cardenas_lle 205_case study edited

8/12/2019 Cardenas_lle 205_case Study Edited

http://slidepdf.com/reader/full/cardenaslle-205case-study-edited 1/8

Nicky C. CardenasLLE 205_Case Study

A Case Study Analysis and Report of the University of Saint Louis Tuguegarao HighSchool Department D.E.A.R. Reading Program

Abstract

This case study analyzes and reports the University of Saint Louis Tuguegarao High SchoolDepartment (USLT-HS) reading/literacy program: Drop Everything and Read (D.E.A.R.). Themethods employed in finding results from data collection are done through multiple sources ofinformation such as: observations of school reading program practice, analysis of pertinentdocuments, floating of questionnaires and formal interviews to the following respondents: HSPrincipal, English Coordinator and 8 English teachers in the high school department,

From the data analysis, well designed and organized written reading program is lacking, nostrong professional development through in-service trainings, workshops, seminars that needmuch focus for English teachers, program development and assessment is unstable. Thus, it is

suggested that schools plan their reading/literacy program with careful thought on curriculum,instruction and assessment.

BACKGROUND OF THE STUDY

This case study aims to analyze and report the University of Saint Louis Tuguegarao HighSchool Department (USLT-HS) D.E.A.R. reading/literacy program which includes thefollowing: (1) school factors (leadership, effective school change factors – building status andsize, facilities/equipments/rooms and time allotment, professional development, format andevaluation/assessment of school reading program, (2) grade and year levels classroom reading

practices (instruction- learning plans and activities, methods and strategies, reading materials,,student management, classroom management, classroom environment, classroom teaching andlearning assessments), (3) grade and year level reading performance data (teacher-aidedanecdotal reports on students’ reading performances , (4) community/home/school relationships .

STATEMENT OF THE PROBLEM AND RESEARCH QUESTIONS

This study aimed to look into the implementation of the Drop Everything And Read (D.E.A.R.)Reading Program of the University of Saint Louis Tuguegarao High School Department. Results

of the study would serve as bases for strengthening the reading program throughrecommendation and revision for improvement.

More specifically, this study endeavored to provide answers to the following:

1. What is the profile of the school in terms of school location, school population, school building status, building size, and building type?




2. What is the high school Principal’s, English Coordinator’s and 8 English teachers’ extent ofknowledge in the implementation of the D.E.A.R. Reading Program?

3. What are the facilitating and hindering factors in the implementation of the D.E.A.R. ReadingProgram?

4. What do the respondents recommend to improve the implementation of the D.E.A.R. ReadingProgram along the following Components of a Balanced Literacy Program in language learning?

4. 1. Reading Aloud

4. 2. Shared Reading

4. 3. Guided Reading

4. 4. Independent Reading

4. 5. Molded/Shared Writing

4. 6. Interactive Writing

4. 7. Independent Writing

5. What plan of action can be formulated to improve the implementation of the D.E.A.R ReadingProgram?

SIGNIFICANCE OF THE STUDY

This study will aid administrators, faculty and students to assess the implications of the D.E.A.R.reading program in the high school department. This includes the strengths and weaknessescovered in the implantation of the D.E.A.R. reading program. Thus, recognizing its advantages,the study will unveil the facilitating and hindering factors in the implementation of the D.E.A.R.reading program. It will therefore seek innovative recommendations and plan of actions from therespondents to improve the implementation of the D.E.A.R. reading program and it will also

provide a clear and holistic view of the components of a balanced literacy program in teachingand learning language.




SIGNIFICANCE OF THE STUDY• This section describes the contribution of the research to the discovery of knowledge. Itdiscusses the following: • benefits derived from the investigation• worthwhile contribution to the generation of new knowledge• general relevance of the study to the readers

• Show how this will respond to the gap of knowledge, issues of theory or method, and socialaction or policy making.• For applied researches, you may ha ve to specify who might be interested in the results/findingsof the study. Be very specific. Show exactly how these results/findings can be utilized by theseinterest groups.

LITERATURE REVIEW• Underpinni ng Theory (I f A ppli cable) Or L in kin g Statement

• Describe in more details the theoretical and methodological underpinnings of your study.Discuss the theories, methodological approaches and variables that are important in your studyand demonstrate their interrelations as such. Such interrelations may be illustrated through adiagram, although such diagrams are rarely included in the final manuscript.




3• In writing the theoretical framework, start by stating the theory, concept model or principle.Then explain what the theory is all about. End up by contextualizing the theory by relating it toyour present study (comes from the researcher).• Ways of presenting the theoretical framework:

• This paper is anchored on the theory of ________”• The theory of ______underpins this study.• Theoretically, this study is anchored on…“• The theoretical anchorage of this paper is ….”• The theoretical framework could come first before the related literature or after the relatedliterature.• Discussion of Literature by Themes

Literature should be arranged according to the variables under study. Example 1:

Research Title: “Cognitive, Affective, Personality and Demographic Predictors of ForeignLanguage Achievement”Subheading 1 : Cognitive Variables,Subheading 2 : Affective variables.Subheading 3 : Personality variablesSubheading 4 : Demographic variables

Example 2Research T itl e : F amil y Involvement i n Pr e-Servi ce EducationSub-Heading 1 : F amily I nvolvement: I mportance and Benefi tsSub-Heading 2 : F amily Involvement: A vail abilitySub-Heading 3 : F amily EthnicitySub-Heading 4 : Parents/Guardians’ Educational Attainment

Sub-Heading 5 : Beli efs and Atti tudes toward Family InvolvementSub-Heading 6 : Pr e-service Experi ence• Hypotheses (if any)

The hypotheses are written right after the literature review. It is stated in an alternative form.• Research Paradigm/Research Simulacrum

This represents what variables or conceptual tags investigated in the study. It could be presentedin graphical (traditionally called paradigm) or narrative form (especially for qualitative studies)These are supported by hypotheses (quantitative studies) or propositions (qualitative studies) .

METHODS

• Participants/Subjects/Respondents

Describe your sample with sufficient detail so that it is clear what population the samplerepresents. A discussion of how sample was formed is needed for replicability and understandingof your study.• Specific Method and Research Design (If applicable)




The design of the study, whether it is a case study, a survey, a controlled experiment, a meta-analysis or some other type of research, is described in this section.• Instruments and Procedures

A descriptions of your instruments , including all surveys, tests, questionnaires, interview formsand other tools used to provide data, should appear in the materials subsection. Evidence ofreliability and validity should be presented.• Data Analysis

Present statistical tools employed in the study and treatment and analysis of data.

-Background of the Study

• Statement of the Problem and Research Questions• Significance of the Studies• Literature Review• Underpinning Theory (if applicable) or Linking Statement• Discussion of Literature by Themes • Hypotheses (if any)• Research Paradigm/Research Simulacrum

(1) school demographics;

(3) primary-grade reading performance data;

(4) community/home/school relation-ships;

(5) school factors (leadership, effective schools/school change factors, professionaldevelopment, format of school reading program);

(6) grade-level classroom practices (instruction, curriculum, student engagement,classroom management, classroom environment);

(7) other factors believed to be enhancing beginning reading achievement;

(8) challenges; and

(9) advice to other schools.

The University of Saint Louis Tuguegarao is a Catholic institution ran by the CongregatioImmaculati Cordis Mariae (CICM) missionary priests in the Philippines. They are as follows:Rev. Fr. Eugene Arco, University President, Rev. Fr. Rex Salvilla, Asst. to the President, Rev.Fr. Macwayne Maniwang, University Chaplain and Head of the Department of Philosophy andReligious Instruction. The institution offers education in the Basic Education (Elementary andSecondary levels), Tertiary and Post-graduate levels.




The high school department offers science and academic curricula. Recently, in the S.Y. 2012-2013, it was granted level II re-accredited status with PAASCU, elevating it to one of the fewschools qualified for Level III status. Grade 7 level consists of 12 sections (5 science sectionsand 7 academic sections). Grade 8 level consists of 10 sections (6 science sections and 4academic sections). The 3 rd year level has 10 sections (6 science sections and 4 academic

sections). The 4th

year level has 9 sections (5 science sections and 4 academic sections).Approximately, each class ranges from 45-50 students across all levels in science and academiccurricula.

(2) history of the school;

University of Saint Louis

On January 6, 1965, the Bishop of Tuguegarao, His Excellency Msgr. Teodulfo S. Domingo,wrote the Provincial Superior of the Congregation of the Immaculate Heart of Mary, the VeryRev. Charles Pieters and requested him to open a Catholic school for boys in Tuguegarao. Theimpetus of this request was the appeal of many Catholic parents for Catholic education for their

boys in Tuguegarao.

With the approval of the CICM Superior General, Fr. Charles Pieters responded on January 1965accepting the appeal. Preparations were made for the coming school year and a four-roomemergency building was put up. Since at that time the students from Saint Paul College (SPC)were occupying the high school buildings of the Ateneo after SPC was gutted by fire in January1965.

In June 1965, Saint Louis School opened its portals to 138 boys accommodated in (2) sections ofthe First Year and one section of the Second Year. Fr. George Hantson, CICM was the firstrector.

In 1968, its college department opened with four courses: B.S. Civil engineering, B.S.Commerce, Liberal Arts and Junior Secretarial Course with 236 students. That year then, it wasrenamed Saint Louis College of Tuguegarao. In 1971, its high school department offered itsscience curriculum and started admitting girls. In 1977, its Graduate School opened with Masterin Public Administration.

Over the years, it opened new courses in the collegiate level: B.S. in Architecture, B.S. inGeodetic Engineering, B.S. in Electrical Engineering, B.S. in Electronics and CommunicationsEngineering, B.S. in Computer Engineering, B.S. in Accountancy separated from BSCommerce), Computer Secretarial Course, B.S. in Computer Science, Bachelor in SecondaryEducation and Bachelor in Elementary Education.

Kinder I and II were opened in 1997. The elementary school department started Grade I in 1998.True to its mission of providing the marginalized access to quality education, it also opened theLearning Center for the Hearing-Impaired Children in 1998.




For school year 1999- 2000, it entered into a Twinning Program with Saint Mary’s University,Bayombong, Nueva Vizcaya for the opening of Ph. D. in Science Education, major in biologyand Mathematics.

To address the need for highly qualified manpower resource in the global community, on April

1, 2002, USL formally opened its Center for Technical and Entrepreneurial Development withassociate courses in Hotel and Restaurant Management, Network Technology, ComputerSecretarial, Electrical and Electronics Technology.

After few decades, Saint Louis College of Tuguegarao, became a college serving young peoplein the preparatory school, elementary school, secondary school, tertiary and graduate school. Itnow offers science and academic curricula for secondary education. The tertiary departmentoffers at least 22 programs with 9 non-degree programs. The graduate school offers 9 programsincluding 2 doctorate programs.

The years 1998, 1999, 2000 and 2001 were years devoted to the pursuance of a change of the

school charter from a college to a University.

On May 20, 2002, the Commission on Higher Education, finally granted the school its newcharter. Hence, the old Saint Louis College of Tuguegarao is now the University of Saint Louis,Tuguegarao City. The installation of the first University President, Dr. Rosalinda P. Valdepenas,who was at the helm of SLCT during the grant of the University status, was on August 8, 2002,and since then, this date had been formally decla red as the “University Day”

In that same year, prior to the grant of University status, Saint Louis College of Tuguegarao wasone of the first thirty (30) private higher education institutions in the Philippines granted fullautonomy by the Commission on Higher Education from 2002-2007. This autonomous status

was renewed for another five (5) years until 2012, along with nine (9) other HEIs, a feat sharedwith prestigious schools in Metro Manila and two (2) other schools outside of Metro Manila.

During the period of the grant of full autonomy, other collegiate programs were offered whichincludes Tourism, Hotel and Restaurant Administration, Bachelor of Fine Arts, and the latest isthe BS in Nursing in 2004.

In the year 2007, the High School Department was granted level II re-accredited status withPAASCU, elevating it to one of the few schools qualified for Level III Status.

With almost 8,000 pupils and students across all level and a highly skilled workforce, the

University of Saint Louis is now known to be one of the most outstanding educationalinstitutions in the Region and in the entire country offering quality and relevant education. Itsgraduates have become active partners of the society as many of them are now occupying key

positions in government, private institutions, business and industry and non-governmentorganizations. The years have been witness to successful national board passers and topnotchersfrom among its graduates.

(3) primary-grade reading performance data;




(4) community/home/school relation-ships;

(5) school factors (leadership, effective schools/school change factors, professionaldevelopment, format of school reading program);

(6) grade-level classroom practices (instruction, curriculum, student engagement,classroom management, classroom environment);

(7) other factors believed to be enhancing beginning reading achievement;

(8) challenges; and

(9) advice to other schools.

cardenas_lle 205_case study edited

Documents