A Filipino child needs to develop higher order skills and functional literacy. It is given that any Filipino child with sufficient reading skills would have greater chances of success in school compared to a child whose reading skills are poor and more often than not, those with poor reading skills when assessed properly are diagnosed with reading disability. Poor reading skill is manifested with poor comprehension, wrong pronunciations, among others.If no proper intervention is administered early, it could affect the academic, social and psychological development of the child. As such, proper and correct diagnosis of reading disability as early as possible appears to be essential. The purpose of the present study is to develop a new test measuring reading ability or skill (Vocabulary and Reading Comprehension) that could be used for the above-mentioned case. The test that was constructedwas administered to 582 Grades 3 and 4 Filipino pupils. Results showed that the new test has good internal consistency (r = .87 and .74). Using Confirmatory Factor Analysis the model attained an acceptable fit.
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Tilamsik: The Southern Luzon Journal of Arts and Sciences
Any attribute of a teacher will affect his or her performance. It is interesting to know what these attributes are and how these may affect teaching performance. This study aimed to determine the personality traits and state of happiness as correlates of the teaching performance of the faculty members in a university setting. This descriptive-correlational research which involved 174 respondents who were selected using stratified proportional sampling used the Big Five Inventory, the Oxford Happiness Questionnaire and Performance Evaluation System used by Southern Luzon State University (SLSU) to assess teaching performance. The results revealed that that there were significant relationships between personality traits and teaching performance. In teaching commitment, conscientiousness and agreeableness were significant correlates. In knowledge of the subject, conscientiousness was significant. In teaching for independent learning, extraversion was seen to be a significant correlate, while negative correlation was revealed with neuroticism. In management of the learning process, conscientiousness, extraversion, agreeableness and neuroticism were found to be correlated. Lastly, in the overall performance, conscientiousness and agreeableness were the significant correlates. The correlation between the state of happiness and teaching performance disclosed that the management of the learning process criterion was seen as correlated. Based on the findings, implications for effective teaching career enhancement were recommended.
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The goal of this present study is to develop a self-report questionnaire on classroom assessment practices of teachers that is psychometrically sound. The term “practices” is defined in this study as activities that teachers do in relation to conducting classroom assessment – from test planning to reporting to utilization of test results. In order to conceptualize teachers’ classroom assessment practices, an 89-item questionnaire was designed and administered to a group of primary school teachers from the Philippines, Nepal, and the Kyrgyz Republic. Using IBM SPSS Version 19, item descriptive statistics and psychometric properties of the questionnaire were determined. The factor structure was assessed using exploratory factor analysis with principal component analysis as the extraction method and variance-maximization with the Kaiser Normalization as the rotation method. Cronbach’s alpha coefficient was calculated to examine internal consistency reliability for the total scale and for each identified factor. The factor analysis supported a five-factor structure accounting for 70.71% of the variance of the questionnaire. Fifty-six items were retained and included in the final form of the test. The questionnaire showed satisfactory internal consistency yielding Cronbach = .98 for the total test. Item-total correlation in the factors ranges from r = .41 to r = .89. The paper ends with a discussion of the five factors and some suggestions for further development and validation of the questionnaire including implications for effective classroom assessment practices.
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Globalization has become a trigger factor in international trade due to its role as an integral part of the world economy and social standardization in the context of technological, cultural and universal knowledge which allows free access to resource with minimal effort. The study is a contribution to theories based on the Industry, the Dynamic Resources and Institutions; all around the Mexican Port System. Data was gathered using a qualitative approach of literature review about the current status of the ports and its global environment. The results were organized around the statement of the problem and research objective that guide the study. The results indicated that Manzanillo Port holds dynamic capabilities that increase its competitiveness in the global port industry as strategic locations, and its natural and human resources.
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The purpose of this study is to evaluate the acceptability of the proposed instructional material, the learning assessment tool in Physics 1 (Mechanics), and to investigate its effect in teaching the subject. The design of this study is a combination of descriptive and experimental designs. A total of thirty three (33) experts and instructors in Physics from selected local colleges and universities in Metro Manila evaluated the proposed instructional material and learning assessment tool. In order to determine the effect of the proposed instructional material and learning assessment tool in Physics 1 (Mechanics) a one group pretest-posttest was employed and a total of 50 freshmen Industrial Engineering students of the Quezon City Polytechnic University (QCPU) served as the experimental group. Lessons in Physics 1 (Mechanics) were presented according to the outcomes based learning approach and the proposed instructional material and learning assessment tool were utilized. An instructional material and learning assessment tool were developed based from the results of validity, reliability, and item analysis of the achievement test in Physics 1 (Mechanics). The acceptability of the proposed instructional material and assessment of learning tool as assessed by the experts and faculty in Physics respondents revealed the following findings: As to Objective. It revealed that the objectives found in the proposed instructional material and learning assessment tool in Physics were highly acceptable as a result by its mean of 4.16. As to Content. The content of the proposed instructional material and learning assessment tool in Physics was highly acceptable having a mean of 4.42 as assessed by the experts and faculty in Physics. As to Usefulness. The study revealed that the usefulness of the proposed instructional material and learning assessment tool in Physics subject was highly acceptable with a mean of 4.45 as assessed by the experts and faculty in the field. As for Clarity. Both expert and faculty agreed that when it comes to clarity, the proposed instructional material and learning assessment tool in Physics were highly acceptable with a mean of 4.43. As to Presentation. The mean response of the expert and faculty in Physics was 4.44 and indicates that the presentation of the lessons in the proposed instructional material and assessment of learning tool was highly acceptable. As to Evaluation. The study found out that the evaluation of the proposed instructional material in a form of concept cartoon was highly accepted by the experts and faculty in Physics as supported by a mean of 4.49. As to Language and Style. Experts and faculty members in the field of Physics assessed the language and style of the proposed instructional-material and assessment of learning tool as very highly acceptable having a mean of 4.46. The study revealed that there is a statistically significant difference in the performance in the post-test of students who were taught with the use of the proposed instructional material and assessment of learning tool as compared to those who did not, p(98)=8.9174, p
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