Technical Staff

Norma A. Azucena

Managing Editor
Fr. Timoteus Gampur, SVD

Consultants / Editors
Corazon S. Morilla, Ph.D.
Evelyn S. Javier, Ph.D.
Fr. Crispin A. Cordero, SVD

Layout Designer
Xenia L. Fesalvo
 FOREWORD

The journal issue features qualitative studies using the phenomenological

design which explored the lived experiences of the subjects along with an
ethnographic approach concentrating on the indigenous people of Pinamalayan.
The study delved on the problems and efforts towards cultural preservation of
Tau-Buid mangyans with the end in view of localizing and indigenizing
education.

A pioneering qualitative study on ―Labor Management Cooperation

(LMC) in the Higher Education Institution (HEIs). Oriental Mindoro unravels the
structure, coverage and impact of LMC in the academic setting. In the absence of
formal structure, formalization of existing labor-management cooperation is
(LMC) is in order to promote industrial peace.

Another study also used phenomenology applying the interpretative

approach which bordered on the multiple intelligences influencing the leadership
practices of school principals to meet the requirements of the 21st century.

All other studies are a combination of quantitative using descriptive-

correlational design, experimental design and content analysis for studies in
Pilipino. The areas investigated include science, language, literature and music.

An experimental design was used in a Science research output

―Abundance and Distributional Ecology of Coastal Mangrove Forests in Calapan
City‖ aimed at developing a mangrove capital, conservation program using
vegetation analysis.

In the frequency where research studies are conducted, interventions are in

the offing and more initiatives are undertaken for improvement of learning.
Research outputs become part of the educational assessment measuring aspects of
personality, aptitude, mastery, achievement, and performance. Included in this
regard are studies on classroom management practices, motivation, academic
performance, mastery of basic mathematics concepts and assessment on Special
Program on Foreign Language.

Results of the studies will spell the difference between success and failure
in any undertaking and for that matter set new directions, policies and programs
for high learning outcomes.
 CONTENTS

Dissertations

Problems and Efforts Towards Cultural Preservation

of Tau-Buid Mangyans in Pinamalayan
Ann Marijoh M. Laurente (2018) p. 2

Labor Management Cooperation (LMC) in the Higher

Education Institutions (HEIs) in Oriental Mindoro
Mark Morris L. Lim (2018) p. 8

Multiple Intelligences and Leadership Practices

of the School Principals in Roxas District
Fortunato M. Gabayno, Jr. (2018) p. 15
 CONTENTS

Master Theses

Mga Bisang Pampanitikan sa Piling

Pabula sa mga Bansang Asyano
Nancy Grace R. Dolor (2018) p. 23

Pagbasang Tahimik ng mga Mag-aaral sa Ikalimang

Baitang ng Paaralang Elementarya ng Evangelista
Evangelista, Naujan, Oriental Mindoro
Ginalyn O. Gante (2018) p. 27

Pagpapahalagang Pampanitikan at Pag-unawa sa mga Akdang

Tinatalakay sa Baitang 7 sa Dibisyon ng Calapan
Rowena S. Sotomayor (2017) p. 32

Physico-Chemical Analysis of Different Agricultural

Soil Samples in Northern Oriental Mindoro:
Basis for Soil Fertility Management and Agricultural Support
Mark Jessie P. Delen (2018) p. 36

Affective Factors of Language Learning and Oral

Language Proficiency of Grade 11 Students:
Basis for an English Sample Module
Maria Cristina P. Anoñuevo (2017) p. 39

Abundance and Distributional Ecology of Coastal

Mangrove Forests in Calapan City
May Ann P. Gawad (2017) p. 44

Classroom Management Practices, Motivation and Academic Performance

of Grade VI Pupils in Selected Schools in Victoria District:
A Basis for Classroom Management Plan
Evangeline L. Matining (2017) p. 49
Mastery of Basic Mathematics Concepts and Achievement of
Grade 10 Students of Leuteboro National High School:
Basis for Proposed Mathematics Enrichment Program
Ronnie B. Codon (2017) p. 54
DISSERTATIONS

GRADUATE SCHOOL 01
 Problems and Efforts Towards Cultural Preservation
of Tau-Buid Mangyans In Pinamalayan
Ann Marijoh M. Laurente (2018)
Ph.D – Educational Management

This study sought to find out the problems and efforts towards cultural preservation of the
Tau-Buid Mangyans in terms of dialect, writing and music. The respondents of this study were
the Tau-Buid Manyans of Pinamalayan. This study was a qualitative study using the ethnographic
approach. The researcher utilized key informant interview (KII) to gather data from the
informants. Semi-structured interview guide, audio recorder and camera were used in the conduct
of the interview. One of the techniques introduced by Kumar (1986) were adapted in data
analysis. It is the use of visual displays using table. The findings of this study revealed that Tau-
Buid Mangyans had their own dialect, music and writing. However, they just got accustomed to
writing when Russel Reed, the American missionary arrived. Although rich in music some
original songs could no longer be heard because of change of faith. Tribe songs were superseded
by what they considered as expressions of their faith. The researcher recommends that the local
governments in Oriental Mindoro identify Mangyan tribes design a program that could seriously
address the tall order for cultural preservation of the indigenous people. Likewise, the schools
may consider the inclusion of Mangyan Culture Education in the curriculum as a way to localize,
contextualize and indigenize education. It is also recommended that the tribe strengthen the
efforts they are doing in preserving their culture in terms of dialect, writing, and music.

A. Books

Bandura, A. (1977). Social learning theory.New York: General Learning Press.

C. M. & Oats L. (2015). Cultural preservation through public libraries. Kanye Public Library

David, N. (2012).“Sa Kabukilan” Bataan Ayta Magbukon radio program: A strategy towards the
Preservation of indigenous culture of Bataan. The research and development office.

Elmes, D. (2016). The relationship between language and culture.

National Institute of Fitness and Sports in Kanoya International Exchange and Language
Education Center

Kumar, K. (1989). Conducting key informant interviews in developing countries. Center for
Development Information and Evaluation, A.I.D.Agency for International Development.

Lucy, C. & Xanthaki, A. (2016) Protecting the right to culture for minorities and indigenous
peoples: an overview of the international case law.

GRADUATE SCHOOL 2
 Laurente, 2018

Postma, A. (2005). Kultura Mangyan. Calapan City, Oriental Mindoro: Mangyan Heritage
Center.

Schellenberg, T. R. (1961). Archival principles of arrangement. In Daniels, M. & Walch, T., The
modern archives reader: readings on archival theory and practice, 149-159. Washington,
D. C.

Taylor, E.B.1871. Primitive culture.

B. Journals, Magazines, Newspapers, and Other Publications

Bolt N. (2014) Libraries from now on: Imagining the future of Libraries- Report to ALA
Membership.

Boock, M., & Vondracek, R. (2006). Organising for digitization: a survey.Portal:Libraries and the
Academy 6(2): 197-217.

“Bringing Indigenous Perspectives to the International Arena: An Indigenous Women’s

Conference”, International Indigenous Women‘s Forum Declaration, New York 2005. See
paragraph 5; see also E/CN.6/2005/11.

Camba, B. (2001). Bishops denounce internal refugee situation. The Philippine Daily Inquirer
(online version).

Churchill, B. (2007). Philippine intangible cultural heritage： an Introduction and Preliminary

Inventory.

Dümcke and Gnedovsky (2013). The social and economic value of cultural heritage: literature.

De la Paz, E. (1968). A survey of the Hanunuo mangyans culture and barriers to change.

Economic and Social Council.(2000). Establishment of a permanent forum on indigenous issues.

ECOSOC Res. 2000/22. United Nations.

Ekwelem, V.O. Okafor, V.N. & Ukwoma S. C. (2011) Preservation of cultural heritage: The
strategic role of the library and information science professionals in South East Nigeria.
Library Philosophy and Practice.ISSN 1522-0222 Language, Culture and Learning

Teaching and learning languages: A Guide

National Archives and records Service, U. S. General Services Administration

GRADUATE SCHOOL 3
 Laurente, 2018

Parojinog, M. (2010) Traditions and customs of mangyans. Educator‘s Magazine. 72,261-278

Thibodeau, S. G. (1988). Archival arrangement and description.In J.G. Bradsher (ed.), Managing
archives and archival institutions, 67-77. Chicago: University of Chicago Press.

Thomassen, T. (2001).A first introduction to archival science. Archival Science, 1(4), 373-385.
Retrieved August 12, 2011, from Proquest Academic and Research Library.

United Nations‘ Educational, Scientific and Cultural Organization. (2008). The concept of
indigenous peoples’ self-determined development or development with identity and
culture: Challenges and trajectories.

UNESCO (1982). Mexico City. Declaration on cultural policies, World Conference on Cultural
Policies Mexico City. United Nations.

UNESCO.(2003a). A short history of UNESCO's culture and development agenda.

http://unesco.org/culture/development. United Nations.

7th Diversity Matters-Preserving culture and heritage through generations, Istanbul, Turkey 2014
Forum on preserving Culture Heritage.

Xiaomi, A. (2003). An integrated approach to records management. Information Management

Journal, 37(4), 25-30. Retrieved August 12, 2011, from Proquest Academic and Research
Library.

C. Unpublished Theses and Dissertations

Alcazar, M.A. (2009).A study of the documentation strategy of the Argao Tourism Commission
(ATC) in safeguarding the Argao’s cultural heritage. Unpublished B.L.I.S. thesis,
University of the Philippines Diliman, School of Library and Information Studies.

Buenrostro, I.S. (2010). Preserving the postwar archives heritage of the cities of Bulacan.
Unpublished M.L.I.S. thesis, University of the Philippines Diliman, School of Library and
Information Studies.

Evangelista, D.M.P. (2008). A study on the preservation practices in selected community parish
archives in Metro Manila. Unpublished B.L.I.S. thesis, University of the Philippines
Diliman, School of Library and Information Studies.

Lumbo, S.G. (2010). Social roles of the indigenous women in Occidental Mindoro, Philippines:
issues, concerns, and policy implications. Thesis. Occidental Mindoro State College

GRADUATE SCHOOL 4
 Laurente, 2018

Martin, A.C. (2009). Kapampangan intangible cultural heritage: Documentation and archiving
practices. Unpublished M.L.I.S. special problem, University of the Philippines Diliman,
School of Library and Information Studies.

Perez, M.J. & Templanza, M (2012).Local studies center: Transforming history, culture and
heritage in the Philippines. A dissertation. University of the Philippines Diliman

Quiambao, J.S. (2003). Preserving the Pampanga archives heritage: A survey of resources and
practices in Pampanga. Unpublished M.L.I.S. thesis, University of the Philippines
Diliman, Institute of Library and Information Science.

Schult, V. (1991). Mindoro: A social history of a Philippine island in the 20th century: A case
study of a delayed developmental process. Manila: Divine Word Publications.

Streubert, H. J. and Carpenter, D. R. (1995) Qualitative research in nursing: Advancing the

humanistic imperative. Philadelphia: Lippincott.

Templanza, M. (2015).A study on the documentation and archival practices of the Mangyan
Heritage Ceneter for Mindoro studies. A dissertation. University of the Philippines
Diliman

Virata, J. et.al. (2011). The preservation of the culture of Mangyan tribes by the Tugdaan School
of Mangyans: A case study. A thesis. Polythecnic University of the Philippines

D. Electronic References

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Batas Pambansa Blg. 232 1982,C-2, s 3 (3) Education Act of 1982. Retrieved from
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Bouchenaki, M. (2003).The interdependency of the tangible and intangible cultural heritage.

ICOMOS 14th General Assembly and Scientific Symposium. Retrieved from
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%20Allocution%20Bouchenaki.pdf

Carter, K.A. & Beaulieu, L.J. (1992). Conducting a community needs assessment: Primary data
collection techniques. Gainesville, FL: University of Florida—Institute of Food and
Agricultural Sciences. Retrieved from http://edis.ifas.ufl.edu/pdffiles/HE/HE06000.pdf

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 Laurente, 2018

Churchill, B. (2007). Philippine intangible cultural heritage: An introduction and preliminary

inventory. Retrieve from http://www.ethnicgroupsphilippines.com/2012/06/30/preserving-
ethnicity-in-a-modern-society/

Clad, J. (1984). Conservation and indigenous peoples. Retrieved

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Günlü, E. et. al (2011). Preserving cultural heritage and possible impacts on regional
development: case of Izmir.Library Philosophy and Practice 2011.ISSN 1522-
0222.Retrieved from http://unllib.unl.edu/LPP/

Hoey, B. A. (2000). What is ethnography. Retrieved from

http://brianhoey.com/research/ethnography/

Ingles, M. (2000) War on terror rams civilians in the Philippines. Filipinists Ressurenter (FRS).
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Official Website of Divine Word College of Calapan. Center for Mindoro Studies. Retrieved from
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Official Website of Mangyan Heritage Center. Retrieved from http://www.magyan.or/home.asp

O‘ Neil, D. (2006).New Strait Times, December 31, 2015 .Retrieved from

https://www.nst.com.my/news/2015/12/119828/why-we-need-preserve-cultures

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Republic Act 8371. The indigenous peoples rights act of 1997. Retrieved from from
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Salgado, M. 2013. The importance of cultural heritage. Retrieved from

http://www.cultivatingculture.com/category/articles/

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 Laurente, 2018

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GRADUATE SCHOOL 7
 Labor Management Cooperation (LMC) in the Higher
Education Institutions (HEIs) in Oriental Mindoro
Mark Morris L. Lim (2018)
Ph.D – Educational Management

This pioneering qualitative study titled ―Labor Management Cooperation (LMC) in the
Higher Education Institutions (HEIs) in Oriental Mindoro‖ unravels and explains the lived
experiences of higher education institution employees, both from management and labor as
regards the structure, coverage and impact of LMC in the academic setting.

Four HEIs in Oriental Mindoro namely: Divine Word College of Calapan (DWCC, EMA-
EMITS College Philippines (EECP), Eastern Mindoro College (EMC), and Institute of Science,
Business and Medical Arts (IBSMA) participated in the study. These HEIs have established
LMCs operating for at least five years as certified by the National Conciliation and Mediation
Board (NCMB).

The findings revealed the status of the labor-management cooperation (LMC) in the
higher education institutions (HEIs) in Oriental Mindoro. It was apparent that all of the HEIs
under study had no formal LMC organizational structure and that there were no committees and
sub-committees organized to deliver the programs and services that LMCs were supposed to
provide.

Regarding the LMC coverage, key areas addressed were grievance, family welfare,
bipartite compliance, safety and health, and quality and productivity. There were programs,
policies and practices formally and informally, regularly and non-regularly, observed to address
the aforementioned.

Likewise, there were also conclusive evidence pointing to the impact of LMC on the
higher education institutions in the province in terms of industrial peace, general productivity and
over-all welfare.

From these, it was concluded that the labor-management cooperation (LMC) structure of
the higher education institutions (HEIs) in Oriental Mindoro is informal; that the labor-
management cooperation (LMC) in the higher education institutions (HEIs) in Oriental Mindoro
covers grievance, family welfare, bipartite compliance, safety and health, and quality and
productivity; that the labor-management cooperation (LMC) impacts the higher education
institutions‘ industrial peace, productivity and stakeholder‘s welfare; and that the proposed
development program for labor-management cooperation (LMC) will be of great aid for higher
education institutions (HEIs) to better deliver their LMC programs and activities.

GRADUATE SCHOOL 8
 Lim, 2018

Based on the findings, it is recommended that : HEIs consider formalization of their

existing labor-management cooperation (LMC); HEIs may beef up their LMC programs and
activities to better address the needs of both the labor and the management sectors and must
ensure the efficient and effective communication of LMC programs and activities that are
strategically streamlined to avoid overlapping; HEIs may ensure that LMC will not encroach with
the functions of other departments or offices in the organization and that they regularly attend the
seminars and training spearheaded by DOLE, NCMB, and other allied organizations that
champion labor-management cooperation; It is likewise recommended that the National
Conciliation and Mediation Board (NCMB) be stricter in their validation and re-validation
process to ensure that submitted reports actually dovetail with the actual LMC programs delivered
by the HEIs; and A similar study must be undertaken by other researchers on a regional and/or
national scale to have more conclusive evidence on the impact of LMC in the higher education
institutions.

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Creswell, John W. (?). Educational research: Planning, conducting and evaluating quantitative
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 Lim, 2018

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(An Act to Extend Protection to Labor, Strengthen the
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http://www.chegg.com/homework-help/definitions/conflicttheory-49

http://sociology.about.com/od/Sociological-Theory/a/Conflict-Theory.htm

http://www.businessballs.com/maslow.htm

http://communicationtheory.org/management-by-objectives-drucker/

http://rb11wp.ncmb.ph/

http://www.slideshare.net/wtidwell/writing-a-conceptual-framework

GRADUATE SCHOOL 13
 Lim, 2018

https://www.jou.ufl.edu/grad/forms/Guidelines-for-writing-thesis-or-dissertation.pdf

https://www.grievancemechanisms.org/intro/what

http://www.safeatwork.org.au/about-us/what-ohs

GRADUATE SCHOOL 14
 Multiple Intelligences and Leadership Practices
of the School Principals in Roxas District
Fortunato M. Gabayno, Jr. (2017)
Ph.D – Educational Management

School principals as academic leaders are always challenged to effectively fulfill their
complex tasks in harmony with the Results Performance Management System (RPMS) of 2013.
In addition, this study determined the multiple intelligences‘ of the school principals as reflected
in their leadership practices in the 21st century setting; and their influence in school development
i.e., the accomplishment of school vision, mission and objectives; instructional support; and
learners‘ competitiveness.

The researcher based the study on the following theories;

The Theory of Multiple Intelligences (Gardner, 1983), The Attachment Theory cited by
Marvin &Britner (2008), Goal Achievement Theory as averred by Wright (2005), and Abraham
Maslow‘s self-actualization theory (Microsoft Encarta, 2009)

This study used the procedures of phenomenological qualitative research design to gather
an in-depth understanding of human behavior and the reasons that govern such behavior
(Atkinson &Delamont (2011). It also investigated the why and how of decision-making, not just
what, where, when. Hence, smaller but focused samples were more often needed than large
samples (Flyvbjerg, 2011).

The subjects of this study were 13 school principals, ten were from elementary while three
(3) were from the secondary. Eleven were from the public schools while two (2) were from the
private schools. Six (6) were college professors and one (1) college dean.

Findings revealed the following:

1. The school principals were able to show their multiple intelligences, first, linguistic: by
way of formal communication utilizing memoranda and informal mode through media; and
breaking the language barrier by using comprehensible language. Second, the
logical/mathematical intelligence through: accurate, exact and timely calculations; and proper
management of money. Third, musical intelligence by treating music as inspiration for positive
results. Fourth, visual/spatial intelligence in attaining and maintaining proper effects in proper
places; and utilizing visual/ spatial intelligence as a reward in itself. Fifth, bodily/kinesthetic
through competitive and recreational sports as well as exercises and dances. Interpersonal
intelligence: being compassionate but with firm decision. Intrapersonal intelligence through:
knowing oneself so that one can serve and naturalistic intelligence through planting trees, flowers
and herbs, and using energy wisely. These multiple intelligence helped them attain the DepEd‘s
VMO being the leaders in their respective schools.

GRADUATE SCHOOL 15
 Gabayno, 2017

2. The school principals practiced leadership in the 21st century setting in different ways:
by starting with the best foot forward, being understanding, and building appropriate linkages.

3. The school principals had different levels in influencing school development as to:
accomplishment of school vision, mission and objectives; instructional support; and learners‘
competitiveness. These are: aiming to be no less than a winner, maintaining good school facilities
and quality education to attract more stakeholders, and giving back to the community, to the
stakeholders, and to God.

REFERENCES

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Cash, R. (2011).Advancing differentiation: Thinking and learning for the 21 st century.

Minneapolis, MN: Free Spirit Publishing.

Davis, G. A., & Rimm, S. B. (2010). Education of the gifted and talented (5th ed.). Boston:
Pearson Education.

Heacox, D. (2010). Differentiating instruction in the regular classroom: How to reach and teach
all learners, grades 3-12. Minneapolis, MN. Free Spirit Publishing.

Kostelnik, M. J., Soderman, A. K. & Whiren, A P. (2014). Developmentally appropriate

curriculum: Best practices in early childhood education (3rd ed.). Columbus: Pearson,
Merrill Prentice Hall.

Leite, B. (2009). Visual, auditory and kinesthetic theory (VAK) or modality theory. New York,
USA: Prentice Hall Publishing, Inc.

Palispis, E. S. (2007). Introduction to sociology and anthropology. Quezon City: Rex Store and
Rex Printing Co. Inc., Philippines.

Wright, S. (2010). Bodily-kinesthetic intelligence. New York, NY: Pearson Allyn Bacon
Prentice Hall.

Zulueta F. M. (2006). Principles and methods of teaching. Navotas City: National Book Store,
Inc.

GRADUATE SCHOOL 16
 Gabayno, 2017

B. Journals, Magazines, Newspapers and Other Publications

Anderson, K. (2007). Tips for teaching: Differentiating instruction to include all students.
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Baron-Cohen, S. (2009). ―Autism: The empathizing-systemizing (E-S) theory‖. Annals of the

New York Academy of Sciences (New York Academy of Sciences) 1156 (The Year in
Cognitive Neuroscience 2009): 68–80.

Baron-Cohen, S, Knickmeyer, R, & Belmonte, M. (2005). Sex differences in the brain:

Implications for explaining autism. Science, 310, 819-823.

Dunn, R. & Honigsfeld, A. (2003, March/April). High school male and female learning-style
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96(4), 196-197.
Fernandez-Martinez, Fernando; Zablotskaya, K., Wolfgang, M. (2012).Text categorization
methods for automatic estimation of verbal intelligence. Expert Systems with
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Gadt-Johnson, C. D. & Price, G. E. (2010). Comparing students with high and low preferences for
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Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta
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Gilakjani, A. P. (2011). Visual, auditory, kinaesthetic learning styles and their impacts on
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Gottfredson, L. S. (2006). Social consequences of group differences in cognitive ability

(Consequencias sociais das diferencas de grupo em habilidade cognitiva)".In Flores-
Mendoza, C. E.; Colom, R. Introducau a psicologia das diferencas individuais.ArtMed
Publishers. pp. 433–456.

Jilardidamavandi, A., Mahyuddin, R., Elias, H., Daud, S. M. Shabani, J. (2011). Academic
achievement of students with different learning styles. International Journal of
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Kincheloe, J. L. Nolan, K., Progler, Y., Appelbaum, P., Cary, R., Blumenthal-Jones, D. S.,
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 Gabayno, 2017

Levy, R. (2008).Meeting the needs of all students through differentiated instruction: Helping
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Luwel, K. O., Foustana, A. N., Onghena, P. A. & Lieven, V. E. (2013). "The role of verbal and
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Magno, C. (2009). Investigating the effect of school ability on self-efficacy, learning approaches
and metacognition.The Asia-Pacific Education Research, 18(2),2 33-244. December 2009
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Morris, M. (2004). "Ch. 8. The eight one: Naturalistic intelligence". In Kincheloe, Joe L. Multiple
Intelligences Reconsidered. Peter Lang. pp. 159–.

Naoe, D. G. (2010). The multiple intelligences of grade v pupils: Bases for the proposed learning
enhancement program of David Elementary School. E-International Scientific Research
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Nikolova, K., & Taneva-Shopova, S. (2007). Multiple intelligences theory and educational
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Servilio, K. (2009). You get to choose! Motivating students to read through differentiated
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Tingara-an, M. M. (2015).Learning styles of the secondary students in ARMM in relation to their

performance in the biology-component of the National Achievement Test: Basis for
Culture – Sensitive Modular Instruction. International Journal of Humanities and Social
Sciences, 12(3), 212-215.

Tenedero, H. S. (2009). Ways to bring out your best: A learning style approach. Educator
Magazine, July-August 18–19, 2009.

Tomlinson, C. (2010). How to differentiate instruction in mixed-ability classrooms. Alexandria,

V A. Association for Supervision and Curriculum Development.

VanSciver, I. (2005). Motherhood, apple pie, and differentiated instruction. [Electronic

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 Gabayno, 2017

Vincent, A .& Ross, D. (2010).Learning style awareness".Journal of Research on Computing in

Education, 1(33), 1–10.

Waterhouse, L. Y. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and
emotional intelligence theories. Educational Psychologist 41(4), 247–255.

Willingham, D. T. (2004). Check the facts: Reframing the mind. Education Next: 19–24

C. Master Theses and Doctoral Dissertation

Banalan, K. C. (2013). Multiple intelligences profile of the first two sections of the fourth year
students at Makiling National High School, Makiling, Calamba City, School Year 2012-
2013 and its relationship to their academic performance: A survey. A Master
Thesis.Liceo de Calamba, Calamba City.

Diab, M. V. (2011). Children’s music in the Southern Baptist Convention: An ethnographic study
of four churches in Maryland examining the effects of doctrine and local church autonomy
on children’s music. A Dissertation.University of Maryland College Park. Maryland,
USA.

Ho, Y. T. (2014). Culturally diverse and underserved populations of gifted students in the United
States and in Taiwan: Equitable access to gifted education.A Master Thesis.Dominican
University of California.

Göğebakan, D. (2013). How students’ multiple intelligences differ in terms of grade level and
gender. A Master‘s Thesis.Middle East Technical University.

Okongo, B. C. O. (2009). Promoting child development through music: A comparison of

preschool teachers’ perspectives in Kenya and United States.A Master Thesis. Kenyatta
University, Kenya.

Orog, L. M. (2012). Multiple intelligence-based instructions.(In Secondary English, Kidapawan

City National High School.A Master Thesis.University of the Visayas, Cebu City.

E. Electronic Sources, Websites and Internet

Briseño, J. (2011) The effective practices and beliefs of school principals in high
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 Gabayno, 2017

Candler, L. (2011). Multiple intelligence survey for kids. Teaching resources.

(www.lauracandler.com).

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Gardner, H. (2009). Frequently asked questions-- multiple intelligences and related educational
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/FREQUENTLY%20ASKED%20QUESTIONS%20Updated%20March%2009.pdf on
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McSorley, B. (2014). Logical mathematical intelligence. Course categories (Retrieved from

https://blog.udemy.com/logical-mathematical-intelligence/ on September 24, 2015).

Schmoker, M. (2010).When pedagogic fads trump priorities. Retrieved from

http://www.edweek.org/ew/articles/2010109/29/05schmoker.h30.html on September 23,
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ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document
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(ref.article – Leadership Intelligence – A Holistic Approach, David McCuistion, May 9, 2013,

retrieved, May 26, 2016 – http://aboutleaders.com/ mccuistion/)

(Referencing: Lester, S (1999) ‗An introduction to phenomenological research,‘ Taunton UK,

Stan Lester Developments (www.sld.demon.co.uk/ resmethy.pdf, accessed 9 –2 1 - 2014)

F. Other Sources

Baron-Cohen, S. (2009). Autism: The Empathizing-Systemizing (E-S) Theory. Annals of the

New York Academy of Sciences (New York Academy of Sciences) 1156 (The Year in
Cognitive Neuroscience 2009): 68–80.

GRADUATE SCHOOL 20
 Gabayno, 2017

Campbell, B. (1997). The multiple intelligences handbook: Lesson plans and

more and teaching and learning through multiple intelligences (Allyn and Bacon, 1996)
RA 10533, ―Enhanced Basic Education Act of 2013, otherwise known as ―An Act Enhancing the
Philippine Basic Education System by Strengthening Its Curriculum and Increasing the
Number of Years for Basic Education, Appropriating Funds Therefore and for Other
Purposes

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Wisconsin Department of Public Instruction (2010)

GRADUATE SCHOOL 21
MASTER THESES

GRADUATE SCHOOL 22
 Mga Piling Pampanitikan sa Piling
Pabula sa mga Bansang Asyano
Nancy Grace R. Dolor (2018)
MAED – Filipino

Ang pag-aaral na ito ay naglalayong maisakatuparan ang pagsusuri sa sampung piling

pabula ng bansang Asyano na isinalin sa Filipino. Isinagawa ang pagsusuri dahil ipinalalagay ng
mananaliksik na magsisilbing katugunan sa hinihinging katanungan ng mga mag-aaral sa antas
primarya. Layunin din ng pag-aaral ang lubos na pagkatuto ng mga mag-aaral ng panitikan, kung
kaya‘t kinakailangang pagkatuto at pagtuturo ay sumailalim sa wastong proseso ng pagsususri ng
mga akdang pinag-aralan nang makilala ang mga bisang pampanitikan na nakapaloob sa pabula.

Nakaangkla ang pag-aaral sa Teorya ng Pagpaplano na tumatalakay sa kung paano

binabalak ang pagsasagawa ng gawain sa paraang may pagitan sosyal para maisakatuparan ang
pagsasagawa ng bagay at kung paano maisasagawa ito nang may pakinabang. Dito maipapasok
ang teoryang instraksyonal at modelo na na sandigan ng pag-aaral upang makapagpadali ng
proseso, makatulong sa komunikasyon at maging gabay sa pagsasanib ng lahat ng aspeto ng
kagamitang pampagtuturo sa paggawa ng disensyo. Bawat indibidwal ay mayroon kanya-kanyang
mental na balangkas sa teoryang Konstruktibismo. Ang pagkatuto ay nagaganap kung kailan
mayroong hindi pagkabalanase sa bago at lumang kaalaman, Ito ay nakatutulong sa pagsusulong
ng mataas na uri ng pag-iisip sa mag-aaral.

Gumamit ang pananaliksik ng disensyong deskriptibo na nakatuon sa mahusay na

pagkilatis sa kahalagahan ng sinuring pabula. Ang sampung (10) piling mga pabula ay susuriin sa
tulong ng limang (5) guro sa Primarya na magsisilbing katulong sa pag-aaral. Ang mga gurong ito
ay nagtuturo sa antas primarya sa mababang paaralan ng Eufracio Carmona.

Ginamit ng mananaliksik ang proseso ng pagsusuri bilang suring basa sa nasabing mga
akda na dito‘y pinahalagahan. Dito ay kinilala ang mga bisang pampanitikan.

Mula sa pagsusuri napatunayan ng mananaliksik na ang pabula ng bansang Asyano na

ginamit sa pag-aaral na ito ay nagtataglay ng katangian na mabuting babasahin na napag-aralan.
Ang mga bisang pampanitikang natagpuan sa sampung piling akdang Asyano na isinalin sa
Filipino ang kinapulutan ng aral na makapagyayaman sa pagkatao at talino ng mga mambabasa
lalo‘t higit sa mga mag-aaral sapagkat mga hayop man ang tauhan nagpapakita naman ito ng mga
totoong pangyayari sa ating buhay. Maraming magagawa ang guro para mapadali ang pagtuturo
ng anumang aralin at ang modyul ay isa sa karaniwang katugunan sa ganitong uri ng gawain.
Layunin ng modyul na mahubog ang kakayahan ng mgs mag-aaral sa pagbasa at pagsulat,
pakikipagtalastasan at malinang ang kakayahan sa pag-unawa sa binasang teksto. Sa
pamamagitan ng pagbabahagi ng mga saloobin at pagbibigay ng mahahalagang detalye tungkol sa
akda.

GRADUATE SCHOOL 23
 Dolor, 2018

Batay sa kinalabasan ng pag-aaral nabuo ang mga rekomendasyon na marapat na

magkaroon ng paghahanda sa pagtuturo at hindi kaligtaan ng mga guro ang ilan pang mga mga
akdang pampanitikan na tatalakayin sa silid-aralan. Gawing bahagi ng mga programang
pampaaralan ang pagbabasa ng pabula na makakatulong sa paghuhubog pangkaasalan at
edukasyon pagpapahalaga. Isangkot ang mga magulang sa pagpapaunlad ng kaalaman ng mga
mag-aaral sa pagbasa ng mga akdang pampanitikan lalo na yong mga mag-aaral na walang hilig
magbasa at ipamalas ng mga guro at pamunuan ng paaralan na sila ay may pagpapahalaga. Ang
mga akdang pampanitikan tulad ng pabula, maikling kuwento at iba pa sa paglinang ng
kaalamang pampanitikan, edukasyon pagpapahalaga at kaasalan.

A. Aklat

Aguilar, R. et al. ( 2004). Panitikang Pilipinas: Rehiyunal na pagdulog. Cardona St., Rizal
Village, Makati City : Grandwater Publication

Arrogante, J. ( 2000). Retorika masining na pagpapahayag.Manila Navotas Press.

Arrogante, J. ( 2001). Mapanuring pag-aaral ng Panitikang Filipino. Mania:

National Book Store, Inc.

Belves, P. ( 2000). Panunuring pampanitikan ( teorya at pagsasanay) Valenzuela

City: Mutya Publishing House.

Bruner, J. (1990). The process of education Cambridge, MA Havard University Press.

Calmorin, L.P. at Calmorin, M. ( 2007). Research methods and thesis writing. Manila. Rex
Book Store.

Casanova, A. et.al. ( 2001), Panitikang Pilipino. Malaysia: Rex BookStore

Cruz, I. (1999). Diwang Filipino para sa ikatlong taon ng mataas na paaralan Quezon City :
CDSL Press.

Fainstein, Susan at Campbell, ( 1996). Reading in planning theory. United Kingdom : Wiley-
Blackwell

Hossaine, R. “Mastering the technique of teaching 2009” San Francisco Jossey-Bass.

Juansaymada et.al.( 1998). Panitikang Pilipino. Manila : Philippine Textbook Publishers.

Sauco, C. et.al.( 2007). Pagbasa at pagsulat sa iba’t ibang disiplina: Antas tersyaryo. Quezon
City: Katha Publishing Company Inc.

GRADUATE SCHOOL 24
 Dolor, 2018

San Juan, G. et.al.(2011). Panunuring pampanitikan. Bookstore Publishing Corp.

Santiago, A. et.al.( 1998). Panitikang Pilipino. Manila : National Book Store, Inc.

Santiago, A. et.al ( 2005), Panitikang Pilipino; Kasaysayan at pag-unlad. Navotas, Metro

Manila: Navotas Press.

Villafuerte, P. ( 2000). Panunuring pampanitikan. #6 Baltazar St. Pacheco Village Buluburan,

Valenzuela City, Mutya Publishing House.

B. Babasahin

Saligang Batas ng Pilipinas ng Taong 1987, Seksyon 18 at Blg. 2

Thompson ( 2001) Journal of Educational Psychology

C. Tesis

Bacay, A.A. ( 2011). Mga tradisyon at kulturang nakapaloob sa limang piling dulang
Pilipino: Isang pagsusuri, ―Di- Nalimbag na Tesis, Dalubhasaan ng Divine Word Ng
Calapan, Lungsod ng Calapan.

Basilio, L. B. (2012). The analysis of the language of selected Philippine poems in English: Basis
for an enhanced English classrooms instructions, Di Nalimbag na Tesis, Dalubhasaan ng
Divine Word ng Calapan, Lungsod ng Calapan.

Danzil, R.A. ( 2000). Pagpapahalagang Pilipino sa nobelang ang mag-anak na Cruz ni

Liwayway A.Arceo,― Di- Limbag na Tesis sa Master, Pamantasan ng Araullo,
Cabanatuan City

Deriquito ( 2012). Reading strategies of grade IV pupils in Saturnino E. Gomez Memorial

Elementary School in relation to their level of comprehension,― Di- Nalimbag na Tesis,
Dalubhasaan ng Divine Word ng Calapan, Lungsod ng Calapan.

Logmao, G. ( 2002). The use sociological approach in the analysis of selected short stories of the
Filipino writers. Di- Nalimbag na Tesis, Divine Word College of Calapan, Lungsod ng
Calapan.

GRADUATE SCHOOL 25
 Dolor, 2018

D. Websayt

Bautista, L.M. (2011) retrived from https://www.scribd.com/doc/48056969/panunuring-

Pampanitikan
Brooke,E. (2017). Empowering teacher effectiveness: Four key factors for success Retrieved
from https://www.lexialearning.com/resources/white-papers/teacher-effectivenessDizon
,(2000) retrieved
http://www.academia.edu/7614611/Tsapter_1_SULIRANIN_AT_KALIGIRAN_NITO_P
ANIMULA_Nakapagpahaba

GRADUATE SCHOOL 26
 Pagbasang Tahimik ng mga Mag-aaral sa Ikalimang Baitang
ng Paaralang Elementarya ng Evangelista
Evangelista, Naujan, Oriental Mindoro
Ginalyn O. Gante (2018)
MAED – Filipino

Ang pagbasa ay isa sa limang makrong kasanayang pangwika na binibigyang pansin sa

lahat ng paaralan sa buong mundo. Ito ay mabisang kasangkapan upang marating ng isang
indibidwal ang hinahangad na katagumpayan sa buhay. Nakapagdudulot din ito ng kasiyahan sa
puso at isipan at nagbibigay kahulugan sa ating karanasan.

Ang pananaliksik ay isinagawa upang pag-aralan, tipunin, itala at suriin ang antas ng
pagganap sa pagbasang tahimik ng mga mag-aaral sa Ikalimang Baitang sa Paaralang
Elementarya ng Evangelista batay sa bilis ng pagbasa at pag-unawa sa binasa bilang batayan ng
mananaliksik sa pagbuo ng Aksyon Plan sa Pagbasa. Inaasahan na ang planong ito ay
makatutulong sa nasabing mag-aaral na masanay at matuto sa mabilisang pagbasa at pag-unawa
sa binasa.

Gayundin, naglalayong matulungan ang Dibisyon ng Oriental Mindoro at mga gurong

tagapagturo na mapaunlad ang kakayanan sa ng pagbasa nang tahimik sa asignaturang Filipino at
mapataas ang antas ng pagkatuto sa pag-unawa sa binasa partikular sa pagkuha ng National
Achievement Test.

Gumamit ang pag-aaral na ito ng disenyong pananaliksik kwantitatibo at deskriptibong-

pahambing na pananaliksik. Deduktibo ang prosesong pinagdaanan sa pagbuo ng disenyo
sapagkat ang pangunahing layunin ay matiyak at malinaw na makakalap ng detalye. Samantala,
simpleng pagsusulit na kasama ng manwal ng PHIL-IRI ang instrumentong ginamit upang
makapangalap ng datos na kinakailangan sa pananaliksik upang masagot ang antas ng pagganap
sa pagbasang tahimik ng mga mag-aaral sa Ikalimang Baitang bilang batayan sa pagbuo ng
Aksyon Plan sa pagbasa sa Filipino.

Sa resulta ng ginawang pag-aaral, ang kabuuang katampatang tuos na 210.01 na may

deskripsyong mabilis sa lebel ng bilis sa pagbasa sa panimulang pagtataya sa pagbasa ng tahimik
ay nagpapatunay na ang mga mag-aaral ay may kasanayan na sa mabilisang pagbasa bago pa
gamitin ang interbensyong pinatnubayang pagbasa pag-iisip.

Samantala, sa kabuuang katampatang tuos na 48.64 na may deskripsyong pagkabigo sa

panimulang pagtataya sa lebel ng pag-unawa sa binasa ay nagpapakita na ang mga mag-aaral ay
may suliranin at kahinaan sa pag-unawa sa nilalaman ng tekstong binasa. Samakatuwid, mabilis at
may kasanayan nang magbasa ang mga mag-aaral sa ikalimang baitang, subalit hindi maikakaila
na salat pa rin sila sa pag-unawa sa binasa.

GRADUATE SCHOOL 27
 Gante, 2018

Mula naman sa resulta sa panapos na pagtataya matapos gamitin ang pinatnubayang

pagbasa-pag-iisip batay sa bilis ng pagbasa ang mga kalahok ay nakakuha ng katampatang tuos na
144.84 na may deskripsyong katamtaman. Bunga ng paggamit ng interbensyong pinatnubayang-
pagbasa pag-iisip, nagkaroon ng kaalaman ang mga mag-aaral sa tamang proseso ng pagbasa
kung kaya‘t naging epektibo ang paggamit ng interbensyon.

Gayundin, sa panapos na pagtataya batay sa pag-unawa sa binasa. Ang katampatang tuos

na 75.34 na may deskripsyong instraksyunal. Pinatutunayan nito, sa tulong ng interbensyong
pinatnubayang pagbasa-pag-iisip, natutunan ng mga mag-aaral na analisahin ang kahulugan ng
bawat salita at bigyang pokus ang nais iparating ng may-akda sa mambabasa. Kung kaya‘t
naunawaan nila ang kabuuan ng tekstong binasa.

Samantalang, ipinakikita rin sa resulta ng t computed na 15.293 ay mas malaki sa critical

value na 1.997 sa 5% level of significance at kaugnay na 65 degree of freedom. Samakatuwid,
ang null hypothesis ay di tanggap kung kaya ito ay positibo at nangangahulugang ang panimulang
pagtataya at panapos na pagtataya sa pagganap sa pagbasa nang tahimik batay sa bilis ng pagbasa,
bago at matapos gamitin ang interbensyong pinatnubayang pagbasa-pag-iisip ay mayroong
pagkakaiba. Pinatutuhanan nito na may kasanayan ng taglay sa mabilisang pagbasa ang mga mag-
aaral sa Ikalimang Baitang.

Inilalahad din sa naging resulta ng pag-aaral, sa antas ng pagganap sa panimula at panapos

na pagtataya batay sa pag-unawa sa binasa bago at matapos gamitin ang interbensyon, mula sa t
computed -32.057 ay mas malaki sa critical value na 1.997 gamit ang df na 65 na may 5% level of
significance ay nagpapakita na may makabuluhang pagkakaiba kung kaya ang null hyphotesis ay
di tanggap. Ayon sa kinalabasan ng resulta, ang interbensyong ginamit ay epektibong gamitin sa
pagpapataas ng antas sa pag-unawa sa binasa at sa pagbasa nang tahimik.

Sa puntong ito, dahil sa resulta ng pag-aaral ninais ng mananaliksik na makabuo ng

Aksyon Plan sa Pagbasa nang tahimik na makatutulong sa paghubog at pagsasanay sa mga mag-
aaral. Ang maunawaan at pahalagahan di lamang ng guro gayundin ang mga mag-aaral ang
pagbasa.

Ninanais din ng mananaliksik na maging batayan ng mga paaralan sa Distrito ng Timog

Naujan at Dibisyon ng Oriental Mindoro at gagabay sa gurong tagapayo upang lalong mapaunlad
ang kaalaman ng mga mag-aaral.

GRADUATE SCHOOL 28
 Gante, 2018

TALASANGGUNIAN

A. Journals/Publications/Magazines/Periodicals/Books

Adaya, J.G., Bondame, F.R., Castillo M. A. (2016).Pagbasa at pagsusuri sa iba’tibang teksto

tungo sa pananaliksik. Malabon City: Jimczyville Publications

Anderson R.C., Pearson, P.D. (1984). A schema. Theoretic view of basic processes in reading. In
P.D. Pearson (Ed), Handbook of Reading Research (pp.255-291). New York: Longman

Austero, C.S., Mateo E.M. (2012). Komunikasyon sa akademikong Filipino: Unit 4th floor Maui
Oasis Sta. Mesa, Manila: Rajah Publishing House Inc.

Espina, L.D., Plasencia, N.R., & Ramos, V.R. (2009). Pagbasa at pagsulat tungo sa pananaliksik.
Intramuros Manila: Mindshapes Co. Inc.

Espina, L.D., Plasencia, N.R., Ramos, V.K., Velasco H.M. (2014). Pagbasa at pagsulat tungo sa
pananaliksik. Intramuros Manila: Mindshapes Co. Inc.

Garcia, A.M., Bongolan, V.T., Nuevo J.M, (2011). Research (Simplified Guide to thesis writing).
Booklore Publishing Corporation. ISBN: 978-971-817-178-3

Gough, P.B. (1972). One Second of Reading. In J.F. Kawanagh & I.G. Mattingley (Eds.),
Languageear and by eye.Cambridge, MA: MIT Press.

Olivar, L. L., Manalo, J. A Palma, A. M., Ramirez, V. H., Gemino, K. L., Caiga, B. T. (2014).
Awareness of maritime students in Lyceum International Maritime Academy on the drop
everything and read (DEAR) program, Academic Research International, 5(3), 206-213.

Ormrod, J.E. (2008). Human learning (5thed.) Upper Saddle River, NJ: Pearson. ISBN:
97801332327497

Samuels, S.J., Eisenberg, P. (1981). A framework for understanding the reading process.In F.J.
Pirozzolo and M.C. Wittrock (Eds), Neuropsychological and Cognitive Processes in
Reading. (31-670. New York: Academic Press

Sanchez, R.A., & Galit, G.G. (2014). Masusing pagbasa at malikhaing pagsulat tungo sa
pananaliksik. Intramuros Manila: Library Services & Publishing Inc.

Sioson, I.D. (2015). Pananaliksik sa Filipino (mula pagbasa at pagsusuri ng iba’t ibang teksto)
Ikalawang Edisyon. Mandaluyong City: Atbp. Publishing Corp.

GRADUATE SCHOOL 29
 Gante, 2018

Stauffer, R. G. (1976). Teaching reading as a thinking process. New York: Harper & Row.

B. Electronics References/Websayts

Angeles, J. (2012) Ang pagtuturo at paglinang ng talasalitaan. Retrieved on September 25, 2017
from https://www.scribd.com/doc/97904711/34521822-Pagtuturo-Ng-Talasalitaan

Baieko, E. (2014). Mga teorya sa pagbasa at kahulugan at kahalagahan ng pagbasa. Retreived

on September 1, 2016 from http://baieko.wordpress.com/2014/08/12/mga-teorya-sa
pagbasa/kahulugan-at-kahalagahan-ng-pagbsa.

Binns, C. (2007). Speed reading just a gimmick. Retrieved on September 5, 2017 from
https://www.livescience.com/1387

Delgado, D.G. (2015). Makrong kasanayan sa wika. Retrieved on September 18, 2017 from
https://www.slideshare.net/dawnnah/makrong-kasanayan-sa-wika-pagsulat-at-pagbasa

Klosowski, T. (2014). The truth about speed reading. Retrieved on December 29, 2017 from
https://lifehacker.com/the-truth-about-speed-reading-1542508398

Magno, F. (2014). Kasanayan sa pagbasa. Retreived September 12, 2016 from

https://www.Slideshare.net/flordeliza magno/kasanayan-sa-pagbasa

Simpson, G. (2007). Studies say speed reading a myth. Retreived on October 5, 2016 from
www.tv.ku.edu/news/2007/May

Severino, I. (2013). Pagbasa. Retreived on October 3, 2016 from

www.slideshares.net/ISZhi8/pagbasa

Sun, L. (2012). Developing action plan. Retrieved on October 5,

2017fromhttp://www.businessdictionary.com/article/600/developing-an action-plan/

C. Di Limbag na Tesis

Deriquito, E. D. (2012). Reading strategic of grade IV pupils in Saturnino E. Gomez Memorial

Elementary School in relation to their level of comprehension. Unpublished Master
Teacher Thesis, Divine Word College of Calapan

Dalisay, E.A. (2011). English-Tagalog code-switching in English language teaching (ELT)

classroom in Aurora National High School. Unpublished Master Teacher Thesis, Divine
Word College of Calapan

GRADUATE SCHOOL 30
 Gante, 2018

Graza, S.F. (20111). Factors affecting the speed level in oral reading of the primary pupils of
Bayanan II Elementary School. Unpublished Master Teacher Thesis, Divine Word
College of Calapan

Hoosang, M.V. (2012). The relationship between motivation I Iranian Pre-University students
and their reading comprehension ability. Unpublished Master Teacher Thesis, Islamic
Azad University

Mendoza, M.A. (2012). Kakayahang panggramatika ng mga mag-aaral sa Filipino I ng Divine

Word College of Calapan: Batayan sa paglikha ng kagamitang tekno-gramar sa
pagtuturo ng Filipino. Unpublished Master Teacher Thesis, Divine Word College of
Calapan

Wambui.S.E. (2013). Effects of use of instructional materials on learner participation in Science

classroom in pre-school in Kiine Zone Kirinyaga Country Kenya.Unpublished Master
Teacher Thesis, University of Nairob

GRADUATE SCHOOL 31
 Pagpapahalagang Pampanitikan at Pag-Unawa sa mga Akdang
Tinatalakay sa Baitang 7 sa Dibisyon ng Calapan
Rowena S. Sotomayor (2017)
MAED – Filipino

Bahagi ng buhay ng lahat ng mag-aaral ang hilig sa pagbabasa ng iba‘t ibang akdang
sumasalamin sa realidad ng buhay sapagkat nalilikha ng pagbasa ang ating pagpapahalagang
pampanitikan at napauunlad ang kakayahan sa pag-unawa sa ating sariling wika. Dahil dito,
nilayon ng pag-aaral na ito na tukuyin ang antas ng pagpapahalagang pampanitikan at pag-unawa.

Ginamit sa pag-aaral na ito ang disenyong kwantitatibong palarawang pag-uugnay o

deskriptibong korelasyonal. Talatanungan ang instrumentong ginamit ng mananaliksik upang
malaman ang antas ng pagpapahalagang pampanitikan ukol sa kasiyahang dulot ng akda,
karanasan at pag-unawa sa akda. Samantala, ginamit naman ang pagsusulit upang tukuyin ang
antas ng pag-unawa ng mga kalahok sa pagpapalawak ng talasalitaan, gramatika at pag-uuri ng
mga detalye.

Sa resulta ng isinagawang pag-aaral sa antas ng pagpapahalagang pampanitikan, ipinakita

ng kabuuang katampatang tuos na 3.55 na may pasalitang pakahulugan na mahusay mula sa
tatlong antas ng pagpapahalagang pampanitikan tulad ng kasiyahang dulot ng akda 3.38,
karanasang dulot ng akda 3.58 at pagkatuto mula sa akda 3.68. Nagpapakita ito na may mataas na
katampatang tuos na 3.68 ang pagkatuto mula sa akda at pinakamababa ang kasiyahang dulot ng
akda. Samakatuwid, ipinakikita ng datos na layon ng mga mag-aaral ang matuto mula sa binabasa
ngunit hindi ito nangangahulugan ng mataas na interes sa pagbabasa.

Mula naman sa tala ukol sa antas ng pag-unawa ng mga kalahok ay nakuha ang
pangkalahatang tuos na 84.30 sa pagpapalawak ng talasalitaan; 80.22% sa kasanayang
panggramatika at 82.06% sa pag-uuri ng mga detalye. Pinakamataas ang nakuhang kabuuang tuos
ng talasalitaan, nagpapakita ito na ang mga salitang nababasa ng mga mag-aaral ay mas
nauunawaan sapagkat ito ang wikang ginagamit nila sa araw-araw na pakikipagtalastasan at
mababa naman ang nakuhang tuos ng mga mag-aaral sa pag-uuri ng mga detalye sapagkat
mapapansing mababa ang pagbibigay pokus ng mga mag-aaral sa maliliit ngunit mahahalagang
detalye ng kuwento tungo sa kanilang pag-unawa.

Samantalang ipinakikita ng resulta ng computed r-value na 0.606 na mas mataas sa critical

r-value na 0.109 gamit ang df na 321 na may 0.05 ang antas ng kaugnayan na nagpakita ng
mahalagang kaugnayan sa pagpapahalagang pampanitikan at pag-unawa sa mga piling akda. Ayon
sa nakalap na datos, ang pagkahilig sa pagbabasa, kaangkupan ng materyal at motibasyon mula sa

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 Sotomayor, 2017

guro ang makatututulong upang maitaas ang antas ng pag-unawa sa mga babasahing akda ayon sa
kasanayan at edad ng mga mag-aaral.

Sa puntong ito ng kinalabasan ng pag-aaral, ninais ng mananaliksik na makabuo ng

Kagamitang Interbensyon na nagbibigay pokus sa mababang kasanayan sa gramatika at
mapaunlad ito. Layunin din ng mananaliksik na maging batayan ito ng mga Paaralan sa Dibisyon
ng Lungsod ng Calapan na maging gabay ng mga guro sa Filipino upang mapataas ang antas ng
pagpapahalagang pampanitikan ng mga mag-aaral at ang antas ng pag-unawa ng mga mag-aaral
sa akdang panliteratura.

TALASANGGUNIAN

Mga Aklat

Faltado III, R. et al (2016). Practical research 2: Quantitative research for senior high school,
Lorimar Publishing Inc. Metro Manila.

Hufana, N at Bartolome C. (2016). “Ang pilosopo” supplemental Filipino high school grade 7,
Rex Bookstore. Manila.

Hufana, N at Bartolome C. (2016). “Ang mataba at payat na usa” supplemental Filipino high
school grade 7, Rex Bookstore. Manila.

Hufana, N at Bartolome C. (2016). “Ang kuwento ni solampid” supplemental Filipino high

school grade 7, Rex Bookstore. Manila.

Hufana, N at Bartolome C. (2016). “ Prinsipe bantugan” supplemental Filipino high school

grade 7, Rex Bookstore. Manila.

Hufana, N at Bartolome C. (2016). “Mutya ng saging” supplemental Filipino high school grade
7, Rex Bookstore. Manila.

Naval, V., et al (2009). “Educational research”. PUP Open University, Manila.

Villafuerte, P. et al (2008). Pagtuturo sa Filipino: Mga teorya at praktika. Mutya Publishing

House Inc. Lungsod ng Valenzuela.

Babasahing Artikulo

Calmorin, R. (2015), Research Module, Mindoro State College of Agriculture and Technology,
Calapan City.

GRADUATE SCHOOL 33
 Sotomayor, 2017

Dela Rosa, L. (2015), “Pagbabasa ng aklat, unti-unting naglalaho, Samal, Bataan.‖

DepEd Memorandum 244, s. (2011) Declaring November As National Reading Month Of Every
Year And November 25, 2011 As The Nationwide Araw Ng Pagbasa

DepEd Order #8, s. 2015, “Table 10 descriptor, grading scale and remarks”

Hania L. (2015). “Pagbasa at kabataan” Lungsod ng Maynila.

Linghon, M. (2012), “Introduksiyon sa pag-aaral ng wika‖, Lungsod ng Maynila.

Malubag, A. (2013), ―Teoryang koneksiyonismo.”

Tullao Jr., R. (2012), “Pagbasa at pag-unlad”, Quezon City.

Mga Di-Nalathalang Teses

Castillo, A. (2016). “Sariling linangang kit ng binagong gabay sa ortograpiyang pambansa.‖

MinSCAT, Alcate, Victoria.

Donelson at Nilsen (2012).“Understanding literary appreciation‖ Undergraduate Research

Community, Boston.

Margaret, E. (2016), “Early stages of growth in literary appreciation‖ Educational Publishing

Group, Syracuse University.

Mendoza, M. (2012), “Ang makrong kasanayan‖ Lungsod ng Quezon, Cebu City.

Knickerbocker at Rycik (2012). ―Stages of literary appreciation,” Undergraduate Research

Community.

Ogenlewe, J. (2006), “Understanding the stages of literary appreciation,” Undergraduate

Research Community.

Internet

Bantoy, Cathe. (2014), “Mga teorya sa pagbasa”, https://prezi.com/z8_zehhlskc7/mga-teorya-sa-

pagbasa/

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 Sotomayor, 2017

Cerbo, S. (2012), “Classicism theory”,http://scottiecerbo.blogspot.com/2012/10/teoryang-

klasisismo.html

Constantino, P. (2013). “Ang pagbabasa” https://www.scribd.com/presentation/50271299/Mga-

Estratehiya-sa-Pag-unawa-sa-Pagbasa

Delos Reyes, J. (2015) “Ano ba ang dapat basahin ng kabataan?”,

http://www.gmanetwork.com/news/story/485802/opinion/komentaryo-ano-ba-ang-dapat-
basahin-ng-kabataan

Flores, L. (2013). “Pag-unawa at komprehensyon.” https://www.slideshare.net/luvy15/pag-

unawa-at-komprehensyon

Kadipan, Val (2010), “Mga teoryang pampanitikan”,

http://kadipanvalsci.blogspot.com/2010/08/mga-teoryang-pampanitikan.html

Malubag, A. (2013), “Pagbabasa‖ https://prezi.com/oip6s-pv6jhg/pagbabasa/

Molina, G. (2014), “Ang Proseso, mga teorya at kasanayan sa pagbasa: Teoryang top/down‖
http://study-everything.blogspot.com/2014/06/ang-proseso-mga-teorya-at-kasanayan-
sa.html

GRADUATE SCHOOL 35
 Physico-Chemical Analysis of Different Agricultural
Soil Samples in Northern Oriental Mindoro:
Basis for Soil Fertility Management and Agricultural Support
Mark Jessie P. Delen (2018)
MAED – Science Education

Physico-chemical analysis of fifteen study sites in Northern Oriental Mindoro specifically

City of Calapan, Municipalities of Naujan and Baco was conducted to be used as basis for soil
fertility management and agricultural support. Soil Test as to pH determination revealed that
composite soil samples were classified in pH range of 5.8 (medium acid) to 7.6 (mildy alkaline).
As to soil textural classification most samples were classified sandy clay loam, silty clay, silt
loam, and sandy clay. While available water capacity was measured in range of 1.20 – 2.50
inches/foot of depth.

However, chemical properties in terms of NPK (Nitrogen, Phosphorus, Potassium)

Analysis revealed Low Nitrogen Content in all study sites with percentage presentation of <2.0%.
Phosphorus content had range of 3-10 ppm with lexical interpretation of low to medium. As to
Potassium Content all composite samples from fifteen study sites were classified deficient (25-50
ppm).

More so, vegetation of agricultural sites was dominantly propagated with rice (Oryza
sativa) with minor patches of crop propagation of banana cultivars (Musa acuminata), coconut
Cocos nucifera) and calamanci (Citrofortenella microcarpa).

Based on physico-chemical properties of each composite soil samples from fifteen study
sites, a farmer‘s guide with soil fertility management and agricultural support was made. Upon
consultation with Bureau of Soil – Department of Agriculture, recommended fertilizer application
was developed to address nutrient status of composite soil samples from fifteen barangays.

REFERENCES

Akpoveta, V.O., Osakwe, S.A., Ize-Iyamu, O.K. et.al. (2014). Post flooding effect on soil quality
in Nigeria: The Asaba, Initsha experience. In Open Journal of soil, 4. Retrieved from
http://dx.doi.org/10.4236/ojss.2014.42010

Asio, V.B., Jahn R., Perez, F.O. et.al. (2009). A review of soil degradation in the Philippines.
Annals of tropical research, 31. 69-94.

Benites, J., Bot, A. (2005). The importance of soil organic matter.

Borkar, A.D. (2015). Studies on some physico-chemical parameters of soil samples in Katol
Taluka District Nagpur (MS), India. In Research Journal of agriculture and Forestry
Sciences, 3, (1), 16-18.

GRADUATE SCHOOL 36
 Delen, 2018

Booze-Daniels, J.N., Daniels, W. L., Schmidt, R. E., et.al. (2011). American society of agronomy.

Briones, R. M. (2009). Land degradation and rehabilitation in the Philippines.

Chaudari, K.G. (2013). Studies of the physicochemical parameters of soil samples. In advance in
applied Science research, 4 (6). 246-248.

Eni, D.I., Atu, J.O., Oko, C. O. et.al. (2011). Flood and its impact on farmlands in Itigidi, Abi
local government area, cross river state, Nigeria. In International Journal of Humanities
and Social Sciences, 1, (9).

Israel, D.C., and Briones, R. M. (2012). Impacts of natural disasters on agriculture, food security,
and resources and environment in the Philippines. Philippine Institute for Development
Studies.

Nieves, A.C. (2011). Explaining the impact of too much rain. In Manila Bulletin Agriculture
Magazine.

Ogbodo, E. N. (2011). Assessment of some soil fertility characteristics of Abakaliki urban flood
plains of South-east Nigeria, for sustainable crop production. In World Journal of
Agricultural Sciences, 7, (4), 489-495.

Ololade, I.A. (2010). A study on effects of soil physico-chemical properties on cocoa production
in Ondo State. In Modern Applied Science, 4, (5).

Onojake, M.C., Osuji, L. C. (2012). Assessment of the physico-chemical properties of

hydrocarbon contaminated soil. In Archives of Applied Science Research, 4 (1), 48-58.
Retrieved from http://scholarsresearchlibrary.com/archive.html

Raut, P.P., Ekbote, P.D. (2012). Physico-chemical analysis of soil collected from Babhulgaon
Region, Dist. Yavatmal (M.S.). In International Journal of Basic and Applied Research,
112-116.

Rogers, D.H., Aguilar, J., Kisekka, I., et.at. (2015). Irrigation management series.

Shamshuddin, J., Panhwar, Q.A., Othman, R., and Ismail, R., (2016). Effects of December 2014
great flood on the physico-chemical properties of soils in the Kelantan plains, Malaysia. In
Journal of Water resources and Protection, 4, 263-276. Retrieved from
http://www.scrip.org/journal/jwarp

Sidelar, M., (2015). Importance of soil to agriculture. In Soils Support Agriculture.

GRADUATE SCHOOL 37
 Delen, 2018

Provin., T.l., Feagley, S.E., Pitt, J.L., MacFarland, M.L., (2008). Soil testing following, overland
flow of waste waters and other freshwater related disasters.

Wani, K., Yadav, R., Singh, S., (2014). Comparative study of physicochemical properties and
fertility of soils in Gwalior, Madhya Pradesh. In World Journal of Agricultural Sciences,
10, (2), 48-56.

Wagh, G.S., Chavhan, D. M., Sayyed, M.R.G. (2013). Physicochemical analysis of soils from
Eastern Part of Pune City. In Universal Journal of Environmental research and
Technology, 3, (1), 93-99.

Wokhe, T.B., Mohammed, y., Chima, M.P. (2013). Evaluation of physic-chemical properties of
irrigated soil. In Journal of Natural Sciences Research, 3, (9).

Books

The Committee on Soil Fertility Management. The Philippine recommends for soil fertility
managent. Los Baños, Laguna: PCARRD-DOST, 2006. 201p.-(Philippines Recommends
Series No. 36-D).

Bureau of Soils and Water Management, (2017). The soil survey manual.

Bureau of Soils and Water Management, (2013). The soil survey manual.

Bureau of Soils and Water Management, (2008). The soil survey manual.

Published theses

Coz, M. J. V. (2012). Morphological and biological tesponses of papilio demoleus on hybrid and
non- hybrid dominated environment. Calapan, City, Oriental Mindoro.

Lanuza, J. B. (2011). Environmental assessment of Caluangan and Baruyan waters: A basis for
the approved sStrategic management plan. Divine Word College of Calapan.

GRADUATE SCHOOL 38
 Affective Factors of Language Learning and Oral
Language Proficiency of Grade 11 Students:
Basis for an English Sample Module
Maria Cristina P. Anoñuevo (2017)
MAED – Administration and Supervision

This study investigated the affective factors of language learning and oral language
proficiency of the first batch of the Senior High School Students of Baco National High School. It
determined the level of anxiety and the status of self-esteem, motivation, and attitude as affective
factors of language learning and the level of oral language proficiency in terms of grammar and
vocabulary, listening comprehension, and pronunciation.

This quantitative research employed descriptive correlational method. The strength of this
research lies in the fact that it can be used to determine whether, and to what extent, a relationship
exists between two or more quantifiable variables.

The study revealed the following findings: the anxiety level of the students was found to
be low showing that the anxiety of the students somewhat decreased the students‘ aspiration to
participate in the foreign language class; the status of the self-esteem of the students was good
which indicated that self-esteem of the students had effect on learning a second language for
learners with high self-esteem manifesting confidence and giving positive evaluations on
themselves, thus promoting their language learning and speaking ability. Meanwhile, the status of
motivation of the students was very good showing that students were very much willing to learn
and participate in different activities using English as means of communication. When it comes to
attitude, it was found good indicating success in second language learning would require
favourable attitudes of the learners toward the language. The level of oral language proficiency of
the students and the level of grammar and vocabulary were, however, found to be average
indicating that the respondents had average knowledge of subject-verb agreement, tenses of the
verbs, and vocabulary. They still needed to become more familiar about it. The level of the
listening comprehension of the respondents was just average. Respondents had the ability to listen
comprehensively and were able to answer some questions regarding the listening text. The level
of pronunciation of the students was found to be average as well. Students still needed to be
exposed to a variety of pronunciation activities to enhance their ability to pronounce or produce
words correctly. In general, there was a significant relationship between the affective factors of
language learning and oral language proficiency of the first batch of Senior High School Students.

References

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Arnold, J. (2000). Affect in language learning. foreign language teaching and research design.
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 Anoñuevo, 2017

Brown, H. D. (2007). Principles of language learning and teaching. Longman: San

Francisco State University. The international journal of language learning and applied
linguistic. Retrieved from: www.cscanada.net www.cscanada.org

Carrio, P. M., & Mestre, E.(2014). Motivation in second language acquisition. Procedia
social and behavioural sciences, 116. Retrieved from:www.sciencedirect.com

Cassady, J. C. (2010). Anxiety in schools: The causes, consequences, and solutions for
academic anxieties. Retrieved from: URL: http://dx.doi.org/10.5539/elt.v5n1p69

Chalak, A., & Kassaian, Z. (2010).Motivation and attitudes of Iranian undergraduate EFL
students towards learning English.GEMA Online Journal of Language Studies, 10(2),
37-56. Retrieved from: URL:http://dx.doi.org/10.5539

Dörnyei, Z. (2009). The L2 motivational self- system. Motivation, language identity and the L2
self. Multilingual matters. Retrieved from: http://hdl.handle.net/101

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow, UK:
Pearson Education. Retrieved from: http://dx.doi.org/10.19183/how.22.1.135
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Gardner, R. C. (2010). Motivation and second language acquisition. The socio-educational

model. Retrieved from: http://hdl.handle.net/10150/145743

Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational

model. Retrieved from: http://dx.doi.org/10.19183/how.22.1.135

Guerrero, M. (2015). Motivation in second language learning: A historical overview and

its relevance in a public high school in Pasto, Colombia. Retrieved
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language teaching. Retrieved from: http://dx.doi.org/10.19183/how.22.1.135

Hamouda, A.(2013). An exploration of causes of Saudi students' reluctance to

participate in the English language classroom. International Journal of English
Language Education., No 1. Retrieved from: http://www.ijhssnet.com/journalspdf

GRADUATE SCHOOL 40
 Anoñuevo, 2017

Hamouda, A. (2013). An investigation of listening comprehension problems encountered

by students in Saudi in the EL listening classroom. International Journal of
Academic Research in Progressive Education and Development, 2(2), 113-15.
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gm.edu/Glossa2/Journal/Jun2008/ .

Kaitholil , R (2007). You can be an effective speaker. Retrieved from:

http://www.arcjournals.org

Krashen, Stephen D. Second language acquisition and second language learning.Retrieved

from:http://dx.doi.org/ 10.5539/elt.v96pn123

Latchanna, G., & Dagnew, A. (June 2009). Attitude of teachers towards the use of active learning
methods. E-journal of All India Association for Educational Research,
21(1).Retrieved from: http://www.ejournal.aiaer.net LatchanaDagnew.pdf

Latif, L.A., et. al. (2011). The role of motivation, attitude, anxiety and instrumental
orientation in influencing learners' performance in English as a second language
in OUM. Retrieved from: http://eprints.oum.edu.my/56

Lennartsson, F. (2008). Students' motivation and attitudes towards learning a second

language British and Swedish students' points of view. Retrieved from:
http://um.kb.se/resolve

Locke, E. A., & Latham, G. P. 1990.A theory of goal setting and task performance.
Retrieved from :http://eprints.oum.edu.my/56

Malmir, A., & Shoorcheh, S. (2012). An investigation of the impact of teaching critical thinking
on the Iranian EFL learners' speaking skill. Journal of Language Teaching and
Research, 3(4), 608-617 Retrieved from: http://dx.doi.org/10.4304/jltr.3.4.608-617

Murray, G., et. al. (2011). Identity, motivation, and autonomy in language learning:
Independent learning settings. Multilingual matters. Retrieved from:
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Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as
language acquisition. Reading research quarterly. Retrieved from: Jill20Boett
cher20Capostone.pdf

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 Anoñuevo, 2017

Olivares-Cuhat, G. (2010). Relative importance of learning variables on L2 performance

Retrieved from: http://Linguistikonline

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and Behavioral Sciences, 29. Retrieved from: www.sciencedirect.com

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strong minority languages. Bristol, UK: Palgrave Macmillan. Retrieved from:
http://dx.doi.org/10.19183/how.22.1.135

Ozturk, G., & Gurbuz, N. (2013).The impact of gender on foreign language speaking anxiety
and motivation.Procedia- Social and Behavioral Sciences, 70. Retrieved from:
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22.1.135

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http://dx.doi.org/10.5539/elt.v9n6p123

Pourhosein, G. A., & Ahmadi, S. M. (2011). The effect of text familiarity on Iranian
EFL learners‘ listening comprehension. Journal of Language Teaching and
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Saidat, A.M. (2010). Language attitude: The case of Jordan. International Journal of
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Samad, A., et. al. (2012). Motivation and language proficiency: Instrumental and
integrativeaspects. Procedia- Social and Behavioral Sciences, 66. Retrieved
from:www.sciencedirect.com

GRADUATE SCHOOL 42
 Anoñuevo, 2017

Savage, K. L., et. al. (2010).Grammar matters: Teaching grammar in adult ESL classes.
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Schmitt.R.(2010). An introduction to applied linguistics. Retrieved from: http://www.ijhsne

Ett.com/journals/Vol6No7pdf

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study. Foreign Language Annals.Retrieved from: http://files.eric .ed.gov/fulltextpdf

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ll%20Boettcher%20Capstone.pdf

GRADUATE SCHOOL 43
 Abundance and Distributional Ecology of Coastal
Mangrove Forests in Calapan City
May Ann P. Gawad (2017)
MAED – Science Education

Organisms in the environment rely on their ecosystem for survival. Mangrove forest is one
of the most important marine ecosystems. Aside from being the breeding place for fishes and
other marine animals, it also serves as a barrier for battering waves.

This study came up with a Mangrove Conservation Program through mangrove vegetation
analysis. This would help the community through information dissemination of the mangrove
species present in their barangay and the proper management and restoration of mangrove forests.

Five mangrove areas in Calapan City were chosen as study sites namely; Balite, Mahal na
Pangalan, Nagiba I, Silonay and Wawa to identify the mangrove species present and categorize
the health status of each mangrove forest using Belt Transect method. Simpson‘s Index of
Diversity was also used to determine the abundance of the forest through measuring the diversity,
richness and evenness of the species. The parameters used to show the ecological distribution of
the sites were environmental classification, physiognomic characteristics, and species
characteristics.

Results gathered from the study manifested that the overall conservation status of the five
study areas was good based on the criteria on categorizing the health of the mangrove forests.
However, there could be a need for improvement in disseminating information about local
mangroves as well as consistent follow up activities after planting seedlings to maintain the health
of the forest resulting in a more intensive sustainable development program for the said areas.

Books

Kathiresan, K., & Bingham, B. (2001). Biology of mangrove and mangrove ecosystem. Advances
in Marine Biology, 81-251.

Kumar, A., Khan, A., & Mugtadir, A. (2010). Distribution of mangroves along the red sea coast
of the Arabian Peninsula. Earth Science India, 28-42.

Walters, B., Ronnback, P., Kovacs, J., Crona, B., Hussain, S. A., Badola, R., . . . Dahdovh, G. F.
(2008). Etnobiography, socio-economics and management of mangrove forests. Aquatic
Botany, 220-236.

GRADUATE SCHOOL 44
 Gawad, 2017

Articles

Brown W. H., Fischer A. F. (1920). Philippine mangrove swamps. In: Minor products of
Philippine forests I. Brown W. H. Bureau of Forestry Bull. No. 22, Bureau of Printing
Manila, 9-125.

Field, C. D. (2007). Rehabilitation of mangrove ecosystems:An overview. Marine Pollution

Bulletin, 383-392.

Hill, K. (2009, July 15). Indian river lagoon species inventory. Smithsonian Marine Station at
Fort Pierce.

Journal Articles

Acevedo, A. T. (2009). Vegetation analysis of Cabitoonan forest in Cantilan, Surigao Del Sur.
The Philippine Biota, XLII (1), 2-21.

Barbier, E. B. (2004). An economic analysis of shrimp farm expansion and mangrove conversion
in Thailand. Land Economics, 109-122.

Betts, T. (2006, September). An assessment of mangrove cover and forest structure in Las
Perlas, Panama. Las Perlas, Panama. Retrieved from
http://www.stri.si.edu/sites/darwin_initiative/PDFs/TaniaBetts.pdf

Bouillon, S., Rod, C., & Lee, S. Y. (2008). Organic matter exchange and cycling in mangrove
ecosystem: Recent insights from stable isotope studies. Journal of Sea Research, 44-58.

Chen, L., Wang, W., Zhang, Y., & Lin, G. (2009). Recent progresses in mangrove conservation,
restoration and research in China. Journal of Plant Ecology, 45-54.

Coz, M. J. (2016). Vegetation analysis of northeastern basal zone of Mt. Halcon in Mindoro
Islands: baseline information for botanical taxon.

Dansereau, P. (1997). Biogeography. An ecological perspective. The Ronald Press.

Daupan, S. M.-a. (2016). Community participation in mangrove forest management in the

Philippines: Management strategies, influences to participation, and socio-economic
and environmental impacts.

De Caceres. (2015). A comparative framework for broad scale plot based vegetation
classification. Applied Vegetation Science.

GRADUATE SCHOOL 45
 Gawad, 2017

Dodd R. S., &. O. (2008). Future of mangrove ecosystems to 2025. In: Aquatic ecosystems:
trends and global prospects. Cambridge University Press, New York, USA, pp. 172-287.

Donoso, A. B. (2005). Floristic composition of the mangroves in Siargao Island. Duvigneaud P.

(2001). La synthese ecologique: Doin, Paris.

Farley, J., Balker, D., de la Torre, I., & Hudspeth, T. (2010). Conserving mangrove ecosystems
in the Philippines: Transcending disciplinary and institutional borders. Environmental
Management, 45:39-51.

Gilman, E. L., Ellison, J., Duke, N. C., & Field, C. (2007). Threats to mangrove from climate
change and adaptation options.

Giri, C., Ochieng, E., Tieszen, L., Zhu, Z., Masek, J., Loveland, T., & Duke, N. (2010). Status
and distribution of mangrove forests of the world using earth observation sattelite data.
Global Ecology and Biogeography.

Gray, J. (2000). The measurement of marine species diversity, with an application to the benthic
fauna of the Norwegian continental shelf. Journal of Experimental Marine Biology and
Ecology.

Hossain, M., & Nuruddin, A. (2016). Soil and mangrove: A review. Journal of Environmental
Science and Technology, 198-207.

Jusoff, K., & Taha, D. D. (2008). Managing sustainable mangrove forests in Peninsular,
Malaysia. Journal of Sustainable Development.

Lee, S. Y., Primavera, J., Guebas, F.-D., Mckee, K., Bosire, J., Cannicci, S., . . . Record, S.
(2014). Ecological role and services of tropical mangrove ecosystem: a reassessment .
Journal of Macroecology, 723-726.

Long J.B., &. G. (2011). Mapping the Philippines mangrove forests using landsatilimagery.
Retrieved from http://www.mdpi.com/journal/sensors

Maliao, R., & Polohan, B. (2008). Evaluating the impacts of mangrove rehabilitation in Cogtong
Bay, Philippines. Environmental Management, 414-424.

Mckee, K. (2001). Mangrove ecosystem. Advances on marine biology, 201-206.

Melana, D. M. (2007). Mangroves and their importance to food security.

GRADUATE SCHOOL 46
 Gawad, 2017

Middeljans, M. J. (August 2014). The species coposition of the mangrove forest along the Abatan
River in Lincod, Maribojoc, Bohol, Philippines and the mangrove forest structure and its
regeneration status between managed and unmanaged Nipa palm (Nypa fruticans wurmb).

Myers N., M. R. (2000). Biodiversity hotspots for conservation priorities. Nature, 853-858.

Nomack, M. (2010). Mangrove ecology.

Noor, T., Batool, N., Mazhar, R., & Ilyas, N. (2015). Effects of siltation, temperature and salinity
on mangrove plants. European Academic Research.

Primavera J. H. (1995). Mangroves and brackishwater pond culture in the Philippines.

Hydrobiologia 295, 303-309.

Primavera J. H. (2000). Development and conservation of Philippine mangroves: Institutional

issues. Ecological Economics 35, 91-106.

Primavera, J. S. (2004). Handbook of mangroves in the Philippines- Panay. SEAFDEC

Aquacuture Department (Philippines) and UNESCO Man and the Biosphere ASPACO
Project. 106.

Quarto, A. (2012). Ecological mangrove restoration; re-establishing a more biodiverse and

resilient coastal ecosystem with ecosystem with community participation. Sharing lessons
on Mangrove Restoration, 277-290.

Ravishankar T, G. L. (2004). Atlas of mangrove wetlands of India. India.

Reef, R., Feller, I., & Lovelock, C. (2010). Nutrition of mangroves. Tree Physiol, 1148-1160.

Samson, M., & Rollon, R. (2008). Growth performance of planted mangroves in the Philippines:
Revisiting forest management strategies. A Journal of the Human Environment, 234-240.

Satyanarayana, B., Idnis, I., Mohamad, R., Husain, M. S., & Guebas, F.-D. (2010). Mangrove
species distribution and abundance in relation to local environment settings: A case study
at Tumpat, Kelantan Delta, East Coast of Peninsular Malaysia. Botanica Marina.

Schmitta, K., & Duke, N. C. (2015). Mangrove management, assessment and monitoring.
Tropical Forestry Handbook

GRADUATE SCHOOL 47
 Gawad, 2017

Stein, Bruce., Kutner, Lynn., & Adams, Jonathan. (2000). The nature conservancy and
assoiciation for biodiversity information. Precious heritage: The status of biodiversity in
the United States. Oxford University Press.

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Conservation Series 6. UNESCO, Paris, France.

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indica A. juss (neem from Varanasi (India). Microbial Ecology 54 (1), 119-125.

Vigo, J. (2005). Les comunitats vegetals; descripao i classificacio, Edicions Universitat

Barcelona.

Yates, E., Ashwath, N., & Midmore, D. (2001). Responses to nitrogen, phosphorus, potassium
and sodium chloride by three mangrove species in pot culture.

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Patent

FMO. (2009). Assessment and management of mangrove resources in Calapan City, Oriental
Mindoro. Calapan City, Oriental Mindoro, Philippines.

GRADUATE SCHOOL 48
 Classroom Management Practices, Motivation and
Academic Performance of Grade VI Pupils in
Selected Schools in Victoria District:
A Basis for Classroom Management Plan
Evangeline L. Matining (2017)
MAED – Administration and Supervision

This study titled ―Classsroom Management Practices, Motivation and Academic

Performance of Grade VI Pupils in Selected Schools in Victoria District‖determined the
relationship between classroom management practices in terms of physical arrangement,
communication, rules and regulations, misbehavior intervention, socio-economic condition and
motivation in terms of expectations, value and climate and academic performance of grade VI
pupils in selected schools in Victoria District for the school year 2016-2017.

The research study covered five (5) most populated elementary schools of Victoria
District.

In order to determine the relationship between the variables, descriptive correlational

method was utilized. The respondents were selected using simple random sampling. A
questionnaire was the main instrument in collecting data from the respondents. Mean and
Pearson‘s r moment correlations were used to analyze the data gathered.

Findings of the study revealed that the extent of classroom management practices in terms
of physical arrangement, rules and regulations, communication, misbehavior intervention and
socio-economic condition was high. The level of pupil‘s motivation in terms of expectation, value
and climate was also high. The level of academic performance of pupil‘s respondents was
satisfactory. There was a significant relationship between the extent of classroom management
practices of teachers and academic performance of the pupil‘s. Also there was a significant
relationship between the level of pupil‘s motivation and academic performance of pupil‘s.

Based on the findings and conclusions of the study, an effective classroom management
plan was proposed.

References

A. Books

Bandura, A. (1987). Self-efficacy motivation. (2nd ed. rev., pp.127-169). Buckinghum,

England: Open University Press

Harter, S. (1978). Effectance motivation.Department of Psychology, University of Denver,

University Park, Denver, CO 80210 (OSA), Vol.21 No. 1.

GRADUATE SCHOOL 49
 Matining, 2017
Jones, F. H. (2000). Tools for teaching. Hongkong: Frederic H. Jones & Associates Press In

Kounin, J. (1977). Discipline and group management in the classroom. Huntington: N.Y. R.
E. Krieger.

Skinner, F. B. (1965). Classroom management.(Vol. 13). Lincoln: University of Nebraska Press.

Salandanan,G. G. & Corpuz, B. B.(2007). Principes of teaching I. Andriana Printing Co.Inc.

GURO 21 (2011). Module 2. The 21st century teacher as a classroom manager.SEAMEO

Innotech.Philippine Copyright.

B. Magazines/Journals

Gutierrez, G. 2010. Approaches to classroom management. The Modern Teacher.Vol. 59, (03)
78-79.

Hidalgo, F.,(2006). 10 Classroom management tips. The Educator.p.43

C. Computer Generated Materials

Al Ziene, H. A. S. (2008). Investigating classroom management in public high school in the

UAE. Retrieved from: https://dspace.aus.edu/xmlui/bitstream/handle/11073/57/29.232-
2008.10%20Hussam%20Al%20Zeini.pdf?sequence=1

Condron, A. (2016). How to motivate students: Top 12 Ways, Retrieved from:

http://www.teachhub.com/top-12-ways-motivate-students

Cotter, K. (2011). Proper classroom management is essential for an effective elementary school
classroom Retrieved from: http://docs.rwu.edu/honors_theses/12/

De Mesa, M. (2008), Classroom management: A key to high students’ motivation and

achievement. Retrieved from: http://depedcamnorte.net/online/content/classroom-
management-key-high-students%E2%80%99-motivation-achievement

Diedrich, J. L. (2010), Motivating students using positive reinforcement. Retrieved from:

http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1008 &
context=ehd_theses

Droar, D. (2012). Expectancy theory of motivation. Retrieved from

http://www.arrod.co.uk /archive/concept_vroom.php,

GRADUATE SCHOOL 50
 Matining, 2017

Dunbar, C., (2014), Best practices in classroom management. Retrieved from:

https://msu.edu/~dunbarc/dunbar3.pdf

Francisco, A. (2015). Classroom management practices, Retrieved January 30, 2017

Retrieved from http://www.scribd.com/566893.htm

Foley, D. (2016), 6 Classroom management tips every teacher can use, Retrieved on July 24,
2016 Retrieved from: http://www.nea.org/tools/51721.htm

Howey,G. (2016). Social-cognitive classroom approach. Retrieved on July 24, 2016

Retrieved from: http://www.nea.org/tools/51721.htm

Kaliska, P., (2015), A comprehensive study identifying the most effective classroom
management techniques and practices. Retrieved on July 24, 2016, Retrieved from:
https://minds.wisconsin.edu/handle/1793/40483

Kizlik, B. (2016), Classroom management and management of student conduct. Retrieved on

July 24, 2016, Retrieved from: http://www.adprima.com/managing.htm

Korpershoek, H., Harms, T., de Boer, H., Kuijk, M. van., and Doolaard, S., Effective
classroom management strategies and classroom management programs for
educational practice. Retrieved on July 24, 2016, Retrieved from:
http://www.rug.nl/research/portal/files/15665813/PDF_GION_rapport_Effective_Classroo
m_Management.pdf

Kratochwill, T. R., DeRoos, R., and Blair, S. (2016), Classroom management. Retrieved on July
24, 2016, Retrieved from: http://www.apa.org/education/k12/classroom-mgmt.aspx

Marzano, R. J., and Marzano, J. S. (2013), The key to classroom management, Retrieved on July
24,2016,Retrievedfrom:http://www.ascd.org/publications/educationleadership/sept03/vol6
1/num0 1/The-Key-to-Classroom-Management.aspx

Obwoya, M. (2013), Classroom management and learners‟ achievement in secondary schools in

Kitgum town council, Retrieved on July 24, 2016, Retrieved from:
https://www.academia.edu/7050466/Classroom_management-Dissertation

Oliver, R. M., Wehby, J. H., Reschly, D. J., Teacher classroom management practices: Effects
on disruptive or aggressive student motivation and behavior, Retrieved on July 24, 2016,
Retrieved from:http://www.mona.uwi.edu/cop/library/teacher-classroom-anagement-
practices-effects-disruptive-or-aggressive-student-behavior

GRADUATE SCHOOL 51
 Matining, 2017

O‘Ferral, M. E., Beaty, G.,A., and Feed, H. (2010), Classroom managements strategies for
difficult students: Promoting change through relationships. Retrieved on July 24, 2016,
Retrieved from: http://connection.ebscohost.com/c/articles/48553466/classroom-
management- strategies-difficult- students-promoting-change-through-relationships

Punzalan, O. S.,(2015), Managing a classroom. Retrieved on July 24, 2016, Retrieved from:
http://study.com/academy/lesson/classroom-management-techniques.html

Schneiderová, P. (2013), The effective classroom management in young learners’language

classes, Retrieved on July 24, 2016, Retrieved from:
https://is.muni.cz/th/69636/pedf_b/Final_abc56.pdf

Simonsen, B. (2006), Evidence-based classroom management: Moving research to

practice, Retrieved on
July24,2016,Retrievedfrom:http://www.pbis.org/common/cms/files/Forum10_Presentatio
ns/E1_Simonsen.pdf

Williams, Kaylene C., and Williams, Caroline C. Five key ingredients for improving student
motivation, Retrieved on July 24, 2016, Retrieved from:
http://www.aabri.com/manuscripts/11834.pdf

D. Unpublished Thesis and Dissertation

Brook, E. 2008. Classroom management skills and students’ performance. Unpublished Master
Thesis.State University of New Jersey.

Chong, C. G., (2010) Classroom management problems encountered by teachers of special

education in selected public/private schools.Master‘s Thesis, Centro Escolar University.

Falsario, H. N.,(2014). Classroom climate and academic performance of education

students.Master‘s Thesis, Southern Iloilo Polytechnic College - WVCST Miagao
Campus.

Favila,G.J.(2009). Personal and family factors and regional elementary achievement results in
english and mathematics of Grade v pupils in Zone I,Victoria District. Master‘s
Thesis,Mindoro State College of Agriculture and Technology.

Monjardin-Esdicul, A., (2009) Classroom and learning management. 8th Conference of

Philippine Schools Overseas, Davao City.

GRADUATE SCHOOL 52
 Matining, 2017

Nada, E.R.,(2010) Behavior management strategies to improve motivation and performance in

english of grade four pupils with behavior problems at Philippines Normal University,
Center for Teaching and Learning, Agusan Campus, Master‘s Thesis, Philippine
Normal University.

Root, M. R.,(2013) The effect of teacher-identified classroom management, Master‘s Thesis,

Bulacan State University.

Russo, Nicole L.,(2013). The impact of adapting classroom management on an elementary

teacher’s perception of student behavior .Master‘s Thesis, Philippine Normal University

E. Other Sources

DepEd Order No. 8 s. (2015). Assessment in the K to 12 classroom. Pasig City: Philippines.

DepEd Order No.40 s.(2012). Child protection policy. Pasig City: Philippines.

GRADUATE SCHOOL 53
 Mastery of Basic Mathematics Concepts and Achievement of
Grade 10 Students of Leuteboro National High School:
Basis for Proposed Mathematics Enrichment Program
Ronnie B. Codon (2017)
MAED – Mathematics

This study determined the mastery level of the basic mathematics concepts involving
operations on integers, fractions and decimals and achievement of grade 10 students of Leuteboro
National High School during school year 2016–2017. This research, presented the hypothesis of
having no relationship between the mastery of basic mathematics concepts of the students and
their achievements in mathematics.

To test the hypothesis, the data were drawn from 216 grade 10 students who served as
respondents and chosen using stratified random sampling at 5% error of tolerance. They were
given 60 minutes to answer the 45–item multiple choice test which was divided equally into three
basic concepts under the study. The grades in Mathematics of the respondents for the first to third
grading period were taken from their form 137.

To analyze the data, the researcher used descriptive and inferential statistics.

Based on the results, Grade 10 students of Leuteboro National High school were
considered as satisfactory as to level of mastery of basic mathematics concepts involving
fundamental operations on integers and did not meet the expectation level in terms of operations
on fractions and satisfactory level in performing operations on decimals. It was also found out
that the academic achievement of grade 10 students was very satisfactory as indicated by the
overall mean grade of 85.86.

Furthermore, it is concluded that there is a positive relationship between the mastery of the
basic mathematics concepts namely integers, fractions and decimals of the students and their
achievement in Mathematics.

Based on the findings, the researcher recommended that grade 10 students be made aware
of the importance of having mastery on basic mathematics concepts involving integer, fractions
and decimals. Moreover, they be given enough time to review, practice or play a game involving
basic mathematical concepts. It is also recommended that teacher allot extra time in reviewing
these basic concepts. Finally, the proposed enrichment activities may be used to improve the level
of mastery in basic mathematics concepts including fundamental operations on integers, fractions
and decimals.

GRADUATE SCHOOL 54
 Codon, 2017

References

Books

Acero, V. & Leuterio, F. (2006). Methods of research. Manila: Rex Book Store

Arriola, M.M. (2006). Principle and methods of research. (1sted.). Manila: Rex Bookstore Inc.

Cohen, L. &Manion, L. (2005). Research methods in education. (2nded.). Dover and

Hoshire: Croom Helm

Department of Education. (2013). K to 12 curriculum guide (Mathematics). Pasig City:

Department of Education

Giambattista, A., Richardson, B. M., Richardson, R. (2007). College Physics, 2 nd Edition Mcgraw
Hill International

Hillway, T. (2004). Introduction to research. (2nded.). Boston: Honglitoe Muffin Co.

Journals

Lee – Chua, Q. N. (2006). Math anxiety. The Philippine Journal of Education, 75(4).

Mendoza, L. (2008, June-March). LNHS on its peak. The Junction, 25(2), 6.

Morato, P. R. (2012). Learning begins at home. Educator Magazine for Teachers. 22 – 23.

Unpublished materials

Anyayahan, L. U. (2011). The performance of DWCC ECE students in foundation

mathematics in relation to ECE Mathematics: A basis for review program. Unpublished
master‘s thesis, Divine Word College of Calapan, Calapan City

Arago, J. A. (2012). Performance in Mathematics of third year students of Puerto Galera

National High School: A proposed peer teaching program. Unpublished master‘s thesis,
Divine Word College of Calapan, Calapan City

Canuel, C. R. (2011). Problem solving approach in relation to the mathematics performance of

first year students of DYCNHS Matulatula Annex: Basis for proposed program for
innovations in math teaching. Unpublished master‘s thesis, Divine Word College of
Calapan, Calapan City

GRADUATE SCHOOL 55
 Codon, 2017

Manggante, V. D. (2006). Extent of approaches used in teaching mathematics IV in Socorro

District, Division of Oriental Mindoro. Unpublished master‘s thesis, Divine Word College
of Calapan, Calapan City

Mendoza, N. G. (2011). The mathematics anxiety and the performance of first year students in
selected secondary schools in Calapan City: A basis for Mathematics enrichment.
Unpublished master‘s thesis, Divine Word College of Calapan, Calapan City

Nieva, N. (2005). Competence and performance in mathematics of Grade VI pupils in City of

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