Sociolinguistic Competence of Junior High School Students

Re-Engineering SEF Allocation Toward Achieving Quality Basic Education

Aims: This study determined the students’ awareness and practice of the public school Core values of maka-Diyos (Godly), makatao (person-oriented), makakalikasan (environmental), and makabansa (nationalistic) in a component city of Northern Negros Occidental.
 Study Design: The study utilized a quantitative research design, particularly the descriptive-comparative and correlational approaches.
 Place and Duration of Study: This study assessed the students’ level of awareness and extent of practice of core values of maka-Diyos, makatao, makakalikasan, and makabansa of junior high school students in a public school in Negros Occidental, Philippines, during 2021-2022 when taken as a whole and grouped according to sex, religion, and family structure.
 Methodology: Using the descriptive-comparative and correlational design, the study was assessed by 221 junior high school students during the school year 2021-2022. It employed a researchers’ validated and reliability-tested core value awareness and practice questionnaires. In data analysis, Mean, Standard Deviation, Kruskal Wallis, and Spearman Rank Correlation were used.
 Results: Generally, the level of awareness (M=4.38, SD= 0.40) is very high. Particularly, all core values of maka-Diyos (M=4.43; SD=0.50), makatao (M=4.32; SD=0.52), makakalikasan (M=4.25, SD= 0.57), and makabansa (M=4.54, SD= 0.45) were rated very high. The extent of practice (M=4.38, SD= 0.41) was rated very great extent. All core values of maka-Diyos (M=4.39; SD=0.55), makatao (M=4.31, SD= 0.49), makakalikasan (M=4.31, SD= 0.57), and makabansa (M=4.54, SD= 0.46) were rated very great extent. It is also showed that there were no significant differences in terms of religion [U=2967.0, p=0.323] and family structure [χ2(2)=1.798, p=0.407]. Meanwhile, in terms of sex [U=4553.5, p=0.004], there was a significant difference in the students' awareness while there was no significant difference in the extent of practice when grouped according to sex [U=5075.5, p=0.072], religion [U=2848.5, p=0.184], and family structure [χ2(2)=3.253, p=0.197]. In terms of correlation, there was a significant relationship between the awareness and practice [ρ(219)=0.761, p=0.000] of public school core values.
 Conclusion: The core value awareness and practice of maka-Diyos, makatao, makakalikasan, and makabansa is sustainably established among the students when the public school strongly implements and promotes this Department of Education (DepEd) mandate. Making these values visible in the school environment can help the learners recognize their importance.

Introduction. The relevance of the problem of studying and preserving artifacts of educational everyday life of school buildings is due to large-scale renovation and construction of educational infrastructure in Russia. Frequently, during renovation, along with the old walls, historical artifacts of everyday educational life irrevocably go into the past, and the history of the school itself disappears with its established traditions, events and ways of life. In this regard, it is very important to preserve and integrate historical artifacts of everyday school life into new school interiors, which makes it possible to create a comfortable and emotionally safe educational environment for students without losing the historical school identity. The purpose of the research is to identify approaches to representing the history of a school through the preservation of artifacts of educational everyday life in the process of renovation and construction of new school buildings. Materials and methods. Systemic and environmental approaches were used to determine the significance of the problem of preserving and representing artifacts of educational everyday life in the process of renovation of outdated funds and new construction of school buildings to maintain the emotional connection of modern students with the historical heritage of the school, its traditions, way of life, and identity. The research methods determined: analysis of theoretical sources and existing practices of working with artifacts during major repairs and construction of schools, in-depth interviews with representatives of the administration of educational organizations, photographic fixation of artifacts available in educational organizations, expert discussions at round tables and seminars at events of various levels. Results. Based on the data obtained as a result of the conducted research, five approaches to the preservation and representation of their history by educational organizations have been identified, namely: the building is considered as an artifact of a certain historical period, there is a partial preservation of interior artifacts of the past, new artifacts are being developed, a museum of artifacts of educational everyday life is being created, artifacts are used in the educational process. Conclusion. The implementation of the research results will allow us to develop new action algorithms in the renovation and design of schools, taking into account their cultural and historical heritage through the preservation of artifacts of educational everyday life and their careful inclusion in modern and updated interiors.

Abstract: School building construction is an important part of educational facilities and infrastructure. Many elementary school buildings in Asahan Regency are damaged, unfit for use or lack facilities including classrooms and other supporting infrastructure. The results of the selection that are not transparent in deciding the feasibility of rehabilitation and construction of elementary school buildings are often subjective and time-consuming. This causes decisions to be taken that cannot be made as quickly as possible and inequality, where schools that actually need rehabilitation more do not get priority for rehabilitation. The purpose of this study is to implement data mining in the selection of school building construction projects with the K-Means clustering algorithm in clustering the feasibility of rehabilitation of elementary school building construction. The results of this study found 31 elementary schools that are eligible for school building construction rehabilitation and 4 are not eligible for school building construction rehabilitation. This study is expected to provide a significant contribution in increasing the efficiency of school building construction selection and more transparency towards elementary school buildings to be rehabilitated. Keywords: education authorities; k-means; rehabilitation and construction of school buildings. Abstrak: Pembangunan gedung sekolah ialah bagian penting dalam sarana dan prasarana pendidikan. Banyak gedung Sekolah Dasar di Kabupaten Asahan menderita kerusakan, tidak layak pakai atau kekurangan fasilitas meliputi ruang kelas dan infrastruktur pendukung lainnya. Hasil penyeleksian yang bersifat tidak transparan dalam memutuskan kelayakan rehabilitasi dan pembangunan gedung Sekolah Dasar sering kali bersifat subjektif dan memakan waktu lama.Hal tersebut menyebabkan keputusan yang diambil tidak dapat dilakukan secepat mungkin serta ketimpangan, dimana sekolah yang sebenarnya lebih membutuhkan rehabilitasi justru tidak mendapatkan prioritas untuk direhabilitasi. Tujuan penelitian ini ialah mengimplementasi data mining pada pemilihan proyek pembangunan gedung sekolah dengan algoritma K-Means clustering dalam mengcluster kelayakan rehabilitasi pembangunan gedung sekolah dasar. Hasil Penelitian ini terdapat 31 sekolah dasar layak untuk direhabilitasi pembangunan gedung sekolah dan 4 tidak layak untuk direhabalitasi pembangunan gedung sekolah. Penelitian ini diharapkan dapat memberikan kontribusi signifikan dalam menaikkan efisiensi penyeleksian pembangunan gedung sekolah dan lebih transparansi terhadap gedung sekolah dasar yang akan direhabilitasi.Kata kunci: dinas pendidikan; k-means; rehabilitasi dan pembangunan gedung sekolah.

Introduction. The article is devoted to the study of the problem of distribution of costs for maintenance and operation of equipment of industrial enterprise on the basis of maintenance time of machines and mechanisms involved in the creation of value. Materials and Methods. Theoretical and methodological approaches to the distribution of costs for maintenance and operation of equipment as part of general production costs and separately from them are investigated. Through systematization of scientific experience and practical application of distribution methods in the group of enterprises under study for the period from 2013–2018, four key models were identified. In the synthesis of this set of models, the hypotheses is formulated about the necessity of decomposition of general production costs and choose the most acceptable distribution base. Results. It is determined that in order to solve these tasks, it is necessary to develop a methodology for the distribution of costs for maintenance and operation of equipment. It is proved that when attributing the costs of this type to the cost of production, as a base of distribution it is necessary to use the indicator of service time of production machines and equipment. Discussion. It is proved that the condition of realization of the proposed methodology of distribution of costs for maintenance and operation of equipment is the correct understanding of the economic role of costs in the process of production heterogeneity of the structure of general production costs, need for their decomposition, and etc. The expected results are: method of distribution of costs for maintenance and operation of equipment, use as a basis of a distribution of time indicator of maintenance of machines and mechanisms involved in the flow of creation of value, increase of accuracy of the calculation result, formation of information base of decision-making on regulation of flows of considered costs in the context of specific names of output products. Conclusion. This article proposes a method of distribution of costs for maintenance and operation of equipment on the basis of maintenance time of machines and mechanisms involved in the flow of value creation, the implementation of which will increase the level of accuracy of the calculation result; provide relevant data processes of making both operational and strategic decisions aimed at reducing the level of costs. The saved funds will be used for further investment of owners in advanced means of production, which will increase the competitiveness of the enterprise and eventually give profit.

This study assessed the School-Based Management (SBM) practices and the utilization of Special Education Funds (SEF) within the Department of Education, Quezon Division, focusing on the Tiaong I District in the Philippines. Guided by Musgrave's (1959) theory of public finance and Dalton's (1922) principle of maximum social advantage, the research employed a mixed-method explanatory sequential design. Data were gathered from 232 respondents using purposive sampling, with a validated questionnaire as the primary instrument. Quantitative analysis utilized Kruskal-Wallis to examine significant differences in SEF utilization across respondent profiles, and thematic analysis was conducted to identify challenges. Results revealed no statistically significant differences in SEF utilization across sex, age, educational attainment, or position (p > 0.05). Thematic analysis highlighted challenges such as underutilization in areas like the purchase of books and periodicals. Based on the findings, it is recommended that the Department of Education continue to monitor and optimize the allocation and utilization of SEF to ensure equitable resource distribution across various categories, with particular attention to underutilized areas such as the purchase of books and periodicals. This paper uniquely contributes to the field by providing a detailed examination of SEF utilization at the local level in the Philippines, offering insights into resource allocation consistency and identifying specific demographic needs for improved educational outcomes.

This descriptive study examined the teachers’ difficulties in contextualizing the most essential learning competencies (MELC) in a public elementary school under a medium-sized Division in an urbanized City in Central Philippines during the School Year 2022-2023. It used a validated and reliable self-made questionnaire to collect data from 86 teachers. The results showed that most teachers are younger, married, have taught longer, and hold bachelor’s degrees. Furthermore, data showed moderate teachers’ difficulties in contextualizing MELC according to curriculum and instruction, instructional materials, and assessment. When further grouped by four demographic groupings, teachers experienced moderate difficulties in contextualizing MELC based on the same three constructs above on curriculum and instruction, instructional materials, and assessment. Finally, no significant difference exists in teachers’ difficulties in contextualizing MELC based on the same four demographic groupings and three constructs. The findings suggest the need to equip teachers with the necessary tools and support to create a more engaging, relevant, and effective learning environment that enhances students’ understanding and appreciation of the subject. Keywords: Curriculum and instruction, instructional materials, assessment, Bacolod City, Negros Occidental, Philippines.

Several novel concepts and understandings in education can result from researching how teachers use information and communication technology (ICT) and how that use affects students’ academic achievement. It is on this premise that this paper aimed to determine the extent of teachers’ ICT utilization and its relationship with learners’ academic in a public secondary school, in one of the districts of a large size schools division in Central Philippines, during the School Year 2023-2024. Data needed for this descriptive study was collected from 42 respondents using a self-made 30-item questionnaire that has passed the rigorous tests of validity and reliability. This study employed appropriate statistical methods based on the stated objectives namely, frequency and percentage count, Mean, Mann-Whitney U-test and Spearman Rho. Data showed a great extent of teachers’ ICT utilization when analyzed regarding instructional delivery and computer peripherals and equipment. Meanwhile, learners’ academic performance was found to be very satisfactory. The results state that the relationship between extent of teachers’ ICT utilization in teaching and learners’ academic performance is interpreted as not significant, the extent of teacher’s utilization of Information and Communication Technology does not affect the learners’ academic performance. The study results call for the teachers to encourage using technology in delivering the lesson, and the higher authority may support the school in providing the needs of the teachers and students and equip educators with tangible abilities to enhance technology integration in classrooms, fostering creativity, collaboration, and continuous refinement of teaching and learning approaches. Keywords: Information and communication technology, instructional delivery, computer peripherals and equipment, Negros Occidental, Philippines.

An Assessment of the Effectiveness of Equipment Maintenance Practices in Public Hospitals

The study evaluated risk management identification strategy in the construction of schools’ buildings in Enugu Metropolis of Enugu State. One research question guided the study while two null hypotheses were tested at 0.05 level of significance. The study adopted a survey design. The population of the study consisted of 205 registered builders and contractors (135 builders and 70 building contractors) in Enugu Metropolis of Enugu State. No sampling was carried out since the population is small; hence the entire population was used for the study. A structured five-point Likert scale questionnaire titled: Evaluation of Risk Management Identification Strategy in Construction of School Buildings (ERMISSB) was used for the study. Three experts from the Department of Vocational and Technical Education, University of Nigeria, Nsukka, Enugu State validated the instrument. The reliability of the instrument was determined using Cronbach Alpha reliability method and a reliability coefficient of 0.77 was obtained. The data collected from the administered questionnaire were analyzed using mean and standard deviation to answer the research question and t-test for analysis of the hypotheses respectively. The findings of the study show that risk management identification was carried out to high extent. Also, there was no significant difference in the mean responses of builders and contractors on the extent at which that risk management identification was carried out in schools’ buildings in Enugu Metropolis of Enugu State based on years of experience. The study recommended among others that construction companies should appreciate and value the importance of risk management identification strategy before and during building construction and renovations, government at all levels, especially ministry and office of directors of works should ensure that contractors provide with detailed risk management identification documents before they embark on any building project.

Academic research, it has often been charged by educational critics, including the editors of this magazine, is so often irrelevant to the practical needs of policy makers that much of it seems unnecessary. But even when pertinent research findings do occur, if they are contrary to the expectations of specialinterest groups, the resulting public notoriety may so distort their meaning that their influence on public policy may be negligible. My recent experience provides a good example. Three years ago, the Berkeley Center for Research and Development in Higher Education launched a study, funded by the National Institute of Education, to test the effectiveness of training offered by public and proprietary schools at the postsecondary level. We hypothesized that all things being equal, graduates of proprietary schools would have greater success in the labor market than graduates of public schools. We theorized that proprietary schools would have to place graduates in jobs for which they were trained, or students would stop enrolling. Public schools, which depend on taxes to survive, would rely more on creating a favorable political climate. The study was designed to test this principle and to provide a profile of public and proprietary students while in school. Due to limited funds, we could not design a sample that would represent all public or proprietary vocational schools. More important, no one quite knew (and no one knows yet) the universe of proprietary schools. We constructed a sample design that purposely built in differences, so that our findings would not be typical of just one geographic area, one occupation, or one type of school. We randomly selected 50 public and proprietary schools in the San Francisco Bay area, and the Chicago, Boston, and Miami areasfour metropolitan areas that are distinctly different from each other. We sampled students from a wide range of occupationsfrom higher-level accounting, programming, and electronic technician training, to lowerstatus secretarial training, dental assisting, and cosmetology (hair dressing). We followed each graduate of these programs from the years 1970, 1971, 1972, and 1973. The National Opinion Research Center of the Univer ity of Chicago interviewed 85 percent of them, 2,270 people, a remarkably high response rate. Paradoxically, we found the least dvantaged students enrolled in local proprietary schools where they paid fees from $450 to $3,000, bypassing the nearby public community colleges or technical schools, where the same training was offered virtually free. We think these students, who had not been very successful in high school, were actively recruited by the proprietaries, which offered them a new chance outside the system. Many were also probably attracted by the proprietaries' small size. Interestingly, we found no difference in the achievement motive between the two groups of students. When we followed the 2,270 graduates into the labor market, we found that the proprietary graduates did as well as the public graduates, although the costs of instruction in the proprietaries averaged 35 percent less, even without considering that most proprietary teachers are on 12month contracts, and most public teachers are on 9month contracts. The fact that the proprietary programs were half as long served to offset their high tuitions. For example, the proprietary dental assisting student paid an average of $1,066 for her course of study, compared with the public student, who paid almost nothing. But because the proprietary course averaged four and onehalf months, compared with one year at the public schools, the proprietary student was in the labor market sooner, earning more than enough to make up for the $1,000 fee. We found that graduates of minimum-length courses performed as well as those who took the longer public school training. Only in upper-level courses, designed to seem more like college courses, was the proprietary student's competitive edge lost, because he was in school almost as long as his public counterpart. Although this aspect of the research was limited, we found no differences in personal growth between the public graduates who had general education and the proprietary graduates who did not have it. Our hypothesis was partially confirmedthat with fewer resources and shorter courses the proprietary schools achieved the same results as the public schools. WELLFORD WILMS is project director of the Center for Research and Development in Higher Education of the University oT California at Berkeley.

This descriptive-correlational study examined the teachers’ level of awareness and extent of use of democratic teaching strategy. This study focused on the four areas of democratic teaching: equality, freedom, justice, and participation. Moreover, this study investigated the correlation between teachers’ level of awareness and extent of use of the strategy. Data were gathered from the whole population of the Basic Education Department of a Salesian school in Negros Occidental. Data analysis using mean, t-test of independent means, One Way Analysis of Variance, and Pearson Product Moment of Correlation were utilized. Results revealed that teachers have a high to a very high level of awareness of the democratic teaching strategy and a great extent of its use. The findings of this study suggest enhancement of teachers’ awareness and practice of the democratic teaching strategy to address the gaps on the areas of equality, freedom, and justice considering different disciplines taught.

The development and competition in the world of contractors is very tight, for that a real breakthrough is needed in budget efficiency, namely by managing it well. To realize the perfection and optimization of the company is done with three events, namely time management, cost management and material management. In this case, it is focused on material management, how much influence it has on the performance of the implementation of work in the construction of school buildings in Surabaya. This study was conducted on the construction of buildings, especially school buildings, because school buildings are classified as unique, namely in general the design and structure of the building are typical, starting from the first floor and so on, this can be done by saving materials so that spending can be reduced. The following regression conclusions are obtained: Y1 = 1,360+0,187 +0,425 -0,124 +0,402 -0,190 -0,097 , where the constant value is 1.360 and the variables , , have a positive (+) value, meaning that if the variable is carried out, it will have a positive impact of the value inherent in the equation, conversely , , have a negative (-) value, meaning that if the variable is not carried out, it will have a negative impact on performance of the value inherent in the variable. Thus, the value of efficiency obtained in material management against the contract value is 3% to 5% of the contract value. This can be said to be quite large considering the contract value of each project varies, it will not be felt if the contract value is small.

This study examines school leadership collegiality within public secondary schools in a selected municipality in Negros Occidental, Philippines. Drawing on a descriptive-advanced correlational survey approach, the research explores the relationships between teacher collegiality, participatory school management, and school leadership collegiality. Findings reveal a moderately warm collegial environment among teachers, with observed strengths in collaboration yet opportunities for enhanced joint planning and assessment. Advisory School Council (ASC) functionality demonstrates moderate effectiveness, particularly in larger schools with male leadership. School leadership enjoys moderately warm collegiality with teachers, yet fostering a more collaborative spirit and prioritizing career development opportunities could further enhance school innovation and growth. Additionally, fostering teacher collegiality and a functional advisory school council significantly improves school leadership collegiality, though the influence is moderated by principal gender and school size. Recommendations are provided for stakeholders to promote collaborative leadership practices and effective school governance. Objective: This study aims to investigate the factors influencing school leadership collegiality within public secondary schools in a selected town in Negros Occidental, Philippines. It specifically explores how teacher collegiality and participatory school administration, particularly in the context of a functioning School Governing Council (SGC), contribute to shaping school leadership collegiality. The primary objectives of this research are as follows: Examine the current level of school leadership collegiality within public secondary schools in the selected town of Negros Occidental. Identify the key factors influencing school leadership collegiality, focusing on the roles of teacher collegiality and participatory school administration facilitated by a functional SGC. Analyze the relationships between teacher collegiality, participatory school administration, and school leadership collegiality. This analysis will explore potential mediating or moderating effects of these factors. Provide empirical evidence and practical insights to inform educational leaders, policymakers, and school practitioners. These insights will be used to develop strategies for enhancing school leadership collegiality within the selected town’s public secondary schools. Research Implications: This research project serves as a springboard for the student researcher’s future endeavors. To maximize the valuable skills and connections gained, the researcher can leverage their data analysis, critical thinking, and research methodology expertise by taking advanced statistics courses, participating in research conferences to present findings, or even co-authoring a publication in a relevant journal. Additionally, the network of local stakeholders developed during the research process is a valuable asset. By staying connected, reaching out periodically, attending relevant industry events, and exploring potential mentorship opportunities, the researcher fosters long-term relationships that can open doors to future collaborations and professional opportunities. Originality/Value: This research lays a strong foundation for future exploration of school leadership collegiality. To expand the existing knowledge base, future researchers can consider comparative studies across diverse contexts, such as rural versus urban schools or varying school sizes. Additionally, in-depth investigations into specific aspects like the influence of principal gender or leadership style on teacher collaboration would be valuable. By pursuing these avenues of inquiry, researchers can inform educational reform initiatives and contribute to improved school leadership practices across all educational settings.

The purpose of this study is to examine whether the Private Schools Building Safety Act of 1986 had an impact on the seismic safety of private school buildings in the San Francisco Bay Area. The Private Schools Building Safety Act was inspired by the Field Act of 1933 and subsequent legislation that significantly improved the seismic safety of California’s public schools. This paper begins by describing seismic activity characteristic of California and proceeds to elaborate upon legislation pertaining to the design and construction of school buildings. Following that is a description of the methods used to investigate the impact of the Private Schools Building Safety Act, the results of the study, and an analysis of the collected data.