Nueva Vizcaya State University Search for 'copydate:"2004"'

Utilization of kidney bean (phaseolus vulgaris l.) flour in dagwey cupcakes/

By Bacani, Mary Miladea S,.
Bayombong: Nueva Vizcaya State University, 2004 .
xii, 50 leaves : , This study aimed to determine the potential use of kidney bean flour in dagwey cupcakes, the acceptability and quality of cupcakes in terms of outside and inside color, shape, texture, flavor and taste. Results of the study showed that all cupcakes from the experimental treatments, Treatments II, III and I were adjudged as "like moderately" while Treatment 1 (control) were adjudged as "like very much" by the taste panel. However, there were significant differences in acceptability among treatments as revealed by F-test. The results of the outside quality of kidney bean-dagwey cupcakes in terms of color and shape showed the color of the finished product from Treatment II (50% wheat flour + 50% white kidney bean flour) to be highly significantly different from the other experimental treatments and the control. There were no significant differences on the shape revealed by the F-test. This implies that the experimental treatments were comparable in shape with the control. The results of the inside quality of kidney bean-dagwey cupcakes also indicate that the appearance of Treatment II was highly significantly different with the other experimental treatments and the control. The texture was not significantly different among treatment means. All treatments were adjudged to have a "very moist and compact texture. A highly significant difference in flavor was observed between the experimental treatments with that of the control The mean scores of the experimental treatments had a lower flavor quality although the control treatment had also a "slightly detectable kidney bean flavor" Taste panelist rated all treatments to be "slightly sweet". No significant differences in taste were noticed between the experimental treatments with that of the control. | Thesis (Bachelor of Science in Home Technology - Food and Nutrition) 28 cm..

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Factors related to students; achivement in science and technology II (chemistry) i the public schools of Nueva Vizcaya/

By Camangian, Aloisa R..
Bayombong: Nueva Vizcaya State University, 2004 .
xviii, 100 leaves : , This study was undertaken to determine the Factors Related to Students' Achievement in Science and Technology III (Chemistry) in the Public High Schools in Nueva Vizcaya. The questionnaire-checklist was used to collect the necessary information from twenty one (21) Chemistry Teachers and seven hundred and twenty eight (728) students of selected secondary public schools in Nueva Vizcaya. The hypotheses were tested using the Pearson Moment Coefficient and Point Biserial Coefficient of Correlation. The findings were as follows: 1. The average age of the teacher respondents was 38 years and 10 months and most of them were females, married, Bachelor of Science in Secondary Education graduates, Chemistry major, had average of 2 children/siblings, permanent in teaching status, Teacher I, very satisfactory in performance rating, average monthly salary was P10,687.85 and majority had not attended seminars/workshops and in-service trainings. 2. For the school-related factors, most of the library holdings, laboratory equipment, reagents and chemicals were inadequate. 3. For the student-respondents, their average age was 15 and most of them were females, and had 3-5 number of brothers and sisters and middle born. Most of the student-respondents had fathers who were farmers, carpenters, foremen, drivers and Overseas Contract Workers, and had mothers who were housekeepers, beauticians, vendors. Furthermore, most of them had parents who were high school graduates. 4. The average performance level of the students in Chemistry was 83.04. which is within "average" level. The conclusions were as follows: 1. There was a significant relationship between the level of performance of the students in Chemistry and the following teacher-related factors (a) age, (b) gender, (c) major, (d) nature of appointment, (e) teaching position, (f) length of service (g) monthly salary and (h) seminars/ workshops and trainings attended. 2. There was a significant relationship between the level of performance of the students in Chemistry and the following school-related factors: (a) laboratory equipment and (b) reagents and chemicals. 3. There was a significant relationship between the level of performance of the students in Chemistry and the following student-related factors: (a) age and (b) educational attainment of parents. 4. All other variables were found to have no significant relationship with students' achievement in Science and Technology III (Chemistry). On the strength of the foregoing findings and conclusions, the researcher offers the following recommendations: 1. School administrators and school heads should hire more male teachers. Findings showed that male teachers whose major was Chemistry had students with a higher level of performance. 2. Teachers who are teaching chemistry but are not fully educationally qualified must take chemistry courses and attend seminars/ workshops and trainings in chemistry. 3. If instructional materials, laboratory equipment, apparatus, reagents and chemicals are inadequate, the chemistry teachers should resort to resourcefulness such as: a. Production of low-cost instructional materials b. Improvisation of Chemistry instruments to augment the absence of the real instruments needed to teach Chemistry concepts Develop teaching materials for Chemistry teachers like modules and summative tests 4. A similar study may be undertaken not only in the Northern District but also in other districts, which includes the other Science and Technology subjects like General Science, Biology and Physics. | Thesis (Master of Education in Science Education - General Science) 28 cm..

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The implementation of republic act 5447 (special education fund): its relationship to the job performance and satisfaction of secondary education fund - paid teachers/

By Dulay, Catherine Latap.
Bayombong: Nueva Vizcaya State University, 2004 .
xii, 139 leaves : , The study was conducted to assess the implementation of Republic Act (RA) 5447 and its relationship to the job performance and job satisfaction of Special Education Fund (SEF)-paid high school teachers in the Department of Education, Division of Nueva Vizcaya. To achieve the above aims, the study used the descriptive correlation research method through a structured questionnaire to gather pertinent data required in the study The study was conducted in 15 selected public high schools in the Department of Education (DepEd) of the province of Nueva Vizcaya. The 78 selected respondents were SEF-paid high school teachers. The study was conducted from November to December 2003. The results of the study reveal that the respondents of this study possessed sufficient personal and professional background, which enable them to perform satisfactorily their mandates as teachers. Although they are given heavy workloads, they are not sufficiently compensated for the services they render.The SEF-paid teachers have good teaching skills, langilage skills, knowledge of the subject matter, classroom management skills, supervision of co-curricular activities of pupils, relationship in the school and community, personal traits, guidance skills, and evaluation skills. However, they are not fully satisfied with their jobs because of their meager salary. With the above result of the study, it is recommended that although the Republic Act 5447, otherwise known as Special Education Fund was perceived to be properly implemented, its provisions especially on the salary of teachers hired under its program is imperative. Like in the private educational system, the national government should subsidize additional amount for the salary of teachers hired under the provisions of RA 5447. Such upgrading of their salary will make them competitive with other teachers in both the private and public schools The good performance of SEF-paid teachers in the discharge of their mandates needs to be sustained through advanced professional development while finding ways to improve their job satisfaction from present salary and the financial security their salary provides. Likewise, to assure a high job performance and satisfaction of SEF-paid teachers in their teaching jobs, males who have received academic honors upon graduation from their baccalaureate degrees in college should be given priority to be recruited. Once hired they should be given adequate workloads, and assigned to special assignments and designations. | Thesis (Master of Education - Educational Administration) 28 cm..

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The effectiveness of filipino language as medium of instruction in teaching science VI on pupils' achivement/

By Santiago, Edward M..
Bayombong: Nueva Vizcaya State University, 2004 .
xiii, 107 leaves : , This study sought to determine the effect of using Filipino as a medium of instruction in teaching Science to the achievement of Grade VI pupils of Kasibu Central School, Kasibu District, Kasibu, Nueva Vizcaya SY 2003-2004. To attain the above objectives, the study made use of the quasi-experimental method. The experimental research method aimed to ascertain the effectiveness of using Filipino as a medium of instruction in teaching Science among the Grade VI pupils in Kasibu Central School. The study was conducted at Kasibu Central School, Kasibu District, Kasibu, Nueva Vizcaya. The subjects of the study were the Grade VI pupils of the Masigasig and Masipag sections who were officially enrolled at Kasibu Central School for the school year 2003-2004. The Grade VI Masigasig was the Experimental Group and the Grade VI Masipag was the Control Group. Sixty-nine (69) pupils from the two sections of Grade VI served as the subjects of the study. The study found out that the use of Filipino as a medium of instruction is more effective in teaching Science than the traditional use of English to Grade VI pupils at the Kasibu Central School. Hence, the study forwards recommendation that Filipino language should be used as a medium of instruction in teaching complicated Science concepts and theories so that the learners could understand better the lessons being introduced by the teacher. To enhance the achievement of Grade VI pupils in Science in the study site, the use of Filipino coupled with effective and responsive teaching strategies and methodologies, should be more intensified. The identification of other strategies should likewise be undertaken by Science teachers through the motivation of their school administrators. | Thesis (Master of Education in Science Education - General Science) 28 cm..

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Values orientation of the teachers and administrators in the district of Solano II, division of Nueva Vizcaya/

By Divad, Lily Parungao.
Bayombong: Nueva Vizcaya State University, 2004 .
xi, 72 leaves : , This study focused on determining the value orientations of the elementary grades teachers and administrators of Solano II District, Division of Nueva Vizcaya. The respondents were composed of 77 elementary teachers and administrators from three central schools and three community schools. The data gathering instrument was constructed by the researcher and content validated by experts before administered to the respondents. The findings of the study were: 1. Out of the 77 respondents, 72 or 93.51% females and 5 or 6.49% males, 64 or 83.12% married and 13 or 16.88% single. Thirty-three or 42.86% were within the age bracket of 35 and below, 17 or 22.08% were 36-45 years old, 16 or 20.78% were 46-55 years old and 11 or 14,28% were 56 years old and above. There were 56 or 72.73% respondents with Bachelors degree with MA units, 16 or 20.78% BS holders and only 5 or 6.49% MA/Ed. D. holders. Fifty-two or 67.53% respondents were in the service for 15 years and below and 25 or 32.47% were in the service 16 years and above. There were 53 or 68.83% teacher-respondents and 24 or 31.17% administrator-respondents 2. The weighted mean score on the core values as perceived by the teacher and administrator-respondents was described as "high/strong".. There were no significant differences on the perception of the respondents on the different core values when they were grouped in terms of gender, civil status and educational qualification. 4. Significant differences were observed between perception on the core values when respondents were grouped in terms of age, number of years in service and position 5. Respondents who were 46 years old and above had significantly higher perception level in health than those 45 years old and below. 6. Respondents who were in the service for 16 years and above had significantly higher perception level in "love" and "spirituality" as compared to those respondents 15 years and below in the service. 7. Administrator-respondents had significantly higher perception level in "human dignity" and "love". Conclusions: 1. Most of the respondents are females, married, middle age, BS with MA units, young in the service and teachers. 2. The teacher-administrator respondents have a "high/strong" level perception of the different core values. 3. Older respondents have higher perception on the core values "love" and "spirituality". 4. Administrators have higher perception level in "human dignity" and "love"Recommendations: 1. Teachers and administrators should endeavor maintaining high and strong core values as they are expected to be role models to their pupils particularly on the inculcation of good moral values, 2. Young teachers and administrators should put more attention to higher levels of love and spirituality as their older counterparts in the education sector not just waiting for their older years in the service to be more aware on increasing their perceptions on love and spirituality. 3. Teachers should give more attention in increasing their perception level on human dignity and love like their administrator counterparts. 4. Similar researches should be conducted on a wider scale such as including the secondary and collegiate teachers and administrators in the division or regional levels with evaluators or raters involving other sectors of the society. | Thesis (Master of Education - Educational Administration) 28 cm..

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Macrofungi in Nueva Vizcaya/

By Norcross, Marilou T..
Bayombong: Nueva Vizcaya State University, 2004 .
xviii. 214 leaves : , This study was conducted to identify the different macrofungi especially the mushroom that are present in the fifteen Municipalities of Nueva Vizcaya, namely: Bayombong. Solano, Bagabag, Diadi, Villaverde, Quezon, Kasibu, Sta Fe, Kayapa, Arıtao, Bambang. Dupax Del Norte, Dupax del Sur, Ambaguio and Alfonso Castañeda from the month of October 2003 to January 2004 A survey collection was made. Identification of the possible area where macrofungi are present was surveyed. Most of the collections of specimen were done in the forest areas However, areas with agricultural waste like rice straws, and sawdust were also chosen. Rice fields and grasses and along the streets also provided some specimen for the study. Collection of the macrofungi especially mushrooms was made after a rainfall. The specimens where photographed in their natural habitat before picking them for study. Other materials brought for the collection were pocket knife, paper for spore prints, preserving bottles with 10% formalin, paper bags, backpack, hand lens, and data sheet Only the macroscopic details were used in the identification of species and up to genus level only. A standard guide was used in identifying each characteristic especially the cap, gills, stipe and the spore print coler: A record sheet was used to record all the important details of every species that was collected. The specimen especially the fleshy one was preserved using 10% formalin while the others were sun dried and were stored in a herbarum box The specimen that were identified where classified into Order, Family and finally into genus level Results showed that during the months of October to January, there were sixty-five species collected in the 15 municipalities of Nueva Vizcaya namely Agaricus sp.1. Agaricus sp.2. Conocybe sp., Agrocybe sp., Coprinus sp. 1. Coprinus s. 2, Coprimus sp. 3, Coprimus sp. 4. Coprinus sp. 5. Coprinus sp. 6, Coprimus sp. 7. Pancolus sp. 1. Pancolus sp. 2. Paneolus sp. 3. Pancolus sp. 4. Pancolus sp. 5. Pancolus sp. 6, Paneolous sp. 7. Pancolus sp. 8, Lepiota sp., Hygrocybe sp., Hygrophorous sp. 1. Hygrophorous sp. 2. Volvariella sp., Russula sp., Strophoria sp., Psilocybin sp. 1. Psilocybın sp. 1. Lentinus sp. 1. Lentinus sp. 2. Lentinus sp.3, Lentinus sp.4, Pleurotus sp. 1, Pleurotus sp. 2. Marasmius sp. 1. Marasmius sp. 2. Schizophyllum sp., Mycena sp. 1. Mycena sp. 2. Ganoderma sp. 1. Ganoderma sp. 2, Ganoderma sp. 3, Ganoderma sp. 4. Ganoderma sp. 5. Ganoderma sp. 6. Ganoderma sp.7. Ganoderma sp.8, Favolous sp., Trametes sp.. Stereum sp. 2. Stereum sp. 1. Hexagona sp., Pycnoporous sp. 1. Pycnoporous sp. 2. Polyporous sp., Lenzites sp., Auricularia sp. 1, Auricularia sp. 2, Tremella sp., Cyathus sp., Geastrum sp 1., Geastrum sp. 2, Lycoperdon sp. 1, Lycoperdon sp.2, and Daldinia sp. They are found almost everywhere especially in the forest areas. Sixty-four species where classified into the division Basidiomycota. Only one species collected was classified under the division Ascomycota. Also, most of the species were saprophytes, which acquire their food and nutrients from decaying organic materials. | Thesis (Master of Education in Science Education - General Science) 28 cm..

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Factors related to level of performance of chemistry students in public secondary schools of southern Nueva Vizcaya/

By Rivera, Daisy V..
Bayombong: Nueva Vizcaya State University, 2004 .
xiv, 91 leaves : , This study was undertaken to determine the Factors Related to Level of Performance of Chemistry Students in Public Secondary Schools of Nueva Vizcaya. The questionnaire-checklist was used to collect the necessary information from twenty (21) Chemistry Teachers and one thousand three hundred twenty two (1322) students of selected schools in Nueva Vizcaya. The hypotheses were tested using the Pearson Coefficient of Correlation. Results were as follows: 1. As to the degree finished, ten (10) teachers were Bachelor of Science in Education, major on General Science. The average age of teacher was 35 and most of them were female and married. Fifteen (15) out of twenty-one (21) teachers had permanent teaching status with an average teaching load of 5 units. The usual number of students they handle was 63 per class. It is sad to note that only nine teachers out of twenty (21) attended seminars/workshops. 2. The respondents of the study were mostly of Gaddang/Ibanag ethnic origin, females, four (4) brothers and sisters, and majority were first born children. The fathers of the student respondents were mostly farmers, fishermen, vendors and furniture makers and majority of their mothers were housekeepers Most of their parents did not finish their elementary education. 3. Most of the teachers-respondents claimed that goals/objectives were highly achieved, methods and techniques were used at a moderate extent; class and laboratory rooms and equipment/apparatus did not exist were not available for students used 4. The average performance level of students in chemistry was 81.51, which was within the "satisfactory" level. The conclusions were as follows: 1. The average performance level of the students in Chemistry was within the "satisfactory" level. 2. There was a significant relationship between the level of performance of students in Chemistry with the number of years in teaching Chemistry and also with seminars/workshop attended by the teachers, There was no significant relationship of level of performance with the following factors (a) age, (b) gender, (c) civil status, (d) highest educational attainment, (e) total teaching load, (f) total number of students, and (g) nature of appointment. 3. There was a significant relationship between the level of performance of the students in Chemistry and the following student profile (a) gender (b) number of brothers and sisters (c) sibling position (d) occupation of mother (e) educational attainment of father (1) educational attainment of mother and (g) ethnic origin. However, there was no significant relationship between the level of performance of students in Chemistry with the occupation of their father. 4. There was no significant relationship between the level of performance of students on the other-related factors such as the goals/objectives, methods and techniques, class and laboratory rooms and equipment/apparatus. On the strength of the foregoing findings and conclusions, the researcher offers the following recommendations: 1. Teachers teaching chemistry subjects should attend seminars and workshops, in-service trainings, and summer institute related to Science and Chemistry. 2. Teachers should be encouraged to pursue their graduate studies. 3. Teaching strategies like laboratory method, field trips and film viewing should be encourage in teaching the Chemistry to enhance students' learning and, 4. A similar study is likewise recommended not only in Chemistry but also to the other Science subjects like General Science, Biology, and Physics. | Thesis (Master of Education in Science Education - General Science) 28 cm..

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Predictive factors of the perceptual learning sytle preferences of the Philippines science high school- Cagayan Valley campus studnents/

By Manuel, Alice C..
Bayombong: Nueva Vizcaya State University, 2004 .
xxi, 156 leaves : , This study was conducted to determine the predictive factors on the Perceptual Learning Style Preferences of the Philippine Science High School Cagayan Valley Campus students. Specifically, the study sought answers to the following questions: 1. What is the profile of the respondents according to age, gender, IQ, general weighted average grade, scholarship category and ethnicity? 2. What is the level of perceptual learning style preferences of the Philippine Science High School Cagayan Valley Campus (PSHS CVC) students? 3. Is there a significant relationship between each element of the perceptual learning style preferences (auditory, kinesthetic, tactile and visual) and the students' profile (age, gender, IQ, general weighted average grade, scholarship category and ethnicity)? 4. Do the PSHS-CVC students differ significantly in each element of the perceptual learning style preferences when grouped according to age, gender, IQ, general weighted average grade, scholarship category and ethnicity? 5. What are the good predictors of the perceptual learning style preferences of the PSHS-CVC students? The respondents of the study were the freshman, sophomore, junior and senior students of the Philippine Science High School Cagayan Valley Campus. A total number of 170 students. 37 freshmen, 44 sophomores, 44 juniors and 45 seniors students were the subjects of the study. The Slovin's Formula was employed in determining the sample size, then the stratified systematic random sampling method was used in selecting the respondents. The Slovin's formula generated 168 students but the researcher considered 170 students as the sample size. The descriptive correlation research design was used in this study. The perceptual learning style preferences specifying the four (4) elements auditory, kinesthetic, tactile and visual, served as the dependent variables while age, gender, scholarship category, ethnicity, IQ and general weighted average grade were used as independent variables. The Perceptual Learning Style Questionnaire by Professor Joy M. Reid (1998) was utilized to assess the major perceptual strengths of the respondents. The SLU-GIT was administered used to assess the Intelligence Quotient (IQ) and the other independent variables, age, gender, scholarship category and ethnicity were gathered with the use of questionnaires and data retrieval from the registrar's office. Data were analyzed using mean, standard deviation, correlation techniques, ANOVA and the standard multiple regression analysis. Findings: Based on the statistical analysis of data, this study yielded the following findings A. On the Profile of the Respondents The respondents were the freshman, sophomore, junior and senior students of the Philippine Science High School Cagayan Valley Campus. The respondents were mostly 13 15 years old, 93 females and 77 males, 70 Ilokanos, 49, Tagalogs, 25 Ibanags, 12 Itawes, 11 Cordillerans and 3 Gaddangs. Of the 170 respondents, 44 students were full scholars, 67 students were partial 1 scholars, 39 students were partial 2 scholars and 20 students were special scholars. There were 83 students with very superior IQ, 41 students with superior IQ and a minority number of students with average and above average IQ. In terms of general weighted average grade of the respondents, 89 students had good academic performance, 65 students had very good academic performance while a minority number of students had excellent, satisfactory and failed academic performance. More than majority of the respondents in the first to fourth year students were multi perceptual learners; having 3-4 major perceptual strengths? B. On the Level of Perceptual Learning Style Preferences The dominant perceptual learning style preference of the respondents when grouped according to year level was the kinesthetic perceptual strength with an overall mean score of 38 while the tactile and visual perceptual strengths were minor perceptual learning style preferences of the respondents with overall mean scores of 37 The auditory perceptual strength on the other hand, was the least preferred learning style by the students as indicated by an overall mean score of 36. The freshman respondents showed no major perceptual learning style, the four elements of the perceptual learning style preferences auditory, kinesthetic, tactile and visual, were assessed to be minor learning style preferences. The sophomore students reflected the kinesthetic, tactile and visual perceptual strengths to be major perceptual learning style preferences of these respondents. The junior students did not show a stronger preference to one above the other elements of the perceptual learning style preferences, thus, the four (4) elements were minor learning style preferences of these students When grouped according to student's profile, the major perceptual learning style preferences of the respondents were the kinesthetic and tactile strengths. C. On the Relationship Between each Element of the Perceptual Learning Style Preferences and the Students' Profile Among the independent variables, the general weighted average grade was significantly and negatively related with the tactile perceptual learning style at 0.05 probability level, r -0.168 while the Intelligence Quotient (IQ) was significantly and positively related with the auditory learning style at 0.05 probability level, r = 0.170. the other variables such as age, gender, scholarship category and ethnicity were not related to any of the four (4) elements of the perceptual learning style preferences. D. On the Difference in the Student's Perceptual Learning Style per Variable Grouping Data analysis indicated no significant differences in the perceptual learning style preferences of the respondents in terms of age, gender, IQ, general weighted average grade, scholarship category and ethnicity. Thus, the students of Philippine Science High School Cagayan Valley Campus were similar in terms of their perceptual learning style preferences. E. On Predictors of the Students' Perceptual Learning Style Preferences Among the independent variables, age, gender, IQ and scholarship category were not good predictors of the students' perceptual learning style preferences. The General Weighted Average Grade was found to be a good predictor to the tactile perceptual strength. Since the general weighted average grade is an achievement and tactile perceptual strength is a characteristic, it is safe to state that tactile perceptual strength of the respondents can predict the academic performance of the students. The general weighted average grade was negatively related to the tactile strength, hence, it can be concluded that the student with a high tactile perceptual strength is least likely to perform in school with traditional classroom setting. Ethnicity was one among the variables that is found to be a good predictor on the visual perceptual strength of the students. Conclusions Based on the aforementioned findings, the following conclusions were drawn 1. The respondents had appropriate ages for secondary education. The respondents were homogeneous in terms of abilities and achievements as indicated by the homogeneity in their IQ scores and general weighted average grades. The respondents were mostly Ilokanos, partial 1 and full scholars 2. The kinesthetic perceptual strength was a major learning style preference of the respondents. The tactile, visual and auditory perceptual strengths were minor learning style preferences of the respondents. 3. The tactile perceptual strength was negatively related to the academic performance of the respondents while IQ was positively related to the auditory perceptual strength. The higher the tactile strength of the respondents, the lesser is his general weighted average grade. The higher the IQ, the more auditory he becomes. 4. The perceptual learning style preferences of the respondents when grouped according to age, gender, I.Q, general weighted average grade, scholarship category and ethnicity did not differ from each other. 5. The tactile perceptual strength can predict the general weighted average grade of the respondents in the future. The ethnic grouping, on the other hand, can predict the visual perceptual strength of the respondents. The other independent variables such as age, gender, I.Q and scholarship category were not good predictors of the perceptual learning style preferences of the respondents. Recommendations: Based on the preceding findings and conclusion, the following recommendations are forwarded: 1. To the Teachers. As one of the important persons in the learning situation, it is suggested that the learning style preferences of the students be assessed in order to be given prominent consideration in the daily planning and preparation of lessons. It is also strongly suggested that since tactile and kinesthetic perceptual strengths are the major learning style preferences of the respondents, bodily kinesthetic, hands on activities are recommended more than lectures alone. Hence, they should be highlighted in the lesson plans. Lectures forums should be coupled with visual representations, as this would somehow provide the avenue of learning where hands, minds and hearts differ from each other. 2. To the Administrators and Curriculum Developers. It is recommended that individual learning style preferences of the students be an important concern in curriculum planning. The implementation of learning style classes is strongly recommended as this would unify the individual differences of the learners. The teacher student ratio is therefore an imperative consideration in order to increase the student teacher rapport in the classroom. In so doing, a more responsive and stimulating learning environment would be provided for the learners to maximize their talents and potentials, which is a salient point in the realization of the mission and vision of the institution. 3. To Future Researchers. It is highly suggested that researchers get on further on experimental studies that aim to find out the effect of learning style classes on achievement. It is equally recommended that since the respondents of this study are homogeneous in terms of achievement and abilities, the same research shall be conducted involving a large number of students; preferably belonging to different levels (elementary, high school and college students) and with different school categories like private, public and exclusive schools. It is also suggested that emotional quotient, critical thinking appraisal and exposure to mass media be included as independent variables. To validate the findings of the present study, the same study with the same respondents shall be conducted after 2 years. | Thesis (Master of Education in Science Education - General Science) 28 cm..

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Factors associated with loan repayment performance of the dar and non-dar assited cooperatives in Ifugao/

By Aliguyon, Clestina B..
Bayombong: Nueva Vizcaya State University, 2004 .
xxix, 132 leaves : , Statement of the Problem The study primarily aimed to assess the factors associated with the repayment performance of the DAR and non-DAR assisted cooperatives in the Province of Ifugao. There were 46 respondents from the DAR-assisted and 46 from the non-DAR assisted, totaling to 92. The respondents were randomly selected. Descriptive statistics such as percentages, means and rank were employed to describe the nominal data. The t-test was employed in comparing the two groups of cooperatives where the observations/responses were of the parametric type. In assessing the factors associated with repayment performance, correlation analysis using backward stepwise regression was used to relate the input with the output variables. Findings Profile of the respondents. Forty one (41) percent of the DAR-assisted belong to the 30-39 age bracket and 39 percent of the non-DAR assisted cooperatives belonged to the age bracket of 40-49. Most of the respondents of both groups were females accounting for 70 percent and 67 percent respectively. Eighty three (83) percent and 78 percent, respectively were married, 36.95 percent and 59 percent, respectively were college graduates; 54 percent of the DAR assisted group were farmers and 37 percent of the non-DAR assisted cooperatives were government employees. As to their annual income for year 2001, 41 percent of the DAR-assisted cooperatives had 47.82 percent of the non-DAR assisted cooperatives had above. P15,000 and P 51,000 and Profile of the cooperatives studied Each twenty nine (29) percent of the DAR-assisted cooperatives were organized in 1995-1996 and 1997-1998, respectively and each 14 percent were organized in 1990 and below, 1991-1992, and 1993-1994. Forty three (43) percent of the non-DAR assisted cooperatives were organized in 1990 and below, and each 28.57 percent in year 1991-1992 and 1993-1994 respectively. As to their registration to the Cooperatives Development Authority (CDA), 57.13 percent of the DAR-assisted cooperatives were registered within 1995-1996 and each 28.57 percent of the non-DAR assisted cooperatives were registered within 1991-1992, 1993-1994 and 1995-1996, respectively. Fifty seven (57) percent and 71 percent respectively were multipurpose types of cooperatives with 29 percent of both groups operating as credit cooperatives. On the services being offered by the cooperatives to their members, 100 percent of the DAR-assisted cooperatives offered emergency and production loans, and 100 percent of the non-DAR assisted cooperatives offered emergency, providential, and production loans. Under the consumer ventures of the cooperatives, 57 percent and 86 percent respectively of both the DAR and non-DAR assisted cooperatives engaged in retailing As of December 2001, forty three (43) percent of the DAR-assisted cooperatives had a total asset of P 1,100,000-5,000,000 while 43 percent each of the non-DAR assisted cooperatives had an asset of P 20,100,000 and above, and P1,100,000-5,000,000 respectively. Under the DAR-assisted cooperatives, each 28.57 percent had a total membership of 51-100, 151-200, and 201-500 respectively. Under the non-DAR assisted cooperatives 42.85 percent had a total membership of 1,100 and above, 28.57 percent had 201-500 and each 14.29 percent had a total members of 151-200 and 501-1,000 respectively. Forty three (43) percent of the DAR-assisted cooperatives have a total net income of P 50,000 and below, and each of the 14.29 percent had an annual income of P51,000-100,000, 101,000-200,000, 501,000-1,000,000 and P1,100,000 and above respectively. Under the non-DAR assisted cooperatives, each of the 28.57 percent had an annual income of P 50,000 and below, 101,000-200,000 and 1,100,000 and above respectively. Each fifty seven (57) percent of the DAR-assisted cooperatives had been in operation for 6-10 years and 11-15 years respectively. Under the non-DAR assisted cooperatives, 43 percent operated for 6-10 years, 29 percent for 21 years and above, and 14.29 percent for 11-15 years. Loaning Policies. The cooperatives offered emergency loan, providential loan, production loan, special loan and salary loan. On their loaning policies, 43 percent of both the DAR and non-DAR assisted offered their loanable an emergency loan ceiling of P1,000.00 per borrower. On providential loan, 57 percent of the DAR-assisted cooperatives offered up to twice the share capital of the member-borrower and 42 percent of the non-DAR assisted cooperatives offered a loan ceiling up to 2.5 times their share capital. On production loan, 57 percent of the DAR assisted and 43 percent of the non-DAR assisted based their loanable amount at twice the share capital. On special loan, 29 percent of the DAR-assisted cooperatives based their ceiling on the amount approved by the funding agency while 29 percent of the non-DAR assisted cooperatives based their ceiling on the amount applied for. Seventy one (71) percent of both groups do not offer special loans. On salary loan, each 14.29 percent of the DAR-assisted cooperatives based their ceiling on the amount applied for and twice the share capital respectively, while 28.55 percent of the non-DAR assisted cooperatives pegged their ceiling at twice the share capital with each 14.29 percent basing their ceiling on the amount applied for, 2.5 times the share capital, 5 times the gross pay, and 10 times the net pay respectively. Seventy one(71) percent of the DAR-assisted groups and 14 percent of the non-DAR assisted group do not offer salary loans. On the policy on maturity date per type of loan, 71 percent of both groups had 1 month for emergency loan, 43 percent and 86 percent for both groups, had 1 year on providential loan and production loan. On special loan, 14.29 percent each of the DAR-assisted cooperatives based their maturity date on 3 years and the project duration. Twenty nine (29) percent of the non-DAR assisted cooperatives based their maturity mainly on the project duration. On salary loan, 14.29 percent each of the DAR-assisted group set the maturity on 1 year and 5 months, and 29 percent each of the non-DAR assisted group set it at 24 month and 10 months respectively. Seventy one (71) percent and, 14.29 percent of both groups do not offer salary loan. On the style or scheme of loan repayment, 71 percent and 86 percent, respectively of both groups required their borrowers to pay their emergency loans at the cooperatives' office while 29 percent and 14 percent sent collectors to where the borrowers were. On providential loan, 86 percent and 71 percent of both groups respectively asked their member-borrowers to pay their loans at the cooperatives' office. Twenty (29) and 14 percent sent their loan collectors to where the borrowers were. On production loan, 100 percent and 86 percent of both groups respectively required their member-borrowers to pay their loans at the cooperatives' office while 14 percent of the non-DAR assisted group sent collectors to where the borrowers were. On special loan, 29 percent of both groups required their member-borrowers to pay their loans at the cooperatives' office and on salary loan, 29 percent and 86 percent, respectively did the same. On interest rates, 28.57 percent each of the DAR-assisted cooperatives offered 1 percent, 2 percent, and 3 percent per month for emergency loans and 71 percent of the non-DAR assisted cooperatives offered 1 percent per month on the same kind of loan. For providential loan, 71.42 percent of the DAR-assisted cooperatives offered 15 percent per annum and 57.13 percent of the non-DAR assisted group offered 12 percent per annum. On production loan, 57 percent of both groups offered 12 percent per annum. On special loan, 29 percent of the DAR-assisted group offered 18 percent per annum and each 14.29 percent of the non-DAR assisted group offered 11 and 16 percent per annum respectively. For salary loan, 29 percent and 57.13 percent of both groups respectively offered 12 percent per annum. On penalties on delinquencies, 57 percent of both groups imposed 2 percent per month of the unpaid amortization for emergency loan, and 57 percent and 71.42 percent for both groups respectively imposed 2 percent per month for providential loan and production loan. On special loan, 14.29 percent of both groups imposed 2.5 and 3 percent per month respectively. On salary loan, 29 percent and 57 percent, respectively imposed 2 percent per month. Repayment Delinquencies for year 2000 and 2001. The highest delinquency rate incurred in the DAR-assisted cooperatives were on special loans with an average percentage of 4 percent in 2000 and 4.1 percent in 2001. This was followed by the providential loan with an average percentage of 3.5 percent in year 2000 and 3.3 in year 2001. Under the non-DAR assisted cooperatives, the delinquency rate was high on providential loan with 40 percent in year 2000 and 20 percent in year 2001; followed by special loan with 15 percent in year 2000 and 20 percent in year 2001. On the scheme of loan repayments, 78 percent and 54.35 percent, respectively of the borrowers of both groups paid their loans on a monthly basis, and 78.26 percent and 54.35 percent, respectively paid their amortizations on time. On the borrowers' reasons in paying their loans on time, 80.43 and 56.52 percent, respectively of both groups stated that it was to avoid the fines and penalties provided in their cooperative's policies; and on the part of the delinquent borrowers 60 and 71.43 percent respectively revealed that their failures to pay their loans on time were due to the absence of cash on time. On the issue on awareness of member-borrowers with the due date of their loans, 100 and 91.30 percent of both groups respectively stated that they were aware of the due date of their loans. On what type of loan was availed of and paid on time, 41 and 38 percent respectively of both groups revealed that it was the providential loan which they had availed and paid on time with another 27 and 31 percent respectively stating that it was production loan. On what type of loan was availed of and paid on time to comply with the cooperative's loaning policies, 38 percent of the DAR-assisted cooperatives revealed that it was the providential loan and 33.34 percent of the non-DAR assisted cooperatives revealed that it was production loan. On which of the loaning policies caused the borrowers to pay their loans on time, 46 percent of both of the DAR and non-DAR assisted cooperatives revealed that it was on fines and penalties. Recommended measures to improve repayment performance. On what seminars were deem necessary for both the DAR and non-DAR assisted cooperatives, seminar on delinquency control ranked number 1, followed by cooperative management seminar, then policy formulation and cooperative ownership seminar. In the correlation analysis using backward stepwise regression, it was found out that personal factors such as age, gender, educational attainment, civil status, occupation and income have no significant relationship to the repayment performance of the respondents at 5 percent level of significance for both the DAR and non-DAR assisted cooperatives. On the loaning policies implemented such as loanable amount per type of loan, maturity per type of loan, scheme or style of loan repayment per type of loan, interest rate per type of loan, and fines and penalties per type of loan, the correlation analysis showed no significant relationship at 5 percent level of significance in both the DAR and non-DAR assisted cooperatives. While there were positive contribution of some of the above factors, said contribution to the repayment performance of the respondents were not significant at 0.05 probability value. Conclusions Based on the results of the findings, the following major conclusions were drawn: 1. Majority of the non-DAR assisted cooperatives have higher assets and membership and that they have been in operation for a longer time than the DAR-assisted cooperatives. 2. Higher rate of delinquency occurred in providential loans in both the DAR and non-DAR assisted cooperatives hence majority desired for the conduct of a seminar on delinquency control in their cooperatives. 3. More borrowers of the DAR-assisted cooperatives have paid their loans on time than their counterpart in the non-DAR assisted cooperatives. 4. More of the borrowers of the DAR-assisted cooperatives have positive values and attitudes paying their loans on time, so that others will also borrow, avoiding fines and penalties, maintaining a good record in the cooperative, and complying with the policy of the cooperative. Most of them were aware of the due date of their loans and they voluntarily go to the cooperative to pay their loans. 5. The personal factors such as age, gender, educational attainment, civil status, occupation and income, and the loaning policies such as loanable amount, maturity date, scheme or style of loan repayment, interest rate and fines and penalties have no significant relation to repayment performance in both of the DAR and non-DAR assisted cooperatives under the 5 percent level of significance. 6. The DAR and non-DAR assisted cooperatives have no significant difference in their level of repayment performance at 5 percent level of significance. Recommendation Based on the findings of the study, this recommendation is hereby forwarded: 1. All concerned government and non-government agencies involved in rural development should extend technical assistance to organized cooperatives so that these peoples' organizations will be strengthened as vehicle for economic growth in the communities. 2. A similar study may be conducted using other independent variables. | Thesis (Master of Science in Rural Development) 28 cm..

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Food practices of street food vendors in Nueva Vizcaya: its implication to enterpreneurship education/

By Bautista, Florence Larican.
Bayombong: Nueva Vizcaya State University, 2004 .
xiii, 80 leaves : , This study was conducted to determine the socio-demographic profile of streetfood vendors of selected towns of Nueva Vizcaya; identify the food practices in terms of food buying, food preparation and food vending, ascertain the correlation between the streetfood vendors profile and their food practices. A total of 112 streetfood vendors participated in the study, majority were females, married with a mean age of 26 years and was dominated by high school graduates. Majority of the respondents buy their food supply in the public market according to customers preferences, food standard measurement, compared prices and particular with brand names and reading nutrition label. Almost all of the streetfood vendors bought foods in their fresh form apparently because fresh foods contain more food value and only by canned goods when fresh foods are not available Most of the streetfood vendors bought foods everyday for their daily sale. In terms of food preparation practices, most of the streetfood vendors covered their foods with plastic to avoid mush exposure to dust, wash first the fruits and vegetables before slicing, always clean the materials before cooking and the most common methods used in cooking was by broiling and frying. The streetfood vendors have adequate water for preparation and cleaning, their display cabinet were screened and with absence of household pest. Food handlers are neatly dressed and clean in appearance. Most of them used ice box and pail with cover for storing their food to sell. The food they vend were prepared and sold per piece and they served their foods hot because most of their customers prefer hot meals and fresh ones than cold ones. They apportioned their food to sell using presized plastics, measuring cup and spoon, plates and barbecue sticks. They served popular dishes everyday with cold softdrinks, shakes of fruit juice and followed their pricing relative to market value. The foods they vend were operated from 8-10 hours per day and were on cash basis only form small items to big ones. The streetfood vendors experienced the following problems. For food buying practices, short weighing and unfair pricing were encountered. In food preparation practices, exposure to open places and vehicles and lack of storage space for other food items were problems experienced. In their food vending practices, vendors' usually had problem on fluctuating sales during non-working days, no security in selling, no available water supply, no proper sewage disposal and unstable prices. There was a significant correlation between the food buying practices and the vendors' profile on age particularly in consideration in buying food to sell and type of the market. No significant relationship was observed between age and method of buying, guide in buying, buying frequency and types/forms of food to be bought. There was a significant correlation between always clean the material before cooking, cover the foods with plastic, screened display cabinet and use of ice box with their educational attainment. The data indicate that those with higher educational attainment are aware of the importance of using clean materials and covering the food than those with lower educational attainment. A significant correlation was noted between food apportioning use measuring cup and spoon and use of barbecue stick with age. The older respondents perceived that the use of measuring cup and spoon provide them a basis for setting selling price of food to be sold. On the other hand, the use of barbecue stick among the younger respondents is a good material in apportioning meat to be sold. On specific popular food items sold, frozen desserts and noodles indicated a significant correlation with civil status. Again, more married respondents sold frozen desserts and noodles than the single respondents. The popularity of selling frozen desserts and noodles among the consumers in the street where they vend will consistently add income to streetfood vendors. | Thesis (Master of Science-Home Technology) 28 cm..

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Midyear achievement proficiency of grade III pupils in mathematics in Solano II district/

By Alejandrino, Estrella Alvarez.
Bayombong: Nueva Vizcaya State University, 2004 .
xiii, 69 leaves : , This study focused on the determination of the midyear achievement proficiency of Grade III pupils in Mathematics in Solano District. The research method used was the descriptive-comparative survey. Findings: 1. Most of the pupil-respondents were females, aged 9 and below, enrolled in the central schools, and residing in the town proper. 2. Majority of the fathers of the respondents were laborers/farmers and elementary and high school graduates while the respondents' mothers were housekeepers and elementary and high school graduates, three-fourths of the respondents belong to a low income family, with moderate/average number of children in the family, and majority were Ilocanos. 3. Most of the pupil-respondents' teachers were elementary grade teachers, with 15 years teaching experience and non-Master's degree holders. 4. The mathematics achievement level of the pupil-respondents was within the "above average" level.5. Male and female pupil-respondents do not significantly differ in mathematics achievement, however, respondents aged 9 and below enrolled in the central school and residing in the town proper significantly performed higher than those aged 10 and above, enrolled in the barrio school and barrio residents. Ilocano and non-Ilocano groups do not significantly differ in mathematics achievement. a. Pupil-respondents whose fathers were government employees and engaged in business significantly performed better than those pupils whose fathers were farmers and laborers. b. Pupil-respondents whose teachers had 15 years or below teaching experience and non-Master's degree holders performed significantly higher than those pupils whose teachers were 15 years or above teaching experience and Master's degree holders. Recommendations The following recommendations are hereby offered based on the significant findings and conclusions drawn: 1. School administrators and teachers in the barrio schools should look into possible measures on how to become comparable with those in the central schools as to pupils' achievement not only in mathematics but also in the other areas 2. Teachers who are holders of master's degrees and those in the service for quite sometime should not tend to become complacent in their teaching rather they should be more active and re-invigorated. Better still if they are advised to retire earlier.3. Parents should always be reminded of their duties and responsibilities as partners of the teachers in the molding of the children particularly in upgrading the competencies of the pupils. 4. Further researches may be conducted on a wider scale and in other areas of disciplines. | Thesis (Master of Education - Language, Reading and Numeracy) 28 cm..

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Response of japanese seattle quails (coturnix japonica) to effective microbes as feed additive/

By Caluya, Rosita R..
Bayombong: Nueva Vizcaya State University, 2004 .
xxvii, 121 leaves : , Two hundred Japanese Seattle quails were subjected to a feeding experiment with different levels of effective microbes in the diet with the following objectives: 1) to determine the effects of different levels of effective microbes as feed additive on the growth performance of starting growing Japanese Seattle quails; 2) to determine the effects of using different levels of effective microbes as feed additive on the laying performance of Japanese Seattle quails; 3) to determine the organoleptic qualities of quail eggs derived from the study, and 4) to determine the economy of using different levels of effective microbes as feed additive in Japanese Seattle quail diets. No significant differences were noted on the initial weight, gain in weight, final weight, feed consumption and feed conversion ratio of starting-growing Japanese Seattle quails. The inclusion of the different levels of effective microbes as feed additive did not result in higher profits derived from the experimental quails during the starting-growing stage. Initial weight, final weight and change in weight, feed consumption, feed conversion ratio and egg production rate of the experimental quail layers did not significantly vary among the different treatments. Egg quality parameters like egg weight, egg mass, and yolk color were not significantly affected by different levels of effective microbes as feed additive. Significant differences on cost of feed per egg were noted among the experimental birds in the different treatment groups. The inclusion of the different levels of additive being studied has no significant contribution to return above feed cost. Different levels of effective microbes in the diet of Japanese Seattle Quails (Coturnix japonica) significantly affected yolk and albumen color, and egg texture, but not on taste and flavor. The eggs from quails fed with diets containing different levels of effective microbes were rated acceptable by the panel of evaluators. | Thesis (Master of Science - Animal Science) 28 cm..

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Reading comprehension performance of grade V pupils using first language component - bridging program (flc - bp)/

By Dulawan, Joseph B..
Bayombong: Nueva Vizcaya State University, 2004 .
vxii, 200 leaves : , The main objective of the study is to determine whether using the FLC-BP methodology as a strategy for teaching reading skills would significantly improve the reading comprehension performance of Grade V pupils in the different comprehension skills, such as: a) inferring, b) noting details, c) getting the main idea, d) organizing ideas, e) predicting outcomes, and f) following directions. The researcher used the quasi-experiment, employing the non-equivalent posttest-only control group design. Two intact classes of Grade V pupils were the subjects of the study. The experimental group was exposed to the FLC-BP teaching methodology and the control group was taught with English-only as the medium of instruction. The researcher handled the experimental class of 22 pupils at Bokiawan Elementary School; another teacher handled the control class of 14 pupils at Nungkigadan Elementary School. Both schools are located at the northern part of Kiangan, Ifugao. The research instruments consist of a criterion test and forty (40) lesson plans integrating formative and summative tests which were constructed by the researcher.These measures were subjected to a validation process. The criterion test was item analyzed. The scores of the two classes in the formative, summative, criterion, and combined formative, summative and criterion tests across the different comprehension skills were subjected to statistical analyses to test the null hypotheses. The following are the significant findings of the study: 1. The experimental group obtained a mean score of 172.7 out of 185 items in the formative test representing an outstanding performance level, while the control group got a mean of 124.29 in the same test indicating a very satisfactory level of performance. The mean scores of the two groups were significantly different in the whole formative test and in all the six reading comprehension skills. 2. The experimental group obtained a mean score of 121.05 out of 125 items in the summative test representing an outstanding performance level, while the control group obtained a mean score of 89.42 in the same test corresponding to a very satisfactory level of performance. The mean scores of the two groups were significantly different in the summative test and in all the six comprehension skills. 3. The experimental group got a mean score of 33.63 out of 50 items in the criterion test representing a very satisfactory performance level, while the control group obtained a mean score of 28.14 in the same test correspondingto a very satisfactory level of performance. The mean scores of the two groups were significantly different in the whole criterion test. In the comprehension skills., the mean scores of the two groups were significantly different only in the subskill following directions. 4. The experimental group obtained a mean score of 327.38 out of 360 items in the combined formative, summative and criterion tests indicating an outstanding performance level, while the control group got a mean score of 241.85 in the same tests representing a very satisfactory level of performance. The mean scores of the two groups were significantly different in the combined formative, summative and criterion tests and in all the six comprehension skills The findings imply that the First Language Component-Bridging Program is a more effective methodology in teaching reading as compared to the use of English-only as a medium of instruction.. In the light of the findings, the following recommendations are forwarded. 1. Similar studies may be conducted in different grade levels. Randomization should be employed in the selection of subjects and in the assignment of subjects to the experimental group and control group. 2. A number of variables may be explored like the number of dialects spoken by children, exposure to multimedia, socio-economic status and the like in relation to performance scores of the experimental and control groups.3. Since the FLC-BP, based on several researches, seem to suggest that it is a viable methodology for teaching comprehension skills, it is recommended that administrators look into its viability as a methodology and recommend it for implementation in the field. | Thesis (Master of Education - Language, Reading and Numeracy) 28 cm..

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Reading and numeracy performance of the preparatory pupils of North Nueva Vizcaya district/

By Lorenzana, Joyce G..
Bayombong: Nueva Vizcaya State University, 2004 .
xvi, 199 leaves : , This study focused on the assessment of the reading and numeracy performance of preparatory pupils in the North Nueva Vizcaya District. The research method used was descriptive survey. Findings: The following are the significant findings of the study: 1. The pupil-respondents in this study were generally equal in number as to gender with 68 or 53.12 percent males and 60 or 46.88 females. Majority was first bom children (49 or 38.28%) and living with their parents (113 or 88.28%) There were 66 or 51.56 percent of the fathers who were employees and engaged in business while there were 111 or 87.40 mother-respondents who were employees and also engaged in business. The monthly income of the majority belonged to the bracket of P5,000 and below with 52 or 40.62. percent of the respondents. Eighty-seven or 67.97 percent of the respondents had moderately evident manipulative materials.2. The teacher-respondents were generally within the age bracket of 30-39 with 8 or 72.73 percent, married with 10 or 90.91 percent, all finished bachelor's degree and 8 or 72.73 percent had no master's units, 6 or 54.55 with eligibility. There were 7 or 63.64 percent of the teacher-respondents who had 6-10 years of teaching experience and 9 or 81.82 percent had 2 teaching loads and had monthly income of P5001 and above 3. The performance level of the respondents in reading and numeracy were 22.92 and 23.40 out of a 30-item test, both described as "high" level of performance. The overall mean was 45.72 out of a 60-item test rated as "high" level of performance. 4. The correlation r between reading and numeracy scores was 0.83, a significant positive relationship. 5. Among the pupil-variables, sibling position (r = - 0.281) father's occupation (0.226), mother's occupation (r = 0.287) monthly income (r = 0.306) and availability of manipulative materials (r = 0.459) were found to be significantly correlated with reading performance of the pupils. Gender (r = 0.168) and living with whom (r = 0.105) did not significantly relate with reading performance. There was a consistent result as to the relationship between numeracy performance and reading performance 6. Among the teacher-variables, bachelor's degree (r = 0.47) postgraduate units (r = 0.327) number of teaching years (r = 0.317) and monthly income (r = 0.381) significantly related with reading performance of the respondents. Age(r = 0.051) civil status (r = 0.092) eligibility (r = 0.051) and number of teaching loads (r = 0.025) did not significantly correlate with reading performance. Again, these findings had consistent results when numeracy performance and the pupils' total scores were correlated with the same teacher-variables. 7. Among the pupil-variables, sibling position (p = 0.0452) father's occupation (p = 0.0051) , mother' occupation (p = 0.0041) monthly income (p = 0.0017) and availability of manipulative materials (p = 0.0116) yielded significant difference with reading and numeracy performance of the respondents. Gender (p = 0.0667) and living with whom (p = 0.2253) did not yield significant difference with reading and numeracy performance of the respondents. 8. Among the teacher-variables, age (p = 0.0422) bachelor's degree (p = 0.0043) postgraduate units (p=0.0000), number of teaching years (p = 0.0025) and monthly income (p = 0) produced significant difference with respondents' reading and numeracy performance. Civil status (p = 0.5583) eligibility (p = 0.7134) and number of teaching load (p = 0.2552) did not produce significant difference with pupils' performance. Conclusions Based on the findings of this study, the following conclusions are advanced: 1 Majority of the pupil-respondents are males, first born children, living with parents, had fathers and mothers who were employees and businessmen, with family income of P5000 below and with manipulative materials.. Most of the teacher-respondents belong to age bracket 30-39, married, and bachelor's degree holders of Bachelor of Kindergarten Education and Bachelor in Elementary Education. Most of them have no master's units, no eligibility, 6-10 years of teaching, with 2 teaching loads and above P5001 monthly income. 3. The respondents' reading and numeracy is within the "high" performance level. 4. There is a strong positive relationship between reading and numeracy tests. 5. Reading and numeracy performance are influenced by pupil-variables such as sibling position, fathers and mother's occupation, monthly income and availability of manipulative materials. 6. Reading and numeracy performance is related to teacher-variables such as, degree, postgraduate units, number of teaching years and monthly income. 7. Respondents who are first-born, with fathers and mothers who are employees and businessmen, belonging to a family with monthly income of above P10,000, and exposed to manipulative materials performed better. 8. Respondents whose teachers are 30 years old and above, with Kindergarten bachelor's degree, with master's units, above ten years of teaching and with monthly income of above P5,000 had better performance Recommendations From the findings of the present study, the following recommendations are offered 1. The teacher-made reading and numeracy test can be administered as achievement test for preparatory pupils due to its high consistency. 2. Exposure of pupils to more manipulative materials should be encouraged as this contributes or enhances better learning 3. Kindergarten teachers should be encouraged to take up Bachelor of Kindergarten Education or its equivalent for a more effective kindergarten teaching 4. Teachers in the preparatory school are encouraged to finish a master or doctoral degree to improve their teaching capabilities. 5. Increase of teacher's salary should be given prior attention as this serves as an incentive for excellence in teaching 6. Future researchers should endeavor to conduct more researches of this kind in a wider scale and scope particularly in the field of science and other related disciplines 7. The curriculum of preparatory program on reading and numeracy should be improved 8. Pre-school teachers are encouraged to use play as an educational medium to facilitate children's reading and numeracy competence. | Thesis (Master of Education - Language, Reading and Numeracy) 28 cm..

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First language component - bridging program (flc - bp): approach for reading comprehension of first year student/

By Jallorina, Marissa Valdez.
Bayombong: Nueva Vizcaya State University, 2004 .
xvi, 179 leaves : , Two intact classes of First Year Students designated as Experimental Group and Control Group picked by lottery were the subjects of the study. The main objective was to ascertain whether the use of the First Language Component Bridging Program teaching methodology would significantly improve the reading comprehension performance of the students. To address this objective, the researcher used the pretest/posttest group design. The experimental group was exposed to the FLC- BP teaching methodology while the Control Group was not exposed at all to the FLCBP. The researcher handled both two classes. Forty lesson plans integrating formative and summative tests were constructed by the researcher for classroom presentation. A criterion test was administered at the beginning and end of the experimental period. The criterion test had undergone item analyses. The data were subjected to statistical analyses with the aim in view to test the null hypotheses.The following are the significant findings of the study: 1. On Demographic Profile a. Majority of the subjects belong to the 12-13 age group. The average age is 12.65. b. Most of the students in the study belong to families with income ranging from P3, 001 to P3, 500. c. The average number of siblings in the family is 4. d. Majority of the subjects belong to the Roman Catholic religion. e. Most of the subjects of the study are residing in barangays/towns about more than 5 kilometers from the school. f. The greater percentage of the respondents speak Ilocano. 2. On Performance Level 1. In the pretest, both experimental and control groups achieved an Average Level of reading comprehension performance. The combined groups obtained an Average Level of performance. 2. In the formative tests, the experimental group got a High Level of reading comprehension performance while the control group obtained an Average Level. Overall, the respondents got an Average Level of performance. 3. In the summative tests, the experimental group achieved a High Level of reading comprehension performance while the control group obtained an Average Level. Overall, the respondents got an Average Level of performance.4. In the posttest, the experimental group got a High Level of reading comprehension performance while the control group obtained an Average Level. Overall, the respondents got an Above Average Level of performance. 3. On Test of Significant Difference 1. The experimental and control groups performed equally in the pretest. 2. The control group performed better in the posttest than in the pretest. This suggests that English as a medium of instruction in teaching reading is effective 3. The experimental group performed better in the posttest than in the pretest. This implies that the treatment, FLC - BP teaching methodology significantly improved the reading comprehension performance of the experimental group. 4. The experimental group performed better than the control group in the posttest. While both methodologies were found to be effective, the use of FLC - BP produced significantly higher reading comprehension performance for the experimental groups. 5. The experimental group obtained significantly higher gain scores than the control group. To further test the efficacy of the First Language Component - Bridging Program teaching methodology, here are some recommendations given briefly:1. Since the FLC-BP reading methodology enhanced the reading performance of first year students involved in this study, a replication of this investigation employing randomization of subjects is highly recommended. 2. To validate the applicability and find out whether the significant effect of the FLCBP as methodology of teaching remains constant and consistent it is recommended that randomization of samples in the replication of the present research be conducted in other learning areas in any year level. 3. Further intensive research studies using the FLC-BP of teaching should also be conducted along the line of: a. Ability grouping as a variable; b. On wide scales involving students of different secondary schools; and c. English Final Rating as covariate; 4. This study corroborates all studies made on the FLC-BP. Conclusions of other studies pointed out its efficacy as a tool for teaching any of the content areas like reading, language and mathematics. Despite an objection for using first language because of its costs, this researcher believes that it would have been more expensive to buy ignorance for the experimental class, than the cost of materials, time and effort expended on this methodology as I have experienced. The expense of material is insignificant compared to the learning that the experimental class acquired. I highly recommend the FLC - BP for use. | Thesis (Master of Education - Language, Reading and Numeracy) 28 cm..

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ADB and the environment a monitoring framework for ADB's environment policy

By Asian Development Bank.
Quezon City Rural Reconstruction Movement with NGO Forum on the ADB 2004 .
ix, 216p (pbk)

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A journey to the world of the Old Testament /

By Baoas, Nathan P..
[S.I]: Upmost, 2004 .
viii, 130 p. : 20 cm..
(pbk.)

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Introduction to Psychology: Understanding Human Behavior

By Arenas, Aggie Carson.
Manila: Rex Book Store, 2004 .
xiv, 423 p. (pbk.)

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Business Ethics (A College textbooks)

By Padilla, Reynaldo A..
Manila: Rex Book Store, 2004 .
189 p. (pbk.)

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Introduction to Philosophy

By Ramos, Christine Carmela R..
Manila: Rex Book Store, 2004 .
329 p. (pbk.)

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Philippine History

By Halili, Ma. Christine R..
Manila: Rex Book Store, 2004 .
354 p. (pbk.)

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Fundamentals of guidance and counseling /

]]> By Kapunan, Rocio Reyes.
Manila: Rex, 1974 .
viii, 175 p. : 23 cm..
971-23-0433-7 (pbk.)

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Crossing the Curriculum: Multilingual Learners in College Classrooms.

By Zamel, Vivian .
New Jersey: Lawrence Erlbaum Associates, 2004 .
231 p. (pbk., glossy)

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The Dissertation Journey: A Practical and Comprehensive Guide to Planning, Writing, and Defending Your Dissertation

By Roberts, Carol M. .
Thousand Oaks, California: Corwin Press, 2004 .
225 p. (pbk., glossy)

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Doing Quantitative Research in Education: With SPSS

By Muijs, Daniel.
London: SAGE Publications Ltd., 2004 .
395 p. (pbk., glossy)

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Research Methods for Political Science: Quantitative and Qualitative Methods.

By McNabb, David E..
Armonk, New York, USA: M.E. Sharpe, Inc., 2004 .
570 p. (cb.)

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Public Relations: The Profession and the Practice with CD

By Lattimore, Dan L. .
Boston: McGraw‑Hill Humanities/Social Sciences/Languages, 2004 .
390 p. (pbk., glossy)

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Profiles in Entrepreneurship: Leaving More Than Footprints w/ CD.

By Nelson, David C. .
Australia: Thomson South‑Western, 2004 .
221 p. (pbk.)

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The Law of Public Communication.

By Middleton, Kent R. .
Boston: Pearson Allyn & Bacon 2004 .
614 p. (pbk., glossy)

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Sining ng Mabisang Komunikasyon

By Larawan, Dolores S..
Bulacan: Trinitas Publishing, Inc., 2004 .
266 p. (pbk.)

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Simplified College Algebra

By Petilos, Gabino P. Ph.D..
Bulacan: Trinitas Publishing, Inc., 2004 .
382 p. (pbk.)

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Ang ating panitikang Filipino

By Lalic, Erlinda D..
Bulacan: Trinitas Publishing, Inc. 2004 .
279 p. (pbk.)

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Basic of Logic

By Meer, Thelma G..
Bulacan: Trinitas Pub. 2004 .
1636 p. (pbk.)

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Philippine Literature

By Saymo, Apolinario S..
Bulacan: Trinitas Pub. 2004 .
372 p. (pbk.)

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Technical Writing and Reporting

By Igoy, Judy Imelda L. .
Bulacan Trinitas Publishing, Inc. 2004 .
293 p. (pbk., glossy)

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World Literature

By Saymo, Apolinario S..
Bulacan: Trinitas Pub. 2004 .
345 p. (pbk.)

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Sining ng mabisang komunikasyon

By Tanawan, Dolores Sunga.
Bulacan: Trinitas Pub. 2004 .
266 p. (pbk.)

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Philippine Literature

By Saymo, Apolinario S. .
Bulacan: Trinitas Publishing, Inc. 2004 (pbk.)

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Philippine Literature

By Saymo, Apolinario S..
Bulacan: Trinitas Pub. 2004 .
372 p. (pbk.)

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Sining ng Mabisang Komunikasyon

By Tanawan. Dolores Sunga.
Bulacan: Trinitas Publishing, Inc. 2004 .
266 p. (pbk.)

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Fundamentals of Environmental Science

By Tayo, Gilma T. .
Meycauayan, Bulacan, Philippines Trinitas Publishing, Inc., 2004 .
141 p. (pbk.)

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Basics of Logic

By Meer, Thelma Q. .
Bulacan Trinitas Publishing, Inc., 2004 .
163 p. (pbk.)

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Philippine Government and Constitution

By Bederio, Conception L. .
Meycauayan, Bulacan, Philippines Trinitas Publishing, Inc., 2004 .
262 p. (pbk.)

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World Literature

By Saymo, Apolinario S. .
Bulacan, Philippines Trinitas Publishing, Inc., 2004 .
345 p. (pbk.)

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Effective Writing

By Saymo, Apolinario S..
Bulacan, Philippines Trinitas Publishing, Inc., 2004 .
252 p. (pbk.)

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Technical Writing and Reporting

By Igoy, Judy Imelda L..
Bulacan: Trinitas Pub. 2004 .
293 p. (pbk.

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Effective Writing

By Saymo, Apolinario S..
Bulacan: Trinitas Pub. 2004 (pbk.)

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World Literature

By Saymo, Apolinario S. .
Bulacan Trinitas Publishing, Inc., 2004 .
345 p. (pbk.)

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Effective Writing

By Saymo, Apolinario S. .
Pantoc Road, Meycauayan, Bulacan, Philippines Trinitas Publishing, Inc., 2004 .
252 p. (pbk.)

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Basic Statistics

By Ybañez, Lydia Monzon.
927 Quezon Avenue, Quezon City, Philippines Phoenix Publishing House, Inc., 2004 .
xii; 374 p. (pbk.)

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