https://hdl.handle.net/20.500.14353/136 2026-05-14T03:44:00Z https://hdl.handle.net/20.500.14353/530 Teachers' group influences on senior students examination performance Jusayan, Shirley R. The study aimed to ascertain the extent of influence of commitment, collective efficacy, and collegial behavior of teachers on the examination performance of senior students in Mathematics, English, Science, Filipino, and Araling Panlipunan and further find out if these variables significantly predict students' examination performance. Data were collected from 400 poblacion and barangay-based teachers in the five congressional districts of the Division of Iloilo. Results indicated that teacher commitment significantly influenced students' examination performance in Science but not their performance in Mathematics, English, Filipino and Araling Panlipunan, and NAT - Total Mean as measured by the revised version of Organizational Climate Description Questionnaire (OCDQ). Teacher collective efficacy, on the other hand, significantly influenced students examination performance in English, Science, Filipino, and Araling Panlipunan, and NAT - Total Mean but not their Mathematics performance as measured by the Collective Efficacy Scale. Results have also indicated that teacher collegial behavior can influence students' examination performance in Araling Panlipunan but not their performance in Mathematics, English, Science, Filipino and NAT-Total Mean as accepted by the OCDQ. Results also revealed that among the variables, teachers collective efficacy was found to be a significant predictor of students examination performances in English, Science, Filipino, and Araling Panlipunan. None of the identified teacher behaviors were significant predictors of students' examination performance in Mathematics. 2012-01-01T00:00:00Z https://hdl.handle.net/20.500.14353/526 Adaptive capacity indicators on climate change: Some insights from the oil spill affected communities in Guimaras, Philippines and its implications to environmental education Tan, Andrew Eusebio S. Environmental education's thematic response to climate change in different scales (household community and national) is often seen to highlight mitigation approaches rather than adaptation This is understandable since climate change discourse has its academic and theoretical undertones literature on the subject would stress. This paper explores the identification of indicators that can be the bases for adaptation measures that may strengthen the households adaptive capacity in times of climate variability. Applied during the oil spill in Guimaras, the household adaptive capacity index allows identification of indicators that may be used to strengthen household adaptation during climate variability. 2012-01-01T00:00:00Z https://hdl.handle.net/20.500.14353/525 Lexical features of Philippine TV commercials: A narrative inquiry Dequilla, Ma. Asuncion Christine V. This paper aimed to describe how gender is realized in Philippine TV commercial discourse through a textual and content analyses of the microstructure-features. From the pool of TV commercials aired and video recorded, data were quantified identifying the target audience female, male, and mixed-gender) and the classification of various linguistic features taken from the transcript of the voiceover, speaking lines assigned to women and men, and the background text . The corpus of data was analyzed vis-à-vis gender imaging. In general, the lexical features used in Philippine TV commercials include the use of neologisms and word play. Specifically, the female-directed TV ads made use of neologism and alliteration. On the other hand, the male-directed TV ads employed word play through the rhyme, rhythm, and assonance while the mixed-gender directed TV ads utilized neologism, alliteration, and allusion These features based on the data gathered were not conclusive to suggest gendered imaging: rather, they were more of the stylistic features characteristic of Philippine TV commercials. Apparently, code-switching was prevalent in Philippine TV commercials across the different audience-directed categories, but the female-directed TV ads showed the use of English as the dominant language in code-switching while the male-directed TV ads preferred to use Filipino dominant code-switching. The commercials directed to a mixed-gender audience had a similar pattern with that of the commercials directed to the male audience in terms of the dominant language preferred in code-switching. Apparently, code-switching was prevalent across Philippine TV commercials and with preference to use English only. Incorporated in the Filipino schema of communication is code-switching regardless of the target audience's gender and this is realized in Philippine TV commercials. 2012-01-01T00:00:00Z https://hdl.handle.net/20.500.14353/529 Mathematics teachers' performance in the Licensure Examination: Policy implications Palomo, Emellie G. The national Licensure Examination for Teachers (LET) percentages of passing for 2003-2009 were low when compared with the regional passing percentages. The passing rates of West Visayas State University (WVSU) main campus were higher than the regional and national passing rates. The over-all mean ratings of WVSU main campus, State Universities and Colleges (SUCs) and Teacher Education Institutions (TEls) were comparable while the over-all mean ratings of WVSU satellite campuses were low. Both mathematics and non-mathematics majors had low mean scores in the Professional Education test. The mean scores of mathematics majors in the three tests were higher than the non-mathematics majors. There is a significant difference in the performance of WVSU main and satellite campuses. TEls and SUCs in the General Education, Professional Education and Specialization tests. To ensure greater probability of passing, it is recommended that LET retakers take at least 6 additional units of pedagogical courses and educational foundation or they attend refresher courses only in recognized teacher education institutions or Centers of Excellence for Teacher Education before being allowed the retake. A time limit of five years should be given to new graduates of education to take the LET and be certified as a licensed teacher. Graduates of other related courses to the Specialization area applied for should be given also five years to take the LET after enrolling in 6 units of content courses. 2012-01-01T00:00:00Z