https://hdl.handle.net/20.500.14353/136 Mon, 20 Apr 2026 22:06:31 GMT 2026-04-20T22:06:31Z https://hdl.handle.net/20.500.14353/528 Concept-Skill-Value (CSV) mapping students' motivation and performance in proving Matulac-Belarga, Alona An experimental study using the pretest-posttest two groups design was conducted to determine the effects of concept-skill-value (CSV) mapping strategy on secondary school students' motivation and proving performance. Ten (10) prepared lessons on triangle congruence and polygons were implemented to two sections of the second year level of a laboratory school of a certain university in lloilo City. The 86 second year students were randomly assigned to sections, treatment groups, and time schedules. One group was taught using the CSV mapping strategy, while the other group did not use the mapping strategy. Quantitative data were taken from the results of the proving test and from the motivation inventory. Qualitative data were taken from the classroom observations, interviews, and students' maps and essays. The mean, standard deviation, t-test and Pearson's r were utilized in the analysis of data. Although no significant difference was found in students' motivation to learn geometry, findings revealed that the students who were taught using the CSV mapping strategy had significantly higher proving performance than those not exposed to it. In addition, there is a significantly higher proving relationship between students' motivation and proving performance. The 2-month exposure to CSV-mapping strategy brought positive views in terms of facilitating students' understanding of the lesson and making students aware of what they are capable of doing. Sun, 01 Jan 2012 00:00:00 GMT https://hdl.handle.net/20.500.14353/528 2012-01-01T00:00:00Z 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. Sun, 01 Jan 2012 00:00:00 GMT https://hdl.handle.net/20.500.14353/530 2012-01-01T00:00:00Z https://hdl.handle.net/20.500.14353/527 Bridging communities and preservice science teacher education through community immersion: A collaborative action ethnography Handa, Vicente C. This study was an attempt to answer the call for culturally relevant and community-centered pedagogies in the preparation of prospective science teachers through student and faculty immersion in a rural farming and fishing village in the Philippines Using the methodology of collaborative action ethnography ten prospective chemistry teachers and two teacher educators formed a research team to examine the participants experience of community immersion Drawing from multiple data sources, findings of the study were presented as specific individual narratives of three case students and as schematic group narratives of participants collective experience of community immersion Analysis of narratives revealed the following: (a) a discrepancy between participants notions and experiences of community: (b) an evolution of participants belief set from naive to complex-about the purposes, values and goals of community immersion through direct exposure and experience in the village: (c) five categories of knowledge and learning themes brought about by participants' experience of community immersion; (d) five roadblocks to successful implementation of social justice service learning: (e) a trend from bifurcated to complimentary use of research data and traditional evaluation tools to assess students learning through community immersion; and ( a cyclical model of a transformative community-based science teacher education that emphasizes "giving back" through service learning as an antidote to "mining" from community funds of knowledge. The study generated two important theoretical contributions: (a) the Theory of Negotiated Meanings, which attempts to explain learning in a collaborative context through simultaneous and complimentary negotiations of personal, shared. and group meanings of a common experience in a collaborative context; and (b) the Framework for Community-based Science Teacher Education, which is envisioned to guide science teacher education practitioners and policy makers in planning and implementing of community-based science and science teacher education related endeavours. Sun, 01 Jan 2012 00:00:00 GMT https://hdl.handle.net/20.500.14353/527 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. Sun, 01 Jan 2012 00:00:00 GMT https://hdl.handle.net/20.500.14353/526 2012-01-01T00:00:00Z