don mariano marcos memorial state university … don mariano marcos memorial state university south...

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Don Mariano Marcos Memorial State University South La Union Campus

COLLEGE OF EDUCATION Agoo, La Union

Bachelor of Secondary Education

RESEARCH JOURNAL

Volume 9, No. 1 ISSN 0119-4046 January - June 2007

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COLLEGE OF EDUCATIONCOLLEGE OF EDUCATIONCOLLEGE OF EDUCATIONCOLLEGE OF EDUCATION MARCH MARCH MARCH MARCH (Lyrics by Marina S. Quesada and Music by Juanito G. Selga)

Onward DMMMSU College of Education The college where teachers grow;

Hold on to your esteemed profession The future depends on you.

Live up to your noble tradition Reach out to those in need; Strive to transform the nation

In thought, in words and in deed.

Refrain:

Onward CE with joyous energy Onward CE, on to victory

For excellence, truth, and equality Your name shall forever be.

The youth and community await you

Their hopes in you they pin; Open your arms extend your views For God, for country and human kin.

Trials and challenges there and here

Opportunities come and go; Nothing to fret about, nothing to fear

Our torch shall always glow.

Repeat refrain.

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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 PHILOSOPHY The university aims at the development of man in his 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 MISSION As stated in its Charter (PD 1778), it shall provide advanced instruction in the arts, agriculture, fisheries, engineering and natural sciences, as well as in the technological and professional fields; to promote research and engage in extension work. GOAL OF THE COLLEGE OF EDUCATION The College shall prepare globally competitive teachers who are imbued with the ideals, aspirations and traditions of Philippine life and culture, and sufficiently equipped with a broad range of knowledge, competence, and skills for effective service delivery system.

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OBJECTIVES OF THE SECONDARY/ELEMENTARY EDUCATION

A. Produce a human resource pool of effective and globally competitive teachers to deliver educational services in the secondary/elementary level.

B. Provide experiences to would-be teachers to acquire basic and

higher order skills, particularly critical thinking and problem solving.

C. Equip would-be teachers with skills and competencies in

discovering, verifying, applying and expanding the frontiers of knowledge through research.

D. Participate in the government efforts to uplift the quality of

community life through its extension and outreach services. E. Provide leadership in innovative instructional delivery systems

in the different subject areas. F. Produce graduates who shall become catalysts of economic,

social and cultural change. G. Serve as resource and information center for instructional

technology and other academic concerns in the secondary/elementary level

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PREFACE The College of Education keeps abreast of new trends by empowering teachers to render quality services through research and administration. This issue of Research Journal of the Bachelor of Secondary Education parades several studies on administration and instruction. In order to further innovate the program, Miss Marilou Rivera analyzed the functional effectiveness of MDA Program of DMMMSU Graduate College in San Fernando Ciy. Many Factors stimulate and motivate students to learn. Mr. Dionisio M. Uychoco expounded the Effect of Competitive or Interactive Games to Language Acquisition in a class in Basic English. The ROTC remains a valuable tool in the total education of the young. It is a basic step for a student who aspires to be a soldier. Dr. Manuel T. Libao evaluated the ROTC Program in DMMMSU-SLUC and determined the reason for the continues decline in enrollment and recommend measure to remedy the problem. There is also the decline of interest in science education among students. Prof. Lilia Madriaga and Flordiliza B. Dalumay shared their study on Science Attitude, Involvement, and Laboratory Skills of DMMMSU Laboratory High School. “The progress of a country depends upon the health of its people and no country can expect to prosper if the citizens are unhealthy”. This is richly described by Prof. Nimfa Roma A. Valdez in her study entitled “Food Preferences of DMMMSU Laboratory High School Students: Their Implication to Nutrition Education. Dr. Elsie M. Pacho and Prof. Louis A. Tattao makes teaching Mathematics in an easy way in their study “On Chinese Remainder Theorem”. Prof. Brogida Cargado also studied the readiness of math students in geometry. Finally, Dr. Remedios Neroza made a study on the profile of the self-concept of commercial sex, workers and Prof. Joanne C. Rivera works on the stautus of comprehensive land-use plan in Baguio City. Truly, mentors of the College of Education were profoundly engaged in conducting research to make them more fashioned to teach.

The Editor

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TABLE OF CONTENTS

College of Education March - -- - - 2 University Vision, Philosophy, Mission, Goal of the College of Education - - - - - 3 Objectives of the Secondary/Elementary Education -- 4 Foreword - - - - -- 5 Table of Contents - - - - - 6 Functional Effectiveness Of Master In Development Administration Program Of DMMMSU Graduate College, City Of San Fernando, La Union” - - - - - 8 By: Marilou Rivera

Using Competitive Or Interactive Games To Effect Language Acquisition In A Class In Basic English- - - - - 37

By: Dionisio M. Uychoco

Evaluation Of The Reserve Officers Training Course (ROTC) Program Of DMMMSU-SLUC- - 43 By: Manuel T. Libao And

Science Attitude, Involvement And Laboratory Skills Of DMMMSU Laboratory High School Teachers And Students: An Input To Science Instructional Plan- - - 61 By: Flordiliza B. Dalumay and Lilia Madriaga

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Food Preferences Of DMMMSU Laboratory High School Students: Their Implications To Nutrition Education- - - - - 82 By: Nimfa Roma A. Valdez

On Chinese Remainder Theorem- - - - 121 By: Luis A. Tattao And Elsie M. Pacho

The Profile Of The Self-Concept Of Commercial Sex Workers- - - - - 144 By: Remedios C. Neroza

Readiness Of Mathematics Student Teachers In Plane Geometry- - - - 158 By: Brigida L. Cargado

Status of the Comprehensive Land-use Plan Of Baguio City- - - - - - 163 By: Joanne C. Rivera

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FUNCTIONAL EFFECTIVENES OF MASTER IN DEVELOPMENT ADMINISTRATION PROGRAM OF DMMMSU GRADUATE COLLEGE, CITY OF

SANFERNANDO, LA UNION”

By: Marilou Rivera

Introduction

“Every education is an inward journey” Education is a fundamental element in one’s totality. It is an immense help to escape from the intellectual and distressing limitations of our time and it also directs a tortuous life toward creating career goals. To continue education is a major decision that requires a significant commitment of one’s time and money. Hence, the following are possible reasons for wanting to journey for continuous education to learn new skills, secure promotion or transfer, complete a degree started many years ago, or transition to a completely new career and the like. “To get an education is something that nobody can take from you” this embodies the importance of education. education is a person’s wealth (Liesol 2004) Education is a gift, a natural and inalienable right that can concretely develop man’s creativity, imagination in the use of knowledge , and the act of providing a person with skill and competence by a formal course study, instructions and training. The Philippines has almost 80 billion population, since the success of our nation relies mainly from its large

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manpower resources, it endeavors to educate his people in order to develop internally from the major key positions and their careers offering additional responsibilities within their current roles or offering new challenges through lateral moves, or the so-called people empowerment. Professionals or graduates are the manpower potentials of our nation, they are bound to compete post-education for their professional growth and development. As well to can keep themselves current, relevant, and competent on their fields as a matter of professional obligation to render quality services for the their present or future employment. This continuing education will determine their career mobility for upward career mobility (Oliva 2002) and that job fulfillment exist when he/she feels sense of satisfaction and sense of personal worth. According to the Medium-Term Philippine Development Plan’s (MTPDP) overall development goal is to improve the quality of life of every Filipino through people empowerment. This is being achieved through the improvement of productivity of workers and the improvement of the socio-economic conditions of the people (NEDA). Career mobility occurs from the development and advancement done on ones career anchor and career path. people nowadays are highly sensitive to the kind of movement of their career is tracking, that job shifts represents their different aspirations and self-images. Thus, the job or career movement will be presented from vertical, horizontal, and inclusion movement. Moreover, career advancement could lead into ones feeling of fulfillment from the job, their use of talents that offers them the desired growth, their extent of making decisions, and a feeling of self confidence from their

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present position/occupation/designation with reasonable compensation. Moreover, one could attain this if he/she meets the qualifications set for the certain position he/she is aspiring for. One main requirement is educational effectiveness. For we all know that one of the fundamental factor for the success of an organization that will be of great help for the success of our nation is the quality of graduates produced by the higher education institutions. Many universities/colleges offer a lot of baccalaureate degree, masters and doctoral degree courses. One of which is the master in Public Administration (MPA) course or program Institutions offer this course for a possible reason that one can make a career as a government-based practitioner, a university-based researcher or teacher, as an intermediary, a consultant and a company administrator. According to Bautista et al, (1997) Public Administration (PA) in general is concerned with the systematic study and improvement of government capacity and practice in forming policies, making decisions, implementing them, securing the desired results. More from Bautista et al, (1997) Development Administration (DA) as a disciplinary perspective, it is like traditional PA from which it was derived. Its active variables are still political and administrative factors. Therefore studying PA/DA focused on governmental administration and the concern with problems and processes of the society. This is associated with the quality education insured by the Commission on Higher Education (CHED) on their support for higher education and giving priority to courses, programs and the curricular programs relevant to communities.

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Don Mariano Marcos Memorial State University (DMMMSU) is a university founded for higher learning and continuing education. An institution established as one of the partners of our government for the development of the competent manpower resources of entire region. DMMMSU is composed of several campuses, one of the known campus situated at Catbagen, City of San Fernando, La Union is the DMMMSU Graduate College Center (DMMMSU GC). Graduate College is founded to serve higher education for bachelors degree holders and employed individuals of the region in general. DMMMSU GC offers various degree programs, one of which is the Master in Development Administration (MDA). MDA Program was first approved and offered in Agoo, La Union in 1984 through the BOR No. 256-84, and also been offered at City of San Fernando, La Union taking into account that this is the center of the entire region, and the core line of education, employment and industry. Thus, the Civil service Commission (CSC), an agency that sets employment qualification standards, for all entrants to the civil service or candidates for promotion. A qualification standard prescribes the “minimum requirements for a class of positions in terms of education, training and experience, civil service eligibility, physical fitness and other qualities required for successful performance “ CSC Chapter 2 The Civil Service, Sec7 (1999). In response, DMMMSU GC offers and administers Master in Development Administration program and was approved based on the BOR No. 94-482 and now it is vastly developed and more accessible to all professionals. DMMMSU GC is compose of nine main areas needed to be evaluated the objective of the school and the objective of the MDA Program for the students and for the campus;

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the faculty; the curriculum and instruction; the students; research ; extension; library; physical facilities and laboratories; and administration. These nine areas completes the functioning of the campus. Thus, in every colleges or universities, it is necessary for them to undergo evaluation, for accreditation purposes, to appraise its services or if these nine areas are functioning effectively for the institution itself, the enrolled students and if it had been beneficial to the graduate students. Furthermore, the DMMMSU GC, specifically the functioning and effectiveness of MDA Program is to be analyzed. The MDA Program offers updated subjects responding to the changing demands of its clientele and reflecting development in the field of development administration itself, the core and major subjects composes of highly standardized subjects, and are comprehensively offered to teach a combination of discipline theories, skill, techniques and values. To compare and strengthen the educational objectives and goals of DMMMSU GC, majority of the MPA curriculum contents offered in UP Diliman are almost similar with the MDA Program of DMMMSU GC because according to Havel Vaclav (1998) from the CHED Centennial Degrees on Higher Education, UP Diliman offers: 1) Theory and Practice of Development Administration; 2) Economic and Social Aspects of Development; 3) Methods of Research; and 4) Statistics on their core subjects which are the most important subjects in PA Program of the university. Moreover, as per record on the CHED, UP Diliman is conscious of maintaining both “quality and relevance”, the program has instituted the following the areas of specialization in the MPA curriculum to four – fiscal

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administration, public policy and program, administration local government and regional administration and organization studies. (Vaclav 1998) Thus, it is evident that MDA and MPA are geared toward development of ones totality preparing them to become useful in the society. Furthermore, from the standard curricular contents, last January 5, 2005 during the Administrative Council of the Universities and Colleges held at DMMMSU GC, basing from the result on the evaluation conducted by CHED-FAPE of Graduate Education in the Philippines, the MDA program of DMMMSU GC, City of San Fernando, La Union was evaluated and thus performing very good from all among the SCU’s. With this evaluation, MDA curricular subjects, and the nine areas of DMMMSU GC has significantly contributed on the outcome of the evaluation. That the graduates who was been part of the institution was then benefited by the program, and now looking forward at better serving its future graduates. At this juncture, this study is aimed to analyzed the functional effectiveness of MDA Program to MDA Graduates of Don Mariano Marcos Memorial State University Graduate College, City of San Fernando, La Union for school year 2000-2001 to 2003. Since they were been part of the institution, we will ask them to evaluate the nine significant areas of DMMMSU GC that have served them for at least five (5) year residency in the Graduate College. Theoretical Framework Graduate schooling is anchored on the provision of the Philippines constitution mandating the state to provide “… the sustained development of reservoir of national talent consisting of Filipino scientist, entrepreneurs,

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professionals, managers/administrators…” (Section 14, Art XII of the Philippine Constitution). Still in the Philippine Constitution, affirming the strategic importance of education to the attainment of national goals, provides that “the state shall protect and promote the right of all citizens to quality education at all levels and shall take the appropriate steps to make such education accessible to all.” In connection, the most common end of this is for the further employability of the people. Employment is a means of obtaining income. People prepare themselves for employment by pursuing education (Concepcion 1998). The common belief of individuals concerning survival in this society nowadays is for them to have a job in order to generate an income to sustain their daily needs. Most employees want to excel on their career movement. According to Herzberg as cited by Oliva (2002), one’s career mobility either merits through: 1) career anchor that describes one’s attitude towards occupation; and 2) career path that occurs to either be horizontal, vertical and inclusion, career paths are complex interactions of these three kinds of movements. In the book of Weither and Davis (1996), as cited by Mostoles (2000), jobs that are rich in behavioral elements such as autonomy, variety, task identity, task insignificance, and feedback contribute to an employee’s job fulfillment. Still from Mostoles (2000), according to carter McNamara, regarding to one’s feeling or state of mind regarding the nature of their work which can be influenced by a variety of factors, e.g, the quality of environment in which they work, degree of fulfillment in their work . Most workers like their work if they have

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supervision. The least fulfilled workers are those in service occupations and managers that work for others. On the other hand, there are these employed individuals, who were never contented of their work, of their position and of the compensation income. They quest for a greener pasture, and since studying is a lifetime profession, they pursue post-graduate studies to improve their knowledge and careers. The DMMMSU GC could grant what these professionals protracted for higher learning and is embodied with nine functioning areas. Basing from the Association of Accredited Chartered Colleges and Universities in the Philippines (AACCUP) Instrument the nine areas are as follows: first area – Objective of the GC; second area – Faculty; third – The Curriculum and Instruction; fourth – Students; fifth – Research; sixth – Extension; seventh – Library; eight – Physical Facilities and Laboratories; ninth – Administration. These major areas of DMMMSU GC affects the workings of the campus as a whole. Since the MDA Program is part of DMMMSU GC, the outcome from the evaluation on the functional effectiveness of MDA Program by the graduates, will be of great help for the further innovation of the program. This will be based on the retrieved and tabulated responses of the respondents. Similarly, the assessment on the respondents education, trainings and productivity will reveal their present employment profession. Since the respondents – MDA Graduates are expected to have varied career plans, the possibility of these plans are determined on their field of specializations and depends on the outcomes of their plans to result on different ways and time.

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Independent Variable Dependent Variable

Functional Effectiveness of MDA program of DMMMSU Graduate College, City of San

Fernando, La Union

for school year

2000-2001 to 2002-2003

along a. objectives, b. faculty, c. curriculum and instruction, d. students, e. research, f. extension, g. library, h. physical facilities and laboratories, and i. administration

1. Profile of the MDA graduates a. Sex b. Age c. Civil status d. Baccalaureate Degree Earned e. Professional / Licensure / Board Exam Passed f. Length of Service g. Position / Designation h. Agency Affiliation i. Employment Status j. Monthly Income k. Work Ethics 2. Career mobility of the MDA

graduates 3. Level of job fulfillment of

MDA graduates in terms of: a. Job meaning b. Use of talents & skills c. Decision making d. Self confidence e. Level of aspirations f. Relationship to peers & supervisors

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Figure 1. The Research Paradigm

Statement of the Problem The main thrust of this study is to determine the Functional Effectiveness of Master in Development Administration Program of DMMMSU Graduate College for the school year 2000-2001 to 2002-2003. Specifically, it will answer the following: 1. What is the profile of the MDA graduates of DMMMSU-Graduate College along: a. sex, b. age, c. civil status, d. baccalaureate degree earned, e. Professional / License / Board Exam Passed, f. length of service g. position / designation h. agency affiliation i. employment status j. monthly income, and k. work ethics 2. What is the extent of career mobility of the MDA graduates along: a. career anchor, b. career path 3. What is the level of job fulfillment of MDA graduates along: a. job meaning, b. use of talents and skills, c. decision making, d. self confidence, e. aspirations, and

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f. relationship with peers and superiors 4. What is the level of functional effectiveness of MDA Program along: a. objectives, b. faculty, c. curriculum and instruction, d. students, e. research, f. extension, g. library, h. physical facilities and laboratories, and i. administration 5. Is there a significant relationship between the functional effectiveness of MDA Program and the following: a. Extent of career mobility; b. Level of job fulfillment; c. Selected profile: c.1 length of service, c.2 position and occupation, c.3 employment status, c.4 monthly income, and c.5 work ethics Hypotheses To answer objectively the problems listed in the preceding section, the following hypotheses were formulated: 1. The MDA graduates posses varied characteristics. 2. The extent of career mobility of MDA graduates as to career to anchor and career path is very high. 3. The level of job fulfillment of MDA graduates as to job meaning, use of talents and skills, decision making, self

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confidence, aspirations, and relationship with peers and superiors is very high. 4. The level of functional effectiveness of the MDA Program along objectives, faculty, curriculum and instruction, students, research, extension, library, physical facilities and laboratories, and administration is functioning and excellently effective. 5. There is no significant relationship between the functional effectiveness of MDA Program and extent of career mobility; level of job fulfillment; selected profile; position and occupation, employment status, monthly income, length of service and work ethics. METHODOLOGY Research Design This study is a descriptive evaluative research. As discussed by Bautista (1998), it measures or assesses the performance of programs and projects intended for the public good. A program may consists of a number of projects which together are designed to achieve the goals of the program. Respondent and Locale The respondents are the graduates of MDA of DMMMSU GC City of San Fernando, La Union for school year 2000-2001 to 2002-2003. Total enumeration is employed. from the 36 total population, threw ere only 34 MDA graduates who responded. This is due to the reason that one respondent was already dead and the other is on sick-leave.

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Table 1. Distribution of Graduates According to SY of Graduation

School Year Frequency 2000 – 2001 11 2001 – 2002 11 2002 – 2003 14 TOTAL 36

Instrumentation A survey questionnaire is to be used primarily to obtain relevant data from the MDA Graduates of DMMMSU GC, City of San Fernando, La Union. The construction and formulation of questionnaires was achieved through researches of various materials and studies, some were lifted from books, thesis and dissertations. The questions were modified to better respond to the flow of the study. Validity and Reliability To test its validity, the sample questionnaires were presented to the researcher’s thesis advisers for corrections and suggestions. It was presented to the Oral Examination Committee for critiquing after which their suggestions was incorporated. Thereafter, the questionnaire was pilot tested to the Batch 1999 MDA Graduates. To test the reliability of the questionnaire using Kuder – Richardson Formula20, the output of the pilot test was used. The questionnaire was pilot tested using the 15 MDA graduates of 1998-1999 and pointed a coefficient of .98 interpreted as “very highly reliability.”

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Data Analysis To answer problem number one frequency count will be employed and the equivalent percentages will be computed. To answer problem number two on the career mobility of the respondents along its two major factor and its several sub-factors, frequency counts, weighted mean and means will be utilized. To determine the level of job fulfillment of MDA graduates of DMMMSU GC along job meaning, use of talents, skills, decision making, self confidence, aspirations and relationship with peers and superiors, weighted mean and mean will be used. As well to answer the level of functional effectiveness of the nine major areas of DMMMSU GC, weighted mean and mean will be used. Pearson Product-Moment Correlation (Pearson r) was used to determine the extent of relationship between variables. The scale and descriptive equivalent was lifted from the book of Sta. Maria, et al (1998). Coefficient Correlation Scales Values Descriptive equivalent .91 – 1.0 Very high correlation, very dependable relationship .71 – .90 High correlations, marked relationship .41 – .70 Moderate correlations, substantial relationship .21 – .40 Slight correlation, definite but small relationship 0 – .20 Sight correlation, almost negligible relationship

Data Categorization The following are the scales and descriptive ratings used in coming up with the content validity of responses of the graduate respondents.

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Work Ethics, Career Anchor and Job Fulfillment Point Value statistical range Descriptive Rating 3 2.34 – 3.00 VH – Very High 2 1.67 – 2.33 M – Moderate 1 1.00 – 1.66 P – Poor Career Path The scales of statistical mean values adopted were as follows: Point Value Statistical range Descriptive Rating 3 2.34 – 3.00 O – Often 2 1.67 – 2.33 S – Sometimes 1 1.00 – 1.66 N – Never Functional Effectiveness Point Value Statistical range Descriptive Rating 3 2.34 – 3.00 FEE – Functioning and Excellently Effective 2 1..67 – 2.33 FE – Functioning and Effective 1 1.00 – 1.66 FP – Functioning Poorly

Results and Discussions Summary of the MDA Graduate Profile To summarize the profile of the respondent, females dominated the total populations, a big number of respondents belong to the age bracket 46 and up and majority are married. Furthermore, most MDA degree respondents are BSC degree holders. Majority are Professional / Licensure / Board Exam Passers noted by the great number of 9 in CS Professional exam. Greatest bulk of respondents were

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rendering services in their agency from more than 20 years and noted that many of them were promoted and received salary increase. Most MDA graduate respondents were promoted as administrators/executives/head of their agency, and thus posses a permanent position. Moreover, work ethics of the respondents were rated to be very high position. Moreover, work ethics of the respondents were rated to be very high. Table 2. Summary table on profile

Profile Variables Mode __________________________________________________________ Sex Females (64.71%) Age 46 and up (32.35%) Civil Status Married (88.24%) Baccalaureate Degree Earned BSC (29.41%) Professional/Licensure/Board Exam Passed CS Professional (26.47%) Length of Service 20 years and up (38.24%) Occupation/Position/Designation Administrative/Executive (70.59%) Promoted 52.94% Agency Affiliation Government Offices (94.12%) Employment Status Permanent (100%) Monthly Income Most gained increased in salary Work Ethics 2.95 = Very High

Extent of Career Mobility

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It can be gleaned from table 3 that the extent of career mobility of the respondents along career and career path before finishing MDA degree is 2.14 (sometimes) while 2.41 (often after finishing the course. It reveals that the career mobility of the respondents prior finishing MDA is that most of them are promoted “once in three years.” However, the increase in the rating on career mobility after finishing MDA only means that majority of the MDA respondents were promoted “more than once in three years.” That there were very few available positions in local government units particularly in the lower income ones, which employees can look forward to as they stay in the service for a number of years. (Bateman 1998)

Table 3. Career Mobility

Mean Rating ______________________________________ Indicators Before DER After DER __________________________________________________________ Career Anchor 2.43 VH 2.77 VH Career Path 1.84 S 2.05 S __________________________________________________________

Grand Mean 2.14 M 2.41 VH

Level of Job Fulfillment

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The respondents portrays a very high level of job fulfillment along job meaning, use of talents, decision making, self confidence, aspiration and relationship with peers and superiors. The level of job fulfillment of the MDA respondents through the use of talents and skills has acquired a total grand mean of 2.33 (moderate) and 2.75 (very high) before and after finishing MDA respectively. The finding implies that MDA respondents make use of their knowledge and skills in their performance of duties. MDA education they earned made them more skillful and versatile in the performance of their functions. The table shows the “very high” involvement and responsibilities of the respondents when it comes to decision making in organization prior and after finishing MDA education. This is divulged in the grand mean of 2.51 and 2.91 correspondingly. The level of job fulfillment of the respondents shows that the given major factors creates transition and create feeling of fulfillment on the career of the MDA respondents. This is illustrated in table 5 garnering an average of 2.40 and 2.76 prior and after finishing MDA degree is described to “very high.” In terms of the level of job fulfillment along aspiration, Table 4 illustrates after finishing MDA all the items were rated “very high” with a mean to 2.75. This shows that the respondents felt a fulfillment on their job after obtaining graduate education in DMMMSU because their aspirations were highly completed. This implies that after obtaining graduate studies they enthusiastically desire to take on more challenging roles, greater responsibilities and a sense of belongingness.

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Table 4. Job Fulfillment

Mean Rating ______________________________________ Indicators Before DER After DER __________________________________________________________ Job Meaning Grand Mean 2.18 M 2.45 VH __________________________________________________________ Use of Talents & Skills Grand Mean 2.33 M 2.7 5 VH

Decision Making Grand Mean 2.51 VH 2.91 VH __________________________________________________________ Self-confidence Grand Mean 2.32 M 2.81 VH __________________________________________________________ Aspiration Grand Mean 2.40 M 2.7 5 VH

_ Relationship with Peers & Superiors Grand Mean 2.65 VH 2.87 VH

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AVERAGE 2.40 VH 2.76 VH

The Level of Functional Effectiveness of MDA Program There exist a significant relationship between the objectives, students, to faculties and administrators when its objectives is to achieved for the betterment of the MDA Program. This reflected on the grand mean of 2.63. The realization on the objectives of the institution won’t be possible without these actors and actresses to work on is “functional effectiveness.” Programs need to be assessed for further improvement. AACCUP instrument states that Program accreditations are based on the program outcomes, that these knowledge and skills and the attributes on values acquired from MDA has enabled these graduate respondents on the continuous mobility in their career. Since faculty obtained the highest rating of 2.76, it only means that faculty were highly involved committed in educating and reaching that serves as the necessary tool in helping their students as their quest for further career advancement to attain job fulfillment. To take noteworthy, the overall grand mean on the functional effectiveness of MDA is 2.63 which means the nine areas: the objectives of MDA Program, relates that the activities and projects that are carried out should be able to directly contribute toward the achievement of the Objectives of the Program; the faculty who are the educators of these competitive MDA graduates; the curriculum and instruction of MDA Program in general are highly effective that help these graduate respondents.

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Innervate the theories, doctrine and principles is very much effective in assessing the individual student to attain maximum potential and become a worthy contributor in his social environment (AACCUP Instrument); research and the faculty has a significant relationship with each other. This is so because faculty has a significant researches, would augment the teaching-learning process. (AACCUP Instrument); on the other hand, extension programs are provided by with definite budget that could cater on the needs of the clientele or the whole community, the library is functioning to its best in providing services to the academic community; Physical facilities and laboratories – in general, properly equipped and conducive for the attainment of the course objective of MDA program; lastly, administration posted a high rating for its composed of the proficient administrators who manage the program, they are the engines of the institution because they are primary thinkers and planers for the success and development of the MDA program and the whole institutions. This encompasses the MDA Program and its really are “functioning and excellently effective.” Without the collaboration of these nine areas, the success of the MDA graduates would not be possible. It is therefore just to claim that MDA Program is really functioning and excellently effective as could be evidenced by the positions enjoyed by the respondents on their respective offices.

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Table 5. The level of functional effectiveness of the MDA program

Indicators Mean Rating DER Objectives 2.67 FEE Faculty 2.76 FEE Curriculum and Instruction 2.71 FEE Students 2.43 FEE Research 2.59 FEE Extension and Community Involvement 2.56 FEE Library 2.63 FEE Physical Plant and Facilities and Laboratories 2.60 FEE Administration 2.72 FEE

AVERAGE 2.63 FEE

Relationship between the Level of Functional Effectiveness of MDA Program along the Extent of Career Mobility Based on the result from the computed p-value, the relationship between the level of functional effectiveness of MDA program and the extent of career mobility of the MDA graduates along career anchor has a negative to slight correlation, almost negligible, relationship of -0.149 and p-value of .401 after finishing MDA course, which shows a significant relationship between functional effectiveness of MDA program and the technical/functional competence,

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the managerial competence, autonomy, security, entrepreneurial creativity and lifestyle of the respondents. Since majority of the respondents were promoted to administrative/executive positions, this is manifested with the managerial competence of the respondents that graduates climb up to the level of functions, with more challenges and increasing since of fulfilled. Relationship between the Level of Functional Effectiveness of MDA Program and the Level of Job fulfillment of the MDA Graduates The relationship between the level of functional effectiveness of the MDA Program and level of job fulfillment. As perceived by the respondents, the level of functional effectiveness of MDA Program along job fulfillment has a positively definite and small relationship with coefficient correlation of 0.383, significantly at 0.05 level and p-value of 0.026. Since one of the nine area of MDA program is the faculty, thus, serves as a vital factor in uplifting the self-confidence, aspirations and relationship with peers of the students after finishing MDA course. Relationship between the Level of Functional Effectiveness of MDA Program and the Selected Profile of MDA graduates The relationship between the level of functional effectiveness of MDA Program and the Selected Profile of MDA graduates. Respondents in general has the same

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perception towards the level of functional effectiveness of MDA program. Length of service and occupation/position/designation has a negligible to low correlation but it has a significant relationship towards the level of functional effectiveness of MDA Program. Likewise, employment status has a negligible to low correlation in which it is significant. On the contrary, work ethics has a negative relationship towards the level of functional effectiveness of MDA program and work ethics before and after finishing the course with an r-value of -0.303 (negatively low correlation) to -0.196 ( negative negligible correlation). Moreover, administrators, faculty and students alike are all for one working together for the functional effectiveness of the schools encompassing objectives, library, physical plant and facilities, research and extension. The relationship between the variables came out to be good. This can be proven from the difference to show that their responses are homogeneous.

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Table 6. Relationship of functional effectiveness along career mobility, job fulfillment and selected profile of MDA graduates

Level of functional effectiveness Factors Coefficient

Correlation P-value

Career Anchor -0.057 0.751

Career Anchor -0.149 0.401

Career Path -0.182 0.303

Career Path -0.084 0.637

Career Mobility -0.172 0.330

Career Mobility -0.726 0.477

Job Fulfillment -0.096 0.590

Job Fulfillment 0.383* 0.026

Selected Profile: Length of Service

0.008 0.966

Position/Designation 0.194 0.273

Employment Status (Prior)

0.094 0.598

Employment Status (After)

*.a *.a

Monthly Income (Prior) 0.077 0.655

Monthly Income (After) 0.042 0.814

Work Ethics (Prior) -0.303 0.081

Work Ethics (After) -0.196 0.267

p-value *. Correlation is significant at the 0.05 level (2-tailed) *.a Cannot be computed because at least one of the variables is constant

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Conclusions The following are the conclusions derived form the study. 1. Married respondents are very much aggressive in quest for higher position, for higher salary, thus to realize their visions, they enroll MDA, which is needed has been of great help in response to their goals. 2. Obtaining MDA graduate studies in DMMMSU GC may be assurance of permanent employment if not edge of being given the chance to hold administrative or managerial positions. 3. Job seekers have better chances to be employed and to occupy higher position whether in a private or in government firm / company if they have higher educational qualifications. 4. The nine areas of MDA program created a significant transition on the respondents quest for quality education and of their career. This is reflected on the findings that it is functioning and excellently effective. Thus, the graduates were really guided by the administration and have deeply really acquired knowledge and trainings form the administrations’ effectiveness in carrying of out the objectives of the MDA Program as a whole. Recommendations In the light of the findings of this study the following are the recommendations drawn herefrom:

1. The DMMMSU Graduate school should intensify and maintain its information dissemination drive specifically on the MDA Program in order to attract

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possible enrollees. Since some findings of the study reveal most those who pursue MDA are on their 46 and above age bracket, the aforementioned recommendation will attract even the younger group including fresh baccalaureate graduates as it would mean promotion and better employability chances in government and private agencies as well.

2. In order to ensure and maintain a high extent of career mobility of DMMMSU graduates, it is highly recommended that MDA Program shall not only give theories and philosophies as most pedagogy in the classroom but also in-depth exposure to actual cases and practices of administration in government and private agencies or the so-called Field Experience. This will enhance the students administrative capability and competence of students as they bring this with them in their work places.

3. MDA graduates should maintain a high degree of self-fulfillment through advancing their education to doctorate degree and attendance to seminars and participation in organizational planning and decision making. Moreover, the MDA program should be enhanced with more capability building seminars and programs as this would help boots self-confidence and esteem among the students.

4. The DMMMSU Graduate School especially the MDA program should maintain its quality standard offering by continuously subscribing to accreditation by an accredited agencies like the AACCUP. Specifically, its MGO should be disseminated fully using all possible sources to reach even the base root level as this would mean fulfillment of the University’s three fold mission. Faculty should strive to undergo special courses on

35

development and public administration to maintain competence in the field; curriculum should be evaluated periodically taking into consideration comparisons of curriculum content of notable institutions offering the same; student personnel services like the guidance and SBO should construct a program to attract activities even outside the campus, programs and activities to address varied and diverse student needs and problems; more researches of current trends and issues is encouraged; library, should also subscribe to relevant information materials and automation of the system is highly recommended.

BIBLIOGRAPHY Bautista, Victoria, et. al. “Intro to Public Administration in the Philippines: A Reader”. College of Public Administration, UP Quezon City, 1997. De Leon, Hector: Textbook on the New Constitution of the

Philippines.; Manila Rex Bookstore 1997. Sajo, Thomas A. et. al. “Handbook of Modern Management

in the Philippine Local Government.” National College of Public Administration and Governance P.2001

Vaclav, Havel. Commission on Higher Education. Centennial Degreed on Higher Education May 1998.

Bautista, R. A. “Employability of Graduates of Dualtech training Center. Perspectives of Policy Formulation.” Thesis, Technological University of the Phils., Manila, 1997.

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Concepcion, G.J.R. “Employment of Computer Engineering Graduates of AMA Computer College – Makati from sy 199-1992 to 1994-1995.” 1998

Corpuz, Cristina. “Attributes, Job Dimensions and Outcomes of Selected Government Employees of Camiling Tarlac,” 1998.

Liesol, Shiela Marie B. “Employment Characteristics of

BSBA – Computer Management (CM) Graduates of the National College of Business and Arts (NCBA) Fairview, Quezon City Branch.” 2004

Malig, Virginia R. “Employment Opportunities and Productivity of DMMMSU Graduates.” 1997.

Oliva, Alicia. “Predictors of Personal Empowerment of DMMMSU Graduate College Alumni 2002.” La Union Dissertation 2002.

Association of Accredited Chartered Colleges and Universities in the Philippines (AACCUP Instrument), 2004

Civil Service Qualifications Standards (Revised Administrative Code of 1987 for 2002),

CHED – RA 7722 and CMO 47 DMMMSU GC, MDA (Unpublished Bulletin of Information) BOR # 2003-093Medium-Term Development Plan 2001-2004. manila Philippines. NEDA –Secretariat Headed by Director General Dante Canlas.

The CS law and Rules (Book V of Executive Order 292 and Omnibus Rules) Personnel officers associations of the Phils. Inc. 1999. http://www.colby.edu/education.com http://www.education/inst/orgproductiveranks.com http://www.nap.ed/harness-tech/ch.5.com

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USING COMPETITIVE OR INTERACTIVE GAMES TO

EFFECT LANGUAGE ACQUISITION IN A CLASS IN BASIC ENGLISH

By: Dionisio M. Uychoco Background First year college students bring with them intelligence, knowledge bas, study skills, and time management skills when they set foot to get a degree. These however, are not enough to spell their success. There has to be motivation. Interest is an important motivator for a student. So is a desire to learn. Many factors stimulate and motivate students to learn. Whether the motivation springs from the teacher or on the activity given or even for rewards sake, the fact that it is a powerful tool for learning. drives many teachers to use it achieve excellent results for their students. Teaching techniques that have lower amounts of student interaction such as lectures, presentations, classroom exercises, videos and group/pair work are all important to learning, but do not allow a wider range of student participation. Many teachers would attest that competitive and interactive games are harder to “tune out” for most students. Because of this, the researcher wanted to take a closer look at the effect of these games on both

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student motivation/participation and the classroom atmosphere. The population included 45 BSE 1-1 students enrolled in the subject English + or Basic English during the first semester of SY 2005-2006. Almost all of these students struggled with English and had been put in this group because the other English subjects were too advanced for them. Most lacked basic study skills and have trouble with following directions, reading comprehension, taking notes, spelling, and written work on their own. Research Questions and Implementation The research question evolved as the researcher thought about the general atmosphere in his classroom. In a given class with 45 students, the motivation and participation level was greatly varied. Though some students would clearly be trying hard, the degree of language acquisition wouldn’t nearly be as high as it could be for all students. While much of this varying degree of motivation/participation could be attributed to personality, maturity and effort, it was also quite possible to assume that there was simply not enough stimulation for some students. Written or class work assignments, if followed properly, could definitely reinforce material, yet were often too passive for some students. There was also little peer recognition to participate and unlike in games, where there is pressure to perform well for your team, in these types of situations the pressure can often be negative – the

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pressure to let people copy or copy from others. One student could end up doing the work for many. Games could be used to teach language, grammar and content – which was very helpful in an ESL setting. Some of the games played during the semester included: Twenty Questions (asking one student any question answerable only with Yes or No), and Jeopardy (asking trivia questions from the material covered and there are two teams). When playing Jeopardy, ( which is structured like the GKNB format in ABS-CBN), the first to push the buzzer with the correct answer wins a point – the team with the most points wins. Sometimes key words were put on the board, or true/false questions are asked. Other games were also employed: Team Spelling Bees, Hangman, Miming, Odds One out and others. One of the factors that motivated the students to participate well and strive was the reward given in all the games played. Usually, a candy or just a pencil would be given to the winners which excited the students very much. Using this strategy, the researcher has found that even the most unmotivated student in the class participated more when a game is involved. Others would even study their vocabulary, consult their dictionaries or ask a more competent person in the class, before it is their turn to participate in a game. Having used games in his entire 16 years of teaching career, the researcher noticed that students really seem to get into classroom games. They would always associate him with games and fun and so each meeting becomes a much awaited meeting for the whole class.

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RESULTS OF THE INTERVENTION Generally, there was a very energetic atmosphere with almost all students involved in the games to some extent. As with games, students will always be forgetting that they are students when there is competition among them. Some were very competitive, others become wild, aggressive, demanding, yet the fun and fulfillment they get after a game is done would always bring them back to their seats and reflect on the things they have done. In fact, often times the games got so intense that opposing team members argued and exchanged harsh words or they started shouting or complaining that the game was unfair. Naturally, this often opened up a constructive discussion about “good sportsmanship”, and manners.” Though most of the students who were hesitant about participating, were just intimidated to use English and others genuinely have inadequacies in their language skills, could not write spell correctly or even have grammatical errors in both spoken and written language, their motivation to win a game would bring them out of their nutshell and strive to learn hot to express themselves in English. Conclusion The nature of this research could not equate test score using games vs. test scores with no games because other factors could not be accounted for. Nonetheless,

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while there are many factors that would point to language acquisition of students, it is uncontestable argument that truly, games reinforce language acquisition. Students also became better acquainted with their peers in the class and created a closer classroom environment during games. Students had to cooperate and support one another and which lessened some of the inhibitions between conclusion, the use of these games created a more energetic, interesting climate in the classroom. The group dynamics of students tended to be very positive and intense vs. a passive learning environment. Though everyday could not be geared towards games, incorporating competition and fun sparked most students out of lethargy and into increased language acquisition and awareness.

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EVALUATION OF THE RESERVE OFFICERS TRAINING COURSE (ROTC) PROGRAM OF DON MARIANO MARCOS

MEMORIAL STATE UNIVERSITY- SOUTH LA UNION CAMPUS

By: Manuel T. Libao Situation Analysis

The ROTC remains a valuable tool in the total education of youth. The ROTC program exists and operates in the context of the education and defense systems – both of which are important parts of the larger system of national development and security policy. This potentially synergistic relationship between education and defense needs to be understood better, in view of the systemic link between national development and national security, a vital point relevant to a reformed and enhanced ROTC program.

“It has been shown through the years that ROTC graduates have qualified to become officers of the Armed Forces of the Philippines, including its branches in the Army, Navy, and Air Force who served during national crisis such as invasion or war and provided personnel for national mobilization to meet national disasters and calamities.” It is said that the ROTC program addresses the limited number of military schools including the

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Philippine Military Academy, to provide qualified and trained military manpower to serve as commissioned officers.

Other benefits to the youth and country from the ROTC program were certain virtues such as obeying orders of superior officers, patriotism, love of country; its widened program of rendering civic and community development, such as planting trees along the national highway and in denuded areas, parks and other public places in collaboration with local officials; training in self-sacrifice and surviving adverse conditions such as heat and rain; team work; character formation; and training for leadership. At the same time, the youths help the nation by serving in emergency situations like earthquakes and volcano eruptions, providing relief, clean-up, rehabilitation, and civic action services. OBJECTIVES OF THE STUDY

The study was primarily conducted to evaluate the ROTC Program in DMMMSU to determine the reason for the continuous decline in enrollment and recommend measures to remedy the same. Specifically, the study sought answers to the following questions: 1. What is the personal profile of students enrolled in ROTC in terms of: a. age b. sex c. religion d. type of curriculum enrolled in; and

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e. course? 2. What is the status of the ROTC program in terms of: a. curriculum/training program b. course requirements c. faculty/trainors; and d. facilities, equipment and instructional aids? 3. Is there a significant relationship between the respondents profile and their assessment of the ROTC program? 4. What recommendations could be made to improve the Program? Research Paradigm

Independent Variable Dependent Variable

Profile: � Age � Sex � Religion � Type of curriculum � Course

Status of ROTC � Curriculum/training

program � Course requirement � Faculty/trainors � Facilities, equipment and

instructional aids

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Methodology The study was conducted in DMMMSU-SLUC ROTC UNIT , Agoo, La Union. The study considered all the one hundred fifty-two (152) students enrolled in the ROTC Program both advanced and basic courses. Mean, frequency counts, percentages, were used to analyze the profile. Arbitrary scales were given for the status of the ROTC and Microstat was used for significant relationships.

DISCUSSION OF RESULTS

A. RESPONDENTS’ PROFILE Table 1 shows the personal profile of the students enrolled in the ROTC Program in DMMMSU. This includes their age, sex, religion, course and type of curriculum enrolled in. In terms of age, it can be seen from the table that majority of the study’s respondents (63 or 41.45%) are 16 years old which means that they are freshmen college students. This is followed by 44 (28.95%) who are 17 years old. Twenty seven (17.76%) are aged 18 while there are nine (5.92%) who are 20 years old and older. The computed mean age of the students enrolled in the ROTC Program is 17.06. These results imply that students enroll in the Program in any year in college but mostly during their freshman or sophomore years. They tended to get their ROTC not within the prescribed years as long as they are

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able to finish the course before they graduate since it is a prerequisite for graduation. As to sex, the table reveals that 119 or 78.29% of the respondents are male and the rest are female. This means that 3 of every 4 students who are enrolled in ROTC are male. It can be seen from this result that the military is still a male-dominated world although women are slowly coming into the picture. As to religion, the data show that three-fourths of the respondents (114 or 75%) are Catholics and the rest are either Born Again Christians, members of the Iglesia in Cristo, Baptists, Aglipayans and other non-Catholic religions or religious sects. The significance of this result is on the fact that most religions strictly observe Sundays as Sabbath days and as such are restricted from engaging in any activity. Others do their regular Christian obligations like going to Mass or attending church service. In terms of the type of curriculum they are enrolled in, of the 152 respondents of the study, 119 or 78.29% are enrolled in Basic ROTC while 33 or 11.71% are enrolled in Advanced ROTC. This implies that the respondents are mostly freshmen which is supported by the earlier result showing that majority of the respondents are 16 years old which is the average age of a freshman college student. In terms of course, majority of the respondents are either enrolled in BSE or BEE (56 or 36.84%) and these students come from DMMMSU South La Union Campus. The next highest number of students is enrolled in BS Computer Science or Information Technology (50 or

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32.89%). The other proportion of students enrolled in ROTC is taking up BS Engineering (Mechanical or Electrical); they number 21 or 13.82%. The other courses the respondents are enrolled in are : BS Agriculture/BS Fisheries (8 or 5.26%); BS Psychology/BS Biology/BS Mathematics (7 or 4.61%); BS HRM/BS Entrepreneurship/BS Industrial Education (7 or 4.61%) and AB Political Science (3 or 1.97%). Table 1. Profile of ROTC Enrollees

Profile Variables f %

Age 16 17 18 19 20 & above Total

63 44 27 9 9 152

41.45 28.95 17.76 5.92 5.92 100.00

Sex Male Female Total

119 33 152

78.29 11.71 100.00

Religion Catholic Non-Catholic Total

114 38 152

75.00 25.00 100.00

Type of Curriculum Enrolled In Basic Advanced Total

119 33 152

78.29 11.71 100.00

Course BSE/BEE BS Engineering BS Computer Science/Information Technology BS Psychology/Biology/Mathematics BS Agriculture/Fisheries

56 21 50 7 8

36.84 13.82

32.89 4.61 5.26

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BS HRM/Entrepreneurship/BSIE AB Political Science Total

7 3 152

4.61 1.97

B. ASSESSMENT OF THE PROGRAM The ROTC Program was assessed in terms of the following factors: curriculum/training program, course requirements, faculty/trainors and facilities/equipment/instructional aids. The assessment was done using the scale that follows: 5 (4.21 to 5.00) = Very Strong 4 (3.41 to 4.20) = Strong 3 (2.61 to 3.40) = Moderately Strong 2 (1.81 to 2.60) = Less Strong 1 (1.00 to 1.80) = Least Strong 1. Curriculum/Training Program

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Table 2a. Weighted Mean Ratings of Respondents on ROTC Curriculum

Curriculum / Training Program

Weighted Mean

Description

1. Curriculum in not up-to-date. 2. Curriculum is no longer relevant to the needs of students. 3. Training hours take too much of student’s time. 4. Training is difficult and physically exhausting. 5. Support for the Program is lacking. 6. Methodologies used are not new and innovative. 7. Skills acquired by students are insufficient. 8. The Program is irrelevant to future job.

3.00

3.01

3.24

3.25 3.31

3.16 3.07 2.99

MS

MS

MS

MS MS

MS MS MS

3.13 MS

The ROTC Training Program or the ROTC curriculum itself was generally rated as “moderately strong” with a weighted mean of 3.13. This means that some aspects of the curriculum or training program need to be improved in order to be more responsive and to be able to achieve the goals of the program.

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Of the factors which were rated, rated highest was “support for the program is lacking” with a mean of 3.31 or “moderately strong.” There is an implied need for a stronger support for the program. Support could probably be in the form of financial, administrative, technical or otherwise. In terms of the lowest rating, this was given to “the program is irrelevant to future jobs” with a mean of 2.99 or “moderately strong.” On the part of the students, the relevance of ROTC to any future employment is still vague for them. Impliedly, there is a need to orient students on a future career as a ROTC graduate. 2. Course Requirements Table 2b. Weighted Mean Ratings of Respondents on Course Requirements

Course Requirements Weighted Mean

Description

1. Students cannot cope with the schedule of ROTC classes. 2. Students cannot afford to buy ROTC uniforms, combat boots and other training paraphernalia. 3. Students prefer to be home on Sundays when trainings are conducted.

3.14

3.58

3.46

MS S S

3.39 MS

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Course requirements were generally rated as “moderately strong” with a weighted mean of 3.39. It could be deduced from this result that the requirements of the course, in general, could not be considered its strength or its weakness. There are aspects of this factor, however, which could be contributory to the decline of enrollment in the Program. The table shows that two of the statements were rated strong, with weighted means of 3.58 and 3.46, respectively. These are, “students cannot afford to buy ROTC uniforms, combat boots and other training paraphernalia” and “students prefer to be home on Sundays when trainings are conducted.” Glaringly, the need to buy uniforms is preventing students from enrolling in ROTC because ROTC uniforms are costly. However, administrators have already made adjustments in this aspect in order to make uniforms more affordable. On students’ preference to be home on Sundays, this is understandable because Sundays are supposed to be free days for students. At the same time, some religions and religious sects strictly observe Sundays as holydays. Aside from these, students have other valid reasons for wanting Sundays off. The other item, “students cannot cope with the schedule of ROTC classes” was rated “moderately strong” with a mean of 3.14. This would also related with the earlier finding that students prefer to be home during Sundays, the schedule of ROTC classes. Impliedly, Sunday ROTC class schedules had been hampering the enrollment of students.

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3. Faculty/Trainors This aspect of the ROTC program was generally rated as “moderately strong” with a weighted mean of 3.05. The table shows that all the statements were rated “moderately strong” as well. In terms of weighted mean, rated lowest (2.84) was on faculty/trainors not being competent while rated highest (3.21) was on faculty and trainors being very strict and not flexible. These results imply that the qualification and competence of faculty and trainors is hardly a factor in the decline of ROTC enrollment because seemingly, all faculty and trainors possess the needed competence for the job. On the other hand, of the faculty or trainor is intimidating, strict or not flexible, these could affect ROTC enrollment. These results would also imply that aside from competence and qualification, character and attitude of faculty are considerations that students look at. Table 2c. Weighted Mean Ratings of Respondents on Faculty/Trainors Curriculum / Training Program Weighted

Mean Description

1. Faculty/trainors are sometimes intimidating. 2. Faculty/trainors are not competent. 3. Faculty/trainors are very strict and not flexible. 4. Lack of highly qualified faculty / trainors.

3.00

3.01

3.24

MS

MS

MS

3.13 MS

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4. Facilities, Equipment and Instructional Aids Facilities, equipment and instructional aids of the ROTC program were generally rated as “moderately strong” with a weighted mean of 3.25. All statements under this factor were rated “moderately strong” with weighted means ranging from 3.07 to 3.35. Rated lowest was “facilities/equipment are outmoded with a weighted mean of 3.07. This implies that although the existence of modern equipment would aid much in the training, the students could make do with what is existing even if these are outmoded. This wouldn’t be a big factor in the enrollment of students in the course. Rated highest with a weighted mean of 3.35 was the item on “facilities/equipment are lacking.” The conduct of ROTC training should be supported with the existence of facilities and equipment. These are very basic requirements. If these are not present, then, of course, students would hesitate to enroll.

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Table 2d. Weighted Mean Ratings of Respondents on Facilities, Equipment and Instructional Aids

Facilities, Equipment & Instructional Aids

Weighted Mean

Description

1. Lack of instructional aids. 2. Facilities/equipment are lacking. 3. Facilities/equipment are outmoded. 4. There is limited access to facilities /equipment. 5. Supplies and materials for instructional and record purposes are not well provided for.

3.32

3.35

3.07

3.30

3.19

MS

MS

MS

MS

MS

3.25 MS

The results are pointing out the need for sufficient facilities and equipment as well as supplies and materials. These must be available as needed.

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C. CORRELATION BETWEEN REPONDENTS’ PROFILE AND ASSESSMENT OF THE ROTC PROGRAM Among the variables correlated, significant relationships were found only between type of curriculum enrolled in and facilities (r=0.18215) and sex and facilities (r=0.26461). It can be seen from the table that the r values exceeded the critical value of 0.15924 (2-tail). The correlation between type of curriculum enrolled in and facilities implies that students expect better facilities, equipment and instructional aids once they advance along their training. Seemingly, Military Science 2 or Advanced ROTC should have better facilities compared with those available for Basic ROTC training. Students, it seems, expect more hands-on exposure in terms of military hardwares as their training becomes more rigid and advanced. The correlation between sex and facilities, equipment and instructional aids would only point out the need of having facilities which are better-suited to female cadets, students or users. An example could probably be rifles which are lighter or easier to handle by females. It seems that the female respondents have some qualms in terms of sharing things with males insofar as facilities and equipment are concerned. Table

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3. Correlation Between Respondents’ Profile and Assessment of the Program

Profile Variables

Curriculum Course Requirements

Faculty / Trainors

Facilities / Equipment

Age Sex Religion Type of Curriculum Enrolled In Course

.02924ns -.06148ns -.14213ns .08263ns -.02054ns

-.07090ns -.03866ns .07989ns -.06106ns -.11944ns

-.00462ns -.05567ns -.05508ns .04856ns -.08885ns

.07092ns .26461* .01061ns .18215* -.09045ns

ns = not significant Critical value (2-tail) = .15924 * = significant D. RECOMMENDATIONS TO IMPROVE THE ROTC PROGRAM Some measures were presented which may help improve the Program and ultimately sustain or increase enrollment. These measures were rated using the following scale: 5 (4.21 to 5.00)= Very highly recommended 4 (3.41 to 4.20)= Highly recommended 3 (2.61 to 3.40)= Moderately recommended 2 (1.81 to 2.60) = Slightly recommended 1 (1.00 to 1.80) = Not recommended

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Administrators must provide better support for the Program. This was rated highest with a weighted mean of 4.07 or “highly recommended.” The ROTC program or any program, for that matter, could not succeed if administrative support is lacking. Administrative support provides direction for the attainment of the objectives of the program. Seemingly, there is a need to strengthen the support that the ROTC program is getting from administration. This could be in the form of allocating more logistics for the program, prioritizing the program in terms of planning and budgeting and such other similar measures.

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Table 4. Weighted Mean Ratings of Respondents on Recommendations to Improve the Program

Recommendations Weighted Mean

Description

1. Curriculum must be revised, updated and made more responsive and relevant. 2. Trainings hours should be shortened and suited to students’ schedule. 3. Uniforms and other training paraphernalia must be subsidized by the government / administration. 4. Facilities and equipment must be modernized. 5. More qualified trainors / faculty must be hired. 6. Administration must provide better support for the program.

3.98

3.80

3.98

3.99

3.69

4.07

HR

HR

HR

HR

HR

HR

3.92 HR

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Facilities and equipment must be modernized. This was rated as “highly recommended” with a weighted mean of 3.99. Although it was earlier found out that outmoded facilities and equipment would have insignificant effect as far as enrollment in ROTC is concerned, it was still recommended that these must be more modern. Modern facilities make instruction easier and learning better. Curriculum must be revised, updated and made more responsive and relevant. This was rated as “highly recommended” with a weighted mean of 3.98. There is a seeming need for the revision and updating of the ROTC curricular in order to become responsive and relevant. Probably, the curriculum should prepare graduates not only into the military world but also into quasi-military units. There is also a need to make the ROTC training more attractive. Uniforms and other training paraphernalia must be subsidized by the government/administration. This aspect was rated likewise as “highly recommended: with a weighted mean of 3.98. As earlier pointed out, ROTC uniforms, combat boots and other stuff used are unaffordable by students. As such, this has been recognized as a contributory factor to the decline of enrollment. To remedy the matter, some measures have already been adopted to make uniforms more affordable. However, it would have been better if uniforms are completely subsidized by the government considering the fact that most ROTC graduates move on to active service in the military.

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Training hours should be shortened and suited to student’s schedule. This obtained a rating of 3.80 which is also considered as “highly recommended.” This result seems to imply the possibility of making training hours more flexible so that students will have more time to do other curricular or co-curricular activities. More qualified trainors/faculty must be hired. This item was rated lowest among the recommendations, with a weighted mean of 3.69 but still highly recommended. As seen from previous results, the ROTC program boasts of highly qualified and competent trainors. As such, the student-respondents didn’t seem to highly consider the idea of hiring more qualified faculty. Probably for them, the present set of trainors and faculty are enough to make trainings more worthwhile.

References: Benjamin, Ernst. “The Movement to Assess Student’s Learning Will Institutionalize Mediocrity in College”. Chronicle of Higher Education, July 5, 1990 Microsoft ® Encarta ® Premium Suite 2005. © 1993-2004 Microsoft Corporation. All rights reserved. Wiggins, Grant. “A true Test: Toward More Authentic and Equitable Assessment.” Phi Delta Kappan, May 1989, 703-713.

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SCIENCE ATTITUDE, INVOLVEMENT AND LABORATORY SKILLS OF DMMMSU LABORATORYHIGH SCHOOL

TEACHERS AND STUDENTS: AN INPUT TO SCIENCE INSTRUCTIONAL PLAN

By: Flordiliza B. Dalumay/ Lilia Madriaga

Introduction Science and Technology have a significant impact in our everyday lives. Over the years efforts have been made to understand and motivate interest in science education in children. In the last decade, policy makers and educational researchers have become concerned about the decline of interest in science education among students. Several factors are to be considered regarding the students’ low achievement in Science and Mathematics in the Third International Mathematics and Science Study (TIMSS). Enthusiasm to science is dwindling and this may be due to the absence of science culture according to Ibe (1997). Researches have shown that today’s most effective schools are those that emphasize a respect for family diversity and a desire to connect with all families for greater student success (Swap,1992). It is important to remember that families are potential facilitators, not determinants of their child’s success. What is most promising is that parent involvement in education does not

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propose shifting educational responsibilities from the school to home. Rather schools are more effective when they involve the home. Researches on science attitudes has focused mostly on teacher variables and learning environment variables. Limited research is available on the influence of teacher, parent on science attitudes of the students. This leads the researcher to focus the study on science attitudes, involvement and laboratory skills of teachers and students at DMMMSU Laboratory High School. Statement of the Problem The study analyzed the Science attitudes, involvement and laboratory skills of both teacher and students of DMMMSU Laboratory High school. Specifically, answered the following questions:

1. What is the profile of the students in terms of age and sex?

2. What is the profile of the teacher in terms of age, sex, highest degree obtained, and years of teaching experience?

3. What are the science attitudes ,involvement and laboratory skills of

a. teacher respondents? b. student respondents?

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Framework of the Study

Hypotheses The study attempted to test the following null hypothesis: The science attitude of the teacher and students is very low favorable, very low involvement and are unskillful

Teacher Variable Age, sex, years of teaching experience, highest degree obtained

Student Variable Age, sex, family income, educational attainment of parents, parental work status, family size

Science Instructional

Plan

Science Attitude, involvement and Laboratory Skills

Science Attitude, Involvement and Laboratory Skills

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Importance of the Study The findings and results of the study would be significantly useful to teachers, students as well as school administrators, division and policy makers. Teachers. The study would be important to teachers that being the “loco parenti”, indeed they should intensify their teaching methodologies/strategies to keep abreast to the needs of their learners indeed, they are the builders and shapers of the nations future leaders as defined in their profession. Students. Learners are the center of the educative process. The study hopes and appeals in their young hearts to appreciate their teachers regarding their educational needs, which would help them magnify their enthusiasm and develop their attitudes in science. Administrators. In the school, such result could aid the administrators to consider and strengthen ties with teachers regarding the education of the young. Policymakers. Results are directly of help to policymakers about teachers and students attitude and involvement in science. Such school policies then shall be strengthened. Definition of Terms The following terms are defined operationally to facilitate understanding: Involvement. This refers to the participation of teachers and students in science. There are six types of involvement (Epstein,1992), which are included in this study. These are:

a. Type 1 (Obligations). This refers to the educational expectations, control of T.V. viewing and supervision of academic/behavioral activities.

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b. Type 2 ( Communication). This refers to the communication regarding the behavior and academic performance and communication regarding the schools academic program and student placement.

c. Type 3 (Support of School). This refers to volunteering and fund raising.

d. Type 4 ( Learning Activities at Home). This refers to the efforts to enhance learning opportunities and how often they talk about school related experiences and plans.

e. Type 5 (Decision Making). This refers to participation in decision-making and governance.

f. Type 6 (Collaborating with Community). This refers to their participation in community organizations and activities; visits to museums and participation in scouts and sports.

Science Attitude. This refers to the behavior of teachers and students in science. It is categorized into four types: 1. Motivating Attitude- these are attitudes which are

necessary in the initiation of an exploration. 2. Group/Participating Attitude-refers to the

cooperation or working together as a group. 3. Investigating Attitude-concern on creativity,

flexibility and independence; exploration of science concepts.

4. Reflective Attitude-attitudes which help one objectively to consider things.

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Methodology Locale of the Study The study was conducted in DMMMSU-SLUC Laboratory High School in Agoo, LA Union. The respondents include the four (4) Science Teachers and one hundred fifty-two (152) students. Research Design The researcher does not have direct control of independent variables because their manifestation has already occurred. In line with this, the descriptive design was used in this study. The study involves description, recording, analysis and interpretation of teachers’ and students’ science attitude, involvement and skills for the making of a Science Instructional Plan. Instrumentation A. Instruments Used The study used one clerical tool, which is the questionnaire method. The researcher selected the method with the idea that selected respondents would supply properly the necessary information. The questionnaire was given to the science teachers and their students. Teachers’ Questionnaire includes personal information (age, sex, Educational attainment, years of teaching experience, highest degree obtained, science attitude, involvement and laboratory skills. Students’ Questionnaire includes personal information like age, sex, science attitude, involvement and laboratory skills.

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Science Attitude. This instrument was designed to determine the attitude of teachers and their students to science. Using the Likert Scale Method, the point scale was used: 5 = highly favorable 4 = very favorable 3 = favorable 2 =low favorable 1 = very low favorable The ratings or means of the respondents were descriptively distributed as: 4.21 – 5 = Highly Favorable 3.41 – 4.20 = Very Favorable 2.61 - 3.40 = Favorable 2.81 – 2.60 = Low Favorable 2.0 – 1.80 = Very Low Favorable

Involvement. This instrument was designed to determine the science Involvement of Teachers and their Students. Using the Likert Scale Method, the point scale was used: 5 = very high 4 = high 3 =average 2 =low 1 =very low The ratings or means of the respondents were descriptively distributed as: 4.21 – 5 = Very High 3.41 – 4.21 = High 2.61 – 3.40 = Average 1.81 – 2.60 = Low 1.0 - 1.80 = Very Low

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Laboratory Skills. This instrument was used to determine the skills of teachers and students in the laboratory. Using the Likert Scale Method, the point scale was used: 5 = very much skillful 4 = very skillful 3 =moderately skillful 2 =not so skillful 1 =unskillful The ratings or means of the respondents were descriptively distributed as: 4.21 – 5 = Very much skillful 3.41 – 4.21 = Very skillful 2.61 – 3.40 = moderately skillful 1.81 – 2.60 = Not so skillful 1.0 - 1.80 = Unskillful

Results and Discussion Table 1 Profile of Student Respondents

Student Variables Frequency Percentages

Age 11-12 13-14 15-16 TOTAL

37 73 42 152

24.34 48.03 27.63 100

Sex Male Female TOTAL

57 95 152

37.5 62.5 100

Table 1 presents the profile of the students respondents.

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Age. Out of 152 students, 37 are ages between 11-12 years old. This is 24.34 percent as compared to 48.03 percent of 73 students with an age that ranges from 13-14 years old. There are 42 students with an age that range from 15-16 years old or 27.63 percent. This results shows that the respondents were young considering that the typical age for first year is 13 years old, second year is 14 years old, 15 years old for third year, and 16 years old for fourth year. Nowadays a child could start learning basic shills at an age of 2 . Gender. Like their teachers, most of the students are female as shown in the table with 95 or 62.5 percent. There are only 57 or 37.5 percent. Female outnumbering males due to the X and Y chromosome that unites with the X chromosome of female during fertilization. Naturally, the X chromosome is lighter and faster in its locomotion compared to the Y chromosome that is heavier and slower in movement.

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Table 2 Profile of Teacher Respondents Teacher Variables Frequency Percentage

Age 30and below 31-40 41-50 51-60 TOTAL

1 0 2 1 4

25 0 50 25 100

Sex Male Female TOTAL

0 4 4

0 100 100

Highest Degree Obtained BSE Graduate MA/MS Undergraduate MA/MS Graduate Ph. D. /Ed.D. Units Ph.D./Ed.D. Graduate TOTAL

0 1 2 1 0 4

0 25 50 25 0 100

Teaching Experience Less than 5 years 6-10 years 11-15 years 16-20 years 21-25 years 26 and above TOTAL

1 0 0 1 1 1 4

25 0 0 25 25 25 100

As gleaned from table 2 there are only 4 science teachers in DMMMSU Laboratory High School. Two of these science teachers are in the middle age bracket. There is only one with age 30 and below and there is also one teacher respondent with 51-60 years of age. With regards to their gender, all the science teachers were female. The youngest of the group is a Master of Arts undergraduate, two were Master of Arts in Science Education graduate and there is one taking the Doctor of Philosophy in Science Education. This implies that these science teachers are all competent to teach their subject matters considering that there were three of them with 16

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and above teaching experiences. There is only one with less than 10 years of teaching experience Table 3 Involvement and Attitude of Student Respondents Involvement and Attitude Mean DR Rank Involvement Type 1 Student Obligation Type 2 Communication Type 3 Support of School Type 4 Learning Activities at Home Type 5 Decision Making Type 6 Collaborative with Community MEAN

3.26 3.51 3.31 3.60 3.76 3.66

3.52

Average High

Average High High High

High

6 4 5 3 1 2

Attitude A. Motivating Attitude B. Group/Participating

Attitude C. Investigating Attitude D. Reflective Attitude MEAN

3.44 3.79 3.52 3.82

3.64

Very

Favorable Very

Favorable Very

Favorable Very

Favorable

Very Favorable

4 2 3 1

Table 3 presents the involvement and attitude of student respondents. It could be gleaned from the table that four of the involvement of students had a “high” descriptive rating. They are highly involved in their Communication, , learning activities at home, decision making and collaboration with community. However, two of their involvement were rated “average” , this is the

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obligation and support of school. Maybe the student respondents were concentrated on academics that they have average involvement in attending meetings about student related matters. Student’s support of school like fund raising, helping in the projects of the school and donation for the needs of the school had a mean of 3.31. It means that there is an average involvement of these learners as center of the educative process. The attitude of the student is presented in the same table. It can be observed that the students have very favorable attitude towards science. They are curious in their subject science, they very favorable ask questions about science scientific concepts thus, their motivating attitude. All Children show some curiosity and if encouraged, this will developed into a motivation to learn about the world around them (Johston,1996).

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Table 4 .Science Attitude and Involvement of Teachers

Involvement and Attitude Mean DR Rank

Involvement Type 1 .Teacher Obligation Type 2. Communication Type 3 . Support of School Type 4. Learning Activities at Home Type 5. Decision Making Type 6. Collaborative with Community MEAN

3.68 4.08 3.81 4.01

4.13 3.78

3.91

High High High High

High High

High

6 2 4 3 1 5

Attitude E. Motivating Attitude F. Group/Participating

Attitude G. Investigating Attitude H. Reflective Attitude MEAN

3.84 3.92 3.89 4.01 3.91

Very

Favorable Very

Favorable Very

Favorable Very

Favorable Very

Favorable

4 2 3 1

The table shows that science teachers have a high involvement regarding science subject. This indicates that DMMMSU Laboratory high school teachers are highly involved in their obligations in checking assignments, projects, responsibilities of their students, also the use of audio-visual aids and supervision.

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From the six types of teacher involvement in science Type 5 involvement ranked first with a mean of 4.13. This concern to participate in seminars concerning science personality, role enhancement and in attending social gathering in school. This result reflects the best changing demands of the teachers. They are resource persons in the community and the parents as well. Second is their involvement in communication regarding students’ behavior and academic performance in science. This further indicates that though they have commitments in other aspects of their life, they still manage to follow-up their students. Ranked 3 is Type 4- learning activities at home with 4.01. This concerns if teacher asks students to chare some home-related experiences and school plans. Likewise, teachers are highly involved in their support of school (3.81) like fund raising, projects of the school and financially helping for the needs of the school. They also participate highly in community activities like coastal cleaning, fiesta, meetings, sports competition and others. On the part of their attitude in science, teachers very favorably are motivated top explore their teaching on science. They are also creative and flexible in exploring and investigating science. They are open-minde3d and consider new and better ideas. Though teachers had a mean of 3.91 in their attitudes to science, their reflective attitude ranked number 1 with a mean of 4.01. Group/Participating attitude is second with 3.92, third is investigating and last is motivating attitude.

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Table 5 Degree of Laboratory Skills of the Respondents in Chemistry

Laboratory Skills Degree of Skill

1.Dispensing Liquids 3.00

2. Measuring Liquids using a. pipette b. burette c. graduated cylinder

2.90 3.00 3.54

3. Measuring volume of irregular solid 3.51

4. reading a thermometer 3.90

5. Use of balance, triple beam, platform, top load 3.29

6.Operating a Bunsen Burner 2.78

7. Investigating odors 3.17

8. Heating liquid using beaker and flask 3.19

9. Determining the kind of metal present using flame test

2.49

10. Inserting glass tubing through cork or rubber stopper

2.63

TOTAL 3.11 MS

Table 6 Degree of Laboratory Skill of Respondents in Physics


1. Measuring the length, width, height 4.08

2. Measuring speed, velocity and acceleration 3.62

3. Manipulating: a. Vernier caliper b. spherometer c. micrometer caliper d. recording timer

2.50 2.38 2.44 2.85

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e. calorimeter f. hydrometer

2.55 2.42

4. Use of the following: a. simple machines b. pulley c. inclined plane d. wheel and axle e. lever f. screw and wedge

3.70 3.64 3.62 3.53 3.51 3.39

5. Reading electric current using ammeter 2.55

6. Reading voltages using voltmeter 2.48

7. Reading resistances using ohmmeter 2.33

8. Constructing circuits: a. parallel b. series c. series-parallel

2.76 2.69 2.63

TOTAL 2.98 MS

Table 7 Degree of Laboratory Skill of Respondents in Biology


1.Manipulatice skills on microscope (focusing, steering, cleaning)

3.18

2. Preparing simple stains 3

3. Preparing wet mounts 2.85

4. Preparing live animals in the laboratory 2.63

5. Preparing plants and insects specimens 2.73

6. Constructing taxonomic keys 2.47

TOTAL 2.81 MS

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Table 8 Degree of Laboratory Skill of Respondents in Earth Science


1. Telling time using time telling device 3.74

2. Locating place 3.56

3. Observing wind speeds using simple anemometer

2.97

4. Collecting and identifying basic types of rocks and minerals

3.19

5. Making and using a simple telescope 3.34

TOTAL 3.36 MS

Summary, Conclusions, and Recommendations

Summary The study entitled “The Science Attitude and Involvement of DMMMSU Laboratory High School: An Input to Science Development Plan” aims to analyze the science attitudes and involvement of both teacher and students respondents. Specifically, it sought to answer the profile of the teacher respondents in terms of age, gender, highest degree obtained, and teaching experiences; the profile of the student respondents in terms of age, gender, parents monthly income, educational attainment of parents, parental work status, and family size. It aimed also to determine the science attitude and involvement of both respondents and their relationship. The non-experimental research particularly the descriptive design was used in this study. Other data like the profile of the respondents were analyzed and treated by using the mean, frequency counts and percentage.

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The respondents were the Teachers and Students of DMMMSU Laboratory High School. Four science teachers and 152 from 188 students responded in the study. Salient Findings The study came out with the following findings: On Student

a. Most of the respondents were aged 13-14 years old.

b. Comparatively, there were more female than male students.

c. Most of the parents monthly income of the respondents were Php 15,001 and above.

d. Most of the parents were college graduate. e. There were 88 students whose parents were

both working. f. Sixty percent of the respondents had below

5 family members. g. The respondents rated four types of

involvement namely Communication, Learning Activities at home, Decision Making, and Collaborative with community as “High”. The other were rated “Average”.

h. The students rated all the four types of attitude as “Very Favorable”.

On Teacher

1. Most of the science teachers belonged to the middle-aged bracket.

2. The science teachers of DMMMSU Laboratory High School were all female.

3. Out of the four teachers, two were Master of Arts in Science Education graduate, one is an

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undergraduate and the other is taking Doctor of Philosophy in Science Education.

4. There were three of them with 16 and above teaching experiences.

5. The science teachers rated all types of involvement as “High”.

6. The science teachers rated all types of attitude as “Very Favorable”.

Conclusions Based on the findings, the following conclusions were drawn:

1. The student respondents were young and mostly female.

2. Their parents were educated and were working with high income.

3. The family size is good enough. 4. The science teachers were all educated,

competent, and all female. 5. Both respondents have high involvement in

science. 6. Both respondents have very favorable attitude in

science.

Recommendations Based on the conclusions and conclusions, the following recommendations were forwarded:

1. Policy and Law makers should look at the effect of allowing students to start their education at a very young age.

2. DMMMSU should establish an active linkage to the parents of the students so to increase the involvement of their children.

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3. Administrators should continue to encourage the teachers to pursue their graduate studies for this will help in their personality development and that will perfectly shape the ideas of the learners.

4. Teachers and students of DMMMSU Laboratory High School should continue to be highly involved and maintain a very favorable attitude in Science.

References Bandura, A.1993. Perceived Self-Efficacy in Cognitive Development and Functioning Educational Psychologist, Christenson, S. L. & Conoley, J.C. (Eds). 1992. Home- School Collaboration: Enhancing children’s Academic and Social Competence. Silver Spring, MD: National Association of School Psychologist. Darling-Hammond, L., & Hudson, L. 1988.Teachers and Teaching. In R. J. Shavelson, L. M. Mc Donnell, & J. Oakes (Eds), Indicators for Monitoring Mathematics and Science Education, Los Angeles, CA: Rand Corporation. Fruchter, N., Galletta, A., & White, J.L. 1992.New Directions in Parent Involvement, Washington, D.C: Academy foe Educational Development, inc. Gagne, R. 1985.The Conditions of Learning (4th Ed.) New York: Holt, Rinehart & Wintson Johston, Jane. Early Explorations in Science. Open University Press.1996

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Unpublished Materials Kaplan, David and George, Rani “ A Structural Model of Parent and Teacher Influences on Attitudes of Eight Graders: Evidence from NELS:88 June 30,1997 La Madrid, Diadema B. “Perceived Capabilities of BSE and Non-BSE Tertiary Science Teachers of Private Schools in Region I: An Analysis to Quality Science Teaching” Doctoral Dissertation DMMMSU- SLUC, Agoo, La Union March 1999 Mazon, Julie N. “The Teacher Science Education Program: Its Curriculum Aspects to the empowerment of the Future Science Teachers” Doctoral Dissertation DMMMSU-SLUC, Agoo, La Union.

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FOOD PREFERENCES OF DMMMSU LABORATORY HIGH SCHOOL STUDENTS: THEIR IMPLICATIONS

TO NUTRITION EDUCATION

By: Nimfa Roma A. Valdez

ABSTRACT

Objectives of the Study:

General: This study purported to look into the food preferences of the high school students of the Don Mariano Marcos Memorial State University- South La Union Campus, Agoo, La Union during school year 2005-2006.

Specific: Specifically, it sought to determine the most and least preferred foods by the Laboratory High school Students, using the three basic food groups with their nutritional value as bases; their reasons for preferring and least preferring the foods and drinks for their snacks; the factors that influenced their choice of these foods; and their implications to the nutrition education program of the DMMMSU SLUC nutrition program. Scope and Coverage This study was limited to the students enrolled during school year 2005-2006 in the Laboratory High School program of the DMMMSU –SLUC.

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It utilized the descriptive survey method of research with questionnaire as a main gathering tool. The respondents were the 53.43 percent of the total enrolment which were randomly selected. All the year levels were utilized. In the treatment and interpretation of the research findings, the frequency counts, percentage, and rank were used. Salient Findings: Based on the data from the questionnaire which were processed and analyzed using frequency counts and percentile rank, the following were the study’s salient findings: I. Foods Most Preferred and Least Preferred by the

Students as to the Three Basic Food Groups.

A .Body Building Foods 1. Meat and fish. The most preferred by both male and female respondents was beef and poultry. Their least liked frog which contain more pro protein than pork and bangus. 2. Legumes. Both male and female respondents preferred mongo, white beans and black beans. The least preference were kadyos and lima beans. Their food preference in this is very good. 3. Shell foods. The best liked among the shell foods by the student- respondents, was the shrimps, a very good source of body building materials. Snails and oysters which were the least preferred are also rich in protein.

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B. Regulating Glow Foods 1. Leafy vegetables. The meals like most sitaw tops and saluyot and the females like most cabbage and squash tops. Their least preferred leafy vegetable was ampalaya leaves. 2. Vitamin C-Rich Food. The best liked by the males among the other fruits were oranges and atis, while guava and mango topped the list among females. The respondents differ in their food choices in vitamin C rich food. The females made a better choice than males. Other Regulating or Glow Foods. 1. Other fruits and Vegetables. The best liked by the males among the other fruits were watermelon and avocado while the females were santol and watermelon. Chesa, their second least liked is very much richer in vitamins and minerals compared with watermelon and santol. The respondents made a poor choice when it comes to fruits. 2. Other fruit vegetables. Among the males, their best liked fruit vegetables were cauliflower and pepper, while the females squash, carrots and cauliflower. Their least liked were okra. The respondents need more guidance on their choice of vegetables. C. Energy Giving Foods 1. Fat rich Foods. Butter and margarine was the most preferred by both sets of respondents and their least preferred was lard and coconut oil. 2. Carbohydrates Rich Foods. The most preferred was rice, potato and ubi. Their least preferred was bread and corn.

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II Reasons for Preferring Certain Foods 1. Those given by the majority was ”they are nutritious” “it is what was served” and “teachers said, they are good for me”. 2. Their reasons for least preferring the food was; “it was not served”, “they are expensive” and “teachers said, they are not good for me.” III Foods and Drinks Usually Taken for Snacks. 1. Foods the Students Eat for Snacks. Both sets of respondents preferred sponge cake, chocolate and cheese pimiento. Their least choice was ensaymada and suman. 2. Drinks the Students Take for Snacks. The males preferred pineapple juice and soft drink, while the females preferred fresh milk and magnolia chocolait. Other drinks they preferred were fruit juice, yakult, gatorade, yogart and water. IV Factors that Influence the Food Preferences of the Respondents. The human factors that influence the food preferences of the respondents are ranked as follows; teachers, friends, mother and relatives. The non-human factors were; taste and smell nutrition education, etc. Conclusions: Based on the findings of the study, it is concluded that;

1. The food preferences of the males and females were in most cases similar. 2. Food preferences are affected by the taste and

smell of foods.

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3. Teachers, friends and teachers exert much influence in the choice of foods of the young people.

4. Food value is not the main consideration in the selection of food and snacks.

5. Soft drinks are more popular than milk and fruit juices.

6. Females are more nutrition conscious than males. 7. Nutrition education has a very little impact in

improving and the food choices. 8. On the whole there is still a need to redirect and

guide the choice of food s of the young people. Implications The results of this study give several implications: 1. Parents especially the mothers’ attention is called upon for them to be more aware and attentive the foods they serve their families in order to meet their nutritional needs. 2. Students are enjoined to be more concerned about what they eat whether at home, in school, or elsewhere and to see to it that they eat those that will make them physically and mentally fit. 3. The Home Economics and academic teachers should imbue their students the practical application of nutrition education rather that mere theories and principles. 4. To the canteen they should prepare and serve nutritious foods only to supplement those served at home. 5. To the medical officers, nurses, teachers and advisers, they should point out the importance of the weights and heights as indicators of nutritional status of students, and should therefore be used as guide in

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conferring with students and parents concerned for the improvement of health. 6. The Home economic teachers should familiarize the students with all foods available in the community, taking into consideration their characteristics, food values and ways of preparing them to make them liked by the students. 7. To the mothers, these relay the needs for them to avail themselves of the nutrition education opportunities offered to them so that they will be knowledgeable and on the food values and food needs of their families for the maintenance of good health. 8. To all students, these tell them to give more priority on the nutritional value rather than taste and smell in the selection of foods. Recommendations Based on the findings of this study, the following recommendations were offered; 1. The Home economics teachers it-with their students should make a survey of the different foods available in the community so the latter will be familiar with them including their respective names in tagalong , English and local dialect as well as their nutritive value. 2. School personnel assigned in the canteen should put more effort in selling foods that are less expensive but nutritious foods and all item sold be properly labeled to allow the students know what they are buying. 3. Yearly check-up of all students should be strictly implemented including their age, height and weight to determine their nutritional status. 4 Teachers, administrators, parents and other schools and community officials should work cooperatively

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and safeguarding the foods and snacks being served not only in the school canteen but also restaurant/eatery within the school premises. 5. School administrators and teachers should make students aware of the RDA-Recommended Dietary allowance for boys and girls. 6. Students should be properly guided, and supervised by their parents, teachers and canteen personnel in selecting their foods and snacks using the basic food groups with their nutritive value.

INTRODUCTION

The progress of a country depends upon the health of its people and no country can expect to prosper if the citizens are unhealthy. Reliable sources state that there are many contributory factors in the maintenance of good health and the primary factor is proper/adequate nutrition. Health, as defined as the physical, mental, social and emotional condition of a person. Nutrition on the other hand, refers the food one eats and how his body utilizes the foods. If he eats the recommended kinds and amounts of food needed by his age, sex and physical activity, then he eats an adequate diet. When the daily diet is adequate, then the person becomes physically, mentally, emotionally and socially healthy and when this is so, then he attains sound health. It shows clearly that when person’s health is indicative of what he eats. In other words, a person is a picture of the kinds of food he is taking in. One way to determine the nutritional status of a person, according to Dr. Cecelia Florencio1, is through

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weight and height for the age. At a certain age, there is an expected weight and height. When the actual height and weight agree with the normal or expected height and weight of a student at a certain age, then his nutritional or health is normal. Deviations from his normal status show that there is a need to improve the nutrition of a person. A good guide on this is a Height and Weight Chart, prepared by the Food and Nutrition Research and Institute (FNRI). The findings motivated the researcher, being a home economics teacher. She is fully aware that the government is exerting much effort and spending much to minimize if not do away with malnutrition. Nutrition projects and programs have been organized to improve the nutritional condition of the people. There are nutrition classes for mothers, the operation timbang, the schools supplementary feeding program, and etc. which is geared towards the improvement of the health of the people. What then could have caused or causing malnourishment, when so many agencies including the schools, are involved in the nutrition education program of a country? The researcher became more observant of the foods which the students selected for snacks. She noticed that they mainly bought chocolates, chippy, chiz curls, candies, soft drinks and expensive foods, which contain very little nutrients. Because of this observation, a thought came to her: if the choice for snacks is so poor, how about the preferences of other foods as based on the three Basic Food Groups? This, to her thinking would be worth looking into. The information this gathered would help her plan and take appropriate steps that would help students improve there choice of food. Strongly motivated by this desire to do

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her bit in bringing about better nutrition and improve the health condition of the high school students of the DMMMSU-SLUC Agoo, La Union, and the researcher decided to conduct to his study.

Conceptual Framework The main concern of this study is to determine the foods most preferred and least preferred by the Laboratory High School students of the Don Mariano Marcos Memorial State University – South La Union Campus, Agoo, La Union during school year 2005 – 2006. It posit that the foods most preferred and least preferred as to the three basic food groups by the respondents can be influence by the factors such as the nutritional values of the foods, the level of supervision and guidance exerted by the parents, friends, teachers and relatives. To determine these factors require perception of the student-respondents. The feedback mechanism does not only determine for improvement but more importantly indicate certain specific important point of concern to improve the nutritional status of the young people. The paradigm that explains the conceptual framework of the study is presented in figure 1. The paradigm is the input – through puts – output model. The input box are the foods most preferred and least preferred as to the three basic food groups and determine whether these foods are appropriate for their physical and mental health. Granting that the variables in the throughputs box are the most appropriate one so to speak, then the result would be improved and better health condition of the young people.

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Figure 1. Operational paradigm of the study.

Independent Variables (inputs)

Dependent Variables

(Throughputs)

Expected Outcomes (Outputs)

1. Most and least preferred foods by students as to the three basic food groups. 2. Foods and drinks preferred for snacks. 3. Factors that influence them to choose the foods.

1. Nutritional values of most and least preferred foods. 2. Nutrients derive from foods and drinks for snacks. 3. Level of supervision and guidance in selecting, preparing and selecting the foods.

1. Preferred more nutritious foods. 2. Preferred more nutritious foods and drinks for snacks 3. Proper guidance and supervision in preparing and serving foods.

Statement of the Problem This study purported to determine the food preferences of DMMMSU-SLUC Laboratory High School Students during school year 2005-2006. Specifically, it sought to answer the following questions: 1. What are the foods most preferred and least preferred by the students? 2. Why are these foods most preferred and least preferred by the students?

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3. What are the choices of the students as to foods for snacks? 4. What are the nutritional values of the foods they choice? 5. What factors that influenced the choice of these foods? 6. What implications do these food preferences of the students have to the nutrition education program of the Don Mariano Marcos Memorial State University- South La Union Campus? Importance of the study Proper nutrition depends much on the right choice of food. If one fails to provide the right kinds and amounts of food, the body soon weakens, its resistance deteriorates and the body becomes unhealthy. The health of the body, to the large extent, is dependent on food. This being so, results of study may mean much to many people. They may be of great importance in the improvement of the nutrition education program of a school. The data on the food preferences of the students may a sound basis for its planning, implementing and evaluation. The respondent institution and other schools in the region may be benefited from this study in that foods sold in the canteen may be so selected that they will answer the nutritional needs of the students and so become effective tool in improving their nutritional levels. The school personnel, the leaders, the parents could play important roles in redirecting the nutrition program using of this study as their springboard. This study will provide inputs and serve as a frame of reference to the school administrators on how well their

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schools are involved in the implementation of the program needed having the problem identified as a basis of the research study. The result of this study will also motivate the classroom teachers integrate nutrition in the different subject areas more effectively. The data reflecting the food preferences and the factors affecting nutrition will serve as bases for guidance and counseling activities of every subject teacher is expected to undertake. To the home Economics Teachers and School Feeding Officers, the data might serve as their guide in the selection, preparation, and serving of menus for the school feeding program. The findings as to the food preferences of the students and their corresponding reasons could be a good guide in improving the canteen management. These data are also significant to all classroom teachers for they serve as sources of priority nutrition information and concepts that will be integrated in the different subject areas. To the parents, the findings of this study may make them aware of their significant role in the quality and quantity of their children’s diet. It can be said that the food practices of a child depend upon his parent’s influence which are maintained throughout his life. The researcher is hopeful that when the result of this study will be brought to the attention of the parents concerned, it may drew their support and cooperation to the school nutrition program. These findings, may also serve as a basis for the non formal education teachers to plan and effect a functional health and nutrition program for the out of school youth and adult as well. Through the application of knowledge gain in the nutrition education, the students would learn to select

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nutrition foods for better nutrition and improvements of their nutritional status. This study may also serve as a reference for any future study on food preference of students in other colleges and universities and DepEd division, region and national levels. Scope and delimitation of the study This study was limited to the food preferences or choices of high school students of DMMMSU SLUC and their implications to nutrition education. The survey conducted was on the food preferences of students which included snacks as based on the Basic Food Groups. This also included the reasons for preferring and less preferring certain foods as well as the factors that influence them in their choice. The number of respondents was limited to 70 percent of the total high school students enrolled at DMMMSU-SLUC for school year 2005-2006.

METHODOLOGY

This chapter deals with the methods and procedures used in this study. It includes the research design; population (respondents), instrumentation, data gathering procedures and statistical treatment. Research Design The researcher made use of descriptive survey of research in determining the food preferences of the freshmen high school students of DMMMSU-SLUC for the

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school year 2005-2006. To gather additional information, informal interviews and observations were used as to verify the data gathered through the questionnaire. The descriptive survey was used because the aim is to give a picture of the existing food practices of the respondents as revealed by their food preferences. Different materials deemed significant by the researcher were used to pool appropriate items in the construction of the questionnaire. These materials include handbooks, periodicals, theses, dissertations and other printed materials that had bearings on the study. Locale and Population The study was conducted in Don Mariano Marcos Memorial State University (DMMMSU), laboratory high school, Agoo, La Union. The respondents of the study were 109 laboratory high school students, which is 53.43% of the total populations of the students. 75 of them were females and 34 were males. The names of the students were secured from the Principal’s office. The study used the simple random sampling design. After knowing the number of the males and females to be included, all the males and all the females were asked to drew lots separately. Those who drew pieces of papers marked accordingly were listed down as respondents. Instrumentation The questionnaire was the main instrument used in this study in gathering the needed data. It was adopted from the various sources such as thesis, dissertations and other printed materials that had bearings on the study.

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The questionnaire consists of four (4) parts: Part I. Foods Most Preferred and Least Preferred by the students; Part II. Reasons for preparing the foods the students checked in part I. and Reasons for least preferring some of the foods; Part III. The foods the student eat for snacks and drinks the students take for snacks. Part IV. Factors which influence the student’s food choice. Validation of the Instrument To determine if the questionnaire is clear and understandable to the respondents, a pretest was conducted to 25 laboratory high school students. They were not included in the actual research. After the pre-test, the researcher made revisions on the questionnaire. Data Gathering The researcher administered the questionnaire personally to the 109 respondents during her free period with the help of the subject teachers and with the approval of Dr. Jose N. Federico, the principal of the laboratory high school. The questionnaires were retrieved immediately after the respondents have answered the questions to ensure that all the questionnaires were returned and answered by the selected students. After the retrieval from the 109 respondents, it was collated, sorted, tallied, tabulated and subjected to statistical treatment. Statistical Treatment The duly accomplished questionnaire was classified and counted by section and sex. For purposes of this study, frequency, percentage ad ranking were used through tables using the formula:

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F Percent (%) = N Where: F = frequency N = Number of respondents The tabulated data were computed, analyzed, and interpreted.

PRESENTATION, ANALYSIS AND INTERPRETATIONS OF

DATA This chapter presents, analyzes and interpret the data gathered from the 109 high school female and male high school students’ respondents of the Don Mariano Marcos Memorial State University, South La Union Campus, Laboratory High School, Agoo, La Union. It also discusses the findings in relation to the problem in Chapter I. I. Foods Most Preferred and Least Preferred by the

Students’ Respondents as to the 3 Basic Food Groups

A. Body Building Foods Most Preferred and Least

Preferred by Students Respondents. The body building or grow foods most preferred and least preferred by students- respondents is presented in table Ia. it could be gleaned from the table that the most preferred by the male and female respondents was beef and poultry with a percentage rating of 94.5 and 91.7 respectively. The least preferred was frog with 18.3 percent.

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The trend of the data showed that both male and female respondents preferences as to meat follow the same order. In the food composition table, the problem content for meat in grams per 100 grams of edible portion are the following: pork- 19.6 grams, beef- 22.0 grams, poultry- 23.3 grams and frog- 20.1 grams. Using the presented information as basis, the table further revealed that both male and female respondents’ number one choice has the largest amount of protein. This is a manifestation that the respondents have chosen the correct body building goods as to meat. Another part of the table is the fish, as body building foods. Among the male respondents, the best liked fish was the bangus 31 or 91.1% followed by hasa-hasa and galunggong with the same 38 or 82.2 percent. Nine or 26.4 percent least preferred is the mudfish. On the other hand, the female respondents showed 2 preferences, the bangus and hasa-hasa with the same percentage rating of 94.6%. Their less preferred was the mudfish with only 15 or 20 percent. The findings imply that the availability of food preferences of the respondents as proven by the bangus, the most preferred fish due to its availability in the market. The food composition table, for fish also provides for the protein contents of fishes in terms of 100 grams which are the following; bangus- 18.4 grams, catfish- 18.7 grams, bulasi- 19.3 grams, galunggong- 18.7 grams, dried dilis- 68.75 grams, mudfish- 20.5 grams, has-hasa- 20.4 grams and caballas- 21.6 grams. Dried dilis is the riches in protein while bangus is the least. As could be gleaned from the table, the dried dilis ranked 6.5 among the males and 5th among the females,

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while milkfish or bangus rank first for males and 1.5 for females. This means that both male and female respondents had poor choice in matters of fish as to protein content. The 3rd protein giving foods presented in the table which is the legumes. The most popular to both sets of respondents were monggo and beans, black and white with an average rating of 94.5 and 92.7 percent respectively. The least popular also to the male respondents is the kidney beans with 44.1 percent followed by kadyos with 32.3 or 38percent respectively. Among the female respondents, their least popular legumes was the kadyos with 38 or 50.7% followed by lima beans with 33.3% respectively. The foregoing legumes have the following protein contents per 100 grams: 24.4 grams in munggo, 20.2 grams in kadyos, 19.3 grams in kidney beans, and 18.8 grams in white beans. The table shows that both the male and female respondents made a good choice in munggo beans among the legumes. It is the richest ever source of protein. The least preferred legumes, the kidney beans was the least source of protein. The 4th protein source of food presented in the table is the shell foods such as shrimp, crabs, clamps, oyster and snails. The shell foods has the following amount of protein per 100 grams as revealed by the food composition table, crabs- 18.5 grams, shrimps- 20.2 grams, clamps- 7.6 grams, oyster- 5.9 grams and snails- 12.2 grams. As shown from the table, the most liked shell foods by both sets of respondents was shrimps with a percentage rating of 85 and 98.6 percent respectively, followed by

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crabs for males and clamp for females with an average of 73 and 98 percent respectively. The least preferred food for males was oyster with a rating of 64.4% and snails for females with only 30 percent. As portrayed from the figures, the shrimps and the crabs which are the favorites of the male respondents are the riches source of protein among the shell foods. Snails, the least preferred by the females have a moderate amount of protein while the least preferred by the males are the poorest source of protein. This revealed that the choice of the respondents regarding this group of foods was good enough.

B. Regulating or Glow foods Most Preferred and Least Preferred by Students Respondents.

Table 1b presents the regulating or glow foods most preferred and least preferred by the students respondents as shown from the table, the leafy vegetables which were liked most by males sitaw tops, pechay and saluyot with the same percentage rating of 88 percent. The female respondents liked most cabbage, pechay and squash tops with a percentage rating of 96.6 and 93.3 respectively. On the other hand, the least preferred leafy vegetable by both sexes is the ampalaya leaves with a total percentage rating of 32.11 percent. The table further revealed that both the male and female respondents had similarly manifested their preferences of the green leafy vegetables. Among the vitamin C rich goods, the male respondents gave their first preference on orange, apple, followed by guavas and calamansi. Their least preferred food was papaya, guayabano and pineapple.

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On the other hand, the female respondents preferred most foods were the mangoes, pineapple, guavas and tomatoes. Their least preferred vitamin C rich foods were atis, papaya and calamansi. The table further revealed that the vitamin C rich foods preferred differently by the male and female respondents, but similarly manifested their least preference. For a clear perception of the vitamins and mineral content of the regulating foods listed in Table 1b, the following chart is hereby presented.

Chart 1. Mineral and Vitamin Content of Leafy Vegetable

Foods Minerals (mg)

Vitamins (mg)

Other vitamins (mg)

malunggay 468.5 14645 236.83

camote 201.6 3195 29.03

sitaw tops 206.9 1655 32.80

pechay 206.7 1450 55.06

saluyot 613.6 7325 96.93

squash tops 241.7 875 19.30

cabbage 102.8 20 42.41

ampalaya leaves

441.8 4105 92.0

kangkong 157.6 2575 31.35

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The table showed that the most preferred leafy vegetables were cabbage, pechay, squash tops with a total percentage rating of 92.7, 91.7 and 90.8 respectively. Their least choice was ampalaya, sitaw tops and malunggay leaves. The ampalaya leaves, the third riches in minerals, vitamin A and other vitamins fall last in the food preference of both males and females. Their number one choice especially the males were saluyot which is rich in vitamin A and very rich in minerals. The findings showed that in matters of leafy vegetables, their choices were good. On the other hand, the vitamin C or ascorbic acid of this food group is food composition table is hereby presented. Pineapple 20mg, mango 49mg, orange 47mg, calamansi 45mg, guayabano 27mg, papaya 74mg, guava 158mg, tomato 34mg and atis 40mg of vitamin C. The table showed that atis and oranges are the number one choice among the males with 94.1 percentage rating followed by guavas and mangoes with the same rating of 82.3 percent, and pineapple as their last choice. On the other hand, the females’ number one choice was pineapple, mangoes, guavas, and tomatoes with the same percentage rating of 100 percent. Their least choices were papaya, calamansi and atis with the same percentage rating of 93 percent. The above findings showed that the male and female respondents differ in their food choices in vitamin C rich foods. The males most preferred which were atis and orange was rank number 4 and number 6 which contents only 47 and 40mg respectively. The females most preferred vitamin C rich foods were mangoes, guavas and tomatoes with 158, 49 and 34 milligrams respectively.

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The findings revealed that the female respondents made a better choice than the males in terms of its content in milligrams. This may be due to the fact that females took more blocks in nutrition education than males. The other fruits and vegetables which are also regulating foods contain the following milligrams of minerals as a whole, vitamin A and other vitamins together as shown in the chart below. Chart 2. Mineral and Vitamin Amount of Other Fruits

Foods Minerals (mg)

Vitamin A (mg)

Other Vitamins (mg)

banana 60.5 60 20.76

chico 47.0 60 28.32

avocado 40.8 130 15.0

watermelon 15.2 100 7.25

santol 43.2 --- 13.95

jackfruit 49.1 105 6.04

macopa 29.3 0 13.34

chesa 71.1 1235 42.55

Watermelon, which is the first choice of the males and second by the females was found to be the poorest in mineral content and chesa, the 6th choice of the males and last choice of the females is the riches vitamin A and minerals. This proved that the male and female respondents had a poor choice when it comes to fruits. The mineral and vitamin content of other vegetables is presented in the chart below.

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Chart 3. Mineral and Vitamin Content of Other

Vegetables

Foods

Minerals (mg)

Vitamin A (mg)

Other Vitamins (mg)

Vegetable eggplant

64.5

80

5.75

string beans

108.9 620 19.37

upo 40.9 10 12.46

squash 101.7 880 20.19

patola 43.8 35 7.36

okra 160.8 130 23.95

carrots 109.1 10290 8.88

ampalaya 80.8 185 40.29

pepper 74.8 420 124.76

cauliflower 83.8 45 82.87

Table 1b.1 showed the other regulating or glow foods most preferred and less preferred by the students respondents. The table pointed out that the male’s first choice fruit vegetables was cauliflower followed by pepper and string beans with a percentage rating of 97.1, 94.1 and 83.3 respectively. Their best choices were okra, carrots and ampalaya with the sore percentage rating of 79.4 percent. On the other hand, the females’ first choice was squash, followed by patola and upo with a percentage rating of 75%, 74% and 72% respectively. Their least choice was ampalaya, okra, eggplant and string beans.

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Making a comparison of the preference of the males and females, there is a great difference the females had a better preference than females. Both set of respondents, however need more guidance on their choice of vegetables. It can gleaned from the table that the okra and carrots, the least liked by the male respondents, are rich in vitamins and minerals foods.

C. Energy Giving Foods Most Preferred and Least Preferred by Students- Respondents

Table 1c presents the energy giving foods most and least preferred by the students-respondents. Of the four fat-rich foods which are commonly found in the locality, butter and margarine was the most preferred by both sets of respondents and the least preferred was lard and coconut oil. Based on the food composition table, the foods listed in the proceeding table contain the following calories per 100 grams of edible portion; butter 720 calories; margarine 815 calories. This figure revealed that the best liked fat-foods which were butter and margarine contain least number of calories among the fat rich foods. Both sets of the respondents made good choice among the fat-rich food group, consisting how the food was used. Another part of table 1c is the carbohydrates rich foods being liked by the respondents, which are the rice, corn, bread, ube, camote, gabi, cassava and malagkit. As reflected in the table, rice was the first choice of both sets of respondents which is 100 percent for both. It was followed by bread and potato. The least liked by both male and female is corn with an average rating of 92 and 89 percent respectively.

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Using the food composition table as reference, the carbohydrates rich foods contain the following calories per 100 grams; rice 367, corn 345, bread 330, ube 96; camote 135, gabi 112, cassava 146, potato 75 and 336 calories. It can be seen from the table that the best liked carbohydrate-rich foods; the rice and bread are the richest source of calories. The least liked which were camote and corn were rank 6th and 3rd respectively. This means that the respondents need guidance in selecting the energy giving foods. II. Reasons for Preferring the Foods by the Students-Respondents a. Reasons for Preferring the Foods Table 2a presents the reasons why the respondents preferred the foods. The table shows that both set of respondents reasoned for preparing the foods as; they are nutritious and it was served and mother’s says good for me respectively. Their last reason was “my friends liked them”. The table further revealed that the mothers and teachers influenced the student-respondents in preferring the foods. b. Reasons for Least Preferring the Foods The table further presents the reasons for least preferring the foods. As reflected from the table, the main reasons for least preferring the food were “They are expensive” and “It was not served” with the same percentage rating of rating of 1.5 percent followed by “Teachers says they are not good for me”, with 86.2 percent. The last reason given was “my friends do not like them” and “they are not nutritious”.

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Both set of respondents had different reasons for disliking the foods. They differ in ranks as shown from the table. In general, the table shows that the respondents were influenced in the choice of foods by the following factors: mother, taste and smell, methods of cooking, food nutrients, cost, friends and availability. III Foods the Students Eat and Drinks for Snacks A. The Students Eat for Snacks Table 3a presents the foods the students eat for snacks. It shows that their most preferred was chocolate followed by sponge cake and cheese pimiento with an average rating of 98.2, 96.3 and 94.5 percent respectively. The least favored by the respondents was ensaymada and suman with 45.9 and 52.3 percent respectively. To show the nutrients of their eaten snacks, the chart presented below gave the nutrient content of each food.

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Chart 4. Nutrient Content of the Foods Taken for Snacks

Food Items

Calories

Protein(gm)

Carbo- hydrates (gm)

Calcium (mg)

Iron (mg)

Vit. A (mcg)

Vit. B(mg)

Solids: a. Banana cue b. Ensaymada c. Putong puti d. Pancit miki e. Chocolates f. Camote cue g. Crackers h. Boiled banana i. Boiled peanut j. Boiled corn k. Sponge cake l. Hopiang baboy m. Suman n. Mammon o. Fried peanut p. Calamay q. Cheese pimiento

sandwich r. Pudding

259 326 214 119 134 234 482 99 295 135 306 414 171 368 566 208 268

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6.4 8.6 2.8 3.2 .7 1.1 7.5 1.1 13.0 5.0 8.2 5.0 3.1 5.4 30.7 2.7 9.6

1.2

48 61.6 49.9 15.1 16.6 43.1 68.7 25.5 15.3 25.4 53.3 69.1 38 62.6 14.2 48.5 39.3

484

27 26 6 21 46 51 36 23 28 13 162 34 15 83 69 10 104 62

1.5 2.4 2.7 .5 .7 1.0 2.8 .9 1.6 .8 3.7 2.4 1.2 1.7 2.5 2.6 1.2 .7

20 270 - - - 15

190 20 - - 5 -

545 5 -

335

130

.09

.20

.01

.03

.02

.08

.26

.06

.56

.16

.12

.10

.01

.13

.16

.02

.09

.12

Legends: Tr . - Traces or negligible amount

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* - analysis not available in Food Composition Table The figures in the chart presented, revealed that the snacks eaten by the respondents, fried peanuts are the richest in food energy with 566 calories. The poorest is boiled banana with only 99 calories. In protein, fried peanuts again are the richest with 30.7 grams and the poorest is chocolate with 0.7 grams only. The richest in carbohydrates are pudding with 484 grams and fried peanuts are the poorest with 14.2 grams only. Sponge cake is the poorest in calcium with 162 mg. For iron, the richest is sponge cake with 3.7 mg and the poorest is hopiang baboy and fried peanuts with 5 micrograms only. The richest in vitamin B is boiled peanuts and the poorest is putong puti with .56 mg and .01 mg respectively. Boiled banana is the richest in vitamin C with 32 mg and fried peanut is the poorest with 5 mg only. Among the solid foods for snacks, the most nutritious were the peanuts, mammon, pudding, ensaymada, cheese pimiento sandwich, and sponge cake, cracker and hopiang baboy. While the least nutritious were chocolates, boiled coin suman and putong puti. Other foods given were spaghetti, siopao, pizza, siomai and cheesecake. As reflected from the data, the first preferences of the respondents which is chocolates rank the least in food value and their second choice, sponge cake, is rank number 6 among the solid foods eaten. This revealed that the students-respondents had a very poor choice in their food snack in terms off its nutrients. This may be due to the fact that the student’s respondents belong to the middle or higher class of family.

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B. Drinks the Students Take for Snacks Table 3b present the drinks the students take for snacks. As shown from the table the two groups of respondents had made difference in their choices. The female respondents’ number 1 drink was fresh milk with a percentage of 70.6 percent followed by magnolia chocolait with 60.7 percent. Their least choice was soft drinks. On the other hand, the male number 1 choice was pineapple followed by soft drinks and their least choice was fresh milk others prefer fruit juice, water and yakult. Other females also preferred Gatorade and yogurt.

Chart 5. Nutrient Content of the Drinks Taken for Snacks

Food Items

Calories

Protein(gm)

Carbo- hydrates (gm)

Calcium (mg)

Iron (mg)

Vit. A (mcg)

Vit. B(mg)

Vit. C (mg)

Liquids: a. Soft drinks b. Water c. Pineapple

juice d. Magnolia

Fresh milk e. Magnolia

chocoliate

* *

257 87 66

- - Tr. 5.2

2.9

- -

64.4 4.2

13.3

- - 15 212

134

- - .1 .2 .4

- - 10 60 40

- - Tr. .22

.06

- - 0 - -

Legends: Tr . - Traces or negligible amount

* - analysis not available in Food Composition Table

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- - not analyzed As presented in Chart 5, for the liquids, pineapple juice has the riches food energy with 25.7 calories and the poorest is magnolia chocolait with only 66 calories. Magnolia fresh milk has more protein with 5.2 grams than the magnolia chocolait with 2.9 grams only. As to carbohydrates, pineapple juice has the most with 64.4 grams and magnolia fresh milk has the least with 4.2 grams only. Magnolia Fresh milk has the richest calcium content with 212mg. and pineapple juice has the poorest with 15mg only. The riches in iron is magnolia chocolait with .4mg and the poorest is pineapple juice with .11mg. for vitamin A, Magnolia Fresh milk is the riches with 60 micrograms and pineapple juice is the poorest with 10 micrograms only. Magnolia Fresh milk is the riches in vitamin B with .22 milligrams and the poorest is Magnolia chocolait with .06 milligrams. All the drinks listed do not contain vitamin C. As reflected from the table the students’ respondents had made good in their choices as to their drinks for snacks. IV. Factors that Influence the Student’s Food Choices Table 4 presents the factors that influence the students’ food choices. The table shows that the factors that influenced the food preferences of the students’ respondents are grouped into two: the human and non-human factors. There are four factors in each group. The human factors include the mother, teachers, friends and relatives while the non-human factors are the nutrition education, taste and smell of the foods, low and

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high cost of foods. Other factors mentioned by the respondents were the restaurant, advertisement and recipe books. The human factors which affluence the food’s preferences of the male respondents are rank consecutively as follows: teachers, friends, mother, and relatives. For their female counterparts, the first and second factors preferred by them were also the preference of the latter. Their differences were that of the third and fourth factors. The male respondents gave their favor more to their mother than relatives. In non-human factors, the male respondents’ number 1 choice is taste and smell followed by cost of food, while the female respondents choose cost of food as their number 1 and followed by taste and smell of food, and their last choice is nutrition education. Other factor mentioned by both male and female is advertisement. The female respondents added recipe books while the male is restaurant. The foregoing data presented, analyzed and interpreted served as a basis for suggestions and recommendations found in the next chapter.

Summary, Conclusions and Recommendations

This chapter presents a brief summary of the research work, the findings, the conclusions and the recommendations based on the results. This study was conducted basically to determine the food preferences of laboratory High school students of the Don Mariano Marcos Memorial State University, Southern La Union Campus, Agoo, La Union for school year 2005-

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2006. specifically it sought to determine the (a) foods most preferred and least preferred by the laboratory high school students as to the three basic food groups (b) why these foods were most preferred and least preferred by the respondents (c) their choices as to food for snack (d) the nutritional value of the food they chose (e) the factors that influenced the choice of these foods and (f) the implications of these food preferences of the respondents to the nutrition education program of the DMMMSU-SLUC, Agoo, La Union. A total of 109 respondents were involved in the study broken down into75 females and 34 males. The respondents consisted the 53.43 percent enrolled and were randomly selected. The study made use of the descriptive surveys method of research with a questionnaire as the main data gathering tools. Findings Based on the data from the questionnaire which were processed and analyzed using frequency counts and percentile rank, the following were the study’s salient findings: I. Foods Most Preferred and Least Preferred by the

Students as to the Three Basic Food Groups. A. Meat and Fish 1. The body building foods. The most preferred by both male and female respondents was beef and poultry. They least liked frog which contain more pro protein than pork and bangus.

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2. Legumes. Both male and female respondents preferred mongo, white beans and black beans. The least preference were kadyos and lima beans. Their food preference in this is very good. 3. Shell foods. The best liked among the shell foods by the respondents, male and female was the shrimps, a very good source of body building materials. Snails and oysters which were the least preferred are also rich in protein. B. Regulating Glow Foods 1. Leafy vegetables. The meals like most sitaw tops and saluyot and the females like most cabbage and squash tops. Their least preferred leafy vegetable was ampalaya leaves. 2. Vitamin C-Rich Food. The best liked by the males among the other fruits were oranges and atis, while guava and mango topped the list among females. The respondents differ in their food choices in Vitamin C rich food. The females made a better choice than males. Other Regulating or Glow Foods. 1. Other fruits and Vegetables. The best liked by the males among the other fruits were watermelon and avocado while the females were santol and water melon. Chesa, their second least liked is very much richer in vitamins and minerals compared with watermelon and santol. The respondents made a poor choice when it comes to fruits. 2. Other fruit vegetables. Among the males, their best liked fruit vegetables were cauliflower and pepper, while the females squash, carrots and cauliflower. Their least

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liked were okra. The respondents need more guidance on their choice of vegetables. C. Energy Giving Foods 1. Fat rich Foods. Butter and margarine was the most preferred by both sets of respondents and their least preferred was lard and coconut oil. 2. Carbohydrates Rich Foods. The most preferred was rice, potato and ube. Their least preferred was bread and corn. II Reasons for Preferring Certain Foods 1. Those given by the majority was ”they are nutritious” “it is what was served” and “teachers said, they are good for me”. 2. Their reasons for least preferring the food was; “it was not served”, “they are expensive” and “teachers said, they are not good for me.” III Foods and Drinks Usually Taken for Snacks. 1. Foods the Students Eat for Snacks. Both sets of respondents preferred sponge cake, chocolate and cheese pimiento. Their least choice was ensaymada and suman. 2. Drinks the Students Take for Snacks. The males preferred pineapple juice and soft drink, while the females preferred fresh milk and magnolia chocolaite. Other drinks they preferred were fruit juice, yakult, gatorade, yogart and water. IV Factors that Influence the Food Preferences of the Respondents.

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The human factors that influence the food preferences of the respondents are ranked as follows; teachers, friends, mother and relatives. The non-human factors were; taste and smell nutrition education, etc. Conclusions Based on the findings of the study, it is concluded that;

1. The food preferences of the males and females were in most cases similar.

2. Food preferences are affected by the taste and smell of foods.

3. Teachers, friends and teachers exert much influence in the choice of foods of the young people.

4. Food value is not the main consideration in the selection of food and snacks.

5. Soft drinks are more popular than milk and fruit juices.

6. Females are more nutrition conscious than males. 7. Nutrition education has a very little impact in

improving and the food choices. 8. On the whole there is still a need to redirect and

guide the choice of food s of the young people. Implications. The results of this study give several implications: 1. Parents especially the mothers’ attention is called upon for them to be more aware and attentive the foods they serve their families in order to meet their nutritional needs. 2. Students are enjoined to be more concerned about what they eat whether at home, in school, or elsewhere and

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to see to it that they eat those that will make them physically and mentally fit. 3. The Home Economics and academic teachers should imbue their students the practical application of nutrition education rather that mere theories and principles. 4. To the canteen they should prepare and serve nutritious foods only to supplement those served at home. 5. To the medical officers, nurses, teachers and advisers, they should point out the importance of the weights and heights as indicators of nutritional status of students, and should therefore be used as guide in conferring with students and parents concerned for the improvement of health. 6. The Home economic teachers should familiarize the students with all foods available in the community, taking into consideration their characteristics, food values and ways of preparing them to make them liked by the students. 7. To the mothers, these relay the needs for them to avail themselves of the nutrition education opportunities offered to them so that they will be knowledgeable and on the food values and food needs of their families for the maintenance of good health. 8. To all students, these tell them to give more priority on the nutritional value rather than taste and smell in the selection of foods. Recommendations Based on the findings of this study, the following recommendations were offered; 1. The Home economics teachers it-with their students should make a survey of the different foods

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available in the community so the latter will be familiar with them including their respective names in tagalong , English and local dialect as well as their nutritive value. 2. School personnel assigned in the canteen should put more effort in selling foods that are less expensive but nutritious foods and all item sold be properly labeled to allow the students know what they are buying. 3. Yearly check-up of all students should be strictly implemented including their age, height and weight to determine their nutritional status. 4 Teachers, administrators, parents and other schools and community officials should work cooperatively and safeguarding the foods and snacks being served not only in the school canteen but also restaurant/eatery within the school premises. 5. School administrators and teachers should make students aware of the RDA-Recommended Dietary allowance for boys and girls. 6. Students should be properly guided, and supervised by their parents, teachers and canteen personnel in selecting their foods and snacks using the basic food groups with their nutritive value.

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BIBLIOGRAPY

Bungan, Alice P. “The Outbreaks of Diseases from Street Food Preferred by the Mothers in Metro Manila, University, Mla., 1995. Florencia, Cecilia A. January 1998. Nutrition, Health and Learning. Some Key Concern. Philippine Journal of Education. Vol. LXXVI No. *, January, 1998. Itliong Erlinda, “The Dietary Habits of High School Students of DMMMSU, Rosario Campus, La Union”. Master’s Thesis. Baguio Central University, Baguio City, 1982. Kilander, Mike O. “What the Public Knows About Nutrition”, The research Quantity, Phil. 1991. Kowtaluk, Helen. Discovering Food Nutrients, USA: McMillan Pub., Co., 1995. Macalaglag, Asuncion L. The Philippine Plan of Action for Nutrition and Quality Basis of Education. Philippine Journal of Education, Volume LXXXVI No. 9. September, 1998. “Malnutrition Assessment-Saving our children” Research Use. . A Bi –Monthly Review of NSDB Grants – in – Aid Research Development, Findings and Applications No. 4, 1978, p. 6. Martinez, Benjamin. “The First Bog Step in the Nutrition Drive”, Focus Philippines. Vol. II, No. 49 (October 26 1974) pp. 18-41. Masweng, Alice S.. “Food Preferences of Grade IV Pupils in Tadian Dist., Mountain Province: Its Implications to Nutrition Education” Unpublished Master’s Thesis, Zaragoza College, Tayug, Pangasinan, 1980.

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Perocho, Alfred P. “Let Us Put More Teeth Into Nutrition,” The Philippine Journal Of Education, (Vol. IX, No. 10), March, 1977 Manila.

Razalan, Caroline G. “The Nutritional Status and Its Relationship to the Scholoastic Performance of the Grade Six Pupils of Cluster I Division of Tarlac.2000. Sue Rodwell William, “ Nutrition and Diet Therapy”(2nd Edition, Philippines, The C. V. Mcsby C.V. Co., 1975). Tacio, Henrylito. Homenaker Preferences in Street Foods in Solsona, Ilocos Sur”, Baby Thesis, University of Northern Philippines, Ilocos Sur, 1995. “World Food Trends”. Food Volume 1, No. 1. January to June 1997.

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ON CHINESE REMAINDER THEOREM

by Luis A. Tattao and Elsie M. Pacho Abstract This study sought to determine special properties and similarities of problems which are commonly solved using the Chinese Remainder Theorem. Specifically, answers to the following questions were sought: 1. What are the properties and similarities of Chinese Remainder Theorem problems? 2. What rule can be formulated based from the properties and similarities of Chinese Remainder Theorem problems? Introduction Let us consider two types of equations with integer solutions. One is an equation of the form ax + by = c where a, b and c are integers and we wanted to find integers x and y satisfying the given equation.

The second is a congruence of the form:

( )mcax mod≡ where a and c are integers while m is a

positive integer. For this congruence, we wanted to find an integer, x, satisfying the congruence. The equation of the form ax + by = c has an integral solution if and only if c is a multiple of the greatest

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common divisor of a and b. Furthermore, if (xo, yo) is a solution of ax + by =c, then the general solution has the

form: ud

bxx o

+= and ud

ayy o

−= where

d = gcd (a, b) and Zu ∈ .

Since any solution of ( )mcxa mod≡ is really a

solution of a x + mb = c, ( )mcxa mod≡ has a solution if

and only if ( ) cma,gcd and each solution is given by

( ) ( ) ( )mamtxtx o ,gcd+= where t is any integer and for

some yo, (xo, yo) is a solution of ax + by = c. However, if t

= gcd (a, m), then ( ) ( )mxtx o mod= . Hence there are gcd (a, m)

distinct solutions for the congruence produced when t = 1, 2, . . . , gcd (a, m). In particular, if a and m are relatively

prime, then ( )muax mod≡ has a unique solution; therefore,

( )mxa mod1≡ has a unique solution and a has a

“multiplicative inverse” modulo m. Each of the foregoing situations is a case of single equation or congruence. We wish to consider solutions of the simultaneous congruences:

( )11 modmax ≡

( )22 modmax ≡

( )33 modmax ≡

: : :

( )nn max mod≡

where the mi are relatively primes when taken in pairs. In other words, we want to find an integer x that leaves a remainder of a1 when divided by m1, a remainder of a2

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when divided by m2, and so on, when the divisors m1, m2, . . . ,mn are relatively prime in pairs. Solutions of simultaneous congruences were considered in ancient times. Often, whimsical word problems similar to the following were posed. If x is a possible number of coconuts in the pile, then having four left over from piles of five is expressed as

( )5mod4≡x

Similarly, the other conditions are

( )4mod3≡x

( )7mod2≡x

( )9mod6≡x

The smallest positive integer x satisfying all four congruences is the required solution. Problems of this type can be easily be solved using the Chinese Remainder Theorem. According to D.Wells, the following problem was posed by Sun Tsu Suan-Ching (4th century AD):

Suppose that a group of monkeys contemplates a pile of coconuts. If the monkeys put the coconuts in piles of five each, there are four left over. Using a pile of four there are three left over. In piles of seven, there are two left over. In piles of nine, there are six left over. What is the fewest number of coconuts possible?

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Oystein Ore mentions another puzzle

with a dramatic element from Brahma-Sphuta-Siddhanta (Brahma's Correct System) by Brahmagupta (born 598 AD):

Problems of this kind are all examples of what universally became known as the Chinese Remainder Theorem. In mathematical parlance the problems can be stated as finding n, given its remainders of division by several numbers m1, m2, ..., mk: n = n1 (mod m1) n = n2 (mod m2) ...

“There are certain things whose number is

unknown. Repeatedly divided by 3, the remainder is 2; by 5 the remainder is 3; and by 7 the remainder is 2. What will be the number?”

“An old woman goes to market and a horse

steps on her basket and crashes the eggs. The rider offers to pay for the damages and asks her how many eggs she had brought. She does not remember the exact number, but when she had taken them out two at a time, there was one egg left. The same happen when she picked them out three, four, five, and six at a time, but when she took them seven at a time they came out even. What is the smallest number of eggs she could have had?”

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n = nk (mod mk) The modern day theorem is best stated with a couple of useful notations. For non-negative integers m1, m2, ..., mk, their greatest common divisor is defined as gcd(m1, m2, ..., mk) = max{s: s|mi, for i = 1, ..., k}, where, as always, "s|m" means that s divides m exactly. The least common multiple of k numbers is defined as lcm(m1, m2, ..., mk) = min{s: s>0 and mi|s, for i=1,...,k}, Both gcd and lcm are symmetric functions of their arguments. They are complementary in the sense that, for k = 2, gcd(m1, m2)�lcm(m1, m2) = m1� m2. However, for k > 2 a similar identity does not in general hold. For an example, consider two triplets: {2, 4, 16} and {2, 8, 16}. Both have exactly the same gcd and lcm but obviously different products. On the other hand, both gcd and lcm are associative: gcd[m1, gcd(m2, m3)] = gcd[gcd(m1, m2), m3] and, both equal gcd(m1, m2, m3). Similarly, lcm [m1, lcm (m2, m3)] = lcm [lcm(m1, m2), m3] Associativity allows one to precede a step at a time with an inductive argument without putting all eggs into a basket at once. Jumping at the opportunity I'll prove the most basic case of k = 2. Theorem Two of simultaneous congruences n = n1 (mod m1) and n = n2 (mod m2) are only solvable when n1 = n2 [mod gcd(m1, m2)]. The solution is unique modulo lcm (m1, m2). When m1 and m2 are co-prime their gcd is 1. By convention, a = b (mod 1) holds for any a and b. Let m1, m2, . . . , mn be pairwise relatively prime, i.e., gcd(mi,mj)=1, for all i and j less than or equal to n where

ji ≠ . Then the system of congruences

( )11 modmax ≡

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( )22 modmax ≡

( )33 modmax ≡

:

( )nn max mod≡

has a solution which is unique modulo the integer m1m2. . .mn. Further, if

j

n

ii

j m

mM

∏== 1

and is a solution of ( )jjjj mazM mod≡ for each j, then the

solution is

nmmm

n

jjj zMx

...1

21

= ∑

=

Objective of the Study Specifically, the objective of the study is to formulate rule to solve application of Chinese Remainder Theorem problems. The solutions to problems of Chinese Remainder Theorem deals with a great knowledge in Number Theory such as Divisibility and Linear Congruences. In most cases, a similar problem was given during Mathematics competition from elementary level to college level. In this regard, the researcher was encouraged to solve different problems related to Chinese Remainder Theorem, study its features and similarities and finally formulate rule. Statement of the Problem

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This study aimed to determine special properties and similarities of problems related to Chinese Remainder Theorem. Specifically, it sought to answer the following: 1. What are the properties and similarities of Chinese Remainder Theorem problems? 2. What rule can be formulated based from the properties and similarities of Chinese Remainder Theorem problems? Importance of the Study The students who are fun of puzzles and mathematical tricks will be benefited from this study. They will be able to solve problems with the application of Chinese Remainder Theorem in an easiest way without the need to study or enrolled in the subject such as Number Theory. The topics on modulo and linear congruences will be totally ignored. The said two topics are too lengthy to apply for problems related to Chinese Remainder Theorem. Likewise, to all mathematics teachers especially the coaches who regularly participated in many Mathematics Competition or Olympiad. They could make teaching mathematics in an easy way and would have fun in discussing the solutions of the Chinese Remainder Theorem problems. Review of Literature Now that we know what a Chinese Remainder Problem is, we must be wondering why or what has this particular kind of problem to do with Chinese Mathematical History. The reason why it is called the Chinese Remainder Problem is because the earliest versions of these congruence problems occurred in early Chinese mathematical work. The earliest of such works

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that contains the Chinese Remainder Problem is the Sun Tzu Suan Ching (also known as Sunzi Suanjing) written in approximately late third century by Sun Zi. Problem 26 (also known as the problem of Master Sun) in the third volume of the Sun Tzu Suan Ching offers the earliest recorded Chinese Remainder Problem. Problem 26 is as stated below: "We have a number of things, but we do not know exactly how many. If we count them by threes we have two left over. If we count them by fives we have three left over. If we count them by sevens we have two left over. How many things are there?" (Quoted from Sun Tze Suan Ching). The kind of problem that can be solved by simultaneous congruences has long history, appearing in the Chinese literature as early as the 1st century A.D. Sun Tsu asked: Find the number which leaves the remainders 2, 3, 2 when divided by 3, 5, 7, respectively. Such mathematical puzzles are by no means confined to a single cultural sphere; indeed, same problem occurs in the Introductio Arithmeticae of the Greek mathematician Nichomachus, circa 100 A.D. In honor of their early contributions, the rule for obtaining a solution usually goes by the name of the Chinese Remainder Theorem. Unfortunately, Problem 26 is the only problem that illustrates the Chinese Remainder Theorem in the Sun Tzu Suan Ching. As such, we cannot determine if he had developed a general method to solve such problems. Siu, M.K. (1993) discusses the pedagogical implications made by Liu Hui in his study of a considerable number of examples of an ancient Chinese mathematical classic, Jiu Zhang Suan Shu. The role of proof in ancient Chinese mathematics is discussed and suggestions about

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geometry teaching and learning, based on Liu Hui’s ideas, are introduced. Chinese Remainder Theorem is used to solving problems in computing, coding and cryptography. In computing we can compute with shorter numbers instead of large numbers and this will make the computing-process faster and easier. In coding it can be used for error-searching and error-regulating. Cryptography means that we can send a coded message and that no one will be able to read it without the decode-key which is based on prim-numbers. I am writing about the history of mathematics and how the number- and decimal number-system is used in Babylon, Egypt, Greece and in China. Abacus was a very important aid to calculate advanced mathematical problems. Someone who knows how to use the Abacus can calculate faster than the calculator. Writing in cipher code was a very interesting subject a thousand years ago and it is still used even in modern time. To this day there are still some secrets, written in cipher code, that no one has been able to decode yet. A message which is coded with a public key, which is based on Chinese Remainder Theorem, is virtually impossible to solve without the private key which is based on prime numbers. If the First World War was the chemists war (chlorine gas used) and if the Second World War was the physicist war (atomic bombs used), that would suggest that the Third World War will be the mathematicians war, because they master the new weapon which is called information. It is the mathematicians who have developed the codes that are currently used to protect military secrets. It

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is also the mathematicians who are most concerned about breaking the codes. Most of the Internet applications today require multicasting. For example, software updates, multimedia content distribution, interacting gaming and stock data distribution require multicast services. All of these applications require privacy and authenticity of the participants. Most of the multicasting groups are dynamic and some of them are large in number. Only those users who belong to the multicasting group should receive the information and be able to decrypt it. New users joining the group should receive information immediately but should not understand the information that was released prior to their joining. Similarly, if users leave the group, they should not receive any further information and should not be able to decrypt it. Keys need to be distributed to the users belonging to the current session and hence some kind of key management is required. Existing schemes for secure multicasting are limited to small and static groups. To allow large and dynamic groups to use the services of multicasting, some protocols have been developed: Multicast Trees, Spanning Tree, Centralized Tree-Based Key Management, Flat-key Management and Distributed Key Management. Some of these schemes are better than others with respect to the speed, memory consumption, and amount of communication needed to distribute the keys. All these schemes are limited in performance with respect to the speed, memory consumption, and amount of communication needed in distributing the keys. In this thesis, a number of public and private key algorithms and key management techniques for secure and dynamic multicasting are studied and analyzed. The thesis is focused on the secure lock method developed by Chiou

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and Chen, using the Chinese Remainder Theorem. The protocol is implemented for a small group of users and its performance is studied. While, the secure lock method works well for a small group of users and the performance is degraded when the group grows in size. A protocol is proposed for a large and dynamic group, based on the idea of the Chinese Remainder Theorem. A performance study is carried out by comparing our proposed protocol with the existing multicasting protocols. The analysis shows that the proposed protocol works well for large and dynamic groups and gives significantly better performance. Results and Discussion First, the Chinese Remainder Theorem was applied in the following problems. Then, other topics in Number theory were applied such as divisibility and congruences. Finally, a rule was developed to make the computations easier and less cumbersome. The first problem was given by Brahmagupta, 7th century A.D. It is known as an egg-problem. When eggs in a basket are remove 2, 3, 4, 5, 6 at a time there remain, respectively, 1, 2, 3, 4, 5 eggs. When they are taken out at a time, none are left over. Find the smallest number of eggs that could have been contained in the basket. To start with, we know that

( )2mod1≡x

( )3mod2≡x

( )4mod3≡x

( )5mod4≡x

( )6mod5≡x

( )7mod0≡x

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Numbers 3, 4, 5, and 7 are relatively prime. But

, 62 and 63 , thus 2, 3, and 6 are not relatively prime.

Hence,

( )3mod2≡x

( )4mod3≡x

( )5mod4≡x

( )7mod0≡x

We have M1 = (4)(5)(7) = 140, M2 = (3)(5)(7) = 105, M3 = (3)(4)(7) = 84 and M4 = (3)(4)(5) = 60. Since 3 and 140 are relatively prime, there exists an integer z1 such that

( )3mod2140 1 ≡z or equivalently, ( )3mod22 1 ≡z or ( )3mod11 ≡z .

Hence z1 can equal 4. Since 4 and 105 are relatively prime, there exists an

integer z2 such that ( )4mod3105 2 ≡z or equivalently,

( )4mod32 ≡z . Hence z2 can equal 7.

Since 5 and 84 are relatively prime, there exists an

integer z3 such that ( )5mod484 3 ≡z or

equivalently, ( )5mod44 3 ≡z or equivalently ( )5mod13 ≡z . Hence

z3 can equal 6. Since 7 and 60 are relatively prime, there exists an


( )7mod04 4 ≡z . Hence z4 can equal 7.

Hence, x = z1M1 + z2M2 + z3M3 + z4M4 (mod 3•4•5•7) = (4)(140) + (7)(105) + (6)(84) + (7)(60) (mod 420) = 2,219(mod420) or x = 119(mod420) and this implies that 119 is the least number of eggs in the basket.

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Likewise, the basket-of-eggs problem is often phrased in following form: One egg remains when the eggs are removed from the basket 2, 3, 4, 5, or 6 at a time; but, no eggs remain if they are removed 7 at a time. Find the smallest number of eggs contained in the basket. To solve the problem, we write the given as follows:

( )2mod1≡x

( )3mod1≡x

( )4mod1≡x

( )5mod1≡x

( )6mod1≡x

( )7mod0≡x

Numbers 3, 4, 5, and 7 are relatively prime. But

, 62 and 63 , thus 2, 3, and 6 are not relatively prime.

Hence,

( )3mod1≡x

( )4mod1≡x

( )5mod1≡x

( )7mod0≡x


( )3mod1140 1 ≡z or equivalently, ( )3mod12 1 ≡z . Hence z1 can

equal 2. Since 4 and 105 are relatively prime, there exists an



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equivalently, ( )5mod14 3 ≡z . Hence z3 can equal 4.



( )7mod04 4 ≡z . Hence z4 can equal 7.

Hence, x = z1M1 + z2M2 + z3M3 + z4M4 (mod 3•4•5•7) = (2)(140) + (5)(105) + (4)(84) + (7)(60) (mod 420) = 1,561(mod420) or x = 301(mod420) and this implies that 301 is the least number of eggs in the basket. Another problem was given by Yin-Hing (died 717). Find an integer having the remainders 1, 2, 5, 5, when divided by 2, 3, 6, 12, respectively. To solve the problem, we write the given as follows:

( )2mod1≡x

( )3mod2≡x

( )6mod5≡x

( )12mod5≡x

Numbers 2 and 3, are relatively prime. But , 62 and

63 , 66 , 122 , 123 and 126 thus 2, 3, 6 and 12 are not

relatively prime. Hence,

( )2mod1≡x

( )3mod2≡x


integer, namely 3, such that ( )( ) ( )2mod133 ≡ and there exists

an integer, namely 4, such that ( )( ) ( )3mod242 ≡ . Hence

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(3)(3) + (2)(4) = 17 or ( )6mod17≡x , which is congruent to 5

modulo 6 or ( )6mod5≡x , satisfies the congruences above.

Therefore the least integer that satisfies the congruences above is 17. The next problem was given by Bhaskara (born 1114). Find an integer having the remainders 2, 3, 4, 5 when divided by 3, 4, 5, 6 respectively. The given can be written as follows

( )3mod2≡x

( )4mod3≡x

( )5mod4≡x

( )6mod5≡x

Numbers 3, 4, and 5 are relatively prime. But , 64 and

63 , thus 3, 4, and 6 are not relatively prime. Hence,

( )3mod2≡x

( )4mod3≡x

( )5mod4≡x

We have M1 = (4)(5) = 20, M2 = (3)(5) = 15, and M3 = (3)(4) = 12. Since 3 and 20 are relatively prime, there exists

an integer z1 such that ( )3mod220 1 ≡z or equivalently,

( )3mod22 1 ≡z or ( )3mod11 ≡z . Hence z1 can equal 4.



( )4mod33 2 ≡z or equivalently ( )4mod12 ≡z . Hence z2 can



equivalently, ( )5mod42 3 ≡z or equivalently ( )5mod23 ≡z . Hence

z3 can equal 7.

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Hence, x = z1M1 + z2M2 + z3M3 (mod 3•4•5) = (4)(20) + (5)(15) + (7)(12) (mod 60) = 239(mod60) or x = 59(mod60) and this implies that 59 is the least positive integer solution. This problem was shared by Regiomontanus (1436-1476). Find an integer having the remainders 3, 11, 15 when divided by 10, 13, 17 respectively. The given in the problem was written as follows

( )10mod3≡x

( )13mod11≡x

( )17mod15≡x

Numbers 10, 13, and 17 are relatively prime. We have M1 = (13)(17) = 221, M2 = (10)(17) = 170, and M3 = (10)(13) = 130. Since 10 and 221 are relatively prime, there exists an integer z1 such that

( )10mod3221 1 ≡z or equivalently, ( )10mod31 ≡z . Hence z1 can







Hence, x = z1M1 + z2M2 + z3M3 (mod 10•13•17) = (13)(221) + (24)(170) + (6)(130) (mod 2,210) = 7,733(mod2,210) or

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x = 1,103(mod2,210) and x = 1,103 is the least positive integer solution. The next problem is common puzzle in many mathematics books. If the marbles in a bag are lined up in rows of 15 each, there are 4 left in the bag. If the marbles are lined up in rows of 8 each, there are 3 left in the bag. If the marbles are lined up in rows of 23, there are 10 left in the bag. What is the least number of marbles that initially could have been in the bag; and how many rows of 15, 8 and 23 were there? The given was written as follows:

( )15mod4≡x

( )8mod3≡x

( )23mod10≡x

Numbers 15, 8, and 23 are relatively prime. We have M1 = (8)(23) =184, M2 = (15)(23) = 345, and M3 = (15)(8) = 120. Since 15 and 184 are relatively prime,

there exists an integer z1 such that ( )15mod4184 1 ≡z or







equivalently, ( )23mod105 3 ≡z or ( )23mod23 ≡z . Hence z3 can

equal 25. Hence, x = z1M1 + z2M2 + z3M3 (mod 15•8•23) = (16)(184) + (11)(345) + (25)(120) (mod 2,760) = 9,739(mod2,760) or

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x = 1,459(mod2,760) and this implies that 1,459 is the least possible number of marbles needed. Likewise, there are 97, 182 and 63 rows if the marbles are lined up by 15, 8 and 23 marbles, respectively. Finally, the last problem is the most intriguing. Find The smallest number that has a remainder of 1 when divided by 2, a remainder of 2 when divided by 3, a remainder of 3 when divided by 4, a remainder of 4 when divided by 5, a remainder of 5 when divided by 6, a remainder of 6 when divided by 7, a remainder of 7 when divided by 8, a remainder of 8 when divided by 9 and a remainder of 9 when divided by 10. The given stated in the problem was written mathematically as follows:

( )2mod1≡x

( )3mod2≡x

( )4mod3≡x

( )5mod4≡x

( )6mod5≡x

( )7mod6≡x

( )8mod7≡x

( )9mod8≡x

( )10mod9≡x

Numbers 7, 8, 9 and 10 are relatively prime but

, 62 and 63 , 66 , 93 , 84 , 102 , 105 and 86 thus 2, 3, 6, 9

and 10 are not relatively prime. Hence,

( )5mod4≡x

( )7mod6≡x

( )8mod7≡x

( )9mod8≡x

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( )5mod4504 1 ≡z or equivalently, ( )5mod44 1 ≡z or ( )5mod11 ≡z .

Hence z1 can equal 6. Since 7 and 360 are relatively prime, there exists an


( )7mod63 2 ≡z or ( )7mod22 ≡z . Hence z2 can equal 9.







Hence, x = z1M1 + z2M2 + z3M3 + z4M4 (mod 5•7•8•9) = (6)(504) + (9)(360) + (5)(315) + (17)(280) (mod 2,520) = 12,599(mod2,520) or x = 2,519(mod2,520) and this implies that 2,519 is the least positive integer solution. The last problem can be solved in different ways. We are required to find the smallest positive number x such that x = 2n2 + 1 = 3n3 + 2 = 4n4 + 3 = . . . = 10n10 + 9 where n2, n3, n4 . . . , n10 are integers. If we add 1 to both sides of the equation, we have: x + 1 = 2n2 + 2 = 3n3 + 3 = 4n4 + 4 = . . . = 10n10 + 10 or

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x + 1 = 2(n2 + 1) = 3(n3 + 1) = 4(n4 + 1) = . . . = 10(n10 + 1). In other words, for every number that satisfies the condition of having the given remainders, x + 1 is common multiple of the integers from 2 to 10. We then find the least common multiple of the integers 2 to 10, which is 2520. Subtract 1 from 2520, and the resulting number will then satisfy the conditions of the problem. Another approached to the problem is the rules of divisibility. Follow the rules of divisibility to arrive at the following clues:

i) it has a remainder of 1 when divide by 2, the number is odd;

ii) it has a remainder of 2 when divided by 3, the digital root of the number is either a 2, 5 or 8 (or 11, 14, 17, etc);

iii) it has a remainder of 4 when divided by 5, the number ends with either 4 or 9;

iv) it has a remainder of 8 when divided by 9, the digital root is 8 or 17, 26, etc, but since the digital root 17 is common in 3 and 9, I used 17;

v) it has a remainder of 9 when divided by 10, the number ends in 9.

Since the number ends with 9 and has a digital root of 17, it should be included in the sequence 89, 79, 359, 449, . . . , The smallest number in the sequence is 2519 As the results of the analysis above, I have found out that the following rule could be applied. If n = n1 (mod m1) n = n2 (mod m2) ... n = nk (mod mk)

141

where n1 = m1+ 1, n2 = m2 + 1, n3 = m3 + 1, . . nk = mk + 1 then, n = lcm(m1•m2• m3•m4••. . .• mk) -1.

Similarly, if n = n1 (mod m1) n = n2 (mod m2) ... n = nk (mod mk) where n1 = n2 = n3 = . . . = nk then, n = lcm(m1•m2• m3•m4••. . .• mk) +1.

If we apply the first rule in the last problem, we found out that the lcm(2,3,4,5,6,7,8,9,10) = 2•2•2•3•3•5•7 = 2520. Thus, the least positive integer n = lcm(2,3,4,5,6,7,8,9,10) – 1 = 2,519. On the other hand, if we apply the second rule in the basket of eggs problem stated below. One egg remains when the eggs are removed from the basket 2, 3, 4, 5, or 6 at a time. Find the smallest number of eggs contained in the basket. The lcm(2,3,4,5,6,) = 60. Thus the least possible number of eggs to satisfy the condition is n = lcm(2,3,4,5,6) + 1 = 61. Conclusion As the results of the analysis, the following rules were formulated. Rule 1: If n = n1 (mod m1) n = n2 (mod m2)

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... n = nk (mod mk) where n1 = m1+ 1, n2 = m2 + 1, n3 = m3 + 1, . . nk = mk + 1 then, n = lcm(m1•m2• m3•m4••. . .• mk) -1. Rule 2: If n = n1 (mod m1) n = n2 (mod m2) ... n = nk (mod mk) where n1 = n2 = n3 = . . . = nk then, n = lcm(m1•m2• m3•m4••. . .• mk) +1.

Recommendations In the light of the findings and conclusions, the researcher recommended to conduct a more rigid and similar studies to determine the other properties of the Chinese Remainder Theorem problems. The findings here have implications for further research.

BIBLIOGRAPHY Kong, Q.-P., Wong, N.-Y. and Lam Ch.-Ch. (2004) The

relationship between student engagement and learning outcome in mathematics classroom: an investigation in Shanghai. In J. Wang and B. Xu (eds.) Trends and challenges in mathematics education. Shanghai, China: East China Normal University Press.

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Lam, Ch., Ma, Y., Wong, N. (1999) Teacher Development,

Not Accountability Control, Is the Key to Successful Curriculum Implementation: A Case Study of Two Primary Schools in Northeast China. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada, April 19-23, 1999.

Li, Sh. (2004) Does practice make perfect? In J. Wang and

B. Xu (eds.) Trends and challenges in mathematics education. Shanghai, China: East China Normal University Press

Siu, M.-K. (1993) Proof and Pedagogy in ancient China:

examples from Liu Hui’s commentary on Jiu Zhang Suan Shu. Educational Studies In Mathematics

Taplin, M. and Yin, K.L. (1996) Critical moments in a

teacher’s attempts to introduce discussion-based teaching into a secondary mathematics programme. In P.C. Clarkson (ed.) Technology in mathematics education proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia (MERGA) June 30-July 3, 1996 at The University of Melbourne.

Turner, R. (1994) Sex differences in mathematical

performance among Chinese middle school students. In G. Bell, B. Wright, N. Leeson and J. Geake (eds.) Proceedings of the 17th annual conference of the Mathematics Education Research Group of

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Australasia (MERGA): Challenges in mathematics education: Constraints on Construction, 1(2).

THE PROFILE OF THE SELF-CONCEPT

OF COMMERCIAL SEX WORKERS

By: Remedios C. Neroza

Introduction Prostitution is a social problem that is more serious and critical than any of the popular recognized sociological problems that confront the Philippine urban areas today. It is the indiscriminate provision of sexual relation of return for immediate money. It is an occupation that been known for thousand years (http//www.yahoo.com 2005), The Philippines ranks fourth among the countries with the most number of commercial sex workers. This was supported by the study of the Psychological Trauma Society, which stated that prostitution is the country’s fourth largest source of Gross Nation Product. Layug (2002) of the Department of Social Welfare and Development of Region I said that prostitution in Pangasinan has become alarming. The province, has actually, the highest number of commercial sex workers in the Ilocos Region followed by La Union, Ilocos Norte and Ilocos Sur. How the person perceives himself is, sometimes, influenced by his occupation. Loevinger (1997) further suggest that the ability to form self-concept increases with age, intelligence, education and socioeconomic level. As a

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person develops, he gradually forms stereotype, conventional and socially acceptable concept of himself. Statement of the Problem The aim of this study is to determine the self-concept of the commercial sex workers in relation with their profile. Specifically, it sought to answer the following:

1. What is the profile of the respondents as to: a. age; b. educational attainment; c. number of siblings in the family; d. parent’s educational attainment; and e. monthly family income?

2. What is the self-concept of the respondents? 3. Is there a significant relationship between the

respondents’ profile and their self-concept? Importance of the Study The result of the investigation hoped to help the respondents have realistic concept of them. This may lead tem to have better self-acceptance. The government and non-government institution, knowing the findings of this study, may be able to strengthen their programs/projects that would address the concerns of the commercial sex workers. Scope and Limitations This study focused on the description and analysis of the respondents profile and their self-concept as measure by the Self-Concept Test. It involved ten (10) respondents

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working as commercial sex workers in Dagupan City, Pangasinan during the school year 2006-2007. Methodology Research Design The study made use of descriptive method of research. The objective of the study is to describe the personal profile of the commercial sex workers and their self concept as measure by the Self-Concept Test. Population Sampling and Locale Because it is difficult to find a large number of commercial sex workers who are willing to become respondents of the study, the purposive sampling technique was utilized. Purposive sampling technique (Ardales, 1993) is a design in which the researcher has to use his good judgment in selecting the respondents who best meet the purposes of the study. There were ten (10) respondents who signify their willingness to participate in the study. Data Gathering The main instrument used in this study were the questionnaire that pertains on the profile of the respondents and the Self-Concept Test by De Leon and Viloria (2004). This test has a reliability of 0.64980 and validity of 0.20873. It measures 18 characteristics, which include self-confidence, kindness, intelligence, sociability, independence, humor, emotional maturity, generosity, understanding attitude, personal appearance, perseverance, thoughtfulness, religious sense, courage,

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conscientiousness, tactfulness, leadership and assertiveness. Data Analysis The study made use of frequency counts, percentage, average weighted mean, and Pearson Product Moment Correlation Coefficient facilitated by the Statistical Package for Social Science (SPSS) program. The result of the Self-Concept Test were analyzed and interpreted based on the arbitrary of the Self-Concept Test Manual. Average Weighted Mean (AWM) Description Category

3.6-5.0 High 2.5-3.5 Average

1.0-2.4 Low Results and Discussions Respondents’ Profile Table 1,2,3 and 4 describe the respondents’ profile in terms of their age, educational attainment and the number of siblings in the family, parents’ educational attainment and family monthly income.

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Age and Education Attainment Table 1. Respondents’ Age and Educational Attainment ================================================ Educational Attainment Elementary Graduate High School Graduate Total Age f % f % -------------------------------------------------------------------------- 16-18 7 70 7 70 13-15 2 20 2 20 10-12 1 10 1 10 --------------------------------------------------------------------------Total 10 100 10 100 ================================================ The age of the respondents revealed how old they were during the conduct of the study. In this study, it is categorized into three brackets, i.e. 10-12, 13-15 and 16-17 years old. There are many factors contributory to the person’s getting of an occupation, educational attainment may be considered essential. It means more exposure to new ideas and involvement thereby creating new ambitions and new experiences that could result to one’s success in his work. It is noticeable in Table 1 that majority of the respondents were high school graduate whose age ranges

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from 16-18 years old. Hurlock (1993) describe such age bracket as the late stage of adolescence. This recent findings has a relationship with the study conducted by Renden (2005) between the two Northern Thai villages. She found that educational attainment predicted the odds of a girl being entered into hazardous labor and the age at which occurs. Number of Siblings in the Family The table below further reflects the number of siblings in the family of the respondents Table 2. Number of Siblings in the Family ================================================ Number of Siblings f % -------------------------------------------------------------------------- More than 5 (Big) 6 60 4-5 (Average) 2 20 1-3 (Small) 2 20 ------------------------------------------------------------------------- Total 10 100 ================================================ It could be noted from table 3 that majority of the respondents (6 or 60%) came from a family with more than 5 children. This implies that the respondents belong to a big family. The present findings contradict Landis’ (1993) study, which stated that families with small children tend to have less pressure on children to achieve and less economic

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pressure. More attention given to the children could help them shape better attitudes and behaviors. Parents’ Educational Attainment Table 3 further shows the respondents’ profile in terms of their parents’ educational attainment. ================================================ Father Mother Educational Attainment f % f % -------------------------------------------------------------------------- College Graduate 2 20 High School Graduate 4 40 6 60 Elementary Graduate 4 40 4 40 -------------------------------------------------------------------------

Total 10 100 10 100 ================================================ It can be gleaned from the table that only few of the respondents’ father (2 or 20%) was able to earn a degree in college, while majority of the respondents’ mother was able to graduate high school. This showed that the respondents’ father was a bit more educated that their mother. This findings is related with Renden (2005) study among Northern Thai children, which revealed that poverty

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and lack of parental education, somehow, were the driving forces behind hazardous labor and trafficking. Family Monthly Income Table 4 reflects the profile of the respondents in terms of monthly income of the family. This income is an aggregate earnings of the parents and their children Table 4. Monthly Family Income ================================================ Income Bracket f % ------------------------------------------------------------------------- Php 11000- Php15000 1 10 Php 6000- Php10000 Php1000- Php5000 9 90 -------------------------------------------------------------------------- Total 10 100 ================================================ The data from table 4 reflects that majority (9 or 90%) of the respondents’ family monthly income was Php1000 to Php5000. Based from the interview of the researcher among the respondents, they reported that their parents did not have stable job for they work in contractual basis only. Their father work as security guard, construction worker and factory worker while their mother were full time housekeeper. The respondents’ further said that such an income of the family could hardly support the basic needs of the children, which made them work as commercial sex workers that would help their parents somehow augment their income.

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Respondents Self Concept The self concept of the respondents as measured by the Self – Concept Test is described in Table 5. This test measures 18 factors that determine one’s self-concept. Table 5. The Respondents’ Self Concept ================================================ Factor AWM Descriptive Category ------------------------------------------------------------------------- Self-confidence 3.8 High Kindness 3.2 Average Intelligence 3.7 High Sociability 3.3 Average Independence 3.0 Average Humor 3.8 High Emotional Maturity 3.5 Average Generosity 3.0 Average Understanding Attitude 3.4 Average Personal Appearance 3.9 High Perseverance 3.9 High

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Thoughtfulness 3.2 Average Religious Sense 3.7 High Courage 3.9 High Conscientiousness 3.4 Average Tactfulness 3.2 Average Leadership 2.9 Average Assertiveness 3.5 Average ------------------------------------------------------------------------- Total 3.4 Average ================================================ Based on the result of the respondents’ Self-Concept Test, they revealed that the respondents lends to perceive themselves to be high (AWM = 3.8) in self- confidence. That is, they lend to be reliant to their capacities. They lend to be comfortable in speaking to large group of people. Moreover, they tend to perceive themselves to have high (AWM – 3.7) intelligence. They tend to regard themselves to have high reasoning ability, knowledgeable and with good memory, Likewise, the respondents tend to see themselves to have good sense of humor (AWM – 3.8). They tend to view themselves as lively, witty, amusing or funny. Further, the respondents tends to view themselves to be high (AWM – 3.9) in personal appearance. This could be

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interpreted that they tend to like and have utmost regard on themselves, have positive attitude toward their body. Likewise, they tend to perceive themselves to be healthy and have to pay great attention of their personal grooming and cleanliness. The respondents, likewise, tend to view themselves to be high (AWM = 3.9) in perseverance. This implies that they tend to pursue and continue whatever they have started despite difficulties or opposition. They further tend to regard themselves to have high (AWM = 3.7) religious sense. This could be interpreted that they tend to have strong faith and confidence in God. Lastly, they tend to have high (AWM = 3.9) courage. That is, they tend to be brave and fearless in meeting difficulties and challenges. Generally, however, the respondents perceived themselves to have average (AMW = 3.3) self-concept. They tend, on the average, to view themselves to have stable or normal concept of themselves. The Profile and the Self-Concept of the Respondents Table 6 presents the relationships between the respondents; profile and their self-concept Table 6. Relationship between the profile and self concept of the respondents ================================================Self Concept No. of Siblings Mothers Educational Factors Age in the Family Attainment -------------------------------------------------------------------------Intelligence -.736 Generosity -.736 -.868

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Understanding Attitude -.681 Assertiveness -.696 ------------------------------------------------------------------------- Critical Value */- .650

Age and Generosity (-.736 vs .650) In terms of age and generosity of the respondents, it appeared from the results that a significant negative relationships exist. This could mean that younger respondents tend to be more generous. They tend to perceive themselves to be lavish and novel and tend to forget themselves for the sake of others. Age and Understanding Attitude (-.681 vs .650) Likewise, a significant inverse relationship exist between the respondents’ age and understanding attitude. This could be interpreted that the younger the respondents tends to view themselves to have high or better understanding attitude. Younger respondents tend to be considerate and sympathetic to other people. They tend to be cautious and forbearing. Number of Siblings and Generosity (-.668 vs .650) The number of siblings in the family is inversely related with the respondents’ generosity. This implies that the respondents with smaller number of children in the family tend to be more generous, that is, they tend to be lavish and novel, tend to forget themselves for the sake of others. Number of Siblings and Assertiveness (-.698 vs .650)

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A significant negative relationship exist between the mother’s educational attainment and intelligence of the respondents. This signifies that those whose mothers have low educational attainment tend to perceive themselves to be intelligent. They tend to view themselves to have good reasoning ability, with good memory and to be knowledgeable. Conclusion In view of the aforementioned findings, the following conclusions were drawn:

1. Majority of the respondents, in terms of age, belongs to the adolescence stage and was able to earn high school education. A lot of the respondents came from a family with big number of children. Most of the respondents’ mother was able to finish high school. The respondents’ monthly family income was below the poverty line.

2. The respondents’ viewed that they have average self-concept.

3. There is a significant relationship between the respondents’ profile (age, number of siblings and mothers educational attainment) and their self-concept (generosity, understanding attitude and intelligence).

Recommendation Based from the findings and conclusions of the present study, a Self-Concept Program may be proposed. This program would aim to sustain the good perception of the respondents about themselves. Likewise, this program would help the respondents develop congruency between

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how and they perceived themselves and who they actually, are. References Adler, A. (2003)Theories of Personality. New York: Mc Millan Publishing Company. Anastasi, A. and Urbina, S (2001). Psychological Testing, 7th Edition, Singapore Prantice Hall International. Aquino, G.V. (2000)Essentials of Research and Thesis Writing. Manila: Phoenix Publishing House, Inc. Ardales, V.B. (2000) Basic Concept and Methods of Research, Cubao, Quezon City: Great Books Trading Cordero, J.V. & et.al. (2000) Philippine Encyclopedia of Social Work, Volume I, Manila: National Bookstore Garcia, M.B. (2001) Social Problems in the Philippines Context, Manila: National Bookstore. Hurlock, E. (2003) Developmental Psychology: A Life Span Approach, New York: International Universities Press .

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READINESS OF MATHEMATICS STUDENT TEACHERS

IN PLANE GEOMETRY

By: Brigida L. Cargado

Introduction: One aspect of math education program is the teaching of Geometry in the secondary schools. Success on this aspect depends greatly upon the teachers. If the teachers qualification and background, they can create a teaching-learning environment conducive to the realization of the objectives of the secondary school Geometry Program. The focus of this study is directed on the Math teachers’ knowledge of content, techniques and approaches in teaching this subject. Statement of the Problem: This action research aimed to give light to the Readiness of Mathematics Student teachers in Plane Geometry. Specifically it sought answers to the following questions.

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1. What is the profile of student teachers in terms of the following: a. Sex b. Age c. Grade in Plane Geometry 2. What is the performance of student teachers in the test on Geometric concepts and principles? 3. What is the relationship between student teachers’ grade in Geometry and the level of performance in the test? The respondents of this study were 24 fourth year BSE Math Majors, who had their practice during the 1st semester of school year 2007-2008. To test the Level of Readiness, the descriptive method of research was employed in this study with a personal data sheet (Part I) and a test on Geometric Concepts and Principles as the main tools for gathering the needed data. The reliability of the test is based on the test questions used by Clarita Salting Valdez in her study “An Assessment of Teachers’ Knowledge of Geometric Concepts and Principles. The Geometric Concepts and Principles were classified as definitions, postulates and theorems. There were twenty (20) questions for each type of Geometric Concepts and Principles constructed by the writer. Most of the items were in cognitive domain and very few involved computation or application. Below is arbitrary scale to interpret the test result :

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Score Verbal Equivalent 50 – 60 Very High Readiness 40 – 49 High Readiness 30 – 39 Ready 20 – 29 Low Readiness 10 – 19 Very Low Readiness Findings: 1. There are 17 females and 7 males out of the 24 respondents. 2. 19 of the respondents are aged 19 to 20; 3 are aged 21 to 27 and 1 aged 23 to 24. 3. More than 50% of the grades of the student teachers in Plane Geometry range from 77 to 82; more than 30 % of them have grades range from 83 to 93 and 8% have grades from 75 to 76. 4. The data shows that greater of the respondents have High Readiness; one of them has Very High Readiness and 3 are just ready to Teach Geometry. 5. As per result of the test on Geometric concepts and principles the student teachers found out that a. definitions were easy b. analysis and applications of theorems were quite difficult.

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Conclusion: 1. Majority of the respondents are females and majority of them are aged 19 to 20. 2. Majority of the respondents have grades in Plane Geometry w/c range from 77 to 82. 3. As to the Level of Readiness in Teaching Plane Geometry, majority of the respondents have High Readiness. 4. There is no relationship between student teachers’ grades in Plane Geometry and the Level of Readiness. The test was more on the cognitive domain; thus the student teachers are very familiar with the topics/content in Geometry. Students’ grades in Plane Geometry is not based only on the familiarization of topics but also in the applications of theorems and postulates also in proving theorems problem solving. Recommendations: 1. Readiness of mathematics Student Teachers in Plane geometry should

be sustained in terms of a. delivery / methods and strategies b. lesson management as in lesson planning use of visual aids c. computational ability 2. Additional courses in Geometry in the graduate level and attendance

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in in-service training program in Mathematics especially in Geometry like seminars and workshops strengthen knowledge of Geometry Concepts and Principles. References: Rosales, Elenita R. and Deauna, Melecio C. 1990. Integrated Mathematics III. Phoenix Press, Inc. Quezon Avenue, Quezon City. Rucker, Walter E. and Dilley, Clyde A. 1979. Health Mathematics. D.C. Health and Company, Lexington, Massachusetts, Toronto.

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STATUS OF THE COMPREHENSIVE LAND USE PLAN OF BAGUIO CITY

By: Joanne C. Rivera

Introduction

The Local administration is one of the

planning sectors of the Comprehensive Land Use Plan. It includes analysis of the organization management, fiscal management, and regulatory controls. It is an integrating system for the prioritization and eventual implementation of all identified development projects and activities within the locality. Local governments are viable organs for the performance of local functions as local affairs can best be regulated by the people in the locality rather than by the central authority. While development and growth may be met by the private sectors and state governments alike, the manageability and maintenance of these efforts can best be met by the governments closer to the resources and closer to the people. Thus administration is best performed at the level of local government. Through the granting of local autonomy, Local Government Units exercise basic powers to best serve the interest of their constituents. This also ensures the fullest development of the LGUs as self-reliant communities and makes them more effective partners in the pursuit of national development and progress. The role of the Local government units may be examined in four (4) different management concerns as well as the attendant problems in these areas namely: organizational development; human resource development and management, financial management and internal controls.

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At present, the driving forces for modifying local government can be found internally in the form of the additional responsibilities lodged on local authorities by virtue of devolution and externally in terms of fast-paced global changes and competition and their pressure for organizational relevance particularly public ones. The first concern of Local government is organizational development. It is evident that the need for organizing for devolution is necessary because clearly the expansion of powers of local government in development planning and development finance eventually revealed the inadequacy of existing organizational set-ups and managerial procedures. It became obvious that local autonomy was not a pure and simple act of transferring existing programs and their corresponding resources, and loosening ties between national government departments and LGUs. Instead it is proving to be an evolving process entailing local determination of its own needs, local discovery of appropriate tools to address those needs and local interpretation of the changes happening around them.

In addition to that, there is also a need for organizing for economic promotion because of the growing demands by a ballooning populace. Indeed, decentralization has paved a way for a pro-active local government involvement in economic development by giving greater local authority to create intervention schemes in land use and management, infrastructure, finance and services. Based on the foregoing, economic promotion by local governments is viable therefore for two reasons: first, LGUS command a high degree of political visibility that is beneficial to pursuing economic programs, and second is for fiscal consideration, in order to augment LGU income from tax and stimulate job creation and demand for goods and services in the locality.

Aside from economic development, people’s participation is essential to ensure democratic governance. Enabling people’s access to policy making, the Code provides for the creation of special bodies and committees that generally act as advisers to

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the local chief executive and perform evaluation functions concerning development programs. They likewise, serve as checks on the chief executive’s prerogatives.

The local civil service is another area of the local government system. Organizational strategy to be effective should be aligned with human resource management strategies this is in order to ensure the efficient and effective performance of the Local Government Unit.

Today local authorities hardly practice systematic planning, because of technical incapability and/or a simple lack of recognition of its importance. Local governments are intensely inured in the old and conventional methods of human resource management. There is a tendency to succumb to political patronage and to allow political influence in organization and management.

It is not uncommon that some offices are overstaffed, while others are understaffed, the positions are created to accommodate political recommendees, that some employees are assigned to positions not suitable to their skills and abilities, that some remain employed when they should have been terminated, that no reduction in work force takes place at all despite reorganization or “streamlining” programs. The role of the Human Resource Office is therefore crucial in determining the training needs and learning needs of the employees and even the officials in the local government. The traditional way of asking people to sign up for areas they would like to receive capability-building on should be supplemented with more interactive and continuing process of dialogue between the Human Resource Officer and the individual concerned. The design of useful instruments in assessing these needs should be coupled with support from the chief executive for everybody to make the process a fruitful one.

Indeed, there is a need to conduct continuing management development and capability-building programs for local officials and employees.

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Financial management is another critical concern in local government. Local governments as political subdivisions of the state are vested with political powers, including the power to create their own sources of revenue and to levy taxes, fees and charges.8 The mobilization of physical and human resources in the LGUs is facilitated by their financial system.

Today, financial management in a decentralized setting has changed little in terms of its linkages with local development planning, but a lot more room for creativity in income generation. It is evident that, Intergovernmental relations need adjustments to guide LGUs in carrying out development activities. Local financial personnel also need the necessary equipment and skills to maximize the opportunities provided by the Code. Budgeting, on the other hand, should reflect the determination of authorities to make local autonomy work to their advantage. Indeed, the entire local government organization should be geared towards managerial precepts and equipped with working financial systems to lessen the adverse impacts of changes in top leadership when programs are already under way.

The fourth management concern in local government is accountability and controlling. In reference to this, it is obvious that the design and creation of control systems is vital to attaining LGU objectives and to serve as feedback mechanism for quality management in local government.

The maintenance of a functional administrative machinery that ensures the effective delivery of public services is a basic concern of the city government of Baguio.

The administrative machinery can be best described by the services extended by the local government unit. For instance, socio-economic services are extended to the public; the extension of these services are supported by physical and social infrastructure; the system of providing the service is regulated and controlled by separate units.

In the organizational set-up, line authority emanates from the Local Chief Executive. Implementation of government

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programs and projects are delegated to the concerned implementing department/offices i.e. health care to the Office of the City Health Officer; construction and repair of roads and bridges to the Office of the City Engineer, etc. Fiscal management on the other hand is an area of responsibility of the Offices of the Accountant, City Treasurer and City Budget Officer. Other services like education are extended by the national government agencies-Department of Education for instance.

The Executive branch is constituted by seventeen departments. Three of these department administer the City’s economic enterprises, e.g. the City Abattoir by the Office of the City Veterinarian and the City Sewerage Treatment Plant by the Public Utilities and Services Office, while the City Market by the Office of the City Treasurer.

The Legislative Branch is under the direction and supervision of the Vice mayor who serves as the Presiding Officer of the Sangguniang Panlungsod. It is made up of the Sangguniang Panlungsod itself and the Office of the City Secretary. (Refer to Appendix G for the description of General functions and activities undertaken by the City departments).

Just like any other Local government unit, majority of the Offices in the City government of Baguio failed to satisfy the requirements of Memorandum Circular No. 19 series of 1992 of the Civil Service Commission, in respect to the required organizational structure for departments. As enunciated under the said MC, each department must have at least four divisions and each division must have two sections, comprising of at least three personnel for each section. As observed by the participants in the Planning Congress of 1994, the city government has a poor organizational make-up.

As pointed out in the final report of the Baguio Dagupan Urban Planning Project, there are weak spots in the organizational structure resulting to weak horizontal links, fragmentation of resources, planning, implementation and budgeting functions over the seventeen departments of the city.

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In most instances minor office decisions are always referred to the mayor, like the design and implementation of the city’s organizational structure and staffing pattern, recruitment and selection and incentives is vested with the City Mayor and the Members of the Sangguniang Panlungsod. Centrality of decision-making is still largely dependent on the Chief Executive which results to bureaucratic red tape. The need to curtail these menaces in the local government of Baguio is therefore necessary to have effective and efficient delivery of services.

From the foregoing, local administration interventions therefore become instruments for change through careful harnessing of inputs from LGUs and the people. In LGUs careful utilization by the leadership of human resources, financial resources, and their own powers can successfully bring about mediation of change through organizational development, human resource management and development, financial management and internal control.

These interventions on the other hand need further boost from the people. As the Local government Code provides, people participate in local governance through representation in local special bodies, assistance in providing alternative delivery system, undertaking joint economic venture with the LGU and providing checks to maintain democratic accountability. If efforts from the LGU and the people are sustained, then intervention will lead to local development outcomes to propel and sustain social and economic development, and enhance democratic governance.

Conceptual Framework

The concept of this study is that if the City government of Baguio maintains functional administrative machinery in governance, effectiveness and efficiency in the delivery of public services to the people will be met.

The attainment of this concept will only be realized by studying the extent of management and areas of concern in planning for the local administration sector. The perceptions of

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every official regarding the procedures to be undertaken prior to the implementation of the City’s programs and projects is a very important factor in attaining such objective.

Republic Act 7160 or the Local Government Code of 1991 (LGC) has transformed the local government units (LGU) into self-reliant entities and active partners in the attainment of national goals through a more responsive and accountable local government structure anchored on a system of decentralization. All these point to a more autonomous LGU that can have a charter and direct its own development. For the LGU to comply with its mandates effectively it must have the appropriate structure, systems and procedures as well as a capable work force supported by adequate fiscal resources. The local administration sector’s scope thus includes local governance and fiscal administration. Under local governance, it analyses the following: 1) organizational structure which conveys the basic services and defines the functions of the different offices as essential to the promotion of the general welfare; 2) personnel administration which seeks to promote a capable human resource that supports career development. 3) participatory governance which adheres to a participatory development process; 4) development communication which advocates for a transparent implementation of government programs and projects;

Under fiscal management, it analyses the City’s income and expenditure demand for a transparent and effective collection of tax revenue and economical expenditure.

Local Governance

In providing for a meaningful local autonomy, the LGUs are empowered to be more responsive and accountable in their respective local governance. This includes a responsive organizational structure, effective and efficient personnel, adherence to participatory development process, use of modern technology, and transparent development communication.

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1. Baguio City’s Organizational structure Section 76 of the Local Government Code, generally

provides the basis for the LGU in designing and implementing its organizational structure and staffing pattern based on the following: 1) service requirements; 2) financial capability; 3) standards and guidelines prescribed by the Civil Service Commission. Moreover, Section 17, LGC, enumerates the basic services and facilities of a city. The corresponding needed offices are also enumerated and categorized as mandatory and optional. At least there are 14 mandatory offices enumerated by the LGC. The optional offices are dependent on the actual service needs within a city. Nevertheless, the mandatory offices should be understood as directory and not as mandatory perse. That is, the City’s organizational structure should not only be limited to the enumerated offices but it can even create offices which are essential to the promotion of public welfare.16 This also implies that the LGU can also collapse positions which are deem not necessary.

With the changing socio-economic environment of Baguio and innovation of laws, there is a need for an in-depth study of the effectiveness of the existing organizational structure. For instance, The Civil Registrar is presently a division under the City Health Office with only five (5) staff. But due to the rapid increase of population it caters now to 200 clients per day. So their claim of being undermanned is justified. Moreover, a proactive and responsive organizational structure will correct current reactive practices of collapsing and creating positions as the need arises. This will minimize the hiring of a yearly average of 149 casual/contractual employees. This will eventually redound to cost savings.

2. Personnel Administration Section 77 of the LGC has vested to the local chief executive

the responsibility for human resource and development in accordance with service laws. Also, the authority to employ emergency or casual employees provided, hired through job orders for authorized local projects without need of approval by the Civil

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Service Commission but the period shall not exceed for six (6) months.

The City government through the approval of its legislative body has created the OCHRMO based on Section 17, LGC as one department to be responsible in the personnel management but retaining the wide latitude of discretion to the Mayor as the appointing officer.

There are two (2) stages of the whole process of hiring. First stage, the recruitment and selection process. This follows at least nine (9) steps. Second step, the appointment process, this has seven (7) steps. It has been observed that these processes usually take over a year or more. But accordingly, the whole process cannot be shortened as the steps are procedural in nature. Nevertheless the whole process can be fast tracked as the problem is not on the procedure but more on the attitude as reflected in non-compliance of set deadlines, inaction, and misfeasance and poor coordination. This is what is making the whole process prolonged. Nevertheless in order to augment the required personnel, the City government had been hiring casual/contractual employees through job orders.

Officials and employees of the government being the frontline workers are the most valued resources that can be developed and tapped in the delivery of basic service. Training programs surely enhance the competence, morale, and performance of employees. Human resource development is one of the major thrusts of the OCHRMO. The office was given a yearly budget for training and career development of qualified City government employees. The Human Resource Office in cooperation with the Civil Service Commission conducted various trainings, seminars, activities focused on administrative management. Moreover the City has been sending technical and international trainings to further develop their technical know-how on their respective specializations.

So, generally, the City’s personnel are being given the necessary opportunity to enhance their skills, capabilities, and

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specializations for more effective and efficient public service. Nevertheless, more often than not, inputs are not being reechoed after the training/seminars despite instructions to do so. This indicates a lack of coordinatio0n within the different departments if not lack of opportunity for the participants to do so. As a result, training and seminars are just opportunities to get individual credits. The OCHRMO in this regard has been emphasizing the importance of planning, transparency, leadership, meeting targets, and maximum performance. That is, every staff should be professional and transparent enough working as a team toward the different department’s goals and objectives. As it has been said “Trabaho lang walang personalan.”

3. Participatory Development Process. A “Public Office is a public trust”. 21 This was highlighted during the impeachment period, as was actually the basis of the No. 3 Articles of impeachment. This has been indoctrinated through seminars, conferences, and various forums to the City’s Officials and employees. The advocacy extends to the stakeholders as a strategy to enhance transparency and system of check and balance.

The local Chief executive is responsible for the execution of national and local laws, rules, regulations and policies and the implementation of development programs and projects, Nevertheless, the essence of good governance lies not only in the capability of the mayor himself but on a system and procedure that guide both legislative and executive decision-making. Here lies now the importance of development planning process as a keystone for governance. In lieu of this, the city operates through a system of participatory governance.

As to communication, as an important factor in governance, it has been observed that there is a lack of comprehensive advocacy on the City’s programs and services to the constituent. The point here is that, each department should not be advocating their respective agenda independently from other department. Another observation is that the system of

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participatory governance lacks political will. That is, there is no continuity in the program development because prioritization is dependent on the incumbent officials.

Management Information System: An important tool in Local Governance.

Cognizant of the critical importance of an information systems plan (ISP) which aims to direct the application of information technology of the City government of Baguio.

The formulation of the ISP is in compliance with National Computer Center Memorandum Circular No. 93-3.

The Information System Plan is being adopted as a policy tool to ensure information technology application in strategic areas of government concern. With this in mind, then City Mayor Hon. Mauricio G. Domogan created Memorandum Circular No. 51, Series of 1998, creating the Management Information System (MIS) Project Management Team and Memorandum Circular 100, Series of 1998, creating the Management Information System Executive Committee as technical arm of the MIS Project Management Team, with main functions of developing the computerization program and overseeing the implementation of various Information Technology Projects.

The goal of the MIS is to make the City of Baguio by the year 2004 the Center of Information and Technology in the region that is globally competitive and environment-friendly through state-of-the-art and user-friendly technology managed by committed and dedicated leaders in providing quality public services. Specifically, the city government shall have:

A) Installed information system that will support the administration and planning functions of the city government;

B) Established a networked system of micro-computers for coordinated office automation;

C) Enhanced revenue generation and collection functions of the City government;

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D) Streamlined operations to better serve citizens who transact business with the city government;

E) Established a data center-a repository of all the relevant data needed by the city government and the capability to continuously maintain the accuracy of these data.

F) Promotion of the transparency policy of the government and accountability of public officials since, the city government always believes in transparent governance, one of the main aims of the development of information systems is to curb corruption.

It has been observed that since the first personal computer arrived in 1988, there has been no extensive and drastic efforts to maximize the use of the computers as powerful tools. The following practices are still prevalent up to now: slow response time to client’s request, still manual filing and records management, untimely preparation of management reports, and slow preparation of documents. 4. Development Communication

Development Communication refers to the communication agency of the Government. The office of the Public Information Officer (PIO) spearheads this. One of the agency’s concerns is the advocacy on the implementation of development programs and projects of the LGU as contained in the formulated Medium Term development Plan. The Office of the PIO has been performing its functions well, nevertheless, the identified problem here is the prevailing cultural-problem. That is, the people tend to believe only in the mayor himself. Another problem is that memoranda/reports are not being read. The office also lacks facilities and funds to be more effective. The said office has to improve its program for a more transparent and efficient advocacy on the implementation of government programs and projects.

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Development Finance

The local government Code of 1991 has opened avenues for the local government units to exercise autonomy in local governance to achieve greater empowerment and fast track development. Of these basic functions, local development planning and investment programming are vital to enable to achieve comprehensive development through a balance between resource allocation and addressing actual development needs expressed as programs and projects. Sustaining an urban center entails a lot of fiscal resources. There is more demand for services that have always been increasing compared to the available resources. Resources represent the lifeblood of the government. The local government chiefly depends on its tax collections, other fees, share from the national taxes, and its economic enterprises to manage and support its development. While the collecting capacity of the city has improved, it is still far from being satisfactory. The lack of manpower is still a factor attributed to this setback another is due to delinquent taxpayers who fail to settle their obligations.

In this study, therefore the Local Administration Sector as a component of the Comprehensive Land Use Plan of Baguio City is the dependent variable. The independent variables are the perceptions on the Level of Awareness on the Programs and Projects embodied under the Medium-Term Development Plan of Baguio City 2001-2004; perceptions on the Level of Effectiveness of project and program implementation in the Local Administration Sector; and the perceptions on the Degree of Seriousness of Problems Encountered in the Local Administration Sector. The moderator variable is: the Officials and employees of the City Government of Baguio and the administrators of other implementing agencies. Figure 1 shows the paradigm of the study.

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Figure 1: Paradigm of the Study

Independent Variable

1. Perceived Level of Awareness

on the Programs and Projects

embodied under the Medium-Term

Development Plan of Baguio

City 2001-2004.

2. Perceived Level of

Effectiveness of project and

program implementation in the

Local Administration Sector

3. Degree of Seriousness of

Problems Encountered in the

Local administration Sector

Dependent Variable

Status of the Local

Administration Component of

the Comprehensive Land Use

Plan of Baguio City

Moderator Variable

Group

a.) LGU Officials and

Employees

b.) Implementing agencies

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The Problem

The major purpose of this study was to determine the status of the Local Administration component of the Comprehensive Land Use Plan of Baguio City 1998-2008. The following specific problems were investigated: 1. What is the level of awareness of the respondents on the Programs and Projects embodied under the Medium Term Development Plan of Baguio City 2001-2004 along the following areas:

a. Organizational Development b. Human Resource Development c. Development Planning and Policy Formulation d. Development Communication e. Local Revenue generating Programs

1.1 Is there a significant difference on the level of awareness on the different areas of local administration according to group? 2. What is the level of effectiveness of project or program implementation in the local administration sector?

2.1 Is there a significant difference on the level of effectiveness of project implementation according to group? 3. What is the degree of seriousness of the problems encountered in the local administration sector?

3.1 Is there a significant difference on the degree of seriousness of problems encountered in the local administration sector according to group?

Hypotheses

1. The perceived level of awareness of the respondents on the different areas of local administration sector is moderately aware.

1.1.There is no significant difference on the level of awareness on the different areas of local administration according to group.

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2. The perceived level of effectiveness of project or program implementation in local administration is moderately effective.

2.1 There is no significant difference on the level of effectiveness of project implementation according to group.

3. The perceived degree of seriousness of the problems encountered in the local administration sector is moderately serious.

3.1 There is no significant difference on the degree of seriousness of problems encountered in the local administration sector according to group.

Scope and Delimitation

This study dealt with the aspects, variables, and indicators that contributed to the level of awareness, and the degree of seriousness of problems encountered in the local administration sector along the areas of organizational Development, Human Resource Development, Development Planning and Policy Formulation, Development Communication and Local Revenue-Generating Programs.

It also studied the level of effectiveness of project or program implementation in the local government unit of Baguio City pursuant to PD 1594. The official and employees of the Local Government Unit of Baguio City and administrators of local implementing agencies responsible for the enforcement and preparation of Comprehensive Land Use Plan totaling 91 was the population of the study. This was divided into 66 appointive officials, 14 elective officials, and 11 administrators of implementing agencies.

Definition of Terms

Administrators. This refers to the administrators of DOT DTI, DA, NEDA, DepED, DOH, DSWD, DOTC, BWD, and BENECO. The implementing agencies responsible for the

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enforcement and preparation of Comprehensive Land Use Plan of Baguio City.

Code. This refers to RA 7160, otherwise known as the Local Government Code of 1991.

Comprehensive. A term which means that the plan not only encompasses all geographical parts of the local government unit but also includes the different sectors such as physical, environmental, social, economic, administrative and fiscal matters.24

Comprehensive Land Use Plan. A document embodying specific proposals for guiding, regulating growth and/or development of Baguio City. The main components of the Comprehensive Land Use Plan in this usage are the sectoral studies; i.e. Demography, Socio-Economic, Infrastructure and Utilities, Local Administration and Land Use. The CLUP also includes a land use map, the factors indicating the socially desired mix of land use and set of policies to guide future development. 25

Communication Development. This refers to organized efforts to use communication processes and media for a more transparent and efficient advocacy of government programs and projects.

Fiscal Management. This refers to the management of financial resources. It is the composite of those activities and operations to generate revenue, make these available and see to it that funds are wisely, lawfully, effectively and efficiently spent.

Land Use Planning. This involves the rational and judicious development, utilization of land resources in a sustainable manner.

Local Administration. It is concerned with the structure of the local government unit, its socio-economic and political milieu and the behavior of the individuals who man the political unit. It is also concerned with the formulation of public policies and the implementation of government programs.

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Local Autonomy. This means the transformation of Local government Units into self-reliant communities active partners in the attainment of national goals through a more responsive and accountable local government structure instituted through a system of decentralization.

Local Government Unit. This refers to the City government of Baguio City and its different barangays.

Organizational structure. This refers to the present Baguio City’s organizational structure comprising the executive and legislative branches which are under the direction and supervision of the Mayor and the Vice Mayor respectively. It includes 11 line departments and six support staff-departments with a total of 17 departments.

Organizational Management. This refers to the management of the organizational structure including the functions and activities of each office in the local government and the extent of coordination by each unit/office.

Participatory governance. This refers to the participation of people in policy-making as a strategy to enhance transparency and system of check and balance in the local government unit.

Employees. These are the employees of the Local Government Unit of Baguio City both elective and appointive officials.

Personnel Administration. This refers to the management of human resources and the various activities in personnel management like: staffing pattern, recruitment and selection, employee relation and training of employees.

PD 1594. This refers to the implementing rules and regulations for infrastructure and other construction projects of all government agencies.

Importance of the Study

This study stands to benefit the author, other researchers, and LGU of Baguio City. Results of this study will be used for purposes of enforcement, so they may be able to know the developmental

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pace, direction and strategies that they should take in administering local affairs. It can also be a basis for policy, and program formulation in the Local Government Unit of Baguio City. Specifically, it will provide relevant information that may improve local governance toward an effective and efficient delivery of public services.

Likewise, the study may also be of help to the administrators of other implementing agencies and local planners who are directly involved in enhancing and reinforcing rational land use and in monitoring the implementation of CLUP. Consequently, this study will also provide them with guidelines in meeting the needs of their employees to ensure better work performance. For the community residents of Baguio City who are directly or indirectly beneficiaries, this study tried to expose the internal working condition in the LGU of Baguio City. So they may better understand the situation in their locality and appreciate the efforts of those tasked to implement the programs of the government and in the end be encourage to participate in the planning and decision-making in the city’s fiscal and local management. For the research enthusiasts who may elect to conduct a similar study in another place or LGU on a wider-scale and more intensive approach. Finally, the researcher, having conducted this study and analyzed the results widened and enriched her horizon regarding the awareness, program implementation and problems encountered by the Local Government Unit of Baguio City. This study has also made the researcher more aware and informed of the sincere effort of our government toward good governance.

Methodology

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This part discusses the research design, the population of the study, the data-gathering tool, treatment of data, and statistical tools.

Research Design

This study used the descriptive-survey method of research. The researcher believes that such method is the most appropriate to this study because the descriptive research describes and interprets what is. It is concerned with conditions of relationships that exist, processes that are going on; effects that are being felt, or trends that are developing. The focus is on prevailing conditions, or how a group or thing functions in the present. It also reveals problems or abnormal conditions so that remedial measures may be instituted. It reveals to us, what we do not want, what we want, and how to acquire what we want. Descriptive research makes possible the prediction of the future on the basis of findings on prevailing conditions, correlations, and on the basis of reactions of people toward certain issues. Thus it is the best basis for decision-making.

This research used the research survey, since the survey is an organized attempt to analyze, interpret, and report the present status of a social institution, group or area. The research survey deals with the cross-section of the present. Its purpose is to get groups of classified, generalized, and interpreted data for the guidance or practice in the immediate future.

The researcher gathered data from the respondents regarding their level of awareness and the extent of implementation of projects and programs in the local administration sector. Likewise the respondents’ personnel/officials of LGU and administrators of implementing agencies of Baguio City were asked to give their opinion regarding the degree of seriousness of the problems encountered in the local administration sector.

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The specific research problems were answered by the data gathered through a questionnaire. A structured questionnaire was administered to the respondents for reply. Said questionnaire asks a question and provides several possible answers. The instrument was designed in a manner wherein respondents of this study could provide the writer answers to the problems that she wanted to explore. The statistical problems were answered by the T-test. Population of the Study There were two (2) groups of respondents in this study: administrators of other implementing agencies numbering 11 (total enumeration) and the employees and Officials of the Local Government Unit of Baguio City numbering 1429(total enumeration) drawn through unrestricted random sampling, which means that every individual in the population has an equal chance of being chosen to be included in the sample.

Sampling Design

The Comprehensive Land Use Plan of Baguio City in the local administration sector covers the entire Local government unit of Baguio City. The number of employees and officials in the LGU is 1429.

The sample size was determined, using Mildred Parten’s formula for Crude Sampling.

Having determined the adequate sample size of 70 employees and officials of the Local Government Unit of Baguio City, the number of sample units was raised to 80 to lend greater reliability to the results of the study. Convenience sampling shall be applied wherein the researcher shall undergo a process of picking out respondents in the most convenient and fastest way to

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immediately get their reactions 7 regarding the status of the Comprehensive Land Use Plan Of Baguio City in the local administration sector.

The population of the study is summarized as follows: employees and Officials of LGU 80; administrators 11; total number of respondents, 91. (See table 1)

Table 1. The Population of the Study

Group Number Percentage

Employees/Officials 80 87.91%

Administrators of Implementing Agencies

11 12.09%

Total 91 100%

Research Instrument

The researcher used the questionnaire as a tool in the collection of data. Said instrument was drafted by the researcher in consultation with her adviser. The questions in the questionnaire were made in line with the problems of the study. They were particularly designed to elicit unequivocal replies and the questions were subjected to statistical treatment. Questionnaire

A structured questionnaire was administered to the respondents for reply. The questionnaire was divided into four (4) parts. Part 1,elicits data on the personal information about the respondents; Part II contained queries regarding the level of awareness on the Programs and projects embodied under the Medium Term Development Plan of Baguio City 2001-2004; Part III covers the extent of projects and programs in the local administration sector; and Part IV tackles the degree of

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seriousness of the problem encountered by the respondents in the local administration sector.

Furthermore the indicators under Part II were categorized according to five areas in local administration namely: Organizational development, Human Resource development, Development planning and Policy Formulation, Development Communication, and Local Fiscal Management focused on revenue generation.

Validity of the Questionnaire

The content of the instrument was evaluated and validated by three local planners of the City Planning and Development Office. Since the group passed judgment that the Questionnaire answers what it purports to answer, its validity has been established.

Reliability of the Questionnaire

In order to establish the reliability of the questionnaire the researcher made used of the Kuder-Richardson Formula 21.

The coefficient of the reliability result was O.80 which indicated high correlation. On this basis the research instrument is deemed reliable. (See Appendix C for the computation of the reliability of instrument).

Treatment of Data

The data that were gathered in this study were tallied and analyzed. The frequency distribution, percentage, weighted mean and arbitrary values were the descriptive measures that were used in this study.

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The Likert Five-Point Scale was used to quantify and interpret the data . The data was quantified and analyzed through frequencies, percentages, ranks and weighted means. As basis of the reliability of the instrument, the Kuder-Richardson Formula 21 was used by the researcher. T-test To determine the significance of the differences in the perceptions of the respondents according to group, the researcher used the T-test.

Presentation, Analysis, and Interpretation of Findings

This presents the data gathered, analyzed and interpreted to answer the specific problems in the assessment of the status of the local administration component of the Comprehensive Land Use Plan of Baguio City for 1998-2008. It specifically relates to the following: the level of awareness of the local government unit officials and the implementing agencies on the programs and activities embodied under the Medium Term Development Plan of Baguio City 2001-2002; the level of effectiveness of the guidelines in project implementation pursuant to PD 1594; and the degree of seriousness of the problems encountered in local administration. The Level of Awareness of LGU Officials and Employees and the Implementing Agencies The first specific problem is focused on the level of awareness of LGU officials and the implementing agencies along the following task areas: Organizational Development, Human Resource Development, Development Planning and Policy Formulation, Development Communication, and Local Fiscal Management.

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Organizational Development

The level of awareness of LGU officials and the implementing agencies is presented in Table 2. As noted, Adoption of one-stop-shop policy, 3.55 (Much Aware); Implementation of Barangay Rationalization, 2.57 (Aware); and Conduct of Philippines Quality Award, 2.44 (Moderately Aware). The Area Mean is 2.85 interpreted as Aware. The top indicator is Adoption of one-stop-shop policy, 3.55 (Much Aware). Of the awareness indicators, the lowest is Conduct of Philippine quality award, 2.44 (Moderately Aware).

This shows that the officials of the local government unit of Baguio City and the administrators of the implementing agencies has high adherence to the program of the government to streamline the bureaucracy, to simplify government operations and reduce processing time. This is the very reason why the top awareness indicator was earlier mentioned.

Tendero said that streamlining the bureaucratic size would result to a professionalized and responsive bureaucracy because this will eliminate unnecessary red tape and improve the quality of service.1

Osborne and Gaebler affirmed this, in their best-selling book “Reinventing Government”, when they said that the government which acts as a catalyst for efficient service delivery must undergo organizational restructuring in order to provide less direct services and thus spend less. 2

Indeed the adoption of one-stop-shop policy is not only a way of trimming down the excess fat of bureaucracy but is one way of restructuring or reinventing the government for a more efficient and effective delivery of services to the public.

Conduct of Philippine Quality Award has the lowest awareness rating. This only attest to the truth that although reward system reinforces organizational health, employees in the government could hardly see the correspondence between performance and reward due to the fact that the latter may be influenced by the convergence of many other factors. This is a

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situation where the criteria used in granting said award may have little operational meaning to the human resource officer administering the procedure or program, while the employee may get little chance to appreciate fully the assessment of their performance and no opportunity to develop a plan for self development. The case study on Surigao City has affirmed that the interplay of political factors in the operations of the government such as the hiring of casuals and granting of awards due to political expediency has contributed to the inefficiency and this served as demotivating factor among the employees to work harder.

On the other hand, Toolpack Consulting, Company, which specializes with organizational development, cited other reasons namely: lack of true, prolonged leadership support-in action more than in words and poor implementation of the program.3

Human Resource Development

As gleaned from the table, the indicators under Human Resource Development were ranked as follows: Conducting Seminar Workshop on Work Planning, 3.52 (Much Aware); Continuing Value Orientation Workshop Course, 3.38 (Aware); and Computer Capability Enhancement, 3.36 (Aware). Conducting team-building, Technical and Management Training, 3.20 (Aware); The Area Mean is 3.37 interpreted as Aware.

The top awareness indicator is Conducting Seminar Workshop on Work Planning, 3.52 (Much Aware). The indicator with the lowest mean rating is Conducting Team-building, Technical and Management Training, 3.20 (Aware).

It is evident that the Human Resource Office of the local government unit of Baguio City have had conducted orientation-seminars in its area to enhance skills, specializations and capabilities for more effective public service. But with regard to a more specialized training programs, it is obvious that they still need guidance on how to go about it.

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Tapales said that apart from the capability programs for the rank and file, local officials should also undergo management development programs to effectively discharge their area management functions.4 Wright, and Rudolph said that, management development is essential for work force planning, leadership and over-all management. 5

However, the study shows that conducting team building, technical and management training has the lowest mean rating. This indicates a lack of coordination from the officials if not lack of opportunity for the local officials to do so because of their jobs.

Development Planning and Policy Formulation

Under development planning and policy formulation the mean ratings of the indicators were as follows: Annual Investment Plan Preparation, 3.23 (Aware); Strategic Planning, Monitoring & Evaluation Planning, 3.20 (Aware); Development & Maintenance of City's Information System, 3.11 (Aware); Information Technology Training, 3.10 (Aware) Technical Training Program, 2.93 (Aware); City Statistical Development Program, 2.80 (Aware); Development Policy Research, 2.79 (Aware); Project Development, 2.73 (Aware); and Exposure with other cities technical know-how or process, 2.65 (Aware);. As noted, all the awareness indicators for human resource development got weighted means that fall under the level of aware. The Area Mean is 3.37 interpreted as Aware. The top two awareness indicators are: Annual Investment Plan Preparation, 3.23 (Aware) and Strategic Planning, Monitoring and Evaluation Planning, 3.20 (Aware). The indicators with the lowest mean rating are: Exposure with other city’s Technical Know-How and Process, 2.65 (Aware) and Project Development, 2.73 (Aware).

The perceived level of awareness on annual investment plan preparation and strategic planning, monitoring and evaluation planning were high because generally the process involves the public and the private sectors as stakeholders. Specifically, the process includes the different agencies, Sectoral

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Committees, City Council, Office of the Mayor, City Development Council, Barangay Development Council, Office of the City Planning and Development Coordinator and the City constituents. On the other hand, exposure with other city’s technical know-how and processes and project development got the lowest mean rating. The difficulty to respond to the demands of the program beneficiaries may be due to lack of financial resources and also the lack of technical and administrative support and coordination to administer the program. Lack of comprehensive advocacy on the City’s programs and services to the employees and officials can be another reason. According to Tapales another reason could be lack of political will. That is, there is no continuity in the program development because prioritization is dependent on the incumbent officials. 6

Development Communication Under development communication the mean rating of 2.77 interpreted as aware indicates that the office of the City’s Public Information Officer has been performing its functions well. However, the said office has to improve its programs for a more transparent and efficient advocacy on the implementation of government programs and projects. Local Revenue Generating Program Under the Local Revenue Generating Programs. The mean ratings of the indicators are revealed as follows: Computerization of Collection & Fund Management System, 2.93 (Aware); Synchronized Planning, Programming & Budgeting, 2.91 (Aware); Conduct Researches & General Revision of RPT, 2.84 (Aware); Conduct of Tax Mapping Incentive Program, 2.77 (Aware); Business Licensing & Data Bank Support Program, 2.76 (Aware); Training and Deputization of Barangay Treasurers, 2.64 (Aware);. The area mean is 2.81, interpreted as aware. As noted, the top two indicators on the level of awareness along local fiscal management are: Computerization of Collection & Fund Management System, 2.93 (Aware) and Synchronized Planning, Programming & Budgeting, 2.91 (Aware).

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On the other hand the indicators that obtained the lowest mean ratings are: Business Licensing & Data Bank Support Program, 2.76 (Aware) and Training and Deputization of Barangay Treasurers, 2.64 (Aware). All the indicators of level of awareness along local fiscal management got weighted means that fall under the category of aware. This means that the local government of Baguio City has collectively manage the fiscal operations of the LGU. The lowest indicators of awareness are: Training and Deputization of Barangay Treasurers can be caused by lack of knowledge by most of the respondents on the coordination of Barangay Treasurers and City treasurers on the collection of local taxes.

Another indicator which obtained the lowest rate is Business Licensing & Data Bank Support Program this is due to poor implementation of the project and lack of information dissemination by the LGU. Lack of budget to support the program can be another reason.

Another reason is the rejection of technological innovation by the respondents. Out right rejection is not the only problem but innovation is often abandoned because of the attitude of the employees towards it. Efforts at maximizing revenues from traditional and non-traditional sources, fall short because management processes remain unaltered and human resource component is lacking in adequate skills. Local governments are lagging in the use of information technology because of its perceived cost and, more significantly, because of the worn attitude held by many local employees. The problem with installing a computer network in local government is not only logistical; more modern attitudes are lacking when it comes to the use of information systems. 7

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Table 2. Distribution of Ratings on the Level of Awareness

Indicators Mean Std.

Deviation

Description

1. Organizational Development Program

1.1 Adoption of one-stop-shop policy 3.55 1.319 Much Aware

1.2 Implementation of Barangay Rationalization

2.57 1.326 Aware

1.3 Conduct of PQA 2.44 1.185 Much Aware

Area Mean 2.8533

.60682 Aware

2. Human Resource Development Program

2.1 Conducting Team Building, Technical & Mgmt. Training

3.20 1.088 Aware

2.2 Conducting Seminar-Workshop on Work Planning

3.52 1.099 Much Aware

2.3 Continuing Value Orientation Workshop Course

3.38 1.172 Aware

2.4 Computer Capability Enhancement 3.36 1.049 Aware

Area Mean 3.3650

.13102 Aware

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3. Development Planning and Policy Formulation Program

3.1 Strategic Planning, Monitoring & Evaluation Planning

3.20 1.213 Aware

3.2 Annual Investment Plan Preparation 3.23 1.023 Aware

3.3 Project Development 2.73 1.184 Aware

3.4 Development Policy Research 2.79 1.070 Aware

3.5 Technical Training Program 2.93 1.073 Aware

3.6 Exposure with other cities technical know-how/process

2.65 1.205 Aware

3.7 City Statistical Development Program 2.80 1.249 Aware

3.8 Development & Maintenance of City's Information System

3.11 1.149 Aware

3.9 Information Technology Training 3.10 1.239 Aware

Area Mean 2.9489

.21676 Aware

4. Development Communication Program

4.1. Development Communication Program 2.77 1.203 Aware

Area Mean 2.77 1.203 Aware

5. LOCAL REVENUE GENERATING PROGRAMS

5.1. Conduct Researches & General Revision of RPT

2.84 1.204 Aware

5.2. Computerization of Collection & Fund Mgmt. System

2.93 1.093 Aware

5.3. Training and Deputization of Brgy. Treasurers

2.64 1.121 Aware

5.4. Business Licensing & Data Bank Support Program

2.76 1.139 Aware

5.5. Conduct of Tax Mapping Incentive Program

2.77 1.230 Aware

5.6. Synchronized Planning, Programming & Budgeting System

2.91 1.235 Aware

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N=91 Overall Level of Awareness of LGU Officials and Employees and the Implementing Agencies

Table 3, presents the Overall Level of Awareness of LGU Officials and the Implementing Agencies on the programs and activities embodied under the Medium Term Development Plan of Baguio City 2001-2002. Based on mean rating, the areas are ranked as follows: (1) Human resource Development Program, 3.37 (Aware); (2) Development Planning and Policy Formulation Program, 2.95 (Aware);(3) Organizational Development Program, 2.85 (Aware); (4) local Fiscal Management, 2.81 (Aware); (5) Development Communication Program, 2.77 (Aware). The over-all mean rating is 2.95, interpreted as aware.

As noted the LGU officials and the administrators of the implementing agencies performed highest on human resource development program and development planning and policy formulation program. The high levels of awareness of the respondents on the said indicators were a manifestation that the Local Government Unit of Baguio City performs well along the areas of Human Resource Development and Development Planning and Policy Formulation.

It is obvious that the Office of the Human Resource is conducting employee assistance programs and the city’s personnel are being given the necessary opportunity to develop themselves efficiently and effectively to perform personnel functions well. While all areas got weighted means that fall under the category of aware, the two indicators which were ranked the least still needs to intensify program implementation.

Area Mean 2.8083

.10797 Aware

Over-all Area Mean 2.95 2.26567 Aware

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Furthermore, the study also reveals the necessity to review the programs on how the employees can adhere to them. Table 3. Overall Level of Awareness of LGU Officials and Employees and the Implementing Agencies

Areas Mean Std. Dev. Description

1 Organizational Development Program

2.8533 .60682 Aware

2 Human Resource Development Program

3.3650 .13102 Aware

3 Development Planning and Policy Formulation Program

2.9489 .21676 Aware

4 Development Communication Program

2.7700 1.203 Aware

5. Local Revenue Generating Program

2.8083 .10797 Aware

Over-all Area Mean 2.95 2.26557 Aware

Significance of the Differences in the Level of Awareness

Sub-Problem 1.1 dealt with the significant of the differences on the levels of awareness according to group.

In comparing the level of awareness of the LGU Officials and the Implementing sectors, Table 4 revealed that the Local Government Unit’s officials got a higher mean rating (3.0670) than the Implementing agencies (2.2163).

The perception of the officials of the LGU of Baguio City was based on the fact that they themselves directly participated in the planning, preparation and implementation of the programs and activities embodied under the Medium-Term Development Plan of Baguio City 2001-2004. They execute and enact local laws, rules and regulations and policies and they are involved in the implementation of development programs and projects.

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Furthermore, they also enact resolutions and appropriate funds for the general welfare of the city and its inhabitants. And finally, officials also act on problems regarding general administration of government plans and programs of significance to the public and adoption of solution.

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Indicators LGU Officials and employees

Implementing Agencies

Programs and Activities embodied under the Medium Term Development Plan of Baguio City 2001-2004

Mean Std. Dev.

Des Mean Std. Dev.

Des


2.9667 .54455 A 2.0600 1.1743 MoA

1.1. Adoption of one-stop-shop policy 3.58 1.348 MA 3.36 1.120 A

1.2. Implementation of Barangay Rationalization

2.78 1.283 A 1.09 .302 NA

1.3. Conduct of PQA 2.54 1.201 A 1.73 .786 MoA


3.4475 .15521 A 2.7525 .15370 A

2.1.. Conducting Team Building, Technical & Mgmt. Training

3.25 1.119 A 2.82 .751 A

2.2 Conducting Seminar-Workshop 3.62 1.084 A 2.73 .905 A

2.3 Continuing Value Orientation Workshop Course

3.50 1.158 A 2.55 .934 A

2.4 Computer Capability Enhancement

3.42 1.077 A 2.91 .701 A


3.0230 .23400 A 2.2522 .33592 MoA

3.1. Strategic Planning, Monitoring & Evaluation Planning

3.31 1.218 A 2.36 .809 MoA

3.2 Annual Investment Plan Preparation

3.36 .971 A 2.27 .905 MoA

3.3. Project Development 2.73 1.222 A 2.73 .905 A

3.4. Development Policy Research 2.87 1.095 A 2.18 .603 MoA

3.5 Technical Training Program 2.99 1.119 A 2.55 .522 A

3.6 Exposure with other cities technical know-how/process

2.74 1.166 A 2.00 1.342 MoA

3.7 City Statistical Development Program

2.97 1.201 A 1.55 .820 MoA

3.8 Dev’t & Maintenance of City's IS 3.22 1.158 A 2.27 .647 MoA

3.9 Information Technology Training 3.20 1.267 A 2.36 .674 MoA

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On the other hand, the implementing agencies only give their sectoral studies to the LGU to serve as bases for the formulation of the program. The result of their perception may be due to lack of information dissemination. Their lack of knowledge and expertise in all areas of local administration can be another reason why they obtained a lower mean rating. Finally, their attitude in answering the questionnaire can be taken as a factor for the result of their perceptions.

Table 4.Distribution of Ratings of the Level of Awareness By group

4 Development Communication 2.8400 1.247 2.2700 .647 MoA

4.1. Development Communication Program

2.84 1.247 A 2.27 .647 MoA

5. Local Revenue Generating Programs

2.9367 .12644 A 1.8633 .30787 MoA

5.1 Conduct Researches & General Revision of RPT

2.99 1.185 A 1.73 .647 MoA

5.2. Computerization of Collection & Fund Mgmt. System

3.04 1.084 A 2.18 .874 MoA

5.3 Training and Deputization of Barangay Treasurers

2.75 1.131 A 1.82 .603 MoA

5.4. Business Licensing & Data Bank Support Program

2.82 1.167 A 2.27 .786 MoA

5.5 Conduct of Tax Mapping Incentive Program

2.95 1.190 A 1.45 .522 NA

5.6. Synchronized Planning, Programming & Budgeting System

3.07 1.199 A 1.73 .786 MoA

Over-all Area Mean 3.0670 .29914 A 2.2135 .52969 MoA

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Table 5. Comparison of Level of Awareness by Group

Area LGU Officials and

Employees


Over-all Mean


2.9667 2.0600 2.51


3.4475 2.7525 3.10


3.0230 2.2522 2.65

4 Development Communication 2.8400 2.2700 2.56

5. Local Revenue Generating Programs

2.9367 1.8633 2.40

Area Mean 3.0670 2.2135 2.64

Table 6. Summary of T-test on perceived Level of Awareness according to group

Group Mean Standard. Deviation

Standard. Error Mean

t-Ratio

LGU Officials 3.0670 .29914 .06238


2.2135 .52969 .11045

Difference 0.8535 -0.23055 .12684

6.729

T .05 = 2.0168 df = 44 Decision: Reject Ho The computed t-ratio of 6.729 is greater than the tabled t-value of 2.0168 at .05 level of significance. As such, the null hypothesis is rejected. This means that there is a significant difference in the perceptions of the officials and employees of Local Government unit and the implementing

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agencies regarding the level of awareness on the activities and programs embodied under the Medium Term Development Plan of Baguio City 2001-2004. The Level of Effectiveness as perceived by the LGU Officials and the Implementing Agencies The second specific problem is focused on the level of effectiveness of the Guidelines in Project/Program Implementation Pursuant to PD 1594. Table 7 presents the perceptions of LGU officials and the implementing agencies on the level of effectiveness of the Guidelines in Project/Program Implementation Pursuant to PD 1594.

Of the 13 indicators eight indicators got mean ratings that fall under the level of substantially effective. The rest of the indicators had mean ratings that fall under the level of moderately effective. The area mean is 3.69, interpreted as substantially effective.

The top two effectiveness indicator is public bidding for local government projects, 3.91 (Substantially effective) and Publication for Call of bids, 3.91 (Substantially effective). The indicator with the lowest mean rating is Request for Project Validation and verification, 3.09 (Moderately Effective) and submission of the lists of all contracts involving contract cost to NEDA, 3.16 (Moderately Aware).

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Table 7. Distribution of Ratings on the Level of Effectiveness (N=91)

The findings revealed that the implementation of the projects pursuant to the guidelines set under PD 1594 yielded positive effects in the respective government units.

Guidelines in Project/Program Implementation pursuant to PD 1594

Mean Std. Dev Des

1. Request for Project Validation & Verification 3.09 1.061 MoE

2 Request for Preparation of Program of Works & Project Specifications

3.42 1.012 MoE

3. Request for the Preparation of Cost Estimates or Purchase Request

3.46 1.078 MoE

4. Request for Site Investigation 3.57 1.013 SuE

5. Annual Investment Plan & Medium Term Dev't Plan Are Strictly Followed

3.32 .999 MoE

6. Publication of Call for Bids 3.91 1.007 SuE

7. Submission of Prequalification Documents for the Projects

3.74 1.094 SuE

8. Public Bidding for LG Projects 3.91 1.082 SuE

9. Quorum in the Committee on Awards is Strictly Observed

3.71 1.014 SuE

10. Decision of the Committee is concurred by at least the Majority

3.65 1.004 SuE

11. Posting of 2 and 1/2 bid security bidder's bond

3.57 1.024 SuE

12. Posting of 30% performance security/bond in cases of contracts

3.53 1.089 SuE

13. Submission of the lists of all contracts involving contract cost

3.16 1.003 MoE

AREA MEAN 3.5415

.25377 SuE

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Significance of the Differences on the Level of Effectiveness according to Group

Sub-Problem 2.1 dealt with the significant of the differences on the levels of effectiveness according to group. Table 8 shows the perception of Local government officials on the extent of project implementation pursuant to PD 1594. As shown on the table, indicators 3, 4, 6, 7, 8, 9, and 10 were substantially aware as claimed by this group. Rated as moderately implemented were indicator numbers 1, 2, 5, 11, 12, and 13. The general perception of the respondents is substantially aware with an area mean of 3.4962. This implies that the Local government officials and employees complied with the guidelines on project implementation pursuant to PD 1594.

The variations on the answers of the respondents may be due to the fact that the actual implementation of infrastructure and non-infrastructure projects are supervised by various implementing departments of LGU and are strictly monitored by the City Project Monitoring Committee. As such it is assumed, that not all employees of the LGU can answer the entire questionnaire with expertise.

On the same table, the implementing agencies claimed that Publication of Call for Bids, and Public Bidding for Local Government Projects are very much effective. On the other hand, Indicators 1, 2, 3, and 5 are moderately effective. On the whole however, the area mean is 3.8738 interpreted as Substantially effective. Table 8, Comparison of the Level of Effectiveness by Group

Indicators LGU Officials and Employees


Guidelines in Project/Program Implementation pursuant to PD 1594

Mean Std. Dev.

Des Mean Std. Dev.

Des

1. Request for Project Validation & Verification

3.08 1.123 MoE 3.18 .405 MoE

2 Request for Preparation of Program of Works & Project

3.44 1.041 MoE 3.27 .786 MoE

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The implementing agencies were right in claiming that Request for Project Validation and Verification, Request for Preparation of Program of Works and Project Specifications, Request for Site Investigation are moderately aware, since these indicators account for the activities under detailed engineering investigation. It is to be noted that said activities are carried out

Specifications

3. Request for the Preparation of Cost Estimates or Purchase Request

3.51 1.102 SuE 3.09 .831 MoE

4. Request for Site Investigation 3.55 1.054 SuE 3.73 .647 SuE

5. Annual Investment Plan & Medium Term Dev't Plan Are Strictly Followed

3.30 1.048 MoE 3.45 .522 MoE

6. Publication of Call for Bids 3.79 1.002 SuE 4.82 .405 VME

7. Submission of Prequalification Documents for the Projects

3.66 1.124 SuE 4.27 .647 SuE

8. Public Bidding for LG Projects 3.81 1.103 SuE 4.64 .505 VME

9. Quorum in the Committee on Awards is Strictly Observed

3.65 1.057 SuE 4.18 .405 SuE

10. Decision of the Committee is concurred by at least the Majority

3.60 1.051 SuE 4.00 .447 SuE

11. Posting of 2 and 1/2 bid security bidder's bond

3.50 1.067 MoE 4.09 .302 SuE

12. Posting of 30% performance security/bond in cases of contracts

3.45 1.135 MoE 4.09 .302 SuE

13. Submission of the lists of all contracts involving contract cost

3.11 1.031 MoE 3.55 .688 SuE

AREA MEAN 3.4962

.22644

SuE 3.8738

.54832

SuE

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by the beneficiary barangays and implementing departments of the projects. This implies therefore that although the implementing agencies complied with the guidelines, only the normal processes of bidding, publication of bids, awarding, confirmation and implementation are the areas where they are very much aware. It is evident that the implementing agencies are only aware of the normal process in implementing projects. They are no longer aware of other procedures necessary in the preparation of a detailed project proposal that is required by other development projects. Summary of Perceptions of the two groups.

Table 9 shows the summary of the perceptions of Employees and officials of the Local Government Unit and the Implementing agencies. As indicated in the table, the Officials of the LGU and the implementing agencies have the same perceptions on indicators 1, 2, and 5, as moderately effective and 4, 7, 8, 10, as substantially effective.

This implies that the LGU has strictly conformed to the normal process of project implementation. On the other hand, the variations in their perceptions in other areas indicate the need for strict implementation of the guidelines to ensure productive partnerships. The findings show the need for cooperation by the LGU and the implementing agencies in project implementation. Their roles must be seen as supplementary, complimentary, and supportive of the efforts for local development. 8

Nevertheless, on the whole, the two groups of respondents claimed that the extent of project implementation was substantially effective with the average weighted means of 3.4962 and 3.8738, respectively.

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Table 9. Summary of t-test on perceived Level of Effectiveness according to group.

Mean Standard Deviation


t-ratio

LGU Employees & Officials

3.4962 .22644 .06280


3.8738 .54832 .15208

Difference -.3777 -32188 .16454

2.296

T .05 = 2.064 df = 24 Decision: Reject Ho

The computed t-ratio of 2.296 is greater than the tabled t-value of 2.064 at .05 level of significance. As such, the null hypothesis is rejected. This means that there is a significant difference in the perceptions of the officials and employees of Local Government unit and the implementing agencies regarding the level of effectiveness of the Guidelines in Project/Program Implementation Pursuant to PD 1594. Degree of Seriousness of the Problems Encountered in the Local Administration Sector

The third specific problem focused on the degree of seriousness of problems encountered by LGU officials and employees and the implementing agencies in the Local administration sector. The mean ratings of the indicators are ranked as follows: (1) Increasing Numbers of Tax Delinquents or Tax Evaders 2.15, Very Serious; (2) Undermanned and Overstaffed Offices 2.19, very serious; (3) Low Level of Tax Consciousness of the Public, 2.33, Very Serious; (4) Low Tax Base 2.38, Very Serious; (5) Weak Internal Control System, 2.38, Very Serious; (6) Only Believe on the Mayor, 2.38, Very Serious; (7) Unsynchronized Planning, Programming and Budgeting System, 2.41, Very Serious; (8) Prolonged Casuals, 2.45, Very Serious; (9) Lack of Monitoring Qualitative Assessment, 2.46, Very Serious; (1) Lack

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of Appreciation of Development Planning in Governance, 2.47, Very Serious; (11) Attitudinal Problems, 2.55 Serious; (12) Budgeting exercised not linked with Planning Activities, 2.57, Serious; (13) Various System and Procedures in Transacting Business, 2.59, Serious; (14) Lack of Facilities, 2.60, Serious; (15) Annual Investment Plan not being followed, 2.63, Serious; (16) Presence of Non-Performing Assets and Inability to implement Major Development Projects, 2.64, seriou; (17) Tax exemption on Real Tax Property, 2.64, Serious; (18) Irregular Review of Income and Expenditure Patterns, 2.67, Serious; (19) Wanting Leadership or Management Style, 2.68, Serious; (20) Mismatch of Manpower Skills with Job Assignments, 2.70, Serious; (21) Memoranda reports are not being read, 2.73, Serious; (22) Inadequate advocacy in government programs and plans, 2.75, Serious; (23) Insufficient work direction, 2.82, Serious; (24) Unfilled vacant positions, 2.96, Serious, and (25) Unoptimized NGOs Partnership, 2.98, Serious. As noted on table 10, ten (10) of the problem indicators fall under the category of very serious; the remaining indicators were interpreted as Serious.

Of the ten (10) very serious problems, four (4) account for the problems in local fiscal management these are: Increasing number of tax delinquents or evaders; Low level of tax consciousness of the public; Low tax base; and Weak internal control system.

Table 10. Distribution of Ratings of the Degree of Seriousness of the Problems Encountered.

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Indicators Mean

Std. Deviation

Description

1. Undermanned & Overstaffed Offices 2.19 1.255 Very Serious

2. Various System & Procedures in Transacting Business

2.59 .977 Serious

3. Attitudinal Problems 2.55 1.088 Serious

. Wanting Leadership/Management Style 2.68 1.182 Serious

5. Mismatch of Manpower Skills with Job Assignments

2.70 1.169 Serious

6. Insufficient Work Direction 2.82 1.160 Serious

7. Unfilled Vacant Positions 2.96 1.228 Serious

8. Prolonged Casuals 2.45 1.352 Very Serious

9. Lack of Appreciation of Development Planning in Governance

2.47 1.099 Very Serious

10. Annual Investment Plan Not Being Followed 2.63 1.262 Serious

11. Unoptomized NGOs Partnership 2.98 1.115 Serious

12. Inadequate Advocacy on Government Programs & Plans

2.75 1.111 Serious

13. Unsynchronized Planning, Programming & Budgeting System


14. Lack of Monitoring Qualitative Assessment 2.46 1.057 Very Serious

15. Only Believe on the Mayor 2.38 1.412 Very Serious

16. Memoranda, Reports are Not Being Read 2.73 1.334 Serious

17. Lack of Facilities 2.60 1.114 Serious

18. Presence of Non-performing Assets & Inability to Implement Major Development Projects

2.64 1.121 Serious

19. Tax Exemption on Real Tax Property 2.64 1.070 Serious

20. Budgeting Exercised not Linked with Planning Activities

2.57 1.166 Serious

21. Irregular Review of Income & Expenditure Patterns

2.67 1.221 Serious

22. Weak Internal Control System 2.38 1.245 Very Serious

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23. Low Level of Tax Consciousness of the Public 2.33 1.274 Very Serious

24. Increasing Number of Tax Delinquents/Evaders


25. Low Tax Base 2.38 1.227 Very Serious

The above findings show that the efforts in maximizing

revenues fell short because of unaltered management processes and unskilled human resource component. The low tax yield could also be a result of lack of coordination between the treasurers and the assessors of the LGU and the barangays and improper assessment and the lack of political will to collect taxes.9 Bribery can also be one of the main causes of the increase number of tax delinquents. This is something that local chief executives must guard against from the top level of the local bureaucracy to the bottom. Once local chief executives determine that collection should be enforced at all costs including political ones, it is only then that management improvements may begin.

The non-integration of systems and procedures on tax assessment and collection into the whole municipal government administration may be another reason for the failure of program implementation on tax collection. If such were in place, documentation and reporting on actual collection and disbursement would promote transparency in municipal transactions which would in turn promote mutual trust between the local government and the citizens.

Unfortunately, such are not yet in place in Baguio City. Although some data and information about business establishments had been computerized, not all tax records and files had been encoded. Presently, there are only a few computer units that can be used by staff, besides not all personnel are computer literate.

Furthermore, Mayor Pacis of Binangonan, Rizal, said that the attitudinal problem of employees appears to have affected to a

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certain degree the implementation of the program. The employees particularly those involved in the assessment and collection did not have the initiative to campaign for payment of taxes. Instead of going out to entice the taxpayers to pay, they waited in their office for taxpayers to come and pay. In other words, they were not results-oriented.

Another very serious problem encountered by the LGU was undermanned and overstaffed offices.Indeed, The present organizational structure is generally operational. Nevertheless, with the changing socio-economic environment of Baguio and innovation laws, there is a need for an in-depth study of the effectiveness of the existing organizational structure.

The above finding only shows that local authorities hardly practice systematic planning. In addition to that, the Local government failed to review and rationalize existing systems and procedures which somehow affect the whole structure of the organization. This problem account for unresponsive structure to increasing development demands.

Another very serious problem is Prolonged Casuals. This indicates that the City Government of Baguio is suffering from inaccessibility of required manpower. The need to adopt time standard for filling up vacant positions therefore is high time to optimize skills and talents of manpower.

The problem indicators: attitudinal problems, wanting leadership/management style, mismatch of manpower skills with job assignments, insufficient work direction, unfilled vacant positions account for unoptimized existing manpower.

Although the Human Resource Office is conducting seminars and trainings, the need to intensify technical and managerial training, and team-building exercises is necessary to answer the problem on unoptimized existing manpower. The researcher believes that through this the LGU can enhance efficiency and competence of government officials and it can ensure better work performance.

In the study conducted by the researcher it appeared that there is prevailing cultural problem in the Local Government

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Unit of Baguio City. People always believe that the Mayor being the executive has always the last say and he always do the right thing. This culture in the LGU functions as an organizational control system prescribing and prohibiting certain behaviors. Although there is no convincing evidence that organizational culture strongly affects organizational performance, many writers like Davis, Kilmann, Ouchi, Peters, and Waterman among others, have assumed the linkage exists.

This problem may be due to negative feedback made by politically motivated media personnel. The weak advocacy on government programs and projects of the LGU is a result of a poor-equipped Public Information Office. Lack of regular symposium, press releases and conferences may account for uninformed public regarding information on government programs and projects. Finally, Lack of Appreciation of Development Planning in Governance; Lack of Monitoring Qualitative Assessment; and Unsynchronized Planning, Programming & Budgeting System, 2.41 (Very Serious) indicates that the LGU of Baguio City still needs to undertake relevant research or feasibility study/technical viability for major development proposals. They must pursue major proposals thru appropriate technical studies. Too much politics can also be one of the problems in the implementation of the programs under development planning and Policy formulation. This was affirmed by Wildavsky, a social scientist, when he recognized the political difficulties in the implementation of Planning, Programming, and Budgeting System (PPBS). In discussing political difficulties Wildavsky said that the PPBS is based on a rational procedure, however, he pointed out that in politics, compromise is always a rational procedure. Case studies have indicated that program operations and implementation can be sustained through the establishment of strong local government Unit; however, the sustainability of programs may be impaired by the change on political leadership. In other words the sharing of resources between and among

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participating local units in the program cannot be sustained because of the change in the set of elective officials. To strengthen government programs and projects implementation, monitoring and evaluation, the local government of Baguio City must adopt development research as a strategy for quality assessment. It must also enhance its inter city/municipality relationship, and improve the City statistical system for planning and decision-making.

Significance of the Differences on the Degree of Seriousness of the Problems Encountered by Group

Sub-Problem 3.1 dealt with the significance of the differences on degree of seriousness of the problems encountered according to group.

In comparing the degree of seriousness of the problems encountered by the LGU Officials and employees and the Implementing sectors, table 11 revealed that the Local Government Unit’s officials and Employees got a higher mean rating (2.6060) than the Implementing agencies (2.2656).

As to the degree of seriousness of these problems, the Local Government Unit’s officials and Employees claimed that all the areas are serious with weighted means ranging from 2.43-2.76.

On the whole, the employees and officials and employees of the Local Government Unit of Baguio City looked at the problems as serious as indicated by the weighted mean, 2.6060.

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Indicators LGU Officials and Employees


Problems encountered in the Local administration sector

Mean Std. Dev.

Des

Mean Std Dev

Des

1. Undermanned & Overstaffed Offices

2.26 1.250 VS 1.64 1.206 VS

2. Various System & Procedures in Transacting Business

2.60 1.014 S 2.55 .688 S

3. Attitudinal Problems 2-61 1.085 S 2.09 1.044 VS

4. Wanting Leadership/Management Style

2.73 1.190 S 2.36 1.120 VS

5.Mismatch of Manpower Skills with Job Assignments

2.75 1.185 S 2.36 1.027 VS

6.Insufficient Work Direction 2.88 1.151 S 2.45 1.214 VS

7.Unfilled Vacant Positions 3.06 1.205 S 2.18 1.168 VS

8.Prolonged Casuals 2.55 1.349 S 1.73 1.191 VS

9. Lack of Appreciation of Development Planning in Governance

2.50 1.136 VS 2.27 .786 VS

10. Annual Investment Plan Not Being Followed

2.59 1.319 S 2.91 .701 VS

11. Unoptomized NGOs Partnership

2.96 1.174 S 3.09 .539 S

12. Inadequate Advocacy on Government Programs & Plans

2.77 1.158 S 2.55 .688 S

13. Unsynchronized Planning, Programming & Budgeting System

2.38 1.195 VS 2.64 .674 S

14. Lack of Monitoring Qualitative Assessment

2.46 1.090 VS 2.45 .820 VS

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Table 11 Comparison of the Degree of Seriousness of the Problems Encountered By Group.

As gleaned from the table, all the groups of respondents

agreed that the degree of seriousness of problems encountered is Serious. However, variations on the answers can also be seen in other areas of local administration. This is so because of differences in functions and priorities. This finding was supported by the study of Ambida where he mentioned other factors like differences in priorities, geographical locations, negative

15. Only Believe on the Mayor 2.53 1.414 S 1.36 .924 VMS

16. Memoranda, Reports are Not Being Read

2.85 1.313 S 1.82 1.168 VS

17. Lack of Facilities 2.58 1.134 S 2.82 .982 S

18. Presence of Non-performing Assets & Inability to Implement Major Development Projects

2.69 1.132 S 2.27 1.009 VS

19. Tax Exemption on Real Tax Property

2.62 1.084 S 2.73 1.009 S

20. Budgeting Exercised not Linked with Planning Activities

2.59 1.187 S 2.45 1.036 VS

21. Irregular Review of Income & Expenditure Patterns

2.66 1.272 S 2.73 .786 S

22. Weak Internal Control System

2.42 1.281 VS 2.09 .944 VS

23. Low Level of Tax Consciousness of the Public

2.40 1.289 VS 1.82 1.079 VS

24. Increasing Number of Tax Delinquents/Evaders

2.22 1.263 VS 1.64 .674 VS

25. Low Tax Base 2.49 1.253 VS 1.64 .674 VS

Area Mean 2.6060

.20333

S 2.2656

.45655

VS

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experiences in the past, and cultural characteristics which might result to different opinions.

Furthermore, the high degree of seriousness of the problems encountered on the said indicators was a manifestation that the respondents need to establish good working relationship to lessen the problems encountered. This conforms to the findings of Peter Oakley in a case study on Water Management which presented the need of participation especially in planning, identification, implementation, and monitoring of projects.16 The findings also imply that the respondents were not adequately informed of the program and that the departments of the government concerned lack sufficient follow-up on the programs. Table 12. Summary of T-test on the Perceived Degree of Seriousness of the Problems Encountered According Group

Group Mean Standard. Deviation


t-Ratio

LGU Officials 2.6060 .20333 .04067

Implementation Sectors

2.2656 .45655 .09131

Difference .3404 -.25322 .09996

3.405

T .05 = 2.0126 df = 48 Decision: Reject Ho The computed t-ratio of 3.405 is greater than the tabled t-value of 2.0126 at .05 level of significance. As such, the null hypothesis is rejected. This means that there is a significant difference in the perceptions of the officials and employees of Local Government unit and the implementing agencies regarding the degree of seriousness of problems encountered in the Local Administration Sector. From the foregoing interpretations and analysis of findings, it could be said that the local administration sector performs a very great role as one of the planning sectors of the Comprehensive Land Use Plan of Baguio City.

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Summary, Conclusions and Recommendations

This presents the summary of the findings, conclusions and

recommendations of the study. It was the major purpose of this study to determine the status of the Local Administration Sector as a component of the Comprehensive Land Use Plan of Baguio City 1998-2008. The following specific problems were investigated: 1. What is the level of awareness of the respondents on the Programs and Projects embodied under the Medium Term Development Plan of Baguio City 2001-2004 along the following areas:

A. Organizational Development B. Human Resource Development C. Development Planning and Policy Formulation D. Development Communication E. Local Revenue generating Programs

1.1 Is there a significant difference on the level of awareness on the different areas of local administration according to groups? 2. What is the level of effectiveness of project or program implementation in local administration?

2.1 Is there a significant difference on the level of effectiveness of project implementation according to groups? 3. What is the degree of seriousness of the problems encountered in the local administration sector?

3.1 Is there a significant difference on the degree of seriousness of problems encountered in the local administration sector according to groups? The researcher hypothesized that: 1. The perceived level of awareness of the respondents on the different areas of local administration sector is moderately aware.

There is no significant difference on the level of awareness on the different

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areas of local administration according to group.

2. The perceived level of effectiveness of project or program implementation in local administration is moderately effective.

There is no significant difference on the level of effectiveness of project implementation according to groups.

3. The perceived degree of seriousness of the problems encountered in the local administration sector is moderately serious.

There is no significant difference on the degree of seriousness of problems encountered in the local administration sector according to groups.

There were two (2) groups of respondents in this study: the Officials and employees of the Local government Unit of Baguio City which is composed of 66 appointive employees and 14 elective officials (totaling 80) and administrators of other implementing agencies numbering 11 (total enumeration). 92 respondents composed the population of the study.

This study made used of the descriptive-survey method of research. The specific research problems were answered by the data gathered through a questionnaire. The data were analyzed and interpreted with the use of the following statistical tools: rank, t-test, weighted mean.

Summary of Findings The Level of Awareness of LGU Officials and Employees and the Implementing Agencies

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Organizational Development On the whole, the level of awareness of LGU officials and employees and the implementing agencies along organizational development is Aware with an area mean of 2.85.

Human Resource Development

All the indicators got weighted means that fall under the category of aware, except for Conducting Seminar workshop on work planning which was categorized as very aware. The Area Mean of 3.37 indicates that the respondents are aware with Human Resource Development Programs.

Development Planning and Policy Formulation

All the awareness indicators for development planning and policy formulation got weighted means that fall under the level of aware. The Area Mean is 3.37 interpreted as Aware. Development Communication Development Communication Program got a mean rating of 2.77 interpreted as aware. Local Fiscal Management All the awareness indicators along local fiscal management got weighted means that fall under the category of aware. The area mean is 2.81, interpreted as aware. Overall Level of Awareness on the Programs and Activities embodied under the Medium Term Development Plan of Baguio City 2001-2002

Based on mean rating, the areas are ranked as follows: (1) Human resource Development Program, 3.37 (Aware); (2) Development Planning and Policy Formulation Program, 2.95 (Aware);(3) Organizational Development Program, 2.85 (Aware); (4) local Fiscal Management, 2.81 (Aware); (5) Development Communication Program, 2.77 (Aware). The over-all mean rating is 2.95, interpreted as aware.

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As noted the LGU officials and employees and the administrators of the implementing agencies performed highest on human resource development program and development planning and policy formulation program and lowest along development communication and local revenue generating programs.

Significance of the Differences on the Level of Awareness by Group

The study revealed that The Local Government Unit’s

officials and Employees got a higher mean rating (3.0670) than the Implementing agencies (2.2163). The computed t-ratio of 6.729 is greater than the tabled t-value of 2.0168 at .05 level of significance. As such, the null hypothesis is rejected. This means that there is a significant difference in the perceptions of the officials and employees of Local Government unit and the implementing agencies regarding the level of awareness on the activities and programs embodied under the Medium Term Development Plan of Baguio City 2001-2004. The Level of Effectiveness of the Guidelines in Project/Program Implementation Pursuant to PD 1594

Of the 13 indicators eight (8) indicators got mean ratings

that fall under the level of substantially effective. The rest of the indicators had mean ratings that fall under the level of moderately effective. The area mean is 3.69, interpreted as substantially effective. Significance of the Difference in Perception on the Level of Effectiveness according to Group Indicators 3, 4, 6, 7, 8, 9, and 10 were substantially aware as claimed by the Local Government Employees and officials. Rated as moderately implemented were indicator

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numbers 1, 2, 5, 11, 12, and 13. The general perception of the respondents is substantially aware with an area mean of 3.4962. On the other hand, the Implementing agencies claimed that Publication of Call for Bids, and Public Bidding for Local Government Projects are very much effective. On the other hand, Indicators 1, 2, 3, and 5 are moderately effective. On the whole however, the area mean is 3.8738 interpreted as Substantially effective. Summary of Perceptions of the two groups.

On the whole, the two groups of respondents claimed that

the extent of project implementation was substantially effective with the average weighted means of 3.4962 and 3.8738, respectively.

The computed t-ratio of 2.296 is greater than the tabled t-value of 2.064 at .05 level of significance. As such, the null hypothesis is rejected. This means that there is a significant difference in the perceptions of the officials and employees of Local Government Unit and the implementing agencies regarding the level of effectiveness of the Guidelines in Project/Program Implementation Pursuant to PD 1594.

Degree of Seriousness of the Problems

Encountered in the Local Administration Sector

On the problems encountered by LGU officials and

employees and the implementing agencies in the Local administration sector, the respondents stated that they encountered serious problems in the local administration sector. The top ten problem indictaors were: Increasing numbers of tax delinquents or tax evaders; Undermanned and overstaffed offices; Low level of tax consciousness of the public; Low tax base; Weak

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internal control system; Only believe on the Mayor; Unsynchronized Planning, Programming and Budgeting System; Prolonged Casuals; Lack of Monitoring Qualitative Assessment; and Lack of Appreciation of Development Planning in Governance; As noted, ten (10) of the problem indicators fall under the category of very serious; the remaining indicators were interpreted as Serious.

Significance of the Differences on the Degree of Seriousness of the Problems Encountered by Group

The Local Government Unit’s officials and Employees got

a higher mean rating (2.6060) than the Implementing agencies (2.2656). The computed t-ratio of 3.405 is greater than the tabled t-value of 2.0126 at .05 level of significance. As such, the null hypothesis is rejected. This means that there is a significant difference in the perceptions of the officials and employees of Local Government unit and the implementing agencies regarding the degree of seriousness of problems encountered in the Local Administration Sector.

Status of the Local Administration Component of the Comprehensive Land Use Plan of Baguio City

The status of the Local Administration Sector as a component of the Comprehensive Land Use Plan of Baguio City

is described as follows: The Level of awareness of the respondents on the programs and activities embodied under the Medium-Term Development Plan of Baguio City is aware; The level of effectiveness of projects and program implementation is substantially effective; and the problems encountered in local administration are serious.

Conclusions

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In the light of the findings of this study, the following conclusions are drawn: 1.The aware level of awareness on the programs and activities under the medium term development plan leaves much to be desired particularly along organizational development and fiscal management as far as local administration in Baguio City is concerned.

1.1 The respondents classified by group significantly vary in their perceptions regarding the level of awareness in different areas of local administration.

2.The substantially level of effectiveness in project implementation reflects their capability to perform their tasks as personnel and Officials of LGU and the implementing agencies.

2.1 The variables by group significantly affect the perceived level of effectiveness of project and program implementation.

3. The serious problems encountered by the respondents indicate that certain areas need to be paid attention to regarding local administration.

3.1 The variables by group significantly affect the perceived degree of seriousness of the problems encountered in local administration by the respondents.

Recommendations Based on the conclusions arrived at, the researcher recommends that: 1.The level of awareness of the programs and projects can still be improved from an aware level to at least much level of awareness such as:

a. The conduct of information dissemination campaign to increase the level of awareness of employees regarding the adoption of one-stop-shop policy to simplify and fast track procedures.

b. More technical and managerial training and team-building exercises must be conducted to enhance the efficiency and competence of

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government officials and personnel to ensure better performance.

c. Adoption of development research and technical studies as a strategy for quality assessment to strengthen the implementation, monitoring and evaluation of projects and enhance the processes of planning, programming and budgeting.

d. Exposure of technical staffs with other Municipalities technical know-how or processes to enhance inter-agency or inter-municipality relationship

e. Conduct Media campaign to promote tax consciousness and intensification of collection.

2. Local officials can maintain the high level of effectiveness in project implementation by:

a. Conducting intensive information dessimination campaign on other procedures necessary in the preparation of a detailed project proposal that is required on development projects.

b. On the submission of the lists of all contracts involving contract costs, although this was subtantially effective, can still be tapped on the fullest by the maintenance of a complete listing of program and project activities operating within the locality.

c. Local Officials can secure technical assistance needed in improving systems and procedures in project implementation from the national government.

d. Strict compliance by the unit concerned on the provision regarding project implementation.

3. To address the problems encountered, the following are recommended.

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a. Impose legal tax remedies for delinquent taxpayers who refuse to pay their taxes despite the government efforts and demands to pay their taxes.

b. Positions for the undermanned offices must be filled up.

c. More educational campaigns, computer capability building and information technology seminars or training programs for local government officials and employees must be conducted regarding their fiscal powers and management capability.

d. Intensive tax campaigns shall be conducted to promote tax consciousness and intensify tax collections.

e. Increase the number of the treasurer’s staff who are in charge in the collection of taxes and fees for efficient implementation of revenue generation measures.

f. Training and deputization of barangay treasurers must be employed for the collection of taxes and fees.

g. Installation of a computerized collection and fund management system that provides speedy, efficient and comfortable service to improve the financial resource generation of the city.

h. Conduct regular symposium, media coverage, press releases or conference to strengthen advocacy on government programs and projects.

4. A more intensive study on the local administration sector must be conducted to improve administrative machinery towards an effective and efficient delivery of public service.

Bibliography

Aquino, Gaudencio V. 1971. Essentials of Research & Thesis Writing, (Phoenix Publishing House, Inc.

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Ayson, F.G. and J.B. Abletez, 1984.Barangay: Its Operations and Organizations. Manila: National Bookstore

Bautista, Victoria, People Power as a Form of Citizen Participation: Boon or Bane. Paper presented before a symposium sponsored by the Philippine Association for the Advancement of Science, University of the Philippines Diliman, May 23, 1986. Bautista, Victoria A. 1993. Introduction to Public Administration in the Philippines: A Reader, University of the Philippines: Quezon City . Calderon Jose F. and Gonzales, Expectacion C. .1993. Methods of Research and Thesis Writing, (Manila: National Bookstore. Carino, Ledevina and Associates, .1982. Integration, Participation and Effectiveness. An Analysis of the Operations and Effectiveness of five Rural Health Delivery Mechanisms, Manila: Philippine Institute for Development Studies

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Editorial Staff

FLORDILIZA B. DALUMAY Editort

DR. EUFEMIA D. CALICA DR. ELSIE M. PACHO

DR. ELIGIO B. SACAYANAN Associate Editors

DR. PURIFICACION P. VERCELES PROF. NENITA C. RIVERA

Managing Editors

JAMES R. PARROCHA Lay-out Artist/Encoder

DR. MANUEL T. LIBAO DR. INOCENCIO D. MANGAOANG, JR.

Consultants