Lifelong learning more than Second Chances: The Story of the Miriam College Adult Education Unit

Integrated Projects: Authentic Learning and Alternative Assessment

Marilou R. Juachon, Ph.D.
Curriculum integration and project-based learning are at the core of current educational innovations. Proponents of these approaches posit that students are better empowered when they realize how school knowledge are relevant to real life. They contend that a student-centered approach promotes deep-processing and a long-term retention of knowledge and skills (Strobel & van Barneveld, 2009). The promulgation of integrated projects in the classroom strongly concurs with curriculum integration and project-based learning. Integrated projects—complex tasks that tap interdisciplinary knowledge and skills as students engage themselves in real-world challenges—easily provide intentional occasions, options, and alternatives: occasions for interdisciplinary integration; options to choose creative ways to apply knowledge to life situations; alternative assessment approaches that respect students’ personal learning styles and modes of expression. This paper proposes the utility of integrated projects in predominantly traditional classrooms in the Philippines, and how both teachers and students evaluate their experiences with this approach.
Dr. Marilou R. Juachon is a lecturer at the University of the Philippines and Founding Directress of Glendale School, Inc.


TEACHING-BASED RESEARCH

On the Different Methods for Controlling Type I Error Rates
Mahmur Hapas Sarail
This paper is an exposition of a recent procedure called the Benjamini-Hochberg procedure (BH method) and some other sequential procedures in Multiple Comparison Tests. It discusses the single-step, step-down, and step-up procedures to control the Familywise Error Rate (FWER) and the False Discovery Rate (FDR). Manual computations for each controlling procedure were done before running them in SPSS and the R software. The procedures were done when the Analysis of Variance (ANOVA) showed significant F-values. Diagnostic procedures for test of independence, normality, and homogeneity of variances for each set of data were also performed. Multiple comparison procedures controlling the FDR are more powerful than the commonly used multiple comparison procedures based on the FWER. The FDR method is superior to detect differences than the classical approach of controlling error rate. It is more powerful and it provides a less conservative approach than FWER.
Mahmur H. Sarail is the Mathematics Coordinator and School Statistician of the Notre Dame of Jolo College, Jolo, Sulu, Philippines.
Mediated Processing of Students’ Errors on Inequalities:

Effects on Mathematics Attitude, Self-efficacy, and Achievement
John Antonio G. Encarnacion II, Ph.D.
The study looked into the different errors of students when solving Inequalities and the effectiveness of mediated processing of such errors in improving the students’ math attitude, self-efficacy, and achievement, as well as the relationship between these three variables. It also aimed to test math ability as a moderating factor of math achievement. Using quasi experimental design, three comparable Algebra classes were chosen as sample, with one section serving as the control group, and the other two sections serving as the mediated groups (individual and non-individual). The following instruments were used: math attitude inventory and math self-efficacy scale; two seatwork; the math entrance subtest which served as a measure of their mathematical ability; and an achievement test on Inequalities.
Dr. John Antonio G. Encarnacion II teaches in the Mathematics and Science Departments of Miriam College. He is a recipient of the Miriam College President’s Awards for Research.

College Students’ Approaches to Self-Regulation and Learning:

An Integrative Model
Darwin C. Rungduin and Teresita Tabbada-Rungduin, Ph.D.
Analysis of the self-regulation processes utilized by college students in understanding a subject matter and examining its relevance to their field of study were used in establishing an integrative model of self-regulation. Students’ self-regulation experiences based on a social-cognitive perspective, a personal-behavioral dimension, and as a set of skills to be mastered were examined using the theories of Pintrich, Ruohotie and Zimmerman. The findings revealed that college students learn more when they utilize their experiences in the classroom. Their classmates and teachers significantly contributed to the learning process, particularly to self-regulated learning. Their teachers’ approaches in the delivery of the lessons were useful in learning more about the topic, supplemented by books and related materials. This learning consequently elicited emotional appreciation on the topic. The themes generated were used in developing a model to understand Filipino students’ ways of approaching learning tasks and how they make meaning out of it.
Darwin C. Rungduin teaches psychology at the Colegio de San Juan Letran. Dr. Teresita Tabbada-Rungduin chairs the Department of Behavioral Sciences of the Philippine Normal University.

Learning and Teaching Styles in La Salle University – Ozamiz
Anna C. Bocar, DBA, Prudelen C. Pasok, and Benjiemen A. Labastin
This presentation explores seven learning styles – visual (spatial), aural (auditory-musical), verbal (linguistic), physical (kinesthetic), logical (mathematical), social (interpersonal), and solitary (intrapersonal) as they exist in the context of La Salle University. The respondents were 245 students and 58 teachers. Frequency and percentage distribution were used to determine the extent of practice in each learning style. The results showed that four colleges preferred the verbal style of learning most while three colleges preferred the least the aural learning style and 100 % of the teachers preferred the logical teaching style the most. The study also showed that there is a slight mismatch between the learning and teaching style of the students and teachers. The presentation provides discussion points in appreciating the diversity of students and teachers in an academic institution.
Dr. Anna C. Bocar is the Human Resource Director of La Salle University-Ozamiz. Prudelen C. Pasok and Benjiemen A. Labastin are instructors of the same university.

Learning Style Preferences of BSU Graduate Teacher Education Students
Mary Jane L. Laruan, Ph.D.
Learning style is the way in which each individual begins to concentrate, absorb, and retain new and difficult information. Educators adapt their classroom methods to best fit each student’s learning style. This study uses the five dimensions of the Dunn & Dunn learning styles model which are environmental, emotional, sociological, physiological and psychological. This study also utilizes the descriptive type of research by using a questionnaire in order to gather data. Weighted mean, rank, and Friedman’s analysis of variance was used to analyze the data. The discussion highlights the need to consider learners’ learning style preferences in the management of learning programs even at the graduate studies level.
Dr. Mary Jane L. Laruan teaches at the College of Teacher Education, Benguet State University, Northern Philippines.


Structuring Chemistry Lessons in a Metacognitive Environment
Richard P. Pulmones, Ph.D.
Thinking about one’s own thinking and how one learns and solves problems is described as metacognition. The important dimensions of metacognition are knowledge of one’s thinking as one plans, monitors, and evaluates academic tasks. This paper presents a qualitative study on metacognition, on how academic tasks in Chemistry are designed and structured in a constructivist environment that promotes students’ metacognitive behaviors and meaningful learning of Chemistry. As a conclusion, the paper reiterates a research finding which indicates that prolonged engagement of students in classroom activities designed in a constructivist environment gives ample opportunities for students to demonstrate their overt planning, monitoring and evaluation behaviors. Purposely asking students to answer metacognitive questions afforded them the opportunity to reflect on their thinking, thus fostering their metacognition.
Dr. Richard P. Pulmones is the director of the University Research Center at the Far Eastern University (FEU).

Using Logistic Regression to Detect Differential Item Functioning

in a Chemistry Achievement Test
Jose Q. Pedrajita, Ph.D.
This research provides a demonstration of differential item functioning (DIF) analysis. It also examines the effect of eliminating differentially functioning items on the content and concurrent validity and internal consistency reliability of a Chemistry Achievement Test, a measure tested for its psychometric properties. Test scores of two hundred junior high school examinees matched on school type, gender, and English ability were subjected to differential item functioning analysis. Logistic regression was used in identifying differentially functioning test items. A six-point scale ranging from inadequate to adequate was used to assess the test’s content validity. Pearson r was used in calculating the test’s concurrent validity. The KR-20 formula was used for calculating the test’s internal consistency reliability. The findings reveal the presence of differentially functioning items between the matched groups of examinees. The discussion draws implications concerning the management of test development.
Dr. Jose Q. Pedrajita is a faculty member of the Research and Evaluation Area of the College of Education in the University of the Philippines, Diliman.


Teaching Maritime-Technical Course to Business Students

Using Teacher- and Student-centered Approaches
Po-Wan Sun, Ph.D.
Quality assurance in maritime education is a significant element of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). To assure quality of pre-sea education for contemporary maritime professionals, different teaching pedagogical approaches for maritime-technical curriculum have been studied. This article reports a comparison of two teaching pedagogical approaches for maritime-technical subject to business students at the Hong Kong Polytechnic University. The purpose is to compare and evaluate efficacy of traditional teacher-centered learning with a combination of teacher-centered and student-centered learning in improving performance and outcomes for students enrolled in a maritime communication and navigation course. The results showed that students studying the maritime-technical course through a mixture of lectures and laboratories with student-centered approach performed better. The paper recommends a mixed approach as effective course delivering method for maritime-technical curriculum.
Dr. Po-wan Sun is a Teaching Fellow at the Department of Logistics and Maritime Studies, Hong Kong Polytechnic University.

Determinants of Board Examination Performance
Rebecca C. Tolentino, Ph.D.
This study determined the factors that are significant determinants of board examination scores in Accountancy, Chemistry, Education, Nursing, and Social Work. It aimed to develop a statistical model for board examination scores in each field based on gender, type of high school graduated, general weighted average in college, and entrance examination scores. Record linkage using the exact matching procedure was used to integrate database of licensure examination performance from the Professional Regulations Commission, 2004 database of admission test results and database of official student records from the Office of the University Registrar. To develop the model, the stepwise regression, forward selection, and backward selection methods were used. Implications concerning the preparation of students for licensure examinations shall be discussed in the presentation.
Dr. Rebecca C. Tolentino is a university researcher and professor at the Pamantasan ng Lungsod ng Maynila (University of the City of Manila).

Profile of Grade Seven Student Leaders
Michelle Santos-Alignay and Maureen Herrera-Larios
This presentation is based on a profiling study of grade seven student leaders. It is anchored on the need to understand the individual development of student leaders and to explore other important aspects of their lives, almost similar to the work of Romano (1996). Aside from autobiographical data, academic and deportment grades of the students were analyzed, along with the results of their mental ability and personality tests. Through content analysis, some notable themes emerged from their narratives. The presentation culminates into a roster of recommendations as to how profiling studies of this type can help schools develop appropriate student leader development programs.
Michelle Santos-Alignay is an associate counselor and parenting-relationship consultant at the Love Institue. She and Maureen Herrera-Larios are former guidance counselors at the Grade School Unit of Miriam College.


Performance Patterns in Calculus based on the Interactive Factors

of Learning for Curricular Framework Development
Maria Isabel Taguba-Lucas, Ed.D.
The focus of this paper is on the performance patterns of selected students in Calculus under the integrated and subject-centered curricular approaches based on the framework developed by Howell, Fox, and Morehead (2003).It examines the performance of students in the two curricular approaches and how teachers assess their present curricula and teaching instructions. The study employed the descriptive method of research. It also used the correlation method. Two instruments were utilized in this study. The instrument for curriculum assessment was patterned after the Characteristics of Effective Curricula by Kentucky Academic Performance Standards (Missouri MSIP Performance Standards) and a researcher-made instrument following the instructional model identified by Marzano (2000). It draws implications on the management of student learning and curriculum development.
Maria Isabel Taguba-Lucas teaches in the Department of Mathematics, College of Science at the Pamantasan ng Lungsod ng Maynila (University of the City of Manila).

An Assessment of the Teacher Induction Program at AUF:

Exploring Areas to Improve Classroom Instruction in the Basic Education System