National High School Research Articles

Implementation of Project PIC (Pragmatic, Ideological, and Charismatic) in improving the leadership style of senior high school teachers in Gallanosa National High School

Implementation of Project PIC (Pragmatic, Ideological, and Charismatic) in improving the leadership style of senior high school teachers in Gallanosa National High School

EXPLORING GRADE 7 STUDENTS’ SECOND LANGUAGE DIFFICULTIES: IMPLICATIONS FOR TEACHING AND LEARNING

This study investigated the second language difficulties of Grade 7 students in one national high school in Sorsogon province, Philippines, S.Y. 2023-2024. Specifically, it identified the grammatical errors of students in their narrative essays along with subject-verb agreement and verb tenses. It determined the second language difficulties leading to their grammatical errors and their implications for language teaching and learning. Based on the 45 essays analyzed by the 15 students, the results showed that the grammatical errors identified were along the verb tense, which ranked highest (66%), and subject-verb agreement (42%), indicating a high level of students’ writing difficulty. Several linguistic difficulties that contributed to these errors were vocabulary gaps, limited knowledge of grammatical rules, syntactic differences between the students’ local language (L1) and English language (L2), the challenging learning environment, lack of resources, distractions, and insufficient family support. The students’ L2 difficulties may have implications for teaching and learning, particularly in terms of communicative effectiveness, reading comprehension, shift in teaching approach, and balancing formal and communicative activities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0977/a.php" alt="Hit counter" /></p>

Locus of control and literacy in environment of students in Magsaysay National High School

Locus of control and literacy in environment of students in Magsaysay National High School

Epidemiology of injuries in U.S. high school track and field throwing events from 2008 to 2019.

Injury characteristics of high school track and field throwing athletes in the United States are not well studied. Understanding epidemiology of injuries is important to identify treatment and prevention strategies. To describe injury rates and patterns in U.S. high school track and field throwing events from a longitudinal national sports injury surveillance system. Descriptive epidemiology study. Data were provided by the National High School Sports Related Injury Surveillance System, High School RIO (Reporting Information Online). Athletic trainers reported injury and exposure data through the High School RIO website on a weekly basis. An athlete exposure (AE) was defined as one athlete participating in one school-sanctioned practice or competition. Throwing events of discus, shot put, and javelin were analyzed in this study. Injury rate, rate ratios (RR), injury proportion ratios (IPR). U.S. high school athletes. A total of 267 track and field throwing injuries occurred during 5,486,279 AEs. Overall, the rate of injuries in competition was higher than in practice (RR 1.35, 95% confidence interval [CI] 1.01-1.80). In practice, the rate of injuries was higher for girls than boys (RR 1.53, 95% CI 1.12-2.08). The most frequently injured body part was the shoulder (21.7%), followed by the ankle (16.5%) and knee (12.0%). The most common types of injury were muscle strains (26.14%) and ligament sprains (25%). Recurrent injuries accounted for a higher proportion of chronic injuries compared to new injuries (IPR 1.85, 95% CI 1.16-2.97). This study described injury characteristics of high school track and field throwing athletes from 2008 to 2019. Based on our results, injury prevention may be particularly important for female throwers with prior injury.

Flipped classroom strategy in promoting critical thinking in social science

The research study aimed to assess the effectiveness of a flipped classroom strategy in enhancing the critical thinking skills of grade 12 humanities and social sciences students. Two approaches, pre-class and in-class activities were implemented with 80 students from Recto Memorial National High School. Overall, students had a positive perception of the flipped classroom strategy, and their performance in critical thinking tests was generally good. However, there were areas for improvement, particularly in inference and evaluation skills. The study found no significant difference in recognition and inferencing skills between the pre-class and in-class activities, but there was a significant difference in interpretation and evaluation skills. Recommendations were made for curriculum developers, supervisors, and administrators to enhance teaching methods through training and workshops, focusing on improving students' inference and evaluation skills. The adoption of the flipped classroom approach was encouraged, especially in social sciences, to make class discussions more engaging. Further research with a larger sample size or exploring different critical thinking subskills was suggested to provide more insight into the effectiveness of the flipped classroom approach.

INTERACTION ANALYSIS OF CLASSROOM INSTRUCTIONS IN SENIOR HIGH SCHOOL

The study aimed to analyze the interaction dynamics of classroom instructions in the Reading and Writing, Statistics and Probability, and Empowerment Technology classes among Senior High School students in the HUMSS, ABM, and ICT strands at Doña Francisca Lacsamana de Ortega Memorial National High School for the School Year 2023-2024. A mixed-methods approach was used, combining qualitative and quantitative data to investigate teachers' communication adjustments, primary teaching functions, the use of different language functions, and the development of outputs to enhance classroom interaction. The study also assessed the acceptability of a proposed training design to improve these interactions.

The Integration of Educational Technology in Teaching Filipino in Taganito National High School, Claver, Surigao Del Norte, Division of Surigao Del Norte: A Program

The study determined the effectiveness of integrating educational technology in teaching the Filipino Subject for Grade 9 students in Taganito National High School. The study employed a quasi-experimental research design utilizing two homogenized group comprising 30 students per group. Data gathered were analyzed using the mean and standard deviation, T-test for dependent samples, and analysis of co-variance (ANCOVA). Results revealed that the average post test scores of Grade 9 students in Filipino subject is mostly Very High both in the Control (M=9.12; SD=.38) and in the Experimental (M=9.41; SD=.31). Learning performance of Grade 9 students in the Experimental Group is significantly higher (p=.002) compared to that of the Control Group. Therefore, the use of educational technology in teaching the Filipino subject is highly effective. Students’ learning achievement in Filipino subject is significantly enhanced with the effective use of educational technology in instruction. Thus, it is recommended that the Grade 9 teachers handling the Filipino subjects are enjoined to effectively use educational technology in teaching the subject. Moreover, the learning modules used in this study may be adopted by other Filipino teachers as teaching interventions in teaching the Grade 9 students.

Project I-PASSED: An intervention program for Students-At-Risk of Dropping Out (SARDO)

Learners in developing countries like the Philippines have denied their right to education by dropping out for various reasons. This descriptive study was conducted to find out the common reasons why advisory students in the past three (3) years dropped out of school, and why students of GAS 1108 and GAS 1109 were categorized as Students-At-Risk of Dropping Out (SARDO) during the First Semester of School Year 2023-2024; to propose an intervention program based on findings; and to determine its effectiveness based on student-recipients’ perceptions, and the number of learners categorized as SARDO who remained in school. Data were obtained from anecdotal records of dropped-out students for the past three school years, and from the three sets of researcher-made survey questionnaires which undergone thorough validation by experts in the field. These were administered to 17 identified SARDO who were officially enrolled at Muntinlupa National High School – Senior High School during the School Year 2023-2024. Descriptive statistics such as frequency, percentage, mean, and standard deviation were utilized in analyzing the data. Findings revealed that the three prevailing reasons why students dropped out of school for the past three school years, and why student-respondents were categorized as SARDO were financial problems (7, 41%), teenage pregnancy and/or parenting (6, 35%), and personal problems (2,35%); Project I-PASSED (“Incorporating Partnership and Active Synergy between School and Stakeholders for the Effective Delivery of Student Services) was proposed based on the findings; and Project I-PASSED’s initiatives were “Very Effective” in terms of addressing students’ financial problems (), personal problems (), and teenage pregnancy and/or parenting () which were all supported by the testimonies of the student-recipients. There were 14 out 17 (82.35%) identified SARDO who remained in school at present, indicating that the main objective of the project was “Mostly Achieved”. Therefore, the initiatives of the project were helpful and beneficial in addressing the complex needs of students. Supporting and sustaining this project was highly recommended. The implications of this study are to empower students by bringing them back to school, and to contribute tangible solutions that may reshape the educational practices across the country.

A Localized Instructional Supervision Framework for the Junior High Schools of Cervantes National High School

A Localized Instructional Supervision Framework for the Junior High Schools of Cervantes National High School

Effectivess of Ethnomathematics Integration in the Grade 8 of Oanari National High School

This study determined the effectiveness of ethnomathematics integration in the Grade 8 of Oanari National High School during the SY 2023-2024. Specifically, it sought to know the level, difference, and relationship between the performance, and study habits and attitudes of the students before and after the integration of ethnomathematics.

Testing Resilience: Secondary School Teachers’ First- Hand Experiences on the Full Implementation of Face-to-Face Classes

This study explored the lived experiences, challenges encountered, coping mechanisms, and insights of public secondary school teachers on the full imple- mentation of face-to-face classes in schools. The partici- pants were coming from Cogon National High School of the Island Garden City of Samal Division (IGACOS), Region XI. There were eight teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas from the participants. The participants were purposely selected as representatives from the group of secondary school teachers who are assigned in the same school. The virtual in-depth inter- view was employed to gather significant information with regard to their respective lived experiences. Using the thematic analysis, the following themes emerged per- taining to their lived experiences: focusing on learners‘ interpersonal skills, teaching with limitations, and hur- dling work fatigues. There were three sub-themes that emerged from the challenges encountered or work fa- tigue by the participants. These are heavy additional workloads, interactions hindered by protocols, and obvi- ous learning gaps. The two coping mechanisms of teach- ers as participants in the challenges they experienced were creating recovery programs and professional de- velopment training for teachers in the new normal. The two educational management insights drawn from the participants were adherence to safety protocols and the importance of blended learning. Thus, Division officials, District Supervisors, School administrators and heads may encourage and support their teachers by reviewing their workloads and by supporting their efforts to ad- dress learning gaps in schools. They may also implement a comprehensive program or capacity building and pro- fessional development to help teachers to be effective and efficient in the full implementation of face-to-face classes and alternative modalities in schools.

Working To-Get-There: Student and teacher relationship towards a meaningful teaching and learning Experience

The enhancement of a meaningful learning experience becomes more pronounced when positive relationships exist between teachers and students. Student-teacher relationships (STR) are intricately tied to the everyday scenarios prevalent in the current generation. They exert significant effects on student engagement, encompass common challenges that may impede the establishment of positive rapport, and are perceived to influence the actualization of a meaningful teaching and learning experience. Employing a convergent mixed-method approach, the study utilized an expert-validated interview protocol and survey questionnaire. Audio-taped semi-structured interviews and surveys among purposively selected (n=16) and randomly picked (n=250) Grade 10 students and teacher-participants computed through the Raosoft sample size calculator in Southville 5A Integrated National High School were performed. Based on the descriptive statistical tools and thematic analysis with themes validation through focus group discussion, the most common STR situations relate to collaborative, encouraging, and respectful affairs among students and teachers. The most common effects of STR on students’ engagement are linked to active participation, increased interest to learn, and improved self-confidence. Meanwhile, factors that hinder positive STR correlate with ineffective communication, poor classroom environment, and high teacher expectations. Further, positive STR impacts authentic learning, the realization of equity and equality, and the idea of learning from setbacks. To-Get-There and successfully achieve meaningful teaching-and-learning experiences, the study recommends ways to foster positive STR, addressing challenges, establishing effective communication including expectations, consistent provision of equal and equity opportunities, and the nurture of values among students and teachers such as empathy, respect, self-growth, and reflective thinking. Keywords: Convergent-parallel mixed research approach, Meaningful teaching-and-learning experiences, Student-teacher relationships, Binan City, Laguna, Philippine

COOPERATIVE LEARNING: ITS EFFICACY IN IMPROVING TECHNOLOGY AND LIVELIHOOD EDUCATION PERFORMANCE

This study investigated the efficacy of an 8-week cooperative learning strategy as an intervention to improve the performance of technology and livelihood education among the Grade 7 students at Sagayen National High School. To gather data, a quantitative research design, specifically an experimental design, was employed. The results of the experiment indicated a positive result in the performance of the subjects after they participated in the intervention. These findings suggested that implementing a cooperative learning strategy could be an effective strategy to provide additional support and address the learning deficiencies of students. Moreover, this study contributed valuable insights to the field of education by expanding the knowledge base through an exploration of cooperative learning strategies and their potential to enhance student achievement. KEYWORDS: cooperative learning, student performance, experimental research design, quantitative research, Philippines

Assessment on the Outreach Activities Delivered to an Adopted School by a Higher Educational Institution: Basis for Plan of Action

The research assessed and evaluated the impact of the extension programs and activities rendered by the University of Baguio in Alejo M. Pacalso Memorial National High School for the past four years in order to develop a systematic plan of action for the improvement of UB’s extension programs with its Adopted community. The study employed a mixed-method approach using a sequential explanatory design. The study utilized questionnaires that were administered to the teachers, staff, and students who have benefited from the activities conducted by the University of Baguio from 2019 to the present. Moreover, an interview was conducted with the Extension and Community Outreach Coordinators to validate the results gathered from the questionnaire survey. The findings in the study highlighted the significance of the implemented services in AMPMNHS, as evidenced by the high levels of satisfaction rating of the teachers and the learners and their perceived importance of the programs. Thus, the researchers made a recommendation that the program implementers should have a periodic evaluation to assess the effectiveness of every program being implemented. Further, the University of Baguio should provide continuous training and capacity-building opportunities for teachers and staff to equip them with the necessary skills and knowledge to execute the services and handle unforeseen challenges effectively.

Simplified Workbook in Algebra for Grade 7 Learners

The study aimed to create a Simplified Workbook to improve the performance and retention of Grade 7 learners in Algebra at Solotsolot National High School. It addressed research questions about learner profiles, Algebra performance levels, relationships between profiles and performance, and competencies that were mastered or not. Using descriptive-correlational and descriptive-developmental designs, data was collected through the Test Result and Item Analysis Package (TRIAP) for the second quarter, with analysis using frequency count, percentage, mean, and correlational techniques. The findings showed varied learner profiles in terms of sex, parental education, socio-economic status, and study habits. The performance in Algebra was generally satisfactory, with a grand mean of 27.49, and only the occupation of the mother had a significant relationship with performance. Most Algebra competencies were not mastered, indicating the need for a simplified workbook. The study's conclusions highlighted the need for parental involvement, resource centers, and teacher training to enhance learning outcomes. Recommendations included cooperation between parents and schools to improve discipline and interest in school activities, the use of the Simplified Workbook in Algebra 7, and encouraging active participation in Mathematics-related activities. Additionally, it was suggested that Mathematics teachers attend training sessions to enhance their teaching strategies and consider setting up Mathematics Clubs. Future research could examine other factors affecting mastery of Algebra competencies, such as teaching methodologies, social media exposure, and teacher-related factors.

Effect of Mnemonics in the Teaching of Araling Panlipunan 9 on Students’ Written Assessment Scores: A One-Group Study Design

This study investigated the effectiveness of mnemonics in teaching Araling Panlipunan 9 on students’ written assessment scores. It used a one-group pretest-posttest design, a quasi-experimental design of the quantitative research methodology. The study was conducted at a National High School in Apayao, Philippines. Purposive sampling was used to select 40 Grade 9 students as participants. The researchers used a validated assessment instrument adopted from the Department of Education modules. The results showed that the students improved their scores significantly after using mnemonics in teaching, as indicated by the increase in the mean average score, the rejection of the null hypothesis, and the positive correlation between mnemonic usage and performance. The study recommended continuing to use mnemonic techniques in teaching Araling Panlipunan 9, providing remedial support to low-performing students, and promoting active student engagement in the learning process.

Attitudes and Performance of Grade 11 Students in Pre-Calculus Using Strategic Intervention Material

Strategic Intervention Material (SIM) served as instructional support to help students review key ideas and techniques to help them master a competency-based ability they could not achieve during routine class discussions. This study aimed to determine the attitudes and the performance of Grade 11 students in Pre-Calculus using SIM at the three-identified public national high schools in Cebu, Philippines. It employed the descriptive-correlational method to collect data from 97 samples using two questionnaires (A standardized Attitudinal Test by Fennema-Sherman and researchers-made Performance Test in Equations of Circles). The Chi-square test, t-test, frequency, simple percentage, mean, standard deviation, and attitude toward success were used to analyze the respondents' attitudes about pre-calculus regarding confidence in learning, attitude toward success, mathematics as a male domain, and usefulness. The findings demonstrated that SIMs were appropriate for the respondents' needs, with more excellent knowledge gained from the SIM leading to a better understanding of Pre-Calculus, specifically Equations of Circles, which is beneficial when SIM is used as a teaching tool. The study concluded that using SIM in Pre-Calculus as instructional support significantly affected the student's performance in Pre-Calculus, which is effective in learning the subject. The proposed intervention plan was recommended to be implemented, monitored, and evaluated to boost the math performance of the Grade 11 senior high schools.

SOCRATIC METHOD OF TUTORING: AN INNOVATION FOR BETTER STUDENTS’ NUMERACY SKILLS

This action research sought to determine the students numeracy skills before and after using the Socratic Method of Tutoring (SMT). This exploration also measured the effect of SMT on the students mathematical operations of numbers. Additionally, the study investigated the challenges encountered by the peer tutors in handling their peers numeracy skills and their coping mechanisms in addressing the problems they experienced. The study used sequential explanatory research. The research participants consisted of thirty (30) students from the ABM strand and eighteen (18) peer tutors from the STEM strand of Zamboanga del Sur National High School – Senior High during the school year 2022-2023. The students obtained below-normal scores before the utilization of SMT, but the performance of the students in numeracy tests significantly improved after the intervention. The drastic shift in students numeracy skills proved the effectiveness of the Socratic Method of Tutoring to the students. The Peer tutors experienced four (4) major problems or challenges: (1) the peers lack of mathematical fundamentals, (2) the distracted peers focus, (3) insufficient knowledge as tutors, and (4) management of time constraints as tutors. Further, the peer tutors articulated their four (4) coping mechanisms: (1) reviewing and reteaching the competencies to their Peers, (2) being patient towards their Peers, (3) self-preparation of the topic as tutors, and (4) proper time management as tutors. The findings of this research support the conduct of a learning program to capacitate the students in their numeracy skills and enhance the pedagogical skills of the Peer Tutors of the school. KEYWORDS: Socratic Method of Tutoring; Numeracy Skills; Peer Tutors

Effects of Online Cooperative Learning (OCL) Student Teams Achievement Division (STAD) Method to the Motivation, Self – efficacy, And Academic Achievement of Students in Science 10

This study explores the impact of Online Cooperative Learning (OCL) using the Student Teams Achievement Divisions (STAD) method on science 10 students’ self-efficacy, motivation, and academic achievement. Conducted at Ocampo National High School during the COVID-19 pandemic, the quasi-experimental design involved 90 tenth-grade students split into control and treated groups. Pre- and post-experiment assessments included Likert-scale questionnaires on motivation and self-efficacy, along with summative tests. Data analysis, conducted with R software, employed descriptive statistics, t-tests, Wilcoxon signed-rank tests, and Structural Equation Modeling (SEM). Results indicated significantly heightened motivation (weighted mean=4.17, p=0.056), increased self-efficacy (weighted mean=4.2, p=0.04), and improved academic performance (weighted mean=38.69, p=0.00) among students using OCL-STAD. Path analysis revealed the direct effects of self-efficacy on academic achievement (path coefficient=0.25) and motivation (path coefficient=0.04). Keywords: motivation, online cooperative learning, Student Teams Achievement Divisions (STAD) method, self-efficacy

Technology and Livelihood Education (TLE) Teachers’ Technology Proficiency and Instructional Module Writing Ability in the New Normal

This study aimed to determine the association between the technology proficiency and instructional module writing ability of TLE teachers as well as determining which of the indicators of the TLE teachers’ technology proficiency significantly influence their instructional module writing ability during the new normal learning modality at Molopolo National High School, Davao del Sur. This study used the non-experimental quantitative research design utilizing the descriptive-correlational method. The questionnaire was validated, and a convenience sampling procedure was done. The 100 Technology and Livelihood Education (TLE) teachers from the Grades 7, 8, and 9 are the study's respondents. Findings of this study resulted that the TLE teachers manifest a strong technology proficiency in the new normal as well as the TLE teachers manifest a strong instructional module writing ability in the new normal. Correlational findings showed that there is a strong significant positive correlation between the technology proficiency and instructional module writing ability of TLE teachers in the new normal learning environment. Furthermore, the regression analysis resulted that all of the indicators of TLE teacher’ technology proficiency significantly influenced their instructional module writing ability during the new normal learning modality.