Filipino Students Research Articles

Social Class, Identity, and Migrant Students

A necessary component of the neoliberal mechanisms of globalization, migration addresses the economic and labor needs of postindustrial countries while producing new modes of social fragmentation and inequality (Crompton, 2008). As migrant students insert themselves into segmented spaces, their countries of origin are themselves implicated in a global class hierarchy, often positioning them in ways that refract this world economic order (Kelly, 2012). Operating in these transnational contexts, social class plays a significant role in determining life trajectories and the ways by which migrant students of diverse social classes exercise agency. In language education research, however, social class remains largely underexplored, compared to identity categories of ethnicity, race, and gender (Block, 2012). To address this gap, this article employs a Bourdieusian conceptualization of social class, to examine how class differences in transnational contexts can impact the social and educational trajectories of learners. Data from migrant Filipino students in Vancouver, Canada, illustrate how migrant students continually negotiate class positions in these transnational spaces and how the affordances and constraints of their social class can lead to divergent learning outcomes.

Difficulty in Initial Stage of Filipino Students’ Concept Formation of Geometric Figures

Difficulty in Initial Stage of Filipino Students’ Concept Formation of Geometric Figures

Politico-economic influence and social outcome of English language among Filipinos: An autoethnography

Deeply rooted with the influence of the American culture to Philippine Education, most curricula are centered on the English language as the medium of instruction. Until today, most of the classes are taught in English while inconspicuously discourage the use of the lingua franca during discussions and even within school premises. The culture of reverse ethnocentricity in communication is motivated by the assumed status symbol in the community. This autoethnographic study analyzed the positive and ill effects of English-centered curriculum among bilingual and multilingual Filipino students. Noble consequences include: (1) considerably comprehensible to good command of the International language; (2) prodigious chances of employability in foreign countries; and (3) tourism, education and business attraction. Proficiency in the English language as a status symbol has unfavorable effects which include: (1) poor mastery of the lingua franca both in oral and written communication; (2) perceiving the lingua franca as a second-class language; (3) stereotypes and inferiority among non-English and poor-English speaker; (4) challenged cultural identity; and (5) threatened nationalism and patriotism.

Gender Equality in Online Learning: The Case of UP Open University

In line with its mandate to provide wider access to quality higher education, the UP Open University takes full advantage of the use of web-based technologies as tools for teaching and learning. It introduced online tutorials in the delivery of content in 2001 as means of providing academic support to its students. In recent years, the UPOU utilizes the modular object oriented dynamic learning environment (MOODLE) as its learning management system thus making teaching and learning at UPOU fully online. This paper examined the gender equality among students enrolled in the UP Open University online vis-à-vis the introduction of online learning. A five-year enrolment trend (2006-2011) was analyzed and presented in graphs to compare the enrolment of male and female students. Results showed that there is a steady increase in enrolment in most UPOU programs which could be attributed to the growing popularity of online learning and distance education among Filipino students. Data further showed that female enrolment is greater than its male counterparts in the fields of education, communication, health and management sciences. Males, on the other hand, dominate in IT-related programs. This study concludes that whilst female constitutes greater share in the enrolment (63%), there is clear indication that online learning appeals to both genders. With the increasing literacy and access to web-based applications that are gender-neutral, online learning is expected to gain more recognition as an alternative mode of education in the years to come.

Student Off-Task Behavior in Computer-Based Learning in the Philippines: Comparison to Prior Research in the USA

BackgroundOff-task behavior can be defined as any behavior that does not involve the learning task or material, or where learning from the material is not the primary goal. One suggested path for understanding how to address off-task behavior is to study classrooms where off-task behavior is less common, particularly in Asia, in order to understand why off-task behavior is less common in those settings.PurposeIn this paper, we discuss three studies that examine the differences in the off-task behavior of students using intelligent tutoring software in the Philippines and the United States. We investigate whether Filipino students using intelligent tutors exhibit significantly less off-task behavior than their American counterparts, in line with the previously observed patterns of off-task behavior in traditional classrooms in East Asia and Southeast Asia. Using identical intelligent tutors in both countries allows us to control for confounds due to differences in curricula.Research DesignIn the first study, approximately matched cohorts of students in classrooms in the United States and Philippines used the same educational software (the Scatterplot Tutor) for an equal amount of time and according to an identical research protocol. In the second and third studies, students in the Philippines used different intelligent tutoring systems for a fixed amount of time.Data Collection and AnalysisAs students used the software, researchers used a quantitative field observation protocol to record their behaviors. From the quantitative field observations, we computed an approximate percentage of time that each student was off-task and then calculated the average time off-task for each group under study. An additional behavior, gaming the system (intentional misuse of educational software) was also coded.FindingsIn the first study, students in the United States were off-task, on average, seven times more than students in the Philippines. Interestingly, however, the proportion of gaming the system was higher in the Philippines than in the United States. In the second and third studies, the incidence of off-task behavior was comparable to the frequency of off-task behavior in the Philippines in the first study, and substantially lower than the frequency of off-task behavior in the United States in the first study or in prior research on off-task behavior in the United States.Conclusions / RecommendationsThe results of the first study suggest that the previously observed differences in off-task behavior between the United States and Asia cannot be attributed simply to differences in curricula. Understanding the relative roles of cultural factors and past experiences with adaptive educational technology in student off-task behavior is an important area of future work.

"We Ask not for Mercy, but for Justice": The Cannery Workers and Farm Laborers' Union and Filipino Civil Rights in the United States, 1927-1937

This article examines role of Filipino-led Cannery Workers and Farm Laborers' Union (CWFLU) as a civil rights organization from 1927 to 1937. While Filipino laborers who travelled to Alaska to work in seasonal canned salmon industry founded union in 1933, other Filipino cannery workers (or Alaskeros) reported racism and discrimination they faced while on job in newspapers and journals, calling attention to need for a protective organization for employees. Despite Filipinos' ambiguous status as American nationals while under American control, Filipino workers used CWFLU as a vehicle to fight for as well as basic rights and protections as American subjects and eco- nomic contributors to United States. From Filipino students who were some of first employees to expose level of discrimination against Filipino and other Asian workers in cannery industry to later leaders of CWFLU who fought for basic rights of Filipinos who were targets of racially-charged vio- lence, CWFLU served as an essential social and political organization for working-class Filipinos prior to World War II. I argue in this article that historians should approach CWFLU as a Filipino civil rights organization and an impor- tant component of West Coast civil rights movement. O what thrills are coming with advent of June! University of Washington student Victorio Velasco penned in a 1934 article describing life as a cannery employee in Alaska for readers of The Filipino Student Bulletin .V elasco, who was a contributor to The Filipino Student Bulletin and a veteran in seasonal cannery industry, spoke favorably of life in the land of midnight sun, painting vivid pictures of canoeing, romances with native girls, friendships with other students eager to earn wages and tuition money for up-coming academic year, and, of course, manly labor that characterized work in canneries. For Velasco and hundreds of other Filipino students along West Coast who signed up to in Alaska from June to August (known as Alaskeros), cannery life was part of experience of living in United States as a self-supporting student striving to make most of American educational system. Year after year, students such

Are two achievement goals better than one? Filipino students' achievement goals, deep learning strategies and affect

The multiple-goals perspective assumes that adopting both mastery and performance goals is better for students. But there has been very little evidence for the multiple-goals perspective in Asian students. A cluster analysis was conducted to identify groups of Filipino students who endorse different goal combinations, revealing four groups comprised of those who adopted (a) predominantly performance goals, (b) predominantly mastery goals, (c) multiple goals or (d) low levels of both goals. Comparisons of cognitive and affective learning variables indicated that reported use of deep learning strategies, enjoyment of learning and less anxiety were associated with the multiple goals group. Although the study did not assess actual learning outcomes, the study shows results consistent with the multiple-goals perspective, as it shows enhanced use of cognitive strategies and more positive affective experiences in the learning processes, adding to the scant evidence on multiple-goals perspective among Asian students.

Negative Emotions Moderate the Relationship Between Self-Efficacy and Achievement of Filipino Students

The study tested the hypothesis that negative academic emotions moderate the relationship between self-efficacy and achievement. The moderating effect of four negative academic emotions (anger, anxiety, shame, and hopelessness) was investigated in 1345 university students of trigonometry, who answered the Academic Emotions Questionnaire-Math (Pekrun et al. Educational Psychology Review 18:315–341, 2005) and a self-efficacy scale (Pintrich et al. Journal of Educational Psychology 82:33–40, 1991). Results of the moderation analysis indicated the higher self-efficacy was related to higher grades among students who reported lower levels of negative academic emotions. Self-efficacy had minimal or no effect on grades among students who reported higher levels of negative academic emotions. The results are discussed in terms of how negative emotions may indicate negative appraisals of the value of the task and/or task outcomes, and thus weaken the positive links between cognitive and motivational variables and learning.

Correlation between Reading Comprehension Skills and Students’ Performance in Mathematics

The deteriorating performance of Filipino students in the national and international mathematics tests for the last decade has become a major challenge to Philippine education. The Department of Education attributed this problem to students’ poor reading comprehension. Previous studies showed varied findings on the association between variables in reading and mathematics. The present study utilized the six elements of reading comprehension skills to determine their relationship to students’ performance in mathematics. A total of 666 students belonging to the randomly selected first year classes from 18 public and private high schools were taken as sample. A correlation research design was used and a competency-based achievement tests in reading comprehension and mathematics were the research instruments. Students in private schools performed better in reading comprehension skills and mathematics than their counterparts. While reading comprehension skills were insignificantly correlated to private school students’ mathematics performance, the case is different in public schools wherein three skills namely understanding vocabulary in context, getting main idea, and making inference surfaced to have connection with mathematics. The overall students’ reading comprehension skills were not significantly correlated to mathematics performance. Hence, the poor mathematics performance could be explained by other factors not related to reading comprehension skills. DOI: http://dx.doi.org/10.11591/ijere.v2i1.1803

Propensity to Engage in Educational Travel among Selected Young Filipino Students

Educational travel is a significant part of youth travel. It is a business of vast potential. This study is an initial effort to define the prospects of this business by measuring the propensity to engage in educational travel among 140 students from two regions in the Philippines using a questionnaire. Results show that Filipinos have a high propensity to engage in educational travel. Through a t-test, youth from the southern part of the Philippines were found to be different and have a higher propensity than those in the National Capital Region. Reasons for the difference such as demographic factors and built-in environment are explored. Keywords - Youth travel, educational travel, Filipino youth, youth market, travel motivation, travel business, push motives

Determinants In The Choice Of Comprehensible Input Strategies In Science Classes

The Bilingual Education Policy, which was launched in 1974 and revised in 1987, has resulted in the limited exposure of Filipino learners to the English language. This is because the policy reversed previous policies and stipulates that in only two content area subjects, namely, Science and Mathematics is English to be used as medium of instruction. The limited exposure to English has been cited as one of the reasons for the declining proficiency in English of Filipino students since the promulgation of the policy (Gonzales, 1986). On the other hand, the use of English as medium of instruction in cognitively demanding subjects such as science and mathematics has also been given as the reason for the poor showing of students and even teachers themselves in nationwide tests in Science (Maminta, 1985). The overall downtrend in student achievement as evidenced by the poor performance on all of the tests has given rise to two issues concerning the policy. First, is the language for initial literacy and the second is the medium of instruction in science and mathematics. These language issues are crucial in as much as language is the primary vehicle of expression and thought exchange in the classroom. Teaching and learning are in fact language tasks carried out largely by means of verbal interaction between teacher and students (Bellack, et al 1966). The exchange of ideas between students and teachers is largely done through language as they talk about concepts in science, mathematics and other content areas.

Interaction between Community College Processes and Asian American and Pacific Islander Subgroups

This paper examines two topics understudied in higher education: the within group diversity of ethnic subgroups subsumed by the label Asian American and Pacific Islanders (AAPI) and minority-serving institutions. Using structural equation modeling, this paper examines the college pathways of community college students in Hawai‘i through the experience of Japanese, Chinese, Filipino, Hawai‘ian and White students with the intention of understanding their college-learning processes. Analysis of interaction terms in structural equation models reveals race has a moderating effect on students' college experience views. The results from structural equation modeling also show some differences in main effects and total effects due to the inclusion of several interaction terms and the relaxing of the nonrecursive assumption.

Academic success of Vietnamese and Filipino Students in Germany–n analysis on the basis of the extended PISA 2003 data set

In diesem Beitrag werden die Lese- und die mathematische Kompetenz sowie die mathematikbezogene Motivation von Schulerinnen und Schulern mit philippinischem und vietnamesischen Migrationshintergrund untersucht. Die zugrunde liegende Datenbasis bildet die Erweiterungsstichprobe von PISA 2003. Die statistischen Auswertungen zeigen, dass beide sudostasiatischen Schulergruppen ahnlich hohe Kompetenzniveaus aufweisen wie Jugendliche ohne Migrationshintergrund. Lediglich im Lesen schneiden vietnamesische Jugendliche etwas schlechter ab. Diese Jugendlichen sind daruber hinaus sowohl intrinsisch als auch extrinsisch stark in Mathematik motiviert. Im familialen Hintergrund ahneln Jugendliche philippinischer Abstammung den Jugendlichen ohne Migrationshintergrund. Vietnamesische Familien verfugen demgegenuber uber ein geringeres okonomisches und kulturelles Kapital. Unter Kontrolle des familialen Hintergrundes erreichen Jugendliche vietnamesischer Herkunft sowohl im Lesen als auch in der Mathematik signifikant hohere Kompetenzen als Jugendliche ohne Migrationshintergrund.

Cross-Cultural Validation of the Inventory of School Motivation (ISM) in the Asian Setting: Hong Kong and the Philippines

Students’ achievement goals in school have received increasing research attention because they have been shown to be important in predicting important outcomes. As such, there has been a growing interest in measuring and comparing them across different cultural groups. However, these comparisons cannot be made until validity evidence has been attained to support the use of an instrument in the new cultural setting. In this study, we investigated the cross-cultural applicability of the Inventory of School Motivation (ISM, McInerney et al. American Educational Research Journal 34:207-236, 1997) in the Hong Kong Chinese and Philippine contexts using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance, social, and extrinsic goals. 1,406 high school students from Hong Kong (n = 697) and the Philippines (n = 709) participated. Results of the within-network test showed that the ISM had good internal consistency reliability and the confirmatory factor analysis provided support for the hypothesized four-factor model. Multigroup confirmatory factor analyses supported invariance of factor loadings across the two samples. The between-network test also indicated that these achievement goals correlated systematically with different aspects of students’ self-concepts. These findings support the applicability of the ISM among Hong Kong Chinese and Filipino students.

Being Catholic as Reflexive Spirituality: The Case of Religiously Involved Filipino Students

What does being Catholic mean to religiously involved Filipino students? Drawing from qualitative research with undergraduates involved in campus-based Catholic organisations, this article argues that their religious identity is best characterised in terms of a reflexive spirituality. Reflexive spirituality is defined as the subjective spiritual disposition of engaging with Catholicism to ascertain its most important elements and distinguish them from the less essential ones, leading to a more meaningful internalisation and exercise of the religion. Countering any expectations of traditional religiosity, its main themes among my informants include a personal and experiential relationship with God, an action-orientated relationality, and a religious critique of the Catholic leadership and peers. Collectively, these dimensions of personal meaning, relationality, and critique help in a more effective internalisation of Catholicism. Hence, although they may have resonances with their Evangelical peers, these students do not necessarily leave the religion. As it develops tacitly among Filipino Catholic youth who are not systematically organised, this reflexive spirituality may be seen as an undercurrent of experiential religion of humanity within institutionally conservative Philippine Catholicism today.

The structure of vocational interests in Filipino adolescents

The structure of vocational interests was investigated in Filipino high school students ( N = 503), who rated their interest in 303 culture-relevant occupational titles and 93 major fields of study. Item-level principal components analyses identified general interest, prestige, and sex-type dimensions, rather than Prediger's (1982) People/Things and Data/Ideas dimensions. Additional factor analyses were conducted to derive scales that measure more specific interests, including Unskilled/Semiskilled Labor, Male-dominated, Engineering/Technology, Science, Medical, Arts, Commerce, Government/Law, and Education. The interest scales showed some resemblance or overlap with Holland's types, and gender differences on the scales conformed to expectations. However, the relationships among the scales and occupations were better accounted for by prestige and sex-type than by People/Things and Data/Ideas dimensions or by Holland's circular model. Developmental, cultural, educational, and economic factors that might account for Filipino students' focus on prestige and sex-type were discussed.

Issues Affecting U.S. Filipino Student Access to Postsecondary Education: A Critical Race Theory Perspective

There are 3.2 million Filipinos in the United States, arguably the largest Asian American ethnic group. Although 36.7% of Filipino adults have college degrees, which is much higher than their ethnic and racial counterparts, U.S. Filipino1 youth have fewer postsecondary opportunities. Filipino immigrant and second-generation youth exhibit high secondary “push out” rates, suffer from depression and other mental health issues, demonstrate lower levels of participation and retention in higher education, and attend less selective colleges if they pursue postsecondary education. They are additionally marginalized by institutional policies that do not consider the complexity of their lives. In the context of color-blind educational discourse, their issues have been rendered largely invisible; they are often not targeted or eligible for institution-sponsored postsecondary access and retention programs. In this paper, I use Critical Race Theory to guide a review of literature to show how the intersection between immigration, socioeconomic status, and race shape the barriers to postsecondary opportunities for U.S. Filipinos. 1U.S. Filipinos refers to people of Filipino descent residing in the United States. The term is used over the more commonly used term, Filipino American, to better encompass persons who do not identify as American, particularly those who are undocumented.

Dynamics of Student Cognitive-Affective Transitions During a Mathematics Game

Researchers of interactive learning environments have grown increasingly interested in designing these systems to become more responsive to differences in students’ cognitive-affective states. They believe that the detection of and adaptation to student cognition and affect may boost student learning gains and enhance the quality of students’ overall learning experience. A growing body of research focuses specifically on the study of cognitive-affective dynamics, defined as the natural ways in which a student’s cognitive-affective states change over time. These types of studies help designers identify desirable (virtuous) cycles that they want to foster and undesirable (vicious) cycles that they want to dissuade. In this study, the author examined the dynamics of the cognitive-affective states exhibited by Filipino students as they used the pre-algebra game MATH BLASTER 9-12. The author focused on the cognitive-affective states of boredom, confusion, delight, engagement, frustration, neutrality, and surprise. Using quantitative field observations, the author determined which of these states tended to persist or transition into other states over time. It was found that boredom was the only state that tended to persist. Boredom tended not to lead to engagement. Students who were confused were not likely to stay confused but were likely to transition into engagement. Students who were delighted were not likely to become confused. From these findings and based on comparisons with related work, it is concluded that boredom is a persistent and undesirable state. Confusion is not persistent and is desirable because it leads to further engagement with the content.

Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines

The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and on their perceptions of hypothetical students who exemplify the different achievement goals. The perception questions related to social goals such as peer affiliation, personal qualities, and likeability. The achievement goals data indicated that Filipino students reported higher levels of mastery goals compared to their Malaysian counterparts, who in turn reported higher levels of performance approach goals. Hierarchical regression analysis indicate that country differences in mastery and performance goals can be accounted for by differences in perceptions of mastery- and performance-goal oriented peers, particularly those perceptions that relate to social affiliation and social approval. The results are discussed in terms of how achievement goal constructs are perceived in different countries, and how differences in perception may relate to some social dimensions in the adoption of achievement goals.

Mathematics-related Beliefs of Filipino College Students: Factors Affecting Mathematics and Problem Solving Performance

The main purpose of the study reported in this paper was to determine Filipino college students’ (n=336) positive and negative beliefs about mathematics and mathematical problem solving by administering the 36-item (six scales) self-report questionnaire through stratified random sampling. The study was also aimed at analysing possible significant differences in mathematicsrelated beliefs related to gender, year level, and field of specialization. Using correlations, t tests and multiple analysis of variance, results showed positive beliefs that Filipino students valued effort in increasing one's mathematical ability and considered mathematics as useful in their daily lives. On the contrary, Filipino students believed that all word problems can be solved by simple step by step procedure and word problems are not important. Statistical tests revealed that gender difference in positive beliefs that effort can increase mathematical ability and in the usefulness of mathematics is significant. This gender difference in the beliefs mentioned reflected also in all year levels and in various field of specializations.