Research journal 2013 2014

COLLEGE OF GRADUATE STUDIES RESEARCH JOURNAL: ISSN 2244-3096
2 | Volume 14. Issue1 School Year 2013-2014
STATEMENT OF PURPOSE
UNIVERSITY VISION
A distinct center of excellence in human, material, and
natural resources development, globally relevant and
competitive, and focused on responsible citizenship, sustained
economic growth, and improvement of the quality of life of the
Filipino
UNIVERSITY MISSION
The University shall provide advanced instruction in the arts,
agriculture, forestry, fisheries, engineering, and natural sciences as
well as in technological and professional fields; to promote
research and engage in extension works.
UNIVERSITY PHILOSOPHY
DMMMSU aims at the development of man in its totality,
with a critical mind and appropriate technology to adapt to his
environment and contribute to the balanced growth and progress
of the society it serves.
UNIVERSITY GOALS
DMMMSU shall lead in transforming human resources in the
rural agro-industrial based areas into productive, self-reliant
countryside leaders for regional development through quality
education.
COLLEGE OBJECTIVES
DMMMSU – College of Graduate Studies shall endeavour
to fulfil the following objectives:
· To develop competent human resources in the different

Volume 14. Issue1 School Year 2013-2014 | 3
disciplines with the needed expertise and leadership to
support the national and regional development thrusts
· To develop a high sense of patriotism and desirable values in
the professional to become a dynamic agent for sustainable
development
· To engage in training, research, development, and extension
activities congruent to national, regional, and university
thrusts
· To develop highly-qualified and innovative professionals and
entrepreneurs who shall contribute in the socio-economic
growth of the region and the country

FOREWORD
Research has become a vehicle towards generating
innovations. In turn, innovations propel any institution to work par
excellence along with its pool of dedicated faculty, staff,
researchers, and stakeholders.
Through the years, it has also served as a backbone of the
academe in its quest towards globalization. Today, as Don
Mariano Marcos Memorial State University – South La Union
Campus journeys towards “Embracing World-class Standards”, the
College of Graduate Studies (CGS) supports this vision through this
journal compilation.
This 2014 edition of CGS Research Journal showcases
quality researches of graduate students and faculty members.
With the nine outstanding researches screened by the consultants
of this edition, CGS is proud to present an array of researches on
psychology, science, technology, humanities, and mathematics.
This is a dedication to the selfless service of all people
involved in this endeavour and to the community who ceaselessly
inspires researchers to do what they have been doing throughout
the years.
The Editor

TABLE OF CONTENTS
Foreword 4
EFFECTS OF DETECT, PRACTICE, REPAIR (DPR) STRATEGY
ON THE MATH-FACT AUTOMATICITY SKILLS
OF THIRD GRADE PUPILS
Raphael Job R. Asuncion 7
THE INDIGENOUS PRACTICES
OF THE MOUNTAIN PROVINCES
AND THEIR SCIENTIFIC IMPLICATIONS:
BASES FOR INSTRUCTIONAL MATERIALS
DEVELOPMENT PROPONENT
Mary Ann M. Bautista 27
TECHNOLOGY UTILIZATION TRAINING PROGRAM
FOR PUBLIC ELEMENTARY SCHOOL TEACHERS
IN PANGASINAN
Rodel A. Calachan
Benjamin H. Valdez, Ed. D. 38
QUALITY OF SCIENCE INSTRUCTION IN REGION I:
BASIS FOR A PROPOSED TEACHER ENHANCEMENT
TRAINING PROGRAM
Jimmie C. Eslabra
Dr. Tessie Q. Peralta 52
RESEARCH PROFICIENCY OF SCIENCE TEACHERS
IN REGION I: BASIS FOR A TRAINING PROGRAM
Jayson B. Obillo
Tessie Q. Peralta, Ph. D. 68

PSYCHOLOGICAL PREPAREDNESS
OF LORMA COLLEGES NURSING
AFFILIATES ON NATIONAL CENTER FOR MENTAL HEALTH:
A SUSTAINABILITY PROGRAM
Joy C. Sagulo
Remedios C. Neroza 83
MOTIVATION AND LEARNING STRATEGIES
OF LIBERAL ARTS (LA) STUDENTS IN A CATHOLIC UNIVERSITY:
A PROPOSED OUTCOME – BASED LEARNING PROGRAM
Rhene C.Tabajen 98

EFFECTS OF DETECT, PRACTICE, REPAIR (DPR) STRATEGY
ON THE MATH-FACT AUTOMATICITY SKILLS
OF THIRD GRADE PUPILS
Raphael Job R. Asuncion
ABSTRACT
The Philippines lags in Mathematics behind Asian countries.
This study investigated the effects of Detect, Practice, Repair (DPR)
Strategy on the math-fact automaticity of third graders of
DMMMSU-SLUC Elementary Laboratory School, S.Y. 2013-2014, on
multiplication and division of whole numbers using the
respondents’ profile: Math 2 final grade, Intelligence Quotient, sex
and attitude toward Mathematics, accuracy in time and routine
test, math-fact automaticity skills of the pupils in pretest, posttest,
subpretest and subposttest, differences in the pretest and posttest
scores, differences on the math-fact automaticity skills when
grouped according to the respondents’ profile.
The study revealed that most respondents were advanced
in their Math 2 final grade, had above average IQ, had favorable
attitude toward Math. The pupils improved their accuracy in time
and routine tests, performed better in math-fact automaticity skills
using DPR. The respondents’ profile, except IQ, had no significant
difference with their math-fact automaticity skill.
Key words: DPR strategy, math-fact automaticity, time test, routine
test

INTRODUCTION
Mathematics is a part of man’s life. It is the solid foundation
in satisfying his wants. Mathematics helps people understand and
use quantities like weight, height and age properly. It helps
individuals determine the size of a population and predict whether
the country’s available resources are enough to meet the needs
of the people. Through mathematical concepts and ideas, an
individual may be able to appreciate the beauty of life, the
environment and the real world. Gabriel (2012) concluded that “A
citizen of the modern world could not afford to be ignorant of
Mathematics because the world is highly mathematical.”
The Philippines is remarkable in making it to the top among
different countries in different math contests. One of which is the
victorious delegation of young Filipino math wizards. As published
in The Philippine Star newspaper dated August 1, 2013, these
young wizards posted their best performance and bagged six
medals, including a silver and five bronzes, among the total of 217
participants from 12 countries namely China, Taiwan, Hong Kong,
Macau, Indonesia, India, Malaysia, Mongolia, Philippines,
Singapore, South Africa and Thailand which joined the 10th China
Southeast Mathematical Olympiad (CSMO) held in Jiangxi
Province, China last July 2013.
In a similar situation as reported still in The Philippine Star
newspaper last August 8, 2013, the Philippines ruled the 9th
International Math Competition which was held in Singapore
where they managed to pull in more medals with a total of 161 —
23 golds, 45 silvers, and 93 bronzes beating China over its usual
supremacy in international math tournaments.
Despite these achievements of Filipinos in the international
math tournaments, there is a strong perception that the Philippines
is lagging behind other Asian countries such as Thailand, Malaysia
and Singapore in terms of mathematical abilities. Among the
reasons given is a global survey where the Philippines ranked 115th

out of 142 countries in perceived quality of Math and Science
education. These results were based on the World Economic
Forum’s (WEF) Global Competitiveness Report for 2011-2012, which
ranked Taiwan, 5th; Hong Kong, 11th; and South Korea, 12th,
Singapore,1st. Other Asian countries ranked higher than Philippines:
like Malaysia 23rd, Japan 24th, Brunei 25th, China 31st,Indonesia 53rd,
Vietnam 59th, Thailand 60th, and Cambodia 97th, and Bangladesh
106th.
Congruent to DepEd Order No. 5, s 2005 and pursuant to its
“Every Child a Reader Program” (ECARP), National Achievement
Test for grade 3 is conducted yearly to serve as mid-assessment of
elementary education. In the published report of NAT Result 2012
by the Department of Education and National Education Testing
and Research Center, on the average, Grade 3 children in public
schools obtained a Mean Percentage Score (MPS) of 56.98 in
2012. This finding is retrogression in relation to the previous years’
performance. With regard to math performance, the MPS was
65.09 in 2009-2010; 64.15 in 2010-2011; and 59.87 in 2011-2012
which show retrogression in the math performance of pupils. In
connection with this, the percentage distribution of examinees by
achievement level in Math was 7.65 percent Mastery Level, 17.98
percent Closely Achieving Mastery, and 22.81 percent Moving
Towards Mastery. The highest percentage for Achievement Level
was 26.59 percent which is Average level while 20.18 percent
belongs to Low Achievement level for the year 2012 National
Achievement Test.
Furthermore, part of the NAT Result 2012 by the DepEd and
NETRC was the Regional Performance of Grade Three Pupils in the
NAT Subtests, wherein CARAGA Region had the best performance
among the regions. Region I, which belongs to cluster 2 -Medium
Size Region (75,000 – 100,000 examinees) retrogressed in Grade 3
NAT performance in the 2012 with 53.27 percent when compared
with the previous year’s result, 60.94 percent.
Included in the NAT administered by National Education

Testing and Research Center together with DepEd are topics on
the fundamental operations as suggested in the Revised Basic
Education Curriculum (2005). Yet, the mastery of math
fundamental topics was low.
With these, automaticity remains a concern of elementary
education teachers in the twenty-first century in developing rapid
recall of arithmetic facts. By the time students reach intermediate
grades, it is expected that they have a fluent recall of the basic
facts like addition, subtraction, multiplication and division; thus,
giving them the foundation to proceed to higher level
mathematical computation and problem solving. But the problem
is that students go to fourth grade without automaticity of these
facts especially in multiplication and division and consequently
have no foundation upon which to build higher-level
computational skills. Lehner (2008) stated that students think they
know their facts. In actuality, they only know how to use various
strategies to arrive at the answer without automaticity, or they do
not know the multiplication and division facts at all.
Grade three pupils, being the transition grade in the
elementary are also pressured to meet the desired expectation
from the program implementers. The National Mathematics
Advisory Panel (2008) suggested that by the end of grade 3,
students should be proficient with the multiplication and division of
whole numbers. The panel urged that students develop automatic
recall of multiplication and related division facts to be prepared
for the study of higher lessons, in which solving multi-step equation
is a fundamental task. Prior to these suggestions are the uses of
multiplication and division of math-facts. Math-facts are small
number or single digit combination of the four operations.
Automaticity, on the other hand, is speedy recall and accurate
answers to math-facts like multiplication and division. To fully
understand math-fact automaticity, Boso (2011) explained that
“The phrase “math-fact automaticity” means being able to have
a rapid recall of facts without having to count or use other
strategies to figure out the given problem.”

To achieve a speedy and accurate recall of math-facts on
multiplication and division, it necessitates strategies that are to be
employed to facilitate a higher progress rate in mathematics.
Mental Math Strategies (2005) recommended that students
learn patterns and strategies for as many facts as possible so that
they strengthen their understanding of the relationships between
numbers and the patterns in mathematics. Then they begin to
memorize.
What Robert Gagne (1983) emphasized in his quote about
automaticity is that the processes of computation that underlie all
problem solving must be “not just learned, not just mastered, but
automatized.”
In the Elementary Laboratory School of the College of
Education of Don Mariano Marcos Memorial State University, South
La Union Campus, Agoo, La Union Grade 3 pupils are trained to be
developed in their totality as learners. Pupils are expected to
demonstrate understanding of concepts and skills on whole
numbers up to one hundred thousands, fractions, measurement
and graphs; perform the four fundamental operations of whole
numbers and measurement; and application of the concepts
learned in solving problems. Through these, the pupils are
expected to demonstrate understanding and skills in computing
with considerable speed and accuracy, estimating,
communicating, thinking analytically and critically, and in solving
problems in daily life using appropriate technology.
If given deep analysis on the low points presented by
National Education Testing and Research Center and World
Economic Fund, the Grade 3 pupils in ELS are not exempted.
To fill in the gap of the result presented by NETRC and WEF,
an intervention is to be applied to these pupils for a higher rate of
achievement test in Math in the coming years. One of which is the

Detect, Practice, Repair or simply called DPR. DPR is designed to
be used with groups of students who need to increase fluency
when completing basic math facts (i.e., addition, subtraction,
multiplication, division). This intervention is appropriate for students
who complete math facts accurately and fast (e.g., 40 correct
digits per minute) and who use mental strategies to arrive at
accurate answers according to Poncy, B. et al. (2010).
The DPR as an intervention strategy on math-facts focuses
on the speed and accuracy of the participants’ math-fact
performance. It is a strategy pioneered by Brian Poncy, an
assistant professor in Oklahoma State University. This strategy is a
combination of different existing strategies polished with the aid of
software that generates worksheets. It consists of four steps
completed on a daily basis: “tap-a-problem,” Cover, Copy,
Compare (CCC), 2-Minute timed drill, and graphing fluency.
Variations on the use of DPR intervention components transfer
improved math-fact automaticity into quality performance on
other math skills.
FRAMEWORK
This study is supported by different theories and principles
of teaching and learning. These are Logan’s instance-based
theory, Anderson’s ACT theory, Dreyfus’ automatization skill model,
Cronbach and Snow’s Aptitude-Treatment Interaction (ATI), Spiro,
Feltovitch and Coulton’s Cognitive Flexibility theory, Robert
Gagne’s Condition of Learning, Edward Thorndike’s
Connectionism theory, Hull's Drive Reduction theory, Craik and
Lockhart’s Levels of Processing theory, Joseph Scandura’s
Structural Learning Theory, Kurt VanLehn’sRepair theory,John Seely
Brown’s Cognitive Apprenticeship, Jean Lave’s Theory of Situated
Cognition, Köhler, Koffka and Wertheimer’s Gestalt Theory,
andGeorge Miller’s Information Processing Theory.
Math-fact automaticity traces its roots through Logan's
instance-based theory of automaticity wherein practice with a

task encodes an increasingly strong memory trace of the
appropriate response. Practice speeds up processing. But
repeated practice lays down an increasingly strong memory for
the correct response to a stimulus. There is not just one such
memory, strengthened through practice. There is a separate
memory for each repeated instance. As these instances
accumulate, so does the strength of the memory. Instance theory
makes the seemingly paradoxical prediction that automatic
processes can be controlled by varying the retrieval cues present
in the environment, which in turn make the underlying memory
more or less accessible. So, automatic processes of math-facts
achieve automaticity if they are executed only if the appropriate
retrieval cues are available in the environment, and only if the
person processes them as such. Thus, helping these children
process math-facts to be automatic and providing them these
cues are of great concern for math teachers.
OBJECTIVES
This study aimed to determine the effectiveness of Detect,
Practice, Repair (DPR) strategy on the math-fact automaticity skills
on multiplication and division of whole numbers of the grade three
pupils of the DMMMSU-SLUC Elementary Laboratory School, school
year 2013-2014.
It also aimed to determine the speed and accuracy of the
respondents in the time tests and routine tests, the math-fact
automaticity skills of the respondents using DPR, and the significant
difference in the math-fact automaticity skills of the respondents
and their profiles.
METHODOLOGY
One-Group Pre-Posttest Design was employed in this study
because the post-treatment measure/post-test was compared
with the pre-treatment measures to determine the effect of the
treatment or intervention.

The third grade pupils of the Elementary Laboratory School
of Don Mariano Marcos Memorial State University- South La Union
Campus, College of Education, Agoo, La Union for the second
grading and third grading periods of SY 2013-2014 were the
subjects of the study. There were 33 pupils where 17 were girls and
16 were boys.
The tools used for the profile of the respondents included
Form 137, Guidance Office, and a questionnaire on Attitudes
towards Math which was adapted and modified from De Castro.
Other tools were Basic Facts Worksheet Factory 3.0, “Practice” &
Graphing Worksheets. Pretest, Posttest, subpretest and subposttest
were the main tools and have undergone validation, reliability test,
item analysis, and index of difficulty.
Frequency count, percent, mean and standard deviation
were used as common statistical tools. In determining if there was
a significant difference between the sub-pretest and posttest,
pretest and posttest, t-test for dependent samples was applied
using Statistical Package for Social Sciences (SPSS) version 17.0.
The chi-square test was used to determine the significant
difference in the math-fact automaticity skill of the respondents
when grouped according to Final Grade in Mathematics 2,
Intelligence Quotient, Sex and attitudes towards Math.
RESULTS AND DISCUSSION
Profile of the Respondents:
Final Grade in Mathematics 2. The 92.52 mean shows that
majority of the pupils were Advanced in their Math and the 4.20
computed standard deviation means that the pupils’ grades were
not far from the others. These imply that these pupils had a good
foundation in their Grade 2 Math. Hence, such foundation should
be maintained. It could also be that these pupils had a good

Math teacher that taught them well; hence, they got interested in
math.
Intelligence Quotient. The profile of the respondents in
terms of IQ shows that most of the respondents had an above
average IQ with 66.67 percent. A possible explanation to this result
is that these pupils passed the entrance test conducted by the ELS
for incoming Grade one pupils; where IQ test is a factor in
determining the qualifiers for Grade one. While the mean
indicates average IQ, the standard deviation of their IQ signifies
that they have dispersed categories of their IQ because of high
standard deviation. It means that there were also few pupils who
were below average. This result is congruent to Aptitude-
Treatment Interaction (ATI) theory of Cronbach and Snow that
suggests that optimal learning results when the instruction is exactly
matched to the aptitudes of the learner.
Sex. It reflects that there are more girls than boys by 3.04
percent. It seems safe to infer that this is expected because there
are more girls than boys in the population.
Attitudes toward Math. Most of the respondents had
favorable attitude towards Math. This indicates that majority of
the pupils like Math as a subject because this could be their
inclination and/or this attitude could have been an influence of
their Math teachers. According to De Castro (2005), pupils tend to
become more receptive about learning the topic if they are
inclined with the subject and thus, teachers should maintain this
kind of attitude by arousing and maintaining the interest of the
pupils about the topic being presented. This result was backed-up
by Hull's Drive Reduction theory that suggests that drive is essential
in order for responses to occur.

Accuracy of the Pupils in the Time Test
The mean scores in the time test given per minute indicates
that the pupils’ accuracy in each of the time tests in multiplication
is not consistently increasing depending on the difficulty of the
given set of test. It shows that the means of the time-test on
multiplication of 2-3 digits by 1 digit with regrouping and
multiplication of 4 digits by 1 digit with regrouping are 16.97 and
8.45, respectively. This necessitates the giving of more exercises as
follow up.
It also reflects that multiplication of multiples of 10 by 1 digit
without regrouping has the highest mean which indicates that the
pupils had better accuracy and understanding of the topic. The
topics presented are congruent to Robert Gagne’s Condition of
Learning which suggests that the learning tasks for intellectual skills
can be organized in a hierarchy according to complexity.
The accuracy of respondents in each of the time tests out
of 100-item time test given per minute in division is not consistently
increasing regardless of the difficulty of the given set of test. The
mean of the time-test in division of 1-digit by 1 digit without
regrouping and division of 4 digits by 1 digit with zero difficulty are
low with 15.73 and 13.41 mean scores, respectively. It indicates
that their accuracy may be reinforced with more exercises. It
further reflects that division of 2-3 digits by multiple of 100 without
regrouping has the highest mean which indicates that the pupils
had better accuracy and understanding of the topic.
The over-all mean of the time tests in multiplication and
division indicates that all the pupils are in the “beginning” level of
proficiency. It also shows that pupils answered 23 correct items
out of 100 given items in one minute and the standard deviation
indicates that most students have almost the same scores. If the
mean is transmuted, it would be 62 percent level of proficiency
which indicates that the descriptive rating is Grade B or Beginning.
It indicates that the pupils still lack the necessary accuracy skills on

the topic presented.
Accuracy of Pupils in the Routine Test
The trend of pupils’ accuracy is increasing in every set
given per day. Hence, with proper exposure to a routine test, their
fluency can increase. Results show that the topic on multiplication
of fact 9 by 1 digit is the lowest since their exposure to math-fact 9
is still minimum. It implies that their exposure to it must be given on
a daily basis for a better score. Results further show that
multiplication of facts 1-9 is the highest which indicates that they
have acquired the necessary skill and knowledge for this particular
math-fact.
This shows the increasing trend of scores in routine test in
division out 100 from day 1 to day 10. It shows that with 17 correct
digits per minute, the topic of division of 1-2 digits by math-fact 9
has the lowest mean which indicates that the students have a the
minimal knowledge and skills on that topic. In the administration of
division of 1-2 digits by math-fact, 1-9 has the highest mean with 39
correct digits per minute out of 100. This means that the pupils’
accuracy over a routine test gradually increases due to their
repeated exposure.
This result is backed-up by Kurt VanLehn’s Repair theory
that assumes pupils primarily learn procedural tasks by induction.
Majority of the pupils are Grade B or Beginning with 96.97
percent while 3.03 percent is Grade D or Developing. It shows
that, on the average, the pupils can answer 29 items correctly out
of 100 items in the given routine test in just 1 minute. Based on the
mean, the proficiency level of students is “beginning.” It indicates
that the pupils still lacked the necessary accuracy skills on the
topic presented.

Math-fact Automaticity Skills of the Pupils
The subpretest multiplication of 1-4 digits by 1 digit without
regrouping and regrouping are both categorized to have a level
of proficiency of Grade P or Proficient. This means that the pupils
already have fundamental knowledge and skills in multiplication 1-
4. Since the topic on multiplication of 1-4 digits by 1 digit without
regrouping is easy, their subposttest mean score has a level of
proficiency of Grade A or Advance. This means that the pupils
have exceeded the required skills and knowledge about the
topic. Since the topic on multiplication of 1-4 digits by 1 digit with
regrouping is more difficult than the topic on without regrouping,
their subposttest mean score has a level of proficiency of Grade P
or Proficient. This means that even their proficiency level is still
Grade P, their means changed from 85.06 to 89.48. This implies
that the pupils had full understanding and skills on the topic.
Division of 1-4 digits by 1 digit without regrouping is of Grade D or
Developing. This implies that the pupils had a minimal knowledge
and skills on the topic. It can be noted that through DPR, the
pupils in the posttest of division of 1-4 digits by 1 digit without
regrouping have acquired a level of proficiency of Grade AP or
Approaching Proficiency. This implies that the pupils were able to
meet the competencies required in the lessons. Division of 1-4
digits by 1 digit with regrouping is labelled Grade B or Beginning
since the topic is more difficult than without regrouping. It implies
that most of the pupils have not adequately developed the
fundamental knowledge, skills and core understanding. But with
the use of DPR, the posttest mean scores of the pupils show that
they have acquired a level of proficiency of Grade AP. This
implies that most of the pupils have not adequately developed
the fundamental knowledge, skills and core understanding on the
topic. The comparison of the subpretest and subposttest is aligned
to Spiro, Feltovitch and Coulton’s Cognitive Flexibility theory which
is largely concerned with transfer of knowledge and skills beyond
their initial learning situation.

The pretest mean is 76.58 and with a standard deviation of
7.82 which reflects that the pupils during the pretest had a
proficiency level of only Grade D or Developing which means that
the pupils only possessed the minimum knowledge and skills and
core understanding on multiplication and division. This implies that
most of them have acquired the minimal competencies set in the
lesson. However, the pretest serves as a diagnosis on what
particular part of the lesson needs emphasis and deeper
discussion.
The computed mean of group’s grade in the posttest is
91.91. This means that the pupils exceeded the core requirements
in terms of knowledge, skills and understanding on multiplication
and division. These data also confirm the improvement of the
performance of the students from the pretest since they already
had lessons on the topic prior to the conduct of the test. This result
is supported by the study of Parkhurst et al. (2010) wherein they
observed an increase in the performance of the pupils in their
posttest compared to their pretest. The same trend in the increase
of performance in pretest and posttest is seen by Lorchak (2010) in
his experiment using DPR strategy in teaching multiplication facts.
Differences in the Math-fact Automaticity Skills of Pupils in
SubPretest and SubPosttest
The computed t-value of 0.31 (p>.05) for subpretest-
posttest 1 means that there is no significant difference between
the pretest and posttest scores in the multiplication of 1-4 digits by
1 digit without regrouping of the third pupils. On the other hand, it
can be inferred in subpretest and subposttest 2 and 3 that the t-
values of 2.16 and 2.33(p<.05) imply that there are significant
differences of multiplication of 1-4 digits by 1 digit with regrouping
and division of 1-4 digits by 1 digit without regrouping.
Furthermore, the t-value of 5.72 (p< .01) on the difference
between the pretest and posttest scores of the pupils in division of
1-4 digits by 1 digit with regrouping implies that the pupils

performed better upon the use of Detect, Practice, Repair (DPR)
Strategy.
Differences in the Math-fact Automaticity Skills of Pupils in Pretest
and Posttest
**Significant at the 0.01 level (2-tailed)
The significant difference between the results of the pretest
and posttest determined whether there was an effect in the math-
fact automaticity skills of pupils using the Detect, Practice, Repair
(DPR) Strategy. It can be inferred that computed t-value of 14.52
(p< .01) means that there was a significant difference in the
pretest and posttest scores in the math-fact automaticity of the
third pupils. It shows that the grade three pupils have significantly
improved in their understanding of concepts in multiplication and
division. This results affirms that Detect, Practice, Repair (DPR)
Strategy is effective on the math-fact automaticity skills of the
pupils of third grade pupils. However, this is not conclusive that the
increase in the posttest scores is only due to the strategy presented
because external factors such as maturity and even the influence
of parents at home could also be a factor for the increase of their
posttest scores.
The above findings are supported by the study of Poncy’s
et al. (2010) that large level and trend increases in the math-fact
fluency of seven third-grade pupils after DPR was applied across
all three sets of multiplication problems. Likewise, in the study
conducted by Fontenelle (2010), it concluded that DPR as an
Mean Difference t-value Sig(2-tailed)
Pretest-Posttest 15.33 14.52** 0.000

intervention strategy and procedure efficiently increased student
skills at the class-wide level, with an emphasis on simultaneously
meeting the needs of both high and low achievers by the aid of
differentiated instruction.
Moreover, the result is supported by the finding of O’Mara
(2012) that DPR Strategy can be used on a class-wide basis to
prevent and remedy basic math-fact skill deficiencies among
elementary pupils. Parallel to this is the study conducted by Axtell
(2009) which proved that DPR strategy has improved the math
scores of the experimental group compared to that of the control
group.
These results are supported by George Miller’s Information
Processing theory which suggests that basic math facts should be
mastered so well that they become automatic. When this
happens, a student can have more cognitive resources free for
use when they need to do increasingly complex mathematical
chores. This is supported by Gestalt Theory formulated by Köhler,
Koffka and Wertheimer emphasizes.
Through the findings presented and discussed, DPR strategy
was proven to be effective. Hence, due to ever changing trends
in the course of strategies and innovation of methods and
approaches in Mathematics, it is expected of Mathematics
teachers to be up-to-date of all these and try to employ such to
see also if these fit to their own classes.
Difference in the Math-fact Automaticity Skills of the Respondents
when Grouped According to Final Grade in Mathematics 2, IQ, Sex
and Attitudes towards Mathematics 3
To tell if there was a significant difference on the math-fact
automaticity skills of the third grade pupils and their profile, the chi-
square test of homogeneity was used.

When Grouped According to Final Grade in Math 2
Math-fact automaticity skills when grouped according to
final grade in Mathematics 2 have a chi-square value of 46.48 (p>
.05) which indicates that there is no significant difference on math-
fact automaticity skill when grouped with final grade in
Mathematics 2. This means that the past performance of the
pupils in math subject was more or less not a variable to use when
grouping students with their automaticity skill using DPR. This
implies that high performing pupils might get low grades in math or
vice versa depending on the kind of instruction that they are
presently receiving and depending on the conditioning stimulus
present in him/herself.
When Grouped According to Intelligence Quotient
The chi-square value is 53.94 (p<.05) when math-fact
automaticity skills is grouped with Intelligence Quotient. Significant
difference exists in the math-fact automaticity skills of pupils with
different IQ levels. Thus, students with different IQ levels have
different math-fact automaticity skills. This means that the higher
the IQ of a pupil, the better is his/her math-fact automaticity skills,
and conversely, the lower the IQ, the lower the math-fact
automaticity skills. This indicates that pupils with high IQ have
capacity to perform better and pupils with low IQ have lower
capacity to perform. Thus, it implies that correct guidance and
development of these innate gifts using an appropriate strategy
like DPR is necessary for students with high IQ. DPR should also be
used to students with low IQ because O’Mara (2012) and Axtell
(2009) have found out that DPR has been proven to improve the
math automaticity of students but, perhaps, not as good as the
students with high IQ.
When Grouped According to Sex
The chi-square value in the math-fact automaticity skills
when grouped according to sex which is 20.66 (p> .05) which

means that no significant difference exists in the math-fact
automaticity skills when grouped according to sex. This implies
that males and females are more or less comparable with regard
to performance in their math-fact automaticity skills using DPR.
When Grouped According to Attitude toward Mathematics
The computed value of chi-square which is 20.90 (p > .05)
implies that there is no significant difference in the math-fact
automaticity skills when the respondents were grouped according
to attitude toward Math. This implies that students’ attitude
towards Math, favorable or unfavorablethe favorable or
unfavorable, is not a determinant whether a pupil will have or will
not have better math-fact automaticity skills. It might be that the
high posttest scores is caused by an introduction to them of a
suited strategy like the DPR. Hence, it implies that their view of
Math or their attitude to it is a reflection of how Math was
introduced and reinforced to them. This result is in congruence
with De Castro’s (2005) and Guzman’s (2009) study which found
out that attitude towards math is not related to pretest, exercises,
problem solving and posttest. Thus, Mathematics should be taught
the best way possible so that pupils will develop their love for it.
CONCLUSION
Based on the findings and results of this study, the following
conclusions are made:
Majority of the students’ grade in Math 2 proves that they
are of the advanced level, girls are of above average intelligence,
and had a favorable attitude toward Math.
The math-fact automaticity skills of the pupils in the pretest
was low with only a proficiency level of Developing. After the
pottest, their proficiency improved to advanced level owing to the
Detect, Practice, Repair Strategy.

The Grade Three pupils performed better in their subpretest
and subposttests 2, 3, and 4 while they did not perform well in their
subpretest and subposttest 1. It shows also that they performed
better in their posttest than in their pretest due to their exposure to
the DPR strategy.
The math-fact automaticity skills of the third grade pupils
had no significant difference with the final grade in Math if pupils
were grouped according to their proficiency level. Sex in which
more or less boys and girls are comparable with regard to their
math-fact automaticity skills. Their attitude towards Math does not
affect their math-fact automaticity skills. However, there is a
significant difference between the math-fact automaticity skills of
the pupils and their intelligence quotient.
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World Economic Fund Competitive Report 2012-2013

THE INDIGENOUS PRACTICES OF THE MOUNTAIN PROVINCES
AND THEIR SCIENTIFIC IMPLICATIONS:
BASES FOR INSTRUCTIONAL MATERIALS DEVELOPMENT PROPONENT
Mary Ann M. Bautista
ABSTRACT
Superstition and skepticism have always hovered around
indigenous practices.
This study aimed to determine the indigenous practices of
the Mountain Province and their scientific implications as bases for
instructional materials development. As an output, an instructional
material on indigenous practices was developed.
This study found that indigenous practices in the Mountain
Province still exist, but many have disappeared and are not
practiced especially among the young. Some of these practices
have scientific bases and are useful in daily life. It also revealed
that the indigenous people of the Mountain Province occupy
ancestral lands with which they are closely attached. As evidence
of their close attachment, most indigenous practices pertain to
the use, protection and conservation of land and forests. In
addition, there is inadequate education and transmission of many
indigenous practices as these are isolated from what is learned in
the educational system. Finally, because the indigenous practices
are simple, these can easily be learned.
Keywords: farming practices, health and wellness, indigenous
practices, instructional material, scientific implications

INTRODUCTION
Superstition and skepticism have always hovered around
indigenous practices. The indigenous people of the Mountain
Province possess an immense knowledge of their environments
owing to the the number of centuries of living close to nature.
Living in and from the richness and variety of complex ecosystems,
they have an understanding of the properties of plants and
animals, the functioning of ecosystems and the techniques for
using and managing them that is particular and often detailed. In
rural communities in developing countries, locally occurring
species are relied on for many – foods, medicines, fuel, building
materials and other products. Equally, people’s knowledge and
perceptions of the environment, and their relationships with it, are
often important elements of cultural identity.
This knowledge is validated over time in a way that is
different from the western empirical system. Undeniably, some
indigenous practices have, at the very least, science in themselves
that must justify their sustainability and resilience. Several studies
show that even though the scientific attributes of some indigenous
practices are not explicitly documented, their significance has
contributed greatly to indigenous communities especially in the
fields of agriculture and environmental protection.
Due to the significant role of indigenous practices in many
aspects of development, no less than some professionals in the
fields of science have recognized the value of these practices.
More efforts are made to integrate indigenous practice into
mainstream science. It is timely to broaden the concept of
science so as to include other systems of knowledge that may be
more attuned to complex interdependencies between human
innovation and the social and natural environment. Scientific
ecological knowledge (SEK) is a powerful discipline for diagnosing
and analyzing environmental degradation, but has been far less
successful in devising sustainable solutions which lie at the
intersection of nature and culture. Traditional ecological

knowledge (TEK) of indigenous and local peoples is rich in
prescriptions for the philosophy and practice of reciprocal, mutual
relationships with the earth.
Many parts of the world have already signified their passion
and interest in protecting and in propagating
indigenous/traditional society. In 1995, the Indigenous Education
Institute (IEI), was created as a non-profit institution with a mission
to preserve, protect and apply traditional indigenous knowledge
in a contemporary setting.
FRAMEWORK
This study is built on the unspoken and unwritten desire of
the indigenous people of the Mountain Province, especially the
older generations, to protect and preserve the knowledge, skills
and practices which took many years of observations,
experimentation, development and application. This is supported
by the following:
The United Nations’ Declaration on Rights of Indigenous
Peoples (UNDRIP) which claims that the indigenous peoples have
the right to maintain, control, protect, and develop their cultural
heritage, traditional knowledge, and traditional cultural
expressions as well as the manifestations of their sciences,
technologies and cultures including genetic resources, seeds,
medicines, knowledge of the properties of fauna and flora, oral
traditions, literatures, designs, performing arts (De Chavez &
Regpala, 2010); the IWGIA, International Work Group for
Indigenous Affairs which aims to support indigenous peoples’
struggles for human rights, self-determination, the right to territory,
control of land and resources, cultural integrity and the right to
development on their own terms (Mikkelsen, 2013); and the
Philippine Constitution which encourages indigenous learning
systems” (Art. IV, Sec 2.4) and to “recognize, respect and protect
the rights of indigenous cultural communities to preserve and
develop their cultures, traditions and institutions.

OBJECTIVE
This study aims to determine the indigenous practices of the
Mountain Province and their scientific implications as bases for
instructional materials development.
METHODOLOGY
Research Design
This study used the qualitative research method. This aims to
get a better understanding through firsthand experience, truthful
reporting, and quotations of actual conversations. It aims to
understand how the participants derive meaning from their
surroundings, and how their meaning influences their behavior. In
this study, the interviewees shared their knowledge and
experiences with the indigenous practices that were handed to
them by their ancestors. The data were collected from two
municipalities of the Mountain Province - Barlig and Sadanga.
These two of the remotest municipalities were chosen because
their practices were deemed still intact or least affected by
modernization. The respondents were chosen using purposive
sampling. Most of these respondents were elders and barangay
officials. The gathered data on the indigenous practices were
classified into themes of common characteristics such as health
and wellness, food preparation and farming. Each of the
practices was discussed in terms of the
advantages/disadvantages, as the case may be, and was
corroborated by parallel studies and documents from varied
sources.
The indigenous practices were grouped together
according to themes. These are: 1) Health and wellness practices,
2) Food preparation practices, and 3) Farming practices.

Examples of the indigenous practices of the Mountain
Province on health and wellness are home treatment practices.
One does not need to travel far or to spend anything to find them
because of the natural flora and fauna in the locality.
The childbirth practices are related to the provision of
comfort and healing for mothers who give birth. The materials
needed are readily found in the locality, and they can easily be
prepared at home. The suod can be prepared from pork, the
bagket can be a folded piece of sturdy cloth and the eban can
be a blanket. Principles of science are embedded in the
practices as found in different pieces of literature.
As for food, etag and pinikpikan are preparations of meat
from the backyard, while tapey and patopat are products derived
from the processing of rice, and bukô is derived from sweet potato
or cassava. There are procedures followed in each food
preparation, but the measurement of the ingredients depends so
much on estimates as there is no standard measurement in most of
the indigenous practices mentioned. It is also shown in the table
that there are scientific principles embedded in the practices,
whether or not the users are aware of these. It is implied then, that
these practices can be enriched and most probably standardized
to improve the quality and safety of food arising from these
practices. Each of the practices is discussed individually in the
succeeding pages.
Indigenous food preparation practices are characterized
by simplicity and non-use of elaborate ingredients. The basic aim
in the preparation of food is for it to be absolutely safe. The
occasional abundance of harvest from plant and animal sources
has taught the indigenous people to preserve food using the basic
natural resources such as fire and smoke, heat from the sun and
salt. Likewise, the celebrations are simple with the tapey and
patopat made from the rice they harvest, bukô from the uma and
pinikpikan and etag from the backyard.

These indigenous farming practices are holistic. This means
that the indigenous characteristics can be seen right from the
planning stage which is the begnas which serves as the great
‘town crier’ that alerts the community of the beginning of the
farming season. It prods the community to celebrate because
another farming season has arrived; that the good harvest was
able to sustain the community and that the community has to
work together to bring about bountiful harvest. The practices also
include the kamas, which is similar to the fallow period of the uma
but within a shorter period, wherein enough time is given for the
decomposition of all organic wastes dumped into the paddies,
thus, the rejuvenation of the paddy. Also shown among the
practices are the native rice varieties that are well suited to the
climate, soil and water conditions. How water supply for the
paddies is facilitated by certain responsible people to ensure
good harvest is also shown. Last is the tengaw, which are
embedded rest days for all throughout the year. This provides the
community a time to rest, celebrate, plan, consult and
contemplate on other areas of life around farming. This means
that the indigenous people in the Mountain Province are farming
not solely to achieve economic gains but also as a matter of daily
routine to be planned, savored, and meditated upon.
CONCLUSION
Based on the findings the following conclusions were drawn:
1) There are existing indigenous practices that have scientific
implications, and these badly need documentation and validation
because they are disappearing fast;
2) The existing indigenous practices mostly rest on the villagers
especially elders who have stayed in the village since birth. These
people have worked on the soil living the indigenous practices
with little or no documents;

3) There is a need for adequate and appropriate transmission of
indigenous practices with scientific implications to the younger
generations through the curriculum and the community; and
4) The indigenous practices in the Mountain Province can be
taught to the youth.
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TECHNOLOGY UTILIZATION TRAINING PROGRAM FOR PUBLIC
ELEMENTARY SCHOOL TEACHERS IN PANGASINAN II
Rodel A. Calachan
ABSTRACT
Technology utilization has become a must for 21st Century
learning.
This descriptive research determined the personal profile of
148 teachers, their extent of use of technology, and their level of
knowledge in basic computer applications. The respondents
claimed that they seldom used computers and this is consistent
with their claim that their knowledge of these applications is only
basic. The 50 respondents were trained and after their posttest,
they gained complete and good knowledge in the three basic
applications as shown by their high scores.
There was a significant difference between the pretest and
posttest scores of the teacher-respondents in the level of
knowledge in basic computer applications.
Key words: computer applications, training, technology utilization

INTRODUCTION
Every government has for its goal to provide quality
education to its citizens especially the youth. The Philippines,
however, is continuously facing the challenges in attaining such
goal. Until now, public schools are wanting of teachers equipped
with technological know-how as well as enough Information
Communication Technology (ICT) tools and equipment for
utilization both by teachers and students. Unfortunately, the
question on how quality education can be achieved remains
unanswered.
ICT revolution is progressively affecting the nature of
learning and the production of knowledge in an unexpected
way (Arunachalam, 2005). This has facilitated the paradigm shift
from the traditional instructional material or traditional
pedagogical methods to a more modern and innovative
technology based teaching and learning methods. In order for
technology to take hold in education, utilization of educational
technologies has to take place (Patton, 2008).
In addition, teachers are seen to effectively effect
changes and enact novel concepts in education. Their beliefs
and attitudes may support or impede the success of any
educational reform such as the utilization of an innovative
technology program (Levin & Wadmany, 2006a). Anent to this,
teachers serve as the catalyst of our nation’s progress but only few
are technologically equipped with the trends of modern
technology. In this regard, teachers must keep abreast with the
latest trends of technology especially those in the public
elementary schools being the foundation of teaching-learning
process.
The enactment of RA 7277 also known as Revitalized Basic
Education Curriculum of 2002 encourages innovations in the
Department of Education to give way to accessible quality basic
education. It motivates learners to develop critical and artistic
thinking, expand scientific and technological awareness, and

endorse vocational competence. Through technology, old age
diseases are alleviated and the huge number of unemployed
population is lessened. The nation’s productive systems and
technological capabilities can be sustained. This, however, can
only be attained when all the teachers and administrators are
empowered with technological know-how.
Former DepEd Secretary Florencio Abad postulates that IT
application is a means to alleviate technological illiteracy. That is
why an educational program, “Learning Technology, Teaching
Technology” was initiated to uplift basic skills in computer
especially among the learners, the teachers and our
administrators. Training programs help enhance teachers’
knowledge and their skills in teaching varied subjects with the use
of computer software. Also, former DepEd Secretary Jesli Lapus
encouraged DepEd officials to be open to innovations and
optimize the power of technology to make quality education
accessible to a vast number of learners. Lapus stressed that 21st
learning materials and digital computers should be utilized to
facilitate learning in and out of the classroom.
The real scenario is that many teachers have not even tried
to operate computers because of insufficient resources. Besides,
during their pre-service education, these pieces of equipment
were not yet available and trainings on the use of computer were
yet part of their curriculum. Hence, they are hesitant to learn and
be educated in these kinds of technologies. Likewise, teachers in
the remote areas are not aware of technology based instruction
because the inadequacy of ICT equipment.
Facts also show that salary and the number of siblings of
teachers in this municipality affect the capability of our teachers
to purchase this kind of technology. Their situation is worsened by
the rapid increase of prizes of commodities. In schools, there are
no computers or LCD projectors to be utilized by the teachers.
Computers are available only in the office for administrative
purposes. Those who have laptop lack the knowledge in

manipulating this gadget. This is the reason why most elementary
public school teachers in Pangasinan Division II hardly use
technology in teaching. Because of this scenario, the researcher
was challenged to validate the observations and determine
whether the teachers in San Jacinto District were knowledgeable
in technology utilization which served as the baseline data in
conducting an enhancement training program for the teachers.
OBJECTIVES
This study aimed to determine the profile of the teacher-
respondents, identify the technologies used by the respondents,
and differentiate the respondent’s level of knowledge based on
pretest and posttest.
METHODOLOGY
Research Design
This study used the descriptive research design. The
researcher finds it more suitable for it provides current information
regarding the status of person, phenomena and the current
practices in the locality. The pretest and posttest were employed
to test the efficiency and effectiveness of the training conducted
and the knowledge of the teacher-respondents in Microsoft
applications (Word, Excel, and PowerPoint) prior to the conduct of
training. It served as the benchmark of the study in order to devise
an enhancement program on technology utilization that meets
the needs of the teacher-respondents to develop their
technological skills. This study aimed to identify and describe the
status of technology utilization of the the public elementary school
teachers in San Jacinto District.
Sources of Data
This study was conducted at San Jacinto District, Division of
Pangasinan II. The population included all the 16 public

elementary schools and 148 in-service teachers who were
teaching varied subjects at all levels.
Purposive sampling was used to identify the participants in
the enhancement training program. Only the teachers with no
knowledge on computer application were selected. Eighty (80)
teacher-respondents with no knowledge in basic computer
applications were identified.
Instrumentation and Data Collection
The survey questions were modified from previous studies
by T.O. Adeyemi and F.O. Olaleye (2010), S. Ismail, A. Almekhlafi,
M. Al-Mekhlafy (2010), Universal Business 4 Solutions, and WUIT. The
completed instrument consists of two parts: Part I was designed to
draw information on the respondents’ personal profile in terms of
age, sex, educational attainment, length of service, salary grade,
and academic rank. Part II consists of the educational
technologies utilized by the respondents and provides for the
assessment of the extent of technology utilization. The training
needs assessment analysis for MS Word, MS Excel and MS
PowerPoint measures the teacher-respondent’s level of
knowledge on basic computer applications. The data were
collected in a systematic procedure. During the school year 2013-
2014, the questionnaires were administered by the researcher to
the teacher-respondents.
The module used during the training was adopted from
Esteban’s (2010) and Intel’s (2004) Teach to the Future revised by
the University of the Philippines National Institute for Science and
Mathematics Education Development (UP NISMED).
Analysis of Data
In analyzing and interpreting the data, frequency counts,
percentages, ranking and weighted mean were used. Tabular

presentation of the data was made for clearer and vivid
interpretation and analysis.
The 4-point Likert Scale was used to interpret the outcome
with descriptive indicators as:
For Educational technologies utilized, the data were
interpreted as:
Arbitrary Value Statistical Range Descriptive Equivalent
4 3.26-4.00 Always
3 2.51-3.25 Frequent
2 1.76-2.50 Seldom
1 1.00-1.75 Never
For the level of knowledge of basic applications (MS Word,
Excel, PowerPoint) the data were interpreted as:
Arbitrary Value Statistical Range Descriptive Equivalent
4 3.26-4.00 Complete Knowledge
3 2.51-3.25 Good knowledge
2 1.76-2.50 Basic knowledge
1 1.00-1.75 No Knowledge
All obtained data were recorded using MS Excel and
statistically processed using Statistical Program for Social Science
(SPSS).
In order to compare the results of the pre-test and posttest,
t-test was employed at 0.05 level of significance.
Profile of the Respondents
Findings show that out of 148 respondents, 123 (83%) are
females. This further validates the fact that teaching profession is

dominated by female teachers. As regards their age, 58 or 39
percent belong to the age bracket of 30-39 and 39 or 26 percent
belong to the age bracket of 40-49. These teachers belonging to
these age brackets can benefit much from their training as they
have more years for teaching before they retire. As for the highest
educational attainment of the respondents, more than half, 103 or
69 percent, have earned MA units, and 26 percent finished
Bachelors’ degree. The fact that most of the respondents have
already earned units in their MA, and the fact that they hardly
utilize computers in aiding their teaching challenged them to
attend training.
Most of the respondents (60%) have rendered services in
teaching from 1-10 years. This shows that most of the teachers in
the District of San Jacinto are very young in the service. This also
explains the fact that the respondents did not have difficulty in
their training.
In terms of their salary, only 36 percent had a salary grade
of 13 and only 30 percent had a salary grade of 11. This means
that their salary varies according to their performance and
educational qualification. This also proves the respondents’
difficulty buying gadgets that they need in teaching. The
challenge should be addressed by the government by providing
enough computers, LCDs, and other related needs of teachers.
Finally, the respondents are dominated by classroom
teachers. Among the 148 respondents, 145 (97%) of them are
classroom teachers.
Asan’s (2003) study in Turkey showed that gender, years of
teaching, and school status have a significant relationship to
familiarity with computer technologies. Research studies revealed
that male teachers used more ICT in their teaching and learning
processes than their female counterparts (Kay, 2006; Wozney,
2006).

Baek, Jong, and Kim (2008) claimed that experienced
teachers are less ready to integrate ICT into their teaching.
Further, Lau and Sim (2008), conducted a study on the
extent of ICT adoption among 250 secondary school teachers
in Malaysia. Their findings revealed that older teachers frequently
use computer technology in the classrooms more than the
younger teachers. The result is in agreement with that of Russell,
Bebell, O’Dwyer, and O’Connor, (2003) who found that new
teachers who were highly skilled with technology more than
older teachers did not incorporate ICT in their teaching.
Educational Technologies Utilized by the Respondents
Findings further show that the respondents seldom use
desktop, netbook, laptop, and Ipad as well as computer
accessories. Surprisingly, the respondents claimed that they
frequently use mouse, an idea consistent with their claim that they
seldom use computers. They may be referring to the ease of their
use of the mouse, which means to say that they do not have
problem using it. Further, the Xerox machine and the TV set are
being used frequently by the respondents. This may be attributed
to the availability of these two in their school.
In a similar study, Garnada (2011) pointed out that the public
secondary teachers mostly utilized television, DVD player and
radio/cassette tape player, while majority of the private
secondary teachers utilized computer with internet connection,
computer printer and DVD player. The teachers both in public and
private secondary schools perceived that they rarely used
educational technology in their class. Rodrigo (2003) stressed that
private schools were better equipped than the public schools, but
ICT usage was similarly limited. Both were experiencing problems
accessing computers and a strong need for more curricular-
based software exists.

Moreover, according to Asan (2003), many teachers were
not computer users. Many teachers lacked a functional computer
literacy foundation upon which to build new technology and skills.
Training Needs Assessment Analysis of Microsoft Word
The Training Needs Analysis of Microsoft Word post an
average weighted mean of 1.97. This means that 148 or 98
percent of the respondents possess the basic knowledge in using
MS Word. This item has the highest weighted mean. This means
that they know how to open, close and save word documents.
While item no. 39 which is “Create documents where several
different people will responsible for editing different parts of the
document.” has the lowest weighted mean of 1.61. This shows that
the respondents do not have background knowledge in editing
different parts of the document.
The computed average weighted mean for MS Excel is 1.95.
This means that the teacher-respondents possess the basic
knowledge in using this application. Among the items for Training
Needs Analysis for Microsoft Excel, item no.30. “Add shapes and
pictures to spreadsheets to help explain them.” got the highest
weighted mean of 2.26. This means that the respondents possess
the basic knowledge in adding shapes and pictures to
spreadsheets. The table also shows that item no. 24. “Sort out
problems with formulas within your spreadsheets” has the lowest
weighted mean of 1.72 revealing that the respondents do not
know how to compute and sort out problems using formulas in
Excel. These findings show that the teacher-respondents really
needed basic computer training to improve their level of
computer knowledge applications.
On the other hand, Ohakwe & Okwuanaso (2006)
contented that the knowledge of computer application
software’s such as spreadsheet, excel, computer – aided design,

and database are important skills in teaching and such skills should
be impacted.
Training Needs Assessment Analysis for Microsoft PowerPoint
One hundred and forty-eight (148) teachers possess the
basic knowledge in using MS PowerPoint. Bartsch and Cobern
(2003) conducted two studies which compared the use of
overhead transparencies, basic PowerPoint and enhanced
PowerPoint and their effect on learning. A clear conclusion was
never reached in the study. The subjects stated that they
preferred the PowerPoint presentations over the use of overhead
transparencies. The participants also articulated that they
believed they learned more when PowerPoint was incorporated
into the instructional lesson. The researchers discovered that
unrelated presentation slides lead to decreased comprehension.
PowerPoint appeals to genders differently. Leonard (2007)
conducted a research study looking at gender preferences and
PowerPoint presentations for pre-service science teachers.
Overwhelmingly, the female participants preferred the PowerPoint
presentation method of instruction even when the graphics were
not related to the topic. The authors recognized that gender
differences exist concerning color and visual stimulation. For
example, males were sensitive to visual stimuli where women were
more concerned with color and color compatibility. The authors
asserted the need for educators to understand “how different
populations of students respond to varying components of
PowerPoint was a vital piece of the educational puzzle that
researchers of instructional technology need to continue to
explore” (Leonard et al., p.303)
Level of Knowledge of Basic Computer Applications
The level of knowledge in Basic Computer Applications
among the public elementary teachers in San Jacinto district
possess the basic knowledge in computer applications as shown

by the computed grand weighted mean of 1.93. Microsoft Word
has the highest average weighted mean of 1.97 compared to
Microsoft PowerPoint which has the lowest average weighted
mean of 1.86. This means that there is a need to conduct a
training on the three basic computer applications to equip the
teachers with the basic skills in computer applications.
Respondents’ Knowledge Before and After the Training Program
Based on the results of the pretest show that the
respondents have no knowledge in the three basic computer
operations. After the training program, the posttest was
administered and the results show that there is a big difference
between the results of the pretest and posttest on MS Word 1.52.
The difference between the results of the pretest and posttest on
MS Excel is 1.40 while that of MS Power Point is 1.83.
The difference of 1.58 in the overall mean indicates the
gained knowledge and learning of the teacher-respondents on
the basic computer applications. The respondents’ knowledge
was greatly enhanced as evidenced in the computed difference
in the mean.
The computed t-value of 19.01 along MS Word, 15.01 along
MS Excel and 20.85 along MS PowerPoint are higher than the t-
tabulated value of 2.009 with 54 degrees of freedom at 0.05 level
of significance. Thus, there is a significant difference in the basic
computer applications of the teacher-respondents in the pretest
and posttest. The findings imply that the training program
contributed very much on the significantly higher scores and
knowledge of the teacher respondents in the posttest along MS
Word, MS Excel, MS PowerPoint.
Kiper, SırrıTERCAN (2012) observed that those teachers who
have received in-service trainings on information technologies use
information technologies in their classes, the levels of use of
information technologies are higher among those teachers who

are satisfied with the in-service trainings than those who are not.
The problems that teachers encounter while using information
technologies mostly stem from equipment.
CONCLUSIONS
In the light of aforementioned findings, these are the
conclusions drawn:
1. Teaching is dominated by females. Majority of the teachers
in San Jacinto District can go a long way in acquiring more
knowledge on the use of computers as shown in their age
and their number of years in the service. As most of them
are classroom teachers, they can be better equipped as
teachers when they receive adequate trainings in the use
of educational technologies.
2. The teacher-respondents possess the basic knowledge as
the level of knowledge in the three basic computer
applications.
3. The training program conducted was effective and
beneficial to the teachers-respondents as it increased their
knowledge on how to use the basic computer applications
which means that they can improve their presentations of
lessons as well as make their job easier.
4. There was a significant difference in the level of knowledge
of basic computer applications of the teacher-respondents
between the results of the pretest and posttest.
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Multidisciplinary Journal, 6, 183.

QUALITY OF SCIENCE INSTRUCTION IN REGION I: BASIS
FOR A PROPOSED TEACHER ENHANCEMENT TRAINING PROGRAM
Jimmie C. Eslabra
Tessie Q. Peralta
ABSTRACT
The study determined the quality of science instruction in
Region I using survey questionnaires and document analysis. This
focused on the teachers content knowledge and attitude towards
science teaching, teacher attributes and competency level that
included one hundred sixty (160) teacher-respondents from the
different school divisions of the region. Frequency counts, mean
scores, percentages and Pearson Product Moment Correlation
using SPSS ver. 13 software were used to determine the correlation
of the various variables to teacher performance. Positive attitude
towards science teaching, pedagogically competent teachers,
displays moderate awareness about pupils in the classroom and
high awareness on the content of the curriculum were among the
salient findings which are highly correlated to the level of
performance of the teacher.
Keywords: science instruction, enhancement training program

INTRODUCTION
There is no calling on Earth that is nobler or more exalted
than teaching. When we open the first pages of the book of
civilization, we immediately meet the exalted figures of Plato,
Socrates and Aristotle, who were all teachers, all belonging to the
peripatetic school. Peripatetic because they taught as they walk
and the academe was enclosed not by walls but by trees in the
woods or by flowering plants in the garden (Ople, 2000). It was
these three best teachers who laid the foundation for western
civilization, what we now call the Greco-Roman-Judaic-Christian
Civilization, which has become also a heritage of the Philippines as
one the Christian Nations in Asia.
It is through our teachers that the torch of civilization is
passed from one generation to another. They are the ones who
put the stamp of our national identity and the universal values of
the minds of our children. They are the keepers of the sacred
flame.
The country must pursue quality education, high
performance apprenticeship and high-tech skills training to
promote the personal growth of its citizens and ensure national
progress. After all, an educated mind and well-trained human
resource provides the brains and muscles to the speedy advance
and real progress of a nation.
No wonder that many of today’s teachers are only “one
page ahead of their students.” As former Education
Undersecretary Nilo Rosas (2000) puts it, they don’t know much
more than the young minds they are molding.
“Mag-teacher ka na lang! (Why
don’t you just go into teaching?)” This is the oft-
heard advice to the high school graduate
whose grades are much too low to get into the

competitive fields like engineering and
medicine.
Time was when education attracted the best and the
brightest, with many high school valedictorians opting to teach.
Today, most public school teachers can hardly speak English.
Of the current crop of teachers of high school physics, less
than 10% were physics majors. Of those teaching chemistry, less
than 10% were chemistry majors. And of those teaching math, less
than 20% were mathematics majors (Abad, 2004).
Rosas related how in a 20-item test administered by the
National Teachers Association of the Philippines to public school
teachers, yielded a mean score of only nine (9). Ironically, the test
was supposed to have been geared to the level of Grade 6
students.
The failure of education represents the failure of the
society. The failure of education represents the inability of society
to adequately prepare its young for their inevitable ascendancy
into leadership roles in the future (Rosas, 2000).
In 2004 High School Readiness Test only 0.64 percent scored
75 percent or better. That’s eight thousand students out of 1.2
examinees. In the latest TIMSS (Trends in International and
Mathematics and Science Study) test conducted, we placed third
to the last. That’s the 36th place in a field of 38. In the Self-
Assessment Test for English, only 19% of the teachers scored 75
percent or better. That’s no more than 10 000 out of 51 000
teachers. That means some 41 000 of the teachers have
inadequate proficiency in English language (Abad, 2004).
It should be noted that the success of the government
program to upgrade the quality of education of our millions of
students across the country is anchored on the teacher’s technical
and academic capabilities. The efficacy of the school depends

on the type of the quality of faculty who can help mold the future
leaders of the country.
Scientific literacy is not a single characteristic, but a
compilation of qualities. It includes a basic understanding of key
science concepts, facility with methods of science in answering
personal questions and recognizing strengths and weaknesses of a
scientific inquiry, recognition of interrelationships and
interdependencies between science and other disciplines, and
finally, recognition of the personal and social values that science
provide to motivate the study of the discipline. In other words, the
elements of scientific literacy are: conceptual knowledge, nature
of science, integration and relevance.
Science teaching has undergone many transitions through
the years. Traditionally, the teacher is the central figure in the
classroom. He dispenses knowledge that is by merely spoon
feeding the pupils with facts and concepts. All that the pupils have
to do is memorize what is given them. Although the learners then
were found to be proficient in science concepts, they lack the
basic understanding on the principles from which those concepts
were derived. Educators came to realize that rote memorization is
simply not the best way of teaching Science (Torres, 1998).
Another educational transformation is the increasing
numbers of school children now identified as exceptional learners
– learning and physically disabled, mentally retarded and
emotionally disturbed – all of whom deserve appropriate
educational strategies and materials. Gifted and talented students
represent another special needs population too often lost in the
current educational system (Tyson, 2000).
Based on these elements of scientific literacy there are four
teacher attributes necessary for quality science instruction. These
are content knowledge and attitudes, pedagogical knowledge,
knowledge of pupils and knowledge of curriculum.

Content knowledge and attitudes are composed, at
minimum, of an understanding of the four elements of scientific
literacy. Attitudes that support science teaching include an
enthusiasm and a willingness to create time for science instruction
and recognize that all pupils have the right to be engaged in
meaningful science instruction. Teachers with positive attitudes
towards science will encourage similar attitudes in their pupils by
modeling curiosity, using problem-solving approaches when
answering questions, relying on data, being skeptical of
explanations while being open to new ideas, and respecting
reason and honesty.
Science teacher must think of science not as a noun – a
body of knowledge or facts to be memorized, but as a verb –
acting, doing and investigating. At this level, the manner by which
the children acquire scientific information is more significant than
committing to memory scientific facts (Torres, 1998).
Pedagogical knowledge and skill refer to the ability to plan,
implement and assess pupil engagement in meaningful science
instruction. This instruction should be active, relevant, and
developmentally appropriate, and build prior knowledge.
Activities should be inquiry oriented, support the social
construction of accurate science knowledge and develop
classroom community (Shulman, 1986).
Knowledge of pupils includes both general knowledge of
student development and specific knowledge of the pupils in
one’s classroom, allowing the teacher to capitalize on their
interests and motivations to create relevant science curriculum.
This also includes knowledge of pupils’ misconceptions for
commonly taught topics.
As children grow, they develop physically, mentally,
emotionally, socially and morally. All children go through the same
stages of development and develop according to the same

pattern. However, each child develops at his or her own rate
(Couch, 2000).
Deeper teaching of the subject matter suggests a deeper
understanding of the students. Teachers are asked to carefully
consider each student’s needs, learning style, life experience and
readiness to learn. Teachers are trained to develop learning
activities that recognize these differences because students learn
best when they make connections between the curriculum and
their interests and life experiences. (Sadker, 2005).
Accomplished teachers are directed to making knowledge
accessible to all students. They act on the belief that all students
can learn. They treat students equally, recognizing the individual
differences that distinguish one student from the others and take
account of these differences in their practices.
Knowledge of curriculum allows the teacher to select,
adapt, or create instructional materials to meet pupils’ needs and
recognize how these materials combine to create coordinated
program of science both across grade levels and across
curriculum. Curricular knowledge synthesizes other knowledge
bases through selection of developmentally appropriate content
and activities based on pupil interests and experiences and
through the extension of science beyond school boundaries.
All elementary teachers must possess higher levels of
knowledge and skills in each of the cited areas for a quality
science instruction (Julie Gess-Newsome, 2000).
Concerted efforts of science educators and policy planners,
administrators of science programs and concerned science
professionals are directed towards the development of science-
literate citizens who think and react with open minds, employ the
processes of science and follow a scientific methodology. In order
to achieve this, science instruction must include strategies that
would consistently solicit positive attitudes and generate new ways

of finding solutions to problem situations. The starting point should
then be an enhancement of a searching and inquiring mind that
would lead one to explore and investigate using a systematic and
orderly approach, thus instilling the kind of literacy that is truly
science-driven (Salandanan, 2000).
A good science program responds to these urgent
objectives as we face new challenges and new horizons. An
anticipation of changes that would need creative solutions keeps
science teaching interesting and dynamic. Traditional procedures
maybe revised and strengthened, attuned to modern
technologies that can be employed effectively to achieve vivid
and lasting science learning. The science teacher must make
every science encounter a learning experience that will ensure the
development of positive attitudes and competence in the science
processes.
Fensham (2002) in Tytler (2007) argues that we needed new
drivers for scientific literacy given the failure of scientists and
science educators to engender significant reform in school
science. He proposed the interrogation by a variety of societal
experts of what knowledge would be worth including in a
broadened school science.
METHODOLOGY
Research Design
This study employed the descriptive survey with document
analysis. The main aim of the method is to describe the nature of
the situation which is the Quality of Science Instruction in Region I
as it exists. To explore the causes of particular phenomena (status
of science instruction in Region I) a survey was conducted with the
use of questionnaires. It involved determining information on
various variables concerning the study. This method is best suited
for this study as it presents facts on the prevailing conditions of the
different variable. The different variables included the grade 6

teacher-respondents’ personal profile, level of competency on the
use of different science methodology/strategies, level of
awareness on the content of the science curriculum and science
as subject taught and the performance level of the teachers as
reflected in their CB-PAST (Competency Based Performance
Appraisal System for Teachers) (DECS 2000).
Instrumentation and Data Collection
Basically, the researcher used 4 types of tools to obtain the
data needed for the study. 1) Personal Data Questionnaire, 2)
Questionnaire pertaining to the 4 attributes of a science teacher
and 3) Test papers to gauge the mastery of the teacher
respondent in the use of teaching methodology/strategies and
science content. The fourth tool is the CB-PAST (Competency-
Based Performance Assessment for Teachers) of teachers to
determine their level of performance vis-à-vis science instruction.
The personal data questionnaire was used to obtain salient
data about the teacher-respondents. This includes their area of
specialization, years in the public school system, and years in
teaching science, present position. The questionnaire also
included variables like the respondents’ age, gender, the highest
degree earned and seminars/trainings attended and membership
to different science related organizations.
The questionnaire on Teachers Attributes was composed of
four parts – content knowledge and attitude, pedagogical
knowledge, knowledge about the pupils and knowledge of the
curriculum. The content knowledge and attitude questionnaire
was composed of a 40-item multiple choice test lifted from the
different science textbooks where items 1-10 dealt with questions
on Man; 11-20 dealt with questions on Animals, Plants and the
Environment; 21-30 are questions about Matter and Energy and 31-
40 dealt with Earth and Space.

The pedagogical knowledge questionnaire was composed
of different items that included definitions/descriptions of different
methods/strategies as presented by Agno (2008). The 25-item
checklist on science approaches were distributed as follows: items
1-4 dealt on discovery learning (Bruner, 1967), 5-8 talked about
inquiry learning (Eick, C.J. & Reed, C.J. 2002), 9-12 was about
problem-based learning (White, 2001), 13-16 dealt on cooperative
learning (Kagan, 2000) and 17-20 was about decision making
(Agno, 2008) as an approach to teaching science and items 20-25
dealt on constructivist approach to teaching (Vygotzky, 1978). The
second part was a 40-item test to gauge how deep their
understanding of the different methodologies or approaches in
science teaching.
The teachers’ knowledge about the pupils in the classroom
questionnaire was composed of 10-item checklist on different
areas of concern based on the factors identified by Askew, M. et
al. (1997) like pupils personal background, prior knowledge of the
subject, learning styles and individual differences.
The knowledge of curriculum questionnaire was composed
of a 10-item checklist on the level of awareness of the teachers on
the k-12 curriculum. The items in this part were taken from the K-12
Manual (2012) for the elementary level.
Data Analysis
Frequency counts and percentages was used to analyze
the data on the profile of the teacher respondents.
Average weighted mean was used to analyze data on the
first part of the questionnaires specifically on the science teaching
and content.
To interpret the data gathered on the attitudes of teachers
towards science teaching, the following 5-point Likert (1981) Scale
was used:

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