Publication
Abstract: Students’ learning difficulties in a course are essential for teachers, as they guide the achievement of instructional goals. This study generally aims to develop a module for the course “Barayti at Baryasyon ng Wikang Filipino” based on the difficulty of the course for third-year Bachelor of Secondary Education students majoring in Filipino at the University of Northern Philippines and the University of Abra. A descriptive-developmental method was used in analyzing the data. The mean was used to indicate the degree of difficulty for each course-related item, which served as the basis for the development of the module. The results of the survey revealed that the students found no difficulty in the topics along Unit I – Ang Wikang Filipino and Unit II – Barayti at Baryasyon ng Wika. On the other hand, the students reported difficulty with Unit III – Mga Teorya ukol sa Barayti at Baryasyon due to unfamiliar concepts and a lack of prior exposure. Furthermore, the study results served as the basis for developing the module, which has not yet been validated. The module includes various activities that serve as supplemental materials for teaching and learning. The 4Cs of 21st Century Skills—Communication, Critical Thinking, Creativity, and Collaboration—served as the foundation for designing the activities in the module. The researchers recommend conducting further, more in-depth studies of students’ perceptions to develop instructional materials for both teachers and learners. Most importantly, it is also recommended to undertake a broader evaluation of the developed module toward the subject Barayti at Baryasyon ng Wika.
Keywords: difficulty, variety and variation, Filipino language, Module, 21st Century Skills
Abstract: The study aimed to assess the Graduate Diploma in Cultural Education Program in the University of Northern Philippines. The researcher made use of mixed research methods, quantitative and qualitative. Data were gathered and analyzed using mean, frequency, percentage, and simple linear correlation. The study involved 72 Graduate Diplomas in Cultural Education scholars from Batches 1, 2, and 3. Results show that most GDCE scholars are males, 26-30 years old, single, and with master units. Most receive a monthly salary ranging from 20,001-25,000, have 1-5 years of teaching experience, and belong to Teacher I-III as their position/rank before taking the GDCE program. Most of them have attended 1- 3 seminars related to cultural education. The scholars assessed the program's quality as Very High, and their level of assessment of the knowledge and skills after taking the GDCE is also Very High. It was also found that there is a significant relationship between age and the level of assessment of the knowledge and skills of the scholars after taking the GDCE program. The GDCE program is beneficial and contributes to acquiring scholars' needed knowledge and skills in cultural education. It is strongly recommended that the University of Northern Philippines (UNP), the only university in Region 1 that offers the Graduate Diploma in Cultural Education, may, consider offering a Master of Arts in Cultural Education. Likewise, faculty members are also encouraged to attend seminars/training/workshops related to cultural education.
Keywords: graduate diploma in cultural education, assessment, scholars
Presentation
- Feasibility of Doctor of Philosophy in Language Education at the University of Northern Philippines (2025), SDG 4, 8, 9, 10, 17
- Personal and Professional Life: Voices from the Unmarried Teachers (2024), SDG 3, 5, 8, 10
- Employability and Productivity of the Graduates of the College of Teacher Education-Graduate Studies (2024), SDG 4, 8, 9, 10, 17
- Ekokritisismo: Kamalayang Berde ng mga Ilokano sa mga Piling Maikling Kwento (2024), SDG 4, 11, 12, 13, 15
Citations
Sorry, but there’s nothing here.
IP Registration
Sorry, but there’s nothing here.