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JPAIR Multidisciplinary Research

Performance-based assessments are designed by schools to measure what the learners know and can d... more Performance-based assessments are designed by schools to measure what the learners know and can do in diverse ways. According to the Department of Education, these assessments should enable the students to integrate their 21st-century skills and their knowledge, understanding, values, and attitudes in specific real-life situations. To determine the extent of the teachers’ readiness for the implementation and the extent of support provided by the administrators in terms of supervision and assistance and the administrators’ coaching and mentoring, expert-validated questionnaire checklists were administered to 65 teachers in the Senior High School. Findings show that the extent of the teachers’ readiness to implement performance-based assessment is the extent. In contrast, the extent of the administrators’ support in terms of administration and supervision and coaching and mentoring are very great. The teachers’ readiness has been attributed to their field studies, professional educati...

Analyzing multi-word expressions aids in understanding how native and non-native English speakers... more Analyzing multi-word expressions aids in understanding how native and non-native English speakers in secondary schools differ in expressing their attitude and stance, especially in written compositions. Thus, this study sought to compare and analyze the attitudinal/stance lexical bundles used by students in their narratives, specifically in terms of epistemicity, desire, obligation/directive, intention/prediction, and ability to conclude which between the native and non-native speakers used attitudinal/stance lexical bundles more frequently. Results showed that non-native English learners demonstrated a greater number of attitudinal/stance lexical bundles compared to their native counterparts, except in terms of desire. Non-native speakers employed more indirect and impersonal variations, unlike the native speakers whose expressions were more direct and straightforward. In line with these findings, further studies on the implications of the observed rarity and higher frequency of at...

Academia Lasalliana Journal of Education and Humanities , 2020

Educational reforms are continuously crafted to improve many aspects of teaching and learning inc... more Educational reforms are continuously crafted to improve many aspects of teaching and learning including the development of authentic performance tasks engineered through the Goal, Role, Audience, Situation, Product/Performance, and Standards (GRASPS) Model. These real-world problems provide opportunities enabling students to produce solutions, manage situations, and develop different perspectives while also enabling teachers to transform their students to be knowledge producers and not merely knowledge consumers or keepers. With the rapid growth of studies about the effectiveness of performance assessments, the implementation of GRASPS creates its own space in the world of educational research. Against this backdrop, the study sought to determine the impediments experienced by teachers and students in selected schools through an expert-validated instrument. Based on the responses of 65 teachers and 367 participating students, findings revealed that in using GRASPS, the problems of teachers were as follows: administering group tasks, the insufficient time to meet all the target outputs, and the inadequate facilities for the fulfilment of complex tasks. On the students' part, the problems were: lack of guidance in doing the performance assessments, ways to collaborate with others during group tasks, and the limited time to complete them. Further research could be done on the teachers' and students' time management and planning, scaffolding for transfer techniques, and cooperative learning to further the implementation of authentic learning and to enhance the existing faculty development programs in different schools.

INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 2, 72-80, 2020

Over the previous years, the educational systems of Finland and Japan have been admired in the wo... more Over the previous years, the educational systems of Finland and Japan have been admired in the world for their spearheading performance in education and results in international assessments and literacy rates, and with the recent alarming 2018 results of the Philippines in the PISA (Program for International Student Assessment) wherein the country’s literacy rates ranked lowest in different areas, educationists may analyze the spearheading systems of excelling countries to yield possible recommendations and inputs to Philippine educational system, policyscapes, ideologies, and pedagogical practices.

Intertextual debates are ongoing on which of the methods is most efficient (valid and most reliab... more Intertextual debates are ongoing on which of the methods is most efficient (valid and most reliable) for comparative education - should it be perspectivism and social cartography, regression analysis in statistical and quantitative studies, a constructivist qualitative method, and/or a grounded theory (Klees, 2017; da Costa et al., 2016). As an educational reform enthusiast (advocating on authentic assessments by Wiggins & McTighe and Grading for Learning Framework by O’ Connor), I observe and examine the implementation of UbDized performance-based strategies benchmarked from the global top performers to help revolutionize the 21st century pedagogy in our educational settings, and upon reading the diverse methodological discussions in the assigned papers, I have proved that the appropriateness of every methodological approach may alter per context, for every method serves its strengths and unique purpose, and their re-examinations (and sometimes juxtaposition) may compare and then support (or oppose) results that will always be vital to understand this sociological and multidisciplinary field.

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Performance tasks are assessments that aim to measure what the learners “are capable of doing” by... more Performance tasks are assessments that aim to measure what the learners “are capable of doing” by demonstrating and integrating the knowledge, understanding, skills, attitudes, and values—introduced and processed in the English language arts classroom—with more “specific real-life situations” and more meaningful contexts. In pursuance of the Republic of the Philippines Department of Education Order No. 8, s. 2015, known as the Policy Guidelines on Classroom Assessment Reform for K to 12 Basic Education Program, these performance tasks giving the learners “the freedom to express their learnings in appropriate and diverse ways” should be authentic assessments administered “several times during the quarter” to all public elementary and secondary schools in the country, as mandated. Performance tasks must be aligned with the standards provided by the Department, can be considered authentic and with real-life applicability, and shall be graded fairly by teachers to whom they are presented.

Teaching writing is a highly intricate and complex process, educational endeavor, and obligation,... more Teaching writing is a highly intricate and complex process, educational endeavor, and obligation, especially for language teachers, that is generally undermined as a mere development of a basic learning competency or a usual component of the language pedagogy. Teaching writing is understood by our fellow educators and education clientele as the mere introduction of grammar rules, which encompass syntax, symbols that make up words, and structure and sequences of sentences and paragraphs to produce a comprehensible output. Howsoever, teaching writing is not just entirely the delivery and practice of necessary grammatical and syntactical lessons and skills; it is a vast pedagogical area for which diverse methods, theories and processes, empiricism, and action researches are and should be maximized to achieve desired levels of literacy and competence. The Pursuit of the Best Teaching Writing Method Despite the emergence of various teaching writing methodologies from the traditional to the post-modern and Kumaravadivelu's (2008) main argument that there is no

A significant number of research studies have shown that phonemic awareness has a large contribut... more A significant number of research studies have shown that phonemic awareness has a large contribution to reading acquisition. Hoover (2002) claims that to be able to read a word that consists of letters, one should first acquire phonemic awareness skill, thus concluding that without acquiring phonemic awareness skill, a person will not be able to read. Moreover, Hoover states that phonemic awareness is a “cognitive skill” which consists of three pieces: (1) the phoneme which is a linguistic unit; (2) the explicit conscious awareness of that unit; and (3) the ability to explicitly manipulate that unit. Thus, phonemic awareness is concerned about the “manipulation of language at the level of phonemes.”
Since reading acquisition usually starts to develop in school, our study focuses on preparatory pupils. International Reading Association (IRA, 1998) suggests that it is important for children to learn rhymes, beginning sounds, and syllables through various activities that provide them the opportunities to acquire phonemic awareness. Bradley and Bryant (1985) also reported that children’s phonemic awareness can be improved through explicit training. They trained children over a two-year period of time and they concluded that it had a positive effect on reading success. The explicit instruction included alphabetic principle, rhyme and alliteration activities, and tasks that discriminated onset and rime. In addition, Bentin et al. (1991) looked at the effects of schooling and aging on the development of phonological awareness and they suggest that schooling is a major factor that largely affects children’s phonemic awareness development. To support Bentin’s theory on how schooling affects phonemic awareness development, an investigation was done by Cunningham and Carroll (2010) to determine the effects of age and schooling on children’s phonemic awareness development. They found that the effect of one year schooling has roughly twice as large as the effect of up to one year’s difference in age, thus proving that schooling has a strong effect on the development of phonemic awareness.

INTRODUCTION A significant number of research studies have shown that phonemic awareness has a la... more INTRODUCTION A significant number of research studies have shown that phonemic awareness has a large contribution to reading acquisition. Hoover (2002) claims that to be able to read a word that consists of letters, one should first acquire phonemic awareness skill, thus concluding that without acquiring phonemic awareness skill, a person will not be able to read. Moreover, Hoover states that phonemic awareness is a "cognitive skill" which consists of three pieces: (1) the phoneme which is a linguistic unit; (2) the explicit conscious awareness of that unit; and (3) the ability to explicitly manipulate that unit. Thus, phonemic awareness is concerned about the "manipulation of language at the level of phonemes."

English language education in our country has evolved multiple times to continually address the i... more English language education in our country has evolved multiple times to continually address the issues in developing the language competencies and academic achievement of the Filipinos. However with the introduction and implementation of new policies, several debates have heated up regarding the curriculum design and language teaching. Some of the notable issues, as mentioned in Madrunio, Martin & Plata’s article on English Language Education in the Philippines: Policies, Problems and Prospects (2016), include the medium of instruction to use, the alignment of the educational system’s vision, content standards and instruction especially in basic education, the absence of a clear and coherent assessment framework, the effectiveness of the top-down processing, and the challenges in the implementation of the K-12 in the country.
The Medium of Instruction
The most pervasive issue in regard with enhancing Filipino’s competence in English, as a second language, and Filipino, the adopted national language, is about the MOI to use especially in public schools. As a multilingual country, criticisms opposed bilingual education when the linguistic minorities argued that using Filipino is only favorable to Tagalogs and Manilans (Gonzales, 1990 in Madrunio, et al., 2016), whereas English is good only for those areas with rich resources (Licuanan, 2007 in Madrunio, et al., 2016). Moreover, the usage of the mother-tongue the MOI in grades 1-3 in the 2013 EBEC is also being criticized by parents who favor enhancing their children’s English literacy at early stages, especially in Manila and Tagalog-speaking provinces.
Nonetheless with the institutionalization of Mother Tongue-Based Multi-lingual Education in 2009 and strengthened in 2012, similar problems remain unsolved. The teachers in Baguio City, for example, are struggling in its implementation due to “absence of books written in mother tongue, lack of vocabulary, and lack of teacher training” (Lartec, et al., 2014). Until sufficient materials are produced or translated in different languages across the archipelago, language teaching and the implementation of MTBMLE will remain a consistent topic for argumentations in the succeeding years.
The Focus of English Language Education in Basic Education Curriculum
With the 2002 Revised Basic Education Curriculum and 2010 curriculum anchored on Understanding by Design, ELE is viewed Integrated English Language Arts in basic education level, which mainly focused on literature (Plata, 2010 in Madrunio, et al., 2016). Apparently, being literature-based deviates from the goal of our educational system for Filipino learners to “achieve a desired level of competence in listening, speaking, reading, [and] writing” (2002 RBEC) and viewing. To exemplify, literature competencies as “identifying elements of a specific genre and expressing appreciation for sensory images used” (2013 K-12 English) do not necessarily require the development of the five macro skills nor introduce to the students the functional skills that will better help them survive life in the 21st century.
Assessment practices, as well, before the implementation of the 2010 EBEC were arguable. O’ Connor (2009) stated that teachers shouldn't rely on grading instruments that fail to meet standards or with no clear descriptions of achievement expectations. Notwithstanding, some teachers nowadays are resistant to this change, stipulated in DO 8, s. 2016, for they “feel they are compelled to grade” (Crouch, 2014) all activities being rendered such as textbook exercises, homework, recitation, and even diagnostic assessments as being practiced before, insisting that these tests help them meet the specified number of items and that parents and pupils also rely on these parent-mediated assignments to improve grades. Thus, an extensive effort of explaining to them the role of formative assessments for learning rather than of leaning is just necessary for them to understand that grades actually “distance learners further [from us] and from our curriculum” (Guskey, 2010), which makes one debatable topic in the K-12 grading system.
Furthermore, the shift from traditional grading to performance-based assessments is inconsistent among institutions, especially when standardized tests issued by the colleges and schools to determine students’ academic levels, strengths and weaknesses, and even the National Achievement Test administered to grade 7 students in July, 2016 employ a highly objective selective-response test format whose yielded results are understandably the most quantifiable and comparable to previous records and to other countries’. For this reason, Plata (2007 in Madrunio et al., 2016) argues that the department contradicts its own DO in preparing [model] tests that are mostly “fixed-alternative items on reading, grammar, and vocabulary” (p. 150). Nevertheless, a performance-based assessment for a perennial standardized testing can be the most disputable and controversial action, yet it can hardly be considered in the Philippine setting.
The Implementation of the K-12 Basic Education Curriculum
The Enhanced K-12 Basic Education bill has been implemented in the country when President Benigno Aquino III signed it into law on May 15, 2013 to purposively focus on lifelong learning competencies or skills to produce graduates who are qualified and capable to work. Despite “rousing mixed reactions from various sectors in the country” (K12philippines.com), strong objections of parents and students for the 12-year program, and insufficient materials, the Department of Education pushed its implementation for learners to master and absorb basic competencies, as reading comprehension, oral language, viewing comprehension, literature, listening comprehension, vocabulary development, writing and composition, and grammar awareness in English language education.
Revolutionizing ELE in the Philippines, Effective Language Arts and Multiliteracies Curriculum (LAMC) has been developed in the K-12 “to produce graduates who apply the language conventions, principles, strategies and skills” (2013 LAMC) needed in the 21st century. However, the lack in resources and accessibility to technology in numerous marginalized sectors and rural areas hinders the ultimate success of the program, which includes the achievement of desired listening and viewing skills. Many barrios, as in Oriental Mindoro, are not exposed to any form of media, even television, and the effects of “natives’ non-exposure [to television] requires more in-depth studies” (Alviz, et al. cited in Alipasa, et al., 2014). Thus, the 2013 LAMC macro competencies as comprehending literary, informational, and auditory texts, and “demonstrating critical understanding and interpretation of visual media” (p. 15) can neither be functional nor feasible without further support and extensive efforts of the government, researchers, and publishers, authors, and school owners to address these needs.
Also, the top-down processing commonly used in CLT is deemed ineffective in developing our second language learners’ fluency and automaticity, particularly in comprehending and utilizing reading, listening and viewing instructional materials from foreign authors and publishers in Manila, without the development and distribution of localized IM’s and textbooks suitable to a specific group of learners’ context and culture.
Lastly, the reduction of poverty and unemployment through the addition of two years in basic education with the integration of life-long learning skills in the curriculum is still one of the greatest questions that the country has to unfold in 2018; thus, it makes a highly argumentative topic for debates and discussions in schools, government sectors, and societies in the Philippines in the present.

The influence of television nowadays has been rampant among secondary level learners. The extent ... more The influence of television nowadays has been rampant among secondary level learners. The extent of its effectivity whether these forms of media, especially TV viewing, shall be frequently used as a strategy is still a controversy in the 21st century wherein most of our learners are now engaged with various sorts of technology. The experimental-analytical method was, thus, employed to determine its immediate effect on language achievement of grade eight students in Angelicum Primarosa Montessori School, and to compare results to a group with whom a conventional lecture method was conducted. A pre-test and post test were administered to (2) sections who had undergone instruction differently: one through educational television and the other with a teacher. Consequently, there were no significant changes/development noted in the tally of test results; individual scores increased, decreased, or remained as they were, but a great level of interest and attention had been very apparent among students of the controlled group regardless of their diversities. Media workers must work more vigilantly on the production of quality television programs that not only purposively entertain but also educate.

K to 12 (also K-12) is an education system under the Department of Education that aims to enhance... more K to 12 (also K-12) is an education system under the Department of Education that aims to enhance learners’ basic skills, produce more competent citizens, and prepare graduates for lifelong learning and employment.“K” stands for Kindergarten and “12” refers to the succeeding 12 years of basic education (6 years of elementary education, 4 years of junior high school, and 2 years of senior high school) (K12Philippines, 2015).
It has been implemented in the country when President Benigno Aquino III signed it into law in 2013 to purposively focus on lifelong learning competencies or skills to produce graduates who are qualified and capable to work. Thus, language as the basis of all communication, the primary instrument of though and the foundation of all human relationship is of major importance and one of the core subects in this K-12 enhanced basic education program.
In regard with the role of language in the 21st century learning, the effective language arts and multiliteracies curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we live in.
Integrating the above-mentioned principles, the conceptual framework in the next page shows that the heart of the LAMC is making meaning through language and that it has five (5) components (DepEd, 2013) in which assessment play a highly-significant role.

A holistic assessment should be administered in order to garner valid and reliable feedbacks that will be communicated to benefit students, teachers, administrators and curriculum developers who are all involved in the integrated language arts learning process.

Deictic Expression are purposively used to denote markings of subjects with respect to certain re... more Deictic Expression are purposively used to denote markings of subjects with respect to certain reference points (Brinton, 2010), especially when one is speaking and/or writing. Hence, every speaker/writer must commit to set up a frame of these references around himself/herself (Saeed, 1997) in order to clearly convey his/her message. Hence, deixis is very critical for our ability to learn a language, for it encompasses beyond formal linguistic components (Horn, 2006) because the comprehension of such underlies within linguistic theories of pragmatics and semantics (Levinson, 1983).
To exemplify the undisputed importance of interpreting deictic words in comprehending the meaning, Yule poses a series of deictic expressions in a sentence which makes a particular statement very vague:
They’ll have to do that tomorrow, because they aren’t here now.
A sentence such as this commonly and widely appears and used in various contexts, texts and oral utterances. So, how would one understand without knowing who is speaking, about whom, where and when. These sentences become completely and virtually impossible to understand (Yule, 1993).

Thesis Chapters by Clark Dominic Alipasa

The SWOT is referred to as one of the most valuable managerial tools in strategic planning, not o... more The SWOT is referred to as one of the most valuable managerial tools in strategic planning, not only in education, but in various fields and types of organizations. It is because it can exploit not only internal factors of Strengths & Weakness (S & W) but also external factors of Opportunities & Threats (O & T). This reflection paper reveals that although SWOT is undeniably purposeful strategically as it can view complex operations, it can even still combine data-gathering methods and tandem with other analytical tools to cover its limitations and to capitalize its potentials.

ALIPASA, 2017: this analytical study uses qualitative methods to derive the respondents' response... more ALIPASA, 2017: this analytical study uses qualitative methods to derive the respondents' responses that give a detailed description of all or most of their performance tasks that they administered to their classes for a previous quarter and were graded or included in the computation of grades. The responses provided by the participants who are English teachers in different public schools will be analyzed to determine the level of content validity, authenticity, and grading practices of performance assessments in the public sectors. The data collection processes and elicitation of responses will be highly qualitative in nature, but the process of analyzing data will be combined with simple quantitative methods, as we compare and contrast their given information against the standards is assessing the level of alignment between standards and tasks by CCSE-CTE, the GRASPS format in constructing performance assessment tasks from the UbD, and the 15 Fixes for Broken Grades by O'Connor. Summatively, how the designed performance Tasks developed by teachers are similar with for different from the selected frameworks will be interpreted and discussed in depth in the following chapter. Context of the Study The study takes place in the capital city, Manila, and one province, Cavite, in the Philippines wherein a major educational revolution and systemic assessment reform have been started to be implemented since the Enhance Basic Education Program or K to 12 has been signed into a law in 2010, giving much importance to performance assessments and tasks not only to be given but to bear most weight in the grading system or calculation of each student's final grade per quarter and at the end of a level. Provided that the grading had always been dominated by the quizzes and quarterly exams which used to bear the greatest percentage of the grades before, administering, designing, and grading of performance tasks, especially in the public schools, must examined and analyzed thoroughly to assess their content validity with the standards, authenticity, and grading consistency. Furthermore, public education in the Philippines knowingly possess longitudinal and perennial problems that are greatly affecting and limiting the quality of learning, grading and promotion. Thus, this study shall attest and confirm, and determine what exactly are being implemented correctly and incorrectly to improve assessment and education in the country, as a whole. Ethical Considerations

This paper will investigate about number and nature of authentic performance-based tasks required... more This paper will investigate about number and nature of authentic performance-based tasks required by English teachers to their students in public elementary and high schools every quarter. This is to assess (1) the authenticity of these tasks (based on the GRASPS construct), (2) the sufficiency of time, feedback and support provided to students “during” the completion, and (3) the performance task integration with the 21st century skills, other subject content areas, and/or quarterly assessments. The necessary data will be achieved through (1) reviewing teaching documents and (2) survey questionnaires for teachers and (3) their students, followed with online individual interviews (as necessary).

Performance tasks are assessments that aim to measure what the learners “are capable of doing” by demonstrating and integrating the knowledge, understanding, skills, attitudes, and values—introduced and processed in the English language arts classroom—with more “specific real-life situations” and more meaningful contexts. In pursuance of the Republic of the Philippines Department of Education Order No. 8, s. 2015, known as the Policy Guidelines on Classroom Assessment Reform for K to 12 Basic Education Program, these performance tasks giving the learners “the freedom to express their learnings in appropriate and diverse ways” should be authentic assessments administered “several times during the quarter” to all public elementary and secondary schools in the country, as mandated.

The influence of television and films nowadays has been rampant and tremendous to junior high sch... more The influence of television and films nowadays has been rampant and tremendous to junior high school students and their language achievement. The extent at which these forms of media shall be considered as language learning tools is still a controversy in the 21 st century even though most of our learners are already engaged with different forms and sources of information. Thus, a qualitative investigation into the use of these viewing materials as teaching and learning aids helping the students to learn the language, acquire basic concepts, and achieve language competencies, can be administered to junior high school students of De La Salle Santiago Zobel School. Focus group discussions, in view hereof, are adopted to analyze and interpret pre-selected students' viewpoints and thoughts on the benefits and effects television shows and films to their achievement of essential language skills. Representatives of different batches will be subject to the group interviews to collaboratively explain the kinds or classifications of programs and films they frequently watch, how they learn from them, and if and/or how often their English teachers recommend or require them for the obtainment of specific competencies. Eventually, the findings of this qualitative exploration will certainly be helpful and beneficial to language teachers, media workers, parents, school administrators and even module writers/curriculum designers in planning and devising interventions and strategies that aim to reinforce and improve the quality of language teaching and learning.

JPAIR Multidisciplinary Research

Academia Lasalliana Journal of Education and Humanities , 2020

INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 2, 72-80, 2020

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F. Collaborative Activities The students will be grouped based on the following categories: Music... more F. Collaborative Activities
The students will be grouped based on the following categories: Music, Arts, or Konesthesia. The following are the tasks to be presented per group.
1. MUSIC GROUP(for the conflict Man vs. Society forms Second-Person Perspective)

The members of the group will choose a song they will sing on Bobby’s funeral as his neighbors representing the society that contributes to the conflict. The actors will then explain the message of the song they dedicate for Bobby to the other guests at the funeral.

Textual evidence will be required, and the audience can react.

2. ARTS GROUP (for the conflict Man vs. Oneself from a First-Person Perspective)
The group will get into the decision making of Bobby and make an infographic (on a paper or using their phone and other mobile learning devices) explaining what he should have done to resolve his problems.
Textual evidence will be required in explaining, and the audience can react.

3. KINESTHETIC GROUP (for the conflict Man vs. Man from a Third-Person Perspective)
The group will perform a tableau of one remarkable scene in the play where they want to enter and question Bobby’s reasoning and decision making. The third person will be performed by a selected member of the group, while the tableau is at hand.
Textual evidence will be required, and the audience can react.

IV. GENERALIZED ACTIVITY (CLOSURE)
The same group of students ponder on the deeper essence/message of the title. Underlying meanings behind the reason Azucena Grajo-Uranzaa entitled the play Go Rider! are given much elaboration and interpretation by composing a two-stanza acrostic poem with these initial letters

Teach Go Rider by Azucena Grajo-Uranza in 30 minutes

This course is a genre-based course designed for teachers, head teachers club heads, and administ... more This course is a genre-based course designed for teachers, head teachers club heads, and administrators on how they can improve their writing skills in composing memoranda for students, parents, and subject teachers in the school. This is a two-week ESP program that focuses on essential competencies, text structures, language features and patterns in effective memo writing.

Alipasa, Clark Dominic (2016, July).

The Alternative Learning System (ALS) of the Department of Education (DepEd) encountered numerous... more The Alternative Learning System (ALS) of the Department of Education (DepEd) encountered numerous challenges that impacted its implementation across the country. Aside from changes in supervision and human resources, Chief Education Program Specialist, Sevilla Panaligan (2016) of DepEd revealed that the challenges include the need for sufficient and relevant learning resources and Community Learning Centers (CLC's), while students' varied background-leading to having insufficient time, decreased interest, and irregular attendance-equally becomes another huge opportunity consistently being addressed by ALS teachers to revisit learning strategies, approaches and materials considering their understanding of the bigger context. First, to address the challenges and further strengthen and expand its implementation from the top management, the Department of Education issued Order No. 45 series of 2018 for the improvement allocation, utilization, and monitoring and evaluation of support to operations. This covers not only the effective and efficient utilization of the funds and budget for ALS in the region and promoting program management activities but also to render "quality, inclusive, relevant, and liberating opportunities to out-of-school children, youth and adults" (DepEd 45, s. 2018 cited in Nazario, 2019). The learners enrolled in these ALS classes of the DepEd also hold challenges and responsibilities that compel them to continuously look for work and

The Fourth Industrial Revolution, Education 4.0, Ambisyon Natin 2040, and Philippine Development... more The Fourth Industrial Revolution, Education 4.0, Ambisyon Natin 2040, and Philippine Development Plan 2017-2022 as directions for strategic planning

Cavite State University, 2018

Feasibility Study Documentation in " Phikoja Chicken Pops " CAVITE STATE UNIVERSITY Imus Campus ... more Feasibility Study Documentation in " Phikoja Chicken Pops "

CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center Palico IV, Imus, Cavite
(7 (046) 471-66-07 / (046) 471-67-70/ (046) 686-2349
www.cvsu.edu.ph

In partial fulfillment
of the requirements in the Feasibility Study
“Exhibit Documentation”

Submitted by:
Hernandez, Joan

Submitted to:
Sir Ryan Acojedo

Written by a prominent and truly successful individual Bill Gates, this work from its title, " Th... more Written by a prominent and truly successful individual Bill Gates, this work from its title, " The Road Ahed, itself narrates the phenomenal innovations, cites the history and background, discusses the ever-growing advantage and importance, and envisions the vast and vaster future of innovations in computer technology. Beyond expecting quotable thoughts from the man himself, my realizations upon perusing it arise critically about the impending facts and undeniable truths about changes, existence & extinction, and efforts. Making the Changes at the Right Time Being susceptible to mistakes, most people already heard and considered the concept of change—change is essential for progress and development. Nevertheless, stating that changes must be add the right time provokes me to think further: When is the right time? How we ever say that the time is right? Although these questions remain unfathomable and disturbing as I internalize the phrase " right time " literally, one truth is proven—the revolutions brought upon by Bill Gates and the Microsoft Company not only gave birth to innovative devices and completely aiding systems but also brought death (or obsoleted) all other devices, whose functions were intentionally encompassed, both the most aged and just recently-or previously introduced alike. Nothing that you sell will do well forever Deciphering what the author completely tries to prove, I reminisce about the days I cried over the desire to acquire my television, compact disks of my favorite songs and movies, brick games and Play Stations to compete and interact with friends, Walkman with which I can listen to music all day, my own calculator, a bulky dictionary at home, a personal desktop computer, a cellphone to text everyone I need or who needs me, and everything else useful to my work and education, which are now all in my iPhone. Even though not all the aforementioned functions above were created by Microsoft, it exposes the fact that everything will and shall change. We should pursue greater heights and never expect that everything we today will stay the way they are in the quite near future—most probably on one of these days. People want their computer to do so many different things. Embracing the advances in technology, most people are longed to see all unimaginable tasks being performed by computers on the road ahead. Computers serving companies, employees, students, customers and clientele all over the world will later relieve and replace all of us in performing duties for which they should be the ones responsible. Hence, our naturally-hardworking, industrious, and personal attributes possibly will possibly affected and deteriorated as the road ahead continues to boom and flourish. Telecommuting will change our lives in many ways. As I have long foreseen, education will also drastically evolve from face-to-face interactions to having no schools, universities, and training centers. It is alarming to ponder on the possibility the time where developing mutual trust, earning friends face-to-face daily, sweetly interacting and sharing ideas personally, and learning respect of diversities in person may diminish and be forever neglected. This admonition, I see, result from our near overdependence on computers and emerging distance communication, transactions, and education.

Authentic tasks are set in a “global context” wherein the C’s of the 21st Century, namely critica... more Authentic tasks are set in a “global context” wherein the C’s of the 21st Century, namely critical thinking, communication, collaboration, creativity, computer skills, college & career preparedness, citizenship and culture awareness, and character education, shall be developed as we are currently “living in an increasingly interconnected world”. One of the main proponents of the said theory, Jay Mctighe (cited in DefinedLearning, 2019) added that through the utilization of ‘real world’ performance tasks and related resources, teachers engage their students in meaningful learning and authentic assessment – and that is the best preparation for the world outside of school.

This presentation gives examples, practices, and possibilities for teaching multimodal literacy i... more This presentation gives examples, practices, and possibilities for teaching multimodal literacy in classroom teaching.

The various approaches in Comparative and International Education may generally be classified int... more The various approaches in Comparative and International Education may generally be classified into two: variance-oriented approaches (relying on positivist epistemology and quantitative, statistical, data-and hypotheses-driven methods in the Social Sciences, eminent for deriving objective and verifiable truths that may include the determination of impactful and significant interrelationships), and process-oriented approaches (employing interpretive, constructivist, critical epistemology and qualitative methods) as elaborated by Bartlett & Krawczyk (2017). Whereas, the other existing methods specifically mentioned in the assigned readings were the systems approach that utilize analogous models (e.g. IPO, CIPP, CIPO, etc.) examining the production of deliverable outcomes from certain inputs (compared to main ingredients), historical (tracing the key events that led to growth and expansion), comparative case study approaches (engaging vertical, horizontal, and transversal axes), social cartographic and perspectivist approach (complementation and contrasting of various existing visions), and an epistemological ethnographic (comparing assimilations within and among populations) techniques that adhere to the main point of this paper to take advantage of critical or constructivist approaches over post-positivism in qualitative research (da Costa et al., 2016), and most importantly, to develop an "explicitly comparative approach" in a multifaceted, cross-sectional, cross-cultural and cross-national level of