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| ZCSPC Research Journal - Vol. IV, No.1 1

Message

Congratulations and more power to all the

authors whose research papers are published in this

issue of the ZCSPC Research Journal.

Being able to publish your work is a great thing. A

published scholarly and well-done research makes

you an authority in your field. But most of all, it makes

your work accessible to fellow researchers and other

stakeholders who may benefit from it. After all, what

we do in research is not really just about ourselves. It is about contributing to the well-

being of humanity. Research outputs that are allowed to simply sit in shelves and gather

dust, perish with the passing of time, bringing along in their demise precious ideas and

discoveries that could have enriched lives.

It is my fondest hope that by this time, you, researchers of this institution, shall have

already mustered the courage to withstand the rigors of conducting research and have the

results of your studies disseminated, published and utilized for the good of all.

Likewise, I admonish you to adhere to ethical standards. Integrity in research is

imperative – no dishonesty, no plagiarism, no claiming what is not yours, no ghost

researchers, and no disrespect towards respondents and the environment. Otherwise, you

reap the tornado.

Once more, to all of you, I doff my hat!

NORA M.PONCE, Ed.D. President

2 ZCSPC Research Journal - Vol. IV, No.1 |

Foreword

“Publish or perish” is a trite saying but true.

The president of this institution, Dr. Nora M. Ponce, has underscored in her

message to researchers in the foregoing page, the danger of allowing significant

findings and products of research to slip away into oblivion - unpublished and

unutilized.

In this vein, the Research Publication and Dissemination Unit (RPDU) of the

Office of the Vice President for Research and Extension (OVPRE) publishes this issue

of the ZCSPC Research Journal.

This issue includes researches that contribute to the body of knowledge as well

as address pressing concerns particularly in the fields of technology, education,

health and well-being, social sciences and the arts.

.

In consonance with the policies, guidelines ans standards set by the Editorial

Board, the articles publiched herein have undergone a double-blind refereeing

process and the anti-plagiarism test.

FE E. LIM, Ed.D. Editor-in-Chief


CONTENTS

Message ……………………………………………………………………………………………………………………….. 01 Foreword …………………………………………………………………………………………………………………….. 02

JOURNAL ARTICLES:

A Knowledge-Based Expert System for Troubleshooting Laptops and Tablets …………….. 05 Ferdinand V. Andrade

Effects of Zumba and Belly Dance on the Abdominal Endurance of Selected Female Adult Students of BluGym Fitness Center, Zamboanga City: A Comparative Study ................ 14

Ma. Christina G. Wee

Leksikal na Varyasyon ng Wikang Sinama sa Barangay Sinunuc, Lungsod ng Zamboanga………………………………………………………………………………………………… 21

Janet C. Solis

Status of Mother Tongue-Based Multilingual Education Implementation in Selected Rural Schools in Zamboanga City …………………….................... 28

Jessica V. Canong, Beverly Ann Carpio, Maria Jazzel delos Reyes, Nejjnon M. Lazaro and Sheila Roisz P. Saladani (Authors); and Clarisa V. Acac (Co-Author)

Street Dance Ethnography of the Zamboanga Hermosa Festival …………………………………… 36 Emie S. Misil

Acquired Competency Among Food Service Management Students and Industry Immersion: Basis for Program Intervention ……………………………………………. 44

Gina C. Langga

Level of Awareness, Preparedness and Readiness of Technical-Vocational Schools in Implementing the K-12 Curriculum in Zamboanga Peninsula: An Assessment ……..……………………………………………………………………………………………………… 51 Jocelyn I. Kong

Jeepney Story Mobile Program: An Assessment ………………………………………………………... 58 Anna Maria P. Gomez and Michael M. Cabiles


APPENDICES:

About the Authors ……………………………………………………………………………………………………… 67 Research Publication Policies, Guidelines, Standards and Procedures …………………………. 69 Author’s Consent to Publish Article …………………………………………………………………………….. 76 Institution’s Consent to Publish Article ……………………………………………………………………….. 77 Funding Agency’s Consent to Publish Article ……………………………………………………………….. 78 Owner’s Consent to Publish Photos, Other Documents ……………………………………………….. 79 College Research Priorities …………………………………………………………………………………………. 80


A Knowledge-Based Expert System for Troubleshooting Laptops and Tablets

FERDINAND V. ANDRADE

Faculty, Department of Technology Education Zamboanga City State Polytechnic College R.T. Lim Blvd., Baliwasan, Zamboanga City

[email protected]

Date Submitted: September 22, 2015 First Revision: October 15, 2015 Second Revision : October 20, 2015 Final Revision: November 10, 2015

ABSTRACT

Hardware and software problems on laptops and tabletsencountered byusers affect routine work

and technicians or experts are not always available to perform immediate repair. This study proposed to

develop a Knowledge-Based Expert System for Troubleshooting Laptops and Tablets which utilizes

smartphones to detect errors while using the unit. It is done using graphical user interface that provides

probable solution and recommends advice throughan interaction with the user. The structure and

organization of the knowledge was modeled in the form of a decision tree which generated production

rules. The knowledge acquisition was made possible with an interview conducted to the experts and the

use of different resources. The methods to process this knowledge were defined by following the different

phases of expert system. The system was tested for its functionality and changes were modified as the

user introduces additional knowledge. Results revealed that the developed system is a functional and

helpful tool in determining and solving the cause as to why laptops or tablets malfunction. The developed

knowledge-based file was successfully deployed in the e2Gdroid Lite ExpertSystem Shell.

Index Terms: artificial intelligence, domain expert, expert system, knowledge, production rules,

troubleshooting

INTRODUCTION

Laptops and tablets play a very significant role in almost every individual’s life, at home or in the

workplace. The major problem commonly experienced by users is how to do basic troubleshooting when

these devices fail to function properly and no expert technician is nearby to help. In such a situation, the

expert system (ES) comes in very handy.


According to Turban (2001), ES is a system that emulates the decision-making ability of a human

expert. Expert knowledge is stored inside a computer to solve problems that require human expertise

(Turban, 1992).

The main objective of this research was to develop a knowledge-based ES for troubleshooting laptops

and tablets that helps users troubleshoot a malfunctioning laptop/tablet by giving advice. The user needs

to engage the ES application in a dialogue that can be accessed through smartphones.

An inference technique called ‘backward chaining’ was used as a method in designing the rules. It uses

‘IF THEN’ rules to repetitively break a goal into smaller sub-goals which are easier to prove (Mandal, 2012).

The aim of this technique is to pick the best choice from many enumerated possible solutions that can be

efficiently matched with the problem. The resulting system is able to offer a solution, faster than a human

expert, in the form of consistent recommendations on how to solve the problems.

RELATED SYSTEMS

The following are some of the existing ES that have been developed and implemented and are related

to the proposed system.

Diagnosis and Troubleshooting of Computer Faults Based on Expert System and Artificial Intelligence

The system is meant to automate the maintenance, repair, and operations process that would spare

human technicians the need to manually perform routine, laborious, and time-consuming maintenance

tasks.

Computer systems typically include a combination of hardware and software components, application

programs, system programs, processors, buses, memory, input/output devices and many other

components. In a computer system, different defects may arise in various parts. An ES is able to detect

these defects as well as suggest probable rectification.

The Computer Fault Troubleshooter is a rule-based ES used for diagnosing and troubleshooting PC faults

and hardware problems. A totally new design, it uses a previous concept based on object-oriented

programming principles. It is a web-based system that can be deployed in an Intranet environment. The

actual knowledge of the system is represented as production rules in the form of ‘if condition1 and

condition2 then conclusion, solution’, and stored in a rule-base. (Mandal, et.al, 2013)

Figure 1 shows the Decision Tree of the system which was adopted by the researcher in creating

the knowledge base.


MVES: A Mobile Vehicle Expert System for the Automobile Industry

The research on Mobile Vehicle Expert System (MVES) for vehicle troubleshooting through a driver’s

mobile device focused on how to troubleshoot a vehicle with a problem on sparking/starting the engine or

with cooling system trouble. With an efficient and effective MVES, one can diagnose a vehicle’s faults and

problems with ease anytime and anywhere through the initial diagnosis and further advice of the MVES.

The knowledge base collected for the MVES consists of data from automobile/mechanical engineering

experts and from the web, put together to constitute a Rule-Based method as a procedure in designing the

knowledge-based file. (Asabere & Kusi-Sarpong, 2012)

Rule-Based Expert System for Viral Infection Diagnosis

On the other hand, Patel et al., (2013) focused their study on using technology to uplift people’s

general wellbeing. They developed a web-based ES for diagnosing viral infections that also suggests

medications to treat the infections. The system works fast and is accurate because medical practitioners’

knowledge have been utilized to develop the knowledge base.

A rule-based expert method was used by domain experts and knowledge engineers to develop a

pattern-action format. It provides consultation along with reasoning, and is more beneficial when used

through web-based applications. The knowledge base itself has been verified by domain experts using the

Querying Facility developed in the admin module of the ES.

Figure 1. Decision Tree for creation of knowledge base (Mandal, et.al, 2013)


SYSTEM ARCHITECTURE FOR THE KNOWLEDGE-BASED EXPERT SYSTEM FOR TROUBLESHOOTING

LAPTOPS AND TABLETS

Discussed hereunder are the components, architecture, resolution principle, production rules and

phases involved in designing the ES developed by the researcher.

A. Components of the Expert System

According to Sajja & Akerkar (2010), ES architecture components generally include the rule

representation, the inference engine and the explanation system which are domain independent

components. These also include the following modules: (a) the user interface which eases the human-

machine interaction; (b) a knowledge-base or rule-base which stores the production rules of the system

representing the troubleshooting knowledge; and (c) an inference engine which processes stored

knowledge and user’s facts to draw conclusions and provide solutions for identified faults. These

components were adopted by the researcher in order to develop the proposed knowledge-based ES in

troubleshooting laptops and tablets.

B. Phases in Designing the Knowledge-Based Expert System

The researcher used the six-phase process of building an ES designed by John Durkin (2004) which is

composed of assessment, knowledge acquisition, design, test, documentation, and maintenance. This

model is shown in Figure 2.

Figure 2. Six Phases in Developing the Expert System, Durkin (2004)


C. System Architecture

Figure 3 shows the main architectural design of the proposed ES developed by the researcher. The

knowledge acquired is translated into rules which can be encoded and stored in the expert system shell.

This system is loaded into smartphones. An e2gDroid expert system shell is used in order to load the rule

into its knowledge-based. This e2gDroid ES is a free mobile application that can be downloaded in android

playstores and installed into smartphones for testing and evaluation. The knowledge in diagnosing laptops

and tablets is gathered from the domain experts. The knowledge Engineer translates the knowledge

acquired from the domain experts and transforms it into rules.

The rule is used as type of knowledge representation scheme using an ‘IF-THEN’ structure. The created

rules are then saved into .kb file extension. This file is the knowledge base file that is loaded into the

expert system shell which is the e2gDroid Lite. In this research study, there are two .kb files created, the

LaptopRepair.kb and the TabletRepair.kb.

Figure 3. System Architecture of the Proposed Expert System

D. Resolution Principle

In determining the truth of an assertion of logical

systems, inference strategy is used. The resolution principle

is a method of proving a theorem by constructing

refutation proofs. In proof by resolution, unification is used.

This method assumes that the goal is false and the

premises are true then try to establish that the argument is

unsatisfiable. New resolvents are produced from the union

of existing clauses with complementary literals which is

added to the knowledge base.


E. Production Rules

The rules for diagnosing and troubleshooting laptops and tablets developed by the researcher, were

written in the form of ‘if-then’ statements. They were represented as ‘IF A AND B THEN C D’ where A

denotes the first condition, B denotes the second condition, C denotes the conclusion, and D denotes the

solution. For instance, a possible production rule could be stated as follows: ‘IF hard disk problem and HDD

noise is present THEN serious hardware problems are detected - backup and replace your drive’.

Table 1 and Table 2 show examples of Production Rules for troubleshooting laptops and tablets

written in the form of ‘if-then’ statements which the researcher developed.

Table 1 Rules Design for Laptop

Table 2 Rules Design for Tablet

IF AND THEN SOLUTION

OS Freeze or Slow

HDD has no enough disk space available

Hard Disk has problem

Delete/Uninstall unnecessary/temp files or applications.

OS Freeze or Slow

HDD has unusual noise

Hard Disk is defective Replace HDD.

OS Freeze or Slow

Has Install Illegitimate Software

File System is corrupted Clean the registry and uninstall the software.

IF AND THEN SOLUTION

Faulty Battery Auto Shutdown

Battery gets so hot easily/ overheating that it turns itself off.

Switch OFF the tablet. If problems continue replace the battery

Faulty Battery Battery drain quickly

Too many apps loading in background, Battery is defective

Disable the apps in the background.

Faulty Battery

System halted

Low battery levels

Charge the battery. If the problem continue disable the unnecessary apps in the background


F. Rule Base Validation Graph

To further validate and understand troubleshooting for laptops and tablets, a rule base validation

graph (Figure 4) demonstrates how the rules are implemented in the ES designed by the researcher, that

meet domain expert and user requirements.

Figure 4. Rule Base Validation Graph for Laptops and Tablets

SIMULATION AND RESULTS

The User Interface is a step-by-step

multi-page diagnostic questionnaire

containing a sequence of questions that are

asked of the user who would have to answer

them thoroughly, so that the cause of the

fault is identified and a matching solution is

provided. In other words, it is mobile data

form through which the possible symptoms of

hardware or software faults are presented

on the screen.

Figure 5.Two KB files that will allow the user to choose before running the main interface


Figure 6. List of symptoms/problems that the user has to select which are exhibited by the malfunctioning laptops or tablets so as to start a reasoning process to find out the cause of the fault and provide solution.

Figure 7. Final results after the interaction between the system and the user. These results provide the solution based on the problem selected by the user with the certainty factor of 100% confidence.


CONCLUSION AND RECOMMENDATIONS

The Knowledge-Based Expert System for Troubleshooting Laptops and Tablets designed and developed

by the researcher is a unique cutting-edge technology using Mobile Android Application. It is a do-it-

yourself method for troubletshooting laptops/tablets. The technology has been verified by the domain

experts using the Querying facility which was deployed in e2gDroid Expert System Shell.

It is recommended that the system be tested to determine its user-friendliness. To further improve the

versatility of the ES, it may be made available in multiple local languages and include troubleshooting for

smartphones. Furthermore, it may be made accessible in a website for alternative access in case the user

does not have a smartphone.

REFERENCES

Akerkar R., & Sajja P. (2010). Knowledge-Based Systems. Western Norway Research Institute: Jones Bartlett Publishers, LLC. Asabere N. Y., & Kusi-Sarpong S. (2012). Mves: A Mobile Vehicle Expert System for the Automobile Industry. International Journal of Engineering Researchand Applications, 1108. Durkin, J. (1994). Expert System: Design andDevelopment. New York: Macmillan Publishing Company, Inc.

Mandal, S., Chatterjee, S., & Neogi, B. (2012). Diagnosis and Troubleshooting of Computer Faults Based on Expert System and Artificial Intelligence. International Journal of Pure and Applied Mathematics, 9. Patel, M., Patel A., & Virparia P. (2013). Rule Based Expert System for Viral Infection Diagnosis. International Journal of Advanced Research in Computer Science and Software Engineering, 591. Turban, E. (1992) Expert System and Applied Artificial Intelligence, Macmillan Publishing Company, Inc.


Effects of Belly Dance and Zumba on the Abdominal Endurance of Selected

Female Adult Students of BlueGym Fitness Center, Zamboanga City: A Comparative Study

MA. CHRISTINA G. WEE Director, Physical Education Department

Zamboanga City State Polytechnic College R.T. Lim Boulevard, Baliwasan, Zamboanga City

[email protected] Date submitted: September 16, 2015 First revision: October 2, 2015 Second revision: October 21, 2015 Final revision: November 16, 2015

ABSTRACT

Women, especially in their midlife, encounter more body changes and most of these happen in the

abdominal region which often weakens that area. Weak abdominal muscles cause physical discomforts

including back pains. Exercise programs to help develop abdominal muscles include Belly Dance and

Zumba. The study compared the effects of Belly Dance and Zumba on the abdominal endurance of female

adult students of BlueGym Fitness Center, Zamboanga City. It used parallel group experimental design to

compare the relative effects of two treatments administered on two groups that were equated in all

relevant aspects. The subjects were randomly selected 30 female adult students of BlueGym Fitness Center.

The strength of their abdominal muscles were tested before and after the eight-week session using

modified abdominal crunch test. Results of the study revealed that although both groups increased their

number of curl-ups after the sessions, the Zumba group did more curl-up repetitions than the Belly Dance

group. It is therefore concluded that Belly Dance and Zumba can significantly enhance abdominal

endurance, but, Zumba’s effect is greater than that of Belly Dance. Hence, Zumba is a more effective way

of strengthening abdominal endurance than Belly Dance.

Index Terms: abdominal, Belly Dance, crunch test, endurance, Zumba

mailto:[email protected]


INTRODUCTION

Physical fitness is a set of attributes a person has relative to his/her ability to perform physical

activities that require aerobic fitness, endurance, strength, or flexibility and is determined by a

combination of regular activity and genetically inherited ability. (Paffenbarger, 1990)

Fitness trends come and go but there is one practice that almost everyone engages in. It is called CORE

FITNESS EXERCISE. It has become synonymous with abdominal conditioning. Without proper strength and

conditioning of all core muscles injury, aches and pains can occur more frequently. Core fitness exercises

should aim to strengthen all muscles related to these areas. (Stephens, 1990)

According to trainer manager for body training systems Yvette Flacke (year), “the goal of core training

is to work the area that supports your trunk and spine”. She also added that by creating a firm and strong

stomach, one stabilizes the spine so it acts with ‘girdle strength’. Core training will also tone the whole

torso, keeping the lower back healthy, consequently improving posture (Crussell, 2011). The abdominal

muscles can be worked out by practicing disciplines of general body strength such as Pilates, yoga, T'ai chi,

and jogging among others.

To tone the abdomen, one may consider Belly Dancing. This ancient art form which has now found a

place in dance and exercise studios, burnscalories aside from toning and trimming the stomach (Luther,

2011).

Belly dancing is derived from traditional women’s dances of the Middle East and North Africa. This

ritualized expression is usually performed by women, generally during fertility rites toprepare a young

woman for marriage. (Waldie, 2010)

To date, belly dancing has gracefully rolled and swayed its way to mainstream fitness all over the

world. This sexy form of dance can burn as many calories as walking, running, swimming or riding a bike.

With the swift movements and constant swaying, the body is toned and leaned (Dallal, 2004). It uses

muscles in the core of the body- abdomen, pelvic and back (Agarwal, 2011).

Meanwhile, Zumba, another fitness trend, has become the most preferred style of exercise among

women worldwide (Jones, 2012). Zumba is a cardiovascular exercise that incorporates Latin Dance styles

such as Merengue, Cumbia, Salsa and Reggaeton (Fabiola, 2010). This dance exercise was created in 1990

in Colombia (Perez, 2009).

It would be interesting to study the effectiveness of Belly Dance and Zumba exercises in enhancing the

abdominal endurance of female adults. Information gathered from such research may be useful to women

who are in their midlife and may already be experiencing the ill effects of poor abdominal endurance like

back pains. It would also be useful to fitness instructors who need to find the right fit of exercise for their

clients.


METHODOLOGY

This study used parallel group experimental design in which the relative effects of two treatments on

two groups were compared. The respondents were randomly selected 30 female adult students of

BlueGym Fitness Center, 3rd Floor MSL Building, Veterans Avenue, Zamboanga City. There were 15

respondents for the Belly Dance group and 15 for the Zumba group. In this experiment, the two groups

being compared were equated in terms of age, weight, waist circumference and abdominal endurance

level before the exercise sessions were conducted.

On the first day of the eight-week session, respondents of the Belly Dance group and the Zumba group

accomplished a health and fitness questionnaire to determine their fitness to undergo the physical activity

or exercise. It was administered to the two groups at separate times but on the same date and venue.

A pre-test to measure the abdominal endurance level of respondents was also conducted after a 10-

minute warm-up. It was a modified abdominal crunch test of one-minute curl-ups per subject. The

procedure was adapted from the American alliance for Health Physical Education, Recreation and Dance

(AAHPERD, 1980 ) Modified Sit-ups.

The researcher asked each

respondent to get a partner to

do the measurements and the

counting.

One of the respondents lied

down supine on the floor with

knees flexed approximately 45

degrees in angle, with the heels

of the feet approximately 12

inches away from the buttocks.

The arms were extended at the

sides of the body, palms flat on

the floor with fingers pointing

towards the feet. The partner

measured three inches from the

tip of the fingers of the one

performing the test using the 3-

inch side of the index card. The respndent performed the test curl-up allowing the fingers to slide three

inches towards the direction of the feet and returning to starting position. The respondent performed as

many curl-ups as possible in one minute while the partner counted the repetitions. The number of

complete curl-ups was recorded. The researcher used a stopwatch to time the sit-up test. The same

procedure was conducted for the post-test at the end of the eight-week program.

Figure 1. The researcher, squatting in foreground, assists a participant in

performing curl-ups during the crunch test.


The researcher utilized The Kolmogorov- Smirnov Test to check the normality of the data of the two

groups. The Wilcoxon signed-rank test was used to determine the improvement of the abdominal

endurance level of the Zumba group. On the other hand, the dependent t-test was carried out to see if

there was an improvement in abdominal endurance level among the respondents in the Belly Dance

group. After eight weeks, the abdominal endurance level was again measured for both groups. The Mann-

Whitney test was used to determine the difference in the effects of Belly Dance and Zumba in enhancing

the abdominal endurance level of respondents. Normality assumptions and assumption of homogeneity of

variance was also checked using the Levene’s Test for equality of variance. The Frequency Distribution was

used to summarize the profile of the respondents.

RESULTS AND DISCUSSION

The respondents of this study were 30 female adult students of Blugym Fitness Center with different

occupations, who were equally distributed between the Belly dance group and the Zumba group. Table 1

shows their profile.

Table 1. Distribution of Belly Dance Respondents by Occupation

Table 2. Distribution of Zumba Respondents by Occupation

Occupation Frequency %

Businesswoman 7 23.33

Office Employee 6 20

Teacher 4 13.34

Nurse 3 10

Housewife 10 33.33

Total 30 100

Occupation Frequency %

Businesswoman 7 23.33

Office Employee 6 20

Teacher 4 13.34

Nurse 3 10

Housewife 10 33.33

Total 30 100


As shown in Table 2, the respondents’ average age was 40. They weighed an average of 60 kilograms

and their average waist circumference was 33 inches. These factors which are related to abdominal

endurance had no significant effects on the level of abdominal endurance of participants as shown by the

following data. As to age, participants in the Zumba were older (�̅� = 42.93, 𝑆𝐸 = 2.55) than the

participants of Belly Dance (�̅� = 36.87, 𝑆𝐸 = 1.60). However, this difference was not significant at t(28) =

2.02, p> 0.05. As to waist circumference, participants in the Zumba had larger waistline (�̅� = 33.00, 𝑆𝐸 =

1.01) than the participants of Belly Dance (�̅� = 32.20, 𝑆𝐸 = 0.74). However, this difference was not

significant at t(28) = 0.635, p> 0.05. Data on weight showed that participants in the Zumba were heavier

(�̅� = 62.53, 𝑆𝐸 = 3.01) than the participants of Belly Dance (�̅� = 61.33, 𝑆𝐸 = 2.19). However, this

difference was not significant at t(28) = 0.322, p> 0.05. Noticeably, they had low abdominal endurance

level before the researcher conducted the experiment with a mean of 20.33 for both groups.

Table 2 Mean and Standard Deviation of Variables of the Participants

It was found that the

abdominal endurance level of

both groups combined,

significantly improved (t =

10.91, p < 0.05). From a mean

of 20.33 curl-up repetitions

(SD = 6.96), the abdominal

endurance level of both

groups increased to a mean of

51.73 curl - ups (SD = 12.43). It

implies that the abdominal

endurance of both groups

significant improved after the

eight-week session.

Furthermore, findings

revealed that respondents of the Zumba group (𝑀𝑑𝑛 = 68) significantly did more curl–up repetitions in

one minute during the post-test compared to the respondents of the Belly Dance group (𝑀𝑑𝑛 = 52) after

eight weeks of exercise, 𝑈 = 64.50, 𝑝 < 0.05, 𝑟 = −0.36. It shows that although the abdominal

Variables

Age Weight Waistline Abdominal Endurance Level

Mean 39.90 61.93 32.60 20.33

SD 8.66 10.05 3.41 6.68

Figure 1. Belly Dance group


endurance of respondents in both Zumba and Belly Dance groups significantly improved, the increase in

the level of abdominal endurance of the respondents in the Zumba group was more significant than that in

the Belly Dance group.

CONCLUSIONS AND RECOMMENDATIONS

It is concluded that Zumba and Belly Dance

are effective in enhancing the abdominal

endurance of female adults. This is evidenced by

the increase in the number of curl-up repetitions

performed by respondents in both groups in the

post-test compared to that in the pre-test. But

the Zumba group did more curl-up repetitions

than the Belly Dance group in the post-test which

implies that Zumba is more effective in enhancing

abdominal endurance than Belly Dance.

Hence, it is recommended that female adults

may engage in a regular core fitness exercise like

Zumba or Belly Dance to improve their abdominal

endurance, lessen physical discomforts, be

physically fit and look good. However, if they

want a more effective way of enhancing their

abdominal endurance, it is suggested that they

resort to doing Zumba.

ACKNOWLEDGMENT

The researcher would like to thank the Almighty God for the gift of life, the patience, the determination

and the passion to pursue the study that He bestowed upon her, and for inspiring her to finish the task in

spite of her weaknesses and limitations.

Special thanks also goes to Prof. Ma. Blancaflor R. Jimeno, the researcher’s adviser, for the

encouragement, patience and assistance in writing this paper. Her suggestions, critical advice and assistance

lent credence to the work.

Gratitude also goes to the following: Prof. Ronel Baluntang for doing the statistiscal computations and

interpretations; Dr. Ma. Socorro Yvonne Ramos, who, despite her busy schedule, patiently reviewed the

details of the paper; Dr. Roger Fernandez, owner of Bluegym Fitness Center and his staff; the respondents

for their help in realizing the objectives of the study; Dr. Nora M. Ponce, ZCSPC President, for the inspiration

and the needed “push” that she gave the researcher to finish the study; and to the ZCSPC family, for all the

support.

Figure 2. Zumba workout


REFERENCES

American Association of Physical Health Education, Recreation and Dance (1980).

Agarwal, Abhisbek (2011) “ Complete Body Fitness”. http://www. Fitness magic.com/71/ index.htm

Dallal, Tamalyn (2004) “Belly Dancing for Fitness; the Ultimate Dance Workout that Unleashes your

Creative Spirit” Published September 21st 2004 by Ulysses Press

Fabiola, Francisque (2010) “ BasicZumba step” http:// www. livestrong. com/ artcle /39914-basic-zumba-

steps/#ixzzlVguhl063

Jones, Deja (2012) “Moving and Shaking; The Benefits of Zumba” ehow.com http:// www.ehow/ how-

73933666-learn-basic-steps-zumba.html.

Luther, Carol (2011) “Grandmother’s Secret: The Ancient Rituals and Healing Powers of Belly Dance”

Published November 1st 2000 by Interlink Publishing Group (first published 1999)

Paffenbarger, R. S. Jr. Hyde R. T. (1990) “Physical Activity and Physical Fitness as Determinants of Health

and Longevity” Exercise, Fitness and health, pp 33-48., Champaign, Il; Human Kinetics

Perez, Beto (2009) “Zumba ditch the Workout Join the Party”. http://www.livestrong.com.History- of-

zumba-ditch-the workout.”

Stephens, J. R. Sutton (1990) “Exercise, Fitness and Health” Medicine and Science in sports and Exercise 18,

322-327

Waldie, Helen (2010) “Discover Belly Dance Journal Volume 18.2

Yvette Flacke, trainer-manager for body training systems.

http://www.livestrong.com/


Leksikal na Varyasyon ng Wikang Sinama sa Barangay Sinunuc ng Lungsod

ng Zamboanga

JANET C. SOLIS Faculty, Department of Arts and Sciences Zamboanga City State Polytechnic College

R.T.Lim Boulevard , Baliwasan Zamboanga City [email protected]

Date submitted: September 16, 2015 First revision: October 2, 2015 Second revision: October 21, 2015 Final revision: November 16, 2015

ABSTRAK

Ang pag-aaral na ito ay isang kwalitatibong pananaliksik. Gamit ang disensyong deskriptib-analitik,

sinuri ng mananaliksik ang leksikal na varyasyon ng wikang Sinama ng dalawang grupong etniko – Sama

Bangingi at Sama Badjao, na naninirahan sa barangay Sinunuc ng Lungsod ng Zamboanga. Dalawang

baryabol ang ginamit sa pagsusuri - ang wikang Sinama Badjao at wikang Sinama Bangingi. Nangalap ang

mananaliksik ng pitumpung (70) salitang kaugnay ng siklo ng buhay at mga kagamitan sa bahay ng

dalawang grupo. Sinuri at inilarawan ang leksikal na pagkakatulad at pagkakaiba ng dalawang

dayalekto.Lumabas na higit na malaki ang bahagdan ng leksikal na pagkakatulad kaysa leksikal na

pagkakaiba ng dalawang dayalekto. Natuklasan din na may mga salitang Chabacano na kasama na rin sa

leksikon ng wikang Sinama.

Susing Salita: Sama Badjao, Sama Bangingi, Sinama, varayti, leksikal

INTRODUKSYON

Ang Lungsod ng Zamboanga na nasa Mindanao ay isang multi-kultural at multilinggwistikong lugar.

Naninirahan dito ang iba’t ibang etnikong grupo ng mga tao tulad ng mga Subanen, Sama, Badjao, Tausug,

at iba pa. Zamboangueño ang tawag sa mga katutubo ng Lungsod ng Zamboanga. Maliban sa mga

katutubo, marami pang ibang mga pangkat ang piniling manirahan sa Lungsod ng Zamboanga dahil sa mga

oportunidad pang-ekonomiko na mayroon sa Lungsod.

Ang mga Sama ay isa lamang sa mga katutubong naninirahan sa Lungsod ng Zamboanga. Ang iba ay

nag-ugat pa sa mga ninuno sa Sabah Malaysia at Indonesia. Sila ay pinaniniwalaang nagmula sa mga



karatig pulo ng Zamboanga. Sila ay mas kilala sa tawag na Samal. Isa sila sa mga pangkat etniko ng mga

Muslim. Isa rin sila sa pinakamalaki at may iba’t ibang etnolingggwistikong grupo na matatagpuan sa Timog

Asya partikular sa Pilipinas. Ang mga Sama ay mga katutubo ng Sulu Archipelago at matatagpuan sa mga

baybayin ng Tawi-tawi, Sulu, Basilan at ilang baybayin ng Zamboanga Peninsula at Autonomus Region in

Muslim Mindanao (ARMM). Pangingisda ang pangunahing hanapbuhay ng mga Sama. (Gorlinski)

Wikang Sinama ang tawag sa wika ng mga Sama. Ang wikang Sama o Sinama ay galing sa salitang

(Sama + panlaping ‘in’). Ito ay may iba’t ibang diyalekto na nakadepende sa lugar kung saan nagmula ang

pangkat ng mga Sama. (Hufana, 2009) Sa Lungsod ng Zamboanga, partikular sa barangay Sinunuc, ay

matatagpuan ang dalawang pangkat ng mga Sama, ang Sama Bangingi at Sama Badjao. Ang dalawang

pangkat na ito ay kapwa mga Sama ngunit ang bawat pangkat ay nagkakaiba-iba sa kultura, paniniwala,

pamumuhay at maging sa wika. Bawat isa ay may natatanging katangian na kaiba sa isa’t isa. Ang mga

Sama Badjao ay mga grupong naninirahan sa baybayin at bangka. Ang mga Sama Bangingi naman ay

naninirahan sa kalupaan o kabundukan.

Sa ganitong konteksto, nilayon ng pag-aaral na ito na alamin ang leksikal na pagkakatulad at

pagkakaiba ng wikang Sinama ng mga Sama Bangingi at Sama Badjao sa barangay Sinunuc sa Lungsod ng

Zamboanga.Limitado lamang ang pag-aaral na ito sa mga salitang nakalap ng mananaliksik kaugnay ng siklo

ng buhay at mga kagamitan sa bahay.

METODOLOHIYA

Deskriptib-analitik ang disenyo ng pananaliksik. Tinangka nitong ilarawan at suriin ang pagkakaiba at

pagkakatulad sa leksikon ng dalawang etnikong grupo. Ginamit ang tuwirang pangangalap ng mga datos.

Gamit ang mga inilistang salita kaugnay ng mga katawagang kultural sa siklo ng buhay at mga kagamitang

pambahay, tinanong ang mga Sama ng katumbas na salita sa wika ng Sama Bangingi at Sama Badjao. Ang

mga impormante ng pag-aaral na ito ay mga taal na tagapagsalita ng Sama Bangingi at Sama Badjao.

MGA NATUKLASAN

Nangalap ang mananaliksik ng pitumpung (70) salitang Sinama ng Sama Bangingi at Sama Badjao ng

Barangay Sinunuc. Sinuri ang pagkakaiba at pagkakatulad sa leksikon ng dalawang pangkat mula sa mga

salitang nakalap.

Talahanayan 1 Kabuuang Bilang ng mga Salitang Kaugnay ng Siklo ng Buhay at mga Kagamitang Pambahay

Mga Salita Bilang Porsyento

Siklo ng Buhay 36 51.43%

Kagamitang Pambahay 34 48.57%

Kabuuang Bilang 70 100%


Makikita sa Talahanayan 1 ang kabuuang bilang ng mga salitang nakolekta ng mananaliksik. Ang mga

salitang kaugnay ng siklo ng buhay ay may tatlumpu’t anim (36 o 51.43%). Ang mga salitang kaugnay sa

mga kagamitang pambahay ay may tatlumpu’t apat (34 o 48.57%).

Talahanayan 2

Mga Salitang Magkatulad na Magkatulad sa Anyo sa mga Salitang Kaugnay ng Siklo ng Buhay

Mga salita kaugnay ng siklo ng buhay

(Filipino)

Sama Badjao (Pangngalan)

Transkripsyon Sama Bangingi (Pangngalan)

Transkripsyon

1. Tanan Aglahi /ag.la: hi/ Aglahi /ag. la: hi/

2. Nobyo tunang lellah /tu.naŋ.lǝ.llah/ tunang llala /tu.naŋ.lǝ.llah/

3. Nobya tunang dendah /tu.naŋ.dǝn.ddah/ Tunangddanda /tu.naŋ.dǝn.ddah/

4. asawang lalake Hella /hǝl.lah/ Hella /hǝl.lah/

5. kasal Kawin /ka.win/ Kawin /ka.win/

6. magulang Mattoa /mat.to.ah/ Mattoa /mat.to.ah/

7. placenta Tamuni /ta.mu:ni/ Tamuni /ta.mu:ni/

8. lalake lella / lǝ.llah / Lella / lǝ.llah /

9. babae denda / dǝn.ddah / Denda / dǝn .ddah /

10. anak anak / a: nak / Anak / a: nak /

11. niyog lahing /La:hing/ Lahing /la:hing /

12.matandang Dalaga

budjang toa / bud.jang.toˀ.a h/ budjang toa / bud.jang.toˀ.ah /

13. balo(byuda) balu /ba:luh/ Balu /ba:luh/

14. dowry ungsud /uŋ.sud/ Unsud /uŋ.sud/

15. ina ina / I. naˀ/ Ina / I .naˀ/

16. ama mma / mmaˀ/ mmah / im.maˀ/

17. kapatid danakan /da.na.kan/ Danakan /da.na.kan/

18. dasal sambahayang /sam.ba.ha:yang/ Sambahayang /sam.ba.ha:yang/

19. bangkay mayat /ma:yat/ mayat /ma:yat/

20. puti pote /po:teˀ/ pote /po:teˀ/

21.itim ettom /et:tom/ ettom /et:tom/

22.tubig bohe /bo.heˀ/ bohe /bo.heˀ/

23.banig tepo /te.poh/ tepo /te.poh/

24. mag-asawa maglakibini /mag.la.ka.bi.nih/ maglakabini /mag.la.ka.bi.nih/

Ang Talahanayan 2 ay may dalawampu’t apat (24) nasalitang kaugnay ng siklo ng buhay. Ipinakikita

nito ang mga leksikon namagkatulad na magkatulad sa anyo gayundin ang paraan ng pagbigkas sa mga

salita maliban sa salitang ama. Sa Sama Badjao ito ay binibigkas ng /mmaˀ/ samantalang sa Bangingi ay

/im.maˀ/.


Talahanayan 3 Mga Salitang Magkatulad na Magkatulad sa Anyo sa mga Salitang Kaugnay ng mga Kagamitang Pambahay

Mga kagamitan sa bahay (Filipino)

Sama Badjao Transkripsyon Sama Bangingi Transkripsyon

1. damit badju /bad.juˀ/ badju /bad.juˀ/

2. Sombrero saruk /sa.ruhk/ saruk /sa.ruhk/

3. Banig tepo /te.poh/ tepo /te.poh/

4. Langis insellan lahing /in.sel.lan.la.hiŋ/ insellan lahing /in.sel.lan.la.hiŋ/

5. Kumot manta /man.tah/ manta /man.tah/

6. Mesa mesa /me.sah/ mesa /me.sah/

7. Silya bangku /bang.kuh/ bangku /bang.kuh/

8. Sandok luwag /lu.wag/ luwag /lu.wag/

9. Niyog lahing /la. hing/ lahing /la.hing/

10. tinidor tinedol /ti.ne:dol/ tinedol /ti.ne:dol/

11. Baso sawan /sa.wan/ sawan /sa.wan/

12. Asukal sokal /so.kal/ sokal /so.kal/

13. Asin asin /a:sin/ asin /a:sin/

14. Kudkuran kugutan /ku.gu:tan/ kugutan /ku.gu:tan/

15. Sangkalan sangkalan /sang.ka:lan/ sangkalan /sang.ka:lan/

16. Walis sasapu /sa.sa.puh/ sasapu /sa.sa.puh/

17. Bahay luma /lu.ma’/ luma /lu.ma’/

18. Takuri Sili /si.liˀ/ Silih /si.liˀ/

19. suklay Suray /su.ray/ suray /su.ray/

20. Bote Kassa /ka.ssa’/ kassa /ka.ssaˀ/

21. bangga (jar) Pogah / po.gah/ pogah / po.gah/

22. posporo Bagid /ba.gid/ bagid /ba.gid/

23. basket Ambung /am.buŋ/ ambung /am.buŋ/

24. plato Lay /lay/ Lay /lay/

Ang Talahanayan 3 ay may dalawampu’t apat na salitang kaugnay ng mga kagamitang pambahay. Inilalarawan nito ang mga leksikon na magkatulad na magkatulad sa anyo.


Mula sa datos na nakalap 68.57% porsyento ng mga salitang Sama Badjao at Sama Bangingi ay

magkatulad na magkatulad sa anyo. Ibig sabihin, ang Sama Badjao at Sama Bangingi ay mga kogneyts ng

wikang Sinama sapagkat 68.57% mutually intelligible sila sa isa’t isa.

May mga salita din sa wikang ito na kapareho ng mga salitang makikita sa wikang Chabacano tulad ng:

/mantah/:kumot;/mesah/: mesa;/ bangkuh/: silya; /tinedol/:tinidor; /sangkalan/: sangkalan. Ito ay mga

patunay lamang na naiimplwuwensyahan ng wikang Chabacano ang wikang Sinama. Ang mga Saml Badjao

at Sama Bangingi saLungsod Zamboanga ay napapaligiran at nakikisalamuha sa mga katutubo at taal na

tagapagsalita ng wikang Chabacano.Wikang Chabacano ang lingua franca ng lugar. Mismong mga Sama

Badjao at Sama Bangingi ay marunong din magsalita ng wikang Chabacano.

Talahanayan 4 Mga Salitang Magkaibang-magkaiba sa Anyo sa mga Salitang Kaugnay ng Siklo ng Buhay

at Mga Kagamitang Pambahay

Mga Katawagan

(Filipino) Sama Badjao (Pangngalan)

Transkripsyon Sama Bangingi (Pangngalan)

Transkripsyon

1. kama Palanglea /pa.lang.le.a/ Tilam /ti.lam/

2. patay Muhmin /muh. min/ Amatay /a.ma:tay/

3. kabit Agintan- angliulakad

/a.gin.tan a.ŋal.yu.la.kad/

Kabit /ka:bit/

4. kaldero Pamellahan /Pa.mel.la:han/ Kaldero /kal.de.ro/

5. manghihilot Aghihilut /ag.hi.hi.lut/ Panday /pan.day/

6.batya Palanganah /pa.lang.ga.nah/ Undam /un.dam/

7. tabu Sawuk /sa.wuk/ Gayung /ga.yuŋ/

8. bayad o Handog

Pagbuwan /pag.bu:wan/ Sarrakka / sa. rrak. ka /

9. ilaw Su /suˀ/ Palitaan /pa.li.ta.an/

10. Ritwal Entan /en.tan/ duwaa / du.wa.a /

11. Duyan Dundangan/ tautin

/dun.da:ŋan/ /ta.u.tin/

dundangan buwahan

/dun.da.ŋan / /bu.wa.han/-

12. Buhay Allum /a:llum/ Ñwa /nya. wa /

13. parental Pagmattoah /pag.mat.to.ah/ tunggutunang / tuŋ.gu tu.naŋ/

14. sanggol onde-onde /on.deˀ-on.deˀ/ rakanak /ra.ka.nak/

15. binyag Purut /pu:rut/ maggunting /mag.gun.tiŋ/

16. Kamatayan Kapatayan /ka.pa.ta:yan/ Kamatay / ka.ma:tay /

Ang talahanayan 4 ay may labing-anim (16 o 22.86%) na salita na mula sa dalawang kategorya ng mga

salita. Ang sampung (10) salita ay mga salitang kaugnay ng siklo ng buhay samantala ang anim (6) ay mga salita tungkol sa mga kagamitang pambahay. Inilalarawan sa talahanayan ang mga salitang magkaibang-magkaiba ang anyo.


Mula sa mga datos na nakalap sa mga salitang pambahay,natuklasang may mga salitang Sama Badjao at Sama Bangingi nakatulad ng mga salita ng Chabacano, tulad ng caldero(kaldero) at palanggana (batya) na pumasok sa leksikon ng wikang Sinama. Ito ay sa dahilang ang mga Sama ay naninirahan sa kapaligiran ng mga taal na tagapagsalita ng wikang Chabacano. Naiimpluwensyahan ng wikang Chabacano ang wikang Sinama.

Talahanayan 5 Mga Salitang Magkaiba sa Isa o Dalawang letra sa mga Salitang Kaugnay ng Siklo ng Buhay

at Mga Kagamitang Pambahay

Mga Katawagan

(Filipino)

Sama Badjao (Pangngalan)

Transkripsyon Samal Bangingi (Pangalan)

Transkripsyon

1.tapis/malong Os /hos/ olos /ho.los/

2. kawali Kaha /ka.ha’/ kawa /ka.wa’/

3.kutsara Suruhk /su.ruhk/ suru /su.ruˀ/

4.unan Oan /o.an/ Uan /u.an/

5. bahay na pinagdalhan sa babaeng nagtanan

Sarahk /sa.rahk/ sara (malumi) /sa.ra’/

6. panganganak pag-anakan /pag.- a.na.kan/ anganak /a.ŋa:nak/

Ang talahanayan 5 ay may kabuuang bilang na anim (6) na mga salita. Ang apat (4) ay mga salitang kaugnay ng mga kagamitan pambahay at dalawa (2) ay mga salitang hinggil sa siklo ng buhay. Inilalarawan nito ang mga salitang magkaiba lamang sa isa o dalawang ponema maliban sa salitang panganganak na magkaiba sila sa panlaping ginamit /pag.a.na.kan./ sa Sama Badjao, /a.ŋa:nak/ naman sa Sama Bangingi.

Ang malaking porsyento ng pagkakatulad

sa anyo ng mga salita ng Sama Badjao at Sama

Bangingi ay sosyolohikal sapagkat ang

dalawang etnikong grupong ito ay

nagkakaroon ng ugnayan sa isa’t isa lalung lalo

na dahil sa sila ay nasa iisang komunidad.

Nagkakaroon din ng inter-marriage sa pagitan

ng mga pangkat na ito at nagiging

magkakamag-anak na sila. Maging sapag-aaral

ni Cruz (1999), lumabas na malaki ang

pagkakatulad ng Sama Badjao, Sama Bangingi

at Sama Sibuco kaysa sa pagkakaiba.

Samantala, labing-anim (16 o 22.86%) na

porsyento lamang ng mga salita ng Sama

Badjao at Sama Bangingi ay magkaibang-magkaiba ang anyo at anim (6 o 8.57%) na porsyento naman ay

nagkakaiba lamang sa isa o dalawang letra maliban sa salitang panganganak na magkaiba sila sa panlaping

Ang mananliksik (kaliwa) habang nagtatatnong sa isang respondent (kanan).


ginamit /pag.a.na.kan./ sa Samal Badjao, /a.ŋa:nak/ naman sa Sama Bangingi. Ito ay patunay lamang na

ang Sama Badjao at Sama Bangingi ay mga kogneyts ng wikang Sinama. Mayroong kaunting pagkakaiba

lamang sa ilang salita ng dalawang pangkat na ito dahil sa heograpikong kadahilanan.

Ang pagpasok ng mga salitang Chabacano sa leksikon ng Sama Badjao at Sama Bangingi ay bunga ng

sosyolohikal at sikolohikal na salik. Sosyolohikal dahil ang mga Samal ay nakikihalubilo at nakikisalamuha sa

mga katutubong Chabacano. Malaking porsyento ng populasyon ng komunidad ay mga Zamboangueño

kaya’t malakas ang impluwensya ng wikang Chabacano sa wikang Sinama. Sikolohikal din, dahil gustong-

gusto ng mga Sama na matuto ng wikang Chabacano at iba pang wika tulad ng Filipino at Bisaya dahil

nahihiya silang malaman ng iba na sila ay mga Sama o kaya’y kabilang sila sa grupo ng mga Sama. Higit

nilang gustong umangkop sa nakararami at maging katulad ng huli, upang sila ay hindi maliitin. Sa

katunayan ang mga Sama sa Lungsod ng Zamboanga ay bihasa na rin sa pagsasalita ng wikang Chabacano.

KONGKLUSYON

Ang natuklasan sa pag-aaral ay isang patunay na nagkakaroon ng pagkakaiba-iba o varyasyon ng

leksikon ang dalawang etniko kahit sila ay parehong nagmula sa isang pangkat. Dala ito ng heograpikal na

lokasyon. Ang lugar kung saan sila nagmula ay maaaring napapaligiran ng tubig at bundok tulad ng pulo at

isla, isa sa pangunahing dahilan ng leksikal varyasyon ng wika.

Nagkakaroon na rin ng impluwensya ng iba pang wika o dayalekto sa wikang Sinama dahil ang mga

Sama Badjao at Sama Bangngi ay naninirahan kasama and ibang mga etnikong grupo sa isang pook. Ang

natuklasan ay sumusuporta sa teorya ng akomodasyon (accomodation theory) ni Giles (1984) mula kay

Peregrino, (2012) na nagsasabing ang interaksyon ng mga tao, ang pakikiisa, pakikilahok at pakikipag-

ugnayan sa isa’t isa ay dahilan ng pagkakaroon ng impluwensya ng kultura ng isa’t isa.

Batay sa nabuong kongklusyon, iminumungkahi ng mananaliksik na pag-aralan ang varayti ng wikang

Sinama ng mga kabataang Sama. Pag-aralan din ang varayti ng Chabacano Sinama at ang ponolohikal at

leksikal na varyasyon ng Sinama sa Lungsod ng Zamboanga at iba pang lugar tulad ng Basilan, Jolo at Tawi-

tawi upang ang wikang ito ay hindi tuluyang maglaho.

BIBLIOGRAPI Cruz, L. (1999). Sama Badjao, Sama Bangingi, Sama Sibuco: a description and comparison.Zamboanga City:

Western Mindanao State University.

Gorlinski, V. Sama http://www.britannica.com/EBchecked/topic/49401/Sama

Peregrino, J.M.(Ed). (2012). Salindaw:varayti at baryasyon ng Filipino.UP: SWF

http://www.britannica.com/EBchecked/topic/49401/Sama


Status of Mother Tongue-Based Multilingual Education Implementation

in Selected Rural Schools in Zamboanga City

JENISSA V. CANONG, BEVERLY ANN CARPIO, MARIA JAZELLE D. DELOS REYES, NEJJNON M. LAZARO, SHEILA ROISZ P. SALADANI

(Authors) Students, Teacher Education Department Zamboanga City State Polytechnic College

R.T. Lim Boulevard, Zamboanga City

CLARISA V. ACAC

(Adviser, Co-Author) Faculty, Department of Teacher Education Zamboanga City State Polytechnic College

R.T. Lim Boulevard, Zamboanga City [email protected]

Date submitted: September 16, 2015 First revision: October 2, 2015

Second revision: October 21, 2015 Final revision: November 16, 2015

ABSTRACT

Several studies have been conducted about the implementation of Mother Tongue - Based

Multilingual Education (MTB - MLE) in elementary schools in the Philippines. However, little has been

known about its implementation in elementary schools in Zamboanga City, where the place is culturally

diverse. Thus, this study was conducted to determine the status of the implementation of MTB - MLE in

the selected rural schools in Zamboanga City. It was a qualitative study where interviews and a focus group

discussion were conducted among grades 1 to 3 teachers. Findings reveal that MTB - MLE is highly

implemented in the city. The selected rural schools follow the guidelines mandated by the curriculum.

However, teachers express the lack of references and instructional materials in Chabacano. Some teachers

are not fluent in Chabacano and the curriculum guides do not jive with the knowledge level of the students.

It is recommended that short courses in Chabacano dialect be given to teachers especially to the non -

Chabacano speakers.

Index Terms: basic education, Chabacano, curriculum, mother-tongue, multi-lingual


INTRODUCTION

One of the major changes in Basic Education Curriculum brought about by the K-12 Program is the

introduction of Mother Tongue-Based Multilingual Education (MTB-MLE). Section 10.2 (f) of Republic Act

10533, otherwise known as the “Enhanced Basic Education Act of 2013”, requires the curriculum to adhere

to the principles and framework of MTB-MLE. It declares that mother tongue instruction creates

opportunities for students to develop effective cognitive skills which serve as a strong base to successfully

learn a second language, making graduates of Philippine schools globally competitive.

Mother tongue is the first language which a child learns, uses often, understands well and knows best.

It is that which he/she is identified with as a native speaker of (United Nations Educational, Scientific and

Cultural Organization, 2003).

Benson (2005) posited that, students’ knowledge are advanced to levels that will make them cope with

global demands, only if teachers use a medium of instruction that the former can easily understand and

use to express their ideas. Monsod (2009), corroborates the idea, declaring that research findings strongly

indicate that the use of mother tongue is most effective as medium of instruction, and that the use of a

language foreign and unfamiliar to students adversely affect students’ learning. Luistro (2013) likewise

stresses that the use of mother tongue helps students to easily learn concepts. Therefore, he encourages

teachers to make learning student-centered by adjusting to the needs and the level of the students.

The Department of Education (DepEd) institutionalizes MTB-MLE in public elementary schools thru

Department Order No. 70 series of 2009 which states that language is crucial in attaining national

development by improving educational outcomes. Furthermore, thru Department Order No. 60, series of

2008, it mandates the use of mother-toungue as language of instruction from pre-school to grade III.

In Zamboanga City, Chabacano is the lengua franca and is one of the twelve major languages in the

country recognized by DepEd as medium of instruction in grades I to III. In 2012, the city government of

Zamboanga issued Executive Order CL-459-2012 enjoining, among others, the use of Cabacano as medium

of instruction in lower grade levels.

However, Sinoro (2015) pointed out in her study that being a melting pot of diverse cultures, there are

other languages/dialects spoken in the city, making it difficult to use mother tongue as the medium of

instruction. Even Chabacano-speaking teachers encounter difficulty using the language as medium of

instruction due to lack of teaching materials and lack of teachers’ training on the mother tongue among

others, Sinoro (2015) found out.

Findings of a study conducted by Wakat et al (2013) indicates a similar problem encountered by public

school teachers in Baguio City, which strongly suggested the need for training in mother tongue-based

teaching.

Hence, this study focused on determining the status of implementation of MTB-MLE in rural schools in

Zamboanga City, seeking to know if the schools’ distance from the city proper affects the MTB-MLE

implementation in said areas. It also aimed to determine the issues and concerns encountered by teachers

in implementing MTB-MLE in rural areas. The study covers school year 2014-2015.


METHODOLOGY

The study adopted the qualitative research design. It was conducted in three selected rural elementary

schools, about 23 kms west of the city. All 29 grades 1 to 3 teachers of these schools were made

respondents of the study. Individual interviews and three separate focus group discussions were

conducted to gather data.


Hereunder are the findings of the study which are categorized into three, namely: Status of

Implementation of MTB-MLE, Difficulties Encountered by the Teachers, and Strategies Employed to

Address the Difficulties.

STATUS OF IMPLEMENTATION OF MTB-MLE

As can be gleaned from Table 1, all of the guidelines for MTE-MLE implementation as stipulated in

Department of Education Order No. 16, series 2012, are already satisfied by the respondent schools except

number three. The succeeding discussion on the results of the study revealed difficulties and

implementation gaps encountered by the teachers and their coping strategies.

Table 1. Status of Implementation of MTB-MLE Guidelines in Rural Schools in Zamboanga City

MTB – MLE GUIDELINES RURAL SCHOOLS

A B C

1. Kindergarten and Grade 1 classes shall use Chabacano as the

Medium of Instruction (MOI) and as a learning area in

predominant places where it is the lingua franca.

/

/

/

2. In areas where it is not feasible to use Chabacano as MOI, English

and Filipino (Bilingual Education Program shall be used, however,

MTB-MLE (Chabacano) and the Chabacano orthography will be

taught as a separate language.

/

/

/

3. Pull out classes by Mother Tongue shall be conducted at least

twice a week to cater to the needs of pupils as a form of

intervention and/ or enhancement.

X

X

X

4. Sectioning of pupils will be based on the results of the School

Reading Assessment (SREA) regardless of the pupil’s mother

tongue. In no instance shall the individual language of the pupils

be used as basis for sectioning.

/

/

/


5. All teachers are encouraged to learn and use Chabacano in the

classroom.

/ / /

Legend: / - Implemented, X – Not implemented; Note: MTB-MLE Guidelines was based on Division Memorandum No. 28, s. 2012.

DIFFICULTIES ENCOUNTERED BY THE TEACHERS

The respondents revealed that, there are some pull factors in the implementation of the MTB-MLE.

This result corroborates the findings of Sinoro’s (2015) study also conducted in Zamboanga City, which

revealed that “teachers in grades I to III encountered problems relating to the use of mother tongue as

medium of instruction”. The major ones are discussed hereunder.

Lack of references and instructional materials in Chabacano

During the interview, it was revealed that the teachers lacked teaching guides, references and

instructional materials in Chabacano. As one respondent said,

“Falta el maga libro ya dale kanamun, ya anda pa kame na otro escuewela pidi copia para man

print. Era aquel antes sila yan implement tiene ya sila completo copiakopya del maga libro.”

(We receive incomplete books. We even went to other schools to ask for a copy to be

reprinted. We thought that before implementing the new program, they already have provided

complete references.)

Results of a study conducted by Wakat et al (2013) among public school teachers in Baguio City revealed a similar difficulty. Respondents complained about the lack of materials written in mother tongue.

Inconsistency in the grammar and spelling of Chabacano words

Most of the respondents revealed that they had difficulty with the inconsistency of the grammar and

spelling of words. A teacher in one of the school reveals,

“Manada gayot palabra na Chabacano otro-otro el spelling, inconsistent ba ele, na otro libro

otro el spelling na otro libro tambien otro tamen el spelling. Por ejemplo el palabra “tsinelas”,,

tiene ta principia na “ts”, tiene tambien ta principia na “ch”. El palabra “gente” tienebes ta

principia na “h” tiene ves na “j”.


(There are lots of Chabacano words spelled inconsistently; a word from a book is spelled

differently in another. For example, the word “slipper” in one book is spelled with “ts” while “ch”

in another. The word “gente” (man) is spelled with an “h” or with a “j”.

Curriculum guides do not jive with knowledge level of the pupils

One of the respondents said that they have difficulty following the curriculum guide because it not

appropriate to the level of the pupils in terms of their age and proficiency. She stressed that,

”Ta tormenta kame cigui con el curriculum guide di amun kay hende ele ta tupa na level del

maga bata, especial mente na di ila edad pati na di ila learning level. Unu pa maga objectives hinde

applicable na 60 minutes.”

(We find it difficult to follow the curriculum guide for it does not match with the learning level

of the pupils. The objectives are not attainable in 60 minutes.)

Mother tongue of the teachers

A Grade 3 teacher related that she had difficulties in teaching Chabacano to her pupils because her

mother tongue is Tausug. She finds it most difficult especially in deliberating with concepts and

contextualizing the activities in the teacher’s guide. She related that,

“Masquin sabe yo conversa Chabacano, ta tormenta lang yo syempre kay Tausug gayot de mio

mother tongue. Manada gayot yo difficultad kay el learning materials ya dale kanamun na English

nesecita pa kame man contextualize con el maga actividad para puede man deliver el concept na

Chabacano. Por ejemplo na Science, kay English man na LM, na iyo ya lang ta ase manera para

busca el palabra di suyu na Chabacano. Un poco lang di mio vocabulary about de ese lenguaje.”

(Even though I can speak Chabacano, still it is difficult because my mother tongue is Tausug. I

have lots of problems and difficulties. The materials given to us are in English and we have to

contextualize the activities so that we can deliver the concept in Chabacano. For example in

science, since the LM is in English, I use my initiative to look for the right term in Chabacano. I have

limited vocabulary in that language.)

Lack of trainings/seminars on Chabacano

Majority of the respondents said that they need trainings and seminars relative to teaching mother

tongue (Chabacano). During the interview, one of the respondents said,

“Falta pa gayot di amun training. Quiere pa kame tiene pa ole training na Chabacano kay ta

tormenta gayot kame con este.”


(Our training is not enough. We need to have another training in Chabacano because we

experience hardship in using this language.)

This finding is also consistent with the result of the study conducted by Wakat et al (2013) which

indicated that public school teachers in Baguio City considered the conduct of seminars on the “structure,

phonology and syntax of the mother tongue” as well as “seminar-workshop on teaching strategies focusing

on MTB-MLE” as a must for teachers.

STRATEGIES EMPLOYED TO ADDRESS THE DIFFICULTIES

In their sincere desire to give their best to their pupils, the teachers resorted to some creative and

innovative ways to address the the difficulties they encountered in the implementation of MTB-MLE at

their level. The strategies they employed are explained hereunder.

Requested for copies of instructional materials and printed these for their own use

One respondent said,

“Iyo ya pidi iyo soft copy na otro teachers de otro escuela. Amo yo quel ta usa. Na instructional

materials tambien, ta usa yo el atras del calendario, aquel hende ya ta usa. Amo iyo ta hace visual

aids para hende ya magastos. Kay si kompra que kompra, grande pa yo gasta. Mientras si el

calendario usa, eskribi lang yo, pilot pen ya lang di mio problema.”

(I asked soft copy from the teachers from other schools and that is what I’m using. I make use

of the back space of the calendar for my visual aids instead of spending a lot. The only problem

that I have is to buy pilot pen.)

Asked assistance from co-teachers who are fluent in Chabacano in translating English words to

Chabacano

One of the teachers related,

“Manada gayot palabra na Chabacano awuel ondo-ondo pati un poco lang di mio vocabulary

con este lenguaje. El cosa yo ta hace, ta pidi yo ayuda pati ta pregunta na maga maestro aquel

sabe pati fluent na Chabacano. Tiene ves ta mira na dictionary si cosa ba gayot el real spelling del

maga palabra.”

(There are Chabacano words that are difficult to understand since my vocabulary in this

language is very limited. What I do is to ask help from other teachers who are fluent in this

language and someo times I look for the meaning and correct spelling in the dictionary.)


Revised and modified the lesson and activities according to the level of learning of the pupils

A grade 1 teacher said,

“Ta revise kame pati tan modify el leccion pati actividades kay hende ta tupa na level del maga

bata. Ta tormenta el maga bata entende. El maga objectives tambien hende ele kaya na 60 minuto

kay mostly el objectives tres bilug man. El cosa kame ta ase, ta ase kame unu ya lang cada dia para

man kaya. Kame ya mismo tan adjust para mas pronto entende el maga bata.”

(We revise, even modify, the lessons including the activities to suit the level of the pupils. The

objectives also are not suited for a 60- minute time slot. We address one objective per day for one

lesson activity to make our pupils understand.)

Asked assistance from co-teachers who are Chabacano-speaking

Reading Chabacano books and dictionary as their resort to learn more about the language. One of the

respondents said,

“Na iyo palta gayot di mio vocabulary na Chabacano, ta pregunta gayot iyo con el di mio maga

co-teachers pati ta le iyo Chabacano libro pati ta mira gayot tambien iyo na dictionary.”

(I’m also deficient in Chabacano vocabulary. I really ask my co-teachers, refer to a Chabacano

book and consult the dictionary).

Adjusted lessons with the K-12 curriculum

A respondent said,

“Tan adjust ya lang kame el di amun leccion. Tiene ves iyo, kay Grade 1 man, ta usa iyo el

Learners Experience Approach (LEA) para mas pronto entende maga bata. Manada man strategies

puede usa para entende sila, depende ya lang na maestro si cosa sila usa.”

(We do adapt our lessons. Since I handle Grade 1, I use Learners Experience Approach (LEA) so

that the pupils can easily understand because there are many strategies to apply or use for

comprehension, and it depends upon the teachers what they want to use.)


The MTB-MLE is implemented in rural schools, west coast of Zamboaga City based on Division

Memorandum No. 28, s. 2012, but not without difficulties encountered by teachers, although the latter

have found ways to address these challenges. Problems are compounded among non-Chabacano-speaking

teachers who have to struggle with a language they don’t speak fluently, much less use as medium of

instruction.


Hence, trainings on using Chabacano as medium of instruction may be conducted, particularly among

non-Chabacano speaking teachers. For according to Withers (2001), Vygotsky’s theory posits that the

readiness and effectiveness of teachers in using the mother tongue, is based on their competency in using

the language themselves.

Moreover, teachers may be provided with reference materials, textbooks and instructional materials in

Chabacano for classroom use.

REFERENCES

Benson, 2005, The Importance of mother-tongue based education policy. Department Order No. 60, series of 2008, Department of Education. Department Order No. 70 series of 2009, Department of Education. Department Order No. 16, series 2012. Guidelines on the Implementation of the Mother Tongue-Based

Multilingual Education (MTB-MLE).

Executive Order CL-459-2012, Office of the City Mayor, Zamboanga City. Luistro, A., 2013, Luistro: Using mother tongue makes it easier for students to learn. Daily Zamboanga

Times. 28 (431), 2-4. Monsod, W., 2009, English vs. mother tongue as medium of instruction. Retrieved October 30, 2014 from

www.gmanetwork.com Republic Act 10533, otherwise known as the “Enhanced Basic Education Act of 2013”. Sinoro, H., 2015, Level of readiness of grades I to III teachers and pupils in using mother tongue as medium

of instruction. (Unpublished dissertation) Zamboanga City State Polytechnic College, Zamboanga

City.

UNICEF, 2011. Action research on mother tonge-based bilingual education: Achieving quality, equitable education. http://www.vn.one.un.org. In publication. London. Save the Children UK.

Wakat, et al., 2013, Implementation of the mother-tongue based approach: Challenges encountered by

Philippine public school teachers and their coping strategies. Retrieved September 29, 2014 from deped.net/page/21

Withers, J., 2001, Vygotsky and Language Development. Retrieved September 29, 2014 from

www.ehow.com/about_6635621_vygotsky-language-development.html

http://www.gmanetwork.com/

http://www.vn.one.un.org/


Street Dance Ethnography of the Zamboanga Hermosa Festival

EMIE S. MISIL

Physical Education Department Zamboanga City State Polytechnic College

R.T. Lim Boulevard, Zamboanga City, Philippines [email protected]


ABSTRACT

This study provides basic knowledge on the origin and features of the street danceof the Zamboanga

Hermosa Festival (ZHF) in Zamboanga City, Philippines. It is a qualitative research employing interviews,

focus group discussion, actual observations and documentary analysis. Respondents were three key

informants, and 20 dance teachers/choreographers in six schools. The findings revealed that the festival

began in 1920 a Jesuit priest organized a festivity to honor Nuestra Señora La Virgen del Pilar. One of its

features was the diana or bando reales - a band playing festive tunes along the streets, announcing the

start of the celebration. Some local folks who tag along dancing in the streets.In the early 1980s, the city

government formally organized thestreet dancing with the participation of schools and introduced canned

music. In later years, it became a competition under the free interpretation category. The ZHF street dance

has yet to develop its own distinct feature. It is recommended that a foundation takes charge of the event,

initiates related studies and conducts dance clinics in order to identify and develop that distinct feature

reflective of Zamboanga’s history, culture and tradition.

Index Terms: distinct feature, ethnography, festival, free interpretation, street dance

INTRODUCTION

Dance historians believe that the first festivals arose because of the apprehension of primitive people

who misunderstood the forces of nature and hoped to appease the latter. Ancient feasts and festivals

were associated with planting and harvest times. These have continued as secular festivals in modern

times with some religious overtones. (Gregory, 2002)



In the Philippines, fiestas are wonderful opportunities to experience the best of Filipino culture (Tobias,

2006). They portray the dance, history, religion and culture of the place which attracts tourists (Libre,

2005). Zamboanga City too has its share of fiestas, the major one is theFiesta Pilar in honor of the city’s

patroness, Nuestra Señora La Virgen del Pilar.

In the early 1980s, the Department of Tourism (DOT) encouraged local government units to organize

and institutionalize festivals, adding as a feature, street dancing. In response, Zamboanga City enhanced

the Fiesta Pilar celebration and called it the Zamboanga Hermosa Festival (ZHF).

It catapulted street dancing as a popular highlight of the festival. But its foundation and basic

characteristics were indistinctly presented during the mass performance. It created confusion considering

the diverse and authentic religious and cultural customs of the. Previous participationof the researcher in

some instances in the street dancing of the ZHF yielded observations like: variations of the dance steps,

music, costume design and vague contest criteria. Moreover, the researcher realized that there is very

little known or written about the origins of the street dance of the ZHF - its features and how it developed

through the years.

The main purpose of this study was to investigate the origin and fundamental characteristics of the

street danceof the ZHF. Specifically, it sought to answer the following questions: 1) What is the origin of

the street dance in the Zamboanga Hermosa Festival on the following aspects: organization and nature of

the dance; 2) What is the cultural implication of the festival?; and 3) What initiatives may be undertaken to

make the street dance of the ZHF more reflective of Zamboangueño culture, history and tradition?

METHODOLOGY

The research used the qualitative research approach using focus group interviews, actual observations,

and documentary analysis. Respondents, who were chosen using purposive sampling method, included

threeZHF organizers and 20 dance teachers/choreographers in six schools consistently participated in the

street dance competition of the festival.

Zamboanga Hermosa Festival organizers refer to those who pioneered the event. Active leaders are

officials in the Tourism Promotion and Development Services Division of the city government. In the focus

group discussion, three key persons were selected. Observations of street dance practices were done only

in six schools.

For the dance teachers and choreographers, an interview guide was utilized which intended to look

into the knowledge of the choreographers as to the origin of the festival as well as the characteristics of

the dances, costumes, music and props used during the street dancing event.


An observation guide was used to observe selected participating groups during their practices in

school as they prepare for the event. Video footages and photos on the actual conduct of the festival were

also used to further enrich the study. Such records were used to determine the manner that the festival is

developing.

In conducting the interviews, survey and observations, the researcher coordinated with the

administrators of the government offices concerned, which included the Department of Tourism; Tourism

Promotion and Development Services Division, City Administrator’s Office; and various schools, colleges

and universities in the city.


Zamboanga Hermosa Festival, of which street dancing is one of the highlights, is a colorful and lively

annual celebration in the city of Zamboanga. It traces its historical, cultural and religious roots to as far

back as the early 17th century. In 1678, the Spanish Cortes (Parliament) chose the Virgin of the Pillar, which

is the patroness of Zaragoza, Spain, to become the patroness of the Spanish kingdom and its colonies,

according to Rodriguez (1995). In 1734, the image of the Lady was embossed on the eastern wall of

Zamboanga’s stone fort which was originally called the Real Fuerza de San Jose, and later, the Real Fuerza

de Nuestra Señora La Virgen del Pilar. Right after they captured the fort, the Americans simply called it Fort

Pilar, a name that remains to this day.

Nick Joaquin (1991) described the Fiesta Pilar celebrations as, “a day when a remarkable spirit of unity

and community is manifested. It is observed that some Muslims join the celebration and light candles as an

offering at the shrine”. He added that, Zamboanga may be the only place in the world where a fort is a

holy shrine, a statement corroborated by Rodriguez (1995) who noted in his book that, “the city of

Zamboanga is the only place in the world where a Fort, intended for war, has become a sacred place for

peace and reconciliation”.

Against this historical background, the Zamboanga Hermosa Festival, or popularly known as Fiesta

Pilar, evolved and continue to flourish.

Early Beginnings of Street Dancing in Zamboanga City

In his article, Enriquez (1984) noted that a group of concerned citizens led by Rev. Fr. Jose Arnalot, S.J.,

organized and founded the “Corte de Honor de la Virgen del Pilar”, a planned festivity lined up with

organized contests in honor of Our Lady of Pilar during the early 1920s.

There were colorful floral, torch, or lantern parades. Cultural shows with veladas or literary-musical

programs were held. Lively dianas and bando reales with a band playing lively tunes, marching along the

streets, aroused the people to the celebration at the break of dawn on the day of the fiesta. Some locals

tagged along dancing, laughing and shouting in revelry. The whole affair became an annual activity.


In the early 1980’s, the Music, Arts and Physical Education (MAPE) Supervisor of the Department of

Education (DepEd), Division of Zamboanga City, and the City Administrator were tasked by then City Mayor

Cesar C. Climaco to make street dancing one of the highlights of the festival upon the prodding of the

Department of Tourism (DOT).

The first participants were elementary pupils from schools located within the 5-kilometer radius of the

city. The groups performed folk dances for presentation purposes to heighten the revelry of the fiesta

fever. Thus, there were no rigid rules that would somehow dictate as to the number of performers per

group, no defined concept or theme; no particular type of music prescribed and no competition, the

informant recounted.

Each school was given the option to

choose the folk dance to perform as long as

it represented the distinguishable character

of the barangay being represented. The key

informant further revealed that the

contingent of Barangay Mampang

performed a dance called Los Bailes de Mais

because their place is known to have maize

(corn) plantation. Barangay Tumaga, on the

other hand, which was noted for its coconut

plantation and copra making industry,

performed a dance using the bao (coconut

shell) for rhythms.

The venue of the first street

dance was the area between the

present OK Bazaar and El Barato

along the former Guardia Nacional

Street, now Mayor Climaco Avenue.

People from the sidewalks and

stores and those intrigued by the

barrage of noise, flocked the

streets, attracted by the

Figure 1. A faded photograph of children performing the Singkil during the early years of street dancing in Zamboanga City. (Photo courtesy of Mr. Theodore Quiling)

Figure 2. Photo below shows children dancing along the former Guardia Nacional St., now Mayor Climaco Avenue, the original venue of the organized street dancing in Zamboanga City. (Photo courtesy of Mr. Theodore Quiling)


performance of little children wearing colorful costumes. Each participating group had its own theme. It

was a street performance basically to entertain the people.

Because of the impressive outcome of the street dance and the huge crowd that witnessed it, the

following year, organizers decided to transfer the performance site to a more conducive venue where

more people could gather and witness the event. They built a stage beside the city hall adjacent to the

Rizal Park. They invited dignitaries and celebrities from other places to witness the merriment and the

event gradually developed into the current Zamboanga Hermosa Festival.

There were instances when

street dancing was performed in

February in connection with the

celebration of Dia de

Zamboanga, marking the city’s

foundation. Currently, street

dancing continues to be one of

the highlights of Fiesta Pilar

which is organized annually by

the city mayor’s office, through the Tourism Promotion and Development Services Division.

The Development of the Features of the Zamboanga Hermosa Festival Street Dance

Through the years, the street dance in

the Zamboanga Hermosa Festival gradually

developed. It adopted current fads

especially the dance steps, profile and

number of participants, musical

accompaniment, costumes and props.

Likewise, the contest guidelines constantly

changed. For instance, the participation of

elementary school children raised concerns

from parents about the safety of the former.

Thus, the organizers changed the

composition of the participating groups to

high school and college students. In the

earlier performances, there was no limit as to

Figure 3. Children performing a Yakan dance during earlier years of street dancing in Zamboanga City. (Photo courtesy of Mr. Theordore Quiling)

Figure 4. Performers dancing to Latin beats in more recent years of street dancing in Zamboanga City. (Photos courtesy of Mr. Genner Cerna)


the number of participants per contingent. Later, the organizers set the required number of participants to

a minimum of 50 and a maximum of 80 to include dancers and props men. They also pegged the number

of musical accompanists to a minimum of ten and a maximum of 15.

Particularly in 2005, the type of musical accompaniment used was clearly stated in the guidelines - live

and set to Latin beats and melodies. The use of canned (taped) music and electronic devices were not

allowed.

According to one respondent,

who was then a member of the

organizing committee, the

committee decided on this policy,

emphasizing that percussion

instruments like drums actually

produce livelier beats that have

the effect of inviting everyone to

dance, thus, making the event

more festive (Quiling, 2005). At

some point in the interview, the

informant mentioned that during

the street dance, “I did not specify

the accompaniment the

performers would use. They were

free to choose their own music -

whether it was canned or live.

During the first street dancing some groups used rondallas while others used ethnic instruments as their

accompaniment.”

Today, in the administration of

City Mayor Ma. Isabelle Climaco-

Salazar, participants are expected

to display Hispanic character in

their costumes. At the same time,

they are to use props like fans and

hats that depict Spanish influence.

They are also encouraged to use

flowers, candles, and the image of

the Lady of the Pillar as ways of

honoring the city’s patroness.

The street dance competition

of the ZHF continues to follow the

Figure 5. To honor the Lady of the Pillar, a dancer (extreme right) carries a statue of the patroness. (Photo courtesy of Ms. Kara Santos)

Figures 5. Another contingent swirling and trwirling to Latin tunes. (Photos courtesy of Mr. Genner Cerna)


Free Interpretation Category. The concept or theme for costume and performance are left to the

discretion of the participants as long as it depicts the Hispanic influence in the culture and tradition of the

Zamboangueños. The dance should also portray homage to the Lady of the Pillar. Through the years, the

Zamboanga Hermosa Festival gradually evolved – the organizers make better and gratifying activities and

guidelines are clearer and more comprehensive.


It is concluded that the Zamboanga Hermosa Festival, popularly known as Fiesta Pilar, has historical,

cultural and religious implications. The celebration is anchored on paying homage to Nuestra Señora La

Virgen del Pilar whom the Spanish conquestadores made the patroness of the Philippines in 1678. The

informal street dancing which accompanied the diana or bando reales - bands playing lively music to wake

people at dawn for the celebration, could well be the forerunner of the current ZHF street dancing. This

implies that street dancing in Zamboanga City is not a latter-day development. Rather it is part of a cultural

heritage with a strong religious connection.

Hence, it is recommended that organizers of the ZHF, tap this unique cultural backdrop in developing a

consistent and distinct feature of the street dance. Not only for the festival to land in the map of popular

Philippine Festivals, but especially as a way of making Zamboangueños remember, value and learn from

their customs and cultural roots. As Aquino (1968) pointed out, “It is important that Filipinos know their

culture. It makes them proud of their country.” This admonition even becomes more compelling with the

fact that elements of culture ride in waves of constant change (Obusan, 2005), particularly dance. As

international artist Dame Margot Fonteyn de Arias lamented in her introduction to Alejandro’s book, “One

of the sad aspects of progress is the number of things that are lost to the world in its wake…The young

generations compulsively catch on to every new idea… They have little time to look back to the customs of

their forefathers; so carelessly the customs are allowed to slip away” (Alejandro, 1978).

It is further recommended that a dance clinic of local dance choreographers, musicians and historians

be conducted to conceptualize the street dance. Local musicians may also be asked to produce one

common music to be used in street dancing for continuity and fluidity of performances. Likewise, dance

drama that portray the history, culture and traditions of the city may be incorporated. Once the distinct

elements have been identified, these may be disseminated to the different schools through orientation-

workshops.

Furthermore, participation in the street dance may be enhanced by adding children’s and

community/barangay categories. Participants from other localities or regions may also be invited. Prizes

too may be made so compelling as to attract a good number of participants and encourage the best

performances. Elementary and secondary school teachers can help preserve the festival’s cultural identity

by embedding it as a topic for discussion in relevant subjects.


ACKNOWLEDGMENTS

The author would like to thank Dr. Joel T. De Castro and Prof. Ma. Beth C. Concepcion of the West

Visayas State University, Iloilo City, for sharing their expertise in journal writing which immensely helped

the researcher in finalizing this article. She is also grateful to the Research Publication and Dissemination

Unit, Office of the Vice President for Research and Extension, Zamboanga City State Polytechnic College

(ZCSPC), for having conducted a research writeshop that helped hone the capabilities of College

researchers. Profound gratitude also goes to the administration of ZCSPC for supporting the research

endeavors of faculty members. Heartfelt thanks likewise goes to Mr. Theodore Quiling, Mr. Genner Cerna

and Ms. Kara Santos for sharing their street dance photos.

And to Miracquel Loise, her sole inspiration.

REFERENCES

Alejandro, Reynaldo G. Philippine Dance. Mainstream and Crosscurrents. Hong Kong. Vera-Reyes Inc. Phil.

Toppan Printing Co. 1978.

Aquino, Francisca Reyes. Philippine Folk Dances. Manila, 1968 Enriquez, Emigdio Alvarez. Of Fiestas and Wherefores. Zamboanga Hermosa: Memories of the Old Town.

Vera-Reyes, Inc. Manila. 1984

Gregory, Ruth W. Festivals and Feasts. Mocrosoft Encarta Reference Library.2002

Joaquin, Nick. A Unique Way Celebrating Religious Feast…Christians and Muslims Are United On This Day.

Philippine Daily Inquirer. October 11-13, 1991.p.11.

Libre, Mel. Organizing, Sustaining Festivals. Sun Star Cebu. Saturday, March 12, 2005

Obusan, Ramon. Philippine Folk Dance Society. Sayaw Book, Vol. VI. May 2005. Manila.

Quiling, Theodore E. (2005, October 6). Retired, former MAPE Supervisor, Department of Education,

Zamboanga City Division. (E.S. Misil, Interviewer)

Navarro, Adolfo Sr. Zamboanga History, Folklore and Traditions. September 1974.

Rodriguez, Max, CMF. Our Lady of Pilar – Heritage of Zamboanga. Claretian Publications. Quezon City.

1995.

Tobias, M. (March-July 2006). A Season of Festivals. National Commission for the Culture and the

Arts News Bulletin , p. 2.


Acquired Competency of Food Service Management Students

and Industry Immersion: Basis for Program Intervention

GINA C. LANGGA

Faculty, Teacher Education Department

Zamboanga City State Polytechnic College


[email protected]

Date submitted: September 16, 2015 First revision: October 2, 2015

Second revision: October 21, 2015 Final revision: November 16, 2015

ABSTRACT

One of the challenges that food service management educators face today is to make the curriculum

responsive to the constantly changing demands of the food industry. It is crucial to close the gap between

what is taught to students in school and what the industry expects from hires to increase the graduates’

employment and entrepreneurial possibilities. This study aims to assess as to what extent the

competencies that BTTE-FSM students acquired in school were applied during industry immersion. It also

seeks to identify problems encountered by the students and the supervisors and the strategies used by the

latter to address the gaps. Quantitative and qualitative designs were adopted. Respondents were 18

graduating BTTE-FSM students and five supervisors of food service industries. Findings revealed that of all

the competencies acquired in school, only one competency was satisfactorily applied by the students

during industry immersion. Findings also showed that both students and supervisors were confronted with

the lack of a well-defined performance evaluation criteria and absence of monitoring from the school. It is

recommended that, a BTTE-FSM Industry Immersion Manual be formulated, stipulating the general

policies and guidelines that would address the gaps identified.

Index Terms: competency, food service, industry, immersion, teacher education



INTRODUCTION

Food service is a fast growing industry in the Philippines today. This phenomenon gives graduates of

Bachelor of Technical Teacher Education (BTTE) major in Food and Service Management (FSM), the chance

to work as cooks, bakers or menu planners, provided they pass the National Competency II (NCII)

assessment given by the Technical Education and Skills Development Authority (TESDA). (CHED

Memorandum Order No. 56, s. 2007)

The main objective of BTTE-FSM is to equip food service graduates with the knowledge, skills and

abilities they need to be competitive in the food service industry or lead them to a teaching career relating

to food and cooking. The attained theoretical and practical knowledge of students in school are not

enough without hands-on-experience in the food industry that will provide them opportunity to

experience actual food and service management. Thus, the BTTE-FSM program provides industry

immersion training through Memorandum of Agreement with partner industries.

During industry immersion, students are given the opportunity to apply their knowledge and skills in

providing effective food service in various food establishments. However, it has been observed that BTTE-

FSM trainees are sometimes assigned tasks not related to their required competencies as would-be food

service providers. For example, one trainee assigned in a hotel establishment might be required to

perform housekeeping, a task that rightly belongs to Bachelor of Science in Hotel and Restaurant

Management (HRM) trainees.

But it has also been observed that, there are instances when BTTE-FSM trainees are assigned related

tasks that they did not learn or acquire in school. For example, one trainee may be assigned to do simple

bookkeeping. This is a task that BTTE-FSM students need to be adept with since they are expected to

become food entrepreneurs. However, they are not given this training in school. Thus, there are also

related competencies that trainees learn only during immersion.

Hence, there seems to be a mismatch between the acquired competency in school and the

competency training students get during immersion.

Thus this study was conducted to determine the extent to which the competency acquired in school by

ZCSPC BTTE-FSM students are applied during industry immersion. Likewise, it sought to know the problems

met by BTTE-FSM trainees and their supervisors and how the latter coped with the situation. In this way,

necessary program interventions can be designed to update the curriculum to make and make it more

relevant to the practical needs of the food industry and to keep pace with the demands of global

competitiveness.

Similar studies conducted by Rocamora (2014) and Jack (2011), used existing competency guidelines as

benchmark to measure the competencies acquired by students. The current study utilized the TESDA

National Competency II Assessment Standards on Cookery, Food and Beverage, Bread and Pastry,

Bartending, and Food Processing (RA 7796).


METHODOLOGY

This study utilized both quantitative and qualitative research designs. In particular, it is descriptive

since the researcher described the extent in which BTTE-FSM students acquired competencies in school,

on one hand and the extent in which these competencies were applied during their industry immersion, on

the other, using numerical measurements. Moreover, the researcher described the problems encountered

by the students and supervisors, as well as the strategies applied by the supervisors to address said

problems. The quantitative responses were triangulated with interviews and a focus group discussion to

arrive at the most accurate responses and evidence to answer the research questions posited.

The participants of the study were the 18 graduating BTTE-FSM students during school year 2014-2015

and five supervisors of the different food establishments in Zamboanga where the students were deployed.

A questionnaire checklist was the primary data-gathering tool used by the researcher. It consisted of two

parts. Convenience sampling was employed for the focus group discussion since only 10 of respondents

were available.


Table 1 shows that of all the competencies acquired by the students in school, only food and beverage

services (FBS) competency was applied during immersion. Bread and pastry production competency

indicated the largest gap in the extent it was acquired and the extent it was applied with a mean difference

of 2.89 (4.62 - 1.73). This result denotes that the industrial exposure of the students was not sufficient

since all of the food establishments offered limited experiences in baking.


Among the five competencies acquired in school, food processing got the lowest weighted mean of

2.97, which indicates that BTTE-FSM students acquired this competency “to a moderate extent”. The

students lacked the knowledge and skills in this area since according to them, actual performances were

focused in one competency, while the rest of the units of competencies were acquired by them only

through lectures.

Common Problems Encountered by the BTTE-FSM Students During Industry Immersion

Results of the study show that the common problems encountered by the Bachelor of Technical

Education (BTTE) students during industry immersion were: (1) Insufficient application of competencies;

(2) Absence of well-defined performance criteria; and (3) Lack of monitoring by the school.

BTTE-FSM students were not able to practive, during immersion, all the competencies they learned in

school. Only the food and beverage services competencies were applied sufficiently since the food

establishments where they were deployed are more on restaurant services. Two of the five food

establishments are self-service restaurants, thus, lesser skills were practiced by the BTTE-FSM in terms of

food and beveragae services competencies.

A statement of one of the students during the focus group discussion was very revealing. She said,

“We have not learned anything from Restaurant A [sic] because it is a self-service restaurant. We only

greet guests who dine. Our 540 hours were boring.” This implies that the immersion was not challenging to

the students assigned in this establishment. It did not motivate them. It was almost like saying, “It’s a

waste of time”. The whole experience did not match their expectations.

Another one quipped, “We have not practiced bartending, especially mixing, because we were

assigned more to serving, taking orders and to preparing drinks.”

Interviews with trainees also revealed that there was lack of a well-defined criteria to evaluate the

trainees’ performance. When the researcher asked how the supervisors rated their performance, one

trainee replied, “When we asked for our grades, Ma’am, they just looked at our faces, and write our

grades in the class card.” Another student said, “We were asked if we had the checklist for evaluation. We

told them we did not have. We only had class cards.”

Likewise, findings point to the school’s lack of a scheme to monitor trainees. During the focus group

discussion, one of the students asked, “Ma’am, why do OJT’s from other schools have teachers who visit

them once a week? They observe the OJT students. Why don’t we have?”

Another student revealed, “There was only one time, Ma’am, when the teachers were there. It was

during the culmination of the immersion. Sir A [sic] asked us about our situation during industry immersion.

We just told him that we were okay…that we were on OJT.”

Common Problems Encountered By Industry Supervisors During Industry Immersion of Students

Results of the study further show that the supervisors of food establishments where the students had

their immersion shared common problems of: (1) absence of well-defined performance criteria; and (2)


lack of monitoring by the school; and (3) the huge number of students that they had to deal with due to

the influx of student-trainees from various schools in the city, including ZCSPC.

The absence of a well-defined competency-based performance criteria gave the supervisors difficulty

in giving assignments to trainees. So, they simply assigned the BTTE-FSM students according to the needs

in the workplace. A supervisor informed that, “There is nothing attached in the application about the

competencies that they should experience. That is why, the basis for assigning them tasks were those

given to the previous batch of trainees and our current needs which is more on banquet, like serving

guests and taking orders. Another said, “We are not aware about the competency. I am even surprised to

hear about that.”

Lack of monitoring from the school of students’ performance during immersion likewise posed a

problem to supervisors. According to one supervisor, “Nobody from the school supervises your students

on OJT.” Another supervisor suggested, “It is really necessary that there should be regular visits.”

The influx of student-trainees from other schools in the city compounded the problem of giving

assignments. One of the supervisors asked, “Why are all your immersions scheduled in the second

semester and none in the first semester? That is why we, in the industry, experience difficulty. We are

congested because there are also students on OJT from other schools.”

Strategies Applied by Supervisors to Overcome Problems Encountered

Findings of the study show that industry supervisors resorted to implementing their own evaluation

scheme in rating the BTTE-FSM students. They invite the regular employees to rate the performance of the

students. “Since there is no checklist, I asked the staff and waiters about the trainees’ performance,” a

supervisor quipped. One supervisor said this of the trainees, “That is why I gave high grades because they

work well. They don’t need to be told. They have initiative.”

Another strategy resorted to by supervisors was assigning a point person from among the students to

oversee the performance of the whole group. One respondent said, “Here, it is not only the supervisor

who observes them. Ma’am A [sic] is there, and the head waiters, including their fellow OJT students.”

CONCLUSIONS AND RECOMMENDATIONS

It is concluded that the mismatch between the competencies that BTTE-FSM students acquired in

school and those that they applied during immersion was not caused by a mismatch between the

curriculum and industry requirements. Rather it was caused by other factors. First, some of the selected

industries for immersion were fastfood stores that required the trainees to do only simple tasks as getting

orders and entertaining guests. Second, industry partners were not well-oriented on the competencies

that students needed to apply during immersion. This gap caused supervisors to assign tasks that were not

really in line with the competency needs of trainees. Perhaps a regular visit from the school while students


were still on immersion, could have speedily addressed these gaps. But the lack of monitoring from the

school was also one of the gaps identified.

It is therefore recommended that the memorandum of agreement entered into by the school with

industry providers, may explicitly stipulate the school’s expectations particularly on the type of

competency trainings required of the students. In the leveling of expectations, students may likewise be

consulted. As Ruhanen et. al. (2013) proposed, effective internship programs factor in students’

expectations, experiences and satisfaction.

Likewise, to objectively and effectively evaluate trainees’ performance, a well-defined competency-

based performance criteria may be formulated. It will aid industry partners in assigning tasks that fit the

competency training needs of students.

An evaluation may also be conducted at the end of each immersion activity, to include listening to

students relate their perceptions of the immersion experience. As Renganathan and Karim (2012)

suggested, students’ perceptions can be used to measure the effectiveness of an internship program.

Papdimitriou and Mardas (2012) and Kaşli, M., & İlban, M. O. (2013), likewise pointed out that listening to

employers as well as to student trainees during evaluation will greatly aid in objectively and effectively

assessing an internship program.

Furthermore, it is imperative that the school assigns a faculty to regularly monitor and evaluate the

immersion activities in collaboration with industry supervisors for speedy resolution of issues and concerns

encountered during immersion.

Finally, a BTTE-FSM Industry Immersion Manual may be formulated to set the policies, standards and

guidelines relative to BTTE-FSM student industry immersion that may include the afore-stated suggestions.

Similar studies may be conducted for other programs with immersion that require the application of

mandated competency standards in education and training.

REFERENCES

CHED Memorandum Order No. 56, series of 2007. Policies and Standards for the Ladderized Bachelor of

Technical Teacher Education. Retrieved on January 25, 2015 from http://www.ched.gov.ph

Declaration of Policy. Republic Act. No. 7796. Technical Education and Skills Development Act of 1994

(with Implementing Rules and Regulations), 1995.

Jack, K. (2011). The Role of Experiential Learning in Nurturing Management Competencies in Hospitality

and Tourism Management Students: Perceptions from Students, Faculty, and Industry

Professionals. ProQuest LLC.

http://www.ched.gov.ph/


Kaşli, M., & İlban, M. O. (2013). The Influence of Problems Faced During Internships on Interns' Views of

Their Profession and Their Intention to Work in the Tourism Industry. Eurasian Journal of

Educational Research (EJER), (52), 79-95.

Papadimitriou, A. & Mardas, D. (2012). Assessing an Internship Program by Listening to Students and

Employers. Assessment Update, 24(3), 6-14.

Renganathan, S., Karim, Z. A., & Li, C. S. (2012).Students' Perception of Industrial Internship Programme.

Education & Training, 54(2-3), 180-191.

Republic Act 7796, August 8, 1994, Rules and Regulations Implementing the TESDA Act of 1994: An

Act Creating the Technical Education and Skills Development Authority, Providing for its Powers, Structure and for Other Purposes.

Rocamora, J. T. (2014). An assessment of acquired travel service competencies in national standard of the

BS tourism practicum trainees of selected schools in Metro Manila. International Journal of Social

Sciences and Entrepreneurship, 1(9), 459-480.

Ruhanen, L., Robinson, R., &Breakey, N. (2013). A tourism immersion internship: Student expectations,

experiences and satisfaction. Journal of Hospitality, Leisure, Sport & Tourism Education.


Level of Awareness, Preparedness and Readiness of Technical–Vocational Schools

in Implementing the K-12 Curriculum in Zamboanga Peninsula: An Assessment

JOCELYN I. KONG Faculty, Teacher Education Department

Zamboanga City State Polytechnic College R.T. Lim Boulevard, Zamboanga City

[email protected]


ABSTRACT

The Philippines is poised on implementing the K-12 curriculum to make Filipino professionals globally

competitive. Technical Vocational Educations Institutions (TVEIs) are mandated to implement the

Technical – Vocational Livelihood Track of the curriculum. The purpose of this research is to investigate the

level of awareness, preparedness and readiness of TVEIs in implementing the program in Zamboanga

Peninsula (ZamPen). Respondents were three hundred eight (308) technical-vocational faculty and staff in

five TVEIs. The study employed the quantitative-qualitative research design using descriptive survey

method and total enumeration. A Likert-type questionnaire was used in data gathering. Findings showed

that there is a significant level of awareness, preparedness and readiness among TVEIs relative to the

implementation of K-12 program in terms of curricullum, faculty, equipment, facility, funding and

infrastructure. Results also showed that if there is significant increase in enrollment, some problems in

implementation may crop up such as lack of facilities and equipment, insufficient teachers’ manual,

poverty among students and lack of books. The study recommends that TVEIs in ZamPen may partner with

the Commission on Higher Education (CHED), Department of Educatio (DepEd), Technical Education and

Skills Development Authority (TESDA) and other concerned agencies in program implemenetation. The

may likewise assist TVEIs in assessing and funding K-12 curricular offerings.

Index Terms: awareness, education, K-12 curriculum, preparedness, readiness, technical-vocational



INTRODUCTION

To be aligned with global standards, the Philippine Basic Education Curriculum needs to add two years

of senior high school to the current four-year secondary education, and another year for kindergarten. This

imperative is embodied and mandated by Republic Act 10533 known as the ‘Enhanced Basic Education Act

of 2013’.

Velasco (2012), in referring to the K-12 curriculum, spoke about hope and change for the country.

According to her, since our culture puts premium on education, it is only right that the national

government supports the program fully. She underscored the significance of the the K-12 progran saying

that it “honors every Filipino child’s right to a better future as it is designed to develop learners who

possess healthy minds and bodies; have solid moral and spiritual grounding; have essential knowledge and

skills for lifelong learning and self-actualization; engage in critical thinking and creative problem solving;

proud to be Filipino who appreciate beauty around them and who care for the environment and a

sustainable future”.

The Department of Education (2011) explained that those who are not inclined to go to college and

want to pursue technical-vocational courses or entrepreneurial fields stand to benefit from K-12 as well. In

third year high school or Grade 9, an aptitude test will be given to students to determine their possible

areas of specialization. They will be provided with specialized tracks that will cater to their diverse

preferences.

Implementation of the K-12 program will start during school year 2016-2017 (DepEd, 2010). This

impending implementation raises concern as to how aware, ready and prepared are the schools,

particularly Technical-Vocational Education Institutions (TVEIs), to implement the program.

In this vein, this study seeks to answer the following questions relative to the implementation of the K-

12 curriculum particularly in Zamboanga Peninsula (ZamPen): (1) What is the level of awareness, readiness

and preparedness of TVEIs relative to the implementation of the K-12 curriculum? (2) What is the status of

TVEIs in terms of curriculum, faculty, equipment, funding, facilities and infrastructure? (3) Is there

significant difference in the level of awareness, readiness and preparedness of TVEIs in the implementation

of the K-12 curriculum? (4) What possible problems would the TVEIs encounter in the implementation of

Grades 11 and 12?

ZamPen is Region IX which includes the cities of Zamboanga, Pagadian, Dipolog and Dapitan and the

provinces of Zamboanga del Sur, Zamboanga del Norte and Zamboanga Sibugay.

METHODOLOGY

The study adopted the quantitative – qualitative research method. It used a questionnaire-checklist to

gather data which was patterned after those used in the studies of Bashiruddin A. Ajihil (1996); Paul


Zwaenepoel and Mr. Edmund Mendoza (1999); Roseller B. Sebastian (2007); and Samuel R. Calisang

(2006).

The respondents were 308 employees of five TVEIs in ZamPen. They were identified using

enumeration. Both teaching and non-teaching staff were included regardless of gender, social status and

position or academic rank.

The statistical tools employed to analyze the data were the weighted mean and analysis of variance

(ANOVA). For qualitative data, responses were transcribed and classified. Similar responses were put

together and segregated from other responses.


Table 1 shows that the level of awareness, readiness and preparedness of the TVEIs in ZamPen to

implement the K-12 curriculum was rated ‘very high’ by the respondents in all variables: curriculum,

faculty, equipment, facilities, funding and infrastructure.

Table 1

Mean of the Responses of the Technical-Vocatinal Education Institutions in the implementation of the K-12 Curriculum in Zamboanga Peninsula

Variables Status

Level

Awareness Preparedness Readiness

Curriculum 3.9 3.82 3.72 3.69 Faculty 4.06 3.91 3.87 3.84 Facilities 3.48 3.62 3.55 3.52 Equipment 3.48 3.59 3.56 3.52 Funding 3.60 3.70 3.63 3.58 Infrastucture 3.52 3.54 3.50 3.43

Findings revealed that the TVEIs have curriculum that have been designed to produce employable

graduates with potential for better earnings. Faculty members are very competent and qualified to teach

the subjects assigned to them. In class, students are allowed to handle and manipulate pieces of

equipment which are adequate. Teaching devices are available for lecture and demonstration to develop

skills. TVEIs have annual budgets enough to cover operational expenses that reflect their resepective

objectives and priorities. Their facilities, especially buildings, are properly planned well-located to provide

for expansion.

Moreover, results revealed that there is no significant difference in the level of awareness,

preparedness and readiness in all variables among the TVEIs, except for faculty which the respondents

rated higher than the rest of the variables. This implies that the schools have faculty members who are

very competent, capable and at par with the demands of handling K-12 curriculum subjects.


Findings further revealed that the schools are almost the same in their level of awareness in all

variables, except for TVEI-D which is shown to be more aware and familiar with the Technical-Vocational

Livelihood (TVL) Track curriculum of the K-12 program than the rest of the schools.

Table 2 Post Hoc Test Analysis on the significant difference in the level of Awareness

of the TVEIs in the Implementation of the K to 12 curriculum

TVEIs

Level of Awareness

Curriculum

Equipment

Facility

Funding

Infrastructure

TVEI-A 3.82 3.66 3.77 3.72 3.66

TVEI-B 3.80 3.58 3.5 3.66 3.50 TVEI-C 3.85 3.81 3.80 3.92 3.68 TVEI-D 4.23 3.95 3.84 3.93 3.89 TVEI-E 3.69 3.45 3.39 3.54 3.30

Its relatively high level of awareness on the K-12 curriculum, has caused TVEI-D to be likewise more

prepared for program implementation than the rest of the schools as shown in Table 3, and the most

ready in implementing the K-12 curriculum among the schools as shown in Table 4.

Table 3 Hoc Test Analysis on the significant difference in the level of Preparedness

of the TVEIs in the implementation of the K to 12 curriculum

Table 4 Post Hoc Test Analysis on the significant difference in the level of Readiness

of the TVEIs in the implementation of the K to 12 curriculum

TVEIs

Level of Readiness

Curriculum Equipment Facility Funding Infrastructure

TVEI-A 3.74 3.58 3.54 3.65 3.64 TVEI-B 3.68 3.51 3.53 3.46 3.45 TVEI-C 3.78 3.79 3.81 3.82 3.64 TVEI-D 4.07 3.88 3.84 3.93 3.92 TVEI-E 3.49 3.26 3.27 3.34 3.17

TVEIs

Level of Preparedness

Curriculum

Equipment

Facility

Funding

Infrastructure

TVEI-A 3.77 3.72 3.76 3.67 3.68 TVEI-B 3.75 3.52 3.55 3.54 3.53 TVEI-C 3.81 3.76 3.80 3.86 3.66 TVEI-D 4.13 3.90 3.84 3.92 3.97 TVEI-E 3.53 3.33 3.33 3.42 3.21


However, in spite of the significant level of awareness, preparedness and readiness in implementing

the K-12 curriculum, TVEIs are anticipating that if the population of students significantly increases as they

offer the Technical-Vocational Track, the problems listed in Table 5 may arise.

Such fears are supported by the study of Eyo (2006) who recommended that the administration of the

Zamboanga City State Polytechnic College which was then newly converted into a polytechnic college,

should endeavour to ask the natonal government for increased funding support to finance the needed

expansion of physical plant and facilities, and be competitive with other polytechnic schools. As an

institution grows, its services grows and so does its needs and requirements, Eyo concluded.

Table 5

Possible Problems that will be Encountered by the TVEIs in the implementation of the K to 12 curriculum

Statements Weighted

Mean Descriptive

Rating

Lack of facilities and equipment 2.65 Serious

Insufficient quantity teacher’s manual 2.54 Serious

Poverty among students 2.54 Serious

Lack of books 2.53 Serious

Students negative attitudes and motivation to learn 2.49 Somewhat Serious

Insufficient learning materials and teaching aids. 2.45 Somewhat Serious

Poor health and nutrition 2.39 Somewhat Serious

Lack of support from the government. 2.34 Somewhat Serious

Inadequate teacher’s perception 2.31 Somewhat Serious

Unqualified and poorly trained teachers 2.24 Somewhat Serious

Overall 2.45 Somewhat Serious

Note: Very Serious (3.26 - 4.0); Serious (2.51 - 3.25); Somewhat Serious (1.76 - 2.5); Not Serious (1.0-1.75)

Out of the ten problems anticipated by the respondents in case their enrollment rise significantly, four

were rated serious. These are: (1) lack of facilities and equipment; (2) insufficient quantity of teachers’

manual; (3) poverty among students; and (4) lack of books.

Respondents explained that lack of facilities and equipment, as one of the serious problems that might

be encountered, did not only refer to the insufficient quantity of needed equipment or the lack of it, but

also to the necessity to upgrade existing ones. One of the respondents said, “There are equipment and

other facilities in the shop but they are not upgraded. If we implement the K-12 in our school, we should

buy more equipment”. Another respondent confided, “What we have (equipment) are obsolete”. Still


another complained, “We don’t have equipment needed in the shop”.

On the other hand, respondents from three of the five TVEIs perceived the lack of teachers’ manual as

a possible serious problem in K-12 implementation in their institutions. For instance, one teacher revealed

that sometimes they have to download teaching guides from the internet. Another revealed that they have

manuals but not enough for the number of students.

Likewise, lack of books was identified by respondents of four out of the five TVEIs as a possible serious

setback in the implementation of the K-12 curriculum in their institutions. They emphasized that, for

learning to be effective, there has to be a 1:1 student-book ratio, which is not possible if enrollment

increases significantly.

Finally, respondents perceived poverty as a possible serious limiting factor in the implementation of

the K-12-curriculum. A respondent opined, “Two more years will be added to students’ secondary

education which means that parents will have to spend more for to year. This will be quite heavy on poor

families”. Another respondent declared, “Yes (it will be a serious problem), because students will need

more money to spend for projects”.


It is concluded that the TVEIs in Zamboanga Peninsula have a ‘very high’ level of awareness,

preparedness and readiness in the implementation of the K-12 program in terms of curriculum, faculty,

equipment, facilities, funding and infrastructure. Comparatively though, one TVEI stands out from among

the rest as the most aware, most prepared and most ready to implement the program in school year 2016-

2017.

However, respondents perceive the occurrence of the following problems which they consider to be

serious, if and when enrollment will increase significantly, to wit: lack of facilities and equipment,

insufficient teachers’ manual, poverty among students and lack of books.

In view of the foregoing, it is recommended that the TVEIs which are less aware, prepared and ready

than TVEI-D may partner with the Commission on Higher Education (CHED), the Department of Education

(DepEd), the Technical Education and Skills Development Authority (TESDA) and other agencies in terms of

enriching the curriculum and/or for funding support.

REFERENCES

Ajihil, Bashiruddin A. (1996) “The Institutional Capabilities of Zamboanga A.E. Colleges in Basic Biological

Science” (Unpublished Dissertation, Ateneo de Zamboanga University).


Mendoza, E. and Zwaenepoel, P. (1999) “Study on the Efficiency and Productivity of Higher Education

System”, ACUP Research Office, University of Santo Tomas, Manila.

Calisang, Samuel R. (2006) “Status, problems and prospects of civil engineering education in region ix: an

assessment” (Unpublished Dissertation, Western Mindanao State University).

Eyo, Roberto T. (2006) “Ten-Year Development Plan of the Zamboanga City State Polytechnic College

(1996-2005): An Assessment”, (Unpublished Dissteration, Western Mindanao State University).

Department of Education (2010) Discussion Paper, “The Enhanced K to 12 Basic Education Program”, 05

October. Retrieved from http://www.gov.ph// k-12/about

Department of Education (2011). K to 12 Basic Education Primer.

Official Gazette, (2013) The Enhanced Basic Education Curriculum. Retrieved from

http://www.gov.ph/2013/09/04/irr-republic-act-no-10533

Republic Act No. 10533, “Basic Education Act of 2013”.

Sebastian, Roseller B. (2007) “Curriculum Designs of TESDA-Supervised Trade- Technical Institutions in

Zamboanga Peninsula with Industry Work Requirements” (Unpublished Doctoral Dissertation,

Universidad de Zamboanga).

Velasco, Patricia Tanya F. (2010) A Primer on the New K to 12 Philippine Education Curriculum Retrieved

from http://www.deped.gov.ph/

http://www.gov.ph/2013/09/04/irr-republic-act-no-10533

http://www.deped.gov.ph/


Jeepney Story Mobile: An Assessment

ANNA MARIA P. GOMEZ

Faculty, Teacher Education Department



[email protected]

MICHAEL M. CABILES

Faculty, Department of Arts and Sciences



[email protected]


ABSTRACT

The Jeepney Story Mobile (JSM) is a Learning Center on Wheels Literacy Program aimed at developing

children’s capabilities in print literacy, financial literacy, mathematics, computational thinking, rhythm,

language, movement, arts and aesthetic literacy. Developed by Dr. Idrenne Lim-Alparaque, Chief Executive

Officer of Recherche Praxi-Canada, it was adopted and implemented by the Zamboanga City State

Polytechnic College (ZCSPC) in collaboration with the Department of Education and some non-government

organizations, to address the literacy needs of children displaced by the 2013 Zamboanga Siege. This

research study assesses the program implementation in five areas, namely: (1) attainment of program’s

objectives, (2) teaching content, (3) teaching process, (4) facilitators, and (5) logistics. It is a quantitative-

qualitative study using survey questionnaire, interviews and focus group discussion. Respondesnts, chosen

through purposive sampling, were 27 JSM volunteers. Findings showed a high level of attainment in all

areas except for time allotment which the respondents believed to be inadequate. Results further revealed

that the program immensely helped beneficiaries cope with their educational and debriefing needs. It is

concluded that the JSM Program implementation was a success and very adequately responded to literacy

needs of displaced kids. It is recommended that ZCSPC adopts JSM as an extension program.

Index Terms: alternative learning, assessment, deductive method, facilitating, jeepney, literacy

INTRODUCTION

The Moro National Liberation Front (MNLF) – Government Forces stand-off in Zamboanga City in

September 2013, left thousands of persons internally displaced and infrastructures destroyed. The

Department of Education (DepEd) was faced with the dilemma of catering to the needs of over 5,000 kids



without classrooms. This number added to the growing number of out-of-school children especially in

conflict-stricken areas, which, according to UNESCO, has already reached 34 million in 2000 alone.

(UNESCO Institute for Statistics and EFA Global Monitoring Report, Policy Paper 22/Fact Sheet 31)

The International Network for Education and Emergencies (INEE) reported that when educational

needs are not met during emergencies and conflict situations, social institutions are weakened and

children are exposed to higher risk of violence. (Lemmon 2014) The children of evacuation centers in

Zamboanga City faced the same danger.

According to Price (2011), in an emergency situation, education helps “sustain progress and maintains

investments already made by school-going children, parents and communities, reducing the impact caused

by crisis”. Education also offers a taste of normalcy, hence, provides hope and lessens the impact of the

psychological pain brought about by the crisis. (Talbot, 2013)

Indeed, it was imperative that displaced children’s education be sustained right after the Zamboanga

siege, even while their families were still housed in various evacuation centers. But that was clearly

difficult for the city government to do as it was faced with an almost insurmountable infrastructure

problem. Some non-government organizations established ‘schools in tents’ especially in the largest

evacuation center at the Don Joaquin Enriquez Sports Complex, R.T. Lim Boulevard. But these were not

adequate.

A group of concerned Filipino (Zamboangueños)-Canadians and some local professionals responded to

the literacy needs of evacuees. They partnered with Dr. Idrenne Lim-Alparaque, the JSM author and Chief

Executive Officer of Recherche Praxis Canada Inc., the Hope for the Nations – Canada, Project Banig (a local

NGO), the Rotary Club of Zamboanga City-North, Ebenezer Bible College, Department of Education (DepEd)

and the Zamboanga City State Polytechnic College (ZCSPC) for the implementation of the JSM program in

Zamboanga. On November 29, 2013, the program was launched for the first time in the Philippines with

ZCSPC as the host institution.

The Jeepney Story Mobile (JSM) is a Canadian-based alternative learning system that aims to develop

children’s capabilities in print literacy, financial literacy, mathematics, computational thinking, rhythm,

language, movement, arts and aesthetic literacy (Jeepney Story Mobile: http://youtube/7Qfi5vUKKsA). It

proved useful in catering to the literacy needs of children displaced by the Zamboanga siege in 2013.

Financial support came from the contributions of Hope for the Nations, civic clubs and private

philanthropists who entrusted the money to the JSM Core Group that managed the program. After the

program’s implementation, there were many positive feedbacks from both beneficiaries and volunteers.

Some were even suggesting that the program should continue even if the DepEd had somehow managed

to transfer and relocate some pupils to other schools.

The lead implementers, proponents of this study, want to validate these feedbacks in order to

celebrate good practices and make modifications where needed. Specifically, they want to assess program

implementation in the areas of: Objectives of the Program, Teaching Content, Teaching Process,

Facilitators, and Logistics/Facilities.


METHODOLOGY

This study used the qualitative-quantitative design. The quantitative approach was employed to collect

data for the profiling of respondents. To gather data on the areas for assessment, a questionnaire was

utilized. The respondents, who were the members of the core group that included teacher and student

volunteers, were chosen through convenience sampling.

To triangulate data given in the survey equestionnaires, in-depth interviews and a focus group

discussion were conducted. Mean was used in the treatment of data.


Respondents of the study were teacher and student volunteers or facilitators and members of the

JSM Core group. Table 1 shows the profile of respondents.

Table 1 Profile of Respondents According to Gender

GENDER

FEMALE MALE TOTAL

24

3

27

Table 2 Profile of Respondents According to Age Group

AGE GROUP

18-27 28-37 38-47 48-57 TOTAL

14

6

4

3

27

There is a total of 27 respondents, 23 or 88.9% of whom were females and 3 or 11.1 % were males.

Majority of the respondents, that is 14 or 51.9% of the total, belonged to the 18-27 years old age bracket.

They were student volunteers from the Department of Arts and Sciences of ZCSPC. At least four or 14.8%

were in the 38-47 years of age bracket, while 3 or 11.1% belonged to the 48-57 years old age bracket.


Respondents gave a rating of ‘very adequate’ to the over-all level of attainment of the JSM Program.

Following are the ratings in the specific areas which include: Objectives of the Program, Teaching Content,

Teaching Process, Facilitators, and Logistics/Facilities.

Objectives of the Program

Table 3

Mean Rating for Objectives of the Program

Area Mean Description

Clarity Very Adequate

Attainment Adequate

Table 3 implies that the objectives of the program were clear to the implementers. It is because, they

were given a thorough orientation given them during the program’s inception. Respondents understood

that the program intends to offer a dynamic learning environment for early literacy acquisition and

development which promises to make the beneficiaries thrive and not simply survive in their current

situation/environment. However, there was a little confusion as to specific roles of the different

implementers because there was no list of committees that would guide and harmonize the performance

of individual tasks. It contributed to the lower weighted mean in attainment which is 2.11 or simply

adequate.

Figure 1. Facilitators participating in the focus group discussion.


Teaching Content Table 4

Mean Rating for Teaching Content


Relevance 2.50 Very Adequate

Applicability 2.40 Very Adequate

Scope 2.27 Very Adequate

As shown in Table 4, the respondents found the lessons very relevant and applicable, with a weighted

mean of 2.50 and 2.40, respectively. It is precisely because the coverage/scope of the topics, which has a

weighted mean of 2.27, was wide and varied. The lessons included science, print literacy, financial literacy,

mathematics, computational thinking, rhythm, language and movement, arts and aesthetics literacy which

are significant to the total development of children. The lessons were very applicable in their daily lives.

One respondent observed that the activities, aside from enhancing children’s literacy, also resulted in the

stress debriefing of the children beneficiaries who exhibited post traumatic stress disorder.

Figure 2. Visual aids showing some of the teaching contents.


Teaching Process

Table 5 Mean Rating for Teaching Process


Method Used 2.50 Very Adequate

Organization of Lessons/Activities 2.48 Very Adequate

Immersion Activities 2.25 Adequate

Time Allotment 1.67 Inadequate

In the area of teaching process and organization of lessons and activities, the respondents said that

these were very adequate as shown in the results -2.50 mean for method used and 2.48 mean for

organization of lessons and activities. Results revealed that the activities during the immersion were

student-centered and interactive. Teacher volunteers simply acted as facilitators who let the children

reflect and draw generalizations from their experiences. However, immersion activities received a

weighted mean of 2.25 or simply adequate because the respondents observed that the activities

introduced by most of the facilitators were not enough to elicit full participation from the children who

were at that time still making adjustments withtheir new educational environment.

Time allotment was rated inadequate with a mean of 1.67. It was identified as one of the setbacks in

the implementation. In some subjects, facilitators said they could not give the lessons in full within the

time slot because the time allotted were simply not enough.

Figure 3. One of the many interactive activities.

Figure 4. A facilitator assists a pupil with reading problem.


Facilitators Table 6

Mean Rating for Facilitators


Knowledge of Subject Matter 2.62 Very Adequate

Manner of Presentation 2.50 Very Adequate

Handling of Pupils’ Questions 2.37 Very Adequate

Time Management 2.22 Adequate

Table 6 indicates that the teachers’ knowledge of the subject, their manner of presentation and the

way they handled pupils’ queries were rated very adequate which imply that the program selected

teacher volunteers who had compassion with children and the knowledge of basic education skills.

Time management though was only rated adequate. Facilitators reported that it was difficult to

manage time allotment which that was inadequate in the first place (please refer to Table 4). Analysis of

the results proved that the facilitators were able to implement the topics proposed by the JSM Program in

spite of inadequacy in this area.

Logistics

Table 7 Mean Rating for Logistics


Venue 2.62 Very Adequate

Foods/School Supplies 2.50 Very Adequate

Room Arrangement 2.37 Adequate

Figure 5. A facilitator engages her pupils in the learning process.


Table 7 shows that generally, logistics received a rating of very adequate except for room arrangement

which is rated adequate. It is because some of the classrooms were located on the second floor of the

building. The staircase was steep and dangerous for kids.

The over-all rating of very adequate for logistics imply that the persons assigned in this area have done

well in providing logistical support. The availability of the school bus conveniently transported the children

and their parents to the venue of the sessions and back to the evacuation center. Children were likewise

served snacks. School supplies were very adequate.


It is concluded that the implementation of Jeepney Story Mobile Program was successful. The

objectives were well-understood by the implementers and were very adequately met. The manner the

sessions were conducted by the facilitators encouraged the kids to participate actively and made them

enjoy the learning process. The program did not only address the kids’ literacy and development

requirements but also catered to their need for debriefing after a traumatic experience of war.

The facilitators were definitely knowledgeable, competent and followed faithfully the curriculum of

the program.

The curriculum content was very adequate and fully packed with varied topics and learning activities

but needed more time to deliver. It is, therefore, recommended that the implementers revisit the

curriculum to revise and adjust the time slots of the various topics/activities.

Furthermore, duties and responsibilities of implementers may be written in black and white at the

beginning of program implementation to ensure that everyone knows exactly what to do and to avoid

confusion.

Figure 6. Kids receive their school supplies including a pair of slippers each.


Finally, it is recommended that ZCSPC modifies the JSM Program and implements it as a flagship

extension program of the College for literacy.

ACKNOWLEDGEMENT

The researchers, who are part of the implementing team of the JSM Program, are indebted to the

Filipino-Canadians who paved the way for the introduction of the JSM Program in the Philippines; to Dr.

Idrenne Lim-Alparaque, the JSM Program author and CEO ofRecherche Praxis Canada Inc.; to Country

Director Patrick Elaschuck of the Hope for the Nations – Canada, Mr.Kiko Miranda of Project Banig of the

Ateneo de Zamboanga University; the Rotary Club of Zamboanga City-North; Ebenezer Bible Colleg; the

faculty and staff of the Department of Arts and Sciences and the Teacher Education Department of ZCSP;

the Department of Education, Zamboanga City Division;and all the generous donors for sharing their

resources and for giving their unstinting support.

The researchers are likewise profoundly grateful to the respondents of the study for their active

participation in the survey, interview and focus group discussion and for honestly responding to the

questions asked.

REFERENCES

Jeepney Story Mobile, http://youtube.be/7Qfi5vUKKsA

Lemmon, Gayle Tzemach, Council on Foreign Relations, “Fragile states, fragile lives: child marriage amid

disaster and conflict”. June 2014.

Price, Philip, University of Denver, “Education in Emergencies: Benefits, Best Practices and Partnerships”.

2011.14

Talbot, Christopher C., Network for International Policies and Cooperation in Education and Training

(NORRAG), Working Paper No. 3, “Education in conflict emergencies in light of the post-2015

MDGs and EFA agendas”. January 2013.

UNESCO Institute of Statistics and EFA Global Monitoring Report, Policy Paper 22/Fact Sheet, 31, “A

growing number of children and adolescent are out of school as aid fails to meet the mark”. July

2015.


ABOUT THE AUTHORS

FERDINAND V. ANDRADE is a Visiting Lecturer in the Department of Technology Education, ZCSPC, teaching major subjects in Information Technology. He is pursuing a Master of Information Technology (MIT) degree at the Mindanao State Univesity – Iligan Institute of Technology (MSU-IIT), Iligan City. His field of specialization is artificial intelligence.

MA. CHRISTINA G. WEE, Director of the Physical Education Department (PED), ZCSPC, finished her Master of Science in Physical Education (MSPE) at the Western Mindanao State University in Zamboanga City. Her graduate thesis which is published in this issue, was presented in the National Conference Workshop in Research 2013 on February 3, 2013 in Baguio City. The event was sponsored by PANASIA. Prof. Wee is a certified core fitness exercise instructor.

JANET C. SOLIS, teaches Filipino at ZCSPC. She earned her Master of Arts in Education (MAED, Major in Filipino degree from the Western Mindanao State University, Zamboanga City. She is currently pursuing a degree in Doctor of Philosophy, Major in Filipino at Mindanao State University-Iligan Institute of Technology (MSU-IIT) in Iligan City. She is a resident of Sinunuc, Zamboanga City which is the locale of her study published in this issue.

GINA C. LANGGA teaches Bachelor of Science in Technical Teacher Education (BTTE) – Food Service Management at the Teacher Education Department, ZCSPC, and Technology Livelihood Education at the High School Laboratory. She finished her Master of Arts in Teaching Vocational Education (MATVE), Major in Home Economics from the same school during school year 2014-2015. Her article published in this issue titled, ‘Acquired Competency Among Food Service Management Students and Industry Immersion: Basis for Program Intervention’ is from her master’s thesis.

CLARISA V. ACAC is a faculty of the Teacher Education Department, ZCSPC. She finished her Master of Arts in Teaching Vocational Education (MATVE) in the same institution. She co-authored an article published in this issue titled, ‘Status of Mother Tongue-Based Multilingual Education Implementation in Selected Rural Schools in Zamboanga City’, an undergraduate thesis of which she was the adviser. She presented the same study, in behalf of the students, in the International Research and Development Conference-Workshop and Convention on Teacher Education held on September 9-11, 2015 in Iloilo City.


MICHAEL M. CABILES teaches Chemistry and Physics at the Department of Arts and Sciences (DAS), ZCSPC. He was one of the facilitators that implemented the Jeepney Story Mobile Program. He collaborated with Ms. Anna Maria P. Gomez in conducting the assessment of the program’s implementation.

ANNA MARIA P. GOMEZ is a faculty member of the Teacher Education Department. Her field of specialization is child and adolescent development. She earned her Master of Science in Guidance and Counseling from De La Salle University, Manila. The article she published in this issue of the journal is an assessment of the implementation of the Jeepney Story Mobile Literacy Program that responded to the literacy needs of kids displaced during the Zamboanga siege in 2013.

EMIE S. MISIL is a faculty member of the Physical Education Department, ZCSPC. She finished her Master of Arts in Education, Major in Physical Education at the University of San Carlos in Cebu City. Her article published in this issue titled, ‘Dance Ethnography of the Zamboanga Hermosa Festival’ was presented in the city government-sponsored ‘Conferencia de Cultura, Artes y Historia de Zamboanga’ held on October 6, 2015 at Centro Latino, Paseo del Mar, Zamboanga City.

JENISSA V. CANONG, BEVERLY ANN CARPIO, MARIA JAZELLE D. DELOS REYES, NEJJNON M. LAZARO and SHEILA ROISZ P. SALADANI earned their Bachelor of Elementary Education (BEED) degree from ZCSPC during school year 2014-2015. The undergraduate thesis titled, ‘Status of Mother Tongue-Based Multilingual Education Implementation in Selected Rural Schools in Zamboanga City’ is published in this issue with their adviser as co-author.

JOCELYN I. KONG earned her Master of Arts in Science Education from the Mindanao State University, Zamboanga City in 2006 and her Doctor of Philosophy in Technological Management (Ph.D.T.M.) from ZCSPC where she teaches science subjects at the Hgh School Laboratory. The article published in this issue titled, ‘Level of Awareness, Preparedness and Readiness of Technical-Vocational Schools in Implementing the K-12 Curriculum in Zamboanga Peninsula’, is from her dissertation.


POLICIES, GUIDELINES, STANDARDS AND PROCEDURES

FOR RESEARCH PUBLICATION

To guide the authors, the Editorial Board, the Editorial Staff and all concerned, policies, guidelines and

procedures for publication of articles in the ZCSPC Research Journal are hereby provided:

1. Types of articles that may be published:

1.1 UNPUBLISHED ARTICLES OF ORIGINAL RESEARCH PROGRAMS/PROJECTS/STUDIES

MANUSCRIPT STYLE

Title: in Calibri 24, bold, single-spaced, no abbreviations and acronyms

and as much as possible, limited to 15 words in pyramid format.

Name/s of author/s: in Calibri 11, bold, centered; and right below the

name/s of the author/s are the following which shall be written in Calibri

10:

Line 1 – the unit/section/office/department where author belongs;

Line 2 -the name of the institution/agency where the author belongs;

Line 3 - business postal address of institution/agency, and

Line 4 - email address of the author/s

Note: Authors and co-authors shall be properly indicated. Name of the

main author shall be written on the left side and co-author on the right

side. If there are more than one co-author, their names shall be written

below that of the main author. Technicians and other helpers shall be

mentioned in the acknowledgement.

Abstract : not more than 200 words; typed in one paragraph; states

concisely the research objective, methodology, major findings and main

conclusion; able to stand alone.

Index Terms: key words that indicate the scope of the article, not less

than five (5) and not more than eight (8) words, arranged alphabetically.


USE THE IMRAD FORMAT

Introduction: background of the study, study’s rationale - author’s

observations or relevant event, facts, studies that justify the conduct of

the study, conceptual framework/theoretical framework with well-defined

variables, and objectives of the study.

Materials and Methods/Methodology: description of research design (to

include how informed consent was secured, if needed), sampling

technique, instrumentation, collection of data, statistical instruments,

data analysis and interpretation which are clearly presented so these can

be replicated; detailed description of new methods but no excessive

description of common procedures.

Results and Discussion: connects results to the problem/objective of the

study, deals only with results reported in the study and staying away from

generalizations and conjectures not found in the results, show significance

and implications of the results, and suggest future related researches.

Conclusion and Recommendations: written in paragraph form.

Acknowledgment (optional): expresses gratitude to those who have

helped in the conduct and completion of the program/project/study,

funding agency (if outsourced) and sources of photos (if any).

References: referencing shall follow American Psychological Association

(APA) Manual of Publication format; authors shall be listed in alphabetical

order; only references cited shall be included in the list of references;

number of references shall be at least 10, and if possible, to include most

recent ones.

OTHER DETAILS

1. Manuscripts shall be typewritten on an 8.5”x11” white bond paper on

one side.

2. Spelling shall conform with the Webster International Dictionary.

3. Font size for the body of the article shall be in Calibri 11 with the

headings in bold letters.

4. Do not underline texts or headings. Write heading in bold letters.

5. Use MS Word 2010/2007.

6. Illustrations, tables, diagrams, photos should be clear and editable,

properly numbered and labelled.

7. Tables shall also follow the form prescribed in the American

Psychological Association (APA) Manual of Publication and editable.


8. Illustrations and diagrams should be clear, accurately labelled and

editable.

9. Photos shall be original, relevant, accurately captioned and have

written consent for publication from the owner/s 9if not owned by the

author/s.

10. Margins shall be: left = 1.5”, top = .75”, bottom = .75” and right = .75”.

11. Use metric units as units of measurement.

1.2 REVIEW OF ARTICLES

An article on related literature and studies written extensively in a topical manner using very

recent sources (as far as two years back only), majority of which are reputable international

research journals.

1.3 BOOK REVIEWS

Review of books, the topics or subject matter of which are relevant to the research agenda of

the College.

2. Researches that may be published in the ZCSPC Research Journal:

a. All outputs of programs, projects and studies funded by the school, the publication of which is

a must, upon completion;

b. Outsourced researches with written consent for publication from the funding agency(ies);

c. Research studies of faculty which are products of their academic requirements in graduate or

post-graduate studies prior to writing their thesis or dissertation;

d. Undergraduate thesis of ZCSPC students submitted by the adviser, provided that, the students

shall be the main authors and the adviser, co-author. Provided further, that prior informed

consent signed by the students using prescribed form, shall have been duly secured by the

Research Publication and Dissemination Unit (RPDU) of the Office of the Vice-President for

Research and Extension upon the request of the adviser. Provided finally, that, such informed

consent is secured only after the students shall have been given their final grades; and

e. Articles contributed by researchers from outside of the school which satisfy the requirements

and protocol as stipulated herein; provided that, prior written consent of the institution or

agency where the author/s belong has been secured by the author/s, using the herein

attached prescribed consent form; provided further that, in the case of commissioned

researches, written consent of the funding agency shall also be secured by the author/s using

the herein attached prescribed form;

NOTE: Institutional researches which seek publication outside of the ZCSPC Research Journal,

online or otherwise, need the prior permission of the Editorial Board which shall decide on the

matter, en banc.


3. The following are qualified to publish their research outputs in the ZCSPC Research Journal:

a. Any faculty or staff of ZCSPC, regardless of his/her status of appointment and length of service;

and

b. Researchers outside of the school as long as they satisfy the requirements and follow the

protocol stipulated herein.

4. Authorship

To avoid conflict, the following authorship criteria is prescribed:

(a) Authorship must be based on substantial scholarly contribution to the work through one or

more of the following:

1) Conception and design of the research;

2) Determination, analysis and interpretation of research data; and

3) Drafting or revision of significant parts of the work so as to contribute to the interpretation.

(b) A person who qualifies as an author should not be included or excluded as an author without

their written permission which should include a brief description of their contribution to the

work.

(c) Groups of persons who have contributed materially to the paper, but whose contributions do

not justify authorship may be included and acknowledged, given that they are publicly

associated with the work.

(d) All those who make substantial contribution to a paper without satisfying the criteria for

authorship should be acknowledged. These might include interviewers, survey management

staff, clerical staff, statistics advisers, colleagues who have reviewed the paper, students who

have undertaken some partial work, the supervisor of a research team and someone who has

provided assistance in obtaining funding.

5. College Research Agenda

Researches that are in consonance with the College Research Agenda shall be given preference

for publication.

6. Prior presentation of submitted articles in any research forum

a. Institutional and/or personal researches, either funded out of the GAA or by other

funding institutions, shall have been presented in a peer-reviewed In-House Review

for Completed Researches prior to publication in the College research journal;

b. Other articles shall have been presented in a peer-reviewed in-house review or in

other peer-reviewed local, national or international research fora for completed

researches, except for studies conducted in relation to graduate/post-graduate

studies prior to thesis/dissertation writing which shall not require such presentation;


c. Researches must have been previously registered with the Office of the Vice

President for Research and Extension (OVPRE), to qualify for publication in the

Colelge research journal, except the following: (1) theses/dissertation of College

faculty/staff; (2) researches conducted by faculty/staff in relation to their graduate

and/or post-graduate studies prior to thesis/dissertation writing; and (3)

undergraduate thesis of students which may be co-authored and submitted by the

adviser for publication.

Registered research works refer to those researches which have been presented in

the In-House Review for Research Proposals, with corresponding duly signed approval

sheet and certificate of registration issued by the Office of the Vice President for

Research and Extension. No ongoing or complered researches will be allowed to

undergo the In-House Review for Research Proposals.

Moreover, articles other than researches, such as book reviews, stand-alone review

of related literature and the like, need not undergo the In-House Review for Research

Proposals for these to be published. However, the authors still need to notify and

secure an approval sheet and certificate of registration from the OVPRE before

implementing these studies.

7. Compulsory Publication

Publication is compulsory for the following:

a. institutional researches, either funded by the college or out-sourced; and

b. theses and/or dissertations of faculty which have been granted financial assistance by the

College.

8. Consent to Publish

Authors who seek publication in the ZCSPC Resarch Journal shall accomplish and/or secure the

following consent forms:

a. Consent to publish article in the ZCSPC Research Journal from the author/s – for authors

from other institutions. (see prescribed form on page 76)

b. Consent to publish article in the ZCSPC Research Journal from the institution/agency

where author/s belongs/belong – for authors from other institutions. (see prescribed form

on page 77)

c. Consent to publish article in the ZCSPC Research Journal from funding agency if the

research has been commissioned – for ZCSPC authors and those from other institutions;

(see prescribed form on page 78)

d. Consent to publish photos and other documents from the owner/s if these are not owned

by the author/s – for ZCSPC authors and those from other insitutions. (see prescribed

form on page 79)

e. Consent from the Editorial Board prior to publication of articles in research journals other

than the College journal, online or otherwise – for ZCSPC authors whose research works

are institutional researches, theses/dissertations with funding assistance from the College

andother articles which intend to carry the name of the College.


f. In cases wherein prior permission from proper authorities have not been sought in the

conduct researches, authors shall secure the consent to publish research outputs from the

National Commission on Indigenous Peoples (NCIP) when indigenous peoples have been

involved as subjects or respondents, or from the Office of Muslim Affairs when Muslim

tribes have been involved as subjects or respondents.

9. Double-Blind Refereeing System and Anti-Plagiarism Test

a. All manuscripts shall be subjected by the Managing Editor to an anti-plagiarism test

(minimum of 10% allowable).

b. The Managing Editor shall return manuscripts, that have failed in the anti-plagiarism test,

to authors concerned for revision. Authors are given one week to do the revision. Articles

not resubmitted on time will not be published;

c. Only manuscripts that have passed the anti-plagiarism test shall undergo a double-blind

refereeing (DBR) process;

d. Only the Editor-in-Chief and the Managing Editor shall know who the referees are and they

shall keep the identity of the referees in strict confidentiality, at least until such time that

the journal is published;

e. The Managing Editor shall collect the results of the DBR from the referees and turn them

over to the Editor-in-Chief who in turn assigns these to the Associate Editors;

f. The Associate Editors do a grammar check of the manuscripts and return these to the

authors concerned for revision.

g. Authors, upon receipt of the corrected manuscripts, implement the corrections and

suggestions for improvement, highlighting corrections in red;

h. Authors shall return the revised version in hard and soft copies to the Associate Editors,

assigned to them, at least two weeks after receipt thereof. Manuscripts not re-submitted

on time shall not be published;

i. Associate Editors shall assess the revised manuscript and endorse the same to the Editor-

in-Chief; and

j. The Editor-in-Chief recommends to the Editorial Board, the approval for publication of

manuscripts.

k. The Editor-in-Chief forwards the manuscripts in hard and soft copies to the Managing

Editor and Lay-Out In-charge for the preparation of the final lay-out of the College

research journal.

10. Acceptance/Rejection of Revised Manuscripts

a. The Editorial Board, after thorough deliberation, reserves the right to approve or

disapprove the publication of revised articles. Its decision is final.


References:

West Visayas State University Research Journal, Vol. 1, No. 1, June 2012, ISSN 2244-4335

The Upland Farm, Ifugao State University official research publication, Vol. XXI, No. 1, ISSN

1655-5287.

ZCSPC Research and Extension Manual, ISBN 978-971-0166-08-4.


AUTHOR’S CONSENT TO PUBLISH ARTICLE (For authors from ZCSPC and other institutions)

TO WHOM THIS MAY CONCERN:

This is to give my/our full authority to the Zamboanga City Sate Polytechnic College with official address at R.T. Lim Boulevard, Baliwasan, Zamboanga City, to have my/our journal article titled:

___________________________________________________________________________

published in its official research journal publication called the ZCSPC Research Journal, online/offline.

Further, I/we guarantee that the article is from an original research study conducted by the author/s and has never been published in any form in other publications. I/we likewise assure the publisher that no parts of the article are plagiarized or libelous or in any way infringe on the copyright, patent, trademark, statutory rights or proprietary rights of other authors or publishers. Moreover, I/we assure that all who contributed to the completion of the study have been given due credit through authorship or have been properly acknowledged, and that authors of related studies and literature have been properly cited and referenced.

Finally, I/we hereby declare that I/we am/are willing to go by the Research Publication Polices, Guidelines and Procedures of the College.

I/we hereby affix my/our signature/s, this ____ day of ____________________ in _________________________________________________. Name Contribution to the Work Signature First Author: ___________________ ___________________________________ _____________ Second Author: ___________________ ____________________________________ _____________ Third Autor: _____________________ ____________________________________ _____________ Fourth Author: ___________________ ____________________________________ _____________ Fifth Author: _____________________ ____________________________________ _____________ Sixth Author: ____________________ ____________________________________ _____________ Co-Author: _____________________ ____________________________________ ______________ Co- Author: _____________________ ____________________________________ ______________


INSTITUTION’S CONSENT TO PUBLISH ARTICLE (For articles of authors from other institutions)


The _______________________________________________ with postal address at (Name of institution)

__________________________________________________________________________,

(postal address)

do hereby grant permission for the publication of the attached journal article with the following details: Title of article: ______________________________________________________________ Author/s: ___________________________________________________________________ ___________________________________________________________________

It is likewise guaranteed that the above-mentioned article is unpublished and a product of an original research program/project/study, conducted in this institution by the afore-stated researcher/s. Given this __________ day of ____________________________ 20__________ in ________________________________________________________________________.

_________________________________ Name and Signature

________________________________

Position/Designation


FUNDING AGENCY’S CONSENT TO PUBLISH ARTICLE (For commissioned researches or researches funded by other agencies)


The _______________________________________________ with postal address at (Name of institution)

__________________________________________________________________________,

(postal address)

do hereby grant permission for the following research article to be published in the ZCSPC College Research Journal: Title of article: ______________________________________________________________ Author/s: ___________________________________________________________________ ___________________________________________________________________

It is likewise guaranteed that the above-mentioned article a product of an original research program/project/study conuducted by the afore-stated researcher/s and funded by this institution. Given this __________ day of ____________________________ 20__________ in ________________________________________________________________________.

_________________________________ Name and Signature

________________________________

Position/Designation


OWNER’S CONSENT TO PUBLISH PHOTOS/ OTHER DOCUMENTS

(For publication of photos/documents not owned by the author/s)


This is to give my full consent to (name/s of author/s):

_________________________________________________________________________ to publish the photos that I personally own relative to the publication of his/her/their article titled: __________________________________________________________________________ in the ZCSPC Research Journal of the Zamboanga City State Polytechnic College with official address at R.T. Lim Boulevard, Baliwasan, Zamboanga City.

I hereby affix my signature/s, this ________ day of __________________________ in _______________________.

__________________________________ Name and Signature

______________________________________

Contact Number

______________________________________ E-mail Address

_________________________________________________________________________ Postal Address


COLLEGE RESEARCH PRIORITIES (From the ZCSPC Research and Extension Manual of Operations, p. 6)

Assessment studies on program and curriculum models to determine how they could be improved, restructured, and reengineered in order to develop better and effective programs;

Policy-oriented studies, like governance and management of tertiary institutions, accreditation and quality assurance system, access and equity in education, and income-generating, as well as cost-cutting measures;

Teacher-Education;

Industrial Technology;

Maritime Education;

Model building studies;

Sciences and Mathematics;

Humanities and Social Sciences;

Information and Information Technology;

Textbooks, modules, monographs and instructional material production;

Institutional development studies;

Environmental/pollution studies;

Manpower demand and supply studies;

Peace and development studies; and

Graduate tracer studies.