Bachelor Of Secondary Education Research Articles

Optimizing Quality Classroom Engagement and Thinking and Rethinking Processes in Social Studies Courses through a Wait-time Model (WTM)

The purpose of this study is to find out how the wait-time provided by professors to the students’ influence their classroom engagement as well as their ability to think and re-think, both in the online and offline set-ups. The problem with wait-time during discussions is that it can hinder the flow of conversation and impede effective communication. One of the problems that confront students is the prolonged pauses or delays in responses that may lead to disengagement, loss of momentum, and decreased overall efficiency in exchanging ideas or information. This delay can be caused by various factors such as technical issues, hesitation in responses, or inadequate facilitation, all of which can contribute to a less productive and engaging discussion. This study used social-observation descriptive design, a form of scientific research. The samples were selected through purposive sampling, include three (3) classes from Bachelor of Secondary Education, majoring in Social Studies totaling 95 respondents and 5 social-science faculty members from the College of Teacher Education, City University of Muntinlupa, Philippines. The Survey on the Average Teacher’s Wait-time Tool and Classroom Discussion through a Wait-time Tool, constructed by the researchers, observation, and interviews were used to gather data from the samples. The study found out that the Average Wait-Time on "Creating Questions" has the longest average wait-time at 2 minutes and 11 while "Remembering Questions" have the shortest wait-time at 41 seconds. There is a strong positive correlation between the average length of wait-time and active classroom engagement. Longer wait-times result in more engaged students, whether in online or face-to-face classes. And the correlation between Wait-Time and Thinking and Rethinking reveals that there is a moderately negative correlation which suggests that the length of wait-time and the thinking and rethinking process have an inverse relationship. Extended wait-times may lead to reduced cognitive activity, indicating a need for balance. These findings emphasize the importance of optimizing wait-time in educational practices to facilitate meaningful engagement and cognitive processing. Balancing the duration of wait-time is essential to harness its benefits effectively. The authors concluded that through quality wait-time, students would be able to further enhance their analytical, critical, and higher order thinking skills.

Grammatical Deviations in the Lesson Plans Among Bachelor of Secondary Education (BSED) English Students

This study sought to analyze the grammatical deviations from the collected lesson plans of BSED English students. It also describes the types and causes of grammatical deviations that occur in their lesson plans. The data were taken from the 41 collected lesson plans of BSED English students who were enrolled during the second semester of the school year 2022-2023. The qualitative-descriptive research method was used to substantially analyze the grammatical deviations within the content of the collected lesson plans. The researcher and three validators checked and reviewed the generated data to ensure that the grammatical deviations were accurately identified. The Grammatical deviations that were found in the lesson plans among BSED English students across all year levels were: subject-verb agreement and verb form. The findings revealed that subject-verb agreement had the highest occurrences of deviations due to the influence of their language transfer, which often had distinct systems and patterns, while the verb form had moderate occurrences. The findings transpire that BSED English students are not merely regarded as grammatically incompetent, just because of grammatical deviations found in their lesson plans. Nonetheless, they should be understood that their grammatical deviations are influenced and shaped by the sociolinguistic reality, language variations, and cultural backgrounds. Which can still be used as a medium in delivering the lessons, and likewise influence the learners’ academic development.

Undergraduate students’ modular experiences in learning mathematics in the new normal education

<span lang="EN-US">The modular approach has been proven to be an effective tool in mathematics learning. However, this approach presents challenges regarding students’ learning. Hence, this study was conducted to determine and compare the modular experiences of 55 Bachelor of Secondary Education (BSED) Math students of Eastern Samar State University (ESSU) Salcedo based on gender, age, and year level. The study utilized a descriptive-comparative design and a survey questionnaire. Percentage, mean, t-test, and </span><span lang="EN-US">analysis of variance </span><span lang="EN-US">(</span><span lang="EN-US">ANOVA) were used to treat the data. The study revealed that respondents were satisfied with their modular experience in learning mathematics in the new normal education. Specifically, the respondents rated their experience satisfactory in good teaching, high in clear outcomes, manageable in appropriate workload, moderate in appropriate assessment, and average in generic skills. Furthermore, the study found a significant difference in good teaching, clear outcomes, appropriate workload, appropriate assessment, generic skills, and satisfaction with modular learning across the respondents’ year level, but insignificant across age and gender. Based on the findings, it is recommended that teachers should attend intensive seminars and training on current trends in math teaching and module development. Modules’ quality must be improved considering the workload, assessment, outcomes, and skills development.</span>

Unlocking the Power of Canva: Students’ Views on Using the All-In-One Tool for Creativity and Collaboration

As technology continues to be integrated into the field of education, many students and teachers turn to digital tools to enhance their learning and teaching experience. Among these tools is Canva, a web-based graphic design platform. This qualitative descriptive study seeks to investigate the views of students on using Canva as an all-in-one tool for creativity and collaboration. It was conducted among eight (8) Bachelor of Secondary Education (BSED) major in Social Studies students who were identified through a purposeful sampling technique. The students were asked to write narratively in a written interview questionnaire based on Graham Gibbs' reflective cycle that was created using Google Docs. The analysis revealed three (3) main themes: unique features (user-friendliness, diverse applications, and efficient collaboration), positive effects on creativity and collaboration (continued usage, enhanced skills, and increased satisfaction), and drawbacks (application’s limitations and users’ limitations). The results demonstrated that students have predominantly positive opinions of Canva. It enables them to unleash their creativity, optimize collaboration, and produce visually captivating designs. However, they also acknowledged that despite its user-friendliness and comprehensive features, Canva has certain disadvantages that may come from the application and the students themselves. Factors like overreliance on the application and weak connectivity may pose a challenge to their design process. Nevertheless, Canva remains a valuable digital tool for students in enhancing their educational endeavors.

Acquiring skills in basketball through observational learning

With the ongoing COVID-19 pandemic requiring us to practice social or physical distancing, the concept of observational learning has become particularly relevant. This learning process involves observing others, retaining the information, and replicating the observed behaviors later. This research determined the skill acquisition in Basketball through observational learning of pre-service teachers at Batangas State University JPLPC-Malvar to determine its implications for teaching physical education. It specifically addressed the respondents' profile in terms of sex, program, GWA, and socio-economic status significant relationship between the respondents' profile and their skill acquisition in Basketball through observational learning. This descriptive-correlational study was conducted to assess the 89 students enrolled in the College of Teacher Education program at the Batangas State University JPLPC-Malvar campus. An adequate number of respondents and an appropriate sampling technique are adopted to produce a valid and reliable result. Using a self-made questionnaire and appropriate statistical measures, the results revealed that the respondents are greatly female, mostly from Bachelor of Secondary Education, belong to the Superior Group, and have a middle income. Chi-Square revealed that sex, program, GWA, and socio-economic status have significant relationships when correlated to their encountered challenges. The above-mentioned findings recommend using multimedia or video demonstrating skills in physical education classes to train the students' skills and strengthen the use of observational learning and conducting a webinar that focuses on how we can learn Basketball through observational learning.

Utilization of Student-Created Videos for Laboratory Activities in Physics

The shift from a traditional to an online mode of learning due to COVID-19 pandemic led the researchers to conceptualize and create videos for students who have no access to a laboratory facility. This research assessed the effect of student-created videos to the academic performance of fifty-three (53) Bachelor of Secondary Education (BSEd) students in Physics 1 (Electromagnetism) and 4 (Waves and Optics). The student-created videos served as the intervention of this research. Laboratory worksheets and survey tools were used for data gathering. The paired samples T-Test was utilized to determine the significant difference in the test scores before and after the intervention. Results showed that academic performance in Physics improved when coupled with student-created videos. Laboratory videos helped enhance the quality of the learning process. Therefore, this may be adopted in science subjects with laboratory component.

Tracking Down the Employability of the Teacher Education Graduates

The purpose of this Graduate Tracer Study (GTS) was to gather vital feedback about the quality and relevance of education obtained and employability of the 2019 graduates of Bachelor of Secondary Education (BSE) of the Isabela State University, City of Ilagan Campus. The 85 respondents were traced from September 2021 to March 2022. One indicator of the success of ISU City of Ilagan Campus in equipping BSE Batch 2019 with quality education is reflected in the 80 percent turnout of passers in the Licensure Examination for Teachers. However, tight competition for a job and unavailability of job vacancy were claimed as reasons for the delay of the rest of the respondents’ employment or had caused them unemployment – a feedback which may indicate concerns on quality and relevance.The respondents considered Educational Qualification as the factor most contributory to their first employment. A significant number of respondents were teaching in government but have yet to obtain security of tenure. The data on job description and monthly salary reveals that there were few who were gainfully employed and most of them are underemployed and are misfits in their present jobs at the time of the survey. The respondents considered communication skills, human or interpersonal skills, leadership or managerial skills, problem-solving skills, and critical thinking skills very useful in their present job. Majority of the respondents assessed their college degree and educational trainings as very relevant but a significant number of the BSE Batch 2019 find it fairly relevant and not relevant. This may confirm the job mismatch analyzed from the data gathered which may impel the Program to review quality and the relevance and non-relevance of the curriculum to job requirements. Nonetheless, the overall assessment given by the respondents on the BSE Program was excellent. The utilization of result of GTS is in place.

Language Learning Strategies and Grammatical Competence of the English-Major Students in Zamboanga del Norte HEIs

Language learning requires strategies that increase our competence in communication. This study identified the language learning strategies and the grammatical competency level of the Bachelor of Secondary Education (BSED) English major students at Jose Rizal Memorial State University (JRMSU), School Year 2017-2018. This research is mixed methods since it determined the language learning strategies mostly used by the students and identified the grammatical competency level of the respondents. The researcher triangulated the data from the survey using the focus group discussion through semi-structured interviews. It further examined whether there is a significant relationship between language learning strategies and the grammatical competence level of the BSED-English. The respondents of this study were the 138-3rd year BSED-English major students of JRMSU chosen through simple random sampling by the lottery technique. The students took the Strategy Inventory of Language Learning (SILL) survey questionnaire, developed by Oxford (1990), and the grammatical competence test. Twelve students from the group participated in the focus group discussion. The data were checked, tallied, and analyzed utilizing the weighted mean, ranking, and percentage. The researcher employed Spearman's Rho test to find the relationship between language learning strategies and grammatical competency levels. She then transcribed and coded the data from the focus group discussion. The results of this study showed that language learning strategies usually used by the BSED-English major students were metacognitive, social, cognitive, affective, and compensation strategies. In addition, it showed that the overall grammatical competence level of the students is competent, which revealed their higher competence level in word formation and syntax but less competence in spelling, pronunciation, and vocabulary. The results showed a significant relationship between language learning strategy use and grammatical competence level, indicating that the more language learning strategies are mostly used by the students, the higher their grammatical competence level.

Graduate Tracer Study of Bachelor of Secondary Education (BSEd) of St. Paul University Surigao College of Teacher Education 2013-2017

This tracer study aimed to determine the employability and graduates’ rating of their academic program from 2013 to 2017. It is a descriptive-quantitative survey utilizing the modified Commission on Higher Education (CHED) Graduate Tracer Study Questionnaire. Out of 95 Bachelor of Secondary Education (BSEd) graduates from 2013 to 2017, there were 76 who participated. The findings revealed that the graduates of BSEd have high employability, and most of them landed in the profession related to their undergraduate studies. Further, the results also showed that St. Paul University Surigao BSEd program was very effective in terms of quality teaching, student activities engagement, learning environment, and student support services. It signified that indicators were recognized and practiced in the institution to enhance the facilitation of the graduates’ learning experience that is holistically and concretely responsive. This study recommended that the school continuously emphasize effective school leadership, academic program dynamic review, and professional development of the teachers that are pivotal in effective academic program implementation.

Graduate Tracer Study of Bachelor of Secondary Education (BSEd) of St. Paul University Surigao College of Teacher Education 2013-2017

Graduate Tracer Study of Bachelor of Secondary Education (BSEd) of St. Paul University Surigao College of Teacher Education 2013-2017

Exploring Student Mental Models and Student Experiences to Improve the Teaching Practice of Cell and Molecular Biology

Teaching and Learning Biology requires a lot of memorizations of concepts, principles, and laws which may be one of the reasons why students find this area of knowledge highly conceptual. This action research is conducted to improve the teaching practice of Cell and Molecular Biology by investigating and exploring the mental models of students in learning this course under the program, Bachelor of Secondary Education (BSED) Major in Science. This study utilized an action research design by developing learning modules that contain asynchronous tasks which allowed students to design their own concept maps and other visual organizers to explain highly technical concepts in Cell and Molecular Biology. This targets to improve students’ critical thinking and enhance comprehension of difficult concepts which were assessed through summative assessments. Based on the results of this study, the students frequently used concept maps and bubble topical organizers or clusters of objects that show linkages among the topics that were discussed in the modules. Students relatively agreed that use of concept mapping helped them organize their ideas in the entire course of cell and molecular biology. This study recommends the testing of this intervention to other disciplines in science education such as in genetics & biotechnology and in anatomy and physiology to establish the consistency of results.

Integrating Workbook-Making in Learning Calculus during the Pandemic: A Phenomenological Study

Calculus is one of the courses considered frustrating and difficult by most learners. This frustration, along with difficulty encountered, is coupled with the challenges brought about by the paradigm shift to online learning. In an effort to address some of these challenges, the teacher-researcher employed project-based learning through workbook-making in hopes of improving students' learning. The study used a phenomenological approach to investigate the second year Bachelor of Secondary Education- Mathematics students’ lived experiences in workbook-making during the pandemic. The study utilized simple random sampling among the students who were taking Calculus course during the second semester of the school year 2020-2021. Eleven (11) students responded and were subjected to semi-structured interview questions. Using thematic analysis, three themes emerged: (1) Difficulties and Challenges in making Calculus workbook during the Pandemic, (2) Strategies employed to make Calculus workbook during the Pandemic, and (3) Workbook-making as a tool in learning Calculus. The result of the study may be a springboard for other Mathematics educators to devise learning interventions or apply project-based learning, specifically workbook-making, in enhancing students’ learning, not only in Calculus but Mathematics in general, during the pandemic. It can also serve as a baseline in conducting related studies in other fields and levels.

PERFORMANCE OF TEACHER EDUCATION INSTITUTIONS IN STATE UNIVERSITIES AND COLLEGES OF REGION IV-B: BASIS FOR SUSTAINABLE ACCREDITATION PLAN

Generally, this study delved on the performance of Teacher Education Institutions in state universities and colleges of Region IV-B in relation to their Level II accreditation status. The levels of performance of Teacher Education Institutions were seen in terms of the following indicators: 1) faculty with specific provisions in teaching performance and professional development; 2) curriculum and instruction with specific provisions in board examination performance and admission-graduation ratio; 3) research outputs; and 4) extension services. Descriptive and documentary analysis types of research were adopted. Data extracted from the Agency Performance Rating (APR) instrument which is basically the measurement the tool for Normative Financing Scheme of DBM, the SUC Leveling instrument of CHED, the National Budget Circular (NBC) No. 461-Qualitative Common Evaluation (QCE) instrument, the Performance Evaluation System (PES) of the Civil Service Commission and the AACCUP Survey Instrument were used. As an offshoot of the study, a sustainable accreditation plan was proposed. The respondents of the study were the Teacher Education Institutions in the main campus of six state universities and colleges in Region IV-B offering Bachelor of Elementary Education and Bachelor of Secondary Education during the SY 2011-2012. Generally, the findings revealed that the level of performance as perceived by the SUC-TEIs under study and based from the ratings of AACCUP varies in different descriptions. Comparative analysis showed that board examination performance and admission-graduation ratio got statistically similar ratings from the two evaluation systems and that their assessments as far as academic performance is concerned are the same on the aforementioned areas. However, a significant difference was reflected on the areas of teaching performance, professional development and extension Services and highly significant difference on research as perceived by the SUC-TEIs and AACCUP. Documents supplemental to the data elucidated that the six TEIs of state universities and colleges in Region IV-B have common strengths and limitations in the four major (4) areas of accreditation. Conclusions were drawn out of the findings and strengthened the concept that despite gaining level II accreditation status, there were some areas that need considerable improvement in performing the academic functions of Teacher Education Institutions to achieve institutional effectiveness. An overview of the general result showed that several items have no significant difference between the perception made by SUC-TEIs respondents under study and the accreditation ratings by AACCUP concluding, therefore, that the two groups of organization had almost the same analysis as to the effectiveness of academic performance of these six TEIs. Common limitations were identified in almost all Teacher Education Institutions. For these reasons, it was recommended that faculty members of each college/dept should sustain a strong academic focus and further strengthen capabilities in research and extension. Re-evaluation of the areas with low performance was also suggested for possible interventions that can be resulted to an effective and efficient delivery of services to stakeholders. Other areas that did not contribute significant effects to the performance of the College/Department of Education should be given emphasis and attention by the school administration in preparation for the next higher level of accreditation. Finally, adoption of the proposed sustainable accreditation plan for the University/College and replication of this study among other SUCs located in other regions or maybe used by other programs are advocated.

The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed

The coronavirus pandemic (COVID-19) is a global health crisis that has affected educational systems worldwide. North Eastern Mindanao State University (NEMSU), a typical countryside academic institution in the Southern Philippines, did not escape this dilemma. The advent of remote learning to continue the students’ learning process has caused difficulties for both the students and the educational institutions. Thus, we conducted this study to assess the students’ level of submission of assigned tasks from printed remote learning modular materials under the College of Teacher Education of NEMSU. We evaluated whether the distance of students’ residences to the campus or the nearest online learning facilities affects the level of modular task retrievals. We also determined the current situation, challenges, and struggles of the students with remote learning. Our results showed that out of 392 printed learning modules sent to Bachelor of Elementary Education (BEED) students, 299 or 76% were retrieved. There were also 292 Bachelor of Secondary Education (BSED) students who received the learning modules, and 237, or 81%, complied with their tasks. We found that 68% of the total number of students reside within a <30 km radius, while 32% were within a 30–40 km radius. We also found that the distance of their residences from the NEMSU campus slightly affected the percentage of modular learning material retrievals for both the BEED and BSED students, with R2 = 0.38 and R2 = 0.07, respectively. Nonstructured interview results showed that most students were constrained by many challenges and struggles in complying with the tasks. These include internet connectivity problems, inadequate learning resources, difficulty understanding the module contents and assessment instructions, overloaded remote learning tasks, poor learning environment, and mental health problems. This study also revealed that the country’s digital divide became more apparent as we navigated this new mode of the remote learning system.

Measuring Students' Learning and Attitude as Exposed to Microscale Laboratory Experiments in Inorganic Chemistry

Microscale chemistry is an approach to conducting chemistry experiments which can help overcome increased concerns about environmental pollution problems as well as rising laboratory costs. It is accomplished by using miniature labware and significantly reduced amounts of chemicals. The main goal of this study was to explore whether the use of microscale chemistry experiments can increase student’s understanding of chemistry concepts and improve attitude towards chemistry practical work. Quasi-experimental design without control group was used to determine from purposively selected class of 40 freshman students of Bachelor of Secondary Education (BSE). The students worked in groups on eight microscale chemistry experiments in a period of 8 weeks. Pre and post-test were administered before and after the treatment. Results revealed that microscale approach significantly improved student chemistry academic performance. Students’ perception of microscale is positive. Findings showed that the microscale approach can increase understanding of chemistry concepts.
 
 Keywords: learning, students’ attitude, microscale laboratory

The Mathematics Teaching Performance of Scholar Education Graduates in Selected Public Schools in the Philippines: An Explanatory Sequential Mixed Method Study

This explanatory sequential mixed method study aimed to determine the mathematics teaching performance of Bachelor of Secondary Education (BSEd) major in Mathematics scholar education graduates for the period 2010-2015 of a certain state university in Western Visayas region in the Philippines. Eight BSEd major in Mathematics scholar education graduates and their eight department heads were included in the study purposively. The researcher adopted the Results-Based Performance Management System (RPMS) tool of the Department of Education (DepEd) and utilized interview guide and observation guide as data gathering instruments. Moreover, the statistical tools used were mean and standard deviation to analyze and interpret quantitative data. On the other hand, thematic analysis was used to analyze qualitative data. The study revealed that the overall performance of the scholar education graduates was very satisfactory. Moreover, the scholar graduates manifested the following in their teaching performance: a) content knowledge and relevance through mastery of the content; b) instructional strategies by using game-based strategy; c) learning activities and instructional materials by using ICT-based instructional materials; d) lesson organization and presentation by using 4A’s Model and DepEd’s format in lesson planning; e) classroom management by imposing rules and practicing routines; and f) evaluation by using authentic assessment. This shows that the scholar graduates have discovered new teaching strategies, different ways of teaching mathematics, used innovative materials and assessed students in various means not just to make themselves productive and excellent in mathematics education but to achieve quality learning for the students. It’s only then that teaching becomes rewarding.

Area of Specialization and Teaching Performance of the Secondary Science Teachers in Negros Oriental, Philippines

The K to 12 reform and the new Philippine Professional Standard for Teachers have changed the landscape of teacher quality requirements in the Philippines. It is in this context that this study is deemed necessary to determine the area of specialization and the teaching performance of the public secondary school Science teachers in terms of science content knowledge with this new educational schemeThere were 46 respondents in this study from the Department of Education-Guihulngan City Division, Negros Oriental Philippines. Findings reveal that the science teachers’ area of specialization can be categorized as Bachelor of Secondary Education (BSED) major in General Science, BS in Scientific Field (Nursing, Biology, and Chemical Engineering) and the Non-Science Field (English, TLE, Social Science). It indicates that majority of them lack the needed educational qualification to teach all science disciplines in the K12 curriculum. Furthermore, it shows that the BSED-General Science teachers with outstanding rating perform better than the B.S. in Scientific Field group and the non-science teachers with very good and good performance ratings respectively. It is an indication of lack of science content knowledge among the non-science teachers. Furthermore, the result discloses that the area of specialization is a determining factor in their teaching performance. It revealed that among the three groups of respondents, the general science teachers appear to be the most efficient. They are followed by those in the B.S. in Scientific field, and the non-science teachers came out to be the lowest. Hence, it clearly suggests that the BSED-General Science teachers are the most qualified to teach science since they have the sufficient educational preparations. The B.S.in Scientific Field teachers need to undergo more training and enroll in graduate studies to master all the science areas in the K12 curriculum. While the non-science teachers are discouraged to handle science subjects since they lack the necessary educational preparation to teach science.

GETTING THROUGH THAT INVISIBLE WORD: LESSONS FROM STRUGGLING READERS

The Sagayen National High School (SNHS) in Asuncion, Davao del Norte, has not been exempted from the enduring struggle caused by the perennial problem in reading. The result of the Philippine Informal Reading Inventory (PIRI) conducted to its Grade 7 students has provided a backdrop of the reality that besets our students in the secondary schools. The College of Teacher Education and Technology, through the Bachelor of Secondary Education (BSED) Department, answers the challenge via the “Summer Big Brother/Sister: Learning is Fun Project”, a project in the Integrated Reading Enhancement Approach to Developing Readers (i-READR) Program: A Community Extension Program to a Participatory Action Research. This was designed to eventually transform frustration-level readers into “grade-level” readers, implemented in three years. Through Participatory Action Research (PAR), the Project provides for these identified “frustration-level” readers to develop the necessary skills not just to “make sense” of the written word but, more importantly, overcome the invisible yet more serious consequences of their condition. This is in consonance with PAR, which, according to McTaggart (1997), encourages capacity development and capacity building of all who participate. Findings reveal that struggling readers have more serious social problems that are caused by their inability to read. Enhancements in the existing reading program are also necessary to cater to the growing reading-related needs of the learners.

La escritura textual narrativa en el aprendizaje de estudiantes en Educación

En este artículo se presentan resultados parciales de una investigación que buscó identificar las prácticas de escritura en alumnos de la licenciatura en Educación Media de la Universidad Autónoma de Sinaloa, con el objetivo de examinar cuáles son los textos en el aprendizaje de la disciplina profesional. La metodología es de corte cualitativo. La recolección de datos fue vía entrevista semiestructurada con enfoque sociocultural. Las entrevistas se aplicaron a 21 sujetos de un grupo de octavo semestre y a cuatro de sus profesores. En los fundamentos teóricos se abordan la práctica social de la cultura escrita, las dificultades al escribir textos académicos, la escritura desde las asignaturas y durante los estudios universitarios, la revisión grupal de discursos que abona a la reescritura personal y la inclusión de centros de escritura. Como parte de los resultados, los alumnos expresaron que destinan en promedio ocho horas por semana para componer y sustentar un escrito; tienen preferencia por la redacción del discurso literario, dificultad para escribir atendiendo la cuestión gramatical, predisposición por trazar una ruta o plan que guiará el texto, una inclinación por redactar en solitario y una tendencia a elaborar textos en un entorno limpio, luminoso, fresco, tranquilo, con mesas grandes, fijas, y con ventanas con vista a árboles. En las respuestas de los profesores destaca que los jóvenes recurren al texto narrativo para darle forma a distintos trabajos solicitados. Dentro de las conclusiones está el hecho de que la composición escritural en la universidad demanda acciones de reescritura en compañía y de forma grupal a fin de promover el aprendizaje personal. Esto apunta a la inclusión de centros de escritura donde sea posible partir de estructuras narrativas para encaminarse hacia la construcción de textos académicos.

Achievement Test of Education Students in Assessment of Student Learning

The study attempted to determine the level of achievement of the selected education students in Assessment of Student Learning. It was also tested if there existed a significant differences between and among the achievement of the four groups of respondents. The samples of the study were education students enrolled in Assessment of Student Learning. The first group of respondents were the Bachelor of Secondary Education (BSEd) students. The second group were the Bachelor in Elementary Education (BEED) group. The third were the students enrolled in Bachelor in Industrial Education (BSIE) students. A 25-item test which was adopted from assessment books was used check the level of achievement of the respondents. Mean, Standard Deviation, ANOVA, and Sheffe’s Test were used as a statistical tools to treat and analyze the data gathered. The Bachelor in Industrial Education and Bachelor of Elementary Education groups performed very good while the Bachelor of Secondary Education and Bachelor in Library and Information Science groups were at good level. The overall performance of the four groups of respondents were very good. There exist significant differences between and among the means of the achievement of the respondents. Based from the findings of the study, the researcher concluded that the level of achievement of the respondents in Assessment of Student Learning was very good. In addition, there existed significant differences between and among the achievement of the four group of respondents. The study recommends that students enrolled in assessment should be encourage to be outstanding in their performance and a further study using other respondents be conducted to validate the results.