] Ray, L. (n.d.). Importance of Organization for Students. Retrieved from http://work.chron.com/importance-organization-

students-5588.html [26] Danielson, C. (2002). Enhancing Student Achievement: Chapter 5.

School Organization.

Retrieved from

http://www.ascd.org/publications/books/102109/chapters/Sc hool-Organization.aspx [27] Bentley University: 12 Reason Why You Should Join a Student Organization.Retrieved from

http://www.bentley.edu/prepared/12-reason-why-youshould-join-student-organization

CONCLUSION With the number of alumni who also used their creativity and teaching profession to show their love and arts that they have learned in SAMBIT, it is equated to the number of contribution provided to the community. By the help of the traits that they have learned inside the SAMBIT, they can also produce a new actor and dancer that can also help to sustain our culture and arts. Rresearchers likewise conclude that the traits that they have learned inside the organization help not just to be a good performer but also to be successful individual. Because of the same aspirations that they are aiming to this group there is a big possibility that they can achieve their goal to be acknowledged in International level.

RECOMMENDATION To the community of Calabanga, they can tap the SAMBIT Alumni for a specific contribution like for instance in social, cultural, economic and spiritual aspect. SAMBIT Alumni can propose to the community to have a mini workshop or outreach 51

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Evident Success of German Dual System Jessa I. Belleca and Jane Ann B. Velarde

Abstract— It is important to have programs and trainings that offered vocational courses for the people specially those out-of-school youths. German Dual System was built way back 2013, with the help of Miss Carmen Dapilos the founder of Hansel & Gretel Foundation, Inc. and proponent of German Dual System of Technical and Vocational Education.

This is a partnership of German Dual System to Central Bicol State University of Agriculture- Calabanga. It offers several courses such as automotive technology, electronics technology and refrigeration and air conditioning etc., students study on weekdays for the lectures that will be taught inside the Central Bicol State University of Agriculture- Calabanga and the practical learning is conducted outside the school during weekends in collaboration with the industry shops.

Using phenomenological approach, this investigation aims to exploring the impact of the extension project on the lives of beneficiaries. It can be concluded that the training not only provides free tuition but it also provides the tools needed for laboratory/practical training. The training trained the participants on how to work and on how to repair. On-thejob training helps the participants financially and strengthens the skills, improvement of education and technical skills and enhancement of participant productivity .

Keywords—German dual tech system, CBSUA Calabanga extension

I.

INTRODUCTION

The state shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all."

(Philippine Constitution Article XIV Section I). 1. The state shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society. 5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency, and other skills (Philippine Constitution Article XIV Section 2 (1) (5).

It is important to have programs and trainings that offered vocational courses for the people specially those out-of-school youths. The kind of training that will address the needs of the youth that cannot afford to go to school. It is the only way to realize the goal of Article XIV Section 1&5.

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts maybe considered educational. Vocational Education and Dual Technology can both be practice in the improvement of quality education.

German Dual System was built way back 2013, with the help of Miss Carmen Dapilos the founder of Hansel & Gretel Foundation, Inc. and proponent of German Dual System of Technical and Vocational Education. This is a partnership of German Dual System

to Central Bicol State University of AgricultureCalabanga. It offers several courses such as automotive technology, electronics technology and refrigeration and air conditioning etc., students study on weekdays for the lectures that will be taught inside the Central Bicol State University of Agriculture- Calabanga and the practical learning is conducted outside the school during weekends in collaboration with the industry shops. Unfortunately, this training has ended and last only for almost three years because of some school arrangements.

The case study method will be used to identify the employment status and the efficiency of the German Dual-tech training to the pioneer graduates as of 2016 from Central Bicol State University of Agriculture Calabanga.

Determining the beneficiaries will lead to understanding the benefits and the impact of the German Dual System to each participant.

The research that we are conducting about German Dual System may become a help for the institution to determine if the Central Bicol State University of Agriculture- Calabanga needs to continue this kind of training conducted way back 2013. Also knowing the result of the training if it is helpful to the trainee or if it is not, what are the things that can offer of the university to even the deficiency of the said training?

STATEMENT of the PROBLEM The purpose of this qualitative study is to explore the impact of the German Dual System training to students.

Specifically, the study is geared to answer the following questions:  Who are the beneficiaries of the German Dual System training?  How did German Dual System help the participants?  What are the impacts of the training to the participants?

OBJECTIVE of the STUDY This study aims to determine the impact of German Dual System training and how it help the participants. Specifically, this was guided by the following objective: 1. To determine the present status of the German Dual System graduates, 2. To be able to describe how the training molds the capability of the participants; and 3. To be able to understand how the training helped the participants to land a job.

Significance of the Study This study is deemed important to the following: Teachers. Teachers and mentors may be able to know the strength and weaknesses of their student and these may serve as their reference line on improving their skills and the ability on teaching.

52

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018 Implementers. Outcomes of the study may serve as a guideline for the implementers to do better ways to improve the program for its progress and for the sake of the students.

Parents. Parents may become more aware of their role in their children education. Their support will assure that their children will be guided all throughout the training.

Scope and Delimitation of the Study This tracer study focuses in determining the successful graduates of German Dual System pioneering class of 2016. It deals with the present employment of the participants. The researchers will try to identify the different chosen field of the participants and to know if their career right now is in line with their courses taken.

The German Dual System trainees are the participants of this study focusing on the successful graduates. The researcher limits the study due to the participants belongs to the first and only class that undergone German Dual System training.

This will include some of the successful graduates of German Dual System training. In finding the participants we based on the master list given by Ms. Carmen Dapilos we phoned each of them and there are only three (3) most responsive participants due to the availability and the willingness of the graduates from class of 2016.

II. REVIEW OF LITERATURE This chapter contains related literature and studies that were reviewed and found related and significant to this study. It focuses on several aspects that will help in the development of this study. These literature and studies were gathered through internet.

Education Article XIV Education, Science and Technology, Arts, Culture and Sports 1987 Philippine Constitution simply say that the state must provide quality education for all and does everything to reach out the farthest community to educate each citizen for the country for free as much as possible. Provision for formal and informal education in all kinds of citizen must be offered to respond to the needs of each individual and the society. All educational institutions public, private, sectarian or nonsectarian must include the study of constitutions and religion to promote nationalism, patriotism and inculcate values. Teaching and non-teaching personnel have their own role to be educator on their own way (1987 Philippine Constitution). We are all aware that Education is not free to all who wants to enter the school. Yet, everybody is free to choose the course to be taken up in college as long as it is within its ability and capacity. There are some who cannot enroll because their parents cannot send them to school because of socioeconomic status.

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts maybe considered educational (https://en.m.wikipedia.org/wiki/Education).

Education gives us knowledge of the world around us and changes it into something better. It changes us how to look

at life. It helps us build opinions and have points of view on things in life.

There are ten (10) reasons why education is extremely important. For a happy and stable life, money, equality, makes you self-dependent, turns your dreams into reality, makes the world safer and more peaceful place, makes you confident, society, for economic growth of the nation, saves you from being fooled/cheated.

(Mohamed Reda, 2015). All of these reasons show that education is very important in any point of view.

Education does not only educate each yet it also influences the way we live and the life we are making. It gives us opportunities to land a better job, the more educated you are the better career options you have.

Education is a very vital tool that is used in the contemporary world to succeed. (Renita214s, 2016). It is important because it is use to ease most of the challenges we are facing in life. Open doors to a lot of opportunities for better career growth.

Vocational Education "Vocational education offers a wealth of benefits to students. Vocational programs train students for many high-demand (and high-wage) jobs, develop practical skillsets and — because of the focus on hands-on learning and apprenticeship — often engage students at a higher level than traditional classroom learning". (Choksi 2016, Reissman 2016). This is a good opportunity for those out of school youth who has not capable of entering college because of financial status. It does not only educate them but also it exposes the student to real situation of work place. There is also some vocational education that offers sufficient tools and equipment needed for the courses that benefit the students.

"Vocational education, particularly with apprenticeships, is designed to ensure that workers have job-related skills that make them immediately useful to firms. Thus, especially when faced with unemployment problems, it may be good policy to ensure that the education system is providing the skills most needed by the economy".

(Eric A. Hanushek, http://www.google.com/amp/opinion.inquirer.net/76469/d ual-tech-balancing-theory-and-practice/amp?espv=1). The main objective of vocational courses is to ensure that the students has the skill, knowledge, and equipped before they finish up until their future job. This would also help to lessen the unemployment rate and help give students job opportunities.

Vocational qualification includes: vocational subjects, practical vocational courses (often now called technical or professional programs), apprenticeship. (http://www.careerpiot.org.uk/information/vocationalqualifications/what-are-vocational-qualifications).

Vocational qualification offers practical learning programs that relate to specific job roles for employment sectors. It is design to help to learn in practical way about a specific job area.

Vocational education (VET) is that part of the tertiary education and training which provides accredited training in job related and technical skills. It covers a large number of careers and industries like trades and office works, retail, hospitality and technology. (https://www.training.nsw.gov.au/vet/).

Vocational education Training gives the students proper learning that 53

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018 are related to the job that they will be facing in the future.

The training is highly beneficial to students.

Dual-tech Training "An act to strengthen manpower education and training in the Philippines by institutionalizing the Dual training system as an instructional delivery of technical and vocational education and training, providing the mechanism, appropriating funds therefor and for other purposes". (Dual Training System Act of 1994 or known as the Republic Act No. 7686s.1994). This help to protect the right of every Filipino citizen to have quality education through technical and vocational education. It is expected that this will suffice the necessities of the training and other institutional purposes. It also stated that the necessary abilities and knowledge for the trainee are provided equally.

"The DTS (Dual Training System) exposes the trainee to the actual work situation and enhances learning under realistic industry conditions". (http://en.wikipilipinas.org/index.php/Dualtech_Training_ Center). It develops people to become quality-trained, skilled, productive, enlightened and morally upright persons fulfilling the needs of industry.

According to Economist Bernardo Villegas, (http://tesda.gov.ph/about/tesda/91). "DTS (Dual Training System) graduates in the Philippines are more than just skilled technicians. Besides their technical skills, they are steeped in virtues and work values that make them contribute significantly to their company's productivity and esteemed citizen-workers in their communities". Dualtech Training Center helps alleviate the widespread poverty in the Philippines through vocational education and training programs adapting the German Dual Training System to local conditions.

Dual tech center industries partnership TUV Rheinland Philippines, Inc., H&E Manufacturing corporation, Atlantic Gulf and Pacific Company of Manila, Inc., Calabarzon Dual Training System, NXP Semeconductors Cabuyao, Inc., (http://www,dualtech.org.ph/news_partners?page=1). Dual tech Center has partnership with these companies to assure that graduate student will land the job after the training.

This are the proof that Dual tech training is useful.

Synthesis of the State-of-the-Art Related literature and studies on Evident Success of German Dual-Tech Training were considered in this study.

The preceding literatures on Dual-Tech Training discuss the following concepts: Quality education for all citizen that influence life in any point of view (Article XIV Education, Science and Technology, Arts, Culture and Sports 1987 Philippine Constitution, Mohamed Reda, 2015, Renita214s, 2016); Vocational programs train students for many high-demand job (Nisha Choksi, 2016); designed to ensure that workers have job-related skills that make them immediately useful to firms (Eric A. Hanushek, VET); Act to strengthen manpower education and training in the Philippines (Republic Act No. 7686 s.1994) ; Dual Training System graduates in the Philippines are steeped in virtues and work values (Bernardo Villegas).

Research Gap

While Dual System training is the often studied topic, and has more to offer several courses that can provide quality education to all and it can provide skills trainings that can develop trainees. None of the enumerated literature studied the graduates of the German Dual System training that had been implemented in Central Bicol State University of Agriculture, Calabanga Campus. This is therefore the gap that this study hopes to bridge.

Definition of terms For the better understanding of the terms used in this study, the following terms are defined operationally and conceptually: Dual-Tech Training. It is a training modality that combines theoretical and practical training. In this study, it is called dual training because learning takes place alternately in two venues: the school or training center and the company or workshop.

Education. It is the knowledge, skill, and understanding that you get from attending a school, college, or university. In this study, education is a tool to succeed and it is a right of every Filipino citizen to have quality education.

Graduates. Graduate is a person who has earned a degree/diploma from a school, college, or university. In this study, graduates are individuals that are fully equipped, skilled, and competent in the field they may choose.

Vocational Education. It is an education that prepares people to work in a trade, a craft, as a technician, or in professional vocations. In this study, it refers on the kind of education that trains the student and develops practical skills particularly with apprenticeships.

III. RESEARCH CONTEXT German Dual System of Technical and Vocational Education (GDSTV) A change-effort to transform the financially challenged yet deserving Youth in Calabanga and Goa Camarines by introducing the German experience of the dual education system of technical and vocational training The Hansel and Gretel Foundation, Inc. (HGFI) works to bring economic and educational opportunities to constituents of Calabanga, Camarines Sur, Goa Partido, and other nearby municipalities through its German Dual System of Technical and Vocational Education (GDSTV).

This project is called " Dual" because it combines apprenticeships in a company parallel with theoretical subjects at a vocational school. In the company, the apprentice learns and develops their skill thru day today in industrial routines during working days, five days in a week. In the weekend, the practical training is supplemented by theoretical tool subjects in cooperating vocational college.

The HGFI together with the two cooperating state colleges will manage and work hand and hand plus the Local Government Units to prove the sincerity of the objectives. The project will benefit hundreds of out of school youth from Calabanga, Goa/Partido and its cultural minorities, the Aetas, coastal towns, but more so this shall contribute further to social transformation as this would produce productive hands and assets of the society. The end (HGFI) in engaging on this project is primarily to 54

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018 reach out to financially challenged yet deserving out of school youth due to poverty.

Proponents The proponents of the extension project are MRS. CARMEN DAPILOS President, Hansel and Gretel Foundation, INC. Canaman Camarines Sur; DR. ALDEN S. BONOT former Campus Administrator, Central Bicol State University of Agriculture Calabanga campus; ENGR. ANTERO LIM former Mayor, Goa Camarines Sur; MRS. EVELYN YU former Mayor, Calabanga Camarines Sur; MA. LUISA DC. ANGELES former Mayor, Bombon, Camarines Sur, EMMANUEL REQUEJO former Mayor, Canaman Camarines Sur. Goals Goal 1 Promote and open opportunities for families with children who are out- of school. Goal 2 Provide financially challenged yet deserving youth with new mindset, skill-set, and tool-set, necessary for achieving quality and better life.

Interviewees Profile Participant A is from Zone 6, Sto. Domingo Bombon Camarines Sur. He studied in German Dual System and finished the course Automotive Technology.

He is currently working as a helper mechanic at Alvin and Byron Fabulous works at Sabang Naga City.

Participant B is from Zone 2, Baybay Calabanga Camarines Sur. He studied in German Dual System and finished the course Electronics Technology. He is currently working as an electric maintenance at F1 Car Care Center at Diversion road Naga City.

Participant C is from Zone 6, San Isidro, Calabanga Camarines Sur. A high school graduate then studied German Dual System and took automotive technology and he also took Refrigeration and Air conditioning at TESDA. He is currently working as an aircon technician at Jodans Engineering in Makati City.

IV. METHODOLOGY This chapter presents methods procedure used in this study. The research design, participant of the study and research instrument will be discussed.

Research Design This tracer study used phenomenological method.

It involves interview and observation as regards of the status of the subject under study. The phenomenological method will be used to identify the employment status and the efficiency of the German Dual System training to the pioneer graduates as of 2016 from Central Bicol State University of Agriculture Calabanga.

Phenomenology is an approach to qualitative research that focuses on the commonality of a lived experience with in a particular group. The fundamental goal of the approach is to arrive at a description of the nature of the particular phenomenon (Creswell, 2013).

Phenomenology is a method of investigating or inquiring into the meanings of experiences as we live them. The method is phenomenological reflecting on prereflective or lived experienced. The phenomenological method aims to describe, understand and interpret the meanings of experiences of human life (Wood, 2011).

Research Instrument The research instruments use in this study are: (1) Guide Question (2) Unstructured Interview (3) Phone Interview (4) Observation.

Guide Question. The study uses Guide Question.

The guide question was designed based on the statement of the problem that the researchers have formulated. The guide question includes the following parts; (1) courses; (2) employment status; (3) experience of the participants.

Unstructured Interview. This will gather information that is not included in the questionnaire. It was done to further explain important details and information from the respondent.

Phone Interview. This kind of interview uses phone to ask questions to respondent.

Observation. This was done to confirm the response of the respondents.

Administration of questionnaire. Upon approval of the request to conduct the study, the researcher distributed the questionnaire through email to the respondent and explain how the questionnaire to be accomplished. There is the assurance that the respondent‘s responses were kept confidential. The respondent was asked to respond truthfully and complete.

V. RESULTS AND DISCUSSION This chapter deals with the results and discussion of the data obtained in the study. This discussion follows the sequence of specific problem stated in Chapter One. The discussion is filed based on the experiences of each participant before, during and after the training, to wit; the beneficiaries of German Dual System, the benefit of the training, and the impact of the training to its students.

Increasing numbers of out of school youth is one of the crisis that German Dual System wants to benefit.

Out of 176 students coming from different barangays of Calabanga, Bombon and Canaman there are 68 graduates and we have found three beneficiaries as our participants showing those things that they have learned and now they were using it on their present job. According to DepEd Undersecretary for Legal and Legislative Affairs Alberto Muyot said, "Education is the primary driver of development." He added that education should be inclusive and should serve everyone, "especially the least, the lost, and the last." (DepEd, 2015). It proves that the government supports any program with regards on helping out of school youth. Program such German Dual Tech will provide life skills training to youth. It also increases the access to quality education for vulnerable populations such as out-of-school youth.

The German Dual System is relevant as it will lead to the acquisition of social skills, personality development; motivating situation (learn & earn); improved chances in the labor market after completion of training; and, uniform qualification standards. German Dual System aims above all to transform and upgrade the mind-set as well as the skill-set of out of school youth in terms of improvement of education in technical fields and enhancement of their productivity. According to Marvin S. Barela/ Awardee, Silver Merit and outstanding school performance "Success is not based on how smart you are.

But on how you persevere to pursue it." Dual Tech Alumni 55

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018 testimony (Dualtech Center, n.d.). Every student of the said training has different story but poverty is the common problem. But their perseverance and the love for their family makes them more motivated, inspired and dedicated to pursue their education through dual tech trainings. He proves how lucky he was to become a Dual Tech Beneficiary who help them not only in theories but also in real life situation.

Our beneficiary is participant A he is from Zone 6, Sto. Domingo Bombon Camarines Sur. He is the second eldest among 6 siblings. During his grade school he graduated at Ratay Elementary School and graduated high school at Calabanga National High School. On his tertiary level, he studied at CBSUA Calabanga and took Associate in Computer Technology (ACT) but he did not finish the

he can give for the needs of his family and he help his Figure 3: Fixing electrical wiring of a car.

Figure 4: F1 car care center auto shop.

Figure 1: Removing ball joints in the sink backhoe.

Figure 2: Under chassis repair.

course. He works in rice farm to have income to help his mother before he undergone the training. According to his mother during the training, they were benefited for having such training because her child can study for free.

Participant A is matured enough in phases of life. His father died three years ago that was the time that he is studying at German Dual System. Their income in planting and selling vegetables and fruits in their farmland is not enough to suffice all their needs that is why during participant A's OJT he gives money to his mother for financial support. These days, because of his job he is helping his mother to earn for a living. He became the breadwinner of his family and take charged of the responsibilities of his late father. Also, according to his mother German Dual system is a big help for family like them and really believes that the training teaches, and enhance the skills and give a chance to those out of school youth to have a better future. The impact of the training to Participant A, after the training he did not only learn the skills but also they build friendship with his other cobeneficiaries. According to him if you have the skills you learn how to socialized with the other people. The training helps him to become a helper mechanic, his knowledge in repairing cars and the usage of proper tools make his job simple. His job can help his family a lot for the reason that

mother to earn for a living. He was able to study from not becoming a burden of his mother, he also wants to enhance his skills being a helper mechanic to run his own shop someday. Perseverance pushes him to finished his course and now he is almost 1 year at Alvin and Byron Fabulous works at Sabang Naga City. His job is the main source of their family income. According to participant A's supervisor, if he will rate him from 1-10 he is on level 4 for neophyte worker as a helper mechanic. His skills were just started to develop. His experiences with his past jobs in Calabanga shows when he is performing his job in his present work. Participant A's supervisor also said that his skills in automotive was in consider level and day by day he learns other knowledge about it. The skills he has acquired before his supervisor just changing it to meet the standards in his shop.

The next beneficiary is participant B. He is from Zone 2, Baybay Calabanga Camarines Sur. He is the 7th from among 10 siblings. He is elementary graduate and during his secondary level he became a scholar at Dominican School of Calabanga with the help of Ms. "Ruth". He did not finish his first year level in the said school because he decided to enroll in alternative learning system (ALS) to have a high school diploma. He works in the rice mill before he studies German Dual System. He benefited by the training because it helps him to gain more experience and learn other works. Basic lectures helped him a lot like for instance electronics he repairs some appliances that gives him extra income. The training improves his skills on socializing with others and on how to deal with them because of the knowledge he got on academics. The impact of the training gives him better opportunity, because of his good performance and skills as an on-thejob trainee he was then immediately hired in his present job right after graduation. He is an electronic maintenance at F1 Car Care Center in Naga City for almost 2 years.

Participant C is from Zone 6, San Isidro, Calabanga Camarines Sur. He is the second eldest from 3 siblings. A high school graduate then studied German Dual System and took automotive technology and he also 56

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 1 | March 2018 took Refrigeration and Air conditioning at TESDA. According to his mother aside from the free tuition fee offered by the German Dual system, during the training her son gets a salary during on-the-job training. It was a big help for their family income since her husband is the only one who works for their family as a construction worker. She added that the money from his sons on-thejob training was saved for her medicine. The impact of the training helps him to have an extra income and he is currently helping his younger sister to study in college.

Participant C is working as an aircon technician, but his work is not in line with the course that he took which is automotive. But because of his knowledge about automotive, if there are cars that needed to be fixed at the office he is the one who repair it and it gives him additional point as aircon technician. He currently works at Jodans Engineering in Makati City.

Dualtech Alumnus Paolo Martinez of Sto. Tomas, Batangas is the product and engineering manager for the Philippine operations of transcendit, located in an industrial zone in Laguna. Thousands of Dual tech graduates have a similar story: a college education is not necessary for reaching top positions in manufacturing enterprises, whether domestic or multinational (Villegas, 2017). Reaching our dreams will not vary on how popular our school was, or on how good our teacher was, but on the skills and determination to strive harder to achieve it. It only shows that our successful future is molded by the trainings and our own persistence. Paolo Martinez is the proof that Dual Tech training has a greater impact to its beneficiaries.

VI. SUMMARY, CONCLUSION AND RECOMMENDATION The study uses phenomenological method.

Sources of data in this study are the pioneering graduates of German Dual System. Out of 68 graduates, we have found three graduates as our participants because of the contacts, willingness, and availability of the respondents. This study utilized a guide question about the courses offered, implementation of the training, the job of the respondents, the benefit of the training to land a job, skills acquired.

This study presented the effectiveness of German Dual System. In particular, it answered the following specific questions: (1) Who are the beneficiaries of the German Dual System? (2) How has the training helped the participants? (3) What are the impacts of the training to the participants?

Problem 1. Who are the beneficiaries of the German Dual System?

Conclusion: It can be concluded that the participants are financially challenged yet deserving out-of-school youth due to poverty. While other reason is due to number of children in the family, parents have no permanent income and the enormous school fees and maintenance. These are the reasons why the participants choose to undergone this training to help sustain their family needs.

Recommendation: There must be other educational trainings/program such youth team buildings that will guide the out-of-school youth and livelihood program for

the parents. The parents must know their role to give their proper guidance with their siblings. The more the parents become mentally and emotionally aware the more they are motivated to support their child.

Problem 2. How did German Dual System help the participants?

Conclusion: It can be concluded that the training not only provides free tuition but it also provides the tools needed for laboratory/practical training. The training trained the participants on how to work and on how to repair. On-thejob training helps the participants financially and strengthen the skills, improvement of education and technical skills and enhancement of participant productivity.

Recommendation: The training must balance the theoretical and practical work for the students to be able to familiarize both at the same time. On-the-job training will serve as their training ground that will enhance their abilities in any view. They will be theoretically equipped and practically competitive in the work place.

Problem 3. What are the impacts of the training to the participants?

Conclusion: Most of them until to their present job they use and apply what they‘ve learned based on the course they‘ve finished on German Dual System. Gaining a better experience during their On-the-Job Training can be their asset in finding a job and the certificate they received will be their ticket to land a job. The training also affects their life for having a good future.

Recommendation: They must add a partner companies that will immediately hire newly graduate students to assure their hundred percent chance of having a course related job. This will provide them opportunities to succeed in life for their family and this will open them on owning a business that may help new generation of youth.

References [1] Philippine constitution, 1987 [2] https://en.m.wikipedia.org/wiki/Education [3] Mohamed Reda, 2015 [4] Renita214s, 2016 [5] Choksi 2016, Reissman 2016 [6] http://www.google.com/amp/opinion.inquirer.net/ 76469/dual-tech-balancing-theory-andpractice/amp?espv=1 [7] http://www.careerpiot.org.uk/information/ vocationalqualifications/what-are-vocational-qualifications [8] https://www.training.nsw.gov.au/vet/ [9]http://en.wikipilipinas.org/index.php/Dualtech_Training _Center [10] http://tesda.gov.ph/about/tesda/91 [11] http://www,dualtech.org.ph/news_partners?page=1 [12] Creswell, 2013 [13] (Wood, 2011) [14] (DepEd, 2015) [15] (Dualtech Center, n.d.)

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Mother Tongue-Based Multilingual Education in Calabanga: A Case Study Precious Mae D. Isidoro and John Paul A. Porteria 

Abstract— In the Philippines, MotherTongue Based Multilingual Education (MTB – MLE) implemented under Republic Act 10533 known as the Enhanced Basic Education Act of 2013. The purpose of this investigation is to explore the challenges and changes after DepEd schools implemented the MTBMLE. Specifically, it answers the questions: What are the changes after the implementation of MTBMLE? What are the challenges encountered by teachers in teaching using MTBMLE? What are the insights and perceptions of the school head and teachers regarding the changes and challenges in the implementation of MTBMLE? Two cases were presented and assessed using the narrative descriptive case study method through in depth interview, observation and archival research.

Many changes in teaching strategy, learning and acquisition have been noticed even by the school head, teachers and students. Challenges in comprehending some terms in Bikol Dialect is also concerned because there are words that are not familiar or applicable to the locals and pupils.

Keywords—Calabanga, Case study, MTBMLE, Mother tongue, multilingual education

I. INTRODUCTION In the Philippines, Mother-Tongue Based Multilingual Education (MTB – MLE) implemented under Republic Act 10533 known as the Enhanced Basic Education Act of 2013 which makes a huge difference in learning and acquisition of language for children in kindergarten and the first three years of elementary education. This is certainly a welcome development in Philippine language policy. Prior to 2013, Philippine language policy was bilingual, as provided for in the Constitution, which

mandates that Filipino be the national language and English the official language.

Mother-tongue is the first language acquired by a child and it is successfully used for communication at that level. It is not the language of a child‘s mother as wrongly defined by some people, Mother in this context probably originated from the definition of mother as a source, or origin; as in mother-country or- land. It also describes as a first language (also native language, mother-tongue, arterial language, or L1) is the language a human being learns from birth.

This study addresses UNESCO (2017), ―Education for Sustainable Development Goals‖ as to have a quality education and to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Also, this study will support the University philosophy of Central Bicol State University of Agriculture which aims to provide ―Education for Sustainable Human Development‖, in which is an immense need for everyone to have a high level of education. a. Statement of the Problem 1. What are the changes after the implementation of Mother Tongue-Based Multilingual Education?

2. What are the challenges encountered by the teachers in teaching using Mother Tongue-Based Multilingual Education?

3. What are the insights and perceptions of the school head and teachers regarding the changes and challenges of the implementation of MTB-MLE? b.

Objectives of the Study This study seeks to determine the importance of Mother-Tongue Based Multilingual Education (MTB – MLE). Specifically, this study undertaking aims to: 1. Determine changes after implementing the Mother Tongue-Based Multilingual Education.

.

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2. Identify the challenges encountered by the teachers in teaching with the new curriculum.

3. Find out insights and perceptions of the school head and teachers regarding the changes and challenges of the implementation of MTB-MLE. c.

Scope and Limitation This Study is limited only to the effectiveness, implementation and perceptions of teachers (grade 3 teachers) and students (grade 3 Pupils) toward Mother Tongue-Based Multilingual Education in public schools of Calabanga, S/Y 2017-2018. The sample will be consisted of 10 students, 5 teachers and principal in Calabanga Central Division Pilot School (CCDPS) and Domingo G. Gutierrez Elementary School (DGES).

II. a.

REVIEW OF RELATED LITERATURE

Mother Tongue Mother tongue is a traditional terminology for a person's native language—that is, a language learned from birth. More so, it is called as the first language, vernacular language, home language, and native tongue.

"The vagueness of this term has led some researchers to claim that different connotative meanings of the term 'mother tongue' vary according to the intended usage of the word and that differences in understanding the term can have far-reaching and often political consequences."

(Pokorn, N. and Benjamins, J.(2005). Challenging the Traditional Axioms: Translation into a NonMother Tongue.)

According to ZubiedaKhatoomDesaishe (2012), mother tongue based in the origin is the language one learned first (the language one established the first long-lasting verbal contacts in). Mother tongue has two identifications according to the typology developed by Shutnabbkangas, the internal and external identification. In internal identification, mother tongue is the language one identifies with/as a native of while in external identification it is one is identified with/as a native speaker of, by others. Mother tongue according to the competence is the language one knows best while according to its function, mother tongue is the language one uses most.

"The mother tongue of more than three billion people is one of twenty, which are, in order of their current predominance: Mandarin Chinese, Spanish, English, Hindi, Arabic, Portuguese, Bengali, Russian, Japanese, Javanese, German, Wu Chinese, Korean, French, Telugu, Marathi, Turkish, Tamil, Vietnamese, and Urdu. English is the lingua franca of the digital age, and those who use it as a second language may outnumber its native speakers by hundreds of millions. On every continent, people are forsaking their ancestral tongues for the dominant language of their region‘s majority. Assimilation confers inarguable benefits, especially as Internet use proliferates and rural youth gravitate to cities.

But the loss of languages passed down for millennia, along with their unique arts and cosmologies may have consequences that won‘t be understood until it is too late to reverse them."

(Judith Thurman, "A Loss for Words." The New Yorker, March 30, 2015) One‘s mother-tongue makes it possible for a child to take part in the knowledge of the social work. Another impact of the mother-tongue is that it brings about the reflection and learning of successful social patterns of acting and speaking.

It is basically responsible for differentiating the linguistic competence of acting. But there are also many people who prefer to speak and communicate in their second language because their mother tongue might be very limited and does not provide a large number of words or expressions. Language is a medium of communication within the family and society.

Every tongue expresses the culture of society to the complete satisfaction of its members. Mothertongue is of immense importance to the educational foundation of learners. The language an individual speaks is for him or her most expressive and often the most beautiful of all languages (Wikipedia, 2009).

LANGUAGE LITERACY b.

TRANSFER VERSUS TRANSITION: Transfer is the learning concept which explains how we learn languages and transition is the shift of teaching from one language to another.

At first it seems counter-intuitive that continuing with the mother tongue actually increases the efficiency and development of the second language, but research and practice in bilingual education has found that the stronger the literacy and knowledge of the first language, the faster the 59

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transfer and transition into the second. Teaching of the mother tongue alongside the second language, allows the sounds and structures of the language to be transferred more easily. The child builds on what is already known and understood.

Even if the written It‘s hard to tell who is more nervous on the first day of school—the children or the parents. Imagine the difference for a child who is met on that first day by their mother tongue teacher who helps them settle in, then continues with first language literacy throughout the child‘s education in the school. Supporting mother tongue language literacy goes beyond preserving cultural connections and providing a soft landing.

Research over the past three decades increasingly demonstrates that continuing language and literacy in the first language alongside the development of the new language is in the child‘s best academic interests.

According to a report of UNESCO (1953), which they claimed that learners will acquire more knowledge in language and learning if they will be taught using mother tongue: It is axiomatic that the best medium for teaching a child is his mother tongue.

Psychologically, it is the system of meaningful signs that in his mind works automatically for expression and understanding. Sociologically, it is a means of 26 identifications among the members of the community to which he belongs.

Educationally, he learns more quickly through it than through an unfamiliar linguistic medium.

(UNESCO, 1953, p. 11) Moreover, a similar statement from UNICEF (1999), also suggest the beneficial factor of mother tongue: There is ample research showing that students are quicker to learn to read and acquire other academic skills when first taught in their mother tongue. They also learn a second language more quickly than those initially taught to read in an unfamiliar language. (UNICEF, 1999, p.

41) According to Ball (2010), on language and literacy, conducted that becoming literate and fluent on one‘s first language is important for overall language and cognitive development, as well as academic achievement. He also observed that by learning in the mother tongue, children‘s home, culture and traditional knowledge are validated and reinforced. Children gain better self-

concept and have a strong sense of their own society.

Talking is an important milestone in children‘s development.

Most children will know how to say 100 words by the age of 21 months and will start to combine these words into short sentences before they are 2 years old. Unfortunately, many young children fall behind these milestones.

Children who have limited expressive vocabulary (less than 40-50 words) at 24 months and make no word combination are identified as ―late talkers.‖ About 8-12% percent of North American preschool children and 12% of children beginning school have language delay. Of these, 25-90% is diagnosed with a reading disorder – a problem that goes on to affect 10-18% of all school-age children. The frequency of language problems and its impact on literacy and reading later in life speaks to the need for early intervention as soon as speech problems are detected. c.

Language and culture According to Jafari & Mahadi (2012) language and culture has a very tight relationship in general. They are closely correlated and interrelated.

Language is the symbolic presentation of nation or society. d.

Culture highly influential to language (Kaur, 2003) Communication is what binds us all. It is a tool to make us one, to accomplish things, have relationship and achieve goals. Through communicating we develop, maintain and transmit culture from one generation to another. To state differently, communication and culture influence each other. Hence, communication plays an important role in our understanding of cultural differences and the influence on cultural differences on communicative style.

Penny (2000) proposed that all the language we know today show differences. They vary in identical ways namely geographically and socially. These two parameters show that variations do occur. It is a universal characteristic of human language that speakers of the ―same‖ language who live in different parts of territory do not speak of the same way.

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e. Theoretical Framework

f.

Language Theories Lev Vygotsky‘s Social theory of Cognitive Development focuses heavily on language and social interaction, and the role they play in helping learners acquire an understanding of the culture in which they live. Language is a tool people use for cultural transmission, communication, and reflection on their own thinking. Teachers are encouraged to engage students in meaningful learning tasks that involve language and social interaction. Learners who can benefit from assistance are in what Vygotsky calls the zone of proximal development. Learners within this zone can profit from instructional scaffolding in the form of modeling, questions, prompts, and cues.

Moreover, attribute the development of language to an individual's social interactions and growth.

Noam Chomsky‘s (1977), as his Nativist Theoryviews that language is innate to all human beings as he considers that language can be easily acquired in the early ages. Chomsky also claimed that children living the same community are not influence by external experiences which bring about comparable grammar. He once said, "all children share the same internal constraints which characterize narrowly the grammar they are going to construct." He also proposed that all of us live in a biological world, and according to him, mental world is no exception. He also believes that as there are stages of development for other parts of the body, language development can also be achieved up to a certain age.

According to Jean Piaget‘s (1987), stages of development is a blueprint that describes the stages of normal intellectual development, from infancy through adulthood. This includes thought, judgment, and knowledge. The stages were named

after psychologist and developmental biologist Jean Piaget, who recorded the intellectual development and abilities of infants, children, and teens.Piaget's four stages of intellectual (or cognitive) development are: Sensorimotor, Birth through ages 18-24 months; Preoperational, Toddlerhood (18-24 months) through early childhood (age 7); Concrete operational, Ages 7 to 12; Formal operational, Adolescence through adulthood.

Piaget acknowledged that some children may pass through the stages at different ages than the averages noted above and that some children may show characteristics of more than one stage at a given time. But he insisted that cognitive development always follows this sequence, that stages cannot be skipped, and that each stage is marked by new intellectual abilities and a more complex understanding of the world.

According to B.F. Skinner (No Date), as he described in his Social Theory, learning of students will also depends on the things that is being reinforced to the students. He identified two kinds of reinforcements, the positive and the negative reinforcement. These reinforcements are also parallel to environmental stimuli. Skinner added that learning can be observed, explained and predicted through observing antecedents and consequences.

Both positive and negative reinforcement increases the probability that the antecedent behavior will happen again. Skinner‘s Behaviorist approach contends that children learn language through imitation, repetition and reinforcement of the successful attempts.

With all of these theories from renown linguists the theory of cognitive development by Jean Piaget which gives the idea of having stages in developing children language and learning acquisition while this is in support of the theory proposed by Noam Choamksy(1977) that children has an innate ability to acquire learning in language.

Both these linguists suggest that children must be supervised to properly adopt the essence of language and learning.

According to Vygotsky, cognitive development focuses heavily on language and social interaction which also play a role in helping understand their culture as where they also live while the proposed behaviorist theory of Skinner states the idea that children can easily learn by reinforcing positive and negative things with the help of environmental stimuli. Social interaction and 61

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environmental aspect can be also seen as one for it both concerns the people around the learner.

REVIEW OF RELATED STUDIES According to the study of Sierda and Padua (2016), the principals in public schools in Calabanga are trying to work hard in order to have better outcomes in MTB-MLE. They also noticed that there are needs for teaching references and different strategies. They also mentioned that the teachers should attend more training and seminars for better understanding and to gain knowledge for better implementation of MTB-MLE. It also appeared that the textbooks and other references given by DepEd need revision. In addition, they also stated that the advantages of MTB-MLE are; a). the students become more participative in class activities., b) students interact more and express their thought freely, and c) the students communicates easily, while the only disadvantage they mentioned is that the pupils learned less in Filipino and English. (Padua E. and Sierda, J. (2016). Unpublished thesis. Mother TongueBased Multilingual Education inPublic School) pp. 62 According to Burton (2013), she identified the major challenges that exist related to MTBMLE implementation which we quoted to honor her statement in her dissertation research which focus in the implementation of MTB-MLE in the Philippines; “Three themes arose in the data with respect to this question: the presence of a multilingual environment, difficulty translating academic language, and a lack of materials. First, the multilingual environment presented a challenge because it added complexity to the teaching context. Teachers were unsure how to teach something in only Bikol when their everyday life was a blend of multiple languages. In addition, it seemed difficult to define one true mother tongue for a single classroom given the differences between families„ home languages.

Second, academic language was presented as a challenge due to the large number of technical terminology that could not be easily translated into Bikol. This primarily included math and science terms. Teachers did not know which terminology to use in class because they have traditionally borrowed words from English to name concepts. Parents also struggled to keep up

with the higher level Bikol terms and could not always help their children with homework as a result. Third, a lack of materials presented a challenge to implementation. Teachers were expected to pay for photocopying of the few materials provided, and they also spent many extra hours a week creating their own lesson aids.

Parents described this challenge in relation to a lack of materials available for their home use.

Since most materials are published in Filipino or English, it is nearly impossible to find materials in the local language.”

As some of the researchers say that there is an ample research about the effectiveness of MTB-MLE in the Philippines which they noticed that there are needs for improvement fs having this language policy. Akinnaso (1993) reviewed literature on mother tongue-based programs in developing countries and claimed that most projects report positive correlations between the development of literacy in the mother tongue and development of literacy in the second language.

However, use of the mother tongue alone does not guarantee positive results. Consideration must be given to the way in which the policy is implemented, both from a national and local standpoint.

III.

RESEARCH CONTEXT

a.

Research Context This chapter presents the brief history of how Mother Tongue-Based Multilingual Education is implemented in the Philippines.

Thus, a brief history of the Domingo G. Gutierrez Elementary School and Calabanga Central Division Pilot School is included.

Language Policy in the Philippines In 2009, the Department of Education (DepEd) challenged the Bilingual Education Policy by issuing an order that called for institutionalization of mother tonguebased multilingual education (MTB-MLE). This order requires use of the learners ‗first language as the medium of instruction for all subject areas in prekindergarten through grade three with Filipino and English being taught as separate subjects (Philippines Department of Education, 2009).

Another order was issued in 2012 that offered more specific guidelines for MTB-MLE and embedded the reform in the newly adopted ―K to 12 Basic Education Program(Philippines 62

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Department of Education, 2012). This order shifted from the original mother tongue approach by specifying twelve major regional languages to be used as the languages of instruction. Under this order, teachers are provided government-issued materials in their regional languages but are expected to adapt them to reflect the students ‗first languages.

In year 2013, Department of Education approved the nationwide implementation of MTBMLE in the Philippines. Most of the school heads and teachers have undergone seminars and training to effectively used the MTB-MLE under the K-12 Curriculum.

The researchers conducted a series of interviews to come up in finding changes and challenges in the implementation of Mother Tongue-Based Multilingual Education in Domingo G. Gutierez Elementary School. Based on the students, school head and teachers perception on the changes, several factors arise during the interview. According to Mrs. Dionesia Guiteriez, there is a change when it comes to teaching strategy of the teachers in the students acquire more knowledge in learning. Also, the use of mother tongue is a way of legalization of using the first language, she mentioned. i. History of Domingo G. Gutuierrez Elementary School In the year 1962 the dream of the constituents of barangay Harobay of having a public elementary school in the barangay was realized when the couple Mr. Domingo G. Gutierrez expressed their interest to the Bureu of Public Schools to donate part of their lot for school site.

The first makeshift building established in Harobay Elementary School was made of woods, coconut slabs and abaca strips and was a built through the joint efforts of the parents namely Mr. Juan Ocampo, Jose Amparado, and Bonifacio Perez with the financial assistance of the lot donor. The first grade school was opened in 1962 with the very first teacher and TIC, Mr. Sebastian Abad.From time onwards, the school rapidly increased population and became a complete elementary in 1978 with 38 pupils first graduated in grade 6, with their class adviser and the school head Mr. Nacianceno A. Gutierrez.

In 2006, it was resolved and approved by the PTA and the Sangguniang Bayan ng Calabanga to rename the school to Domingo

G. Gutierrez Sr. Elementary School, as a sign of expression of gratitude to the family for donating the lot.

At present, Domingo G. Gutierrez Sr. Elementary School has a total land area of 10,000.00 sq. meter catering 443 pupils all Barangay Harobay alone. One of the biggest elementary schools in the eastern most part of Calabanga with 14 organized classes under the guidance of 14 regular permanent teachers and efficient School Principal I-Mrs. Dionesia S. Gutierrez. ii.

History of Calabanga Central Division Pilot School The coming of American marked the beginning of Education in Municipality of Calabanga. In 1901, first school was opened in making use of big buildings as the classrooms.

The first supervisor was Mr. Ritzi, who forced the pupils to enter school. At that time the Americans recruited some Filipinos to teach; among them were Mr. Prudencio Tible and Mr. Santiago. Those who graduated fourth grade were allowed to teach followed by those who graduated in seventh grade.

Upon the effort of Gabaldon Act in 1997, the four room Gabaldon Building was constructed. The first formal education was introduced by Mr. Faustino Belza, Mr. Cordova and Mr. Celedinio Salvador.

1937, the extension building with threerooms was built it is today the seat of Calabanga Central Division Pilot School. The school was then annexed of the Central West School.

In 1940, another two-room building was added followed by the construction on the Industrial Arts Building.

During the Japanese Regime, the extension building was used a garrison by the Japanese.

Nippongo and Japanese culture were taught in the school. In 1949, the war damaged building was constructed under the leadership of Mayor Antonio Falcon. In 1945 two rooms in the extension building were added under the administration of Dominador B. Medroso.

By 1977, the school which occupies an area of 58,566 sq. meters had an enrolment of 1047 pupils.

At present, Calabanga Central Division Pilot School is an institution that offers quality education to grade school children. It responds to needs of Calabanga in achieving academic 63

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excellence and developing positive values. It is regarded as one of the best performing schools in the province as shown by the exemplary achievements in division, regional, and National competitions. (source: Calabanga Central Division Pilot School) IV.

RESEARCH METHODOLOGY

Methods of Research This chapter presents the methods of study used; the research utilizes qualitative data that used a descriptive narrative method, it includes focus groups discussion, classroom observations, and interviews to obtain the needed data and information including its preparation, validation and administration on the respondents are applied to the data. Also, a brief explanation based on the methods of research writing. The methods of research generally categorized as descriptive narrative. It will also provide corresponding explanation to the process on methods that has been used like research design, research instrument that has been used.

Tongue Multilingual Education in both teachers and students in public elementary schools in Calabanga. Second, the challenges met by the teachers in teaching the new way with the new curriculum. Third, the perception of students, teachers, and school head regarding the changes and challenges of the implementation of MTBMLE was likewise looked into.

a.

b.

Research Design The study adopted the descriptive narrative method that assessed the perception and encountered changes and challenges and the effectiveness of Mother Tongue Based Multilingual Education in Calabanga from the different viewpoint of students, teachers and school heads. This study utilized the descriptive method of research as the most appropriate method in conducting the investigation. The method was deemed most appropriate in the light of the objective nature and scope of the study.

Moreover, the researchers chose Domingo G. Gutierrez Elementary School from the East District and Calabanga Central Division Pilot School to conduct this study form West District of Calabanga. Participants were also given a letter of consent and information sheet to assure the validity of their given statements. c.

Research Instrument A prepared set of questions in an interview guide and observation checklist for descriptive narrative is design to operate data that is necessary for accomplishing the objectives of the study. It will be the primary instrument of the researchers to have the data.

The interview is consisted of the following: First part indicates changes of Mother

d.

Procedures in Gathering Data A letter of request to conduct a study addressed to the school administration was submitted for approval. Thereafter, another letter of request address to the respondents is attached to the interview guide asking for their cooperation about the study to be undertaken. An observation checklist was made to further facilitate and scrutinize the data. Participants were also given a letter of consent and information sheet to assure the validity of their given statements.

V.

RESULT AND DISCUSSION

This chapter presents the results and discussion for each case study after data gathering process conducted. The researchers seek and evaluate the results. This chapter also aims to lay the answers to the interviews for clear manifestation of data. a.

CASE STUDY: DOMINGO G GUTIERREZ ELEMENTARY SCHOOL Based on the interview conducted by the researchers, changes happened through the transition of students from Grade-1 to Grade 6. In these early stages, a student will become more participative and attentive in lessons which MTBMLE is applied. According to Mrs. Gutierrez, the School head of DGES, MTB-MLE help the students to be more ready to face the next stage in learning as time passes. She also mentioned that MTB-MLE is well implemented in their school because their teachers have undergone seminars and training to be able to teach subjects which MTB-MLE is needed. According to Mrs. Gutierrez, “ Pagmaribok ang mga aki, maogma ka as an administrator, pero pagtuninong ang mga aki sa laog kang classroom, magworry ka na ta there‟s something wrong sa classroom” ( the more outspoken the students inside the classroom made me satisfied as an administrator, but making them stay in silences bothers me for there is something wrong) which she referred to student‘s 64

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participation in class lesson. The MTB-MLE proposed a change in student‘s performance.

Moreover, Mrs. Gutierrez claimed that it is more favorable to both students and teachers‘ performance inside the classroom however the usage of English or Filipino language should not be neglected and it should be facilitated rightfully for the betterment of the students‘ language and learning acquisition.

Changes in students learning and language acquisition differs on how the students and teachers perceived. According to one of the teachers in DGES, the students become more responsive and can easily overcome their fear in express their thoughts and ideas. Using mother tongue as the medium of language in teaching is one of the best ways for learning acquisition. The previous curriculum imposed a no or less used of mother tongue in schools for it profits the students acquire English and Filipino language. Changes in teaching strategies of teachers vary most specially in the case of teacher in DGES. One of the teacher mentioned that they have to be more resourceful to provide their students some personalized instructional materials for better presentation of

their lesson. According to Teacher B, Having MTB-MLE is a new approach in teaching; the difference is that in previous curriculum are better in speaking and acquiring the English and Filipino. Localization program of Department of Education lets the students to explore even their local tourist sites, their churches and landmarks.

As stated in the study of Burton (2013), there is an explicit challenge that lies in the implementation MTB-MLE in the Philippines which also concern Domingo Gutierrez Elementary School because of its location and the lack of references and materials. As the researchers conducted the observation there are some lapses in teaching strategies in which the usage of mother tongue is applied.

Based on the researchers‘ interview to the students, students have acquired new knowledge in language acquisition. The Textbook in MTB subject offers the students to learn new language even they are a native speaker of Bicol dialect. So language acquisition of students is observed though some words are not familiar with some words that are included in the MTB textbook. The researchers conducted an observation to analyze

the level of effectiveness of MTB-MLE among students which we found out that students are having difficulties in understanding their lessons.

There are words that are not properly translated in Bicol Naga. One of the participants mentioned that it is better if their teacher will first use the English Language then translate it to Bicol Naga dialect.

All the teachers are also native speakers of Bicol Naga which make them as a good instructor of MTB subject they have also undergone many seminars and training to improve their teaching skills using the Bicol Naga dialect. Teacher C said ―the teacher will provide everything for as long as it helps and nurture students‘ acquisition of language and learning. Looking on the challenges that students have encountered, the researchers found out that there are no exact translations of words in Mathematics and Science subject, in which the teachers are having difficulties in translating their lesson. They mentioned that the usage of Mother tongue should only be in the MTB subject alone. (See table 1.)

MATHEMATICS English Bicol Translation a. One plus one is equal to two. ( 1+1 = 2)

English a. Oxygen

a. An saro dagdagan mong saro pira ang simbag, duwa.

SCIENCE Bicol Translation b. -No translation in MTB textbooks-

b.

Case Study: Calabanga Central Division Pilot Elementary School The researchers took a focused group discussion among MTB teachers. According to Teacher 1, after MTB-MLE has been implemented, students had the confidence to talk freely because of their prior knowledge in Bicol language. However, teachers found out that students prefer using Mother tongue in all subject areas. Now that the Mother tongue is being introduced as a way of teaching and communicating with their students, they can no longer be strict and go straight using English language. Students had limited exposure in English and Filipino language. And another teacher said that Mother tongue is way better if it 65

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could be just a subject alone and not a medium of instruction. The dilemma was the confusion of the students in answering quizzes especially essay type questions. (Example no. 1, Paano nakakatulong ang pag tapon ng basura sa tamang lalagyan? Student 1 Answer: Nakakatulong po ito dahil dae na kita magkakahelang.)( How can we help our environment if we throw our garbage on the proper thrash bin? Student 1 Answer: It helps us to avoid diseases.)

The researchers found out that the students became more talkative and active since MTB-MLE has been imposed. They excel in subjects where their native language is the medium of instruction such as, Science, Araling Panlipunan (A.P.), Edukasyon sa Pagpapakatao (E.P.P) and Mother Tongue-Multilingual Education (MTB Subject). Students are more comfortable using their native language and can easily acquire and understand their teacher‘s instruction.

But in some ways students are having a hard time as well in Mother tongue subject in terms of the correct spelling. Teachers also described their MTB books as a bit confusing for it has many different spelling.

Spelling no. 1 Spelling no. 2 Hale Hali Helang Hilang Kun Kung Teachers experienced some term they aren‘t familiar with. It gives them confusion because it is written in Bicol Albay. Teachers suggested that the books in MTB could be written in Bicol Naga with the most correct spelling for better understanding and learning acquisition of the learners.

Students have also the confusion in terms of using and constructing pure Filipino and English languages. The more they are exposed to their native language the more comfortable they are, however the openness and the exposure to Filipino and English language is limited. They do outshine in subject areas where their native language is the medium of communication. But in subject Math and Science, students are having difficulty in acquiring knowledge in some ways because Mathematical and Science terms couldn‘t be translated in Bicol language.

In CCDPS, teachers regulate more educational activities for the better language and

learning acquisition of the students. The researchers found out that MTB-MLE is an advantage for the students to help them learn for they have prior knowledge with their native language that makes them acquire knowledge in the easiest way. Teachers discover that students became more participative and active since MTBMLE has been imposed. They excel in subject areas where their native language is the medium of instruction such as, Science, Araling Panlipunan, Edukasyon sa Pagpapakatao and of course the Mother tongue. However, teachers found out that students prefer using Mother tongue in all subject areas. Students are being hesitant when it comes to constructing English and Filipino subject. The researchers conducted an observation to analyze the level of effectiveness of MTB-MLE among students which we found out that students can easily understand their lesson having Mother tongue as the medium of communication and instruction.

VI.

FINDINGS, CONCLUSION AND RECOMMENDATION The researchers found out that after the implementation of MTB-MLE in Calabanga it brought new approach in learning and language acquisition of students in primary level, specifically pupils from Kindergarten to Grade Three. The School heads of Domingo Gutierrez Elementary School and Calabanga Central Pilot Division Elementary School have bridged the gap on the transition in learning for their students by providing new strategies to lessen the vulnerability of having poor learning and language acquisition.

The teachers of the said schools are having difficulties in facilitating the Mother Tongue (Bicol Dialect) because the references provided by the DepED do not suffice the proper translation of the words in Bicol Dialect (Bikol Naga).

According to Ball (2010), a native speaker should speak fluently in one‘s language to properly facilitate the language to be used and to benefit the cognitive development of the children in which is in support with John Piagets‘ theory of cognitive theory that children‘s development on cognitive process should not be skipped.

Challenges also involved the location of the schools and the locals themselves. MTB textbooks are not properly guided with correct spelling, pronunciation and usage of Bicol Dialect (Naga).

Teachers have only spent one week for trainings 66

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and seminars will they will be using for a whole school year in which their teaching skills is at risk.

One of the school heads that the researchers have interviewed said that the implementation of MTB-MLE is a way of legalization of the usage of mother tongue in teaching of these subject areas. The interview conducted by the researchers showed that most of the teachers are not in favor of using mother tongue as a medium of language in the said subject areas. But in contrary with the students‘ perception, it is more favorable with them if mother tongue (L1) should also be used in English and Filipino. Some of the teachers stated that mother tongue (L1) should just be applied in MTB subject. In addition, English and Filipino subjects should stay as it is because it mother tongue will be used in the said subjects, the students‘ learning and language acquisition will be at risk and they will have retention in learning more knowledge in said subject areas. In terms of the transition of students from grade 3 to grade 4, students might encounter some difficulties because of the usage of mother tongue.

CONCLUSION Many changes in teaching strategy, learning and acquisition have been noticed even by the school head, teachers and students.

Challenges in comprehending some terms in Bikol Dialect is also concerned because there are words that are not familiar or applicable to the locals and students of Calabanga Central Division Pilot Elementary School and Domingo G. Gutierez Elementary School because of the language variation.

It can be concluded that MTB-MLE is effective when it comes of students‘ academic performance.

MTB-MLE helps the students to improve their language skills and learning acquisition. It is easier for students to comprehend their subject matter if it‘s in English (L3) and will be translated to Filipino (L2) to mother tongue (L1) so their lesson will retain in their long term memory.

Teachers have no issues in mastery of the mother tongue or Bikol Dialect- Naga because they are a native speaker of the said language.

The researchers can therefore conclude that the perception of school heads, teachers and students in the mother tongue as medium of language in teaching should be with proper guidance by the

teachers. In English and Filipino subject, mother should also be used to supplement the students learning and language acquisition. Teachers should be always using the Mother tongue even in subjects that it should be used.

RECOMMENDATION The researches recommend that the school heads and curriculum implementer should have another program in which the language and learning acquisition of students will be more facilitated.

Bridging their lessons should have a systematic program in which English language(L3) will be taught first, then will be translated to Filipino language(L2) and lastly to Bicol dialect/mother tongue(L3) as for the students to retain their knowledge in their long term memory. Teachers should have enough time for training and seminars for MTB- MLE which they will be teaching for a whole school year.

The researchers recommend that DepEd should have standardization of Bicol Dialect to correct the misspelled and misused words in MTB Books. Teachers should also have seminars or training in correct use and pronunciation of some Bicol words to help students to acquire more knowledge in language and learning acquisition. Provide more educational activities for the students to have an equitable learnings among the students.

The researchers recommend to have another program or redesign the curriculum of K-12 to benefit the students language and learning acquisition because based in our interviews and observations, Mother tongue should ONLY be used in MTB Subject of the students not to be confused and mislead their ideas in learning new knowledge. Also, researchers recommend that mother tongue (L1) should only be used in MTB subject alone, based on the researchers‘ interview and observation.

English and Filipino subjects should be as it is with the use of English and Filipino. Science and Mathematics should also use English language as a medium of language in teaching for it will not confuse the students‘ and for them to have best learning and language acquisition.

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Table of Contents

Research Title

Theatre Arts Extension Program of CBSUA: Contribution to Culture, Arts, Human and Community Development Assets Assessment: Development Projects for Upland Barangays in Calabanga, Camarines Sur Violence against Women in Calabanga: Recognizing Women’s Rights against Genderbased Violence and Discrimination Use and Effect of Graphic Organizers and the Students’ Performance in Mathematics Mathematical Performance of Students through Written Assessment and Performance-Based Assessment Visual and Manipulative Instructional Materials in Teaching Mathematics Students’ Heuristics: An Innovative Way in Solving Mathematical Non-Routine Problem

Researchers

Page

Michael Angelo N. Cabrera and Rhoanne B. Rodriguez

70

Leslie D. Barrogo

79

Cristina L. Aquino, Paula B. Bongon, Lyra Angela B. Delmo John Argie Betchaida, Angelbert Tabilog, Rio Barawel Espiritu, Charie D., Gomez, Leame C., Jaula, Karen L.

88

John Michael C. Asaytono, April T. Pron, Ruth E. Colambo Mariel David Rodriguez, Daniel Adorna Barawel

101 108 115 127

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Theatre Arts Extension Program of CBSUA: Contribution to Culture, Arts, Human and Community Development Michael Angelo N. Cabrera and Rhoanne B. Rodriguez 

Abstract— Theatre, culture, arts, human and community development have something related on each other, for somehow it is a cycle in what we called art. The purpose of this phenomenological study is to explore the impact contribution of the theater arts extension project of CBSUA Calabanga. Specifically it is aimed at addressing the following questions: What are the theatre arts extension projects of CBSUA Calabanga? What are the outcomes of theatre arts program to the participant of the program? What is/are the impact the project to community, culture, arts and human development? Of the seven theater arts training workshop provided to the community, this research focused on one religious based and one school based theater group in writing lived experiences of these organization after benefitting from the extension activities. From the affinity coding and thematic analysis we were able to draw themes for outcome and impact contribution of the theater workshop namely: experience to career opportunities; leadership, organizational development and recognition. The overall contribution of Theater Arts in Human Development illuminates the creative essence of humanity.

Keywords—Community development, Culture and Arts, Extension program, human development, Theater arts I.

INTRODUCTION

“I regard the theatre as the greatest of all art forms. The most immediate way in which human being can share with another the sense of what it is to be human being”- Oscar Wilde Theatre, culture, arts, human and community development have something related on each other, for somehow it is a cycle in what we called art. As part of our research we are going to study theatre arts as the research extension project of Central Bicol State University of Agriculture- Calabanga which seemingly produced impacts to the community,

culture and arts and human development. We assessed the impact contribution of the research extension project to levels and aspects of development. Language and culture serves as the plethora in exploring Community Theater which is the prime interest of this investigation. Outcome and impact brought by theatre arts extension project is the main purpose of the study, this will focus on the final product of theatre arts extension to the cultural organization that mold them the great foundation and as performer. Theatre arts motivate them in every performance did by the cultural organization.

Observation led us to realize that though the expressed goal of the theatre program was primarily aesthetic, experience and behaviour of the performers/students; it actually embraced a sizable range of learning and development prospect. The unique pedagogical system of the SAMBIT or the Alumni engaged participants in maintaining the safety and creativity of the said theatre. The theatre and arts program deeply focused to the final product made by the Alumni to have experience for the participants and became a solid foundation for learning. This made clearer to us that theater and arts productions caught our attention through recognition and know the positive effect brought about the lives of the participants surrounded by the community.

Overview of the Study Chapter one (1) presents the statement of the problem about the theatre arts workshop. The chapter also reveals the objectives, scope and limitation of the study. The second chapter reviews related literature and studies followed by a presentation of the research context in chapter three (3) which covers theatre arts extension projects of CBSUA Calabanga to community. Chapter four (4) discussed the methodologies used in the study: the process of data collection and data analysis. Chapter five (5) highlights the results and discussion relating to the questions about extension project of CBSUA Calabanga. Finally, Chapter 6 presents findings, conclusion and recommendation for each research question base from the result.

The purpose of this qualitative study is to explore the impact contribution of the theater arts extension project of CBSUA Calabanga. Specifically 71

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it is aimed at addressing the following research questions and objectives: Statement of the problem 1. What are the theatre arts extension projects of CBSUA Calabanga?

2. What are the outcomes of theatre arts program to the participant of the program?

3. What is/are the impact the project to community, culture, arts and human development?

Objectives 1. Explore the various theater arts extension projects of CBSUA Calabanga; 2. Discover the outcome of the theatre arts program; and 3. Understand the impact and contribution of the project to community, culture, arts and human development.

Scope and Limitation The participants of the study are selected beneficiaries of the theatre arts extension project of CBSUA Calabanga to community.

This study closely focused on the outcome and impact contribution of extension program of CBSUA to cultural organization.

II.

REVIEW OF RELATED LITERATURE

Lorraine Robinson, (April 2010) ―Applied Theater‖. She declaimed indicative general trend in theater education program and for theater education research. It focused on program and methods that make Applied Theater grown out and she used theater and arts as an instrument to teach specific content to examine personal and social issues.

Robinson used this applied theater for life changing instrumental theater in action, she also want student to put into classic play, appreciating theater and arts, and have fun. To her distinct line between the type of theater done in said Sitar Center and she termed it as ―theater for social change ―that line is equally particularly in a majority of scholar ship published on educational theater today. The use of drama as a tool has value of the dramatic experience in itself.

Lorraine argument extends from Gavin Bolton‘s (1981) ―Drama in Education- A reappraisal‖ wherein Bolton examines five myths pertaining to the goals of drama in education being primarily about personal development. He believes that drama facilitates these benefits, but Shifra Schonmann‘s (2005) ―master versus servant: Contradiction in Drama and Theater Education‖ saying ―the achievement is not intrinsic to drama. It is an important by-product of the dramatic experience.‖ Schonmann claims that all

these by-product have become the main target or the main purpose and aim of drama and the theater in education. She argues that development in the use of drama education has been par by a focus on using drama only as a tool and ignoring the value of the aesthetic experience of dramatic play and creative theater.

Helen Nicholson‘s (2005) p2 ―Applied Drama: The gift of Theater‖, it defines as form of dramatic activities the primarily grown and exist outside conventional mainstream theater institution, and which specifically intended to benefit individuals, communities and societies. Helen told that theater recognized today that seek to promote educational development, social change and community building. Tim Prentki and Shiela Pretson ,(2009 p9)―The Applied Theater Reader‖ in their introduction about that Applied Theater Reader they highlights the range of transformative intention in modes in applied theater, they said that both participants and performers may often to have desire to use properly the process of theater in the service of social and community change and development. In this statement applied theater affect the changes in the lives of the performers or the participants in the form of social understanding, education, community unity and improvements. This will know that it is more important to look and have intention in theater and arts education to help to the community improvements.

Allistair Martin-Smith (2005 no.4 p5), (―Setting the Stage for Dialogue: Aesthetics in Theater and Drama Education‖) this focus to theater education is on program that uses the term ―instrumental drama‖. Smith chosen to use this term because she referring to specifically educational methods that can help performers exist, where theater is used as an instrument to teach. ―Applied Drama‖ tell the category of application in social and community changes. Smith also used ―aesthetic drama‖ to refer program which primary intention is to create a work of art. Luton, J. I. (2010). ―Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand‖ considers the nature of drama and theatre in and for schools and references the nature of theatre in contemporary New Zealand. Drama in schools in New Zealand has developed from the earliest school productions in the 1800's, through its perceived role to enrich lives, to becoming a discrete Arts subject within the New Zealand educational curriculum in 1999.

The existing research on the social impacts of theater is quite extensive, and the great majority of literature is closely focused on three specific area: Leonard, Kilkelly, (2006) ―the involving fields of community-based theater‖. Leonard focused to the theoretical performance made in particular 72

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communities. This refers to the performing theater and arts that is made entirely by a community and the collaboration between community members and professional theater artist. McCarthy Jinnet (2001) ―The effects of a rapidly developing community environment on the participation in performing theater and arts.‖. Bradshaw Nichols , (2004) ― Usefulness of theater and arts Education‖ Nichols focused the importance of theater and performing arts in education is significant. He stated how theater useful to the education of student, and can help the development of the community to improve the desire of the people of the student performing theater.

Eisner (1999, questions ―does experience in the arts boost academic achievement?‖ art plays big part in school curriculum in a way that subjects such as humanities is being offered because according to American Alliance for Theater and Education (2014), numerous studies have demonstrated a correlation between drama involvement and academic achievement compared from peers who does not experience the art.

Rabkin, N. & Hedberg, E. C.M (2011), states that the effect of arts education may depend on the kind, quality, intensity and longevity of arts education experiences that we can do so through conducting activities such as workshop.

Bruner J.‖ Culture and Human Development‖ (1990; 33:344–355) according to culture and arts generates form of narratives about how people are, how and why they act, and how they deal with trouble. These narratives typically depict a canonical state of things and a deviation from that state. Stories are means for making these deviations comprehensible, if not acceptable. Typically, a culture‘s institutional structure serves to ratify and even enforce its folk psychology. Studies are cited to show how and in what settings children come early to master the narrative forms for operating within the culture‘s folk psychology. Human intelligence seems to express itself earlier in the social than in the physical domain, as with primates generally.

Ben Walmsley, (2013) "―A big part of my life‖: a qualitative study of the impact of theatre", Arts Marketing: An International Journal, Vol. 3 Issue: 1, pp.73-87, the purpose of this paper is to explore the impact that theatre can have on its audiences, both immediately and over time. Impact emerges as a personal construct articulated by audiences in terms of emotion, captivation, engagement, enrichment, escapism, wellbeing, world view and addiction. Impact is ultimately described as a relative concept, dependent on audience typology and perceived by audiences in holistic terms, incorporating both intrinsic value and instrumental benefits. While catharsis is confirmed as a key enabler of impact, flow emerges as both an enabler and a benefit in itself.

III.

RESEARCH CONTEXT

The theatre arts extension project of CBSUA Calabanga is one of the oldest and most requested training projects for students, young professionals and teachers of DepEd. This workshop and trainings is spearheaded by the Sentro ng Artistikong Manlilikha na Bumubuo ng Identidad at Talento (SAMBIT) in cooperation with the College of Arts and Sciences. As per record the theater arts workshops have been offered to about 10 schools, religious groups and local community organizations in Calabanga. Below are some of the brief details of the training workshop beneficiaries.

Quipayo National High School (QNHS) became an extension project beneficiary of CBSUA Calabanga in the year 2011 with the help of SAMBIT alumnus Mr. Zaldy Papellera. QNHS is a school based organization composing students performing during school activities and compettions.

Dominican School of Calabanga (DSC) undergone Theatre Arts Workshop training and production happened in 2013 together with the SAMBIT alumna Mrs. Ruth Prevosa-Muroda the adviser of the theatre club of DSC. They are also one of the participants of the 2016 Basic Acting Theatre Arts Workshop. Recently they had their third workshop held at Dominican School of Calabanga in February 2018 in preparation for the performance tasks of junior high school students.

Sabang Group of Talents is a community based organization at Sabang, Calabanga Camarines Sur. Members of this organization are the youths of Sabang Calabanga. CBSUA had their extension project in 2008 through creative dance theatre.

Black Nazarene Parish Youth Ministry had their workshop training in 2016 with Fr. Rex M. Palaya, held at Black Nazarene Parish, Biananuaanan Pequeño Calabanga Camarines Sur. Calabanga Network for Talents and Arts Development and Advocacy (CaNTADA) was the first church based organization that CBSUA had their theatre arts extension project program happened in since 1995 but was formally entered into MOA by 2008. The members of the organization are the cast of An Pasyon ni Kristo, played during Lenten season portraying the passion of the Christ.

Divine Mercy Youth Council Divine Mercy Youth Council is an active religious organization from Divine Mercy Parish of Paolbo Calabanga Camarines Sur which was founded in year 2003 headed by Mr. Roy Arcilla. This was established during the time of the first parish priest Rev.Fr. Joevensie N. Balang for the youth of the parish. The original name of the organization was Parish Youth Ministry; later on it was named Divine Mercy Youth Council by Fr. Balang for the people to 73

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recognize that the organization was a religious organization of Divine Mercy Parish. In early 2005, the group serves only for wake services of the late families of the parishioners voluntarily. That time they were only few member of the group since they are new to the field. But later on as time goes by the group grow larger by some youths gain interest joining the group for its good intention and they see the benefit of being part of an organization. The member of the organization was the youth of the Parish who are willing to join the organization.

Before being part of the group they will undergo seminars like youth encounter which happens every summer and by batch.

As of today they have over a hundred of active members attending the Saturday Legion of Mary and Sunday service as the choir during Sunday afternoon mass. At present the group is commended for showing exemplary works for the parish; they are being invited to attend workshops and perform in different occasions and event to show and unleash the talents they have. With them having a motto ―we serve through talents”.

The group is now being headed by Mr. Lawrence Ponce, one of the pioneer members of the organization, and he is a member since 2003 until present. The adviser of the youth is Mr. Arvin Asuncion, the Current President of Divine Mercy Youth Council is Mr. Julio Oliver Fernandez. And the current Parish Priest of Divine Mercy Parish is Rev. Fr. Denver B. Tino.

The group now having extension to the youths of barangays around the vicinity of the Parish, this is to share the talents they had gain through their experience being part of the group. (Other program and performances not being stated in this chapter will be tackled in the next chapters) Interviewees Profile Mr. Lawrence Ponce known as ―kuya Lao‖ is the head of the group, member of the group for almost fifteen years; he belongs to the first batch of the youth in the parish. Currently working as a school nurse at Our Lady of La Porteria Academy and a freelance host for different occasions and events.

Mr. Arvin Asuncion, is the adviser of the organization, currently the head master of the Divine Mercy Choir, alumni member of SAMBIT of CBSUA- Calabanga, member of the organization since 2003, one of the member of the first Batch of the youth. Currently he is working as school staff at Ratay Elementary School.

He was the man behind the Champions of CBSUA College of Industrial Technology competitions, he is a freelance dance instructor and choreographer at the very young age, and he was once a member of the knights of the Altar of divine Mercy Parish. Current serves as president of Divine

Mercy Youth Council. He is a member of the organization since early 2009 who belongs to the batch three of the youth, he is the ultimate Inay of the group; He is Mr. Julio Oliver Fernandez.

Mr. Vicmar Opeña is member of the organization who has also part of the famous dance troupe in Calabanga. He is a member of the organization since 2009. Currently is now practicing the field he chose at Villa Caceres Hotel.

Union National High School Theatre Club Union National High School Theater Club started in 2013 when Ms. Manilyn Pron started teaching at Union National High School (UNHS).

She suggested to the principal; to have this kind of theater organization for the benefit of the school. So during the school organizational bazaar, theater club was launched and facilitated by Ms. Pron with the help of Mrs. Natividad C. De Leon, principal of UNHS. During that time, there were only 12 students who signed and joined the group, they are the ones who participated the Basic Acting Workshop and Training, Extension Project of Central Bicol State University of Agriculture. Every year they gained member who wants to join the group.

The purpose of the organization is to have a permanent performer who willingly wants to perform in school activities and to compete during school competitions. Members of the organization compete outside the schools of Calabanga, they even compete in district division and luckily won many times.

As of now the organization has over thirtyfive active members who are participating in school activities and performances. They got to enjoy being part of the organization for gaining more friends and every performance has a corresponding point on their final grades. This serves as their extra-curricular activity. Some of the member already graduated and still practicing the learning they got on the organization.

Interviewees Profile Mrs. Natividad De Leon is the school head and principal of Union National High School. She facilitated the launching of the organization.

Ms. Manilyn Pron is a member of SAMBIT of CBSUA Alumni and currently working as a Teacher at Union National High School.

Ms. Aira Panganiban is Senior High School student of UNHS and an active member of the organization; she is the current president of the UNHS Theater Club.

Divine Mercy Youth Council and Union Nation High School Theater Club are two of the Extension Project beneficiaries of Central Bicol State University of Agriculture to Community, culture and Arts and Human development which will be the bifocal of this study.

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IV.

METHODOLOGY

Methods of Research This study used qualitative method and primarily used phenomenological and ethnographic research. Under qualitative researcher used descriptive narrative and affinity coding for thematic analysis. The qualitative approach was strongly forwarded through archival research, narratives, observation, photo and video documentation and unstructured in depth interview to ascertain thick descriptions and validating information from various techniques..

Eisenhardt and Graebner (2007, p.30) building theory from case studies is more and more gaining popularity and relevance among research approaches most notably forming ―disproportionately large number of influential studies‖ This research will similarly adhere to the process observes in case study approach through narratives of what are the various challenges and opportunities embedded in the success stories of the training projects of CBSUA SAMBIT to its beneficiaries. This too shall cover the exploration of strengths and weaknesses towards recommendation for improvement.

Thematic analysis is a method designed to identify, analyse and report pattern themes within data (Braun and Clark, 2006). It is a rigorous process which requires further researcher‘s involvement and interpretation as it move beyond counting explicit words and phrases (Guest, Macqueen and Namey, 2011) this type of qualitative analysis identifies and describes both implicit and explicit concepts within the data known as ―themes‖. This type of analysis uses techniques such as thee identification, word searches and data collection methods (guest et al, 2011, p.17) ―thematic analysis can be used to build theoretical models or to find solutions to the real world problems‖ which concurs with the theory building nature of case study design and problem solving eths of an action research (guest et al, 2011, p.17; Eisenhardt and Graebner, 2007; Gilmore, Krantz and Ramirez, 1986).

Collection of Data The researcher first conducted an archival research on the research extension office of CBSUA Calabanga for collection of data on the theatre arts extension program of CBSUA to community. An information sheet was preared for the participants to know more about the study and their role as well as rights as research participant. Participants signed the consent form in agreement of their participation to this research.

A brief orientation seminar to the participant and to the recipient of the program was provided by the researcher. The flow includes what will happen during the documentation and observational process

and the advantage of having this study was tackled during the orientation. A pre-prepared questionnaire which of data sheet involving questions of their current engagement to CBSUA, to the organization, Culture and arts and to the community for the key person and a questionnaire to the impact person/persons containing questions that let them discuss their different experiences and stories that varies to their development as a member of the said organization were given to participants. They were given an opportunity to express their thoughts joining this kind of theatre arts program of CBSUA. After the request, researcher documented and observed their current production or their practices for the clear sequence of events and ideas. This way we can be able to collect data and observation that we will use in this research. Here we can be able to pinpoint and emphasize the overall outcome of the organization and their contribution to the community, their contribution to culture and arts and any improvement to human development as being a member of their respective organization. Researcher also compiled video clippings of rehearsal and meeting of each organization and every interview for every person to produce a documentation to be presented as a proof of the existence of the organization, over all contribution and the impact of having this research extension program.

V.

RESULTS AND DISCUSSION

Theatre Arts extension project of CBSUACalabanga Using the Archival research we had at Research and Extension Office of CBSUA Calabanga we gathered information that there are seven recorded theatre arts extension program of CBSUA to community. They are Union National High School, Quipayo National High School, Dominican School of Calabanga, Sabang Group of Talents, Black Nazarene, CANTADA, and Divine Mercy Youth Council.

Theater Arts workshop, training and production There are 3 recipient organization who undergone theatre arts workshop, training and production with three different places, time, date, participant and purpose.

August 1, 2016 was the time when CBSUA had their extension program on theater arts workshop, training and production at Black Nazarene Youth Ministry. It was to adhere the principles of inclusive growth and in building resilient and sustainable communities through heritage, culture and arts development. This was in preparation for the growth of the youths in the parish of Black Nazarene in Calabanga. This was 75

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initiated by CBSUA SAMBIT, SAMBIT alumni association with Ms. Manilyn Pron and Rev. Fr. Antonio Rex Palaya for the Black Nazarene Parish.

chosen Union National High School for school based organization and Divine Mercy Youth Council for church based organization.

Theatre arts workshop, training and production for annual street play ―AN PASYON NI KRISTO‖ of Calabanga Network for Talents Development and Advocacy (CaNTADA) participated by the An Pasyon ni Kristo cast. This program was in between CBSUA theatre arts extension program and CaNTADA Inc, Participated by CBSUA SAMBIT together with the artistic director Dr. Rosa U. Cid which happened in February 5- April 5, 2016. This is for continuing research component relating to culture and arts promotion, gospel evangelization through performing arts, training and education, management and sustainability of production through research division conceptualized, organized and instituted as vital evaluation, monitoring and impact assessment tool for the improvement of An Pasyon ni Kristo.

To develop the youth of DMYC into confident and disciplined performers on and off stage covered by these meritorious activities is the participant, emotional, intellectual, physical, moral and spiritual development. Specially deemed attention is the display and promotion of the Bicolano culture along faith and devotion specifically to Divine Mercy in which trainings and workshops will lead them into performance of his story is the purpose of Divine Mercy Youth Council theatre arts workshop training and production happened in January 30, 2012. This was participated by the youth of Divine Mercy Parish. Also this was a theatre arts program of CBSUA, in cooperation of CBSUA SAMBIT and SAMBIT Alumni.

Religious/ Church based organization Divine Mercy Youth Council is an active religious organization from Divine Mercy Parish of Paolbo Calabanga Camarines Sur which was founded in year 2003. They were one of the theatre arts extension project that CBSUA had. They‘ve undergone Theater Arts workshop, training and production happened in 2013 it was a proposal of SAMBIT Artistic manner of conducting Theater Arts workshop, training and production to the Divine Mercy Parish represented by Rev. Fr. Rudy L. Ragay.

The theater Arts workshop training and production requires technical, artistic, leadership and management skills as well as human and tangible resources. CBSUA- Calabanga as the cooperating agency through the SAMBIT with Mrs. Cid (Artistic Director) and the Dean of College of Art and Science and Faculty members. AB English students will render their expertise during the training and workshop will form part of the production staff during the production implementation. Potential trained Parish Youth Ministry members will automatically be a part of the cast and production staff as an output for the skill and potential honed during the training and workshop.

Basic Acting Theatre Arts Workshop UNHS and DSC participated in Basic Acting Workshop happened in January 28-29, 2016, wherein a group of CBSUA AB-English student who are member of SAMBIT render their expertise during the said workshop. This is for continuing research component relating to culture and arts promotion through performing arts, training and education management and sustainability of school arts program and production through the research division will be conceptualized, organized and instituted as vital in evaluating, monitoring and assessing impact for the improvement of theatre arts workshop and education.

Therefore, there are two theatre arts extension program of CBSUA which is the Basic Acting Workshop for School Based Organization, and theatre arts workshop training production for Religious or Church Based Organization. Moreover, out of seven participating organization we have

School Based Organization Union National High School theatre club was founded in 2013, they‘ve undergone Basic ActingTheater Arts Workshop. There is memorandum of agreement of CBSUA Extension Office to UNHS represented by Natividad C De Leon High School Principal, where SAMBIT will conduct Basic ActingTheater Arts Workshop in support of the school‘s program for the arts and student development CBSUA-Calabanga SAMBIT as cooperating agency with the artistic Director Rosa U. Cid. this happened in January 29, 2016 held at CBSUA-Calabanga.

Outcome of theatre arts extension project the participant of DMYC Twelve members of DMYC participated the Theater Arts workshop, training and production that happened in 2013 at CBSUA Calabanga. The workshop also involved Mr. Arvin Asuncion together with the youths of Divine Mercy. Researcher found out that only two out of twelve participants continue to their journey on the organization which is the current president Mr. Julio Oliver Fernandez and Mr. Vicmar Opena.

Theatre Arts Workshop Training and production brought many changes to Divine Mercy Youth Council. They used Theatre Arts as a tool and key to inspire people and help them look at real life.

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It gave them the thought of performing through their hearts to express emotion and feelings through performing. Also serve as instrument to build good camaraderie and mould them as an individual that help them to have successful performances. Aside from that, theatre arts workshop training brought direction to them in a sense of conceptualizing performances, they perform fully organized and perform with sense and life. They make it as a guide to appreciate the true meaning of what we called culture in every activity and performance they did.

This made them understand the true meaning of performing. Community development journal (2012) says that community development is increasingly growing by the help of theater as a tool. Which say that for the theatre arts to be successful it does need the support of social change and development, participatory practice must be at its core. Community is where they serve, they serve trough talents and the skills that developed by them and were the outcome of the theater arts workshop.

Experience to Career On the interview we had with Mr. Vicmar Opena, a member of DMYC with currently having a career being a dance instructor once said that the theatre arts workshop awaken the hidden skills he have inside, he gained more self confidence and selfesteem and at the very young age he is a dance instructor and a choreographer of a certain group in Calabanga. According to Mr. Asuncion the adviser of the organization relay to us the successful dancing career of Mr. Opena, which he had seen. Mr. Opena grown and absorb the knowledge that the workshop taught him. Mr. Fernandez the president of the organization told us that the workshop he once attended had left a big mark to him that brought him so much to learn most especially on his career as a freelance dance instructor in the different schools in Calabanga, this was proven to us by Mr. Ponce the head of the organization. He was hired by one of the private schools in Calabanga to be the instructor for their cultural performances. Aside from this, he is also in charge to facilitate different productions of DMYC during church performances and even on the special occasions where they were invited to perform. this also influenced him to practice more by means of the use of internet and social medias and video blogs, he use this a tool of reference so he can be able to rely proper and clear sequence of performances and as a tool and guide for the performances that he is about to teach his fellow students and to the member of the organization.

This two was a proof that the workshop had given them the opportunity to find the best in them, that this workshop led them to open their eyes and this also made this as a tool for their source of income to support personal needs and to have a

career job related to what they had during the workshop training.

Self-organization and self-recognition Currently Divine Mercy Youth Council members had fully grown. After they were taught by the recent participant of the workshop they are confident enough to perform on stage and even by teaching; they have quality performance and has great ability in performing. In fact, Theatre Arts opened their eyes to see the talents they have, to boost their self-confidence and mostly helped find them the talent they are keeping inside. It helped them reveal their kept talents. They become expose in the sense of giving importance on the culture we have by practicing and still dancing the traditional dances, though they are religious base or church base indeed and it amazed us to see that they are not only performing by worshiping God and performing dances through expressing God‘s words to people they also perform different dances that we Filipino have, they perform dances of our culture in our country, that shows that the young generation of today are still holding on the fact that we should practice our culture for it not to be forgotten by the next generation. They were also given recognition by the church for their exemplary work and voluntarily participating the church events and occasions.

Outcome of theatre arts extension project the participant of UNHS Ten students of UNHS participated the Basic Acting- Theater Arts Workshop that happened in January 2016 at CBSUA Calabanga. The said workshop was initiated by the principal Mrs. Nativdad De Leon and Ms. Manilyn Pron for the student of UNHS. Researcher found out that all of them are still student of UNHS and continue their journey on the organization they build after the workshop.

Union National High School has a school base organization called Theatre Club which was founded by Ms. Manilyn Pron. It was founded before the workshop happened. It was established for the students and for school‘s activities, for the reason there are no permanent students were asked to perform because there is no club facilitating school activities such this. UNHS participants proudly say that Leadership was biggest outcome that they had in the workshop that mould them as an individual. They learned how to facilitate the group and build good camaraderie that moulds their talents. Theatre Arts has taken great pride in delivering the finest for them as a student member of the organization. It also enlightens them giving experience and diverse culture through performing arts. Theatre arts club had a big outcome for them as a student, extracurricular activities, school activities and performances added a 77

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grade for their rating which made them really proud of themselves. Miss Aira Panganiban a senior high school student says that the club helped her so much as a student for it enhances her abilities and skills not just only in performing but also in organizing the club and leadership made her more disciplined for her she should be an epitome of discipline as she should lead the group to right path. According to Elmore, Richard F, Peterson, Penelope, Mc Carthey and Sarah J, school organization can improve and enhance leaning and has heavily influenced educational reform over the past decade. Having this kind of organization in school of UNHS has a great impact on their development as a student, knowing students of today‘s generation are more fund of social media as an example, by the help of this organization they can now divert their attention to something more interesting that can also mould their talents this is what Ms Panganiban proud to say of.

After the workshop they were able to produce performances and mini productions in their respective organization, they were able to pass it on the other member who haven‘t experience the workshop and also to the new member of the organization. DMYC extended their knowledge to the other organizations, schools and barangays. They were invited to some schools to be a choreographer and invited to perform. UNHS theatre arts club produced a play right after the workshop for as an income generating fund of the club, for DMYC right after the workshop training some of them were part of the cast on the Sister Faustina Play and were able to showcase the knowledge they got during the workshop training. Both of the organization were also being invited during the different occasions in Calabanga. Both DMYC and UNHS Theatre Arts Club produced a mini production which recognizes members as best actors and actress.

Over-all impact contribution SAMBIT and SAMBIT Alumni has marked a great impact in our community, one thing made them remarkable is their performances in special events and occasions here in Calabanga. One the most prestigious performances they had are the passion of the Christ during Lenten season that brought impact to our community and the people living in the community. Performance during holidays, Independence day and our national hero's day Rizal Day, Teachers day and During feast day of Calabanga. Even conducting workshops in different schools made them known for having great talents and producing quality performances, most especially members of SAMBIT has been known for being talented and can able to conceptualize performances even in a short period of time. They are well known for having great people behind the organization.

Another impact of the org to community is building groups or helping groups build themeselves in schools and church, it helps them to nourish their talents and distinguish their talents as well. Their projects performances or plays benefits the people by still seeing old traditions and as well as the proceeds of the play are for donations. In line of culture and arts, we can still able to see the past in this present time; we can see the different characteristics of our traditions through their performances that young people of today's generation neglected to practice.

Performances has a great impact to culture and arts, based on Mr. Asuncion the traits of the Filipinos has before should have something to do with what we have today, our culture should be practiced for it is what we are made Filipinos.

The overall contribution of Theater Arts in Human Development illuminates the creative essence of humanity. For human acts of creation stitch together the differently colored threads of heart, mind and soul in each and every member of the organization. Theater Arts brought biggest changes in every member of the organization; it developed the confidence that help them grow as an individual. In every performances and activities they did, they are fully organized and full confident when they are performing. Leadership, camaraderie is one of the outcomes brought by Theater Arts to their development as an individual that apply them in their life.

Workshops and training participant able to pass the knowledge they got during the workshop. As for now they are the one who share the learning that they gain in workshop to the other members of the organization. This knowledge brought by the workshop make their performance fully organize and mold them as an individual as well.

VI.

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY There are several extension project of CBSUA to Community in terms of Theater Arts. Those are the Quipayo National High School, Black Nazarene Parish Youth Ministry, Sabang Group of Talents, Calabanga Network for Talent and Arts Development and Advocacy (CaNTADA), Dominican School of Calabanga, and we selected Theater Arts Workshop, Training and Production for Divine Mercy Youth Council that happened in January 20, 2012 in cooperation of (SAMBIT) Samahan ng Bagong Inog sa Tanghalan inc. with Mrs. Rosa U. Cid as the Artistic Director. Basic Acting Theater Arts Workshop in participation of different public and private school including Union National High School happened in January 2016 in cooperation of ABEnglish Students Researcher also a member of 78

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SAMBIT and the SAMBIT member and Mrs. Rosa U. Cid as the Artistic Director.

From the interview we had from the participants of workshop we found out that they now perform by all means, they can now perform with great meaning from deep within. They express their selves through performing, can serve through talents, lead the group and can stand individually. Selfesteem, self-confidence is the most important selfdevelopment that gains during the training, being more active in school activities lead them to compete representing the name of the school in division level, being more essentially creative in producing performances in church events lead them to serve more and being known as a choreographer and performer as well.

After series of observation and interview, we had known the essence of having or being part of the organization. Nourishing of talents helps the growth of being human. Recognizing self-talents boost selfappreciation. Having being part of the organization means a lot to everyone whose part of it, most especially to those who perform in public, it adds compliments and self-resilience. It preserves the old traditions and the culture by performing and being part of such organization.

CONCLUSION Research Extension Project of CBSUACalabanga about theater arts are effective for new build/founded organization to produce great performers that result to great performance. It brought big changes in every member that mold there as an individual. Each member grasped the knowledge and skills imparted to them.

From the findings above, it is therefore conclude that Theatre Arts program brought big impact in both organizations. Union National High School where in school base organization and Divine Mercy Youth Council the religious organization.

Theatre Arts serve them as the key for success in every performance they did. It help them to have confidence enough in performing, fully organized when it comes in performing on stage, have direction in every performance and mold them as an performer and as an individual as well, also they were able to pass their knowledge to the other member of the organization.

We therefore conclude that Theater art brought out comes for the following; first to Human Development, it brought and gave learning in every member of the organization that mold them as an

individual and boost their confidences and full organized with it comes in performing on stage. Next to Culture and Arts it helps to preserve the culture that until now exist and develop that can use in future generation. Lastly to Community, Theater Arts provide overwhelming performance to the community and used by every organization to serve people to the community the cause of great outcome and great performance to community.

RECOMMENDATIONS The researchers recommend the following: Explore those group and organization that CBUSA extension project program haven‘t catered yet. The CBSUA Extension Division has to establish a policy to cater community base organization and target the professionals for theatre arts workshops.

Organization should provide a narrative reports every after performance as source of references. Also CBSUA should coordinates with beneficiaries and recipient of the workshop for engagement for collaboration and coordination.

CBSUA extension project program shall be commended for having theatre arts extension program for community for the continual theatre extension project.

REFERENCES https://scholarworks.umass.edu.‖AppliedTheater‖ https://www.amazon‖DramainEducation-Areapaisal.com https://www.sensepublishers.com https://books.google.com.ph https://books.google.com.ph http://www.amazon.com/Introductionmartinsmith/dp/0385030096 https://doi.org/10.1108/20442081311327174 https://doi.org/10.1159/000276535 https://doi.org/10.1108/02621710410549594 https://doi.org/10.1093/cdj/bsq059 https://scholar.google.com.ph http://www. Rand. Org/publications https://scholar.google.com.ph/scholar?hl=en&as_sdt=0%2 C5&q=reference+Bradshaw+Nichols&btnG= https://www.google.com.ph/search?tbm=bks&hl=en&q=ei sner&oq=Eisner https://books.google.com.ph/books?id=5QVDDwAAQBA J&pg=PT331&dq=Rabkin+and+Hedberg&hl=en&sa=X& ved=0ahUKEwjInse80JDaAhXGWrwKHdOJCIIQ6AEIJj AA#v=onepage&q=Rabkin%20and%20Hedberg&f=false https://www.google.com.ph/search?tbm=bks&hl=en&q=B runer+J https://scholar.google.com.ph/scholar?hl=en&as_sdt=0%2 C5&q=ben+walmsley&btnG=

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ASSETS ASSESSMENT: DEVELOPMENT PROJECTS FOR UPLAND BARANGAYS IN CALABANGA, CAMARINES SUR Leslie D. Barrogo 

I.

INTRODUCTION

In the Philippines, beginning with presidential Decree no. 86, issued December 31, 1972, the organization of local units of government took new directions, as citizen assemblies or barangay were created. They were to function as administrative agencies for government action, and to constitute the base for citizen participation in community affairs.

Stephen H. Kendall stated in his article (Vol. 41, No. 242, MEETING WORLD HOUSING NEEDS (January 1976), pp. 15-19) that the significance of the barangay lies in the opportunity, through its creation, to reconstitute the realm of effective community at a scale which is both realizable and useful in the daily life activities of a large part of the Philippines population.

Every community or in our case the Barangay has its own needs and assets. Needs can be defined as the gap between what is and what should be. A Need can be felt by an individual, a group, or an entire community. It can be as concrete as the need for food and water or as abstract as improved community cohesiveness. An obvious example might be the need for public transportation in a community where older adults have no means of getting around town. More important to these same adults, however, might be a need to be valued for their knowledge and experience.

Examining situations closely helps uncover what is truly needed, and leads toward future improvement.

Resources, or Assets, can include individuals, organizations and institutions, buildings, landscapes, equipment -- anything that can be used to improve the quality of life. The mother in Chicago who volunteers to organize games and sports for neighborhood children after school, the Kenyan farmers' cooperative that makes it possible for farmers to buy seed and fertilizer cheaply and to send their produce directly to market without a middle man, the library that provides books and Internet access to everyone, the bike and walking path where city residents can exercise -- all represent resources that enhance community life. Every individual is a potential community asset, and everyone has assets that can be used for community building.

Background of the study Calabanga is a first class municipality in the province of Camarines Sur, Philippines. It is composed of 48 barangays, 14 of which are within the urban area and the remaining 34 barangays are within the rural areas. According to the 2015 census, it has a population of 83,033 people, and a land area of 16,380 hectares

(40,500 acres), which constitutes 3.1% of the province‘s land area. Uplpand Barangay are compose of the Barangay, Comagingking, Harubay, Lugsad, Pinada and Barangay.

Statement of the Problem This study aims to know the needs, assets, strategies for development and to recognize the different programs base in their assets.

Specifically it sought to answer the following: 1. What are the assets of the upland barangays of Calabanga along: a. Gifts of Individuals b. Citizens Association c. Local Institutions 2. What are the needs of the upland barangays of the Calabanga?

3. What are the different programs for community development?

Objective of the Study 1. To explore the different assets of the upland barangay of Calabanga along: a. Gifts of Individuals b. Citizens Association c. Local Institutions 2. To recognize the needs of the upland barangay of Calabanga?

3. To recognize the different programs that can help to develop the community.

II.

REVIEW OF RELATED LITERATURE AND STUDIES

Related materials such as books, journals, websites and thesis will be examined and presented in this chapter. This is to clarify its importance, nature, characteristics, elements and other peripheral issues related.

Community Needs Altschuld and Kumar (2010: 20) explained that ―needs assessment is the process of identifying needs, prioritizing them, making needs-based decisions, allocating resources, and implementing actions in organizations to resolve problems underlying important needs‖. Echoing Bradshaw (1972), the authors elucidated different types of needs viz., (1) Presentversus-Long-term Need; (2) Severe-versus-Slight; (3) Maintennace/Upgrade; (4) Collaborative; (5) Asset or Capacity Building; and (6) Retrospective (Altschuld and Kumar, 2010).

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JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 2 | June 2018 Sharpe and Greaney (2000) studied how to promote community health requires that community health workers first assess where the community stands. The authors maintain that Healthy Communities initiatives are better served by assets oriented assessment methods than by standard "problemfocused" or "needs-based" approaches. An assets orientation allows community members to identify, support, and mobilize existing community resources to create a shared vision of change, and encourages greater creativity when community members do address problems and obstacles.

Gupta and Lee (2007) discussed historic foundation, data gathering methods, four needs assessment approaches and a toolkit that could be used by the reader in their assessment. The four needs assessment approaches denote that there are different types of needs assessment that lead to different results.

Identifying the objective of the needs assessment is critical and Gupta has outlined the factors that should be presented to distinguish what assessment the reader should use. She further explains that a strategic assessment focuses on business strategy and performance evaluation. Competency base assessment is needed to find what leads to excelling performers.

The job and task analysis identifies what essential tasks are needed to create a training plan. Lastly, training needs assessment is done to close gasp in current training.

On the other hand, Mulder et al. (2008) suggested that rich insights can be gained for understanding a community trough eliciting what they value and challenges in the community that they are more familiar with, rather than focusing on the potential of innovation and technology.

Barry, Doherty, Hope, Sixsmith and Kelleher (2000) describe the needs assessment phase of a mental health promotion programmed for rural communities in Ireland. As part of a larger study encompassing four rural communities, a cross-sectional study of the mental health beliefs and perception of 1014 people carried out. The result of this, negative attitudes to help seeking and social stigma emerge as particular issues for men who under 40 year-old and women were found to have more positive attitudes generally , were more likely to use informal social support networks and were more open about discussing mental health matters.

Carol Weichman Maybach (1996) stated how the urban area suffered from many issues that cause the deterioration of the community, including poverty, teen pregnancy and youth violence. The results confirmed that urban areas are suffering from these issues.

Kretzman and mcnight (1993) assessing only a needs anre not enough; its results might be in an incomplete picture of a community. An assessment should also conduct through the lens of strengths so that community residents can articulate what they perceive the assets to be and how they purpose to use the assets to shore up the deficits. Local, National and international community building endeavor by nonprofit organizations have introduced the concept of assets building into the community practiced domain.

The purpose is to increase the social capital and social capacity of a community in the long term through the

empowerment of the local residents via improved schools and effective community-level social networks and institutions.

Jennifer Ruth Billings and Sarah Cowley (1995) this literature review sets out to explore, delineate and critically analyze the various approaches to community needs assessment, to facilitate a greater understanding of their strengths and weaknesses The review commences by highlighting its complex nature, and attempting to define what is meant by ‗needs assessment‘ from the differing perspectives of three dominant approaches, namely sociology, epidemiology and health economics It continues by putting forward an argument for the use of the community health profile, being a multi-focal approach to needs assessment, combining quantitative with qualitative data, and proceeds with a discussion of strengths and weaknesses related to its compilation, in particular factors relating to reliability and validity of data sources.

Community Assets Goldman aand Schmalz (2005) says that the goal of identifying assets is to empower residents to recognize and make use of their abilities to build selfreliance and tale control in the transformation of community.

Munford, Sidaway, Blakemore, Sutton and Bower (2016) they examined the association between participation in community assets and health-related quality of life (HRQoL) (EuroQol-5D-5L) and healthcare usage in 3686 individuals aged ≥65 years.

They also estimated the unadjusted differences in EuroQol-5D-5L scores and healthcare usage between participants and non-participants in community assets and then used multivariate regression to examine scores adjusted for sociodemographic and limiting long-term health conditions. They derived the net benefits of participation using a range of threshold values for a quality-adjusted life year (QALY). In result Participation in community assets is associated with substantially higher HRQoL but is not associated with lower healthcare costs. The social value of developing community assets is potentially substantial.

Kegler, Oman, Vesely, McLeroy, Aspy, Rodine and Marshall (2005) studied on the Relationship among Youth Assets and Neighborhood and Community Resources, This study investigated the relationships among youth assets and neighborhood and community resources in an attempt to provide insight into how neighborhood and community environment may influence specific youth assets. The study randomly selected inner-city youth and their parents. The result of their study was the percentage of youth with the Non parental Adult Role Model asset differs significantly across youth age, youth and parent race/ethnicity, parent income, and parent education and the percentage of youth with the Youth Peer Role Model asset differs significantly across youth and parent race/ethnicity.

Altschuld and Kumar (2010: 20) explained that ―needs assessment is the process of identifying needs, prioritizing them, making needs-based decisions, allocating resources, and implementing actions in 81

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 2 | June 2018 organizations to resolve problems underlying important needs‖.

III.

RESEARCH CONTEXT

This chapter presents the brief history, demographic area, barangay officials and the research participants of the barangay.

Brief History of the selected Upland Barangays BARANGAY HAROBAY is one of the latest barrios to be organized in Calabanga is barangay Harobay located on the eastern most part of the town nestled on the high plateau of Mt. Isarog. The name must have been used by the native Remontados from the mountain as an observation post especially about the coming of Moros who raided manguiring and other coastal sitio of san Miguel bay. ―Harobay‖ is a native word which means ―spreading the news”. Since Manguiring is known before as the pueblo or the place of trading of tabacco, salt and other products needed by the mountain people, whenever the Moro trader came, the natives will start to ―harobay‖ the coming of the moros to the coastal sitios of Calabanga and the town of Tinambac. The place therefore served as an outpost of ―pinangharobayan‖ and soon it was named barrio of Harobay.

Barangay Harobay is situated almost 18-20 km away from the Calabanga poblacion, one of the farthest barangay near Mt. Isarog bounded by barangays of burabod, quinale, and comaguingking of calabanga and cawaynan of tinambac camarines, sur. It has three other sitios covered namely; sitio kabit, avocado, and batiawan. The place can be reached by walk alone or by an alatco which travel only once every other day.

Since Barangay harobay is at the foot of Mt. Isarog, it has a semi-temperature climate like baguio city. The beautiful green sceneries and the gushing streams like ―Busai‖ and ― Ihing Daraga‖ offer attraction to the local tourist. Temperate vegetables like celery, cauli flower, Baguio sili and other common plants can be raised abundantly. Abaca and coffee are the crops profitably grown here. The place was also known because of big and old trees found along the Isarog Park.

As mentioned above, the sitio which was only the listening post by the mountain people, population has grown bigger and bigger. Before once there were visitors coming in the barangay, native people hid inside their houses ashamed to deal with strangers. So long until a primary school was established in 1960.

When Mr. Domingo G. Gutierrez Sr. and Mrs. Salud A. Gutierrez donated a parcel of land for the establishment of an Elementary School in the barrio. It started with multi-grade classes with Mr.Sebastian Abad, the first teacher assigned.

Most of the constituents are Roman Catholic, Barangay fiesta is celebrated every 28th day of October in honor of the Patron Saint, St. Jude Thadeus. But due to some bad weather condition commonly experienced by everybody during fiesta, in the year 2001, it was

resolved to change the date of barangay fiesta to May 28 every year.

The first barangay local government was headed by Lucas Echipare as Teniente del Barrio.

Barangay Harobay is situated almost 18-20 km away from the District Office and Calabanga Poblacion.

Harobay is one of the farthest barangay near Mt. Isarog bounded by barangays of burabod, quinale and comaguingking of calabanga and cawaynan of tinambac camarines sur.

Harobay has three other sitios covered namely Sitio Kabit, Avocado, and Batiawan. Its topography is hilly but transportation is no longer a problem to the residents, despite the long distance, our barangay now can be reach by any means of transportation like jeep, tricycle, motorized or habal-habal can do.

BARANGAY COMAGUINGKING this former of Manguiring was just a group small huts where abaca strippers rested for a week more. These stripers were hardworking, dilgent and with a great concept of order.

Some of financed by traders of the old pueblo (manguiring). When the traders had encouraged the abaca planters to plant more stayed put this place. A certain Chinaman but the family of Cu to started cultivation in the early 1910- some sixty hectares, but later he sold the whole area to Juan Argayoso. When the cart became a better carrier that the sledge, the bales of abaca fiber where no longer brought to Sibobo or Manguring but direct to Calabanga via the Binauanan route-a new road constructed.

Binanuanan Grande was an established sitio of the old pueblo and it had flourished year when Manguiring proper was not yet in its present‘s site.

When binanuanan become bare due to kaingin system of farming the people had to go upwards and found the Comaguingking site a good settlement, hence, settlers of Cu to Co hacienda stayed permanently there. The present was derived from unknown kind of plant bamboo family Comaguingking this bamboo species has plenty of thoms kaging-king. The early abaca stripers‘ had named this placed Comaguingking. Abaca was abundantly grown here, like burabod, the next barangay upward to Mt. Isarog. The main industry was abaca. After the downward slide of abaca prices, coconuts were planted and under the coconut, coffee, bananas, cassava and the other root crops were also produced.

Aside from argayoso, the pioneers were the Redutas, Severos and many others who followed them.

With the encouragement shown by these pioneers, the barrio had established the public school. From the two nippa-roofed school building of 1972, now it has several permanent buildings with the present enrollment of 270 and taught by 8 strong teachers. The annual fiesta is celebrated every October 4 and the patron Saints is St. Francis Assisi.

BARANGAY PINADA was founded on July 1954 thru the declaration of ex-mayor Antonio Falcon of Calabanga, Camarines Sur, after the declaration. He was set to appoint one man who will ruled the people of the barangay that person was Mr. Francisco Caliso who was settled the owner of almost 95% of the land 82

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 2 | June 2018 area of the barangay. At the time, the famous of the sitio is Pineapple, that was called Penia years later the sitio was called Peñadaa, years passed by the conseho de barangay made s resolution amending to shorter the name of sitio Peñadaa so barangay Pinada that time from that time our is about 72 years from now. The barangay has calculated scale by 495.5 hectares and the distance of 19 kilometers from the municipality of Calabanga. The total population of barangay are 613 present year.

BARANGAY LUGSAD in the times this barrio was the lair of bandits, infieles, remontados and pirates that hid from the government authorities before they come down to plunder the lowland inhabitants of manguiring and quipayo then the other pueblos ( Town). The name comes from the Bicol word Lugsad Meaning to go down and it also connotes that by doing so some important and urgent matters must be attended to the common Bicol word is magbaba which simply means that one has to go down from higher place. The location of this place is a narrow level and between two high plateaus, hence a traveler from the tall plateaus must necessarily go down. During the Spanish era those remontados hiding from the government authorities temporarily stay here. But during the coming of the Americans when peace was restored, a cluster of houses was built. Time was came the migrant people from tagalog provinces scrambled for lands to town as their homesteads. The natives of calabanga poblacion went to this sitio to settle. Lately, the cluster of houses eventually became a barangay. Several pioneers of this area are; Dumalagan, Perez, Mendoza, Rosales they opened this fertile area to others settlers by improving the footh paths that led from pagatpat to other neighboring sitios, upwards the road system was connected to siba- o another new barangay located at the boundary of Isarog National Park. Only the after the latter part of the 60‘s did the longing of the barrio was realized the construction of a community school. At the beginning school has an enrollment 267 under 6 teachers. The patron of the Barrio is San Isidro and the annual fiesta celebrated every May 12. The barrio belongs to the manguiring parish before, but now it belongs to parish of the Black Nazarene Binanuaanan Pequeno Calabanga Camarines Sur.

IV.

METHODOLOGY

This chapter presents the methods and procedures used in this study. In this chapter the research paradigm, research design, data instrument, research locale, data gathering, scope and limitation and the data analysis will be discussed. The purpose of this study is to find out the needs or the problems and the assets of the barangay Harubay.

Research Design This research will use qualitative and quantitative method or the mixed method. Qualitative research design tries to establish an empathetic understanding and conveying for the reader and Quantitative will come from the survey on the selected Barangays.

Data Instrument

This research will use a guide survey questionnaire for the needs and observation for the assets. The survey questionnaire divides into three parts which are; (1) First are the personal information of the respondents, (2) Second is the respondents must rank the 21 given common needs of their community and(3) last is they need to rank also from one to four base on their knowledge and also base on their awareness about the different checklist in their barangay. While the second part of this is the observation. The researcher will observe the assets of the 7 barangays in Upland area.

Research Locale This study is an attempt to assess information to the selected barangays in Upland area in Calabanga.

Specifically these researches will focused on the Upland area which are;    

Comaguingking Harobay Lugsad Pinada

Data Gathering This study will use a survey as the primary method for the study. Before the survey, the researcher prepared a letter of requests to the Barangay for permission to conduct the study in the respective communities.

A questionnaire will be distributed per respondent per Barangay. Three hundred fifty (350) respondents or fifty (50) per barangay will be tapped for the survey.

Respondents are stakeholders who have knowledge and prior understanding of certain information needs of their communities. While for the assets, the researcher will also observe the community of the 7 barangays to find out what are the different assets in the different barangays.

Scope and Limitation This study involves the upland barangays of the Municipality of Calabanga Camarines Sur. However, the number of the respondents will depend on the people who participated during our survey. The scope of this study is all about the community needs and assets of the said barangay.

Data Analysis Qualitative data and other quantitative data will be tabulated. Survey data will be tabulated, analyzed and interpreted. When the entire survey questionnaire has been collected, the researcher will use statistics to analyse all the data. The statistical formulae that will be employed in the survey questionnaire will be the following: 1.

2.

3.

Frequency – to determine the number of responses per item.

Percentage – to determine the magnitude of the responses to the questionnaire.

Weighted Mean

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Ranking – Information needs and sources will be ranked according to preference by the respondents.

V.

Institutions. GIFTS OF INDIVIDUALS, it is the inborn assets that every one of us has. CITIZENS ASSOCIATION is a non-profit civic organization representing the interest of the people in the place or in the community. And LOCAL INSTITUTIONS is all about the array of the community.

RESULTS AND DISCUSSION

This chapter presents the findings presented in the forms of table and narrative description. Table includes the analysis, interpretation of the data and the corresponding statistical treatment. The researcher had taken the time to find out some information about the community in the selected barangays in upland area of the Calabanga. This chapter also discuss the data analysis and findings from the 200 questionnaire completed by the people of the said barangays. The purpose of this study was finding out the assets assessment along Gifts of Individuals Assets, Citizens Association Assets and Local Institutions Assets, the needs or the problems of the selected barangays and the possible training or programs for community development.

After the Barangay Captain sign the consent letter, the researcher directly collects the data and observes the community in every barangay in Upland.

Some of the respondents were not clearly see the questionnaire because some of them are Senior Citizens so the researcher used to interview them. A total of 350 respondents completed the survey. Also the researchers Interview some of the Barangay Officials there. The data from the questionnaire were statistically analyzed by the researcher. They put the data one by one by the help of Microsoft Excel. The findings and the observation discussed according to sections. The sections are; SECTION 1 Assets Assessment along Gifts of Individuals Assets, Citizens Association Assets and Local Institutions Assets which indicates the different assets of the Upland barangays. In SECTION 2, discuss the Needs Assessment in the barangay which also indicates the Knowledge and the Training Programs of the 7 barangays. And in SECTION 3 the possible Trainings and Programs for Community development.

ASSETS ASSESSMENT Community assets or resource is anything that improves of community life. Assets include the capabilities and abilities of community members. Also community assets talk about the physical structure or place and a business that provides jobs and supports the local economy. In table 4-D shows the different assets in the Upland barangays in Calabanga. The Researcher used the Assets Mapping for them to analyze what are the different assets in the Barangay Harubay. Kretzman and McKnight (2013) Assets Mapping is a way to assess and mobilize what a community has.

The assets that the Researcher collects are based on their observation. And the Researcher interviews some Barangay Officials. The assets that collect are dividing into 3 parts. The Gifts of Individuals, Citizens Association and Local

Table 1-A ASSETS MAPPING

Gifts of Individual‘s talks about attitude, skill and talent. The youth in barangay Harubay used to help their parents for them to live. Not all the children and youth know how to do what adults can do, but the children in barangay Harubay can. And that is one of the talents there.

THE GIFTS INDIVIDUALS ASSETS

OF

Figur e 3 . The Youth

THE CITEZENS ASSOCIATION

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Figur e 5. The Chur c h or C hape l of the U pland bar angays

develops a new mission and vision; characterizes the nature of the business; furnishes a sense of direction for the organization; identifies the goals necessary to achieve the mission; develops specific plans to carry out each goal; and identifies essential resources such as people, property, time, money, and technology to attain the goals.

TABLE 2-A the PROBLEMS

Figure 4. The Up and Down Roads

Figur e 6 . The Barangay C linic

COMMUNI CATION

Figur e 6. The Barangay Hall of the Upland Bar angay s

HUNGER

THE LOCAL INSTITUTIONS

UNEMPLO YMENT

Figur e 5. The Tour ist Spots and Vie w of Mt Isarog

POVERTY

PROBLEMS

HAROBAY 1 2 3 4 LUGSAD 1 3 2 7.5 PINADA 1 2 4 5 COMA1 3 2 7.5 GUINGKING TOTAL: 4 10 11 24 RANK: 1 2 3 4 In Table 2-A presents the identify needs or problems of the selected barangays in Upland. It also presents the ranking of the problems base on the results. According to the results, Poverty lies into Top 1, Unemployment lies into Top 2, Hunger lies into Top 3 and Communication lies into Top 4. Poverty lies into to 1 because most of the respondents in Upland are Unemployed that‘s why the people cannot be given the opportunities to have a sustainable job for them to have a good lifestyle. Same as the reason in Unemployment which is in Top 2. Hunger lies into Top 3 because even they have the resources such as foods, water and so on.

They can‘t sustain their basic needs and also they can‘t manage their own resources.

Table 2-B the LEGEND

TRAINING NEEDS Not 1.0-1.75 UN Unaware NN Needed Moderately Moderately 1.76-2.50 MA MN Aware Needed Quantity

KNOWLEDGE

2.51-3.25

A

Aware

N

Needed

3.226-4.0

FA

Fully Aware

HN

Highly Needed

Figur e 7. The D ay c are Ce nter

NEEDS ASSESSMENT Community needs seek to gather accurate information representative of the needs of a community. Community needs are the gaps between what a situation is and what should be. Also one of the goal of a community understanding of the gaps or needs that exist within a community and their impacts upon the community‘s members. (Tracy Taylor) Needs Assessment is an extension of the strategic planning process. Strategic planning confirms, transforms or

Table 2-B presents the Legend of the results base in Knowledge and Training Needs of the community in the Upland barangay.

The researchers divide the results into 5 parts which are the LEADERSHIP AND MANAGEMENT, CULTURE AND ARTS, LIVELIHOOD, COMMUNICATION and HEALTH. Also the

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LEADERSHIP AND MANAGEMENT MEAN

2.36 2.59 2.59

MN N N

A MA MA MA A

2.70 2.63 2.43 2.66 2.66

N N MN N N

2.56 2.46 2.23 2.02

A MA MA MA

2.74 2.78 2.73 2.53

N N N N

2.49

MA

2.62

N

Table 2-F the Health Table 2-D shows the results of the survey base on Livelihood of the respondents on their community. As the results show, the level of the knowledge of the respondent‘s base in Livelihood lies into 2.11 which indicate that the level of the knowledge of the respondents was Moderately Aware. While the results of the survey in Livelihood, base in their Training Needs it lies into 2.56 which means that the level of the Training Needs was needed.

TN

Product, Processing and 2.34 MA 2.72 N Packaging Agriculture 2.46 MA 2.59 N Driving 1.86 MA 2.44 MN Electrical Wiring 1.66 MA 2.45 MN Electronics 1.57 MA 2.55 N RAC 1.58 MA 2.47 MNN Cooking 3.1 A 2.69 N Arts and Crafts 2.20 MA 2.61 N Total Mean: 2.11 MA 2.56 N In Table 2-E shows the results of the survey base on the Communication of the respondents in their community. As the results shows, the Knowledge of the respondents in their Communication lies into 2.22 which mean that the level of the knowledge of the respondents was Moderately Aware. While in their training needs, the results lies into 2.56 which means that the level of the Training needs of the respondents was needed.

Table 2-E the Communication COMMUNICATION MEAN INDICATOR

Controlling Management Bookkeeping Parliamentary procedure Total Mean:

K

Writing, Speaking and Announcing Public Speaking Creative Writing Technical Writing Research Total Mean:

K

2.54

A

2.55

1.95 2.02 2.41 2.14 2.22

MA MA MA MA MA

2.61 2.50 2.58 2.57 2.56

TN

Interpretati on

2.55 2.48 2.33 2.44 2.55

A MA A

INDICATOR

Interpretati on

3.05 2.48 2.69

TN

Interpretati on

Self-awareness Managing Quality of a leader Managing style Planning Organizing Staffing Coordinating

K

Interpret ation

INDICATOR

MEAN Interpretati on

Table 2-C the Leadership and Management

LIVELIHOOD Interpretati on

researcher bases the 5 parts by the Training Needs and Knowledge of the respondents in their community.

TABLE 2-C presents the results of the respondent‘s base in their Leadership and Management.

Leadership and Management were really important especially to the leader and to the Barangay Officials of the said Barangay. As the results said, the Knowledge of the respondents when it comes in Leadership and Management in their community lies into 2.62 which mean that the level of their knowledge in their barangays was Moderately Aware. While base in their Training Needs the results lies into 2.49 which means that the level of the needs of the respondents in their Training needs was needed. The Table 2-C will be shown below.

N N N N N N

The Table 2-F presents the results of the survey Base in the Health. As the results shows, the Knowledge of the respondents lies into 2.56 which mean that the Knowledge of the respondents in their community was Aware. While in their Training Needs lies into 2.78 which means that the level of the Training Needs of the respondents in their community was needed.

Table 2-F the Health

Table 2-D the Livelihood

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HEALTH MEAN Interpretati on

Proper Hygiene Disaster Risk Management First Aid Total Mean:

K

Interpreta tion

INDICATOR

TN

2.67

A

2.78

2.55

A

2.81

N

2.46 2.56

MA A

2.74 2.78

N N

the quantitative and qualitative method was used. With the used of proportionate random sampling, there were 200 people comes from the Barangays Comagingking, Harubay, Lugsad and Pinada and who have taken the survey. Data were treated statistically by mean of weighted mean and ranking, by pictures and by Flow chart. The survey was conducted in July 2017, involving the 200 respondents ages 18-65 years old.

N

The Table 2-G presents the results of the presents the results of the survey Base in the Culture and Arts. As the results shows, the Knowledge of the respondents lies into 1.73 which mean that the Knowledge of the respondents in their community was Moderately Aware. While in their Training Needs lies into 2.39 which means that the level of the Training Needs of the respondents in their community was moderately needed.

Table 2-G the Culture and Arts

Findings It was found out that the main problem of upland barangay is poverty, translated to needs for them to capacitate along livelihood trainings. The different assets that the upland barangay have are their infrastructure, different human resources, government building and their natural surroundings.

Conclusions According to the results the main reason why there are needs that exist in their community is because they have lack of opportunity, knowledge and most of all money. Because most of the respondents and people there are Undergraduates and don‘t have the interest to do such things that can help them to get rid in poverty.

While it also concluded that through the proposed trainings and programs that can help them to improved their daily lifestyles, like Farmers‘ Cooperative for the CULTURE AND ARTS MEAN

STRATEGIES FOR DEVELOPMENT

RESUL TS AND RECO MMEN DATIO N

Summary The aim of this study is to find out what are the Assets of the Upland Barangays along Gifts of Individuals Assets, Citizens Association Assets and Local Institutions Assets; the needs and the possible programs and trainings for Community Development in selected upland barangays in Calabanga. In this study

TN

Interpretati on

VI. SUMMARY,

Interpretati on

Over all the upland barangays have strong tourism potentials and can be further develop to cater to nature tourists. Barangays conducive to farming cash crops may well contribute to the agriculture development of the town. The Agri-ecotourism principles may be considered in developing the niche for the barangays in the upland communities of Calabanga. To lessen the incidence of poverty it is but practical to capacitate community members in aspects beneficial for social, cultural and economic development.

Trainings along livelihood, environmental protection and disaster risk reduction may be considered.

MA

2.50

MN

1.78

MA

2.29

MN

1.73

MA

2.39

MN

INDICATOR K

Dance

1.69

Drama and Theatre Total Mean:

Father that unemployed so they can help their families, Seminars for the Mothers about Livelihood, Business, Crafting, and Proper Hygiene.

Suggestions and Recommendations Based on the results obtained, the researcher recommends the following:  Investigate further the factors necessary to implement development projects for the upland barangays; 

Propose intervention activities beneficial to community members;



Motivate people to attend livelihood trainings, seminars and programs;

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For local officials to assist business establishment utilizing barangay assets; and



Encourage the out of school youth to attend ALS (Alternative Learning System).

REFERENCES A strategy needs to solve a problem file:///E:/A%20strategy%20needs%20to%20so lve%20a%20problem%20-%20Carpedia.html Information needs and analysis of selected barangays in Binangonan, Rizal file:///E:/Asian%20Social%20Institute%20Lib rary%20%20Information%20needs%20analys is%20of%20selected%20barangays%20in%20 Binangonan,%20Rizal.htm a.

UCLA CENTER FOR HEALTH POLICY RESEARCH Asset Mapping

John Malouff, Ph.D., J.D. file:///E:/leslie/Over%20Fifty%20Problem%20Solving %20Strategies%20Explained%20%20University%20of%20New%20England%20(UNE). html Map assets in your community file:///E:/leslie/Map%20assets%20in%20your %20community%20%20Brighter%20Futures%20Together.html Community needs assessment by Tracy Taylor file:///E:/leslie/Community%20Needs%20Ass essments%20_%20Learning%20to%20Give.h tml Asset-Based Determinants of Poverty Intensity: A Meso-Level Application in the Philippines by Catherine Roween Almaden file:///E:/leslie/AssetBased%20Determinants%20of%20Poverty%20Intensit y_%20A%20MesoLevel%20Application%20in%20the%20Philippines%2 0by%20Catherine%20Roween%20Almaden%20__%2 0SSRN.html

Over Fifty Problem Solving Strategies Explained by

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Violence against Women in Calabanga: Recognizing Women‘s Rights against Gender-based Violence and Discrimination Cristina L. Aquino, Paula B. Bongon, Lyra Angela B. Delmo 

I. INTRODUCTION Women that are victims of violence are usually discriminated, which result in them receiving unwanted impressions and indifferences and deprivation of liberty, whether occurring in public or in private life. Discrimination in opportunities and responsibilities may also arise and even the access and control of resources will be rooted. As stated in the basic International Human Rights, the community should treat women‘s human rights as gender impartial, but this has not been the case.

However, it has now been widely accepted that gender specific abuse constitutes a violation of the rights and fundamental freedoms of women which grossly impair and negate their enjoyment of those rights and freedoms. The researchers found that women who are the victims of gender-based violence particularly had the negative effect on the attitude and behavior of such. These could still be seen by age, marital status and situation by the victims. Absolutely the attitude and behavior outcome would totally change. The trauma will be there and the discrimination will take.

It was found out that wife abuse is a serious problem in the Philippines. According to the government survey released in (January 2010); one in five Filipino women less than sixty years old has suffered physical abuse since the age of fifteen. Helen Flores of Philippine Star stated ―The 2008 National Demographic and Health Survey (NDHS), conducted by the National Statistics Office (NSO) found out that women with no education or only primary education were physically abused almost twice as much as those who were better educated. The National Statistical Office (NSO) also showed that nine percent of women had experienced ―sexual violence,‖ often involving either a husband or a boyfriend. The chance of experiencing such was also found

greater for poorer women and those with less education, the survey indicated.

The researchers have found that varies agencies have reported many negative effects of abused women particularly gender-based violence. A typology of violence presented in the world report on violence and health divides violence into three broad categories according to who commits the violent act: self-directed violence, interpersonal violence, and collective violence. It further captures the nature of the violent acts that can be physical, sexual, or psychological, including deprivation and neglect. This typology gives a comprehensive overview of the violence present in society. Women experience all forms of violence, however, interpersonal violence that is, violence inflicted by another person or by a small group of people on the woman is the most universal form of gender-based violence against women, as it takes place in all types of societies. It is in turn divided into two subcategories: family or intimate partner violence and community violence. Domestic or partner violence describes violence between family members, often taking place at home, while community violence describes violence between people who are unrelated and who may or may not know each other, and it generally takes place outside their home. The rationale behind this limitation is that family or partner violence is the kind of violence that strikes women most, while community violence is more common among men. Some culture specific forms of violence will also be described as they fall into this categorization.

Physical violence is exercised through physically aggressive acts such as kicking, biting, slapping, beating, or even strangling. Intentionally inflicted injuries are often disguised as accidents.

At times, women are seriously injured and in some cases die as a result of their injuries.

Findings from a number of recent studies from various parts of the world show that between ten 89

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percent and sixty percent of the women had been hit or otherwise physically assaulted by an intimate male partner at some point in their lives and between three percent and fifty two percent of the women reported physical violence in the previous year.

Psychological, mental, or emotional violence describe acts such as preventing a woman from seeing family and friends, ongoing belittlement or humiliation, economic restrictions, violence or threats against cherished objects and other forms of controlling behaviors. This form of violence is more difficult to define across cultures and countries as it can take different forms.

Sexual violence includes forced sex through the use of physical force, threats, and intimidation, forced participation in degrading sexual acts as well as acts such as the denial of the right to use contraceptives or to adopt measures to protect against sexually transmitted diseases.

Although much sexual violence occurs in the context of intimate partner violence it can also take place in many other settings. Sexual violence can be exercised by another family member, a dating partner, acquaintance or stranger, striking young girls and adolescents as well as grown up women. A woman can be sexually violated by one or several people as in gang rapes. The terms rape, sexual assault, sexual abuse, and sexual violence are often used interchangeably. However, these terms may have very different meanings and implications in varying situations and locations.

The first two tend to be defined legally, with rape often being more narrowly defined than sexual assault. Legal definitions may vary from medical and social definitions and can also vary between countries.

One of the most common types of violence against women that exists in all societies and among rich as well as poor women is violence by an intimate male partner or former partner. The term intimate partner violence refers to the abuse taking place usually between husband and wife, or between other present or former cohabiting partners, and some also include boyfriends and girlfriends in this definition. Other terms that are often used to describe intimate partner violence include: gender-based violence such as battering, wife or spouse or partner abuse. Intimate partner violence is the preferred term as it is more descriptive in defining the type of relationship the

subjects are involved in. However, it says nothing about the direction of this violence. Even though this is one of the most common forms of violence directed at women, the term intimate partner violence needs to be made specific by adding ‗‗against women‘‘ to exactly describe the phenomenon. Intimate partner violence against women can be exercised either as physical, sexual, psychological violence, or any combination of these. Wife battering has been used to describe a chronic syndrome characterized not only by single episodes of violence but by repeated acts of physical, psychological, and emotional abuse used by men to control their female partners. Some authors include battering as a separate category of partner abuse distinguished from physical assault by its longstanding, continuous nature, and battering has been defined as ‗‗a process whereby one member of an intimate relationship experiences psychological vulnerability, loss of power and control, and entrapment as a consequence of the other member‘s exercise of power through the patterned use of physical, sexual, psychological and or moral force‘‘. a. Statement of the Problems This study aims to recognize women‘s rights against gender-based violence and discrimination, unveiling the cultural taboo on women in the Municipality of Calabanga.

Specifically, it answered the following questions: 1. What are the gender-based violence and discrimination practices and the extent by which these are experienced by the respondents or victims?

2. What are the coping mechanisms of the victims?

3. What are the personal factors associated with their expriences?

4. What are the Role of the Professionals in combating gender-based violence and discrimination? b. Objectives This study aims to understand deeply the issues of women on cultural silent concerning gender-based violence and discrimination in the Municipality of Calabanga. Specifically, this is directed to: 1. Identify the Demographic Profile of the respondents.

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2. To discover the gender-based violence and discrimination experienced by women in the municipality of Calabanga.

3. Eexplore the action and support given or offered by the Local Government Unit and Agencies.

II. REVIEW OF RELATED LITERATURE Gender violence statistics have reached disastrous levels; society has failed to justifiably question this occurrence of men perpetrated violence against women. According to The World Bank, the estimated victim that at the global level, the damage and cost to health arising from male violence against women aged fifteen to forty four years is comparable to other risk factors that are already high on the world agenda, including other disease. However in the reports of the Philippine National Police (PNP), the statistics revealed that there has been a steady increase in Violence against Women cases reported from 1997 to 2013.

Moreover, the year 2013 was reported to have had the most cases of Violence against Women in the history. The number of cases increased to forty nine percent from 2012 to 2013. From these reports, a total of sixteen thousand five hundred seventeen cases were filed under the complaint or violation of the Republic Act 9262 (2013).

According to the information gathered by the Philippine National Police (PNP), the general category of the violation of Republic Act 9262 is the most prominent type of Violence against Women, accounting for 57 percent of the total number of cases reported. Physical injury comes in at second with an accumulated nineteen percent of the reported Cases W.W Norton (2009) and Charter of Human and Peoples Rights on the year 2013.

Dependence of Women on Men contribute to Domestic Violence cited a number of previous studies on domestic violence against women establish a relationship between economic dependence and the incidents of violence .

However, only a few attempts have been made so far to provide theoretical explanations or verifications of this relationship. There is causal relation between marital dependence and incidents of violence.

There is a distinction between objective marital dependence and subjective marital dependence.

The definition of objective marital dependence closely represents dependence owing to economic reasons. Subjective dependence, on the other hand, refers to how tied to the marital relationship a woman perceives herself to be. In this analysis, married dependence reinforces the likelihood that women will tolerate physical abuse from their husbands. As a result, it is clear that the more economically dependent women are, the more violence they face from their partners. It is also clear that the larger the discrepancy between the actual and desired household responsibility for the female partner, the higher the number of violent incidents.

Interplay of Culture and Domestic Violence, According to the report released by the United Nations asserted that forty seven percent of adult women report physical abuse by their male partner. The Government, the media, and women's rights organizations have fostered a growing awareness of the problem of violence against women. Much of the violence against women is related to disputes over dowries. Human rights groups and press reports indicate that incidents of vigilantism against women, sometimes led spearheaded by religious leaders, occur at times, particularly in rural areas. These include humiliating and painful punishments such as the whipping of women accused of moral offenses.

It was revealed by the Republic Act No. 9710, also known as the Magna Carta of Women of 2009. Section 2 of the Act holds that, "the state realizes the equality of men and women entails the abolition of the unequal structures and practices that perpetuate discrimination and inequality." It goes on to state that the realization of this can be achieved through appropriate plans, policies, mechanisms, and so forth, to achieve equality and freedom from sex-based discrimination.

The realization of the estate has something to do to the equality and freedom of gender based discrimination since men and women has equal responsibilities in the family, the father as a head of a family. It was revealed by the Republic Act 10354, also known as the Responsible Parenthood and Reproductive Health Act of 2012. Section 2 holds and emphasizes the importance of the equal protection of both the lives of women and the lives of unborn women from conception. It goes 91

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onto recognize and guarantee the promotion of gender equality and equity, women's empowerment and that the dignity of health is classified as a human rights concern and social responsibility. Responsible parents need to protect their children not only to give them children the basic needs but also to give them full attention and protection from birth to adulthood. Equal protection that both parents have an equal role; concerning the responsibility, dignity of health and of course human rights, and lead children on how to become better individual. It also emphasizes the importance of the equal protection of both lives of women.

III. METHODOLOGY RESEARCH DESIGN This research type is based on the constructive paradigm in social knowledge. The interpretation of the world that is taken for granted is its main thrust; including the objective ―facts‖ that quantitative research claims to produce. The researchers preferred to use qualitative research to be able to examine the protection and prevention of gender-based violence against rural women.

The researchers customarily will also be a participant as the main instrument on data collection. Qualitative research will be appropriate since the researchers‘ primary aim is to define rather than generalize on whether community members have an effect on the prevalence of gender-based violence against rural women.

In this regard, it is vital that a methodological perspective be adopted to allow the findings to develop, from the data itself rather than from preconceived, rigidly structured, and highly quantified techniques. This will pigeonhole the empirical social world into operational definitions that the researchers have constructed.

POPULATION OF THE STUDY The respondents of the study were the selected four men and seven women in Calabanga Camarines Sur who were willing to participate on the study to be able to answer the research question. The chosen Local Governments of the municipality to be able to identify the role of the professionals on the gender-based violence and discrimination against women.

POPULATION AND SAMPLING PROCEDURE The type of sampling procedure used in the study is purposeful sampling; the participants are selected or sought after based on pre-selected criteria based on the research question.

Population is theoretically specified aggregation of the study elements and it is from where the sample is actually selected. It is also difficult for the researchers to study all the people from which the researchers wanted to draw inferences. The researchers also find it difficult to send questionnaires or interview all the members of the studied population, hence a research sample was selected. However, it is assumed that there is no clear-cut answer for the correct sample size; it depends on the population of the study and the nature of the population under scrutiny. A large sample might become unwieldy and conversely, a too small sample might be unrepresentative.

On the other hand, a well-designed sampling plan would always contribute both the reliability and validity of the research findings.

This view is confirmed by a theory that states that ―if in the process of sampling care is done in accordance with the standard of sampling plans; it should be possible for another researcher to rereplicate the findings for reliability‖.

This study will be done in the vicinity of the municipality of Calabanga.

DATA COLLECTION PROCEDURE AND INSTRUMENTS A letter of introduction was sought from the Central Bicol State University of Agriculture Calabanga Campus. Permission was obtained from all relevant departments where the study is to be conducted. The questionnaires will be distributed to the participants in person to avoid time consumption. The researchers will explain verbally and will appeal to the participants to ensure that the questionnaires will be answered completely. A letter purpose explaining the significance of the study, aspects of confidentiality and anonymity of respondents will also be attached to the questionnaires.

Data is often collected using questionnaires, observations, documents, interviews and past records. However, in this study data will be collected through the use of questionnaires, interviews, observations and documents analysis.

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THE QUESTIONNAIRES A questionnaire is a ―document containing questions designed to gather information that is appropriate for an analysis‖. The questionnaires were used to determine the factors that contribute to the prevalence of gender-based violence against women. The questionnaires protect the respondents‘ privacy and anonymity, which may encourage more open responses on sensitive issues. The questionnaires format is simply structured that would be easy to complete and does not demand too much time of the respondents. The questionnaires advantage is of being administered to a large number of respondents in a large geographical area, making it possible to save time and finance. Generally, it provides a higher percentage of usable responses.

INTERVIEWS An interview is a face to face ‗confrontation‘ between the respondents and the interviewer. In an interview conducted, the researchers are able to seek for redefinition, if responses on the prevalence of gender-based violence on women appeared to be ambiguous. It is recommended that interviews be used to follow up unexpected results. However, although the interview reached the researchers personal contact, the technique had a smaller coverage due to financial and time constraints, especially in the municipality of Calabanga, Camarines Sur where relevant departments are located far apart. For example, all the relevant departments are located in town which is not accessible to everyone because rural areas are far apart.

OBSERVATIONS Observation is the systematic process of recording the behavioral patterns of participants, objects and occurrences without the need of questioning or communicating with respondents.

As a qualitative data gathering techniques, observation is used to allow the researcher to gain a deeper insight and understanding of the phenomenon being observed. The advantage of observation was that the behavior was recorded as it occurred. Being an outsider, the observer can see phenomena about the situation which those people involved in it may be taken for granted.

CASE STUDY A case study is used to enable the researchers to go in-depth and detailed understanding of the tendencies that emerge from the survey stage. This also serves the researchers appropriate opportunity to understand better the dynamics of the prevalence of gender-based violence on rural women. The choice of the strategy is influenced by the nature of the problem. A case study is a ―strategy for doing research which involves an empirical investigation of a particular contemporary phenomenon within its real life context. A case study is an intensive picture and analysis of a social unit such as individuals, groups, institutions, or communities.

VALIDITY Validity and reliability are multi-faceted; there are many different types of validity and different types of reliability. Validity is an important component of research which renders the research to be considered valid or invalid and, as such, if the results are invalid the purpose of the research becomes useless. In this study, the researchers will consider the issues of validity as they choose to use questionnaires, observations, interviews and document analysis as instruments for data collection. This method brought about respondents and documented different experience on the prevalence of gender-based violence against women in the municipality.

IV. RESULTS AND DISCUSSION V. DEMOGRAPHIC INFORMATION

This theme shows the demographic variables that categorize the samples. The research relied on the accounts given by eleven participants who had experienced violence and those who abused their partners. Seven female and four male participants were observed and interviewed. This information was analyzed under six themes presented on a table.

Case Study on Female Respondents

Case Study No. 1: Victim A Background Information Victim A is twenty-one years old, a third year college student, in relationship despite her on and off relationship with his boyfriend.

She was born in Cagsao, Calabanga, Camarines Sur but was raised in Paolbo, 93

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Calabanga of her grandparents. They were left by their mother at the age of eight for her mother broke with his dad and run away with another man.

At the age of nineteen on her first year on college, she found a man whom she taught would be her forever. They fell in love and she believed that man would be the father of his children in the future married life. It was a wonderful and colorful life with him every day. Because of her love for that man she gave all of her to him without any hesitation.

Dynamics of Victim A‘s Abuse Forms of Abuse Victim A described his intimate partner as a man of lies. He is practicing infidelity. He was caught by her twice having an affair with another woman. She had a lot of evidences to prove it but his intimate partner never admitted any of it. She is also indulged in gambling. He is just throwing their money in just one night when he loses his game of cards.

Coping Strategies At first, Victim A pretended that the abuse was non-existent. However, she was not at all passive in coping with the abuse. She talked to him and tried convincing him to change. She talked with her friends about her situation and asked for an advice. She confronted him; she sought for an answer and broke-up with him. Then, after sometimes she misses her intimate partner and forgave him. The problem happened again as the same as before. She loved him so much and believed that she gave everything to that man so she can never turn back and just wait for the love of his love to change.

Case Study No. 2: Victim B Background Information Victim B is a fourth year college student, twenty four years of age and is now single after she broke up with his abusive partner.

Victim B is fifth of eight children, born in Calabanga, Camarines Sur. Her father works as a farmer and her mother stays at home as the head of the household. She described her childhood as relatively happy though punctuated by the effects of poverty. She learned how to become responsible and loving daughter helping her mother takes care of her niece. She is always as busy as a bee every day. She even sometimes cannot attend her regular classed due to the need

to stay at home and help her mother on household chores.

During her high school days she met a man who touched her heart and made her fell inlove with him. They were together for almost a year. They were so happy and blessed with each other. After graduation she was left here in Calabanga while his boyfriend went to Manila to look for a job to help his family.

On the first two months they were still in good terms, they used to talk with each other on the phone and through the social media. But then, it was that she found out that her boyfriend is into someone new, a woman who is defined as a lady in the city. She was left alone, out of love and so lost without the man she considered her life.

Dynamics of Victim B‘s Abuse Forms of Abuse Victim B experienced psychological abuse; she found it as hurting as physical abuse when she knew that his boyfriend replaced her with a woman who is far better than her as what his boyfriend told her. And that she is nothing compared to her new girlfriend and received insulting words from him. She felt like dying.

Contributing Factors Victim B cited some factors that she thought might have contributed to her abuse. She blamed his ex-boyfriend, peers and alcohol use.

She also pointed his ex-boyfriends dysfunctional family of origin. She likewise admitted being irresponsible for her experienced abuse. She expressed her belief that if she had given time to herself she could be someone better and will never be replaced by her ex-boyfriend. Likewise, she mentioned her self-sacrificing trait which was evident in her responses and stories.

Effects of Abuse, The abuse experienced by victim B weakened her self-esteem. The feeling of inadequacy, evident on her stories made her believed that she really deserved what happened.

Coping strategies, Victim B mentioned instances when she wanted to ask her friends what would be the best thing to do but she was so ashamed of revealing her story to them so she just cried at night and look for a diversion like focusing on her studies and working hardly at home helping her mother on the household chores.

Case Study No. 3: Victim C Background Information

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Victim C is a twenty six years old college undergrad, with three children and a canteen food vendor in their barangay. She is now married to his second husband after her separation from his womanizer and irresponsible former live-in partner for four years.

Victim C is the youngest of seven children, four boys and three girls. She described her childhood having great experiences despite their financial problems. She finished her elementary and high school education in Manila, although her older sister working abroad promised to finance her college education. She took this offer for granted and ran away with her high school boyfriend and built a family in Manila.

At first their relationship was smooth sailing. During the first three years of their marriage, they stayed in Sibobo, Calabanga, Camarines Sur. However, since job opportunities for her husband were limited there, her husband was forced to go back to Manila to try his luck.

When she was pregnant with their second child, however, her husband‘s circle of friends grew bigger and he was introduced to vices such as alcohol. This changed the course of their lives.

Her husband then begun living with another woman in Manila and abandoned her and their two children.

Dynamics of Victim C‘s Abuse Forms of Abuse She related that a simple discussion would develop into a heated argument until her former husband becomes violent. In most of these incidents, she sustained facial bruises. She was also choked and pinned to the wall. Many times, the reason behind the practice of physical and verbal abuse of his husband towards her is that she keeps on asking questions of what her husband is doing in Manila and that she is sure of her suspicious that her husband is having an affair with another woman there. Money is also an issue, she rarely received money from him and this forced her to do laundry jobs and dainty vendor.

Contributing Factors Victim C was able to identify factors that could explain her vulnerability to abuse. She believed that was responsible for the mess. She took her studies for granted. She preferred not to endure the abusive relationship and took some measures to end it. Her being self-sacrificing and submissiveness were revealed in her stories during the conversation. She also cited her husband use

of alcohol and exposure to violence as a child as possible contributing factors to abuse.

Effects of Abuse Victim C believed that the abuse severely damaged her self-worth. She was treated like a slave and this was made her feel unworthy of respect and fair treatment from others. Her interpersonal relationships were also affected. She displaced her anger toward her children. Likewise, she kept her distance form her neighbors whom she perceived to be indifferent to her.

Coping Strategies Victim C is basically passive and selfsacrificing but somehow she tried some active behavioral coping strategies. She went back to her parent‘s house in Cabanbanan, Calabanga, Camarines Sur. She also told her family everything that had happened to her but her never think of going to the police station or barangay official to report the incidents. For her it would be better to remain in silence for she believes that her family will also suffer her consequences. Victim C also realized that she still have her two children with her who inspired her to move on and continue her life. She worked hard racing their children alone, supporting their needs and studies.

Finally, she met a man far different from his exlive in partner. Then, after two years they got married and now living happily and harmoniously with their three children.

Case Study No. 4: Victim D Background Information Victim D, twenty-seven years old, experienced a failed relationship, a solo parent and a third year college student.

She was born and grew up in Marpos, Calabanga, Camarines Sur. She could not find the best word to describe her childhood. She has a loving and supporting family who aims to raise them well and give the best education to them.

She is the third in the four children.

At the age of nineteen she met a guy in her university during college days. He was introduced to her by their friends. After their one and half year relationship she got pregnant.

During their first half year living together, it was smooth sailing. Then, her husband was changed when it worked in one of the call center companies in Naga City. Her husband is more focused on going with his friends and co-workers.

Half of her husband‘s salary went to his vices and it was so hard for her to ask money for their daily 95

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expenses. She also suspected having an affair with someone when she dresses well when going out to meet her family and friends. She also found out from a friend that her husband was having an affair with his co-worker in the company.

Dynamics of Victim D‘s Abuse Forms of Abuse Victim D revealed that from a simple conversation will turn into heated argument until her husband becomes violent. In most of these incidents, she will receive a punch on any part of her body, thrown anything on her by whatever her husband could get. For many times the reason behind her husband‘s physical and verbal abuse was his suspicious that she was having an affair.

His accusations would be reinforced if she refuses to sleep with him. Money was also an issue for her husband is rarely receiving money from him.

Contributing Factors Victim D was able to identify factors that could explain her vulnerability to abuse. She believed that she was also responsible for everything that had happened. If she only finished her studies in college then she would have landed on a better job a happy life. Likewise, she preferred to endure the abuse instead of taking some measures to end it. During the conversation her submissive and self-sacrificing personality was revealed. She also cited the influence of husband‘s peer groups.

Effects of Abuse She believed that the abuse severely damage her self-worth. She also lost her selfesteem. She also becomes nervous when her husband is shouting at her, with his eyes seemingly a fire. She felt sad and helpless. Her interpersonal relationship was also affected. She kept distance from her friends for she is afraid and ashamed that they will show their married life story.

Coping Strategy She is a passive and self-sacrificing but then she tried an active behavioral coping strategies. She told her elder sister what is happening between her and his husband. Then, she was rescued by her family. Her mother asked for police assistance and took her and her child to their parent‘s house. It was then she realized she was abused as a woman and as a mother of their own child. As of now she continued her studies in one of the prominent Catholic School in Naga City. She wanted to pursue her studies to give her child a better life.

Case Study No. 5: Victim E Background Information Victim E is a 28 years old, fourth year college student, living with her live-in partner for ten years and have two children.

She is the youngest of three children, was born in Manguiring, Calabanga, Camarines Sur. Her parents worked together in a private company in Manila. She grew up with her sisters raised by their grandparents. According to her she had a wonderful childhood even though they were not with their parents. Her parents will comes home during special occasions and holidays. She studied in Naga City during her elementary and high school years. Her parents decided to bring her in Manila to study college. On her college days she met her friends who introduce her how to smoke and drink alcohol. Despite the fact that she do not attend classes when she is with her friends she never neglect to pass the requirements of her professors.

It was her third year in college when she had her first boyfriend. Her childhood friend in their barangay, after a year of their boyfriendgirlfriend relationship she got pregnant.

The first year of their relationship living together as a family were fulfilling. Her husband is working so hard for her and their child while she stays at home and dedicated her life for their family. Everything changed when she gave birth to their second child. She found out that her husband was hooked with another woman. And it was not only once that she found out his husband‘s infidelity. It was repeated again and again.

Dynamics of Victim E‘s Abuse Forms of Abuse Victim E stated that from a simple conversation their discussion would then developed into a heated argument until her husband shows violence towards her. Many times, the reason behind her husband‘s physical and verbal abuse was his suspicious that she was having an affair. His accusations would be reinforced when she refuses to sleep with him at night. Another issue is money, she rarely received money from him and this forced her to ask help from her family for their needs.

Contributing factors She was able to identify possible factors that could explain her vulnerability to abuse. She believed that she was also responsible for the mess. She took her studies for granted. Likewise, 96

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she preferred to endure the abuse instead of taking legal actions to end it. Her self-sacrificing personality was also revealed.

Coping Strategies She is a passive and self-sacrificing but somehow she tried some active behavioral coping strategies. She went back to her family with her husband and children. She believes that if they are living with her family her husband would avoid practicing violence unto her. She also went back to college with the help of her parents and sisters having a decent job. She is now focused on finishing her studies and provides the needs of her children. She is still holding to her belief that one day her husband would come to change and base on her stories, she is willing to endure everything for the sake of her children.

Case Study No. 6: Victim F Background Information Victim F is 32 years old, an elementary undergraduate and working as a housemaid in Manila. After eight years of living in an abusive relationship she decided to start a new life with her children.

She is second of her four siblings. At a young age she learned how to work in the rice field helping their parents. Poverty is the reason why she only reached grade four. During her childhood books and playground is not her top priority but to earn money and survive their daily living. Her parents is illiterate, they cannot even compute the value of money the reason why no matter how hard they work in the rice field deceived them because of ignorance. Because of their situation her parents died because of chronic disease. After the death of her parents she has no one to go. Her sisters and brothers had their own families so she decided to live with her childhood friend, who also came with a poor family, son of a farmer who never experienced education on his life. Her husband‘s made a small nipa-hut near the rice field. It seems like they are just playing at the age of 16 creating a family. After a year they had their first baby. Her husband‘s salary from family is not enough for their needs and for their baby.

Instead of working hard her husband indulge in liquor. Every night he got home drunk. It was the daily routine of their life until they had four children.

Dynamics of Victim F‘s Abuse Forms of Abuse Victim F would have a taste of her husband violence when he was drunk. He would

punch and slap her. There were times when she slammed her face on the door, pulled her hair and dragged her body around the house. She also experienced psychological abuse, which she found hurting as physical abuse she had been cursed and blamed for the misfortunes they had been experiencing. In spite of doing her share to meet their financial needs, her husband would still tell her that she knew nothing but to eat and sleep.

Contributing Factors She cited some factors that she thought might have contributed to her abuse. She blamed poverty and alcohol. She also considered her husband origin of dysfunctional family. She likewise admitted being responsible for being abused. She expressed her belief that if she had finished her studies and gave importance to education, her life could have been better. She also mentioned her self-sacrificing traits which was evident on her responses.

Effects of Abuse The abuse she experienced weakened her self-esteem. The feeling of inadequacy was evident on her stories. It made her believe that she deserves what she has suffered. Depression was also experienced by her, she was lost and out of hope that she could still change the course of her life.

Coping Strategies She is basically passive and selfsacrificing but somehow he tried some activebehavioral strategies. She went to her friends nearby to have someone to talk to and ask for an advice on what is the best thing to do on her situation. Whenever her husband‘s not drunk she would convince him to change for the sake of their children and save their relationship. She tends to become the best mother to their children and wife to her husband but still the agony of their marriage continued. She decided to escape from her husband and ran away with their children and went to Manila with her friend who is working as a housemaid. She is now working as a housemaid in Manila while her children are staying with their aunt in Calabanga. She is also pushing her children to finish their studies for she knew how education can change their lives.

Case Study No. 7: Victim G Background Information Victim G is 55 years old, has been married for thirty-four years with twelve children, an elementary undergraduate and a food vendor earning two to three thousand a month.

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She came from a poor family, one of the reasons why she was able to finish her studies.

She also stated that she did not gave importance to education during their times. She is a native of Lagonoy, Camarines Sur but residence in Bigaas, Calabanga Camarines Sur when she got married with her husband through fix marriage at the age of fourteen.

At the age of sixteen she got pregnant with their first baby and every year she bore a child, ended up having twelve children. She sees her husband as a hardworking man for their family.

He is doing everything to earn money for their children. He is considered illiterate he cannot even write his name. He is part of the indigenous community in Harubay, Calabanga Camarines Sur. He never had any physical violence from her husband but there‘s even worse that her husband is doing. He is sleeping with their daughters alternately every night. Even though they were all married their spouses are working in Manila, Batangas and Laguna. She knew there‘s something wrong but she loves her husband so much. She is even baby-sitting to her grandsons and daughter who are children of her husband and their daughters.

Dynamics of Victim G‘s Abuse Forms of Abuse She has experienced psychological abuse, when her husband is sleeping with her daughters.

It does not hurt physical but emotionally and mentally she is dying.

Contributing Factors From her viewpoint, their lack of education could have been contributory to their situation. Central to this was her dysfunctional family. She felt like she‘s not enough to her husband pushing him to sleep with their daughters. She also taught herself that she cannot give what her husband needs.

Case Study No. 2: Perpetrator B. Background Information Perpetrator B is twenty five years old, separated, a college undergraduate and working as a porter earning two thousand to four thousand a month.

His wife ran away from him because when he is drunk he is hurting his wife physically and psychologically. He said that he do not intend it to happen for he loves his wife and children but when he is drunk he cannot control himself.

Case Study N. 3: Perpetrator C Background Information Perpetrator C is thirty years old, with four children, a high school graduate, separated and working as a farmer and earning two thousand to three thousand a month.

He is a hard working father to his family but her wife and children ran away from him, for he is mad he cannot control himself until he will be hurting his wife and children, the reason why they went away from him. He blames his self for what he is now, alone and hoping someday his family will come back to him.

Case Study N. 4: Perpetrator D Background Information Perpetrator D is sixty-four years old, with twelve children, a pedi-cab driver earning two thousand to two thousand five hundred a month and an elementary undergraduate.

He never hurt his wife physically though they are from a poor family. He sees to it that he will provide his family‘s food and shelter but he cannot give their children education because his salary is not enough. He had children with her daughters. He said that it is not a sin for he is the one providing their needs.

Causes of Gender-Based Violence

Case Study on Male Perpetrators Case Study No. 1: Perpetrator A Background Information Perpetrator A is twenty-three years old, single and a fourth year college student.

He does not stick on one relationship.

Women are getting close to her so he is taking the chance to get the woman who likes him. He also said that the reasons of his break up with his former girlfriends is that they are nagger, demanding and always jealous.

It is widely understood that Gender-Based Violence – be it in the form of isolated acts or systematic patterns of violence - is not caused by any single factor. Rather, it is a combination of several factors that increase the risk of a man committing violence and the risk of a woman experiencing violence.

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VI. SUMMARY, CONCLUSION AND RECOMMENDATION The preceding chapter provided an understanding on the findings gathered during the analysis of data. This chapter presents a brief summary of the research study and states whether the research theory has been supported and proven or not. The contribution of the study as well as its limitations will also be highlighted in this chapter.

Conclusions drawn from the study will be presented. Finally, the recommendations will assist the government and other stakeholders to empower women to realize their human and social security rights.

The purpose of this research is to recognize if there is violence and discrimination against women in the municipality of Calabanga, know the factors that conduce towards violence and discrimination on women. The reasons why women continue to support cultural and traditional beliefs that work against them were also examined. In addition, national legislation and international instruments for the protection of women‘s human rights were used in the study.

This research is caused by the unawareness and not recognizing the law resulting to constant violation of women‘s human rights through loyalty to different cultural and traditional beliefs. Violence and discrimination against women is imposed by a system of patriarchy, economic dependence of women on men and poor education of people who are not aware of their rights. The principle underlying this study is that the inequality between men and women should be changed by educating men and women to educate men about the existing law as so as the women to defend and know their own rights.

The study is limited to Municipality of Calabanga, Camarines Sur. To obtain information, in depth interviews with 11 Bicolano speaking participants (seven women and four men) and four professionals were conducted.

Chapter One focused on the introduction, defined the purpose of the study, provided the research question and limitations of the study.

Chapter Two focused on the literature review on the factors that conduce towards violence and discrimination on women. It further reviewed literature, and presented national legislations and international instruments aimed at protecting women against violation of their rights.

The literature described why women stay in abusive relationships, despite the abuse and the

violations that they endure from their partner/husband.

Chapter Three described the methodology and research design that was used in the study.

This chapter considered the different ways of analyzing data, ethics in research and issues of reliability and validity. The qualitative method of collecting and gathering information, combined with the case study design was used. Face-to-face interviews were preferred as one way of collecting data from the participants.

Chapter Four is dedicated to the analysis of data obtained through face-to-face interviews.

It further discussed and confirmed the findings with the relevant literature that was explored in Chapter Two. The findings were categorized into themes, namely demographic information; women‘s and men‘s understanding of violence and discrimination; factors of domestic violence; aftermath experiences of violence; perceived services for victims and perpetrators; and, the perspectives on existing laws on domestic violence.

Having presented the summary of the study, the conclusion and recommendations drawn from analysis of the data collected from eleven (seven women and four men) participants (victims and perpetrators) will be addressed. Thereafter, attention will be directed towards the focus group findings.

CONCLUSIONS BASED ON THE FINDINGS The results revealed a number of factors which contribute to domestic violence against rural women. First of all, the respondent‘s tolerance in intimate relationships was singled out as a factor that led to the use of violence. The practice of male dominance in the family partners is an evidenced of the legacy left by some of the cultural practices like patriarchy. These practices are patriarchal in nature as they allow men to do whatever men wants to do and happen in the family. Men‘s hegemonic practices were exposed as they use violence to satisfy their needs in women. Their partners are not allowed to demand or ask things from them.

The literature asserts that the uneven distribution of power embedded in the cultural Filipino marriages is portrayed through acknowledgement of violence towards women and the acceptance of male promiscuity. Further, the study revealed that violence is intensified by the dependence of women on men.

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The practice is partly a symbol of the men‘s ownership of the spouse and such beliefs explain the high incidents of violence prevalent under Filipino marriages. The study contends that the use of violence by men during arguments with their spouses is evidenced by lack of social skills such as communication and problem solving skills.

RECOMMENDATIONS ON INDIVIDUAL INTERVIEWS There is an urgent need for counseling for male violence perpetrators and these should offer: behavioral change sessions, alternative coping skills, improved self-esteem, social skills and communications, and marital skills programs. The researcher believes that embracing such skills will reduce the probability of men using violence against their spouses.

There is a need to address gender issues in most communities through awareness programs that will challenge the negative impact of infidelity whilst at the same time preserving their positive aspects. The issues of infidelity need to be addressed in conjunction with HIV/AIDS education. The fight against AIDS pandemic should be taken together with efforts to combat crimes against women such as abuse, violence and rape.

There is a need for educational programs that focus on men. Specifically they should focus on disseminating information on domestic violence and its effects in order to sensitize communities on this issue. The programs should also extend to schools and other places where young people congregate in numbers so as to deconstruct the patriarchal system as a breeding ground for gender related violence.

Community outreaches should extend to how to disseminate information so as to strengthen informal civil society networks (family, church, and government officials) and on how to provide concrete assistance in violence and discrimination situations.

FOCUS GROUP INTERVIEW: SERVICE PROVIDERS The following are conclusions were drawn from the focus group interview with the service providers.

Factors affecting Domestic Violence Under this theme, the focus group largely shared the same sentiment as the victims and

perpetrators as they agreed that culture, economic dependence of women to men and infidelity play a major role in the acceptance of violence against women in Calabanga.

It was revealed that unemployment and poverty make men feel powerless by not being able to provide or fund for their families and this force them to use violence as a tool to demonstrate their masculinity. Lastly, it is observed that violence in barangays and communities is the result of poor humanity amongst the community, and therefore the practice of camaraderie has much to offer as a solution.

Service Offered by Participating Organization The focus group consisted of service providers from different departments. It revealed that violence officers from the department of Municipal Social Worker and Development worked together with the Calabanga Station Police Officers to assist and support victims of violence and abuse. The social worker stated that social work offers counseling services to the victims and also health care services.

The policewoman stated that they have a precise kind of assistance to victims of violence, and except their institution engages in crime prevention work in the community. This is done by distributing information on domestic violence such as forums in preventing other forms of crime.

The research also established that these services providers have concrete procedures and capacity to deal with domestic violence perpetrators.

V.4.3 Assistance to Victims of Domestic Violence Four of the service providers stated that there is a need for more education on violence to all women and men perpetrators in the community. Such education and information should enlighten especially men on the effects of violence on their partners and also on measures that can be taken against them if they engage in an abusive conduct. Lastly, the policewoman stated that there is need for employment opportunities in the municipality of Calabanga and more income generating projects to empower women and end women economic dependency on men. This will also reduce the poverty and helplessness felt among many residents, and therefore improves relationships within families and within the community.

Effectiveness of the Law

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The focus group discussion revealed that all of the four service providers observed that the law is effective and it only needs proper implementation and information dissemination.

On the other hand, the social worker and WCPD officer stated that the law is effective because statistics and cases on violence against women were decreased

attention of barangay officials, social workers and the station police officers.

An integrated and holistic approach can provide comprehensive services to many abused women. In-service training through workshops and seminars has empowered service providers on the content and application of the Violence Against women existing laws.

RECOMMENDATIONS ON FOCUS GROUP INTERVIEWS Service providers such as the WCPD officer recommended that there is a need to more for financial assistance from the government through the local municipality and NonGovernmental Organizations (NGO‘s) to initiate income-generating projects in the community that would assist families to meet their needs, as unemployment is high.

Service providers need to be capacitated with existing procedures in dealing with male violence perpetrators, thus, resources should be made available for such initiatives. Service providers need to organize outreach campaigns together that seek to enlighten men on domestic violence and its effects on their partners, families and the community at large.

There is a need to inform service providers such as the Baranagay Officials MSWD, WCPD and PAO on the importance of cooperation between their departments in dealing with violence against women. This is due to the fact that violence against women has complex implications and, in most cases, requires the

A FINAL COMMENT The study attempted to look into the factors that lead to violence and discrimination against women. It is important to conclude that most of the statements stated by respondents largely support culture as the major reason for the abuse of women. However, other factors such as dependence of women to men, the level of education of the people and high unemployment contribute to domestic violence. The research contributed to the literature by providing insights on men‘s interpretation or perceptions of their actions which causes violence and abuse against women.

The existing laws are all effective but the problem is the proper implementation and information dissemination of the people in the municipality to educate men and women and end violence.

Important to note is that there is a need for cooperation amongst the service providers.

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Use and Effect of Graphic Organizers and the Students‘ Performance in Mathematics

John Argie Betchaida, Angelbert Tabilog, Rio Barawel 

Abstract— This study aimed to determine the use and effect of graphic organizers in students’ performance in Mathematics of Grade 8 students of West Coast High School, Calabanga, Camarines Sur during the school year 2017 – 2018.

This study used pre – test and post – test design under quasi – experimental method of research. In gathering data, two forms of parallel test consisting of fifty (50) items multiple choice of teacher – made test were used by the researchers that served as the pre –test and post – test. The following statistical tools were used: mean score ( ), standard deviation (SD), performance level (PL) to determine the performance during pre – test and post – test, independent and dependent t – test comparing two sample means to determine the significant difference within and between the students’ performance and Cohen’s d to evaluate the effect size.

The major finding revealed that there is no significant difference between the students taught with and without the use of graphic organizers and it has a small effect size.

The researchers concluded that after the students being taught with and without the use of graphic organizers, there is a sudden increase in their performance. It was concluded that there is a positive effect in the students’ performance either using or not using graphic organizers. But using graphic organizers has an edge although the results obtained were founded poor level of performance due to several factors. It is recommended to practice on using the graphic organizers effectively in class discussion. It is highly recommended for the teachers the idea of SMS paradigm and to discover and invent more design of IEC materials by using the concept of graphic organizers for interactive, systematic and effective teaching in Mathematics.

Keywords—Graphic Performance.

organizers,

Mathematics,

Students

I. INTRODUCTION History provides examples of several distinguished mathematicians for whom basic mathematics skills, such as memorization of mathematics facts and rote application of algorithms, were both tedious and difficult. For this reason, some of the students also believe that Mathematics is very difficult. The ineffective strategy of the teacher, lack of interest and attention are some of the reasons why some students find Mathematics a difficult subject. But the students are expected to have the skills needed to acquire knowledge and to learn Mathematics.

To do this successfully, students should engage to learn Mathematics by teaching it in clear, simple and an organize way.

Willingham (2008) classifies learners into three different types: Those who learn by looking, those who learn by listening, and those who learn by manipulating things or visual, auditory, or kinesthetic learners. Those type of learners who learn by looking or visual learners are said to have more retention in the memory than listening and speaking. Here is now the teacher‘s role to encourage the students to learn Mathematics in an easiest way.

Ellis (2001) noted that information is more easily learned and understood with visual organizers. Since Mathematics is difficult to understand, the teacher now thinks a strategy that will engage the students to learn.

Teacher‘s effective strategies and methods are key to enhance student‘s learning. Teachers continue to utilize to facilitate attainment of knowledge among their students. The strategy that could be possibly employed by the teacher for the students to understand difficult concepts and to learn effectively is by using graphic organizer. By using graphic organizers that has been identified as a bulwark in the educator‘s toolbox paraphernalia, students will know that 102

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Mathematics is not really a difficult subject.

Graphic organizers are powerful and excellent instructional tools which help to instill metacognition among the learners. They are perceived by students to be enjoyable, low stress, high interest and creative. According to Clark (2007), Graphic organizers is not only enable students to record and categorize information, but also help students to understand difficult concepts, generate thoughts, and identify connections between ideas. It has now an impact on student‘s performance in Mathematics and for them to appreciate the importance of learning mathematics.

It is also mentioned by Marzano (2001) and his colleagues that one of the nine strategies that have the greatest positive effect on student achievement for all students, in all subject areas is nonlinguistic representations which include graphic organizers.

This study is conducted to find out the effectiveness of graphic organizer in teaching Mathematics and its possible effect on student‘s performance. This study aims at increasing the used of graphic organizer as teaching strategy to realize by the students that learning Mathematics is not really a difficult subject. Furthermore, this study also aims at determining the effects of graphic organizer as teaching strategy to help directly the teachers to decide and identify whether graphic organizer needs for the improvement on student‘s performance. a. Statement of the Problem This study determined the effects of graphic organizer to the performance of Grade 8 students of West Coast High school, s/y 2017 – 2018.

This study sought to answer the following research questions: 1. What are types of graphic organizers that can be used in teaching Mathematics?

2. What is the performance of students taught with and without the use of graphic organizers?

3. Is there any significant difference between the performance of students taught with and without the use of graphic organizer in teaching Mathematics?

4. What are the IEC materials/graphic organizers that can be used in teaching Mathematics? b. Objectives This study sought to assess the use of graphic organizer to the performance of Grade 8 students of West Coast High school, s/y 2017 – 2018.

Specifically, this undertaking aimed to: 1. Identify the types of graphic organizers that can be used in teaching Mathematics.

2. Determine the performance of the students taught with and without the use of graphic organizer.

3. Determine the significant difference between the performance of the students taught with and without the use of graphic organizer.

4. Develop IEC materials/graphic organizers for teaching Mathematics.

II. REVIEW OF RELATED LITERATURE The Use of Graphic Organizers Ellis and Howard (2005) mentioned that graphic organizers are visual devices that depict information in a variety of ways. Most commonly, they employ lines, circles, and boxes, to form images which depict four common ways information is typically organized: hierarchic, cause/effect, compare/contrast, and cyclic or linear sequences. These images serve as visual cues designed to facilitate communication and/or understanding of information by showing how essential information about a topic is organized.

According to Baxendell and Dye (2003), graphic organizers come in many different formats. Some of these include Venn diagrams (for highlighting similarities and differences), webs, trees and frames (for showing causality, sequencing or relationships), cause and effect diagrams, sequence of event charts and CD Frayer vocabulary squares.

Based on National Center on Accessing the General Curriculum (NCAGC), a graphic organizer can be defined as ―a visual and graphic display that depicts the relationships between facts, terms, and/or ideas within a learning task.‖ And a research from educational software creators Inspiration on visual thinking and learning states 103

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that visual learning helps students do the following: (1) Make abstract ideas visible and concrete (2) Connect prior knowledge and new concepts (3) Provide structure for thinking, writing, discussing, analyzing, planning and reporting (4) Focus thoughts and ideas, leading to understanding and interpretation.

Ellis (2001) stated that graphic organizer is simply a graphical or spatial representation of text concepts. It is an instructional tool that can help students to organize, structured the information and concepts to relate with the other concepts. In addition, the spatial arrangement of graphic organizers allows the students to identify the missing information or absent connections in one‘s strategic thinking.

According to Dye (2000), author of ―Graphic Organizers to the Rescue‖, ―the graphic organizer has its roots in schema theory‖. When students learn something new, they must be able to retain the information for later use. Our knowledge is stored in a scaffolded hierarchy as a way of organizing information. To add to the prior knowledge that students have, graphic organizers organize this information and help students begin processing it. Then, it can be constructed into the existing scaffold of the students‘ mind, essentially increasing learning and knowledge.

Sharma et al. (2012) agreed that graphic organizers help meaningful learning in several ways. It is an activity that provides the student with an opportunity to organize, summarize, analyze and evaluate different ideas. Thus, it promotes the development of critical thinking skills, which can then be used for other meaningful learning activities.

Effects on Students Performance Adcock (2000) mentioned that visual learning tools such as graphic organizers can reduce the cognitive load and as a result, allow more of the working memory to attend to learning new material. As a result, content can be addressed at more sophisticated and complex levels through the use of graphic organizers.

McElroy and Coughlin (2009) mentioned that learning is the best achieved when the information is presented systematically and stored in the student‘s brain in an organized, meaningful and useable manner. Graphic organizers also can be used in all phases of learning from brainstorming ideas to present findings. They can be used individually or in large groups. Graphic

organizers may help students learn analysis because they visualize relationships, steps or chronology by showing the spatial relationship between the ideas.

According to Clark (2007), graphic organizer is not only enable students to record and categorize information, but also help students to understand difficult concepts, generate thoughts, and identify connections between ideas. When used effectively, these visual tools can have a positive impact on student achievement. Students who work with graphic organizers often show improved writing and critical thinking skills.

Marzano et al. (2001) reported that graphic organizers ―enhance the development of nonlinguistic representations in students and therefore, enhance the development of that content‖. The use of graphic organizers also helps students generate linguistic representations. As a visual tool, graphic organizers help students to process and remember content by facilitating the development of imagens. As a linguistic tool, text based graphic organizers also facilitate the development of logogens thereby dual coding the information. Graphic organizers combine the linguistic mode in that they use words and phrases, and nonlinguistic mode in that they use symbols and arrows to represent relationships".

Ives (2007) found that the graphic organizer, which consisted of a two-by - three array of rectangular cells, helped students to organize and sequence the steps involved in solving linear equations. In another study on the effects of graphic organizers on word problem solving ability in mathematics.

Baxendell (2003) mentioned that graphic organizers are helpful tools in providing an organized and visual way in which to present information. Graphic organizers are beneficial to learners at all grade levels. Their use is instrumental in improving performance of students of all abilities in inclusive classrooms, and they are particularly helpful to special needs students who typically benefit from routine and structure. Consistency across subject areas is another important element that ensures successful independent student practice of organizing techniques in the classroom.

Guastello et, al. (2000) stated that the teacher‘s task is to ensure that the student has prior knowledge related to the concept and to provide a means for helping the students make connections between prior knowledge and new 104

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concepts. Graphic organizers make it easier to link new information to existing knowledge and help students build the schema they need to understand new concepts. If prior knowledge is activated, the schema will be able to provide a framework to which new information can be attached and learning and comprehension will be improved.

A study by Githua and Nyabwa (2007), indicated that the use of analogies increased students‘ success in solving mathematical problems in enhance learning. They proposed six steps for creating and using graphic organizer for teachers which were state objectives, oral presentation, integrative reconciliation, promotion of active reception learning, encouragement to adopt critical approach, application to solution of problems.

McElroy and Coughlin (2009) stated that graphic organizers enhance students‘ ability to learn to refute arguments. In addition to being an established cognitive tool promote learning, graphic organizers also aid students with differing learning styles in their quest to master legal analysis. So from this, the increasing attention paid to the role of learning styles in the law school classroom. More specifically, graphic organizers may help students learn analysis because they visualize relationships, steps or chronology by showing the spatial relationship between the ideas.

Robinson and Molina (2002) mentioned that, there relative involvement of visual and auditory working memory when studying adjunct displays by using seven outlines or graphic organizers. In that experiment research, there are students who studied graphic organizers performed worse on the visual task, or second experiment, students who studied outlines performed worse on the auditory task. The results provide evidence that graphic organizers are encoded in a more visual format than outlines, whereas outlines are encoded in a more auditory format than graphic organizers. By using the models of text learning and help to explain graphic organizers are more effective than outlines in helping students learn concept relations in text.

Sheriff et al. (2011) stated that given the relationship between reading comprehension and the effective solution of word problems in mathematics, another strategy that might help students who struggle with the language of word problems is the use of graphic organizers.

Although most teachers have traditionally used

graphic organizers to assist students in arranging their ideas during reading and writing activities, this tool also can be used in mathematics instruction to help students understand and organize difficult concepts and represent their ideas visually.

Zollman (2009) designed a classroom action research to investigate a problem solving instructional approach by using graphic organizers. The graphic organizer helped students coordinate various parts of mathematical problem solving: (a) What is the question? (b) What information is known? (c) What strategies might be used? (d) Which operations, procedures, or algorithms of the strategy need to be shown? (e) What explanations and reflections are needed to communicate the method(s) of solution? The teachers found the use of graphic organizers in mathematical problem solving to be very efficient and effective for all levels of students. The teachers saw that their lower-ability students, who normally would not have attempted problems, had now written partial solutions. The organizer appeared to help average-ability students organize thinking strategies and help high-ability students improve their problem-solving communication skills. Students now had an efficient and familiar method for writing and communicating their thinking in a logical argument. They found that graphic organizer helped students to construct content and strategic knowledge; improved their mathematical communication skills. Besides, graphic organizer also helps students with all ability levels to produce more complete answer.

As a way to help students reach higher level thinking, Paziotopoulos and Kroll (2004) have designed the Skyscraper, a graphic organizer based on Bloom's taxonomy. The skyscraper is made of ascending floors. It allows to generate questions at all cognitive levels of Bloom's taxonomy. The skyscraper helps students acquire a greater understanding of what they read because they are able to see the big picture and think about it, therefore developing metacognition.

Fisher (2001) has recommended the use of a Graphic Organizer Notebook as a way to accommodate students with various learning strengths. The use of such a notebook allows auditory and visual learners to retain and recall the information in any content classes. It also motivates students for studying because their papers are organized and secured, which provides 105

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them with pride in their work. When designing a graphic organizer, it is important to create something that is clear, simple, and not distracting or too busy. Students must be provided with enough space to complete the graphic organizer.

METHODOLOGY The method used by the researcher was the pre test and post - test design under quasi experimental method of research because the objective of the researcher is to determine if the use of graphic organizer in teaching Mathematics have some effects on the performance of grade 8 high school students at West Coast High School during the school year 2017- 2018.

III.

RESULTS AND DISCUSSION Types of graphic organizers in teaching Mathematics IV.

Graphic organizer is simply a graphical or spatial representation of text concepts. It is an instructional tool that can help students to organize, structured the information and concepts to relate with the other concepts. In addition, the spatial arrangement of graphic organizers allows the students to identify the missing information or absent connections in one‘s strategic thinking.

Graphic organizers are visual devices that depict information in a variety of ways. Most commonly, they employ lines, circles, and boxes, to form images which depict four common ways information is typically organized: hierarchic, cause/effect, compare/contrast, and cyclic or linear sequences.

Based on the study by Ives (2007) ―the use of graphic organizers may also lead to improved system solving when the systems become complex enough to challenge the ability of students to keep the process organized without the organizers‖. This shows that the concepts became more concrete for the students when graphic organizers were used. Also, it helped organize their thinking when the ideas became more complex. Students could use graphic organizers in math for multistep complex problems when it needed to be broken down.

In this study, researchers used appropriate graphic organizers on the following topics: finding the equation of the line, illustrating systems of linear equations in two variables, solving systems of linear equations in two

variables and problem solving involving systems of linear equations in two variables. In teaching Mathematics of this study, the appropriate types that can be used are those organizers that linked information, shows series of steps, of classifying and comparing mathematical terms.

According to Manoli & Papadopoulou (2012) ―concept maps are a form of graphic organizer that includes enclosed concepts (usually in a circle or square) with lines connecting linked concepts. Generally, the connecting lines are labeled to demonstrate the relationship since different viewers of the graphic organizer could see different relationships between the concepts.

Added by Morphew (2000), they organized with the most general concepts on top with the most specific on the bottom.

In formal definition, a concept map is a general organizer that shows a central idea with its corresponding characteristics. Concept maps can take many different shapes and can be used to show any type of relationship that can be labeled.

This type of graphic organizers is used in teaching Mathematics to connect the ideas from general mathematical concepts or terms down to specific ideas. This type of graphic organizer was used in teaching illustrating systems of linear equations in two variables.

Students’ performance in Mathematics Many students perceive Mathematics as one of the difficult subjects in schools and because of these students got a lower grades.

There are some students that are active and some are passive, some learn faster than other. The performance of students varies from one another.

Table 3 shows the performance of students in Mathematics after conducting the pre-test and post-test.

It is the combination of the three or more types of graphic organizers: 1. Star/ Web (that use to show definitions, attributes, examples, and brainstorming); 2. Tree/ Map (that use to show clarification, pedigree, analysis of structure, and attributes; and 3. Sketch (that is use to show physical structures, description of place, spatial relationship, concrete objects and visual images.

This organizers can help the students to summarize all the knowledge acquired and learned in Mathematics and even to other subjects.

This paradigm shows broader idea than other organizer. It is composed by a topic, sub- topics, 106

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definitions, procedures, sketches, charts and examples. It is a complete chart that will help the students in enhancing their performance. Also, this materials can be apply in a notebook, including the different combination of types of graphic organizers to form unique and distinct structures. It will help greatly the students to summarize even the broad topics in Mathematics.

V. SUMMARY, CONCLUSION AND RECOMMENDATIONS FINDINGS It was found out that the different types of graphic organizers that can be used in teaching Mathematics were the concept map, T – chart, main idea and details chart and flow diagram.

Each type of graphic organizers was used appropriately based on its characteristics and definition. It was also found out that in terms of performance, group that being taught with the use of graphic organizers have some advantage than group being taught without the use of graphic organizers although each performance of students varied based on the statistical explanation and with the increase of 3.92% and 2.3% in the performance level of the students taught with and without the use of graphic organizers. It was also found out that the performances between the groups in their pre-test and post-test has no significant difference. But in terms of their respective performance in the pre – test and post – test using dependent t test, group being taught with the use of graphic organizers has a significant difference. Lastly, it was also found out that it is possible to develop a material with the idea of graphic organizers that can be used for effective teaching.

Conclusions 1. It can be concluded that each types of graphic organizers has different usage and application.

Students were active and interested when they saw colorful and presentable organizers which suited to the given topics. It can be concluded that graphic organizers in Mathematics is unique for the students‘ eyes.

2. It can be concluded that using or not using graphic organizers, there is a positive effect in the performance of students. But using graphic organizers has an edge although the results obtained were founded poor level of performance due to several factors.

3. It was concluded that there is a significant difference between the pre-test and post-test of the group being taught with the use of graphic organizers. Using graphic organizers can enhance student‘s performance. In contrast, the performance of students in the pre-test and post-test without using graphic organizers has no significant difference. It was also concluded that there is no significant difference between their performances in the pre-test and post-test. It means that both strategies can be possibly enhance students‘ performance.

4. It can be concluded that producing the material based on the findings can enhance students‘ performance because it is a complete chart and covers broad information that will help students gathered information systematically.

Recommendations 1. It is highly recommended for the teachers to use and present graphic organizers as the visual materials to summarize and present information systematically. However, teachers are recommended to think carefully in using each type of graphic organizers, they should have researches and assessment procedures in employing the use of graphic organizers.

2. It is recommended to employ the use of graphic organizers to enhance the performance of students in Mathematics and advised to practice on how to use it during class discussions effectively.

3. It is recommended that the use of graphic organizers and traditional visual aids be utilized to enhance performance of the students in Mathematics. However, there is a small advantage in using graphic organizers.

It is highly recommended to the teachers the idea of SMS paradigm and to discover and invent more design of IEC materials by using the concept of graphic organizers for interactive, systematic and effective teaching.

REFERENCES BUCKHOLD, E. (2008, November). Graphic Organizers.

Retrieved from file:///C:/Users/user/Desktop/chapter%202%20PDF/graph ic_organizers.pdf DELISIO, L. (2014). Effects of a Mathematics Graphic Organizer and Virtual Video Modeling on the Word Problem Solving Abilities of Students with Disabilities.

Retrieved from 107

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 2 | June 2018 file:///C:/Users/user/Desktop/thesis/Effects%20of%20a% 20Mathematics%20Graphic%20Organizer%20and%20Vi rtual%20Video%20Mode.pdf CONLEY, G. (2005, November). The Effect Of Graphic Organizers On The Academic Achievement Of High School Students In United States History Who Receive Instruction In A Blended, Computer-Based Learning Environment. Retrieved from file:///C:/Users/user/Desktop/thesis/fulltext.pdf GIESELMANN, S. (2008) "Graphic Organizers in the Social Studies Classroom: Effective Content Integration Tools for Pre service Teachers," Kentucky Journal of Excellence in College Teaching and Learning: Vol. 6, Article 2.

NOTHNAGLE, M. (2007). Improving Student Performance Through the Use of Graphic Organizers. Retrieved from http://fisherpub.sjfc.e/mathcs_etd_masters/111.

QUIST, S. (1995).The effect of using graphic organizers with learning disabled students to increase comprehension. (Unpublished doctoral dissertation).

Kean College, New Jersey.

DYE, G. (2000). Graphic Organizers to the Rescue!

Teaching Exceptional Children, 32, 1-5.

PANG, Y. (2013). Graphic organizers and other visual strategies to improve young ELL‘s reading comprehension. New England Reading Association Journal, 48(2), 52-58.

ERMIS, S. (2008). Using graphic organizers to facilitate elementary students‘ comprehension of informational text. College Reading Association Yearbook, (29), 87102.

IVES, B. (2007). Graphic organizers applied to secondary algebra instruction for students with learning disorders.

Learning Disabilities Research & Practice (WileyBlackwell), 22(2), 110118.doi:10.1111/j.15405826.2007.00235.x

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APPENDICES USE AND EFFECT OF GRAPHIC ORGANIZERS AND THE STUDENTS‘ PERFORMANCE IN MATHEMATICS Types of graphic organizers in teaching Mathematics Graphic organizer is simply a graphical or spatial representation of text concepts. It is an instructional tool that can help students to organize, structured the information and concepts to relate with the other concepts. In addition, the spatial arrangement of graphic organizers allows the students to identify the missing information or absent connections in one‘s strategic thinking. Graphic organizers are visual devices that depict information in a variety of ways. Most commonly, they employ lines, circles, and boxes, to form images which depict four common ways information is typically organized: hierarchic, cause/effect, compare/contrast, and cyclic or linear sequences.

Based on the study by Ives (2007) ―the use of graphic organizers may also lead to improved system solving when the systems become complex enough to challenge the ability of students to keep the process organized without the organizers‖. This shows that the concepts became more concrete for the students when graphic organizers were used. Also, it helped organize their thinking when the ideas became more complex. Students could use graphic organizers in math for multistep complex problems when it needed to be broken down.

In this study, researchers used appropriate graphic organizers on the following topics: finding the equation of the line, illustrating systems of linear equations in two variables, solving systems of linear equations in two variables and problem solving involving systems of linear equations in two variables. In teaching Mathematics of this study, the appropriate types that can be used are those organizers that linked information, shows series of steps, of classifying and comparing mathematical terms.

According to Manoli & Papadopoulou (2012) ―concept maps are a form of graphic organizer that includes enclosed concepts (usually in a circle or square) with lines connecting linked concepts. Generally, the connecting lines are labeled to demonstrate the relationship since different viewers of the graphic organizer could see different relationships between the concepts. Added by Morphew (2000), they organized with the most general concepts on top with the most specific on the bottom.

In formal definition, a concept map is a general organizer that shows a central idea with its corresponding characteristics. Concept maps can take many different shapes and can be used to show any type of relationship that can be labeled. This type of graphic organizers is used in teaching Mathematics to connect the ideas from general mathematical concepts or terms down to specific ideas. This type of graphic organizer was used in teaching illustrating systems of linear equations in two variables.

Figure 3A System of Linear Equation solved by Graphic Method

Dependent Independent

Inconsistent 109

Graph is intersecting lines

Graph is parallel lines

Graph is coinciding lines

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The next type of graphic organizers that used in teaching Mathematics is the chart or matrix specifically the T – chart for comparing mathematical concepts by placing its individual characteristics. In formal definition, T – Chart is used to analyze differences between two things (people, places, events, ideas, etc.), by placing individual characteristics in either the left or right sections or sometimes in top or bottom placed in table form. It was used in teaching systems of linear equations in two variables.

Table 2A T - Chart

The next type of graphic organizers used was the main idea and details chart. It shows the hierarchical relationship between major concepts and their subordinate elements. This organizer is extremely beneficial in helping students distinguish central ideas and their corresponding details from less important information. When using the type of graphic organizer, clearly label the main idea and the details as such. Use a different shape or area for the main idea and the details. It was used in teaching finding the equation of the line.

Figure 3B Point – slope form y - = m(x - )

Slope – intercept form y = mx + b

Equation of the Line General form: Ax + By + C = 0 Standard form: Ax + By = C Intercept form + =1

Two point form y- = (x - )

The flow diagram or sequence was also used in this study. This chart shows a series of steps or events in the order in which they take place. Any concept that has a distinct order can be displayed in this type of organizer. It is an excellent tool for teaching students the steps necessary to reach a final point. This organizer used in teaching solving systems of linear equations in two variables by algebraic methods.

Types of System

Graph

Slope

Y - intercept

Number of solution

Independent or Consistent

Intersecting

different

same or different

One solution

Inconsistent

Parallel

same

different

No solution

Dependent or Consistent

Coinciding

same

same

Infinite solution

Figure 3C System of Linear Equation solved by Algebraic Method

Elimination Method

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Substitution Method

Comparison Method

Solve one equation for one of the variables

Transitive property of equality

Substitute the equation

Multiply both sides

by N

Substitute the value in the equation in Step 1 and solve

Addition property of equality Combine like terms Simplify

Simply

Substitute N for x or y

Check

Check the values in both equations

Check

Table 2B Summary for the types of graphic organizers used in teaching Mathematics Types of Graphic Organizers

Topic

Description

Illustrating systems of linear equations in two variables

Concept map

T - chart

Main idea and details chart

Flow diagram or sequence

This was used to connect or linked details about their graphs.

Systems of linear equations This was used to compare in two variables each type of systems of linear equations in two variables.

Solving systems of linear This was used in presenting equations in two variables the information about solving systems of linear equations in two variables hierarchically.

Problem solving involving This was used in enumerating systems of linear equations in the steps in problem solving. two variables

Students’ performance in Mathematics Many students perceive Mathematics as one of the difficult subjects in schools and because of these students got a lower grades. There are some students that are active and some are passive, some learn faster than other. The performance of students varies from one another. Table 3 shows the performance of students in Mathematics after conducting the pretest and post-test.

Table 3 Performance of the students in Mathematics Teaching Standard Performance Test Mean Strategies Deviation Level Pre-test

Level of Competency

Without the use of Graphic Organizers

14.15

2.96

28.30

Poor

With the use of Graphic Organizers

14.84

1.97

29.68

Poor

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Post-test

Without the use of Graphic Organizers

15.30

4.16

30.61

Poor

With use the Graphic Organizers

16.8

4.18

33.6

Poor

Table 3 shows that the computed mean of the students' performance taught without the use of graphic organizers during pre-test is 14.15 with the standard deviation of 2.96, performance level of 28.30 %, and the computed mean of 15.30 during post-test with the standard deviation of 4.16 and performance level of 30.61 %, The computed mean of the scores during pre-test under students‘ performance taught with the use of graphic organizers is 14.84 with the standard deviation of 1.97, performance level of 29.68% and computed mean of 16.8 during post-test with the standard deviation of 4.18 and performance level of 33.6%. Both strategies in pre-test to post-test show that their varied ability increased in posttest. Record of scores can be seen on Appendix 5. The performance level of students in both strategies after the post-test and pre-test is lower than 75% as the passing percentage. It can be seen also in the table that the pre-test and post-test of both group is poor. By looking at the table, the performance of the students taught with and without using graphic organizers increase by 3.92% and 2.3% after the post-test, respectively similar to the study of Githua and Nyabwa (2007) that the use of graphic organizers (analogies) increased students‘ success in solving mathematical problems and enhance learning. By looking at these results, it reflect that there are several factors why there is small increase percentage in the performance of both groups.

Table 4A Significant difference within each group performance Standard Level of Mea Compute Tabula Conclusio Group Test significanc Action deviatio n d value r value n e n

With the use of GO‘s

Withou t the use of GO‘s

Pre test

14.8 4

1.97 2.98

Post -test

16.8

4.18

Pretest

14.1 5

2.96

1.34 Post -test

15.3 0

4.16

2.064

2.042

0.05

0.05

Reject

Accep t

There is significant difference between their pre – test and post – test.

There is no significant difference between their pre – test and post – test.

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Table 4A shows that in the pre – test and post – test of the group being taught with the use of graphic organizers, the computed mean values are 14.84 and 16.8 respectively, and with the standard deviation of 1.97 in the pre - test and 4.18 in the final post –test, it means that after they being taught with the use of graphic organizers, their performance varies or showing different abilities and skills. Testing the significant difference of the group being taught with the use of graphic organizers, it can be seen in the table that the computed value is 2.98 and the tabular value of 2.064 at 5% significance level. Because the computed value is greater than the tabular value, the decision was to reject the null hypothesis and conclude that there is a significant difference between their pre –test and post – test. It means that using graphic organizers have some significant use, however, their performance level is poor based on the computed mean values and in their performance level. In the group being taught without the use of graphic organizers, the computed mean values in their pre – test and post – test are 14.15 and 15.30 respectively and with the standard deviation of 2.96 and 4.16 respectively. It also mean that after exposing them in the demonstration, their performance varies or they show different abilities. Testing the significant difference, it can be seen in the table that the computed value is 1.34 and the tabular value of 2.042 at 5% significance level.

Since the computed value is less than the tabular value, there is the acceptance of the null hypothesis and conclude that there is no significant difference between the pre – test and post – test of the group. It means that students are not properly engaged in the discussion by simply presenting simple visual materials.

Table 4B Significant difference between the group performances in the post – test and pre - test STANDARD COMPUTED TABULAR LEVEL OF TEST GO‘S MEAN ACTION CO VALUE SIGNIFICANCE DEVIATION VALUE With the use Pre test

14.84

1.97 1.014

Without the use

14.15

2.96

With the use

16.8

4.18

Post test Without the use

1.11 15.30

2.064

2.064

Accept

0.05

Accept

0.05

4.16

Table 4B shows that after giving the pre – test, it can be seen in the table that the mean value obtained by the students taught with the use of graphic organizers is 14.84 with a standard deviation of 1.97. The mean value obtained by the students taught without the use of graphic organizers is 14.15 with the standard deviation of 2.96. In terms of the post-test it can be seen in the table that the mean score of students taught with the use of graphic organizer is 16.8 with the standard deviation of 4.18 and the mean score of students taught without the use of graphic organizers is 15.30 with the standard deviation of 4.16. The 113

The sign diff betw – te grou

The sign diff betw pos the

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standard deviations of both groups in the pre – test indicates almost the same abilities but in their post – test, it can be seen hetero types of students or students show different abilities.

The computed value in the pre - test is 1.014 which is lower than the tabular value of 2.064 at 5% significance level. Thus, the null hypothesis was accepted that there is no significant difference between the pre – test of students taught with and without the use of graphic organizers. Although the table also shows that both groups has a very close standard deviation in their pre – test that indicates that the performance of each group is almost the same, their performance has no difference because it simply measure their preparedness without exposing in the instructions. But after exposing them to the instructions with and without the use of graphic organizers and with the post – test results, having the computed value of 1.11 which is less than the tabular value of 2.064, the decision was also there is no significant difference between their performances in the post –test because of the acceptance of the null hypothesis. Several factors like in not conducting the study consecutively due to limited time, students‘ absences, lack of drills and activities because of insufficient time and the like were some of the reasons why it has no significant difference.

Table 4C Effect size and the extent of difference Computed Computed Standard Computed Post test Mean Conclusion t – test Deviation d With the use of GO‘s

16.8

4.18 1.11

Without the use of GO‘s

15.30

4.16

0.357

0.022

The effect size and the extent of difference is small.

Table 4C shows the effect size and the extent of difference of using or not using graphic organizers in teaching Mathematics. The computed t – test was 1.11 which implies that there is no significant difference between the students‘ performance taught with and without the use of graphic organizers. With the magnitude of (d) which is 0.357, we can say that students taught with and without the use of graphic organizers has a small effect. In support, having ( ) of 0.022, we can say that the extent of difference of using or not using graphic organizers is also small. It means that both strategies in teaching Mathematics are effective in improving students‘ performance since there is no significant difference between them. The computed d and support the claim that both these strategies enhances students‘ performance. However, there is a small advantage of using graphic organizers based on their computed means.

SMS PARADIGM: IEC Materials being developed through Graphic Organizers

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SMS (Star, Map and Sketch) PARADIGM It is the combination of the three or more types of graphic organizers: 1. Star/ Web (that use to show definitions, attributes, examples, and brainstorming); 2. Tree/ Map (that use to show clarification, pedigree, analysis of structure, and attributes; and 3. Sketch (that is use to show physical structures, description of place, spatial relationship, concrete objects and visual images.

This organizers can help the students to summarize all the knowledge acquired and learned in Mathematics and even to other subjects. This paradigm shows broader idea than other organizer. It is composed by a topic, sub- topics, definitions, procedures, sketches, charts and examples. It is a complete chart that will help the students in enhancing their performance. Also, this materials can be apply in a notebook, including the different combination of types of graphic organizers to form unique and distinct structures. It will help greatly the students to summarize even the broad topics in Mathematics.

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Mathematical Performance of Students through Written Assessment and Performance-Based Assessment Espiritu, Charie D., Gomez, Leame C., Jaula, Karen L. 

Abstract— The purpose of this study was to examine the mathematical performance of students through written assessment and performance-based assessment at Sulpicio A. Roco Memorial High School. Comparative method used in the researchmade written and performance – based assessment test. Two assessments were administered in one class comprising 22 Grade 7 students total. The teacher’s perceptions of written assessments were explored in worksheets and in performance-based assessment were explored in group activity with performance – based task. The data to be collected will be subject to statistical treatment which will be evaluated, analyzed and interpreted. T – Tests of dependent sample were run to determine the significant difference between the performance of the students in the written assessment and performance-based assessment. The T – tests revealed significant difference between the performances of the Grade 7 students in the two assessments. The study demonstrated, however the students’ general perception of performance-based assessment were positive to use compared to the written assessment. The research results demonstrated that the students had active participation and positive results to the performance-based assessment. Finding this study may inspire teachers teaching speaking to adapt of the activities in the usual course book according to a more performance- based task approach, so that students can participate in mathematical problem using the real life situations.

Keywords—Mathematical performance, Performance based assessment, written assessment.

I.

INTRODUCTION

Assessment in Mathematics is an essential component in the process of teaching and learning. When an assessment is not done appropriately or if it does not meet the requirements and the expectations of both students and teachers, it may impede the process of learning.

To make assessment beneficial for the learners, researchers and teachers have been trying to find optimal ways to measure their students‘ knowledge, competence, and performance of the students in Mathematics. Teachers may use various types of instructional materials, worksheets or a design performance based tasks to motivate students to learn.

In a traditional classroom setting, students‘ learning is measured on the scores of a written test. This type of assessment is very important in achieving the goals of educational activities. As cited in Reading and Language Arts (2002), Piaget described learning as the modification of students‘ cognitive structures as they interact with own knowledge from their experiences. In a classroom, he uses it to create various experiences through activities creating an environment to interact and learn from finding the solution.

Students before were engaged themselves in memorization of facts and theories because traditionally, assessment serves as a way to determine whether the cognitive level of the students was attained. Thus, written-response or traditional assessment were used to assess the cognitive level of learning (Bloom, 1954).

However, there are skills that cannot be assessed by a written test such as complex cognitive learning outcomes that involve personal judgment of the evaluator, decision-making, and critical thinking. These skills are best evaluated using the performance-based assessment.

Performance Based Assessment is the measurement of skills or performance that reflect real-world situations and require the students to develop their original responses explaining the processes followed in order to achieve those results.

Darling-Hammond (1994) also argues that performance-based assessments ―engage students in ‗real-world‘ tasks rather than multiple-choice tests, and evaluate them according to criteria that are important for actual performance in a field of work‖. Referring to the term task, it is considered 116

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as an activity reflecting real world situations (Shehadeh, 2012). Through this assessment students can apply the use of Mathematics in a real life situation. They can actually fully learn the whole concept of Mathematics.

Performance-based assessment is a direct measure of learning or competence. This indicates that cognitive complex outcomes, affective, and psychomotor skills have been mastered.

It is a challenge for the teachers to develop a meaningful type of assessment that will perfectly fit to their topic and at the same time will catch the interest of the students to learn.

According to Ibe (2001), Mathematics can be enjoyed and done well. More than any subject it is Math that one has sustained feeling of success, achievement and challenge. This can be done through meaningful practice, not just class works with number exercise and problems.

This study aims to assess mathematical performance through written assessment and performance-based assessment in Sulpicio A. Roco Memorial High School of San Francisco, Bombon, Camarines Sur school year 2017-2018.

Specifically it answers the following questions: (a) what are the written assessment and performance-based assessment tools used in teaching Mathematics; (b) what are the performances of the Grade 7-Humility students in written assessment and performance-based assessment; and (c) is there any significance difference between the performances of the Grade 7-Humility students in written assessment and performance-based assessment?

The importance of this study will be of have great help to the students, teachers, school administrators, curriculum makers and future researchers. This will serve as the basis in making the significant changes in the process of .teaching and learning, and in the world of education.

The main objectives of this study is to construct written and performance-based assessments tools to be used in the given topics, determine the performances of the students in written assessment and performance-based assessment and determine the significance difference between the performance of the Grade 7 students in written assessment and performance-based assessment. a.

Statement of the Problem

This study aimed to assess mathematical performance through written assessment and

performance-based assessment of Sulpicio A. Roco Memorial High School of San Francisco, Bombon, Camarines Sur school year 2017-2018.

Specifically it sought answers to the following questions: 1. What are the written assessment and performance-based assessment tools used in teaching Mathematics?

2. What are the performance of the Grade 7 students in written assessment and performance-based assessment?

3. Is there significant difference between the performance of the Grade 7 students in written assessment and performance-based assessment? b. Objectives The main objective of the study is to assess mathematical performance of the students through written assessment and performancebased assessment of Sulpicio A. Roco Memorial High School of San Francisco, Bombon, Camarines Sur school year 2017-2018. Its specific objectives are: a.

Construct written and performancebased assessments tools to be used in the given topics. b.

Determine the performance of the students in written assessment and performance-based assessment. c.

Determine the significance difference between the performance of the Grade 7 students in written assessment and performance-based assessment.

II. REVIEW OF RELATED LITERATURE This chapter is a discussion of the literature and studies from various sources which have relevance to the study. All of them provide the researcher with insights to be used as a frame of reference for this study.

The process of assessing is one of the most important and crucial role of the teacher inside the classroom. It always involve the analysis of the performance of the students either through written test or performance-based task, and appraising the worth of the students‘ output and knowledge about the topic at hand after the instruction has been done. Since, before we could come up with the process of evaluation stage to undergone this

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process, we can never jump into conclusion without the proper assessment of learning.

To elaborate, the process of learning is primarily controlled by the learner and not by the teacher. Learning readily takes place when the teacher serves as the facilitator of learning and helps the learner discover and explore something around him. When students are actively involved in their learning they develop greater understanding of meaning. Richer understanding of the problem and its context allows students not only to perform tasks that solve the problem but understand what tools are most effective in addressing the mathematical issues raised in the problem.

San Juan (2003) emphasized that learning is the core of the teaching-learning process. The learner is at the center of it all. No earning takes place without the personal involvement and meaning on the part of the learner. In reality, the process of earning is primarily controlled by the learner and not by the teacher. What is significant is that learning takes place when a teachers sees into the picture and helps he learner to expose and discover the world around her.

Salandanan (2001) emphasizes that learning should be an active process, where there is a complete involvement of the students in pursuing information out of a learning situation.

There is also a connection between the prior knowledge or past experiences of the students and the present situations where the students are exposed. Learning is facilitated by the teacher where the students were the given the opportunity to take part in a teaching-learning process. She further asserted that learning is a social process, where the students are free to have dialogues with their classmates, argue and express their own ideas freely.

In overall, in order to arrive at the best way of conducting assessment we must be guided with the four types of evaluation methods used in an assessment. The first one is generic rubrics, which evaluate the general skills and competencies to be scored by each student.

Second is specific rubric that are used to evaluate specific task and skills elicited by students‘ task.

Third, observations from the teachers are used to judge and diagnose each student‘s needs. Lastly, other assessment methods, like checklists are also adopted to act as a supplement to other assessment methods.

In line with the current educational perform movements; there has been an interest in assessing higher-order thinking skills, reasoning, problem solving and conceptual understanding of specific knowledge. The implementation of performance-based task assessments that require thinking skills and are consistent with cognitive theories of learning has emerged as a need.

In conjunction with the development and changes that continuously occur in the new K to 12 educational curriculums in the Philippines. It appears that it provides a focus not on the teacher but on the students about their output or the so called ―Outcome-based education‖. Therefore, it provides accurately analyze performance of the students and appraising the worth of their output.

Performance-Based Assessment Togño (2001) used the quasi-experimental method involving two groups of students to determine the effects of outdoor mathematics on the achievement level of college students in Trigonometry. A teacher-made test was used as pre-test and post test to determine the mathematics achievement of the students along comprehension, computation and analysis skills. She found out that among the three skills, difficulties were encountered in analyzing worded problems.

Achievement of both groups based on the post test results improved but experimental group performed better along analysis skills. The pre-test results showed that there is no significant difference between groups, showing further that the experimental group performed better than the control group.

Colley and Speers (2008), Performance assessment is not a new concept in education. In fact, it is one of the oldest methods used to evaluate how well a student has mastered the material that has been presented in class.

Nowadays, teachers who use this kind of assessment believe that students demonstrate their real learning and understanding by performing tasks or creating products. This is because performance-based assessments require students to use higher-order thinking skills like analysis, synthesis, problem solving, and critical thinking in order to create the responses or perform the tasks.

Many educators also prefer to use performance-based assessments since they include meaningful, challenging, and engaging tasks that simulate real-world contexts, and combine language abilities with knowledge and skills of different content-areas. Besides, performance118

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based assessments evaluate not only the final outcome but also the procedures and strategies used to obtain that outcome. Performance-based assessments could be a practical tool to be used with linguistically and mathematically diverse learners. Since, this type of assessment gives students the opportunity to connect their interests and backgrounds with the class content. With this type of assessment, students are able to listen, read, write and compute in Mathematics about topics that are connected to their real lives.

Therefore, they will be motivated to learn Mathematics as it is something meaningful for them. Cognitive abilities and learning styles are also important factors that contribute to the diversity of our classrooms. Consequently, it is important to be prepared to deal with all these types of diversities during instruction and assessment. That is why teachers are need to provide students with personalized and authentic assessments like performance-based assessments that will scaffold their learning naturally and sequentially, and that will increase their confidence and motivation to learn.

The philosophy behind performance-based assessment is that knowledge is constructed during learning and that students discover knowledge for themselves rather than receive knowledge from the teacher. Also, unlike old traditional assessment practices, in which feedback meant returning test scores to students, in performance-based assessment practices, feedback is considered an important tool to improve student learning and teacher instruction.

Actually, as William and Thompson (2007) mention, ―performance-based assessments give teachers and students an implicit and explicit recipe to improve future action‖. Therefore, effective teachers commonly use Performancebased assessment as a formative assessment tool to monitor and examine student progress from various perspectives and under different conditions during instruction.

According to Stiggings (2001), Performance- based assessment involves students directly and deeply in their own learning process, and increases their confidence and motivation to learn since it emphasizes progress and achievement rather than failure and defeat.

Furthermore, in performance-based assessments, students‘ work is compared to a set of criteria, not to other students‘ performance. As a result, this kind of assessment promotes learning rather than

assigning grades; that is why performance-based tasks look more like teaching and less like testing.

Therefore, performance-based assessments can be a learning experience in themselves; in fact, they can motivate Mathematics students to learn more about the concept in Mathematics.

Bernardo (2004), a cognitive psychologist and educational psychologist, expresses his belief in the great opportunity a constructivist teacher has in the teaching- learning process. Thus, a constructivist teacher is a teacher who is concerned about students learning. He is a teacher who is willing to go out of his way to try to understand his students. He is the teacher who is open to innovations and reforms for the common good of the students. The constructivist teacher finds ways by which he or she can still bring students to become aware of their prior knowledge. He provides the learners with life-like learning activities.

Performance-based assessment also allows students to construct their own responses instead of choosing them from a list of options as it usually happens in multiple-choice and standardized test. According to Gardner (2006), cognitive research indicates that most learning occurs in active rather than passive contexts, and that learners construct knowledge from their interactions in the classroom. Consequently, this is a suitable and useful assessment tool to evaluate learners effectively.

Moreover, performance assessments offer teachers the opportunity to discover their own strengths and weaknesses. By using performancebased task teachers can reflect on their own teaching practices in order to identify their own deficiencies or determine if further emphasis is needed in certain areas of instruction (Speers, 2008; Stiggins, 2001). Actually, educators are better able to see all their deficiencies at the time they are assessing their students‘ performances.

Finally, performance-based assessments can be used to enhance instruction, determine what curriculum needs to be taught and at what level appropriate strategies for grouping students, and recognize which core concepts should be emphasized or even retaught (VanTassel-Baska, 2014). Therefore, this kind of evaluation brings many benefits for logical-mathematical learners, especially those who are logically mathematically diverse.

Written Assessment 119

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Written assessments are ―tests‖ taken with paper and pencil that are usually multiple choice, true/false or matching type test. These assessments are easy to grade but only isolated application, facts, or memorized data at lowerlevel thinking skills. Written tests are activities where in students either select or provide a response to a prompt. Among the forms essays, completion and identification. A written assessment has its strong points. It can be administered to a large group at one time. It can measure students‘ written communication skills. It can also be used enables assessment of a wide range of topics. Despite some criticisms, written assessments are generally fair and efficient.

Watson and Taylor (2000), traditional tests are less time consuming than most other forms of assessment, even when they include higher level thinking items. It is also relatively easy to validate and determine internal consistency for traditional multiple choice test. Traditional tests are valid for testing students‘ factual knowledge.

From those notions of assessment, it is clear that traditional purpose of teaching and learning process is in order the students can respond the questions with correct answers. The product of learning is more emphasized then the process itself. Teacher gives quizzes and tests to assess cognitive aspect only. This kind of assessment is just recall students‘ memorization.

This is seldom requiring students to apply what they know and can do in real-life situations. It encourages instruction of less important skills and passive learning.

Theoretical Framework This section discusses the theories and principles related to the use of written test and performance based task as an assessment tool.

According to Cumming and Maxwell in 1999, Assessment theory are evolving to reflect the complexities, moving away from a narrow focus on simple tests and scoring that previously dominated teaching. The learners‘ assessed new ideas or concepts based upon their schema and current knowledge.

As far as the assessment is concerned, the teacher should try and encourage the learners to discover principles by themselves. The students should engage in an active participation like the performance-based task in the classroom.

Cumming and Maxwell‘s theory support the performance-based assessment of teaching. In performance-based assessment, students are

allowed to build their new ideas based upon their experiences in an authentic situation.

Cognitive Learning Theory, this theory implies the different processes concerning learning can be explained by analysing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. On the other hand, ineffective cognitive process results to learning difficulties that can be seen anytime during the lifetime of an individual.

Cognitive learning theories are based on how people think (Omrod, 2008). In assessments it help the students to present an idea with their own understanding. It provides meaning and organization to experiences and allows the individual to go beyond the information given.

Construct Theory guides to the development of an assessment provides a rational basis for specifying features of assessment tasks and scoring rubrics as well as for expecting certain empirical evidence, such as the extent of homogeneity of item responses and the relationship between scores with other measures.

The task is to translate information to be learned into a format appropriate to the learner‘s current state of understanding. Teachers plans and arranges task in such a way that students search, manipulate, explore and investigate. Once student possess prerequisite knowledge, careful structuring of material allows them to discover important principles.

The implication of Construct Theory to the present study is that the teacher must plan different activities that would arouse the interest of the students. Learners should be stimulated to apply their knowledge into various situations.

Learning becomes more meaningful when students explore their learning environment rather than listen passively to teachers. Worksheets with various form of questions in the form of trivia‘s, puzzles and other performance based-task. The teacher‘s role is to facilitate the learning process.

Theories of Performance, invites the students to explore the possibilities of performance for creating, knowing and staking claims to the world. Performance theories are explained in ways accessible to students, relevant to their lives and richly illustrated with examples that encourage to think more, to think harder, and to think differently about performances around them.

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In Multiple Intelligence Gardner‘s Theory, written tests (e.g. multiple choice, short answer, and essay) require students to show their knowledge in a predetermined manner. Gardner‘s theories will enable all the students to explain the material in their own ways using the different intelligence. Preferred assessment methods include students‘ portfolios, independent projects, students‘ journals and assigning creative task.

III. METHODOLOGY Research Design This study will use a comparative method of research using the researcher-made, written and performance-based assessment test. The test will be conducted to the 22 Grade 7-Humility high school students of Sulpicio A. Roco Memorial High School.

Performance-based assessment activities are given to the students which involves more active students‘ participation or involvement in the learning process. Immediate feedback is providing where the students are inform immediately about the result of their performance in the class or immediate guidance us to a certain problem. There is also a sense of connection or even conversation between the students and the source of information such as the teacher and classmates. Written assessment where prepared for the students to perform mathematical problems. Small group activities are also includes for the students to actively interact among themselves and share knowledge. Results of the test will be computed, analyzed and interpreted.

Respondents of the Study The researchers use one group of the students for the study using written assessment and performance-based assessment.

The respondents of the study are the Grade 7 high school students of Sulpicio A. Roco Memorial High School in San Francisco, Bombon, Camarines Sur during the school year 2017-2018 and taking Math 7. The total number of the Grade 7 high school students that composed the population of the study was 22 or 100% is under the two assessments.

Table 1. Distribution of Respondents

The researcher will gather all the necessary materials in constructing the written assessment and performance- based assessment such as the lesson plan and the module use for Grade 7 related in Mathematics. The topics in will be carefully identified. The researcher will teach selected topics and conduct written assessment and performance- based assessment to the studentrespondents to identify which is effective. The gathering of data will be made. The assessment will be personally conducted and retrieved by the researcher. The data to be collected will be subject to statistical treatment which will be evaluated, analyzed and interpreted.

Instrumentation The researcher will use written assessment and performance- based assessment to the curriculum of Sulpicio A. Roco Memorial High School of San Francisco, Bombon, Camarines Sur. The assessments are patterned to the lesson of the teacher periodically.

The written and performance- based GROUPS CONTROL EXPERIMENTAL

FREQUENCY 22 22

PERCENTAGE 100 % 100 %

assessment will be used as instruments to determine which is effective to the studentrespondents. It will show us the difference between the performances of the students in these two forms of assessment to be conducted to the class.

Statistical Tools In order that the data gathered were treated statistically, the researchers will use the following statistical tools.

To answer the question: What are the performance of the Grade 7 students in written assessment and performance-based assessment?

The researchers used the following tools: Mean refers to the mean or average that is used to derive the central tendency of the data in question. It is determined by adding all the data points in a population and then dividing the total number or the average.

IV. RESULTS AND DISCUSSION The chapter presents the results and discussions of the data on the performance of the grade 7Humility students using written assessment and performance-based assessment in Sulpicio A.

Procedure of the Investigation 121

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Roco Memorial High School in the school year 2017-2018.

The data that gathered were presented in tabular form to facilitate the discussion, interpretation and analysis. The discussions of the results were followed the order the specific question.

Types of Performance-Based Assessment Tools used in teaching Mathematics Written assessment are test taken with paper and pencil that are usually true or false, matching, multiple choice and through worksheets. It is easy to grade but only test isolated application, facts, or memorized data at lower-level thinking skills. The researcher used a worksheets in written assessments.

According to Palma, performance-based assessment measures students‘ ability to apply the skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process. The performancebased assessment used a scoring rubrics to determine the individual performance of the students in solving the activities performancebased task. Generally, students differ from their performance in the employed type of assessment.

The students‘ performance in the traditional assessment is low, as perceived by many, because it does not entice the interest of the students and it only develops the cognitive aspects of the students as compared in the performance-based assessment after the instruction has been conducted.

In this study, researchers used appropriate written assessment and performance-based assessment tools on the following topics: addition of integers, subtraction of integers, multiplication of integers, division of integers, formation of rational numbers, addition of rational numbers and subtraction of rational numbers. The students used the worksheets in written assessment after the discussion of the seven topics. In teaching Mathematics of this study, the appropriate types of performance-based assessment tools that can be used are the number line hopping, mystery box, KOKAK, catching fish, board work and flashcard show.

According to Speers (2008) ―performancebased assessments offer teachers and students the opportunity to discover their own strengths and weaknesses. By using performance-based assessments, teachers and students reflect on their own teaching practices in order to identify their own deficiencies or determine if further emphasis is needed in certain areas of instruction.

As opposed to most traditional forms of testing, performance-based assessments do not have clearcut right or wrong answers. Rather, there are degrees to which a person is successful or unsuccessful. Thus, you need to evaluate the performance in a way that will allow you to take those varying degrees into consideration. This can be accomplished by creating rubrics.

A rubric is a rating system by which teachers can determine at what level of proficiency a student is able to perform a task or display knowledge of a concept. In the Table A, you can define the different levels of proficiency for each criterion. This is categorize in three with four is the highest level and one is lowest level.

The three categories are the mathematical error which is based on the solution of the students in solving the problems, the neatness and organization which is cleanliness and orderliness of the workplace during the activity and lastly is the completion, it means that if the students completed the task they given to them.

Scoring procedures vary depending on the focus and intended outcomes of the performancebased task. However, if teachers want to assign a grade for certain task developed in class, it is important to establish a clear rubric. As Arter & McTighe (2001) mention, rubrics are the best format to demonstrate learners‘ degrees of mastery. Actually, rubrics can measure accomplishment of the tasks in the four areas of language: listening, speaking, reading, and writing. That is why students‘ performance is often scored by raters using a rubric that details the characteristics that must be present in a welldeveloped task (Moskal, 2003; VanTassel-Baska, 2013; Wang, 2009). Students are usually given the scoring rubrics to guide their own work and performance. Then, the teacher uses them to assess student performance at the completion of the task.

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V. SUMMARY, CONCLUSION, RECOMMENDATIONS Summary This study aims to determine the performance of the students in written assessment and performance-based assessment for Grade 7Humility students of Sulpicio A. Roco Memorial High School A/Y 2017-2018. Specifically, it seeks to answer the following questions: (1) What are the written assessment and performance-based assessment tools used in teaching Mathematics?

(2) What are the performances of the Grade 7 students in written assessment and performancebased assessment? (3) Is there significant difference between the performances of the Grade 7 students in written assessment and performancebased assessment?

The researchers used parametric tool to assess the performance of the students. The respondents of the study were the student of Sulpicio A. Roco Memorial High School Grade 7Humility composed of twenty-two students.

The researchers used a proficiency level to determine the performance of the students through the employed written and performance-based assessment. The researchers had seven attempts in teaching Mathematics of the Grade 7 students.

Findings 1. The mean performance of the students in the four topics in Math which are the Addition of Integers, Subtraction of Integers, Division of Integers and Formation of Rational Numbers in the performance-based assessment increased compared to the written assessment. The mean score in performance-based assessment in the first topic is 87.12%, basing it on the K to 12 proficiency level; it is under the Proficient level (P). The other three topics are 84.47, 84.85% and 82.20% are under the Approaching Proficiency level, it resulted to a very good improvement that means instruction and assessment employed was effective. The computed value is greater than the tabular value resulting to reject the null hypothesis leading to a decision that there is significant difference in performance of the students in written assessment and performance-based assessment.

2. The mean performance of the students in the three topics in Math which are the Multiplication of Integers, Addition of Rational Numbers and Subtraction of Rational Numbers in the performance-based assessment increased only by a minimal value compared to the written assessment. The mean score in performance-based assessment in the first and second topic are 84.85% and 82.58%, basing it on the K to 12 proficiency level; it is under the Approaching Proficiency level (AP), it resulted to a very good improvement that means instruction and assessment employed were effective. The other last topic are 79.92% is under the Developing level, where it yield good improvement that means instruction and assessment employed was effective. The computed value is less than the tabular value resulting to accept the null hypothesis leading to a decision that there is no significant difference in performance of the students in written assessment and performancebased assessment.

3. Both assessments showed a heterogeneous performance since there is a very huge difference between the written assessment and performancebased assessment with the performance level of 76.04% and 83.71% respectively. With these results, computed value resulted to 4.546 is more than the tabular value which is 1.943 which means there is significant difference between the performance of the students in the written assessment and performance-based assessment.

These results were supported by the previous findings in Table 5 which showed the significant difference between the performance of Grade 7 students in written assessment and performancebased assessment.

Conclusions After the data have been treated, the general results proved that there is significant difference in the performance of the students in written assessment and performance-based assessment. The performance-based assessment on the seven topic gives a higher proficiency level compared to the written assessment. It means that performance-based task is an effective way of increasing the performance level of the students.

Recommendations

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1. Teachers should use performance-based assessment more often to the students as it shows greater level of performance from the students. To assess and evaluate the performance of the students, the teacher must design a more realistic and improved performance-based tasks that suits in Mathematics.

2. The teachers, curriculum developers and principal should have an idea about the performance-based task used in the different topics in Mathematics. Since the study was conducted, the researchers suggest the booklet about the performancebased assessment that could be a guide in assessing the students‘ performance in Mathematics.

Shehadeh, A. (2012). Task-based language assessment: Components, development, and implementation. In C. Coombe, P. Davidson, B. O'Sullivan & S. Stoynoff (Eds.), The Cambridge Guide to Second Language Assessment (pp. 156-163) Cambridge: Cambridge University Press.

Speers, J. (2008). Design and utilization of performance assessment by vocational educators (Doctoral dissertation). Retrieved from ProQuest. (3323940). (accessed 25/05/2014).

Stiggings, R. (2001). Student-involved classroom assessment. (3rd ed.). Upper Sadle River, NJ: MerrilPrentice Hall.

Togño, Emilia C. (2001). Outdoor mathematics: Its Effects in Teaching Trigonometry. University of Nueva Caceres. Naga City.

REFERENCES

VanTassel-Baska, J. (2014). Performance-based assessment. Gifted Child Today, 37(1), 41-47.

Cumming and Maxwell. (1999). Assessment Theory. Retrieved from march 5, 2016 Darling-Hammond, L. (1994). Performance-based assessment and educational equity. Harvard Educational Review, 64, 5-30.

Gardner, H. (2006). Multiple intelligences: New horizons. New York City, NY: Basic Books.

Webster‘s Third New Instructional Dictionary (1993), Merriam-Webster, Inc. ,USA. William, D. & Thompson, M. (2007). Integrating assessment with instruction. What will it take to make it work? (pp 53-82).

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Appendices

Mathematical Performance of Students through Written Assessment and Performance-Based Assessment

CATEGORY 4 MATHEMATICAL 90 – 100% of the steps and ERRORS solution has no mathematical errors.

and NEATNESS AND Clean ORGANIZATION orderly workplace at all times during and after the activity.

All problems are completed.

COMPLETION

Table 1. A Scoring Rubrics 3 2 Almost all (85 Most (75 – - 89%) of the 84%) of the steps and steps and solutions have solution have no no mathematical mathematical errors. errors.

Clean and Clean and orderly orderly workplace with workplace with slight mess several messes during and during and after the after the activity. activity.

All but one of All but two of the problems is the problems completed. are completed.

1 More than 75% of the steps and solutions have mathematical errors.

Messy workplace during and after the activity.

Several of the problems are not completed.

TABLE 2 Level of Performance of Grade 7 Students in Written Assessment Level

Advanced (A)

Proficient (P)

Developing (D)

Beginning (B)

%

Approaching Proficiency (AP) N %

N

%

N

N

%

N

%

10

45%

0

0%

7

32%

0

0%

5

23%

10

45%

0

0%

5

23%

0

0%

7

32%

14

63%

0

0%

1

5%

0

0%

7

32%

15

69%

0

0%

0

0%

0

0%

7

31%

0

0%

0

0%

2

9%

0

0%

20

91%

14

63%

0

0%

1

5%

0

0%

7

32%

Topics 1. Addition of Integers 2. Subtraction of Integers 3. Multiplication of Integers 4. Division of Integers 5. Formation of Rational Numbers 6. Addition of Rational

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Numbers 7. Subtraction of Rational 7 Numbers

32%

0

0%

4

18%

0

0%

11

50%

TABLE 3 Level of Performance of Grade 7 Students in Performance-Based Assessment LEVEL ADVANC PROFICIE APPROACH DEVELOPI BEGINNI ED (A) NT (P) ING NG (D) NG (B) TOPICS PROFICIEN CY (AP) N % N % N % N % N % 1. ADDITION OF INTEGERS 2. SUBTRACTI ON OF INTEGERS 3. MULTIPLICA TION OF INTEGERS 4. DIVISION OF INTEGERS 5. FORMATION OF RATIONAL NUMBERS 6. ADDITION OF RATIONAL NUMBERS 7. SUBTRACTI ON OF RATIONAL NUMBERS

12

54%

0

0%

3

14%

4

18%

3

14%

9

41%

0

0%

6

27%

4

18%

3

14%

10

45%

0

0%

7

31%

3

15%

2

9%

10

45%

0

0%

6

28%

4

18%

2

9%

6

27%

0

0%

7

31%

6

28%

3

14%

10

45%

0

0%

2

9%

6

28%

4

18%

8

37%

0

0%

1

4%

9

41%

4

18%

TABLE 4 Significant Difference between the Performances of Grade 7 in Written Assessment and Performance-Based Assessment in Every Topics TOPICS ASSESSMENTS MEAN STANDARD COMPUTED TABULAR ACTION DEVIATION VALUE VALUE 84.09 14.03 ADDITION OF Written Assessments 87.12 14.09 2.66 1.721 INTEGERS Reject PerformanceBased Assessment 81.82 14.68 SUBTRACTION OF Written Assessments 84.47 15.49 2.66 1.721 INTEGERS Reject 126

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MULTIPLICATION OF INTEGERS

DIVISION INTEGERS

OF

FORMATION RATIONAL NUMBERS

OF

ADDITION RATIONAL NUMBERS

OF

SUBTRACTION OF RATIONAL NUMBERS

PerformanceBased Assessment Written Assessments PerformanceBased Assessment Written Assessments PerformanceBased Assessment Written Assessments PerformanceBased Assessment Written Assessments PerformanceBased Assessment Written Assessments PerformanceBased Assessment

84.09 84.85

19.68 10.17

0.65

1.721

Accept

76.82 84.85

22.12 9.50

6.70

1.721

Reject

43.18 82.20

23.78 12.68

30.31

1.721

Reject

83.18 82.58

20.09 11.18

0.50

1.721

Accept

79.09 79.92

14.11 18.30

0.68

1.721

Accept

TABLE 5 General Significant Difference between the Performance of Grade 7 in Written Assessment and Performance-Based Assessment ASSESSMENTS MEAN STANDARD COMPUTED TABULAR LEVEL OF ACTION VALUE SIGNIFICANCE DEVIATION VALUE

WRITTEN ASSESSMENT

PERFORMANCEBASED ASSESSMENT

76.04

14.74 4.546

83.71

1.943

0.05

Reject

2.34

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Visual and Manipulative Instructional Materials in Teaching Mathematics John Michael C. Asaytono, April T. Pron, Ruth E. Colambo 

Abstract— This study was conducted to find out whether which instructional materials: visual or manipulative, helps to improve teaching-learning process and performance of the student. The respondents were consisted of 89 students from Grade 8, 43 from Class A (visual) and 46 from Class B (manipulative) students at Jose De Villa National High School. To identify which instructional material is more effective, the researchers used a teacher made-standardized test for pretest and post-test for the students. It contained 40 items comprising the topics in a grading period. The experimental method of research was employed in the study. Experimental method is a systematic in which the researcher manipulates one or more variable and controls and measure any changes in other variable.

Results of the finding revealed that at the beginning of the study the two class were heterogenous after the pre-test administered to each class. It was analyze using the t-test at .05 level of significance, no significant difference was identified in the achievement level of the two class.

The post-test that was given to the both was identical to the pre-test to determine if the groups were heterogenous. The result was analyzed using the t-test at .05 level of significance. There was a significance difference in the achievement levels of the two groups at the conclusion of the study.

When comparing the mean scores of the post-test it was discovered that the Class A’s mean score was higher than Class B’s mean score, which would indicate that the students taught using the visual instructional materials outperformed the students taught using the manipulative instructional materials.

The findings of the study have important implications to the administrator curriculum maker, teachers, parents and guardians, students and the future researchers.

The administrator can devise a separate subject for instructional materials to develop and create new Manuscript received Sept. 9, 2015. (Write the date on which you submitted your paper for review.) This work was supported in part by the U.S. Department of Commerce under Grant BS123456 (sponsor and financial support acknowledgment goes here).

F. A. Author is with the National Institute of Standards and Technology, Boulder, CO 80305 USA (e-mail: author@ boulder.nist.gov).

S. B. Author was with Rice University, Houston, TX 77005 USA. He is now with the Department of Physics, Colorado State University, Fort Collins, CO 80523 USA (e-mail: author@lamar.colostate.edu).

instructional materials that can help to improve the teaching-learning process and performance of the students. In-service trainings for teachers will make them aware of the different instructional materials they tend to use for the discussion and activity and it is also desirable to look for creative and effective instructional materials in teaching to have an attentive and interactive classroom environment.

Keywords—Manipulative instructional materials, teaching mathematics, visual instructional materials.

I. INTRODUCTION Highlight a section that you want to designate with a certain

When they heard the word Mathematics, the first thing comes on their mind is difficult and very challenging, that is why Mathematics is the students‘ most feared subject. In line with this, it is a big challenge for the Mathematics‘ teachers on how to realize to the students that Mathematics is fun and an easy subject, further, the most important is on how to successfully deliver to the students about the subject matter and make them learn from it. These challenges motivated the Mathematics teachers including the future Mathematics teachers themselves to come up with a durable, attractive, resourceful and a very practical strategy in teaching for the betterment of teaching-learning process inside the classroom in teaching Mathematics. One of these is by using instructional Materials.

Instructional materials are the materials including the services use in learning situation to supplement the written or spoken words in the transmission of knowledge, attitude and ideas.

These are also the material that facilitates teaching – learning activities and consequently the attainment of the lesson objectives. Furthermore, it also helps in making teaching and learning real and meaningful (Emezie, 2010). These materials and resources include, audio tapes recorders, video tape recorders, slide projectors, still pictures, programmed instructional film strips, maps, chart, graphs and many more; after a variety of learning experience individually or in combination to meet different teaching and learning experiences (Aduwa et. al, 2005).

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Instructional material is an imperative and also a beneficial addend in teaching – learning process inside the classroom. Teachers may present an interesting, attractive, and creative instructional material to have a catchy and active learning process as well as to deepen understanding about the subject matter. This not only catches the students‘ attention but it also gives experiences to the student so that they can easily remember the idea they have discussed about the topic by using instructional materials.

Instructional materials could be Visual or Manipulative. Visual instructional Materials or Visual aids are those instructional devices which are used in the classroom to encourage learning and make it easier and motivating. The material like models, charts, film strip, projectors, radio, television, maps etc. called instructional aids.

(Rather, 2004). Hands on instructional materials are the materials that can be manipulated by the students while the audio-visual instructional materials are the materials that can be showed or present to students. On the other way around, Cass et, al. (2003) describe mathematics manipulative materials as concrete materials that are used to represent mathematical relationship and it includes materials such as algebra tiles, geoboards, pattern blocks, chip-trading boards, counters, attribute pieces and fraction bars.

According to The Access Center (2004), students who use concrete manipulative gain more precise and thorough representation and can make the ideas more applicable to the real world.

Mathematics‘ teachers must still observe the teaching – learning process inside the classroom because diversity of students results to different learning. This study will reveal where the selected students learned most; by using hands-on instructional materials or by using visual instructional materials in teaching –learning process.

The result of this study will help to give idea mathematics teachers on how to improve active teaching – learning inside the classroom including the performance of the students in Mathematics whether by using hands on or audiovisual instructional materials. a. Statement of the Problem This study aims to identify whether which of the Instructional Materials: manipulative or visual, helps to improve teaching-learning process

and performance inside the classroom of Grade 8 students of Jose De Villa National High School, Manguiring, Calabanga, Camarines Sur during the academic year 2016-2017.Specifically, it sought to answer the following question: 1. What are the Visual and Manipulative Instructional Materials used in teaching Mathematics?

2. What is the performance of the students in the pretest and post-test that is exposed in teaching using visual and manipulative instructional materials?

3. Is there any significant difference in the performance of the students that are exposed to visual and manipulative instructional materials? b. Objectives This study aims to: 1. To determine the Visual and Manipulative Instructional Materials that can be used in teaching Mathematics.

2. To identify the performance of the students in the pretest and post-test of the students that is exposed in teaching using visual and manipulative instructional materials.

3. To know if there is significant difference in the performance of the students that is exposed to visual and manipulative instructional materials.

II. REVIEW OF RELATED LITERATURE This chapter presents the related literature and studies that gives direction and proves the importance of this study. These literatures and studies were gathered from different sources: published thesis, internet, and publication and focusing on the use instructional materials.

Instructional materials are educational inputs which help in the teaching-learning process. It has a vital importance to the teaching of any subject in the school curriculum. According to Corpuz and Lucido (2008), Instructional materials as serve as vehicle for improving the quality of learning in every student. And there are guide questions that they cited that expressed the standard to consider the selection of instructional materials. The role of appropriate instructional materials is to supplement teaching which will help to enhance students' innovative and creative thinking as well as help them to become enthusiastic. According to Ikenionwu (2007), instructional materials refer to objects or devices which help the teacher to make 129

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learning meaningful to the learners. Ezegebe (1994), classified instructional materials into two; visual and audio visual materials. Visual materials made up of reading and non-reading materials, and audio visual materials comprising electrically operated and non-electrically operated materials instructional materials in teaching. The used of instructional materials makes the teaching process easier (Rhertheinichet, 2001).

Students must grasp the fundamental of Mathematics before they build on and transfer mathematical ideas. Battista, (1999) cited that traditional instruction which involves direct instruction led mostly by the teacher, therefore the desire is to improve and increase achievement level of student has led to an interest for mathematics educators to consider reformoriented strategies. Reform-oriented strategies in mathematics involves an active approach in education using hands-on activities and use of tangible objects (manipulative) to increase students‘ understanding. This reform-oriented strategies may include cooperative learning, peer tutoring, use of instructional materials specifically the use of visual aids and integration of hands on learning. This strategies was currently in use, which supported by the theory of John Dewey ―Learning by Doing‖ who believed that learning derived from activity and real life experience, (Gutek, 2005).

Carbonneau and Marley (2012) stated that mathematics manipulative based instructional technique is an approach that includes opportunities students to physically interact with the objects to learn target information. The use of manipulative and integration of hands-on learning in mathematics where students are able to explore from concrete to abstract understanding of mathematical ideas. Manipulative materials can be effectively used as an intermediary between the real world and the mathematical world. Cass et, al.

(2003) describe mathematics manipulative materials as concrete materials that are used to represent mathematical relationship and it includes materials such as algebra tiles, geoboards, pattern blocks, chip-trading boards, counters, attribute pieces and fraction bars. The use of manipulative helps students to hone their mathematical thinking skills. According to Stein and Bovalino (2001), a Manipulative material is an important tool in helping students to think and reason out in more meaningful ways. The effective use of manipulative materials helps

students‘ connect ideas and integrate their knowledge so that they gain a deep understanding of mathematical concepts.

According to The Access Center (2004), students who use concrete manipulative gain more precise and thorough representation and can make the ideas more applicable to the real world.

Furthermore, the use of concrete manipulative promotes the long-term maintenance of mathematical skills. John Van de Walle and his colleagues (2013) defined mathematical tool as any objects, picture or drawing that represents a concept or onto which the relationship for that concept can be imposed. He stressed that manipulative are physical objects that students and teachers can use to illustrate and discover mathematical concepts.

Visual aids arouse the interest of learners and help the teachers to explain the concepts easily. Visual aids are those instructional aids which are used in the classroom to encourage teaching learning process. As Singh (2005) defines: ―Any device which by sight and sound increases the individuals' practice, outside that attained through read labeled as audio visual aids‖. Visual aids are those instructional devices which are used in the classroom to encourage learning and make it easier and motivating. The material like models, charts, film strip, projectors, radio, television, maps etc. called instructional aids. (Rather, 2004), Visual aids are effective tool that ―invest the past with an air of actuality.‖ Visual aids distribute the learners with true knowledge, which detention their devotion and help in the understanding of the ancient marvels.

They demand to the mind through the visual auditory senses. When we use visual aids as teaching aid, it is one of the aspects which root participation of students in the lesson because when students look at visual model or aid, it is measured as a kind of contribution. Also the uses of visual aids encourage the body movement and it may strengthen the control. (Jain, 2004) there is famous Chinese proverb ―one sighted is worth, a hundred words‖ it is fact that we take knowledge through our intellects. There is another maxim that‖ if we hear we forget, if we see we remember, and if we do something we know it‖ so it means that use of visual aids make teaching learning process more effective. As Kishore (2003) said ―visual aids stimulated thinking and cognize.‖ But according to John Dewey, ―Learning by doing‖, 130

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where the students learn most when they are doing or experiencing it.

Theoretical Framework This study anchored on the theories namely Theory of learning and Theory of experiential learning for the manipulative, Theory of Instruction and Cognitive Load theory for the visual materials. Their interrelationship is presented on figure A. Theory of Learning. According to Jean Piaget (1979), human intellectual development progresses chronologically through four sequential stages; sensorimotor, preoperational, concrete operational and formal operational. This is connected to this study because, he stated that, children are active learners who master concepts by progressing through three levels of knowledge; concrete, pictorial and abstract. Piaget hypothesized that children were not mentally mature enough to grasp abstract mathematical concepts if the teachers only presented the concepts in writing (using words, numbers and symbols). Furthermore, the use of manipulative enables student to explore the concept or the level of understanding. When students manipulate objects, they are taking the necessary first steps toward building understanding and internalizing math processes and procedures. What Piaget expressed that children need several experiences with concrete materials and drawing in order to learn abstract concept. He also believed that as children mature to their adolescence their need for concrete experiences diminishes but never ceases.

Piaget stressed that child especially young ones learn best from concrete activities.

Theory of Experiential Learning. This theory was propounded by Kolb (2008). He believed that ―Learning is the process whereby knowledge is created through the transformation of experience‖. This theory goes through the four main stages of experiential learning. The first stage is referred to the concrete experience wherein the learner is actively experience an activity for example a field work. Learners progress from this stage to the second stage which is referred to reflective observation when the learner consciously reflects back on that experience. And the third stage is the abstract conceptualization states that the learner attempts to conceptualize a theory or model of what is

observed. And lastly, active experimentation where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience.

Theory of Instruction. Bruner‘s theory of instruction is found appropriate to this study. It implies that the use of image or pictures specifically in the iconic mode of representation where information is stored visually in the form of images. It is often helpful to presents diagrams or illustrations to accompany verbal information.

Bruner recommends the use of slides, television, filmstrips or other visual materials.

Cognitive Load theory. This theory was propounded by John Sweller (1988). This theory suggests that learning happens best under conditions that are aligned with human cognitive architecture. Sweller builds a theory that treats schemas, or combinations of elements, as the cognitive structures that make up an individual's knowledge base. The contents of long term memory are "sophisticated structures that permit us to perceive, think, and solve problems," rather than a group of rote learned facts. These structures, known as schemas, are what permit us to treat multiple elements as a single element.

They are the cognitive structures that make up the knowledge base (Sweller, 1988). Schemas are acquired over a lifetime of learning, and may have other schemas contained within themselves.

Cognitive load theory is concerned with techniques for reducing working memory load in order to facilitate the changes in long term memory associated with schema acquisition.

Cognitive load theory has many implications in the design of learning materials which must, if they are to be effective, keep cognitive load of learners at a minimum during the learning process. While in the past the theory has been applied primarily to technical areas, it is now being applied to more language-based discursive areas.

III. METHODOLOGY Research Design The experimental design will be used in this study. Experimental method is a systematic in which the researcher manipulates one or more variables, and controls and measures any change in other variables. This method is conducted to be 131

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able to analyze and accurately interpret the result of the study.

Descriptive comparative method is a comparative survey where the researchers considered the two different class sections and established a formal procedure for obtaining criterion related data on the basis of which they compared, contrasted and concluded which of the two instructional materials if more effective to use.

Data collection will be done using pretest and post-test to assess the respondents' performance and determine the condition that will perceive and associate it with the performance of the students toward mathematics using visual and hands-on instructional material in teaching.

Locale of the study History of Jose De Villa National High School A lapse of more or less ten (10) years had passed since the first attempt was made by the community to put a secondary school at Manguiring, which is situated at the eastern part of Calabanga town proper and is accepted to be strategically the local point of access to transportation and communication by the adjoining barangays. A secondary school is really destined to rise at Manguiring. In 1993, the sunken proposition to establish a high school in this placed surface again. The request to establish JOSE DE VILLA MEMORIAL HIGH SCHOOL was finally approved and signed by Hon. Secretary Ricardo T. Garcia on December 28, 1994.

The school was named after the late Mr. Jose De Villa Sr., father of Mrs. Nicasia De Villa Reyta, the donor of a hectare of land which was utilized as a school site. Presently, the school is now focusing on the achievement level of the student through the inclusion of Information Technology as one of the elective subjects, implementation of different programs that will help the students be more dedicated and committed to their studies and establishment of harmonious partnership with the parents and stakeholders in providing the school necessary tools to achieve its goal towards quality and relevant basic secondary education.

Respondent of the study The study will be conducted at Jose De Villa National High School during the school year 2017-2018; two sections with heterogeneous students will be selected to be the respondents of

this study on instructional materials. One of the class sections will be exposed in teaching mathematics with the use of visual instructional materials and the second section with manipulative instructional materials. However, the student will be treated equally and apparently, 100% of the population of the selected students will participate and perform well in teaching of the researchers regarding to the topics that will be discussed. The table below will show the number of students according to their section.

Table I. Respondents of the Study Grade Level Grade 8 – A Grade 8 B

Type of Instructional Materials Visual

No. of Students

Manipulative

46

43

.

Teacher-made standardized test In this study one of the research instruments is the teacher-made standardized test for pre-test and post-test for the students. These will be used as source of information on the effectiveness use of Instructional materials in mathematics lesson. The standardized test is composed of 40 items comprising the topics in a grading period. The post – test covers all the topics that have been discussed or taught by the researchers. These include the following: Product of the sum and difference of two terms, Factoring Polynomials by Common Monomial Factor, Factoring the Difference of two squares, and Factoring Perfect Square Trinomial.

Instructional materials The researchers will be using two types of instructional materials: the use visual and manipulative instructional materials. This Instructional material will be used in teaching mathematics and serve as independent variable.

Instructional materials will be used as information to determine where the students perform better in mathematics.

IV. SUMMARY, CONCLUSION, RECOMMENDATION SUMMARY The study focused on the Instructional Materials used in teaching mathematics 132

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specifically the Visual and Manipulative Instructional Materials. It sought to answer the following questions: 1. What are the Visual and Manipulative Instructional Materials used in teaching Mathematics? 2. What is the performance of the students in the pre-test and post-test of the students that are exposed in teaching using visual and manipulative instructional materials? 3. Is there any significant difference in the performance of the students that are exposed to visual and manipulative instructional materials?

The results of this study were considered important to the students, teacher, teachercoordinator and principal. The respondents of this study was the Grade 8 students of Jose De Villa National High School in Manguiring, Calabanga, Camarines Sur. Two class sections were chosen to be the respondents; one class section was exposed to teaching with the Visual Instructional Materials and the other one was exposed to teaching with Manipulative Instructional Materials. The respondents were 89 students.

instructional materials can be used during activity and discussion that help to motivate students to participate.

PROBLEM 1 What are the Visual and Manipulative Instructional Materials used in teaching Mathematics?

FINDINGS Table I shows the different types of Visual and Manipulative Instructional Materials that used in teaching the following topics include; product of the sum and difference of two terms, factoring polynomials, factoring the difference of two squares and lastly factoring perfect squares trinomial. The different Visual and Manipulative Instructional Material used were flashcards and graphic organizers for the Visual Instructional Material, Algebra Tiles, Worksheets, fill me up and Mini Board for the Manipulative Instructional Materials. Each type of Visual and Manipulative Instructional Material was used appropriately based on its characteristics and suitability to the topics.

PROBLEM 2 What is the performance of the students in the pre-test and post-test of the students that are exposed in teaching using visual and manipulative instructional materials?

FINDINGS As revealed in table II in the previous discussion, the computed mean score of the students after conducting a pretest in the Visual Class is 11.12 and a proficiency level of 27.8%.

After conducting the post-test, the computed mean is 15.84 and has a proficiency level of 39.59%.

While, the computed mean of the students‘ scores in the pretest of the Manipulative Class is 10.59 and the proficiency level of 26.47%. After conducting the post-test, the computed mean of the scores is 13.89 and the proficiency level is 34.73%. There is an increase of 11.79% and 8.26% in the proficiency level of the students taught with Visual and Manipulative Instructional Materials.

CONCLUSION From the findings above, it can be concluded that different types of Visual and Manipulative Instructional Materials have different usage and application.

These instructional materials can be made up of several easy to find materials. It can also be improvised depending on the purpose. Further, these

RECOMMENDATION It is highly recommended for the teachers to use Visual and Manipulative Instructional Materials for the discussion and activity.

However, teachers are advised to think carefully to what kind of Visual and Manipulative Instructional Materials must be used. Make sure that your chosen kind of Visual or Manipulative instructional materials must be appropriate and suited to the topic to be discussed. For the teachers, it is also advisable to look for creative or make effective yet durable Visual and Manipulative instructional materials in teaching to have an attentive and interactive classroom environment. For the students, they can maximize the use of the materials specifically the manipulative materials to deepen their understanding and sharpen their knowledge not only in Mathematics.

CONCLUSION The researchers noticed that after the students taught with Visual and Manipulative Instructional Materials, there is a sudden increase in their performance. Therefore, these two strategies are effective to increase students‘ performance.

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RECOMMENDATION It is recommended to employ the use of Visual and Manipulative Instructional Materials to enhance students‘ performance in Mathematics.

For the teacher, they must be aware and observed if there is development or progress in the performance of the students during the process because there are factors that affect the teaching – learning process; it could be the materials, students‘ condition, the environment or the strategy that have been used. The researchers added that the teacher or the students must not be so dependent to the materials used, because sometimes it won‘t be effective especially if the students are not well instructed about it, further, these materials are just aid during instruction, so the teacher and students must still create ideas base on their feedback and responses.

PROBLEM 3 Is there any significant difference in the performance of the students that are exposed to visual and manipulative instructional materials?

FINDINGS Table 3 shows that the mean score of the students taught with Visual Instructional Materials after conducting the pretest and post-test are 11.12 and 15.84 respectively. Using dependent t-test, the researchers found out that the computed value is greater than the tabular value which means rejection of null hypothesis. The mean score of the student taught with Manipulative Instructional Materials during pre-test and post-test are 10.59 and 13.891 respectively. Using dependent t-test, the researchers found out that there is significant difference. Moreover, table III.I shows that using independent t-test, it was found out that the performances between the groups in their pre-test has no significant difference and the performance in the post-test has significant difference.

CONCLUSION The researchers concluded that there is a significant difference between the pre-test and post-test of the group being taught with Visual and Manipulative Instructional Materials. Using both type of instructional materials enhanced student‘s performance. In contrast, the performance of students in the pretest taught with Visual and Manipulative Instructional Materials has no significant difference while the performance in the post-test has significant

difference. It means that both Instructional Materials enhanced students‘ performance.

RECOMMENDATION It is recommended that the use of Visual and Manipulative Instructional Materials help to enhance performance of the students in Mathematics. These two kinds of materials can be adopted in a lesson or in a separate way, it depends upon to the teacher and the performance of the students.

REFERENCES [1] Morgan, A. (2012, October). The effect of an instructional model utilizing hands-on learning and manipulatives on math achievement of middle school students in Georgia. Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?articl e=1653&context=doctoral [2] Pham, S. (2015, April). Teachers‘ Perceptions on the Use of Math Manipulative in Elementary Classrooms Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/68723/1/Ph am_Son_H_201506_MT_MTRP.pdf [3] Cope, L. (Published by Delta State University). Math Manipulative: Making the Abstract Tangible [4] Retrieved fromhttp://www.deltastate.edu/PDFFiles/DJE/spring2015/dje_spring_2015_cope-final.pdf [5] Shabiralyani, G., Hasan, K. S., Hamad, N. & Iqbal, N. (2015). Impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan. Vol.6, No.19. Retrieved from EJ1079541.pdf [6] Post, T. R. The role of manipulative in the learning of mathematical concepts. Retrieved from http://www.cehd.umn.edu/ci/rationalnumberproject/81_4.ht ml [7] McLeod, S. (published 2008, updated 2012). Bruner.

Retrieved from https://www.simplypsychology.org/bruner.html [8] Cognitive Load Theory (John Sweller). Retrieved from http://www.instructionaldesign.org/theories/cognitiveload.html [9] Piaget's Theory of Cognitive Development. Retrieved from http://www.edpsycinteractive.org/topics/cognition/piaget.ht ml [10] EXPERIENTIAL LEARNING (KOLB). Retrieved from https://www.learning-theories.com/experiential-learningkolb.html [11] (http://guides.nyu.edu/c.php?g=276619&p=1848088 https://www.vocabulary.com/dictionary/teaching) [12] (https://en.oxforddictionaries.com/definition/effectiveness).

[13] http://www.statisticshowto.com/cohens-d/ [14] Bergonio, Dolor D.S., Paglicawan, Joan., Rillones, Raquel A., Instructional Materials in Teaching Beginning Reading, (An Undergraduate thesis to the faculty of 134

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CBSUA- Calabanga Campus), Calabanga, Camarines Sur, 2014.

[15] Florendo, Judith G., Namoro, Glenei Rose M., Tible, Ofelia M., Instructional Materials in Reading and Academic Performance of Primary Pupils (An Undergraduate thesis to

the faculty of CBSUA – Calabanga Campus), Calabanga, Camarines Sur, 2016.

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Students‘ Heuristics: An Innovative Way in Solving Mathematical Non-Routine Problem Mariel David Rodriguez, Daniel Adorna Barawel 

Abstract— This study aimed to explore the students’ utilization of heuristics in solving Mathematical non-routine problem to serve as baseline information for possible strategic intervention in enhancing students’ problem solving skills especially in non-routine problems.

To realize this end, the following concerns were looked into: (1) what are the problem solving heuristics used by the students to solve nonroutine problems? (2) what levels can the problem solving heuristics used by the students be classified? And (3) what learning resource material may be proposed on problem solving heuristics in solving non routine problems? The researchers used qualitative method research employing a test for the respondents, who were selected through stratified sampling; a survey test was made and given for this purpose. Base on the findings, the data were generated; first, fourteen heuristics were generated by the students from ten non-routine problems and based on the data the heuristics were classified into three levels, namely: the basic thinking skill or level I, the intermediate thinking skill or level II, and the higher order thinking skill or level III. It can be concluded there were fourteen heuristics identify generated by the students from ten non-routine problems and out of those fourteen heuristics, guess and test was the most frequently used by the students all throughout the ten non-routine. It just requires the students to make a series of calculations, guessing and testing. Furthermore, this heuristics was the most well known strategy that is why it is not surprisingly that most of the students use this heuristic. A large proportion of the fourth year students are in the basic thinking skill or level I, based on the data gathered it could be concluded that they were only acquiring the low level of problem solving skill; they were using a sort of remembering and understanding to solve one’s problem. There was only a bit of percentage used the intermediate thinking skill or the level II. It was recommended that a learning resource material was designed to address students who are taking Mathematics especially Non-routine problem solving. Hence the use of such material is encouraged; the planning of learning activities in

problem solving should be reassessed to suit the needs of the students, the teacher also are encouraged to model successful problem solving behavior for their students, in addition, they are encouraged to examine and demand from students more than the answer, as correct answer are not safe indicators of good answers and introduce different teaching method in improving the problem solving skills of the students. For the students, they should be encouraged to apply a variety of strategies to solve problems with emphasis on multistep and non-routine problem, and to investigate topic using scientific procedures to develop their creativity in problem solving.

Keywords—Mathematics, students’ heuristics.

Non-routine

problem,

I. INTRODUCTION Mathematics enables a learner to have adequate understanding and interpretation of concepts in science and technology. One of the major goals of Mathematics education is the acquisition of the skills of learning how to solve problems. Not only in the history of Mathematics but also in Mathematics teaching, problem solving always plays an important role since all creative mathematical work demands actions of problem solving (Burchartz and Stein, 2002). Mathematicians and Mathematics education researchers have long claimed that problem solving is the essence of Mathematics.

The term is all encompassing, interpreted differently by different people and carries different connotations for the same people according to the circumstances in which it is used.

The shift from routine procedures of teaching problem solving to exploring strategies has been gaining importance in the latest part of the twentieth century. A general principle for teaching students to define problems is to begin with problems that are familiar and then move to the unfamiliar which is known as the nonroutine problems. Actually, a large body of literature about Mathematical problem solving 136

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shows that non-routine problems are the kind of problems which are most appropriate for developing Mathematical problem solving and reasoning skills, as well as development of the ability to apply these skills to real-life situations (Cai, 2003; London, 2007). Although routine problems can be solved using methods familiar to students by replicating previously learned methods in a step-by-step fashion, non-routine problems are problems for which there is no predictable, well-rehearsed approach or pathway explicitly suggested by the task, task instructions or worked-out examples (Woodward et.al.,2012). According to Polya (1962), solving a routine problem did not contribute to the mental development of the student. He believe that to provide an opportunity for students to develop higher-order thinking in the process of understanding, analysis, exploration and application of Mathematical concepts, nonroutine problems should be employed.

There are instances that students usually only glance at the problem and try to decide what calculations to perform with the numbers.

Students mostly do not spontaneously apply strategies when confronted with unfamiliar complex problem situations. Despite long years of instruction, many research studies show that students are insufficient and not confident in having the aptitudes required for approaching Mathematical problems, especially non-routine ones, in a successful way (Asian and Markowitz, 2001; Higgins, 1997). The reason for these deficiencies can be attributed to two factors. The teachers‘ non-utilization of appropriate teaching methods towards an specific nature of a problem is one of them. The second of them is the students‘ limited strategies and processes in problem solving.

The deficiencies in teachers‘ nonutilization of appropriate teaching methods and students‘ limited problem solving strategies lead the researchers to introduce the heuristics. In traditional teaching method, the students are not fully involved in teaching-learning process, in the quest to search for a new method that makes the students more participatory in teaching and learning process, the prologue of heuristic teaching approach becomes very important.

Heuristic approach was introduced as a tool to develop students‘ mathematical thinking skills.

In addition, heuristics are capable of figuring how knowledge branches are combining by a

few basic, universal principles during the mathematical knowledge being transfer in the process of mathematical problem solving. The use of heuristic method of teaching promotes active involvement of the students in teaching and learning process; in turn this also gives them happiness and opens for further achievement. It helps in achieving all around development of the child furthermore it also helps in developing scientific attitude and creativity in the learners.

Not only as teaching method but also as students‘ strategy in solving non-routine problems can the heuristics be use. The researchers defined the term heuristics as the exploratory processes or any approach manifest by the students that may lead to a solution strategy in problem solving. If a student explores a problem and discovers a solution to that problem using some methods to arrive at an answer, then the student solved the problem heuristically. There should be an appropriate teaching method for the students to acquire enough knowledge in understanding the nature of the problem in order for them to discover and think of a solution strategy or heuristics in solving non-routine problems. The difficulty of the students‘ strategies, techniques, approaches and methods still depends on how the teacher incorporate such non-routine problem.

With these, the researchers come up with the study, which emphasizes on the students‘ heuristics as an innovative way of solving nonroutine problems. Introducing different possible teaching method and different possible students‘ solution strategy can be used as a guideline for incorporating the heuristics in the teaching and learning process. a. Statement of the Problem This study attempted to explore the students‘ utilization of heuristics in solving Mathematical non-routine problem to serve as abaseline information for possible strategic intervention in enhancing students‘ problem solving skills especially in non-routine problems. Specifically, it sought to answer the following questions: 1. What are the problem solving heuristics used by the students to solve non-routine problems?

2. What levels can the problem solving heuristics used by the students be classified?

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3. What learning resource material may be proposed on problem solving heuristics in solving non routine problems? b. Objectives This study attempted to explore the students‘ utilization of heuristics in solving Mathematical non-routine problem to serve as a baseline information for possible strategic intervention in enhancing students‘ problem solving skills especially in non-routine problems. It sought to attain the following objectives: 1. Find out the problem solving heuristics used by the students to solve non-routine problems.

2. Identify the levels of the problem solving heuristics used by the students.

3. Determine the learning resource material that can be proposed on problem solving heuristics in solving non routine problems.

II. REVIEW OF RELATED LITERATURE This chapter presents the review of related literature, studies, theoretical framework, and conceptual framework that guided the researchers in conducting the study.

In our modern society, mathematics is being taught as an isolated subject with a little and even sometimes no connection to the real world application. Nevertheless, the ability to solve problem is an important reason for learning mathematics and an important tool for helping them to develop their mathematical, logical reasoning and abilities. It is important for them to learn to solve problem as any other things they need to learn. The mastery of problem solving of one‘s individual will positively influence their self-esteem and promotes higher achievement not only in mathematics rather on the real life.

Solving problem is a mental process that involves metacognition, schemata, logical reasoning, techniques and strategies. Because of this, it is appropriate to taught mathematics using problem solving approach. Teaching from problem-solving perspectives means either a personal competence in mathematical problem solving or using various know-how, which enable student to think for themselves (Lester, 1985). According to Owen & Sweller (1989),

research has shown that the process of problem solving not only helps students to create connections in their learning, but also generate a rich and highly developed schemata. Students need to be given enough opportunities to practice their skills to solve problem so that they can become proficient and expert problem solver. Farooq (1980), a ―problem‖ usually indicates a challenge, the meeting of which requires study and investigation.

According to Skinner (1984), the term ―problem solving‖ is define as the framework or pattern within which creative thinking and learning takes place. It is a process of overcoming the difficulties. According to Business Dictionary, problem solving is the process of working through details of a problem to reach a solution. Problem solving may include mathematical or systematic operations and can be a gauge of an individual's critical thinking skills. As define by Polya (1945), problem solving is the process used to solve a problem that does not have an obvious solution.

Bay (2000) explains teaching about problem solving is the teaching of strategies, or heuristics, in order to solve problem. One way to teach students to solve problem is to teach them the for step processes that was developed by Polya (1971): (1) understand the problem, (2) devise a plan, (3) carry out the plan, and (4) look back. The first process is to understand the problem, many of the students does not taught about this first stage that is why they often find difficulty in converting the information into conceptualize pattern. Polya (2004) stated, ―The result is that students are often stymied in their efforts to solve problems simply because they do not fully understand what they are being asked to do‖. For this reason, the teachers should teach the students how to comprehend and conceptualize such information in a problem.

According to King (1991), research has shown that students trained to use comprehension questioning in this stage of the process were significantly more successful at solving novel problems than students who were not. The second stage of problem solving is devising a plan to solve a problem; it is the process of choosing the appropriate and effective strategy in solving unfamiliar problem.

The third stage is to carry out the plan by implementing the necessary knowledge such as mathematical concepts, theorems, formulas, etc.

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it is the important stage since that the students need to acquire his schemata and a solid mathematical foundation to arrive with a solution. Research has shown that there is a significantly positive correlation between a student‘s level of prior knowledge and their ability to solve non-routine mathematical problems (Lee & Chen, 2009).

Nevertheless, teaching the students the mathematical concepts, theorems, and formulas are not enough. The students should not only be able to know or learn the mathematical concepts, theorems, and formulas they must be able to apply that knowledge and understanding.

Unfortunately, most of a classroom setting is spend in teaching mathematics isolated only on contexts with no connection to real world applications. The fourth and final stage of Polya‘s problem solving processes is to look back, meaning examining the solution that obtained. This is also an important stage in solving processes of Polya, often overlooked in teaching the students to solve problem. Though most of the students taught how to check for the solution they obtained, they rarely asked on how they arrived ‗on that particular solution.

This reflective thinking eventually leads students to develop higher order problemsolving skills. Stated by Adiguzel and Akpinar (2004), research has shown that students need these higher order problem-solving skills to recognize that there are multiple solutions and strategies for solving problems and to become expert problem-solvers. This process provides general guidelines for solving different kinds of problems and either be used independently or by combination. Students need to be taught to choose the most appropriate and effective strategies for the type of problem that they are given since that it is impractical for them to try to work all of the strategies just to solve the problem.

One of the best methods for doing this is to teach students to recognize similar problems or problems with similar characteristics and use the strategies that were most effective for solving them in the past. Schoenfeld (1980), this necessitates that problem-solving strategies be taught with the same importance as any other mathematical concept. In addition, the students must be given ample opportunities to practice the different strategies, since that problem solving skills and abilities develop over

prolonged time. In line to this, non-routine problems must be used to practice the thinking skills of the students.

A non-routine problem is any complex problem that requires some degree of creativity or originality to solve. Non-routine problems typically do not have an immediately apparent strategy for solving them. Often times, these problems can be solved in multiple ways.

Incorporating non-routine problem solving into your math program is one of the most impactful steps you can take as an educator. By consistently allowing your students to grapple with thee challenging problems, you are helping them acquire essential problem solving skills and the confidence needed to successfully executing them. One of the best ways to prepare students for solving non-routine problems is by familiarizing them with the four steps of problem solving that Polya‘s presented.

However, some factors affect the students in learning mathematics. These factors may either Environmental Factors or Personal/Individualized Factors. Environmental factors include instruction, curricular materials, and gap between learners and subject matter.

These are the outer factors that affect the learning of the students. Personal or Individualized factors include locus of control, poor memory ability, attention span and understanding of the language of mathematics.

These factors must overcome during the process of problem solving teaching to ensure that the students can learn.

In recent years, several study had focus on problem solving heuristics in solving nonroutine problem. Fouche, K. (1997) described how middle school students displayed creativity to progress from simple solution method to a method that produces a generalization- a formula. The students were asked to solve nonroutine problems using as many different solution strategies possible. Taha, N and Yusof, N (1999) shared some creativity aspects shown by fifty primary five pupils from one primary school in Brunei selected randomly in solving mathematical word problems. The questions used were non-routine exercises selected from a number of mathematics books in problem solving. The pupils used a number of different approaches. Among the approaches were drawing diagrams, trial and error, looking for patterns, and gathering information.

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Arañador, L. (1990) conducted a study to determine the relative effectiveness of cooperative, competitive, individualistic, and traditional strategies on students‘ cognitive achievement and retention of learned mathematical concepts and skills. It looked into the effects of the four strategies have on students‘ recall, comprehension, and problem solving ability. The study found that, in terms of the cognitive outcomes the cooperative learning strategy came out as the best strategy for effecting cognitive achievement in mathematics.

It was the most effective of the four strategies for retention of learned concepts and skills. This holds true for both comprehension and problem solving skills.

Lapaza, G. (1996) conducted an experimental study on the effects of teachers‘ questioning strategies for teaching problem solving in college algebra. 186 students were involved in the study, 92 were repeaters and 94 were non-repeaters. The study concluded, based on the findings, that teachers‘ questioning strategy improves both repeaters and nonrepeaters‘ achievement in word problems. This implies that even repeaters, students‘ capability in solving high level types of problems can be developed through the teachers‘ questioning strategies.

Hoon, et. al (2015) studied about heuristic approach experience in solving mathematical problems. They said that, students who have strong belief of applying heuristics approach show better experience in identifying a mathematical problem. They also show inclination in the progress of mathematical understanding, which developed through multiple strategies, employed in solving mathematical problems.

There is a need for further research on the problem solving heuristics. A greater understanding of problem solving heuristics in non-routine problem may assist the faculty and administrations in the development of strategies that would support the teaching and learning processes inside the classroom. The difference of this study to the other researches is that the respondents were from the third year mathematics major of Central Bicol State University of Agriculture-Calabanga. It aimed is to identify explore the students‘ utilization of heuristics in solving Mathematical non-routine problem to serve as a baseline information for

possible strategic intervention in enhancing students‘ problem solving skills especially in non-routine problems.

Theoretical Framework Bloom’s Taxonomy of Cognitive Domain (1956). Bloom (1956) presented the taxonomy of educational objectives, classified learning into three domains: cognitive (intellectual skills and acquisition of knowledge), affective (feelings, values, attitudes and preferences), and psychomotor (physical skills). From this, Bloom created taxonomy for categorizing levels of abstract thinking and questioning. The taxonomy ranges from basic thinking skills (knowledge, comprehension, application) through to higher order thinking skills (analysis, synthesis, evaluation). The taxonomy of Cognitive Domain is divide it into three levels of thinking skills, (1) Basic (remembering information, understanding information), (2) Intermediate (applying information, analyzing information), (3) Higher-order (creating information, criticizing information). It is important for a teacher to identify the level of thinking skill of a student to target his strength and weakness to improve their mathematical abilities.

Marzano, et. al. Core thinking skills (1988). If a mathematics teacher is deeply involved in the improvement his strategies in teaching the skill of finding a solution to a problem to his student that teacher has to inquire relentlessly upon also the core thinking skills. The control of the student over his knowledge and other variables that may be helping the teacher facilitates the learning process suggested by Marzano, et. al.

(1988).

Bransford and Stein’s IDEAL Process of Solving Problem (1984). The heuristic approach to find the solution of a non-routine problem as visualized in this study may demonstrate how a particular student may use his thinking skills. The researchers adapted the IDEAL process of solving problem developed

by Bransford and Stein (1984) to solve heuristically the non-routine problem, IDEAL stands for: (I) identify the problem, (D) defining the problem, (E) exploring possible strategies, and (L) looking at the effects of your efforts.

The I stage involves recognizing a problem sometimes hidden in commonplace situations or seemingly benign data. The D stage involves defining the problem. The problem 140

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may be translated, transformed, represented, or diagrammed. The E stage involves exploring strategies. The problem solver acquires various strategies for reaching a solution. The A and L stages refer to ―means-end analysis‖.

In general, these stages have a strong evaluation component. The problem solver periodically monitors progress of his solution or changes strategies if there is little or no progress in the desired direction.

III. RESEARCH DESIGN AND METHODOLOGY

Research Method An exploratory descriptive method was used in this study. A test was conducted by the researchers during the first semester of school year 2017-2018. The researchers utilized the test as an instrument to generate the data needed for the heuristic problem solving. The heuristics that was identified from the solution strategy of the respondents was classified into three levels, namely basic thinking skills set as level I, intermediate thinking skills set as level II and Higher-order thinking skills set as level III using the Blooms Taxonomy of Cognitive Domain.

The original solution processes by the respondents was discussed and presented in the heuristics. As a result, a proposed learning resource material on problem solving heuristics was prepared.

Research Locale This study was conducted within Sta. Cruz Ratay, Calabanga, Camarines Sur particularly in the College of Education of Central Bicol State University of AgricultureCalabanga Campus.

Population and Sample The population of this study includes thirty-three (33) fourth year students of Bachelor of Secondary Education major in Mathematics from Central Bicol State University of Agriculture (CBSUA) – Calabanga Camarines Sur during first semester of school year 20172018. The sample consist of 14 or 42.42% percent of population randomized from a pool of fourth year students of Bachelor of Secondary Education major in Mathematics from Central Bicol State University of Agriculture (CBSUA) – Calabanga Camarines Sur during first semester of school year 2017-2018. The Slovin‘s formula was used to identify the

sampling. The table 1 shows the population and sample used in this study.

The researcher‘s instrument was a test, which includes non-routine problems from other related studies. The researchers administered a test to explore heuristics from solving nonroutine problems. The test consists of ten item non-routine problems. These item problems was consulted to mathematical experts for its validity. It is implied that every problem has a particular solution processes. This solution processes determined a particular level of thinking skills as shown in Table 2 Bloom‘s Taxonomy of Cognitive Domain (1956) will be used by the researchers.

The researchers personally conducted the test. During the conduct of the test, the researchers did not allow the respondents to use calculators for a broad and clear solution purposes. All the solutions to the ten item problems was checked.

After administering the test, the researchers interviewed the respondents one by one with regards on how they solve the ten-item non-routine problems. There was a set of questionnaires for the interview of the researchers to the respondents. This set of questionnaires consist of the Basic, Intermediate and Higher Order level based on Bloom‘s Taxonomy (Cognitive Domain). The answer of the respondents was based on the tally sheet.

This was serve as the basis of the researchers in identifying the level of heuristics used by the respondents; in addition, this also provided the researchers a starting point in choosing what learning resource materials was proposed in enhancing students‘ problem solving skills especially in non-routine problems. The conversation between the respondents and the researchers was recorded.

IV. RESULTS AND DISCUSSION Problem Solving Heuristics Generated by Students A total of twelve heuristics were generated by students from solving ten nonroutine problems. Each heuristic was labeled by the researchers whose names were adopted from books, researches and other sources. The researchers labeled the heuristics that were identified and whose name could not be found in any source based on its procedures. The table 141

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below shows the heuristics used by students in each item non-routine problem.

Table 3 shows the heuristics used by the respondents in each item. In item number 1, majority of the respondents used drawing a picture/diagram/illustration with 13 or 92.86 percent of the respondents. This can be attributed to the nature of the problem given, the problem was ―Students in a class are standing in a circle; they are evenly spaced and numbered in order. The student with number 7 is standing directly across from the student with number 17.

How many students are in the class?‖ translating the problem into the form of illustration maybe the reason why the student used this heuristics, illustrating a problem helps the problem solver better understand the problem in formulating a plan in solving problem.

Making systematic list and equation approach with 3 or 21.43 percent and proportion approach with 2 or 14.28 percent are the heuristics used by the respondents in item 2.

This implies that they understand the problem and they were in the search of strategies that can be apply to solve the problem or simply using what they have learned in the classroom into similar new situations. This is a sign that the students are in the stage wherein the classroom discussion is being transfer into a new form of problem. Furthermore, organize scheme and an equation approach to solve problem number two guarantee that all thing required for counting have been included, and none were counted twice.

In item number 3, 6 or 42.86 percent of the respondents used guess and test to solve the bikes and wagons problem. Out of all heuristics, this is the most used heuristics in this approach.

The respondents makes a reasonable guess, checks the guess, and revises the guess if necessary. By repeating this process, someone can arrive at a correct answer that has been checked. Using this strategy does not always yield a correct solution immediately but provides information that can be used to better understand the problem and may suggest the use of another strategy. The heuristics that was also used by the students includes making a systematic list with 3 or 21.43 percent, listing of possible solution and equation approach with 1 or 7.14 percent. The students used various

numbers of heuristics maybe because of confusion of what the problem wants.

Out of 14 respondents, only four students who tried to answer the problem in item number four. This maybe because of the conditions given on the problem. This may somehow confused the students on what to find on the problem. On the interview conducted, one respondent was interviewed about his answer on item number 4: Researcher: what is the given on the problem?

Respondent: 6 dozen eggs…

Researcher: what is your answer?

Respondent: (silence)…

The students know what is given but because of few conditions, students were confused and did not come up with an answer or solution. The heuristics used by the students includes listing of possible solution with 2 or 14.28 percent, eliminates possibilities and guess and check was the least used that has 1 or 7.14 percent of the respondent.

In item number 5, Guess and test has the highest percentage of used that has 6 or 42.86 percent. Guessing the number of rabbits and chicken and testing if it was right was the most frequently used heuristics, and followed by an equation approach that has 4 or 28.57 percent.

The students apply the concept of solving system of linear equation to solve the chicken and rabbit problem. This implies that the students can able to apply the mathematical concepts in such problem and there is 2 or 14.29 percent used listing possible solution.

Based on the data gathered on item number 6, 5 or 35.71 percent of the respondents used drawing a picture, diagram or illustration and 2 or 14.29 percent used proportion approach. This implies that the students have much difficulty in breaking down and devising a formula to solve a problem. This can be attributed to the poor application of mathematical concepts in such kind of problem or maybe this is the first time they have encounter such problem this maybe be the reason why almost half of the students failed to answer the problem.

The heuristics used by the respondent in item number 7. Work backward that has 10 or 71.43 percent has the highest used heuristics out of 14 respondents. The problem has given a final condition and asked the student to find what 142

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occurred earlier though the approach of the student is right but he/she still come up with the wrong answer. This implies that the student may have find difficulty in the decoding of the context and understand the given information.

The least used heuristic is the making systematic list that has 1 or 7.14 percent.

In item number 8, uses cases and formula approach that has 5 or 35.71 percent are the heuristics used by the respondent most. This can be explained by the problem itself. Adding information to the problem and concluding that it is truly needed to solve the problem are the strategy used by the student. Completing the figure in item number 8 into a rectangle helps the students to arrive at their final answer, which is 44. By adding additional information, some of the students come up in using the formula in finding the perimeter of square that was .

In item number 9, most of the respondents used pattern exploration that has 7 or 50 percent. The problem in number 9 is about finding out how many triangles are in the fifteenth figure given three figures. The students have done searching for patterns, counting the number of triangles and predicting what will be the result of the fifteenth figure. Though it may have thought as drawing a picture strategy, the researcher considered it as a pattern exploration.

Considering that the student find the pattern by counting the number of triangles and continuing the pattern until the fifteenth term/figure.

Pattern exploration with 13 or 92.86 percent of the respondents used this heuristics to solve the problem in item number 10. In item number 10, four conditions have to be found.

Most of what the item is looking for was solve by using the pattern exploration. Although the students are listing down solution and drawing an illustration, the researchers consider it a pattern exploration because they are still finding the pattern in order for them to draw the next figure and following the number pattern. There was also 1 or 7.14 percent of the respondents apply the Use of Direct Reasoning in solving item number 10. Some of the students apply this heuristic when they do not know how to express their solution in a Mathematical or Computational way. Applying the concept of definition to solve the problem can be helpful in some way that it can help the students analyze and understand what the problem is all about.

Explaining in words is a solution that sometimes shows how the students interpret the problem.

Therefore, twelve heuristics has been identified from the respondents‘ solution strategies in solving the ten non-routine problems. The fourteen heuristics includes Eliminate Possibilities, Guess and Test, List Possible Solution, Making Systematic List, Uses Cases, Draw a Picture/Diagram, Work Backward, Equation Approach, Formula Approach, Pattern Exploration, Proportion Approach and Use Direct Reasoning.

Levels of Problem Solving Heuristics From the ten non-routine problems, the students generated twelve heuristics. The heuristics were classified into three levels, namely: the basic thinking skill or level I, the intermediate thinking skill or level II and the higher order thinking skill or level III. This level of thinking skills was based on Bloom‘s Taxonomy of Cognitive Domain. Below is the summary of heuristics used by the students that was categorized.

The categorization was based on Bloom‘s Taxonomy of Cognitive Domain. In basic thinking skills or level I, the problem solver must have the knowledge and comprehension of principle in mathematics and transform it to solve a problem. Remembering knowledge means recalling previously learned information and applying it into a process of solving, understanding means that the learners are in the stage of comprehending, translating and interpreting of instructions in one‘s word. In remembering and understanding, the following thinking verb indicators should be observe define, describe, identify, recall, recognize, state, summarize and interpret. In level I or Basic Thinking skills, the following heuristics were included: Eliminate possibilities, Guess and Test, List possible solution, Making systematic list and Uses cases.

In level II or the Intermediate thinking skill, the problem solver must have acquired the level I before he goes through the process of application and analyzation. In this stage, the problem solver must be able to use what was learned in the classroom into similar situations and separate materials or concepts component parts to understand the whole. The structure, form, construction, pattern and other things about the problem are being subjected into 143

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analysis. To apply and to analyze, the following thinking verb indicators are being observed; apply, change, compute, show, solve, use, analyze, compare, contrast, diagram, differentiate and illustrate.

Draw a picture/diagram, Work backward, Equation Approach, Formula approach, Pattern exploration and Proportion approach were included in level II or the intermediate thinking skill.

Level III or the higher order thinking skill in this stage the problem solver must acquire the first two levels before going through to evaluation and creation. This means that the problem solver is in the process of judging the value and building a structure that puts parts together. To evaluate and create the following indicators are observed combine, categorize, revise, modify, generate, design, justify, evaluate, relate and conclude. The Use of Direct Reasoning was included in level III or the higher-order thinking skill.

Aside from the basis on Bloom‘s Taxonomy of Cognitive Domain, the heuristics has been leveled and categorized based on the definition itself and how it was used in the problem. Based on the results, the students who were successful in solving non-routine problems used different levels of heuristics. Regardless of the methods used, the students needed relevant information to assess the situation in the problem and to arrive at a response, which is to solve the problem.

According Presley (1986) not all the successful students will use the same strategy to solve the same problem, and often more than one strategy can be used. In this study, the students used different level of heuristics to solve a problem.

Table four, shows the summary of heuristic generated by the students to solve the ten non-routine problem and the heuristics that were categorized. Based on the data, most of the students‘ heuristics were categorized in level II or the intermediate thinking skill, which simply means that they are in balanced level where their thinking skills were improved. Some of the students‘ heuristics was in the basic thinking skill or level I, this implies that they are in the low level of cognitive ability. A little portion of the sample was in level III or the higher-order thinking skills, which emphasizes that the students have

acquired the higher level of creativity in discovering strategies to solve a problem.

Results of the study shows that 59 percent of the respondents‘ thinking skills were in level II. Thirty percent of the respondents‘ thinking skills were categorized in level I. In level III, one percent of the respondents‘ thinking skills were in higher-order level.

Furthermore, the researchers serve the results as the basis in proposing a learning resource material that will be under the recommendation part.

V. SUMMARY CONCLUSION, RECOMMENDATIONS Summary This chapter is the presentation of the summary and conclusion based on the obtained results. Recommendation was based on the findings and conclusion in every problem.

This study entitled Students‘ Heuristics in Solving Mathematical Non-Routine Problem of fourth year BSEd students of Central Bicol State University of Agriculture – Calabanga was conducted to explore the students‘ utilization of heuristics in solving Mathematical non-routine problem to serve as baseline information for possible strategic intervention in enhancing students‘ problem solving skills especially in non-routine problems.

Specifically, the following questions were answered: (1) What are the problem solving heuristics used by the students to solve non-routine problems? (2) What levels can the problem solving heuristics used by the students be classified? (3) What learning resource material may be proposed on problem solving heuristics in solving non routine problems?

The researchers used a questionnaire to explore the students‘ utilization of heuristics in solving Mathematical non-routine problem.

FINDINGS Problem 1: What are the problem solving heuristics used by the students to solve nonroutine problems?

Answer: Twelve heuristics were generated by the students from ten non-routine problems.

Problem 2: What levels can the problem solving heuristics 144

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Answer:

used by the students be classified?

The heuristics were classified into three levels, namely: the basic thinking skill or level I, the intermediate thinking skill or level II, and the higher order thinking skill or level III.

Conclusion Based on the analysis of the solution of the students, the following conclusions were deduced: There were fourteen heuristics identify generated by the students from ten non-routine problems and out of those fourteen heuristics, guess and test was the most frequently used by the students all throughout the ten non-routine.

According to Elia et al. (2009), this strategy does not entail high cognitive demand and it is widely used in a variety of mathematical and everyday situations. It just requires the students to make a series of calculations, guessing and testing. Furthermore, this heuristics was the most well known strategy that is why it is not surprisingly that most of the students use this heuristic. A large proportion of the fourth year students are in the basic thinking skill or level I, based on the data gathered it could be concluded that they were only acquiring the low level of problem solving skill; they were using a sort of remembering and understanding to solve one‘s problem. There was only a bit of percentage used the intermediate thinking skill or the level II. Recommendation On the basis of the analysis and conclusions presented, the following are strongly recommended: On Teaching 1. At the outcome of the study, a learning resource material was designed to address students who are taking Mathematics especially Nonroutine problem solving. Hence, the use of such material is encouraged.

2. The planning of learning activities in problem solving should be reassessed to suit the needs of students.

3. Teachers are encouraged to model successful problem-solving behavior for their students.

4. Teachers are encouraged to examine and demand from students more than the answers, as correct answers are not safe indicators of good answers.

5. Teachers are encourage to introduce different teaching method in improving the problem solving skills of the students.

6. Student should be encouraged to question, experiment, estimate, explore and suggest explanation so that problem solving can flourish.

7. Student should be encouraged to apply a variety of strategies to solve problems with emphasis on multistep and non-routine problems.

8. Student should be encouraged to investigate topics using scientific procedures to develop their creativity in problem solving.

On Curriculum Designing New ideas should be bought in and outdated items should be dropped. Priority should be focused around problem solving.

Curriculum developers should give priority to the identification and analysis of specific problem-solving strategies.

Curriculum developers should disseminate examples of good problems and strategies and suggest the scope of problem solving activities for Mathematics.

On Research Research on using student research as a teaching strategy with emphasis on creative problem solving should be undertaken.

A subsequent research on exploring problem solving heuristics via non-routine problems should be undertaken.

Research on contextual learning approaches in enhancing Mathematics should be undertaken.

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Peerven, K. (2013). Effect of the Problem-Solving Approach on Academic Achievement of Students in Mathematics at the Secondary Level.

Retrieved from http://www.interesjournals.org/ER. Rudd, D. (2010). The Effects of Heuristic ProblemSolving Strategies on Seventh Grade Students' 145

JOURNAL OF ARTS AND SCIENCES RESEARCH Volume 1, Number 2 | June 2018 Self-Efficacy and Level of Achievement in Mathematics. Retrieved from http://files.eric.ed.gov/fulltext/EJ1072552.pdf.

Novotńa, J. et al. (2014). Problem Solving in School Mathematics Based on Heuristic Strategies, retrieved from http:/HYPERLINK "http://doi.10.71560/eriesj.2013.070101"/doi.10.

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APPENDICES STUDENTS‘ HEURISTICS: AN INNOVATIVE WAY IN SOLVING MATHEMATICAL NONROUTINE PROBLEM students in each item non-routine problem.

Table 3 Heuristics used by the Respondents Number Item Heuristics Thinking indicators Percentage used Drawing a Illustrate a problem picture/diagram/illustration involving physical situation in that the strategy helps the problem solver better 1 13 92.86% understand the problem in formulating a plan in solving problem.

Making systematic list

Equation Approach

2

Proportion approach

Making an organized list that requires some method of counting things or making certain that every possibility has been covered. Sometimes simple counting of the different ways or situations would be impossible Solve an equation when variables are introduced or when stated conditions in the problems can be presented by an equation.

3

21.43%

3

21.43%

2

14.28%

Utilizes the key concept ―for every‖ or apply principle of ratio and proportion.

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Guess and Test

List possible solution

Guess at a solution and test whether the solution is correct. If the solution is incorrect, the guess is refined and tested again.

The process is repeated until the solution is obtained.

Equation Approach

Eliminate possibilities

42.86%

1

7.14%

3

21.43%

1

7.14%

1

7.14%

Involves listing of probable solutions to a problem.

3

Making systematic list

6

Making an organized list that requires some method of counting things or making certain that every possibility has been covered.

Sometimes simple counting of the different ways or situations would be impossible Solve an equation when variables are introduced or when stated conditions in the problems can be presented by an equation.

Reject other possible solutions presented.

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Guess and Test

List possible solution

Guess at a solution and test whether the solution is correct. If the solution is incorrect, the guess is refined and tested again.

The process is repeated until the solution is obtained.

7.14%

2

14.29%

6

42.86%

2

14.29%

4

28.57%

Involves listing of probable solutions to a problem.

4

Guess and

1

Guess at a solution and test whether the solution is correct. If the solution is incorrect, the guess is refined and tested again.

The process is repeated until the solution is obtained.

Test Making systematic list

5

Equation Approach

Making an organized list that requires some method of counting things or making certain that every possibility has been covered. Sometimes simple counting of the different ways or situations would be impossible.

Solve an equation when variables are introduced or when stated conditions in the problems can be presented by an equation.

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Draw a picture/diagram/illustration

6

Proportion approach

Work backward

Illustrate a problem involving physical situation in that the strategy helps the problem solver better understand the problem in formulating a plan in solving problem.

35.71%

2

14.29%

10

71.43%

5

35.71%

5

35.71%

Utilizes the key concept ―for every‖ or apply principle of ratio and proportion.

Working backward given a final condition.

7

Uses cases

5

Add information beyond what is given in the problem.

8 Formula approach

Use a mathematical formula to solve a problem.

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Draw a picture/diagram/illustration

9

Pattern exploration

Pattern exploration

10

Use of Direct Reasoning

Illustrate a problem involving physical situation in that the strategy helps the problem solver better understand the problem in formulating a plan in solving problem.

4

28.57%

7

50%

13

92.86%

1

1.14%

Involves a search for a pattern from a list several specific instances of a problem or table of data.

Involves a search for a pattern from a list several specific instances of a problem or table of data.

Apply concept of definition to solve a problem.

Table 4 Level of Heuristics Generated by the Respondents Heuristics

Thinking Skill Indicator Level I

1. Eliminate possibilities 2. Guess and Test 3. List possible solution

Reject other possible solutions presented.

Guess at a solution and test whether the solution is correct. If the solution is incorrect, the guess is refined and tested again. The process is repeated until the solution is obtained.

Involves listing of probable solutions to a 151

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4. Making systematic list

5. Uses cases

6. Draw a picture/diagram

problem.

Making an organized list that requires some method of counting things or making certain that every possibility has been covered. Sometimes simple counting of the different ways or situations would be impossible.

Add information beyond what is given in the problem.

Level II Illustrate a problem involving physical situation in that the strategy helps the problem solver better understand the problem in formulating a plan in solving problem.

Working backward given a final condition.

7. Work backward 8. Equation Approach

Solve an equation when variables are introduced or when stated conditions in the problems can be presented by an equation.

9. Formula approach

Use a mathematical formula to solve a problem.

10. Pattern exploration 11. Proportion approach 12. Use Direct Reasoning

Involves a search for a pattern from a list several specific instances of a problem or table of data.

Utilizes the key concept ―for every‖ or apply principle of ratio and proportion.

Level III Apply concept of definition to solve a problem.

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