Journals

NWU Graduate and Research Journal                            Volume 16, No.1               2014

Editor’s Note

This issue of the Northwestern University Graduate and Research Journal features institutional researches and excerpts of the graduate studies which are relevant to the university’s goal of improving the curriculum and attaining academic excellence.

The Vedasto J. Samonte School of Graduate Studies (VJSSGS) and the University Center for Research and Development (UCRD) offer six graduate theses and four researches in this volume of the journal.

The study of Delos Reyes determined the different interventions coming from Grades V and VI pupils’ family members and peers, which could reinforce the acquisition of science-oriented competencies and values, as well as the practices of teachers inintegrating those interventions when managing their respective science classes. Castro sought to find out the post-partum related complications occurring among women within the 2-3 day period following parturition and further determined the degree of severity of the complications as perceived by the respondents. Badua’s study assessed the adherence of the security guards to the ethical standards and code of conduct during the first semester School Year 2012-2013 while Bagaoisan focused on the development and validation of primers on educational legislations for local government officials, school administrators, parents, and teachers. Taguicana determined the beneficial effects of BHW as labor doula in childbirth which served as a basis in the development of a researched-based educational material. And lastly, Palaspas determined the instruction-

al competencies of teachers and achievement of students in Chemistry of the different public secondary schools in Ilocos Norte.

The institutional researches includes two graduate tracer studies including that of the College of Maritime Education and College of Criminal Justice Education for the SY 2004-2005 to 2007-2008. These also include the study of Pilar, Gamiao, Rosales and Pungtilan which aimed to develop a Waste Management Program towards a sustainable-bleble and eco-friendly NWU while the research of Dela Cruz and Paraoan established an in-depth understanding of the experiences among elderly at Balay Taripato, Cabugao, Ilocos Sur.

INTEGRATION OF FAMILY-PEER INTERVENTIONS TO DEVELOP PUPILS’ SCIENCE-ORIENTED COMPETENCIES AND VALUES1

Jennifer A. Delos Reyes2
Dr. Frederick F. Rodrigo3

Abstract

This study surveyed the interventions coming from family members and peers of 120 quota-sampled intermediate pupils from two public (Hilario Valdez Elementary School and Baay Elementary School) and two private (Immaculate Conception Academy and Graceland Saviour’s Institution, Inc.) schools in the City of Batac, Ilocos Norte. Like-wise, it identified the practices of eight intermediate teachers in integrating the intervention outputs in their science classes during the first grading period in School Year 2012-2013. It also determined the teacher-respondents’ assessment of the strengths and limitations of their intervention-integration practices, which prompted them to identify their needs in enhancing their intervention-integration practices.

Interview sessions were done with each of the four groups of respondents using separate sets of interview guide. All sessions were documented and transcribed before pro-cessing them. The tabulated data were analyzed descriptively and interpreted narratively.

Most of the pupil-respondents from both grade levels received interventions from their family members, specifically from their mothers, on their science lessons. Never-theless, there were more Grade VI pupils who had interventions from their peers than their Grade V counterparts.

All knowledge learned by the pupils had their corresponding skills and values, collectively referred to as set of intervention outputs. Such knowledge reflected the con-tents of the intermediate science lessons. The skills emphasized on the application of study techniques leading to mastery. Meanwhile, the values acquired underpinned the pupils’ personal and relational development. The younger group of pupil-respondents learned five sets of intervention outputs from their family members and three sets from their peers. The older group, on the other hand, acquired four sets of intervention outputs from their family members and two sets from their peers.
The intervention outputs of Grade V pupil-respondents were predominantly in-tegrated by their teachers in the engagement and exploratory phases. In contrast, those

1Excerpts of a thesis presented at Vedasto J. Samonte School of Graduate Studies, Northwestern University in July 2013 for the degree Master of Arts in Education major in Educational Management

2Teacher III
3Thesis Adviser

Integration of Family-Peer Interventions to Develop Pupils’ Science-Oriented Competencies and Values

intervention outputs from both sources of the Grade VI pupil-respondents were primarily integrated by their teachers in the explanatory phase. In both groups, however, intervention outputs were least integrated in the evaluation phase.

The strengths of the teachers’ practices, which confirmed their reasons for integrating intervention outputs, imply their openness and accommodating response to the contributions of family members and peers in concretizing the dynamics of learning scientific phenomena. However, due to the volume and variety of intervention outputs brought by intermediate pupils into the science classroom, their teachers struggled in balancing their available time and in maximizing the interventions’ potentials. That dilemma prompted them to verbalize their interests and needs in learning competencies that will enable them to manage their intervention-integration practices more effectively and efficiently in the future. Those served as anchor in proposing for an in-service training on intervention-integration management.

Introduction

Science education is perceived to be important because of its link to technology and industry, which from a national perspective, are areas with high priority for development. Consequently, science is included as a core element at the elementary and secondary levels in order for all citizens to achieve a certain degree of scientific literacy or understanding of scientific concepts and processes required for personal and collective decision-making, participation in civic and cultural affairs, and economic productivity to enable them to participate effectively as citizens in modern societies (http://www. cried.tsukuba.ac.jp/pdf/ 09- philippines_Antonio.pdf).

At the elementary level, science aims to help school children gain a functional understanding of science concepts and principles linked with real-life situations, acquire science skills, as well as scientific attitudes and values needed in solving everyday problems. All of which are circumscribed in the Basic Education Curriculum (http:www.scribd.com/doc/21521417/BASI-C-EDUCATI- on-CURRI-CULUM-Philippine-Elementary-Learning-Competencies).

Specifically, science in the fifth grade seeks to develop functional application of science and health concepts, basic and integrated science process/thinking skills, and to acquire values, attitudes, and practices related to body systems (reproductive, respiratory, and urinary), disease prevention and control, classification of plants and animals, plant and animal adaptation, changes in matter, electrical energy, simple machines, rocks, water cycle, typhoons, tides, and the solar system. Meanwhile, that in the sixth grade focuses on an understanding and application of science and health concepts, basic and integrated science process thinking skills, and acquired values, attitudes, and practices related to body systems (circulatory and nervous), ecosystem, materials and their uses and effects, energy transformation and conservation, movement of the earth‘s crust, climate and seasons, and beyond the solar system.

Innovative efforts have been done in order to ensure quality science education in the country. As a matter of fact, Education Secretary Armin Luistro said that it is im-portant that we invest in the enrichment of our teachers‘ mentoring skills specifically in the field of sciences because it will have a bearing on the kind of science-oriented graduates we produce. Consequently, several experiences would
indicate success stories
that underlie the implementation of those innovations and state-of-the-art practicesin scienceeducation(http://deped.net/elemetary-science-schools-get-teaching-imporovement- subsidy.html).

Nevertheless, the most recent assessment of pupils’ performance in science at the Southeast Asian region has indicated that grade school children in the Philippines ranked 23rd among the 25 participating countries based on one international survey test (2003 Trends in Math and Science Survey), which measured patterns in elemen-tary pupils science and mathematics achievement (http://deped04-awikispaces.com/file/ view/K+12+Basic Education+program.pptx). That and other persistently dismal results and similar challenges in science education particularly that of keeping at par with the performance of students in other countries are frequently attributed to the insufficient and inadequate material, financial, logistical, and manpower resources, as well as pre-dominantly conservative curriculum and time-worn teacher-oriented practices. The convenience in putting the blame on relatively dysfunctional managerial, administrative, and pedagogical factors obscures the possibility of accommodating opportunities that could be shared by equally-relevant and accessible partners and stakeholders who can backstop the shaping and restructuring of science pedagogy and eventually filling in the gaps in elevating and sustaining authentic and genuine quality of science education in the country. These partners and stakeholders include science learners’ family members, peers, immediate communities, and concerned organizations or groups.

Inasmuch as science could be learned anywhere and anytime, some research studies might have initially explored on the potentials of reinforcement coming from concerned partners. However, there have been limited attempts to maximize their con-tributions via their integration into the teaching-learning processes. This means that even when some conscientious and committed science teachers realize the indispen-sable contribution of their students’ significant others, they still subscribe to their usual practices due to their fragmented acceptance and recognition. As such, initiatives to apply the findings of those research investigations have not been sustained.

Cognizant of the essence of accommodating inputs coming from science learn-ers‘ significant others like their family members and peers, which could be integrated in the pedagogical dynamics of science at the intermediate level, as an alternative and reinforcement to existing and predominant practices and initiatives in bolstering the acquisition of science-oriented competencies and values, this research was conducted.

Statement of the Problem

This scientific inquiry determined the different interventions coming from Grades V and VI pupils’ family members and peers, which could reinforce the acquisi-tion of science-oriented competencies and values, as well as the practices of teachers in integrating those interventions when managing their respective science classes.

Specifically, this study sought answers to the following problems:

1. What interventions of family members and peers of Grades V and VI pupils are shared toward maximizing their science-oriented competencies and values?

2. What are the practices of science teachers in integrating those family-peer interventions along the following pedagogical phases:

2.1. engagement;

2.2. exploration;

2.3. explanation;

2.4. elaboration; and

2.5. evaluation?

3. What are the strengths and limitations of the teachers’ intervention- integra-tion practices based on their perceptions?

4. What processes are needed by science teachers in managing the integration of family-peer interventions that could maximize the acquisition of competencies and values among Grades V and VI pupils?

5. What training program for teachers could be designed in order to operation-alize the management processes of integrating family-peer interventions in intermediate science subjects?

Assumptions of the Study

Considering the pervasive and practical nature of science pedagogy, it was as-sumed that family members and peers of elementary pupils do have interventions as inputs in maximizing the acquisition of science-oriented competencies and values. Like-wise, it was assumed that science teachers integrate those interventions in their instruc-tional delivery practices.

Moreover, it was assumed that teachers can objectively assess the strengths and limitations those intervention-integration practices, which were infused in their pedagogical engagement. Based on the assessment results, it was further assumed that those intervention-integration practices could be enhanced in order to maximize science-oriented competencies and values among intermediate pupils.

Scope and Delimitation of the Study

This descriptive-evaluative-survey research is focused on the interventions coming from family members and peers of Grades V and VI pupils and their teachers’ practices in integrating those interventions in their lessons so that they could maximize science-oriented competencies and values acquisition. The interventions are limited to those that are related to the lessons, which are covered during the first grading period of school year 2012-2013. Those practices were assessed in order to have some benchmark in designing a training program that would enhance teachers‘ practices in managing their intervention-integration strategies.

Needed data were gathered from the groups of respondents (Grades V and VI pupils, as well as their parents/family members, peers, and science teachers) using four sets of interview schedule. The respondents came from two private and two public el-ementary schools in Batac City, Ilocos Norte. The interview sessions were conducted immediately after the first grading period in School Year 2012-2013.These were facilitated by the          researcher and documented by a trained note taker.

The quality of data gathered was limited in terms of the degree of accuracy and precision that could be ensured by the data-gathering instruments. As such, all of which were pre-tested and revised before using them during the actual data gathering phase. Only the teacher-respondents assessed the strengths and limitations of their prac-tices in integrating their pupils‘ family-peer interventions.

METHODOLOGY

This chapter covers the methodological specifications, which run parallel with the requirements and procedural steps in responding to the specific research prob-lems. These include the design, locale, population and samples, respondents, and instru-ments, as well as the dynamics of data collection, analysis, and interpretation.

Research Design

In this descriptive-evaluative-survey study, the interventions which were shared family members and peers of Grades V and VI pupils, as well as their sciences teachers’ practices in integrating those interventions were determined. Likewise, those integration practices were assessed by the teacher-respondents themselves. The assessment results served as anchor in forwarding processes that could maximize the family members’ and peers’ interventions. Eventually, the management of those processes was packaged in a proposed in-service training program that seeks to enhance teachers’ integration prac-tices.

Locale of the Study

Two public and another two private elementary schools in Batac City were the seat of data collection. The public schools are Baay Elementary School (BES) and Hilario Valdez Memorial Elementary School (HVMES), while the private ones are Graceland Saviour‘s Institution, Incorporated (GSII), and Immaculate Conception Academy (ICA).

Specifically, BES is located along the national road in Barangay 13, Baay, Batac City, Ilocos Norte. Two science teachers handle the three Grade V sections; another two teach the two Grade VI sections. It has a Science Learning Resource Center with limited science apparatuses and a science club. Meanwhile, HVMES is located in Barangay 4, Nalupta, Batac City, Ilocos Norte. Two teachers handle Grade V Science and one teacher handles Grade VI Science. Just like the BES, it has a science club, however, it does not have a science laboratory. The complete set of science laboratory apparatuses are found in the library.

The GSII is located along the national road in Barangay 35, Bil-loca, Batac City, Ilocos Norte. One science teacher handles both the Grade V and VI levels.

Population and Samples

This study required taking samples from four groups, namely Grades V and VI pupils, as well as their teachers, parents, and peers. As soon as the four schools were identified, the population of Grades V and VI pupils in each school was taken. This served as basis in determining the quota of five pupil-respondents each representing the three levels of academic performance: above average, average, and below average. As such, 15 Grade V pupil-respondents and another 15 Grade VI pupil-respondents came from each of the four schools. All in all, there were 60 Grade V pupils, and another 60 Grade VI pupils who represented the first group.

Through the snow balling technique, the family members and peers who pro-vided science-related interventions of the pupil-respondents represented the second and third groups of respondents. Specifically, 54 family members of the Grade V pupil-re-spondents and 52 family members of the Grade VI pupil- respondents were among those who provided interventions. Meanwhile, 26 peers of the Grade V pupil-respondents and 46 peers of the Grade VI pupil-respondents included those who likewise shared inter-ventions.

Additionally, eight of the intermediate science teachers in the four elementary schools represented the fourth group of respondents.

Respondents of the Study

As mentioned in the preceding section, the respondents of this study are divid-ed into four groups, namely: Grades V and VI pupils; their family members; peers; and science teachers. Their manner of selection was based on the samples of pupil-respond-ents who received interventions from their family members in acquiring competencies and values in science.

All of them were requested to review the Plain Language Statement before they manifested their voluntary participation in the study by signing the Informed Consent Form.

Research Instruments

Four sets of interview schedule were used in gathering the needed data. The first set gathered data on the interventions received by pupil-respondents from their family members and peers as well as their reasons for securing such intervention. Meanwhile, the sets of interview schedule for the family member- and peer-respondents determined the nature, knowledge, skills, and values learned of the science-oriented interventions they shared to the pupil-respondents. The last set of interview schedule gathered data on the teacher-respondents’ intervention-integration practices across the five learning cycle dimensions (engagement, exploration, explanation, elaboration, and evaluation) in their science classes and on the assessment of those practices. It also identified pro-cesses, which the teacher-respondents needed to be trained on in integrating family-peer interventions.

Data Gathering Procedure

Prior to the actual data gathering, permission to implement this research pro-ject from the Superintendent of the Department of Education in Ilocos Norte as well as the principals of the research sites via correspondence was secured. After that, proper coordination was done with concerned groups of teachers, pupils, family members, and peers in the different study sites. As soon as all of these preliminary activities were com-pleted, data gathering proper ensued.

The interview sessions with the pupil-, teacher-, and peer-respondents were done in their respective school premises. Meanwhile, those with parents were done in their residential areas. At most, seven days were spent for the interviews with the pu-pil-respondents in each school, as well as those with their teachers, parents, and peers. The teacher-respondents were interviewed after processing the data on the knowledge, skills, and values learned by the pupil-respondents from their family members and peers. Those data served as the teacher-respondents‘ bases in pinpointing those interven-tions that they integrated in their respective science subjects.

Before gathering the primary data needed in the study, the lessons in Grades V and VI science that are tackled during the first grading period were identified based on those documented in the lesson plans of the teacher-respondents and on the informal interviews with them.

The first grading period in Grade V science covers one unit on People, which has 13 lessons starting with the human reproductive system and concluding with the excretory system.

The instructional goals and objectives are primarily knowledge-based. Accord-ing to the teacher-respondents, however, the affective and psychomotor dimensions of the instructional targets are built-in their cognitive nature. Such nature is consistent with the instructional activities, which are predominantly teacher-centered and are frequently reinforced by visual materials. There are isolated instances though when students are given opportunities to play more active roles, such as demonstrating learned skills.

Furthermore, the learning outcomes, which are competency- and value-based, run parallel with the nature of the goals and objectives of the various science lessons learned during the first grading period. Nevertheless, the evaluation schemes run par-allel with cognitive learning. Similar to that of the unit covered during the first grading period in Grade V Science, Grade VI Science has one unit on People; however the 12 lessons on human systems are different. They commence with the circulatory system and conclude with health maintenance practices.

The instructional goals and objectives are also highly cognitive. The Grade VI science teacher-respondents mentioned that the affective and psychomotor aspects of the instructional targets are tied-up with their cognitive nature. Such nature is consistent with the instructional activities, which are likewise teacher-centered and are frequently reinforced by visual materials. Nevertheless, Grade VI pupils are required to participate in output- oriented exercises, which allow them to explore and direct their own learning milieu.

Additionally, the learning outcomes, which are competency- and value-based, as well as the evaluation schemes, are consistent with the nature of the goals and objec-tives of the various science lessons learned during the first grading period.

All the interview sessions with the individual respondents from each group were facilitated by the researcher. These were documented by trained note takers using audio-cassette recorders. The recorded interviews were double checked before formally terminating each session.

Data Analysis and Statistical Treatment

Documented interviews were transcribed and the transcripts were cross-checked with the notes recorded. After which, they were tabulated based on the outline set forth by the specific research problems. Then, the tabulated data on the interventions and on the practices together with their assessment were analyzed using frequency counts, percentages, and ranks, which were interpreted descriptively.

Findings

The synthesis of the results is structured in consonance with the specific re-search problems.

There is a parallelism between the first units covered during the first grading period in Grades V and VI Science subjects. Although both subjects focused on the sys-tems of the human body, those included in Science V are different from those in Science VI. However, the lessons, which include those on system components and functions, together with the causes, symptoms, treatment of ailments within each system, are similar. The similarities of the two subjects are likewise evident in the primarily cogni-tive-oriented instructional objectives and evaluation schemes. The psychomotor and af-fective dimensions of the lessons though are built in and they are expected to be learned by the pupils in the laboratory exercises and group activities.

Most of the pupil-respondents from both grade levels sought help, support, or assistance from their family members, specifically from their mothers, regarding their science lessons. Nevertheless, there were more Grade VI pupils who had interven-tions from their peers than their Grade V counterparts.

The knowledge, skills, and values learned by the pupil-respondents in both grade levels from their family members’ interventions were primarily based on availa-ble print and graphic or visual materials reinforced by stock knowledge and experience. Meanwhile, those shared to the pupil-respondents by their peers took off from the les-sons documented in their notebooks and those reinforced by visual and virtual or online references.

All the pieces of knowledge learned by the Grades V and VI pupil- respond-ents had their corresponding skills and values, which are termed as set of intervention outputs. The younger group of pupil-respondents learned five sets of the intervention outputs from their family members and three sets from their peers. The older group, on the other hand, acquired four sets of intervention outputs from their family members and two sets from their peers. The pieces of knowledge learned from the interventions directly reflect the contents of the different lessons in both Science V and VI subjects. The skills, though somehow connected with the learned knowledge, were more closely akin to the application of study techniques leading to mastery. Meanwhile, the values acquired had repercussions on personal and relational development.

All the teacher-respondents handling intermediate science subjects provided reasons for integrating the sets of intervention outputs in their classes. Those justifica-tions encompassed the contributions of the intervention outputs not only in reinforcing the pedagogy of science at the intermediate level but in expanding the educational value of interfacing the theoretical and practical wisdom as well.

The intervention outputs from both family members and peers of the Grade V pupil-respondents were predominantly integrated by their teachers in the engagement and exploratory phases of their science classes. In contrast, those intervention outputs from both sources of the Grade VI pupil-respondents were primarily integrated by their teachers in the explanatory phase. In both groups, however, intervention outputs were least integrated in the evaluation phase.

Based on the teacher-respondents‘ assessment of their practices, the strengths in integrating their pupils‘ intervention outputs were grounded on the practical nature of the interventions vis-à-vis their contributions in concretizing the contents of science. Taken together, those contributions simplified and enhanced the acquisition of sci-ence-oriented knowledge, skills, and values, via authentic, realistic, and practical means, that eventually widened intermediate pupils‘ opportunities in applying lessons learned.

Striking a balance between the potentials and limitations of the intermediate science teachers‘ practices in integrating their pupils‘ intervention outputs prompted them to verbalize their interest and needs in learning specific competencies that will enable them to manage their intervention-integration practices more effectively and ef-ficiently in the future. All of which served as catalysts in proposing for an in-service training on intervention-integration management.

Conclusions

Reflecting on the synthesized findings has shaped the emergence of the follow-ing conclusions:

Contents of intermediate science lessons have direct and practical interconnec-tion with the real world, hence, family members and peers of pupils can share inputs to further their appreciation and acquisition of needed knowledge, skills, and values. Those inputs could be based on a plurality of sources such as those established and published in various forms and those informed by experiences.

Outputs of family-peer interventions transcend knowledge acquisition and expansion with the built-in learning of corresponding skills and values. This implies the possibly substantial contribution of intervention outputs once they are integrated effec-tively and efficiently in science pedagogy and utilized maximally.

Similarities and variations, but not necessarily contradictions, in terms of the nature of intervention outputs were evident. These imply the opportunity for these outputs to complement or reinforce each other that expanded their potential contribu-tions to the pupils‘ more comprehensive understanding and appreciation of scientific phenomena. The teacher-respondents‘ justifications in integrating the different in-tervention outputs imply acknowledgement of their importance to science teaching and learning. Although all of the Grade V teachers integrated at least one intervention in every pedagogical phase, their Grade VI counterparts did not do the same in some pedagogical phases of their science classes. These findings imply that teachers are in the driver‘s seat when making decisions and taking actions in integrating intervention outputs in their class operations/activities. Further, that liberty of teachers suggests the need for a well-balanced and -informed basis in justifying their options to ensure that the intervention outputs could best serve the interest of all science education partners and stakeholders.

Although the Grade V and VI science teachers had slight variations in terms of integrating the family-peer intervention outputs across the five pedagogical phases, their practices follow a common and holistic learning cycle pattern. This pattern takes off from the integration of intervention outputs, whose personal and relational significance are used in establishing a common frame of reference in alerting the pupils’ focus to actively engage in the learning process. From there, science teachers sustain their pupils’ motivation by allowing them to interact and collaborate with their classmates. Further, they keep the momentum going by enthusiastically soliciting feedback from their pupils. Additionally, the teachers maximize such feedback by communicating their appreciation for immediate positive outcomes and their willingness to adjust their practice to address unfavorable results. Eventually, teachers assess the knowledge, skills, and values learned in class by matching them with the intervention outputs acquired by pupils from their family members and peers.

The strengths of the teachers’ practices, which confirmed their reasons for in-tegrating intervention outputs, imply their openness and accommodating response to the contributions of family members and peers in concretizing the dynamics of learning scientific phenomena.

However, due to the volume and variety of intervention outputs brought by intermediate pupils into the science classroom or laboratory, their teachers faced the problem of balancing the available time and maximizing the interventions’ potentials. This finding implies that when teachers are willing to go beyond their usual pedagogical practice, then they can successfully take advantage of the intervention outputs for the benefit of their pupils. However, when they are constrained to do so, they would tend to privilege their smarter and more active pupils, but somehow marginalize the slow and passive learners. That in the long-run may defeat the purpose of integrating intervention outputs pedagogical practice in science. Having acknowledged the tendency of leaning towards the latter implication and its corresponding consequence, the intermediate science teachers led them to develop their interest need and realize their needs in acquiring additional competencies on integrating intervention outputs into the teaching-learn-ing processes. As an offshoot of such realization, an in-service training on managing the integration of intervention outputs was designed.

Recommendations

Anchored on the implications of the conclusions, the following recommenda-tions are forwarded:

Science teachers continue on providing opportunities for pupils to seek inter-ventions from their family members and peers to further their acquisition of authen-tic, additional, and alternative knowledge, skills, and values on top of those learned in their classes, and not necessarily to tolerate the culture of dependence from intervention sources. To maximize the marginalization and its corresponding consequences among pupils who lack sources of family-peer intervention, science teachers can seek help from excess’ teachers to provide help, support or assistance needed by pupils, particularly the slow learners.

Family members and peers sustain an accommodating and genuine environ-ment that nurture a sense of belongingness when pupils or friends/classmates run to them for help and assistance in reinforcing their acquisition of scientifically yet prac-tical-oriented competencies and values.

Science pupils, regardless of their academic motivation and/or scientific orien-tation, develop self-propelling attitude and sustain their initiative and enthusiasm and in seeking help and support from others when learning about their lessons in science.

Science teachers keep on developing their creativity in maximizing the inte-gration of intervention outputs to embody their holistic contribution to quality science pedagogy not only at the intermediate level but even beyond.

Concerned school administrators support initiatives like the proposed in-ser-vice training program that backstop the interests and capabilities of teachers in enhanc-ing and modifying their pedagogical practice via the integration of authentic and prac-tical intervention outputs from significant academic partners like their pupils‘ family members and peers.

Teachers learn from the methodology followed in the present research inquiry so that they can establish a system of gathering, organizing, processing, interpreting, and eventually using their experiences as bases in improving the quality of their pedagogical practice.

Inasmuch as the proposed training topics were only based on the needs of eight intermediate teachers, a rapid follow-up needs analysis on managing the integration of intervention outputs be done with more science teachers in other elementary schools in Batac City to reinforce and cross check the findings of the present study before finalizing the said training. Doing that would strengthen the urgency and relevancy of the training topics and could possibly facilitate the proposal‘s approval.

Once the proposed training is approved and is implemented, its pro-ceedings be documented so that they could be used as bases in undertaking follow-up or even similar in-service training programs on other subject offerings in the future. The documentation could also provide additional data on the teachers’ extent or depth of integrating family-peer interventions.

The workshop outputs be peer-reviewed and be pilot-tested with in-termediate science pupils so that they can forward first-hand feedback before adopting such in actual classroom and/or laboratory activities.

References

Websites/Internet Sources

http://www.criced.tsukuba.ac.jp/pdf/ 09- philippines_Antonio.pdf

http:www.scribd.com/doc/21521417/BASI-C-EDUCATI- on-CURRI-CULUM-Philip-pine-Elementary-Learning-Competencies

http://deped.net/elemetary-science-schools-get-teaching-imporovement- subsidy.html http://deped04-awikispaces.com/file/view/K+12+Basic Education+program.pptx

POST-PARTUM RELATED COMPLICATIONS TOWARDS THE
DEVELOPMENT OF A BASIC PREVENTIVE GUIDE1

Halston Joseph R. Castro2
Resie Jane S. Mata3

Abstract

The study sought to find out the post-partum related complications occurring among women within the 2-3 day period following parturition. More specifically, it de-scribed the profile of the respondents as to age, number of children, mode of last delivery, status of prenatal care and the profile of the infant as to infant’s weight upon delivery. It fur-ther determined the degree of severity of the complications as perceived by the respondents.

The research is purely descriptive. Two hundred fifty one mothers who were admit-ted at the Obstetric ward of Gov. Roque B. Ablan Sr. Memorial Hospital (GRBASMH) and who have experienced complications associated with childbirth occurring 2-3 days after parturition were taken as respondents. The study was conducted from the period of August to October 2013.

A questionnaire was used as the main data gathering tool and an informal inter-view was also made to supplement data gathered from the questionnaire.

The data on the profile and extent of post-partum illnesses of the respondents were treated using frequency count and percentage distribution.

The study revealed that majority of the mothers ranges from 19-35 years old, with 1-2 children. The mode of last delivery was normal spontaneous, that underwent 6-8 hours of labor. All received prenatal check-up and most of their babies weighs 3-3.4 kgs. Urinary incontinence was regarded as the most common post-partum related complications experi-enced by the mothers followed by constipation, tiredness/exhaustion, backache, pain from CS wound, pain from tear, pain from episiotomy and pain from inflamed perineum and depression.

• Excerpts of a thesis presented at Vedasto J. Samonte School of Graduate Studies, Northwestern University in March 2014 for the degree Master of Arts in Nursing Major in Maternal and Child Nursing
• Public Health Nurse
• Thesis Adviser

Post-Partum Related Complications towards the Development of a Basic Preventive Guide

Introduction

Worldwide over 500,000 women die of complications related to pregnancy and childbirth each year. Over 99 percent of those deaths occur in developing countries such as the Philippines. The nation’s maternal mortality rate (MMR) continues at an unac-ceptably high level. In 2006, the MMR was 162 deaths/100,000 live births, however, the Family Health Survey in 2011 showed that the MMR has increased to 221 deaths/100,000 live births. The leading cause of maternal mortality which accounts to 41percent- 6per-cent is complications related to pregnancy occurring in the course of labor, delivery and postpartum (http://www.measuredhs.com/2006).

“Saving mothers’ lives is not only a moral imperative, but a sound invest-ment that benefits their children, their families, their communities and their countries,” said Tessa Wardlaw, UNICEF’s Chief of Statistics and Monitoring (http://www.unicef. org/2008).

The early postpartum period is a time of heightened risk for both mothers and newborns. While significant progress has been made in developing community-based approaches for promoting neonatal health, similar attention has not been paid to im-proving maternal health during the postpartum period. To develop standard integrated interventions for mothers and newborns, a sound understanding of conditions affecting both is essential (http://www.ncbi.nlm.nih.gov/2012).

Maternal mortality statistics are indicative of the overall state of maternal health for a particular population. But they are only tip of the iceburg. For every woman who dies, some twenty others face serious or long lasting consequences. Women who survive severe, life-threatening complications often require lengthy recovery times and may face long-term physical, psychological, social and economic consequences. The chronic ill-health of a mother puts surviving children, who depend on their mothers for food, care and emotional support, at great risk (http://www.unfpa.com/2013). Domingsil (2013) cited that maternal morbidity cases are attributed to the fact that postpartum maternal health care is a neglected aspect of women’s health care and large proportion of women receives few services in the first three days following delivery which are critical for mon-itoring complications arising from delivery.

Based from the record of the Provincial Health Office (PHO) of Ilocos Norte in 2013, there were seven maternal deaths per 1,000 livebirths in 2011, two maternal deaths per 1,000 livebirths in 2012, and for the first half of 2013, PHO has recorded two mater-nal deaths wherein the cause of these deaths was relative to postpartum complications. Most maternal deaths are avoidable. A key to avoiding them is better health care and uti-lization of clients to health services. If women have full awareness and understanding of what lies ahead during pregnancy, delivery and postpartum, they will never be reluctant to submit themselves to any procedures that would benefit them and their babies.

The researcher, being a healthcare provider in hospital and rural health units, observed that seldom are postpartum complications recorded and given attention too. Rarely are those times when mothers are asked extensively of what they feel after par-turition. Only those major problems like postpartum haemorrhage, infection, prolapse of the uterus and the like are given much attention, thus, minor difficulties are compro-mised. When minor aches or problems are not given equal treatment there is a tendency that their effect would cause much stress to the person and further health problems may develop causing more morbidity cases or it may even result to death.

It is within this premise that the researcher would want to undergo the study and contribute information that would be of help in the delivery of quality health care. Highlighting the importance of maternal health care through a health teaching guide will be proposed to aid in the prevention of postpartum complications.

Statement of the Problem

The study aimed to determine postpartum-related complications occurring among women within the 1-3 day period following parturition.

Specifically, it sought answer to the following:

1. What is the profile of theA. Respondents as to:A. age;B. of children;C. mode of the last delivery:c.1 NSD;

c1.1. with episiotomy;

c1.2. with perineal tear requiring suture

c1.3. with perineal tear not requiring su ture;

c.2. assisted with Forceps;

c.3. caesarean section;

c.3.1. emergency CS;

c.3.2. elective CS;

D. hours of labor (except for elective CS);

E. status of prenatal care?

B. Infant as to weight upon delivery?

2. What are the post-partum-related complications and their degree of severity as experienced by the respondents?

3.What information material can be developed to prevent postpartum-related complications?

Scope and Limitation

This study focused on the investigation on the postpartum-related complica-tions occurring among women admitted at the Obstetric Ward at GRBASMH within the 1-3 day period following parturition. The degree of severity of these postpartum-related complications was also identified.

Moreover, age; number of children; mode of the last delivery whether normal spontaneous delivery (NSD), and with episiotomy, with perineal tear requiring suture or with tear not requiring suture; assisted with forceps; emergency caesarean section (CS); elective CS; hours of labor, status of prenatal care and infant weight were also identified to characterize the profile of the respondents and the newborn.

METHODOLOGY

This chapter presents the research design, sources of data, locale of the study, population and sample, data gathering instrument, data gathering procedure, and the statitical treatment that was used in analyzing the data of the study.

Research Design

The descriptive research design was utilized in the study. According to Ardales, V. (2008), descriptive research is appropriate for studies which aim to find out what pre-vails in the present conditions or relationships, held opinions and beliefs, processes and effects, and developing trends. The design is appropriate for the study since it described the profile of the respondents and the postpartum-related problems and its extent as perceived by the respondents.

Moreover, the qualitative research design was also used. Qualitative research design is a systematic subjective approach used to describe life experiences and give them meaning (http://www.umsl.edu/2013). This was used as well in the study inasmuch as the researcher made an informal interview with the respondents to explore the infor-mation gathered for better insights.

Locale of the Study

The study was conducted in Gov. Roque B. Ablan Sr. Memorial Hospital (GR-BASMH) which is located at Brgy. 23 in P. Gomez St. Laoag City. This institution is under the Provincial Health Office of the Provincial Government of Ilocos Norte. The hospital caters to obstetric patients and there exist a record of numerous deliveries but there is no known study yet on women morbidities just after childbirth particularly in the said institution, hence the study.

 

Population and Sample

The respondents of the study included all women who were admitted at the Obstetric ward of GRBASMH during the months of August 2013 to October 2013 and who have experienced complications associated with childbirth occurring 2-3 days after parturition. There were 251 women identified and all were taken as respondents of the study.

Data Gathering Instrument

The study made use of a structured questionnaire as the data gathering tool. The content of the questionnaire was based on readings and problems presented by moth-ers who had undergone delivery. The questionnaire was presented to experts for criti-quing. The same instrument was pre-tested among 10 mothers as samples. Result of the pre-testing was not included in the result of the study. Comments and suggestions made were incorporated in the instrument for its improvement.

The content of the questionnaire was divided into two parts. Part 1 deals with the profile of the respondents. Part 2 deals with the postpartum complications and their degree of severity that the women experienced 2-3 days after childbirth.

Moreover, a document review pertaining to the different procedures done with the client during the delivery was also carried out to have an exact description of the process made.

An interview was also conducted with the respondents to supplement the data gathered through the questionnaire.

Data Gathering Procedure

Prior to the gathering of data, the researcher sought permission from school authorities of Northwestern University, Vedasto J Samonte School of Graduate Studies. Likewise, permission from the chief of hospital and respondents were also requested prior to the collection of data.

Upon their approval, the researcher personally distributed the questionnaires. The researcher conducted a document review as well to determine the diagnosis, proce-dures done to the respondents during the delivery as well as the respondents’ health as-sessment. Afterwhich, an informal interview followed to supplement the data gathered. In order to determine the degree of severity of the post-partum related complications, the researcher provided the respondents a numerical rating scale of 1-3 as option, 1 be-ing mild, 2 is moderate and 3 is severe. Each scale was based on the following index/ criteria which served as basis of the respondents on how they perceive the degree of severity of the post-partum related complications.

For urinary incontinence, the frequency of leakage served as an index wherein 1= feeling of leakage is few, 2= leakage several times, and 3= leakage all day and night.

For constipation, the frequency of urge to defecate and pain associated with it served as an index, wherein 1= able to move bowel during the first day postpartum accompanied with little or barely noticeable pain, 2= able to move bowel only 2 days postpartum with annoying and occasional stinging pain sensation and 3=able to move bowel only after 3 days postpartum with noticeable and distracting pain.

For tiredness/ exhaustion, 1= can tolerate standing and can walk several steps, 2= can sit on the bed but can’t tolerate taking few steps and 3= cannot even assume sit-ting position on her back and needs assistance

For depression, 1= feeling of sadness/anxiety for a few minutes in a day, 2= feeling of sadness/anxiety for several hours in a day and 3= feeling of sadness/anxiety all day and night.

And for backache and pain from CS wound, pain from perineal tear, pain from episiotomy and pain from inflamed perineum, the pain threshold was used as an index/ criteria, wherein 1= nagging, annoying, but doesn’t really interfere with daily living ac-tivities, 2= interferes significantly daily living activities and 3= disabling and unable to perform daily living activities.

All that were observed and talked about during the interview were document-ed. The data gathered were tabulated, analyzed, interpreted to give a clear picture of the information contributed by the respondents.

The study was completed from the month of August to October, 2013.

Findings

Based from the data gathered, the findings of the study were the following:

1. Socio-demographic Characteristics of the Mothers and Infants

Age. Majority of the mothers with a frequency of 177 (70.51%) belong to the age bracket 19-35; 54 (21.52%) belong to the age bracket 36 and above and 20 (7.97 %) belong to the age bracket 18 and below.

Number of Children. Most of the respondents with a frequency of 153 (60.95%) have 1-2 children, 86 (34.26%) have 3-4 children and 12 (4.79%) have 5-6 chil-dren.

Mode of Last Delivery. The bulk of the respondents undergone Normal Spon-

 

taneous Delivery . One Hundred Sixty One (64%) and 90 (36%) delivered through Emer-gency Caesarean Section. Moreover, it is noted that out of the 161 mothers who have undergone normal spontaneous delivery, 68 (42.24%) are with episiotomy, 66 (40.99%) experienced tear not requiring suture, and 27 (16.87%) are with tear requiring suture.

Hours of Labor. Majority of the respondents with a frequency of 127 (50.6%) undergone 6-10 hours of labor, 63 (25.1%) endured 11-15 hours and 61 (24.3%) experi-enced it in 1-5 hours.

Status of Prenatal Check-Up. All the 251 (100%) respondents have received prenatal check-up.

Infant Weight. Majority of the newborn babies with a frequency of 120 (47.81) have a weight within the range of 3.0 – 3.4 kgs; 76 (30.28) are within 3.5-3.9 kgs; 41 (16.33) are within weight range of 2.5-2.9 kgs and 14 (5.58) are within 2.0-2.4 kgs.

2. Post-Partum Related Complications

Urinary Incontinence. Out of 251 respondents, 182 (72.50%) had mild urinary incontinence while 6 (2.39%) had it moderate.

Constipation. Ninety two (36.65%) of the mothers experienced moderate con-stipation while 82 (32.66%) suffered from mild constipation.

Tiredness/Exhaustion. There were 77 (30.67%) respondents who were mildly exhausted after delivery, 43 (17.13%) were in moderate exhaustion, and the remaining 8 (3.18%) were severely exhausted.

Backache. Most of the respondents with a frequency of 75 (29.88%) had mild backache and 20 (7.96%) had backache in moderation.

Depression. Only 13 (5.17%) out of the 251 respondents had mild depression from pain from CS Wound. Seventy three (29.08%) suffered from moderate pain, 14 ( 5.57%) had severe pain and 3 (1.19%) had mild pain.

Pain from Tear. Twenty three (9.16%) respondents suffered from moderate pain, while 4 (1.59%) had severe pain.

Pain from Episiotomy. Forty (19.52%) of the respondents experienced moder-ate pain, 12 (4.78%) had it mild and 7 (2.78%) had severe pain.

Pain from Inflamed Perineum. Forty three (17.13%) endured pain moderate-ly, 18 (7.17%) illustrates that 23 (9.16%) suffered from moderate pain, while 4 undergone severe pain and 5 (1.99%) were mildly affected.

 

Conclusions

Based on the findings of the study the following conclusions were drawn by the researcher:

1. Majority of the respondents belong to the age bracket 19-35 years old, have 1-2 children, delivered in normal spontaneous manner with episiotomy, underwent 6-10 hours of labor and have received antenatal care; however, they still experienced postpar-tum difficulties at a varying degree.

2. The newborns weigh within the range of 3.0-3.4 kgs which is believed to contribute with the postpartum complications.

3. Most of the respondents suffered from postpartum complications such as constipation, pain from CS wound, perineal tear, episiotomy, inflamed perineum at a moderate degree and urinary incontinence, tiredness/exhaustion, andbackache and de-pression at a mild degree.

Recommendations

On the basis of the conclusions drawn, the researcher recommends the following:

1. Health care providers should encourage pregnant mother to use the basic preventive guide material for post-partum related complications.

2. Seminars on post-partum related complications should be integrated in the community outreach programs of educational institutions.

3. Researchers should undergo the same study but in a wider range to find out more of the complications relative to childbirth as well as factors causing such in order to find measures to lessen if not eradicate such complications.

References

Journal

Domingsil, Carol U. (2013). Compliance of Mothers to the Maternal Health Services of the Different Rural Health Units of Ilocos Norte. MAN Thesis. The Vedasto J. Samonte, School of Graduate Studies, Northwestern University.

Websites/Internet Sources

http://www.measuredhs.com/2006

http://www.unicef.org/2008

http://www.ncbi.nlm.nih.gov/2012

http://www.unfpa.com/2013

http://www.umsl.edu/2013)

 

ADHERENCE TO THE ETHICAL STANDARDS AND CODE OF CONDUCT OF NORTHWESTERN UNIVERSITY SECURITY GUARDS1

Jonah B. Badua2
Marcelo L. Montanio3

Abstract

This study assessed the adherence of the security guards to the ethical standards and code of conduct during the first semester School Year 2012-2013.

The Research and Development (R&D) method was used in this study involving 23 security guards. Data were gathered through a questionnaire supplemented with inter-view and document analysis.

Results of the study showed that most of the respondents are male, young and married. All are qualified in terms of educational attainment, however, majority of the security guards are quite new in the security work. The study found out that the majority receives monthly income below Php 6,000.00. Not all of them are covered with mandatory benefits and equipped with trainings.

It was further found out that the respondents oftentimes adhered to ethical stand-ards for security guards. However, there is a need to strengthen their adherence to attain quality service as regards to honesty, secrecy discipline, decorum, handling and prevention of criminal elements, performance of duties, allegiance and familiarization of rules and regulations courtesy.

Result also revealed that the respondents oftentimes adhere to their code of con-duct. On the other hand, the security guards have potentials for improvement on the use of license and privilege, unnecessary conversations, knowing the location of the alarm and sounding the alarm , operating the fire extinguishers, knowing emergency numbers, imme-diately notifying the police, participating and integrating violations of the law and reading newspapers, books and magazines. The continued obedience to the code of conduct needs focus to ensure that the security guards respond to costumers’ satisfaction which is the pri-mary goal of Northwestern University being ISO certified.

Based on the findings and conclusions, a security management primer was de-veloped to instill deeper sense of moral responsibility to the security guards and to improve their job performance.

• Excerpts of a thesis presented at Vedasto J. Samonte School of Graduate Studies, Northwestern University in February 2013 for the degree Master of Science in Criminal Justice with Specialization in Criminology
• Department Head, CCJE
• Thesis Adviser

Adherence to the Ethical Standards and Code of Conduct of Northwestern University Guards

Introduction

Security is a state or condition of being secured. It denotes freedom from fear, harm, danger, loss, destruction or damages. To secure is to make safe or be protected. This also implies a stable, relatively predictable environment in which an individual or group may pursue the end of disruption or harm, and without fear of such disturbance or inquiry (Peckley and Dulipas, 2008).

The Philippine government manifests in its State Principles the services that ensure the protection of the people. Article II, Section 4 of the 1987 Constitution of the Philippines states tha the prime duty of the government is to serve and protect the peo-ple. Furthermore, it stresses that no person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws as provided by Article III Section 1 of the 2987 Constitution.

Further, Article III, Section 2 of the 1987 Philippine Constitution mandates that it is the right of the people to be secured in their persons, houses, papers, and effects. The Revised Penal Code also provides applicable provisions on crimes against person, personal liberty and security and property.

The security of any business establishment today is very important. The ram-pant occurrences of the crimes against person and property and the prevalence of trans-national crimes give rise to the high demands for security guards who serve as the key element in the overall security system. They are vested with the basic mission to protect all the property within the limits of the facility boundaries, employees and other persons on the installations. It is required that they meet minimum criteria to assure that they will effectively perform their assigned security and related duties.

Security management is important in order to meet and achieve organizational goals and objectives. Thus, performance evaluation is a key player in improving the se-curity services and their adherence to the ethical standard and code of conduct.

In the Philippines, the high demand for security brought with it significant changes such as level of education for key positions, amendments of laws governing se-curity industry and implementing rules and regulations, and a new set of training regu-lations.

Safety in schools is important and necessary to support academic success of students, giving them the opportunity to learn and achieve in a safe and nurturing en-vironment. The very line of defense for schools like Northwestern University in Laoag City is the school security guard. The security guard is the first person seen before getting inside the facilities of the school. He is in charge of safety and protection of everyone in and at school-the administrative staff, the faculty, other personnel and most of all, the students (Anonymous, http://www.jobresponsibilities.org/school-guard.html.).

 

The threat of school violence like students bullying and fraternity conflict inside the campus have a significant effect in the enrollment. It is necessary to control this as early as possible inasmuch as the school is meant for education, thus protection of its clientele is primordial importance.

Security service is one aspect of service realizations of Northwestern University. In fact, a provision in the Quality Objectives, Policies and Procedures Manual clearly states: “The University provides a 24-hour service to ensure peace and order inside and outside the campus, and to safeguard the University properties/installation from harm and destruction.”

The university outsources its security services through a contract with the San-digan Security Protective and Investigative Agency Incorporated Laoag Branch. Security guards are assigned to protect its property and to ensure the safety of the students, em-ployees, and clients. To attain its goal, they are assigned either at gates of the university or at the buildings in the campus and other sites to ensure protection of properties and its stakeholders.

The university aims for customer satisfaction along with its quality manage-ment system. The result of the customer surveys conducted in 2012 by Quality Assur-ance Center of Northwestern University where one aspect is the courtesy and helpfulness of security guards, it revealed that the employees and students are satisfied. The result showed an improvement compared to the same survey in March 2010, where employees were satisfied and students were somewhat satisfied (Parilla et. al. 2010; Parrilla et. al. 2012).

However, despite the satisfaction of employees and students in the courtesy and helpfulness of security guards, there had been customers/clients’ complaints like unfair treatment, inconsistent in the checking of uniforms and IDs, harassment and lack of professionalism among others.

The demand to provide better services to meet the needs of customer requires a deep sense of responsibility and professionalism in the workplace, so as an Internal Auditor of the university, the assessment on the adherence of security guards to Security Guards Creed, Ethical Standards and Code of Conduct is very significant.

Statement of the Problem

The major purpose of this study was to assess the services of the security guards of Northwestern University and their adherence to their ethical standards and code of conduct towards the development of a security management primer.

Specifically, it sought to answer the following questions:

 

1. What is the socio-demographic profile of the security guards as to:1.1 sex

1.2 civil status

1.3 age

1.4 educational attainment

1.5 length of service

1.6 duty detail

1.7 trainings attended

1.8 monthly income; and

1.9 benefits

2. What is the level of adherence of security guards to theA. ethical standards, andB. code of conduct?

 

3. What security primer can be formulated to enhance the services of the secu-rity guards?

METHODOLOGY

This chapter presents the research design, locale of the study, population of the study, instrumentation, data gathering procedure and the statistical tools that were used in the interpretation and analysis of data.

Research Design

The study focused on the development and validation of a customized Security Management Primer intended for the security guards of Northwestern University. The Research and Development (R&D) method was used in this study. The method is a pro-cess designed to develop and validate instructional outputs for the purpose of utilizing and extending the same over a vast area (Salva, 2009) The three stages in the process consist of the planning stage, development stage and validation stage.

Locale of the Study

The research was conducted at Northwestern University, an ISO certified insti-tution of higher learning situated at Laoag City. The University is located on a nine-hec-tare lot. It has four (4) gates for its entrance and exit. It has several buildings, parking areas and outdoor facilities that need to be guarded. Aside from the main campus, it acquired a 35, 000 sq. meter lot at Payas, San Nicolas Ilocos Norte; 14, 633 sq. meter lot at Nalbo, Laoag City and a lot at Piddig Ilocos Norte for its Research and Community Ex-tension. This academic institution continues its vision of providing quality education in the north. For this reason, it continuously establishes adequate and standard educational

facilities for the students and ensures the recruitment of employees who shall serve its clientele, to attain its vision. Its constant expansion and improvement of its properties show that it is vulnerable to security hazard. Thus, it is really in dire need of a system of security to safeguard its properties.

Moreover, the continuous traffic of its stakeholder as well as the pressure of its population growth makes security a major concern. This is aggravated by the existence of school violence by students’ bullying and fraternity conflict inside the campus. Thus, the service of security guards is very much needed.

Population of the Study

The respondents of the study are security guards who are rendering duty at Northwestern University in the first semester School Year 2012-2013. Security services are outsourced from the Sandigan Security Protective and Investigative Agency Incorpo-rated, Laoag Branch with 23 security guards.

Data Gathering Instrument

The research instrument used in this study was a questionnaire constructed by the researcher according to the objectives of this study. Items were derived from readings and the required ethical standards and code of conduct of security guards.

It consists of three (3) parts: Part I is the Socio-Demographic Profile of the Re-spondents in terms of sex, civil status, age, highest educational attainment, length of ser-vice as security guard, posting, trainings attended, security agency, monthly income and benefits; Part II is focused on the Ethical Standards of security guards that best describe their honesty, secrecy discipline, proper decorum, treatment and prevention of crimi-nal elements, performance of duties, uniform significance, allegiance, familiarization of rules and regulations, courtesy, good grooming and observance on the use of firearms; and Part III referred to their Code of Conduct.

Data Gathering Procedure

Prior to the gathering of data, a request letter was submitted to the Operations Manager of the Sandigan Security Protective and Investigative Agency Incorporated to whom the University has existing contract, and the President and the Vice-President for Administration of the University to allow the security guards to be the respondents of this study.

A letter request was also made to the Vice-President for Administration to ob-tain a copy of the security service contract to gather data on duties and responsibilities of security guards as provided by the University. Another letter request was also made to the Quality Assurance Manager for the verification of document on the customer’s survey and complaints about security guards.

Upon approval, the questionnaires were distributed to the respondents and they were given adequate time to answer the questions. It was done on a one-on-one basis to guide them in answering the questions and to clarify statements that they might find difficult to understand. Unstructured interview was also employed in gathering in-formation to cross check what were gathered through questionnaire.

The research instrument underwent a content validity. Professionals who are expert on this field of study were invited to go over the questionnaire for the refinement of its content while ten (10) security guards who are not rendering duty in the University were requested to accomplish same questionnaire to determine if they would be able to understand what is being asked for. All suggestions and recommendations were incor-porated prior to the administration of questionnaire to the respondents.

To obtain the objective result of the study, a triangulation was made through the conduct of an informal interview to students, employees and visitors as to the ethics, conduct and the services of the security guards. Students and employees interviewed by the researcher came from different colleges and units of the university.

At the time of data gathering, the researcher distributed the questionnaires to the security guards who were on duty for the day. Since there were also security guards assigned for the night duty, the researcher asked the assistance of the shift-in-charge and the guard on duty to administer the same questionnaire.

Statistical Treatment

The data gathered were presented in a tabular and textual form. Data obtained in Part I of the questionnaire used frequency and percentage while weighted mean was employed in the analyses of Part II Level of Adherence on the Ethical Standard and Part III Level of Adherence to the Code of Conduct.

Data were interpreted accordingly. For the Level of Adherence to the Ethical Standards and the Code of Conduct, the following range of values was utilized:

Numerical Description	Range Interval	Verbal Interpretation
5	4.51-5.00	Always
4	3.51-4.50	Oftentimes
3	2.51-3.50	Sometimes
2	1.51-2.50	Rarely
1	1.00-1.50	Never

 
Socio-demographic profile of respondents:Findings

The study revealed that as regard to age, majority belongs to the age range of 18-25; thirteen (13) or 56.52% are married and ten (10) or 43.47% are single; and 22 or 95.65% are males and one (1) or 4.34% is female.

Along with educational attainment, majority of the respondents or twelve (12) or 52.17% reached college level.

Fifteen (15) or 65.21% had rendered from 0-2 years; five (5) or 21.73% for 3-5 years; two (2) or 8.69% for 12-14 years; and one (1) or 4.34% for 6-8 years.

As to their duty detail, twelve (12) or 52.17% respondents had experienced be-ing assigned at the entrance and exit gates, five (5) or 21.73% for parking, four or 17.39% for building, and two (2) or 8.69% for roving.

The study also revealed that majority, eleven (11) or 47.82% of the respondents have a monthly income below P6, 000.00. It also revealed that all of them enjoy Social Security System (SSS) membership which is a mandatory requirement. Thirteen (13) or 56.52% are Philhealth members and five (5) or 21.73% are PagIbig members.

With regards to the trainings attended by the security guards, majority of them, fifteen (15) or 65.21% had undertaken specialized trainings that enhanced their knowl-edge and skills along with security functions.

2. Level of Adherence of Security Guards
   A. Adherence of Security Guards to the Ethical Standards

In this study, it was found out that the respondents oftentimes adhere to the ethical standards for security guards with an overall mean of 4.50.

On the other hand, the respondents were found to always adhere to wearing of uniform and good grooming (4.84); proper use of firearms (4.65); and uniform signifi-cance (4.53).

Results also shows that their adherence is oftentimes as regards to honesty (4.45); secrecy discipline (4.47); decorum (4.38); handling and prevention of criminal elements (4.47); allegiance (4.48); and courtesy (4.47).

        B. Adherence of the Security Guards to the Code of Conduct

Result revealed that the respondents oftentimes (4.45) adhere to their code of

conduct.

The study found out that the respondents always adhere to the following: car-rying their license identification card and duty detail order with an authority to carry firearms during their tour of duty (4.91); not drinking any intoxicating liquor before and during their tour of duty (4.52); assisting the police in the preservation and maintenance of the peace and order and in the protection of life, property and having in mind that the nature of his responsibilities are similar to the latter (4.52); familiarizing themselves with the Private Security Agency Law (RA 5487) as amended, and the PNP SAGSD im-plementing rules and regulations (4.52); not lending their issued firearm(s) to anybody (4.65); wearing proper uniform and in carrying with them their basic requirements, and equipment (4.82); and to merit and be worthy of the trust and confidence of the agency they represent and the client they serve (4.72).

It was found out further that they oftentimes adhere to the code of conduct in terms of knowing the location of the alarm box near their post and sound the alarm in case of fire or disorder (4.50); know how to operate any fire extinguishers (4.50): not engaging in any unnecessary conversation with anybody except in the discharge of their work and shall at all times keep themselves alert during their term of duty (4.47); not participating or integrating any disorder, strike or riot or any serious violation of the law (4.45); know the location of the telephone and/or telephone number of the police precincts as well as the telephone number of the fire stations in the locality (4.37); and immediately notify the police in case of any sign of disorder, strike or riot or any serious violation of the law (4.15).

Results of this study also revealed that they sometimes (3.50) adhere to the pro-vision of not reading newspapers, magazines, books, and other related materials while performing their duties.

Conclusions

In light of the findings, the following conclusions were drawn:

1. Majority of the respondents are young and married and male dominated. The respondents are all qualified in terms of educational attainment. The security guards of Northwestern University have potentials for improvement as they are young and have rich experiences in their jobs. Just compensation, provision of mandatory benefits like Philhealth and PagIbig, equipping them more with basic skills would make them per-form better in their job.

 

2. Adherence to the ethical standards and code of conduct needs strengthening for better performance in their assigned task through seminars and workshops.

3. A primer for the enhancement of security services of Northwestern Univer-sity is needed.

Recommendations

Based on the conclusions, the following are recommended to ensure that secu-rity guards will adhere to their ethical standards and code of conduct for them to render quality security services:

1. Adopt the developed security management primer for the university.

2. Review the functions and duties of security embodied in the service contract. These should be expressed in more specific and concrete terms. Specific functions of a school security guard must be indicated.

3. Design trainings and seminars that would boost their adherence on the ethi-cal and code of conduct and intensive re-orientation of the same.

4. Another study related to security management shall be conducted.

References

Books

Peckley, Miller F. and Dulipas, Benjamin O. (2008) Industrial Security Management, Wisemans Publishing Company, Quezon City, Philippines

Published Materials

Parilla, Eric S., (2010). Study on Services of Personnel/Staff Courtesy and Competency, Cleanliness and Maintenance of Facilities, Laboratories and School Premises

Parilla, Zarieddie D., et al (2012). Study on Services of Personnel/Staff Courtesy and Competency, Cleanliness and Maintenance of Facilities, Laboratories and School Prem-ises

Adherence to the Ethical Standards and Code of Conduct of Northwestern University Guards

Manual

Northwestern University Quality Objectives, Policies and Procedures Manual 2009

Websites/Internet Sources

http:www.jobresponsibilities.org/school-guard.html

 

PRIMERS ON EDUCATIONAL LEGISLATIONS FOR LOCAL GOVERNMENT OFFICIALS, SCHOOL ADMINISTRATORS, PARENTS AND TEACHERS1

Michel B. Bagaiosan2
Marino S. Baytec3

Abstract

The study focused on the development and validation of primers on educational legislations for local government officials, school administrators, parents and teachers. Spe-cifically, the study was conducted to determine the local government officials, school admin-istrators, parents and teachers’ level of knowledge on the educational legislations and their perceptions on the level of importance of the laws to be disseminated; identify the primers to be developed to improve the respondents’ performance, determine the content validity of the primers in terms of its objectives, content, activities, evaluation measures and instructional characteristics.

The study used the research and development or (Rand D) methodology. The ma-jor steps in the R & D cycle followed by the researcher in developing the primers are the following: planning stage, development stage and validation stage.

In determining the topics to be developed, a preliminary research was conducted with the various local government officials, school administrators, parents and teachers as respondents from the different zones and municipal districts of Ilocos Norte and Laoag City. The study employed means and frequency counts in the statistical treatment of data. Weighted composite and overall means were used to describe the results of the survey and validation of the primer.

The study revealed that the sangguniang bayan members, school administrators, teachers, and parents have limited knowledge of laws governing education, hence, the neces-sity of preparing materials in modular format for knowledge acquisition and understand-ing.

The primers can be an effective delivery tool for improving the knowledge and understanding of the educational laws of the officials of the Local Government Units par-ticularly the chairmen of the committee on education and laws, school administrators, Par-ent-Teachers Association Officers and members and teachers. It can also be an alternative delivery mode for improving the competency level of pre-service and in-service teachers.

• Excerpts of a thesis presented at Vedasto J. Samonte School of Graduate Studies, Northwestern University in March 2014 for the degree Master of Arts in Public Administration
• Teacher II
• Thesis Adviser

Primers on Educational LEgislations for Local Government Official, School Administrators, Parents and Teachers

Introduction

In the press release dated March 13, 2012, it is worthy to note that the Depart-ment of Education is a signatory to the United Nations’ “Education for All (EFA) Pro-gram.” It is a campaign which aims to ensure a quality basic education accessible to all learners. Several laws were created in support to basic quality education accessible to all learners. Moreover, the legislative branch and education department of the Philippines joined together in order to promulgate educational laws and address the different related issues and problems that pertain to school administration and system just to ensure the deliveriy of basic quality education to all learners.

In developing countries in local setting such as the Philippines, despite the presence of those DepEd documents promulgated through educational legislation, it has been perceived that some school heads, administrators and even chairman of the Com-mittee of Education of the different LGUs have less knowledge and awareness of these documents (Paras 2010).

Former DepEd Secretary, Jesli Lapus, in his desire to achieve of quality edu-cation, stated that the school officials should be empowered to have significant control over personnel, facilities and resources, so much so that they should be updated with the recent DepEd legislations to improve their performance. He further stressed that this could be attained through training from the Secretary of Education down to the class-room teacher and to include the government legislators. This view has been confirmed by educators in Thailand, Indonesia, Malaysia, and Singapore because how can school officials teach their subordinates when they have nothing to give because of no training at all.

Mainggang (2005) clearly stated that quality education is a partnership re-sponsibility of both DepEd officials which includes supervisors, principals, department heads, head teachers, classroom teachers, and government legislators. They are expected to work together to make education a positive instrument for the realization of dreams and aspirations of the learners for there is a saying which goes “two heads working to-gether are better than one.” For this reason, there is a new breed of dynamic teachers, DepEd officials, and government legislators whose deep concern is to improve the qual-ity of education.

Results of interviews with community leaders especially sanggunian bayan members in charge of education, PTA officials including school administrators and teachers are not fully aware on the basic guidelines or rules that affect education.

During the past decades, much has been done globally to provide basic edu-cation for children, an obligation to the convention of the right of the child. This is a broader perspective by this analysis that must encompass a definition involving learners, content, processes, environment, school legislation policies, and outcomes — a child has a right to an education – a quality education.

In all aspects of the school and its surrounding education community, the rights of the child and all children to survival, protection, development, and quality education are the center. Article XIV, Section 1 of the Philippine Constitution states that the state shall promote the rights of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. It has always been correct to say that educated citizenry becomes the stronghold of the society and it will help build a great nation.

The state provides education accessible to all so that dreams of parents and their children will be actualized.

The concept of “school effectiveness” of Scheerens (2001) served as a guide in the conduct of this study. Accordingly, school effectiveness is based on five criteria name-ly productivity, adaptability, involvement of satisfaction, continuity and responsiveness. A school to be effective must therefore look into responsiveness to the educational de-mands of the whole society composed of various sectors. Moreover, the criterion of con-tinuing signifies the ability of the school to continuously educate the society even beyond the formal academic processes.

It must be emphasized further that the learner, whoever he is and whatever status, age, level, or circumstance he would be in, has his own peculiarities, physical and mental. The peculiarities may cover differences in learning capacity, attitude, talent, and home background. These differences would then demand for various strategies in teaching. Responding to these inevitable differences between and among various learn-ers, more efficient continuing education and training programs therefore need materials like lesson exemplars or primers which can be utilized with the desired flexibility and pace. These materials also suit formal as well as non-formal independent study delivery modes. Hence, these materials can be most suitable for continuing education of varied nature.

The preparation for materials for individualized instruction like lesson ex-emplars or primers requires some basic principles to be adopted to realize the desired qualities of instruction and learners. As pointed out, the principle of flexibility must be considered. This principle is guided by the fact that the individual learns on his own pace, style, schedule and convenience. Hence, it could then be designed either or both for instruction-based or home-based study. The principle of responsiveness and relevance must also be taken into consideration. It demands that the lesson exemplars/primers must be in conformity with the changing times. This requires that the lesson exemplars/ primers must be designed to serve as a real instrument and avenue for continuing edu-cation programs for human resource development.

Clearly therefore, the introduction of primers or teaching exemplars to the

32

Primers on Educational LEgislations for Local Government Official, School Administrators, Parents and Teachers

DepEd officials and local government executives as an alternative mode would provide them an opportunity to learn more about the different DepEd legislations. DepEd offi-cials and local government executives being the objects of the learning process clearly connote a disregard on the age, status, and condition of the individual for purposes of educational process, upholding therefore the concept of “lifelong education.”

In view of this, an alternative mode of delivery can come into picture with the introduction of a primer or lesson exemplar as an effective alternative mode of conveying with clarity these different DepEd legislations to the school heads, administrators and LGU officials. Hence, these study becomes imperative.

Statement of the Problem

This study was conducted to determine the educational legislations which serve as basis in the development and validation of primers for the training and improvement of performance of school administrators, teachers, and local government officials.

Specifically, it tried to answer the following questions:

1. What is the level of knowledge of the respondents on the different legislations in education to necessitate the preparation of materials for the improvement of their performance?

2. What is the level of importance of the legislations as perceived by the respondents?

3. What primers can be prepared for their training that will help them improve their performance?

1. What is the content validity of the primers with respect to:A. objectives;B. content;C.activities;D.evaluation procedures, andE.instructional characteristics.

METHODOLOGY

Research Design

The study focused on the development and validation of primers on laws relat-ed to education issued by agencies and the government for utilization not only by school administrators, teachers, barangay kagawad, sangguniang bayan members, the chief executives of different local government units but also by the other sectors of the society that look into the promotion of education.

The Research and Development (R & D) methodology was adopted in the con-duct of the study. The method is fundamentally a process designed to develop and vali-date instructional outputs for the purpose of utilizing and extending the same in a vast area (De leon, 1987).

The three stages in the development of instructional materials following the R and D methodology were followed. The stages are broken down into several stages.

     A. Planning Stage

This stage will include essential phases:

               Phase 1. Bibliographical Research. This phase involved the extensive review and reading of related literature and various library materials which include books, man-uals, periodicals, journals, published and unpublished materials that will serve as a guide in the development of the primers and formulation of the format of the materials. This included the initial presentation of the over-all design of the intended teaching materials, including self-instructional modules.

               Phase 2. Research on Content Coverage. This phase included the identification of topics considered important and to be disseminated through a survey as perceived by the respondent included in the primer that were developed.

     B. Development Stage

This stage involved two important phases:

               Phase 3. Initial Preparation. This phase included the identification of the various elements of the lesson exemplar/primer. From the related literature and materials gathered, the following components were included in the teaching exemplars:

                    3.1. Introduction/Rationale. This part briefly explains the main top ics and subtopics included in the teaching materials. It also includes discussion of the importance of the lessons incorporated in the materials.

                    3.2. Instructional Objectives. This part of the primer incorporates performance target in the behavioral terms classified according to bloom’s tax onomy of objectives.

                    3.3. Lessons. These are the topics to be presented and discussed in the lesson exemplars/primers.

Primers on Educational LEgislations for Local Government Official, School Administrators, Parents and Teachers

                    3.4. Summary. This refers to a synopsis of the contents of the teach ing exemplar presented through outlines, diagrams, tables or statement of important concepts.

                    3.5. Self-Test. This refers to the exercises or problems given at the end of each activity to evaluate uses mastery of the topics discussed in the teach ing exemplars.

                    3.6. Feedback Section. This part of the teaching exemplar includes the answers to the tests that are given.

                    3.7. Post-Test. This part includes a final test that covers all the lessons included in the teaching exemplar.

                    3.8. Bibliography. This is the part of the primer where the references, other reading materials including internet sources are listed.

              Phase 4. Development Proper. This phase involved the extensive writing of the various components of the teaching exemplar or primer.

1. Validation Stage

This stage involved the validation of teaching exemplars which included four

phases.

              Phase 5. Initial Evaluation of the Lesson Exemplar/Primer. This refers to the evaluation undertaken by experts in instructional materials writing. A modified check-list based from Creager and Murray (1976) was used to determine the validity of the teaching exemplars in terms of objectives, content, evaluation measures and instruction-al characteristics.

              Phase 6. Initial Revision of the Lesson Exemplar/Primer. This refers to the in-corporation of corrections, suggestions and reactions of the panel of evaluators.

              Phase 7. Final Evaluation of Lesson Exemplar/Primer. This phase involved the evaluation of the teaching exemplars by the experts after the incorporation of their comments, suggestions and reactions using the same set of criteria. Further comments, suggestions, and reactions were obtained from the evaluators.

              Phase 8. Final Revision of the Lesson Exemplar/Primer. This section of the re-search included the modification of the teaching exemplars by incorporating the com-ments, suggestions and reactions of the panel of evaluators.

 

1. Final Production and Distribution of the Primers

This stage involved the creation and subsequent delivery to the users of the developed and validated teaching exemplar.

Locale of the Study

This study was conducted in the province of Ilocos Norte which is geograph-ically located in the northwestern corner of the island of Luzon. Ilocos Norte is a sec-ond-class province characterized by distinctively wet and dry seasons. It is bounded in the east by the province of Cagayan, Kalinga and Apayao, on the southeast by Abra, on south by Ilocos Sur and on the west by South China Sea. The province is made up of two cities, 21 muicipalities, and 557 barangays.

Two school divisions were included in the study – the divisions of Ilocos Norte and Laoag City. The division of Ilocos Norte is composed of three zones (North, East and South) while the division of Laoag City includes the Central Zone. The North zone of the division of Ilocos Norte is composed of municipal school districts of Bacarra, Pasuquin and Burgos, East zone includes Vintar, Sarrat and Piddig and the South Zone includes San Nicolas, Paoay and Currimao.

Population and Sampling

For purposes of determining the important topics to be incorporated and dis-cussed in the teaching exemplars, the school administrators, teachers, municipal may-ors, and sangguniang bayan members assigned to oversee the status of education in the municipality served as the respondents. The researcher considered the zones and the number of municipal and city districts constituting the province of Ilocos Norte. With 21 municipalities and two cities, at least nine municipalities and one city were chosen. Based on these mentioned municipalities and cities, for North zone; Bacarra, Pasuquin, Burgos; for South zone; Paoay, San Nicolas, Currimao; for East zone; Vintar, Piddig, Sar-rat; and for Central zone, Laoag City, were chosen.

The validation of the teaching exemplars developed was undertaken by a set of evaluators. The set of evaluators includes three experts in instructional writing and two lawyers chosen purposively.

Generally, various groups of population from which the needed samples for this study were considered during the field testing or initial try out of the primers.

The population of the study included Local Government Officials, school heads, PTA officials and teachers in the municipality. The LGU staff included five officials name-ly; Mayor, Vice Mayor, and three sangguniang bayan members (chairman of the commit-tee on education, laws and one sangguniang bayan member) The school heads include school principals, head teachers and teachers-in-charge, department heads, including guidance coordinator. The PTA officers include the parents occupying key positions in the organization.

After the validation of the primers, they were tried out to determine the use-fulness of the primers and various comments and suggestions of the end users from the different municipalities in the four zones. Three from each group of respondents (LGU, school head and PTA) and six from the teachers served as try out samples.

Research Instruments

The researcher constructed two research instruments. The first instrument was a survey questionnaire used to determine the respondents’ level of knowledge and im-portance of the different educational legislations.

The first questionnaire was used to determine the topics (laws, circulars, DepEd orders and memorandums) to be developed in the lesson exemplars/primers as per-ceived by the respondents (local government officials, school administrators, teachers and parents.)

The items in the questionnaire were based on the rules governing education. The questionnaires included two parts: Personal information of each of the respondent while the second part includes the list of topics that should be incorporated in the prim-er.

The other instrument was an evaluation checklist used to validate the content of the developed primers.

The validation instrument included two parts: the evaluation sheet, respond-ents’ information and respondents’ evaluation of the objectives, content, activities/les-sons, evaluative measures and instructional characteristics of each lesson exemplar/ primer. The second part of the questionnaire included their comments and suggestions to further improve the primers according to the five major criteria.

Informal and unstructured interviews were conducted to complement and ver-ify the information gathered.

Statistical Treatment

The study made use of the following statistical tools:

Mean was utilized to determine the topics to be developed in the exemplars as perceived by the different groups of respondents.

 

The obtained mean ratings were interpreted using the following range of means as to the Level of knowledge: Very much knowledgeable, 4.51-5.00; Very knowledgeable, 3.51-4.50; Moderately knowledgeable, 2.51-3.50; Slightly knowledgeable, 1.51-2.50; and Not knowledgeable, 1.00-1.50. As to the level of importance the following descriptive ratings were used: Very high importance, 4.51-5.00; Highly important, 3.51-4.50; Mod-erately important, 2.51-3.50; Slightly important, 1.51-2.50; and Not important, 1.00-1.50.

Ratings with descriptive interpretations of “Slightly Knowledgeable” under the level of knowledge, and “Very High Importance” and “Highly Important” were consid-ered in the preparation of the teaching exemplars.

Mean was also used to determine the validity of the teaching exemplars based on the five criteria. The obtained mean ratings were interpreted as follows: Very sat-isfactory/Very highly valid, 3.51-4.00; Satisfactory/Highly valid, 2.51-3.50; Moderately Satisfactory/Moderately valid, 1.51-2.50; and Needs improvement/Not valid, 1.00-1.50.

For a teaching exemplar to be valid, all aspects must obtain a minimum com-posite mean of 3.51 or descriptive rating of “Very Satisfactory” or “Very Highly Valid.”

Findings

The significant findings of the data-based survey to determine the topics to be developed are the following:

1. The respondents are slightly knowledgeable of the educational legislations categorized as follows: Legal Bases of Philippine Education System; Laws Pertaining to Teachers, Professionalization of Teaching and Code of Ethics; Assessment of Learning Performance and Selection of Honors; Laws Pertaining to Special Education Funds and Scholarships; Physical Plant and Facilities Improvement; Child Protection Policy and Disability; Pupil/Student Organization; Supervision of Instruction.

2. The essential legislations considered highly important to disseminate via educational primers are as follows: Legal Bases of Philippine Education System; Laws Pertaining to Teachers, Professionalization of Teaching and Code of Ethics; Assessment of Learning Performance and Selection of Honors; Laws Pertaining to Special Education Funds and Scholarships; Physical Plant and Facilities Improvement; Child Protection Policy and Disability; Pupil/Student Organization; Supervision of Instruction.

An analysis of the data gathered during evaluation of the primers reveals that the computed means of the panel of experts’ evaluation of the five essential elements of each primer namely: objectives, contents, activities, evaluation measures and instruc-tional characteristics, gathered through a checklist for evaluating instructional materials, ranged from 3.51-4.00 with a descriptive rating of very satisfactory/very highly valid thereby showing their favorable response to the educational primers.

 

Conclusions

Consequent to the foregoing findings, the following conclusions were drawn:

1. There is a necessity of preparing materials in modular format for knowledge acquisition

2. The primers can be effective delivery system for improving the knowledge and understanding of the educational laws.

Recommendations

In the light of the above findings and conclusions, the following recommenda-tions are offered:

1. The primers on educational legislations should be presented to the staff of the Department of Education and the chairmen of the Provincial, Municipal and City School Board and the Local Government Units for their comments and approval to minimize problems and concerns in education.

2. Faculty teaching graduate courses and handling educational legislation and teachers teaching professional education courses should consider the institutional primers as supplementary materials.

3. School administrators should encourage the teachers to attend trainings on preparation and validation of instructional materials particularly primer and module development for knowledge acquisition and teaching skills improvement. School heads should consider the materials as a handy reference for pre-service orientation activities and in-service seminars or or workshops for instructional skills improvement and for parents and leaders of the Local Government Units who are expected to collaborate with the schools in the implementation of programs and projects for quality and excellence in education.

4. Local Government officials particularly the chairman of the committee on education on each municipal district should atttend trainings on the use on these prim-ers for a more effective performance of tasks.

5. The educational primers should be tried out in a bigger scale and its effective-ness should be analyzed. The field testing could be subject for further research on the use of primers on self-paced instruction for legislators, school administrators, parents and teachers.

References

A. Books

Best, John W. Research in Education. New Jersey: Prentice Hall. 2000.
Boquiren, Telesforo N. Educational Leadership Handbook. Baguio City, Philippines, 1999.
Bennet, Robert J. Local Government and Market Decentralization. United Nations Uni-versity Press. 2004.
Congress of the Philippines 1991. Making Education Work: An Agenda for Reform.
De Leon, Hector S. Textbook on the Philippine Constitution. Quezon City: Rex Printing Company Inc. 2002.
Erewash Partnership Ltd. The Relationship between School and Social Structure. New York; Plenum Press. 2002.
Flores, Casiano O. and J.P. Albetez: Its Government and Management. Manila: 1st edi-tion. 2001.

 

RESEARCH-BASED EDUCATIONAL MATERIAL FOR THE PRACTICE OF
BARANGAY HEALTH WORKERS AS DOULA1

Noresen Joy L. Taguicana2
Charliemane A. Bullalayao3

Abstract

The study is designed to determine the beneficial effects of BHW as labor doula in childbirth which served as a basis in the development of a researched-based educational material.

The research undertaking used the research and development method. The partici-pants were chosen through purposive sampling. Respondents were the mothers who planned and capable to deliver at the Basic Emergency Obstetric and Newborn Care (BEmONC) Facility of Pagudpud, Ilocos Norte from November 1, 2013 to January 31, 2014. The Ba-rangay Health Workers were selected based on the mother-respondents under their catch-ment areas and the health care providers were the Rural Health Midwives who handled the deliveries.

Based on the data gathered, the following were the findings of the study: (1) major-ity of the mother-respondents belong to age group of 20-34, married and plain housewives;

• all of them have a monthly family income below Php 5000.00; (3) mother-respondents are commonly multigravida and multipara.

Most of the BHWs are aged 30-59, married and with 16-20 years of service as BHW. They are knowledgeable when it comes to physical assistance, physical comfort and socio-emotional support while most of them are highly knowledgeable in verbal support. It was also found that most of them often provide physical assistance, physical comfort, socio-emotional supportive measures and verbal supportive measures.

The Rural Health Midwives perceived that the mother-respondents are benefit-ted with physical assistance, physical comfort, socio-emotional supportive measures and verbal supportive measures rendered by BHW doula. On the other hand, the mother-re-spondents expressed that they are also benefitted with physical assistance, physical comfort, socio-emotional supportive measures and verbal supportive measures rendered by BHW doula.

• Excerpts of a thesis presented at Vedasto J. Samonte School of Graduate Studies, Northwestern University in March 2014 for the degree Master of Arts in Nursing Major
• Nurse
• Thesis Adviser

Research-Based Educational Material for the Practice of Barangay HEalth Workers as Doula

Several problems encountered by BHW doula were also elicited. Among of these include tiredness with two consecutive deliveries attended, inability to stay awake at night because of old age, no incentives received, and fear of blood.

Introduction

One of the most dramatic and significant milestones in a woman’s life is child-birth. Whether the pregnancy is unplanned or planned, there will always be a great impact and change unto a woman because being an element to procreate a life means extraordinary. The process of giving birth can be a very challenging time for women wherein it has been depicted as painful, empowering, life changing and a natural rite of passage into womanhood.

Across cultures, women historically delivered at home and been attended and supported by other women called “manghihilot” during labour and delivery. Throughout the years, the scenario has changed in which majority of women give birth in hospitals or birth clinics and being attended by doctor, nurses or midwives. Childbirth is now regarded as medical event and coined every pregnancy as a risk pregnancy. The presence of advanced technology and implementation of hospital protocols become the center of childbirth instead of the birthing woman being focused. Women in labor are being treated as patients. As a consequence, continuous one-on-one support received by wom-en from their significant others in the past is being lost and the concept of natural birth today is almost synonymous to pain. The natural process of childbirth has become this cold.

In government hospital setting, a nurse and a midwife are in-charge of the whole Obstetrics/Gynecology Ward so it is impossible that they have adequate time to attend all the needs of the patients and provide enough supportive measures. According to Patricia Newton of the Health Traveler Journal (2005), nurses who care for woman in labor spend 6%-12.5% of their time on supportive care activities, yet, patients expect as much as 53%.

In some instances at the hospital when the labor takes longer period especially in cases of primiparas, some of the health care providers encourage patients to use drugs to hasten the process of labor and if the labor still does not progress, a ceasarean birth is being advised by the physician. According to Allie Chee of the Midwifery Today Journal (2012), the United States has 30%-50% cesarean section birth due to prolonged labor varying from doctor and hospital. The increase in the caesarean birth rate has been asso-ciated with many negative consequences such as increased hospital time, increased risk of postpartum infection, prolonged wound healing, and extended recovery time for the woman and higher health care costs.

Childbirth is a natural process of giving a life. This may inflict pain and discomfort to the woman and may have varying complications. However, there are also alternatives to minimize this inevitable situation. On the other hand, Piliteri (2012) also explained that a woman can even be satisfied with the birth experience if she is being involved in decision-making about care, has good support and high-quality relation-ship with caregivers. The International Childbirth Education Association (ICEA) also believes that a woman has the right to have persons present at birthing who will comfort, support, empower and encourage her and believes that trained doula can fill that role.

Health care providers cannot become a doula because they are too focused on medical management and they work in shift which means that they cannot be with the pregnant woman throughout the labor and delivery. Likewise, the partner, relatives and friends of the pregnant woman cannot be doula because they are too emotionally con-nected to the mother which becomes a hindrance in the provision of continuous one-on-one support. Moreover, they are not accustomed with the routines and protocols of the hospital or the Basis Emergency, Obstetric and Newborn Care (BEmONC) facility.

The researcher observed that health care providers focused their attention so much on medical management during childbirth and unintentionally neglected their function in providing comforting measures and support to the laboring woman. Deliv-ery areas and lying-in clinics do not even allow the partner or the significant others of the patient to stay inside the delivery room where the mothers need the support most. The researcher also noted those laboring women are not satisfied with their birthing experience. Finding or looking for a caregiver who is supportive of natural birth is not practiced in the country because assistance of doulas is not yet established and promot-ed. These are the reasons why the researcher conducted this undertaking believing that making a difference in health care practices can somehow improve what is presently advocated and practiced.

Statement of the Problem

This study determined the benefits of BHWs as doula in childbirth in a DOH accredited BEmONC facility. Specifically, the study answered the following questions:

1.What is the profile of the mother-respondents as to:

A.age;

B. civil status;

C.highest educational attainment;

D.occupation;

E. monthly family income;

F. gravity; and

G. parity?

2.What is the profile of the BHW doula as to: 2.1 Socio-Demographic Profile

A. age;

B. civil status;

C. highest educational attainment; and

D. total number of years in the service?

2.2 Knowledge about Doula

a)physical assistance and physical comfort;

b)socio-emotional support; and

c)verbal support?

2.3 Skills of a Doula

A. physical assistance and physical comfort;

B. socio-emotional support; and

C. verbal support?

3.What are the benefits derived by the mother-respondents with the BHW dou-la’s presence as to:

A. physical assistance and physical comfort;

B. socio-emotional support; and

C.verbal support?

4. What are the benefits derived by the mother-respondents with the BHW doulas’ presence as perceived by Rural Health Midwives as to:

A. physical assistance and physical comfort;

B. socio-emotional support; and

C. verbal support?

5.What are the problems encountered by BHW as doula in assisting childbirth?

6.What educational material can be proposed for the practice of BHW as doula?

7.What is the validity of the proposed educational material is as rated and eval-uated by experts?

 

METHODOLOGY

Research Design

This study made use of the research and development method. The stages in the development of the educational material included three phases which are: planning, development and validation.

The researcher did the following steps:

Step 1. In the planning phase, the researcher conducted an in depth study and investigation on the profile of the mother-respondents, profile of the BHW doula, the benefits of doula in childbirth as perceived by mothers, the benefits derived from the mother-respondents with the BHW doulas presence as perceived by the midwives and the problems encountered by BHW as doula in childbirth. Sources were used such as books, manuals and internet. After which questionnaires were developed, validated and presented to the mother-respondents of Pagudpud, Ilocos Norte.

Step 2. The second phase is the development phase wherein the researcher or-ganized the educational material that was made. From the result of the data gathering, the researcher designed an educational material for the practice of BHW as doula.

Step 3. The third phase is the validation phase. It is composed of the content validation of the educational material wherein it was validated with the use of evaluation checklist by three experts composed of: two (2) from the academe and one (1) from the public health.

Step 4. Modification of the educational material. With the suggestions and rec-ommendations given by the evaluators, the proposed educational material was modified to make it effective for the practice of the BHW as doula.

Locale of the Study

The research was conducted in a DOH-accredited BEmONC facility in Ilocos Norte and delimited to the Rural Health Unit (RHU) in the municipality of Pagudpud.

Pagudpud is a 4th class municipality and composed of sixteen (16) barangays. It has a total land area of 214 square kilometres and a total population of 21, 585 as of January 2014 based from NEDA. It has one (1) hospital under the provincial government located at Brgy. Pancian, however, it only caters to primary health care services. It has a Rural Health Unit (RHU) which is an accredited BEmONC facility since last 2012, certified TB -DOTS Center by the DOH and certified Newborn Screening Center as of January 2014.

 

This BEmONC facility operates for on-call deliveries only and their staff use mobiles phones as means of communication arrangement for routine and emergency referrals. The RHU is currently manned by one (1) physician, one (1) dentist, one (1) public health nurse, one (1) sanitary inspector, (1) one dental aide one (1) ambulance driver, one (1) population program worker, and six (6) midwives, one (1) Nurse-Encod-er, four (4) Registered Nurses for Health Enhancement and Local Service (RNheals) and two (2) Registered Health Midwives Placement Program (RHMPP). The Rural health Midwives in Pagudpud have their own catchments areas or barangays and under them are the Barangay Health Workers. These BHWs have their own catchments area, too, wherein they are assigned for the health needs of each family.

Population and Sampling Procedure

Research sample was chosen through the use of purposive sampling. The re-searcher obtained the list of pregnant women from the RHU who were expected to deliv-er from November 1, 2013 to January 31, 2014. From the list, the researcher determined those who plan and capable to deliver at the BEmONC facility. Based from the guidelines of BEmONC, the pregnant women capable to deliver at the BEmONC facility are those who are not at high risk because of possible complications during childbirth and those who had at least four (4) pre-natal check-ups with the Rural Health Midwives. However, some women plan to deliver at the RHU due to financial constraints and emergency cases.

Finally, there were 27 mothers who participated in the study. Most of the moth-er-respondents came from Barangay Saud which comprises 18.5%.

Moreover, BHW doula was selected depending on where the mother-respond-ents reside because BHW have their catchment areas in their barangays. There were only 24 BHWs who participated in the study because three (3) of them had acted as doula twice.

Lastly, there were five (5) Rural Health Midwives who evaluated the beneficial effects of doula in childbirth.

Data Gathering Instrument

The tools that were used in this study are scheduled meeting, structured ques-tionnaires and unstructured interview.

Scheduled meeting is a coordinated meeting by the researcher to the RHU staff. The meeting required the attendance of the BHW and mother-respondents. During the meeting, the purpose and process of the study was discussed and then the consent was secured from them. This meeting was conducted to identify the final list of mother-re-spondents and BHW doula for the study.

 

The questionnaire is structured based on the study of Deitrick and Draves (2008) entitled “Attitudes Toward Doula Support during Pregnancy by Clients, Doulas, Labor-and-Delivery Nurses; a Case Study from Tampa, Florida” which was downloaded from Proquest Central. The questionnaires were validated by experts: two (2) of them are from the academe that majored in Maternal and Childhealth, one (1) from DOH Ilocos Norte Office who is in charge on the MNCHN Program, and one (1) professional mother respondent. There were three (3) different questionnaires (Questionnaire A, Question-naire B and Questionnaire C).

Questionnaire-A contains Part 1 and Part 2 in which the mother-respondents answered. The Part 1 contains the profile of the respondents which included their age, civil status, highest educational attainment, occupation, monthly income, gravity and parity. Part 2 is a rating sheet checklist which contains the benefits of BHW as doula in childbirth as perceived by the mother-respondents and categorized as to physical as-sistance and physical comfort, socio-emotional support, and verbal support. Question-naire-B contains the profile of the BHW doula. It has three parts in which the BHW doula have answered. Part 1 contains the socio-demographic profile as to age, civil sta-tus, highest educational attainment and total number of years in the service. Part 2 is a rating sheet checklist to determine the knowledge of BHW about doula as to physical assistance and physical comfort, socio-emotional support, and verbal support. Part 3 is also a rating sheet checklist which contains the skills of a doula as to physical assistance and physical comfort, socio-emotional support, and verbal support.

Questionnaire-C is a rating sheet checklist filled by the rural health midwives who primarily attended the delivery. It includes the benefits derived from mother-re-spondents with the BHW doulas’ presence as perceived by the Rural Health Midwives. The Questionnaire-A and Questionnaire-B were translated to vernacular to facilitate prompt gathering of data.

An unstructured interview was conducted to the BHW doula to determine the problems that they have encountered during childbirth. Another unstructured interview was done randomly to the mother-respondents and rural health midwives to evaluate their answers from the questionnaires.

In the validation of the proposed educational material, an evaluation checklist was devised and reviewed by the researcher. The committee who evaluated the pro-posed educational material composed of three (3) experts in their own respective field of specialization: two (2) from the academe, who majored in Maternal and Child Care and currently practicing as Clinical Instructors; and one (1) Public Health Nurse who is currently supervising the MNCHN Program of Ilocos Norte. Items were rated by the experts using the 5-point scale: 5- very satisfactory, 4 – satisfactory, 3 – moderately sat-isfactory, 2 – needs improvement and 1- not evident.

 

Data Gathering Procedures

Data gathering was done from November 1, 2013 to January 31, 2014. Prior to the conduct of the study, an approved letter from the graduate school was secured. After the approval from the school, a letter addressed to the Provincial Health Office (PHO) and to the DOH BEmONC Coordinator was submitted requesting for the con-duct of the study in a DOH accredited BEmONC facility in the province which is the RHU of Pagudpud. After the approval of the letter from the PHO and DOH, another letter request was given to the municipal mayor thru their municipal health officer in the municipality of Pagudpud. Upon the approval of all the request letters, the study was conducted.

A protocol to the Municipal Health Office was done after the approval of the municipal mayor. The researcher presented the purpose and procedures of the study when permit was secured.

Prior to the collection of data, a scheduled meeting was conducted. In the scheduled meeting, rapport and trust was established by introducing themselves, ex-plaining the purpose of the study to the health care providers of the BEmONC facility, the mother-respondents and the BHW doula. During this meeting, the consent was se-cured from the mother-respondents and BHW doula.

The BHW acted as the doula to the mother-respondents who live in their catch-ment area. They were contacted by the mother-respondents upon the start of labor con-tractions and they provided continuous one-on-one support and comforting measures until the delivery of the baby. Before the mother went home or discharged from the facility, they answered the Questionnaire-A. An unstructured interview was done ran-domly during the post-partum period of the mothers and to the rural health midwives to evaluate their responses to the questionnaire. An interview was also done to the BHW doulas to determine the problems that they have encountered in assisting the childbirth. After each delivery of the mother-respondents, the health care providers answered the Questionnaire-C to evaluate the benefits of the BHW doula to the mother-respondents.

Thereafter, questionnaires were collected, retrieved, compiled, tabulated, ana-lyzed and interpreted.

Statistical Treatment

The following statistical tools were used to analyse the data:

Frequency distribution and percentage were utilized to describe the profile of the mother-respondents and of the BHW doula.

Weighted mean was used on the analysis of the knowledge and skills of the BHW on doula, benefits of doula in assisting childbirth as perceived by mother-respond-ents and health care providers.

To determine the validity of the proposed educational material, weighted mean was also computed and interpreted.

Findings

Based on the data gathered, the following were the findings of the study:

1. Majority of the mother-respondents belong to age group 20-34 (85.19%), married (62.96%), and plain housewives (74.07%). All of them have a monthly family income below 5000 pesos. Mother-respondents are commonly multigravida (85.19%) and multipara (85.19%).

2. The BHW are within the age range of 30-59 (75.00%), married (83.33%) and with 16-20 years of service as BHW (29.17%).

3. The BHW are knowledgeable when it comes to physical assistance and physi-cal comfort with a mean of 3.39; knowledgeable in socio-emotional support with a mean of 3.44; and highly knowledgeable in verbal support with a mean of 3.50. An over-all mean of 3.44 was computed suggesting that the BHW are knowledgeable.

4. The BHW doulas often provide physical assistance and physical comfort with a mean of 3.48; often provide socio-emotional supportive measures with a mean of 3.48; and often provide verbal supportive measures with a mean of 3.29. An over-all mean of 3.44 was computed showing that BHW often provide the necessary skills of a doula.

5. The rural health midwives perceived that the mother-respondents are ben-efited with physical assistance and physical comfort rendered by BHW doulas with a mean of 3.23; benefited with socio-emotional supportive measures rendered by BHW doulas with a mean of 3.38; benefited with verbal supportive measures rendered by BHW doulas with a mean of 3.27. An over-all mean of 3.32 was computed showing that mother-respondents are benefited with the assistance of BHW doulas as perceived by the Rural Health Midwives.

6. Mother-respondents expressed that they are benefited with physical assis-tance and physical comfort rendered by BHW doulas with a mean of 3.44; benefited with socio-emotional supportive measures rendered by BHW doulas with a mean of 3.37; benefited with verbal supportive measures rendered by BHW doulas with a mean of 3.28. An over-all mean of 3.39 was computed indicating that mother-respondents are benefited with the assistance of the BHW doulas.

7. Several problems encountered by BHW doulas were also elicited. Among these are tiredness with two consecutive deliveries attended, inability to stay awake at night because of old age, no incentives received, and fear of blood.

8. The validity of the proposed educational material suggested that it is very satisfactory with an over-all mean of 4.50.

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. Mother-respondents are young, married and living poverty level. Mother-re-spondents are multigravida and multipara.

2. The BHW doulas are composed of young and adult aged 30-59, married and with 16-20 years of service.

3. The BHW doulas are knowledgeable to physical assistance and physical com-fort and in socio-emotional support. Moreover, the BHW are highly knowledgeable in verbal support.

4. With regard to the skills of the BHW, the results indicated that the BHW dou-las often provide physical assistance and physical comfort, socio-emotional supportive measures and verbal supportive measures.

5. The mother-respondents also expressed that they are benefited with the assis-tance of the BHW doula during their labor and delivery.

6. The problems encountered by BHW doulas are tiredness, inability to stay awake at night, no incentives received, and fear of blood.

7. Proposed educational material suggested is valid.

Recommendations

In light of the findings of the study, the following are humbly recommended:

1. BHW should use the educational material as their basis in rendering the one-on-one supportive measures to the laboring woman so they can function as an effective doula.

2. Pregnant women should consider the helpful benefits of having a doula. With the doulas’ presence, their partners or significant others can also enjoy the birthing pro-cess.

3. Health care providers should also include the doula as an option for the preg-nant mothers during their delivery.

4. Administrators of BEmONC facility should encourage partnership with the BHW to perform as doula.

5. Educational institutions should also provide information regarding the ben-eficial effects of doula especially during pregnancy, labor, and delivery.

6. Future researchers should also conduct further studies on the other types of doula in the other community, hospitals, and in private practice.

References

Book

Piliteri, A. (2010). Maternal and Child Health Nursing, Care of the Childbearing and Childrearing Family, 6th Edition, Volume 1. USA. Lippincott Williams & Wilkins.

Websites/Internet Sources

Newton, P. (2005). The Doula’s Role During L&D. Healthcare Traveler, Volume 12 No.

10. Retrieved from www.ProQuest.com.

Chee, A. (2012). A Birth Doula for Every Mother. Midwifery Today, pp 21-23. Retrieved from www.ProQuest.com

ICEA Position Paper: The Role and Scope of the Doula. (1999). International Journal of Childbirth Education, pp. 38. Retrieved from www.ProQuest.com.

 

INSTRUCTIONAL COMPETENCIES OF SECONDARY CHEMISTRY TEACHERS AND STUDENTS’ ACHIEVEMENT IN ILOCOS NORTE1

Sherwin Jay P. Palaspas
Zenaida I. Franco

Abstract

This study was conducted to determine the instructional competencies of teachers and achievement of students in Chemistry of the different public secondary schools in Ilocos Norte.

The descriptive-correlational research design was used in this study. It was under-taken in all public secondary schools in the division of Ilocos Norte. Chemistry teachers and their students were utilized as respondents of the study.

A questionnaire after its validation was used to determine the demographic pro-file and instructional competencies of Chemistry teachers. The questionnaire was based on previous readings, 21st century core skills, and Competency-Based Performance Appraisal System for Teachers (CB-PAST). The data needed for the evaluation of the stu-dents’ achievement were also requested.

The statistical treatments used were frequency counts and average weighted mean interpreted against the arbitrary values in a 5-point Likert Scale to determine the level of achievement. In addition to that, correlation was used to determine the significant relation-ship among the variables. Regression analysis was also done to identify the variables needed to create an instructional model which would serve as a predictor for students’ achievement.

Based on the findings, the following conclusions were drawn:

The respondents can communicate effectively. However, the assessment of learning outcome of Chemistry teachers needs to be improved and enhanced. In addition to this, Chemistry teachers in the division of Ilocos Norte have limited skills in using computer-aid-ed instructional materials and in using contemporary modes of disseminating informa-tion. Moreover, Chemistry teachers are not deeply involved in research and research-related activities.

• Excerpts of a thesis presented at Vedasto J. Samonte School of Graduate Studies, Northwestern University in February 2014 for the degree Master of Arts in Education Major in General Science
• Teacher I
• Thesis Adviser

 

Instructional Competencies of Secondary Chemistry Teachers and Students’ Achievement in Ilocos Norte

Good predictors of students’ achievement in Chemistry are rank/position and seminars attended related to Chemistry. Other predictors are degree, content-area knowl-edge, sex, and educational attainment.

Introduction

Chemistry is regarded as a central science and serves as the focal point where other natural sciences converge and become integrated. Understanding Chemistry is crucial to cherishing the existence of life on earth. Chemistry however, is one of the most difficult subjects in the secondary school.

The Philippines nowadays is facing a crucial status in terms of its students’ ac-ademic achievements particularly in the field of Chemistry. Studies revealed that the Philippines ranked second to the last in the Trends in Mathematics and Science Study (TIMSS) examination and placed third from the bottom during the TIMSS – Repeat Study conducted among Asian countries (Carranza, 2004). In 2008, a special TIMSS was conducted by the International Association for the Evaluation of Educational Achievement (IEA) among students with advanced preparation in Science and Mathe-matics in ten countries including the Philippines. Results of the TIMSS – Advanced showed that the Philippines ranked 10th (Ogena, 2012).

According to a 2011 Senate Economic Planning Office (SEPO) report, the Na-tional Achievement Test (NAT) conducted yearly showed that the results of secondary students for Mathematics, English, and Science are deteriorating over the past four years until 2010.

In addition, studies also show that secondary school graduates have low achievement in Chemistry; consequentially, achievement in government, professional, and licensure examinations is low. This indicates the weak basic science education in the country (Cabanatan, 2009).

This remarkable decline in the achievement levels of students is alarming and discouraging, yet so challenging to note. These dismal results have been attributed to poor quality of education, scarcity of relevant and updated instructional materials, poor governance structures, fragmented science culture as well as school curriculum defi-ciency, teaching-learning dynamics, quality teacher training, and state-of-the-art science equipment and facilities (Sleeter, 2008).

Although, the student is of utmost importance and is greatly responsible for his achievement, the teacher is still the most influential person inside the classroom who influences the achievement of his students in Chemistry, in particular. The decline or improvement of academic achievement of students is traceable to the academic achieve-ment or deficiencies of the teachers themselves (Lorenzo cited by Cabanatan, 2009).

 

Teachers with a high sense of efficacy are those who have the capacity to pos-itively affect their students’ achievement, thus, teachers need to be equipped with the needed knowledge and skills that an effective educator must possess in order to carry out his great role in the teaching-learning process.

Since secondary Chemistry education is vital, the researcher would like to de-termine factors contributing to the instructional competencies of the secondary Chem-istry teachers and determine ways to enhance their competencies to improve their stu-dents’ achievement.

Statement of the Problem

This study was conducted to determine the instructional competencies of teachers and achievement of students in Chemistry of the different public secondary schools in Ilocos Norte.

Specifically, it sought to answer the following questions:

1. What is the profile of the secondary school Chemistry teachers in Ilocos Norte in terms of:A. ageB. sexC. civil statusD. highest educational attainmentE. field of specializationF. number of years in teaching Chemistry

   G. number of seminars attended related to Chemistry

   H. rank / position?

 

2. What is the level of instructional competencies in Chemistry of the teachers

in terms of:

A. content-area knowledge

B.pedagogical capabilities

C. communication skills

D. professionalism

E. involvement in research-related activities?

3. What is the level of achievement of the third year students in Chemistry?

 

4. Is there a significant relationship between the following:A. Chemistry teachers’ profile and instructional competenciesB. Chemistry teachers’ profile and students’ achievementC. instructional competencies of the Chemistry teachers and stu dents’ achievement in Chemistry?

5. What teachers’ instructional competencies/qualifications can be used as model to predict students’ achievement?

METHODOLOGY

This section presents the research design, locale of the study, population and sampling procedure, instrumentation, data gathering procedure, and statistical treat-ment of data.

Research Design

The descriptive-correlational research design was used in this study. The researcher described the demographic profile of the teacher-respondents, their instruc-tional competencies, and the level of achievement of the students in Chemistry. The re-lationships of the variables were also determined.

Locale of the Study

This study was undertaken in all public secondary schools of Ilocos Norte. The province is located in the northern part of the country. The division of Ilocos Norte is comprised of 35 public secondary schools. It is divided into four units: central, north, south, and east. The central unit is composed of the secondary schools in Bacarra, Sarrat, Vintar and San Nicolas. The north unit is made up of the secondary schools in Pasuquin, Burgos, Bangui, Pagudpud, Dumalneg, and Adams. Badoc, Pinili, Currimao, and Paoay comprise the south unit. Dingras, Marcos, Banna, Carasi, Solsona, Piddig, and Nueva Era make up the east unit.

Population and Sampling Procedure

The population of the study included all the secondary Chemistry teachers and their third year students in all secondary schools of Ilocos Norte. The Chemistry teach-ers’ corresponding third year Chemistry students were randomly selected. The number of students was limited to 20 students for each teacher.

Data Gathering Instrument

A questionnaire was used to determine the demographic profile and instructional competencies of Chemistry teachers. It was answered by the Chemistry students and their respective Chemistry teachers. The questionnaire was based on previous readings, 21st century core skills, and Competency-Based Performance Appraisal System for Teachers (CB-PAST). The questionnaire was content validated by experts and was subjected to try-out using a selected group of Chemistry students at Sarrat National High School, Ilocos Norte Agricultural College, Dingras National High School Poblacion Campus, and Paoay Lake National High School.

The first part of the questionnaire deals with the demographic profile of all the Chemistry teacher-respondents. The second part of the questionnaire deals with the qualitative competencies evaluation of teachers rated using a 5-point Likert Scale. The rating scale from 1 to 5 was used with 5 as highest and 1 as the lowest. The scaling tech-nique assigned values to each of five responses as follows:

Numerical Rating	Descriptive Interpretation
5	Always / Outstanding
4	Often / Very Satisfactory
3	Sometimes / Satisfactory
2	Seldom / Moderately Satisfactory
1	Never / Not Satisfactory

Data Gathering Procedure

Before the finalization of the proposal, a preliminary visit was made to the De-partment of Education, Division of Ilocos Norte office to obtain the total number of Chemistry teachers and the total number of Chemistry students enrolled in the different secondary schools in Ilocos Norte.

Permission to conduct the study in the different secondary schools in Ilocos Norte as well as to gather data on students’ academic achievement and the Chemistry teachers’ demographic profile were requested from the said office. After the request was approved, the questionnaires were personally distributed to the teacher-respondents and students.

The data needed for the evaluation of the students’ achievement were requested from their Chemistry teachers or from their respective high school head units. Data for the instructional competencies was taken from the qualitative competencies evaluation of Chemistry teachers.

Statistical Treatment of Data

The data gathered from the different data gathering instruments were tabulated, organized, and interpreted. Frequency count was used to present the distribution of the respondents according to their demographic profile. The data were treated using the following statistical tools: The arithmetic mean of the responses was used to describe the instructional competencies and students’ achievement. The mean was interpreted against the arbitrary values in a 5-point Likert Scale to determine the level of achievement as follows:

Range of Means	Qualitative Interpretation
4.51 – 5.00	Always / Outstanding
3.51 – 4.50	Often / Very Satisfactory
2.51 – 3.50	Sometimes / Satisfactory
1.51 – 2.50	Seldom / Moderately Satisfactory
1.00 – 1.50	Never / Not Satisfactory

Since one of the main objectives of this study was to determine the level of in-structional competence of Chemistry teacher exhibiting the competency not the frequency, the researcher converted the qualitative interpretation into a more appropri-ate one. The qualitative interpretation “always” was converted to “outstanding,” “often” to very “satisfactory,” “sometimes” to “satisfactory,” “seldom” to “moderately satisfacto-ry,” and “never” to “not satisfactory.” These interpretations are more suitable in describ-ing the competencies of Chemistry teachers.

At the “outstanding” level, the teacher’s performance consistently exceeds ex-pectations. He/she displays at all times a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. All assignments/responsibilities are completed beyond the level of expectation. Self-direction of the teacher is evident. At the “very satisfactory” level, the teacher’s performance often exceeds expectations. He/she displays a high level of competency related to skills, abilities, initiatives and pro-ductivity, exceeding requirements in many of the areas. At the “satisfactory” level, the teacher’s performance meets basic expectations based on standards. He/she displays basic level of work and performance outputs as required outcomes or expectations of the job. At the “moderately satisfactory” level, the teacher’s performance on the job and outputs frequently fall below standard. Work outputs are consistently low, regularly fails to meet required outcomes needing repetition of duty or by completion of others. At the “not satisfactory” level, the teacher’s performance is very poor. All work outputs are poor. The teacher does not do his/her responsibilities. The teacher needs immediate instructional support.

 

The students’ achievement was interpreted qualitatively. The qualitative inter-pretation was based from the DepEd’s K-12 curriculum grading system which is now used by the grades 7 and 8 students in the Philippines.

Levels of Proficiency                       Qualitative Interpretation

90% and above                                   Advanced (A)

85% – 89%                                            Proficient (P)

80% – 84%                                            Approaching Proficiency (AP)

75% – 79%                                            Developing (D)

74% and below                                    Beginning (B)

In the said curriculum, “A” stands for advanced (90% and above). This means the student at this level exceeds the core requirements in terms of knowledge, skills and understandings, and can transfer them automatically and flexibly through authentic performance tasks. “P” stands for proficient (85% – 89%). At this level, the student has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance tasks. “AP” stands for approaching proficiency (80% – 84%). The student at this level has developed the fun-damental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks. “D” stands for developing (75% – 79%). The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks. “B” stands for beginning (74% and below). The student at this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been ac-quired or developed adequately to aid understanding.

Correlation and regression analyses were also used in the treatment of the gathered data using the Statistical Package for Social Sciences (SPSS) software.

Findings

The significant findings of the study are the following:

1. Majority of Chemistry teachers (44.23%) fall within the 25-34 years age-bracket and are married (59.62%). Most of the teachers are women (69.23%) and are Bachelor in Secondary Education degree holder (55.57%). Only 34.63% have Chemistry as their major or cognate. There are more teachers who majored in Biology (34.61%) who are teaching Chemistry than teachers who actually majored in Chemistry.

 

2. Most of the teachers (59.62%) have teaching experience ranging from one to 10 years which explains that majority have positions as Teacher I (53.84%). Out of 52 Chemistry teachers, majority have not attended any seminar related to Chemistry.

3. Some Chemistry teachers in the division of Ilocos Norte are not familiar in using computer-aided instructional materials in the classroom. This criterion got a mean rating of 3.50 which is interpreted as satisfactory. Only few Chemistry teachers used contemporary modes of communication in disseminating information. This criterion got a mean of 3.58 and is interpreted as very satisfactory.

4. Among the five instructional competencies of Chemistry teachers, involvement in research-related activities got the lowest composite mean which is 3.94 and is interpreted as very satisfactory.

5. The students’ general appraisal of the five instructional competencies of Chemistry teachers has a composite mean of 4.16 which is interpreted as very satisfactory. Based on the results, some of the instructional competencies need to be improved.

6. In schools 5, 7, 24, 43, and 50, the students’ level of achievement in Chemistry are 90.00%, 91.00%, 91.71%, 90.15%, and 91.51%, respectively which are interpreted as A (Advanced) and the Chemistry teachers’ instructional competencies in the said schools are 4.21, 4.42, 3.94, 4.28, and 4.45, respectively which are interpreted as very satisfactory. On the other hand, the Chemistry teachers’ instructional competen-cies in schools 15, 20, 34, and 41 are 4.54, 4.57, 4.67, and 4.53, respectively which are interpreted as outstanding. The students’ level of achievement in Chemistry in the said schools are 86.10%, 85.25%, 89.25%, and 88.77%, respectively which are interpreted as P (Proficient). Based from the results, it can be observed that secondary schools with high-er students’ general average have also higher teachers’ instructional competencies or vice versa. High level of students’ achievement in Chemistry can be noted in most schools in the division of Ilocos Norte.

7. The correlation between the Chemistry teachers’ demographic profile variable “rank/position” and instructional competencies in terms of “communi-cation skills” is 0.286 significant at 0.05 probability level. This shows that rank/position is significantly related with communication skills.

8. The correlation between the Chemistry teachers’ rank/position and students’ achievement is 0.340 significant at 0.05 probability level. On the other hand, the num-ber of seminars attended by the Chemistry teacher and students’ achievement is 0.351 significant at 0.05 probability level. This means that the rank/position and the number of seminars attended by the Chemistry teacher are significantly related to the student’s achievement in Chemistry.

9. Chemistry teachers’ instructional competencies are not significantly related to students’ achievement.

10. Degree, rank, content-area knowledge, sex, educational attainment, and seminars attended related to Chemistry have 0.007 significance. Degree, rank, sex, educational attainment and seminars attended related to Chemistry have 0.004 signif-icance. Therefore, the good predictors of Chemistry students’ achievement are rank and seminars attended related to Chemistry. Other predictors are degree, content-area knowledge, sex, and educational attainment.

Conclusions

Based on the findings of this study, the following conclusions were formulated:

The respondents can communicate effectively. However, the assessment of learning outcome of Chemistry teachers needs to be improved and enhanced. In addi-tion to this, Chemistry teachers in the division of Ilocos Norte have limited skills in using computer-aided instructional materials and in using contemporary modes of disseminating information. Moreover, Chemistry teachers are not deeply involved in re-search and research-related activities because of the many preparations they would make in order to teach the subject.

The rank/position of Chemistry teachers affects their communication skills. Younger teachers convey ideas clearly. The rank/position of Chemistry teachers is based on their educational qualifications. Rank of Chemistry teachers and seminars related to Chemistry which they attended affects students’ achievement.

Good predictors of students’ achievement in Chemistry are rank and seminars attended related to Chemistry. Other predictors are degree, content-area knowledge, sex, and educational attainment.

Recommendations

Based on the findings and conclusions, the following recommendations are of-

fered:

The use of computers in the different schools in the division of Ilocos Norte shoould be strengthened. Teachers be exposed to the different computer-aided instruc-tional materials and computer programs. Seminars particularly in teaching Chemistry through the use of computers should be sponsored by the Department of Education.

Computers and computer-aided instructional materials/software should be provided and linkages be broadened to cope with the dynamic society.

All schools in Ilocos Norte should be connected to the internet for easier and faster modes of communication among teachers, teachers’ peers, parents, students, and the community.

Teachers be involved in research-related activities for their professional growth and for the improvement of their own classroom instruction.

Seminars and conferences about research and research-related activities such as investigatory projects, improvised Science materials, intervention materials, and many others should be sponsored by the Department of Education to continue the aggressive-ness of newly-hired teachers.

Chemistry teachers should be motivated by the school heads and administra-tors to conduct their research study along this field in the masteral level as part of their professional growth.

Result of this study should be considered in the recruitment and training of Chemistry teachers by the Department of Education to be assured of student success in their performance in Chemistry.

References

Published and Unpublished Materials

Cabanatan, Randolf Brian A. (2009). “Competencies of Physics Teachers.” Research Proposal. Mariano Marcos State University, Laoag City.

Sleeter, O. (2008). A Study on Chemistry in the Philippines. Retrieved from http://www.

wikipedia.com/chem. Date Accessed: January 31, 2013.

Websites/Online Sources

Carranza, S. (2004). A Bad Alarmed Over Filipino Students Ranking in Math and Sci-ence Assessments. Retrieved from www.manilabulletin.com. Date Accessed: February 5, 2013.

Ogena, Ester B. et.al. Performance of Philippine High Schools with Special Science Curriculum in the 2008 Trends in International Math and Science Study (TIMSS- Ad-vanced). Retrieved from http://deped.com.ph. Date Accessed: February 5, 2013.

66

NWU Graduate and Research Journal                           Volume 16, No. 1                                  2014

GRADUATE TRACER STUDY OF THE COLLEGE OF MARITIME EDUCATION FOR THE SY 2004-2005 TO 2007-20081

Edralin V. Bitanga,

Fe B. Pungtilan2

Elsie C. Pilar3

Abstract

It is envisioned by the Commission on Higher Education (CHED) to perform in-stitutional analysis of the factors determining employability, the competencies and skills that should be developed, the hiring rates of graduates of various programs and identifica-tion of the most responsive or in demand courses based on job waiting time of graduates, thus this study was conducted. Specifically, it aimed to find out the (a) demographic profile particularly on civil status, sex, educational background, trainings and advance study after a college degree; (b) their employment background; (c) the length of job searching; and the(d) useful competencies and skills.

Respondents were BS in Marine Transportation and BS in Marine Engineering graduates for SY 2004-2008. In describing the overall profile of the respondents, the main tool used was the Graduate Tracer Project of Selected HEIs in Region 1 and CAR (2005-2008) survey instrument although revisions were made to suit the study.

The results showed that respondents are young and stable. Those who took licen-sure exams passed. They are with adequate competencies and skills which helped them get employed upon graduation. Graduates of these programs value monetary rewards as well as the values of commitment to excellence in choosing their jobs. And, three competencies were deemed very useful for the respondents in their present job which are communication skills, human relation skills and critical thinking skills.

• Institutional Research

 

• Researchers, NWU

 

• Technical Consultant

 

Graduate Tracer Study of the College of Maritime Education for the SY 2004-2005 to 2007-2008

Introduction

Over the past years, the Commission on Higher Education (CHED) is trying to picture out how the graduates are affected by the so called “mismatch” in the skills acquired from the Higher Education Institutions (HEIs) with that of the Industry re-quirements. While there has been a continuous updating/upgrading of curriculum in the different courses offered by HEIs, its impact to the graduate population in the recent years has not been sought.

Most of the employers today require their prospective employees to be equipped with the competencies and skills needed for the job they are applying for. They require expertise. This makes education an eligibility criterion for employment into any sector of industry. Prospective employees and the graduates of educational institutions, are re-warded for exercising the expertise required for the field they venture. They are weighed in the market on the basis of their educational skills and how well they can apply them. That is why education is very important because it equips graduates with all that are needed to realize their dreams and open doors of brilliant career opportunities that fetch them for better prospects in career and growth. This is true to all graduates most im-portantly the graduates of maritime education who are expected to go on board, either, national and international shipping.

In the International seafaring community, the Philippines is known to have the highest number of employed seafarers aboard international ships. Since 1995 up to the present time, there has been increasing pressure to maritime schools in the country to improve the quality of educational services and produce graduates whose levels of skills and knowledge, match the shipping transport industry’s requirements. The pressure for more qualified and competent graduates of maritime educational programs arose from the changes and development in the safety, security, designs and technology in the fields of shipping and transport services. International shipping companies have become more stringent in hiring seamen to work aboard their ships because of the imposition by the International Maritime Organization or the IMO of various mandatory requirements and measures for member countries to comply with the ratified provisions of the In-ternational Convention on Standards of Training, Certification and Watch keeping. In this regard, the Philippines’ Commission on Higher Education (CHED) called upon the maritime schools nationwide to be responsive to the needs of their students. Schools were directed to offer the curriculum in each maritime program according to the pre-scribed quality standards. In this study, the responsiveness of the schools towards the needs of their students has been measured. The areas of investigation included variables such as curriculum; instructional materials, teaching approaches and methodologies; school facilities and equipment; and instructors’ competence (Oblepias, et al, n.d).

On the other hand, the Vice President of the Philippines, Jejomar Binay, wants Filipino seafarers to maintain their competitive edge by raising the level of maritime-training standards in the country to enhance the maritime instructions and training to raise standards even higher, and ensure that the level of competence of Filipino graduates shall always be above and beyond what the industry requires. More so that employers abroad favor Filipino seafarers because of their competence, skills, and values. These are also the qualities that set them apart from their foreign counterpart (ABS-CBN news. com, 2012).

Section 1 – Establishment of the Philippine Qualifications Framework (PQF) – of Executive Order No. 38 has established the following objectives: 1) to adopt national standards and levels for outcome of education; 2) to support the development and main-tenance of pathways and equivalencies which provide access to qualifications and assist people to move easily and readily between the different education and training sectors and between these sectors and the labor market; and 3) to align the PQF with interna-tional qualifications framework to support the national and international mobility of workers through increased recognition of the value.

With these developments, the need to trace the graduates is deemed important to serve as one of the benchmarks in formulating intervention activities to produce grad-uates who will be able to meet the set standards of the maritime education programs.

Statement of the Problem

The study aimed to trace the graduates of the College of Maritime Education from SY 2004-2005 to 2007-2008. Specifically, it sought answers to the following ques-tions:

1. What is the general profile of the respondents as to:A. civil status,B. age,C. location of residence?

 

2. What is the educational background of the respondents in terms of :A. educational attainment,B. professional examinations taken,C. reason/s for taking the course,D. trainings attended after college?

 

3. What is the employment profile of the respondents as to:A. present employment,B. present employment status,C. job level position,D. annual gross income?

 

4. How long did it take for most of the graduates to get employed after graduation?

5. What competencies/skills in college did the graduates find most useful in their chosen profession?

METHODOLOGY

Research Design

The study is descriptive in nature. It describes the profile of the graduates in-cluding the acquired competencies or skills which were found useful in their chosen field of profession.

Population and Sampling

The names of the respondents were taken from the list of respondents of the graduate tracer study conducted titled Graduate Tracer Project of Selected HEIs in Re-gion 1 and CAR for SY 2004-2005 to SY 2007-2008.

Statistical Treatment

Data gathered in the study were analyzed statistically using of frequencies and percentages.

Conclusions

Based from the findings of the study, the following conclusions were drawn:

1. The respondents are young and employed.

 

2. Passing the professional licensure examination is a major factor in attaining the high ranking positions, thus, higher salaries and more opportunities.

 

3. The graduates are equipped with adequate competencies and skills which helped them get employed upon graduation.

 

4. Graduates of these programs value the monetary rewards as well as the values of commitment to excellence in choosing their jobs.

 

5. There are three competencies deemed by the respondents to be very useful for them in their present job namely communication skills, human relation skills, and critical thinking skills.

Recommendations

One of the most useful competencies according to the findings is communica-tion skills. Filipino seamen, given the nature of their work onboard both international and national ships, are continually faced with the challenge of communicating not only with fellow Filipinos but more so with foreigners who are their co-workers, employers, or clients. Because English is perhaps the most useful language of most industries these days, learning English therefore must be deemed important. An English for Specific Pur-poses (ESP) course specially designed for marine students will address this. Unlike the Intensive English course being offered by the university to first year students, it will be specifically to train marine students to carry out communication in English effectively in their respective discipline. The ESP course that might be opened will be given three units which the students need to take before graduating.

In addition it is recommended that the school should exert more efforts to-wards inculcating in the minds of these students not to settle with prospective lower positions in the future which they definitely will get from leaving the university as three year maritime students leading to the degree of bachelors. Rather, students must be en-couraged to finish with their BS degrees so that they will be qualified candidates for more appropriate and more fulfilling higher positions. Advertisements of school to promote the maritime courses must put emphasis on grooming students to become captains or chief engineers. Also, this should be a dedicated part of their orientation program for conditioning first gear marine students for success. Further, encouragement to achieve higher should continually come from their teachers, administration and their families throughout their stay at the university.

Lastly, expanding formal and informal partnerships and ties with additional linkages to maritime agency will provide more job opportunities for the maritime grad-uates.

References

Websites/Internet Sources

Baylon, A.M & Santos, V.E (2012). The challenges in Philippine maritime education

and training. Retrieved from www. auamii.com/proceedings_phuket_2012/Baylon. pdf

Calawigan, J. et.al (2013).Factors affecting maritime graduates to work on internation-

al ships. Retrieved from http://www.studymode.com/essays/Factors-Affecting-Maritime-Graduates-To-Work-1380457.html

Consador, K., (n.d) Equity theory on motivation. Retrieved from. http://www.ehow.com/about_5368553_equity-theory-job motivation.html#ixzz2Zv0Vzsc4

(n.d).(2012, September 12). Graduate tracer study seeks to address job mismatch. Ma-nila Bulletin. Retrieved from http://ph.news.yahoo.com/graduate-tracer-study-seeks-address-job-mismatch-055852030.html

(n.d).(2012, June 16/06) Binay: Raise maritime training standards. ABS-CBNnews.com Retrieved from http://www.abs-cbnnews.com/global-filipino/06/16/12/binay-raise-mar-itime-training-standards

Faust, R (2010). Five reasons to accept a job. Retrieved from www.mademan.com/ mm/5- reasons-accept-job.html

Luton, D. (2009). Tracer study on tertiary graduates needed. Retrieved form http://ja-maica-gleaner.com/gleaner/20090405/focus/focus7.html

1. Oblepias, F. Dalaguete, L. Paderanga (n.d) Responsiveness of maritime schools in the Philippines to the needs of students for quality education. Asian Institute of Mar-itime Studies (PHILIPPINES) Retrieved from http://library.iated.org/view/OBLEPIAS-2011RES

National Maritime Polytechnic. (n.d) TRACER STUDY OF NMP GRADUATES, 2003-2006.Retrieved from (http://www.nmp.gov.ph/frames/pdf/TRACER%20Executive%20 Summary.pdf)

Published Materials

Schromburg, H. (2003). Handbook for Graduate Tracer Studies: Center for Research on Higher Education and Work, University of Kassel Germany

Franco, Z., Utleg, F., (2013).Graduate tracer study of the College of Teacher Education for the SY 2004-2005 to 2008-2009. Faculty Research

 

SOLID WASTE MANAGEMENT PROGRAM TOWARDS A SUSTAINABLE AND ECO-FRIENDLY NORTHWESTERN UNIVERSITY1

Elsie C. Pilar,
Nerizza Faith G. Rosales,
Joseph Allan S. Gamiao,
Fe B. Pungtilan 2

Abstract

This study aimed to develop a Waste Management Program towards a sustainable and eco-friendly NWU. Specifically, it sought to determine the characteristic of waste gen-eraated by NWU, its existing waste disposal system being practiced at the different sources of waste, the waste facilities and their capacities found at the different sources of waste of NWU, and the problems encountered in the disposal of wastes as bases in designing a Solid Waste Management Program towards a sustainable and eco-friendly NWU.

The Research and Development (R & D) method was used in this study. It was used to describe the four phases of program development, namely, planning, development, validation, and dissemination and utilization of results. For the respondents of this study, the practices and problems relative to the issues and concerns of waste management includ-ed heads and representatives of offices, both academic and non-academic and the janitorial services. Representatives from the Supreme Student Council and college organizations were also taken as respondents. The study was conducted at the 9-hectare lot of Northwestern University campus located in two barangays, Nalbo and Bengcag. It is a non-sectarian private university with an average population of 5000 students per year. The campus has seven (7) buildings exclusive of medical/dental clinics, laboratories, swimminng pool and motorpools among others. Checklist for the type and volume of waste was prepared and a questionnaire to determine the practices as well as the problem of waste disposal was con-structed based from literature and studies.

The study revealed that the average waste material collected is 1, 083.50 kg: 75.05

• or approximately 909.1 kg of waste generated by NWU is biodegradable, 22.07% or 267.3 kg is recyclable, 2.62% or 31.7 kg is residual, and 0.27% or 3.3 kg is special waste.

Another finding is that the Waste Disposal Systems as provided for QSM – Envi-ronmental Policies on 6.4.3 Environmental Protection is not strictly implemented. As to the problems, data showed that poor cooperation of the academic community is a factor that contributes to the problem of disposal of wastes of NWU.

• Institutional Research
• Researchers, NWU

Waste Management Program Towards a Sustainable and Eco-Friendly Northwestern University

The following conclusions were derived from the findings of the study: the waste characteristics generated at NWU is biodegradable and recyclable, thus, the potential for development and/or enhancement of technology for the reduction of waste exists. Class-rooms and offices are equipped with waste cans/garbage facilities/receptacles with varied capacities and types, however, there are only few found on the grounds of the campus; the problems identified are on attitude of the members of the NWU community and the lack of policy on waste management; and the Solid Waste Management Program should start with a vision and the policies should be approved for its implementation.

Introduction

This study is inspired by the statement of Joe Miller on sustainable development relative to the protection of the only planet we live in, to wit,

“If the Earth were only a few feet in diameter, floating a few feet above a field of somewhere, people would walk around it, marveling at its big pools of water, its little pools and water flowing between the pools. People would marvel at the bumps on it, and the holes in it, and they would marvel at the very thin layer of gas surrounding it and the water suspended in the gas. The people would marvel at all the creatures walking around the surface of the ball, and the creatures in the water. The people would declare it precious because it was the only one, and they would protect it so that it would not be hurt. The ball would be the greatest wonder known, and people would come to behold it, to be healed, to gain knowledge, to know beauty and to wonder how it could be. People would love it, and defend it with their lives, because they would somehow know that their lives, their own roundness, could be nothing without it.”

The Republic Act (RA) 9003 also known as the “Ecological Solid Waste Man-agement Act of 2000” is a policy of the State to adopt a systematic, comprehensive and ecological solid waste management program which shall ensure the protection of the public health and environment and encourage greater private sector participation in sol-id waste management among other equally important objectives of the act. The mandates of this act are spelled out like mandatory segregation of solid waste at all levels, from the national to the local level, under the National Solid Waste Management Framework. In fact the municipalities are required to prepare and submit a status report relative to the implementation of their solid waste management program.

As a private institution of learning, Northwestern University is aware of its role on this area of concern. Looking back at the records in research, it can be observed that researches were already conducted to comply with the solid waste management.

As early as 2004, a research project of the University Center for Research [now known as the University Center for Research and Development (UCRD)] entitled “Integrated Solid Waste Management for Northwestern University” with a budget of P1,174,750.00 was approved. The project was divided in three phases: Phase I is the Research component which included composting and waste paper recycling; Phase II is the Utilization of the Research Outputs; and Phase III is Technology Transfer. Unfortunately, it is only Phase I where composting and waste paper recycling was completed due to varied reasons. As of today, however, it is only the composting components survived from that project while the paper recycling was not sustained due to the resignation of the project leader and that the technology was not successfully transferred to the new staff of the center.

The contribution of the academe in the waste management program is also manifested in the number of researches conducted by the institution as well as the the-ses/dissertations of students. The thesis entitled “A Proposed Ecological Plan for North-western University” by G. Najorda in 2003 anchored on the vision of “Northwestern University to become an institution of green environment, free from eyesores, unman-ageable wastes, ecologically-friendly, empowered and globally competitive institution. It was partially adopted by the institution but with the absence of a system, the implemen-tation of said ecology plan was not sustained.

The voluntary submission of the university for accreditation and the Interna-tional Organization for Standardization (ISO) certification created dramatic change in the planning, implementing, and evaluating plans of the academic and non-academic units. Through the ISO certification, Northwestern University was able to come up with a system to provide a clear direction in the realization of its vision of excellence and global relevance.

Knowing the significant role of the institution on waste management, the En-vironmental Protection of NWU became a part of the system. The commitment of the university on environmental protection is explicitly defined in the Resource Manage-ment (QSR 06) of The Quality Objectives, Policies and Procedures Manual (QSM 04-

• based on the new standards of the International Organization for Standardization (ISO) implemented through the Quality Management System (ISO 9001:2008). The Environmental Policies (QSM 6.4) include the Environmental Protection as Institution-al-Based and Community-Based and the Community Extension Service (QSM 6.4.4). Included in these are the prohibition of material, solid or liquid, with obnoxious odors within the NWU premises except in places where they can be stored and secured; every college adopts a certain area in the campus to develop and maintain, parallel to the objectives of the Clean and Green program of the university; every employee and every student is responsible in enforcing the measures promulgated to protect the environ-ment; a waste management system is developed in all colleges/offices.

The impact of the community-based environmental protection programs/pro-jects/activities of Northwestern University in its adopted barangays is manifested with its high ratings in the accreditation. In fact, this could have been the reason for the willingness of the government as well as the non-government agencies to establish linkages in facilitating the implementation of similar community projects. Some of the projects/activities are:

Waste Management Seminar and Related Activities. The Community for Ex-tension Center (CEC) sponsored an ecological waste management seminar “On Waste Management” on August 31, 2010. With the theme, “Turn Waste to Resources” and in collaboration with Ilocos Norte Provincial Environment and Natural Resources (DENR), it aimed to enhance environmental awareness and to encourage employees and students of the University in the development of technologies and capabilities on environmental protection.

The College of Arts and Sciences (CAS) through its Natural Science Depart-ment, officers of Natural Sciences Students Organization (NSSO) and CAS students conducted a seminar on September 5, 2010 in Barangay Apaya, Laoag City followed by another seminar on Waste Management at Barangay Payas, San Marcos, San Nicolas Ilocos Norte in February 26, 2012. The latter was participated in by the barangay coun-cil officials, the Sanguniang Kabataan (SK) members and the Barangay Health Workers (BHW). The activities were conducted to support the government as regard to Pollution Prevention and Waste Management.

Coastal Clean-Up. This “coastal clean-up” is a yearly endeavor of the non-ac-ademic staff which is their one way of showing their concern in preserving the Mother Earth. The activity was implemented on March 27, 2010 at Barangay #37 Calayab, Lao-ag City. The activity was participated in by representatives from the different offices of the university and the officials of the barangay. On November 20, 2010, the College of Maritime Education (COME) along with the staff of the NROTC Unit and the SSC of-ficers jointly conducted a coastal clean-up in barangays 34-A, 34-B (Gabu Norte), and 35 (Gabu Sur) of Laoag City.

University celebrates National Statistics Month. Northwestern University through its Community Extension Center took part in the October 2011 National Sta-tistics Month Celebration with the theme, “Quality Social Protection Statistics for Fo-cused Targeting: Improving Outcomes, Changing Lives.” Two extension programs were implemented during the month: Disaster Preparedness Seminar; and the launching of the “Waste Management for a Cause” project. The Disaster preparedness seminar was conducted in Brgy. 42 Apaya, Laoag City last October 16, 2011 facilitated by NWUCEC, COME, Phil. Atmospheric Geophysical and Astronomical Services Administra-tion–Department of Science and Technology (PAGASA-DOST) and the Provincial Planning and Development Office, Province of Ilocos Norte. On the other hand, “Waste Management for a Cause” project with the theme “Sa Basura Mo Nakasalalay Ang Kina-bukasan Ko” was launched on September 11, 2011 witnessed by the Provincial Environ-ment and Natural Resources Officer (PENRO), Mr. Juan P delos Reyes and the NWU community led by the president Ms. Maria Liza S. Nicolas.

Tree-Planting. A university-wide tree planting activity with the participation of the different government organizations was conducted at Kurkureng Spring Water Shed, Brgy. Angset, Carasi, Ilocos Norte on August 13, 2011. Four hundred sixteen assort-ed seedlings were provided by the Department of Environment and Natural Resources (DENR) and Northwestern University through the Integrated Agriculture Development (IAD), Eco- Tourism Park and Botanic Gardens, Computer Engineering Department of the College of Engineering, Architecture and Technology (CEAT), Multi-Purpose Cooperative (NWU- MPC). Another Tree Planting Activity was also conducted jointly by the faculty/staff and student organizations under College of Teacher Education (CTE) and Physical Education Student Development Organization (PESDO) and the non-academic units in Paraiso, Caribquib, Banna, Ilocos Norte last October 9, 2011. Fruit bearing and native trees were planted with the participation of the Environment Management Development Office (EMDO) who shared their expertise on landscaping. The objectives of the activity among others were to preserve the environment and develop the aesthetic view of Paraiso thru nursery establishment and landscaping. Anent to this, tree planting activity last June 25, 2012 is part of the Extension program for Non-Academic employees in celebration of the “Environmental Month” of the DENR. The province celebrated “Arbor Day” by planting trees in Nangguyudan and Sungadan, Paoay, Ilocos Norte. On September 2, 2012, in its continuous concern to support the ecological waste manage-ment of the national government, the CTE again conducted a tree-planting activity cum seminar on waste management in Brgy. Apaya, Laoag City on September 2, 2010.

Livelihood Training. The CTE-SO and VJSSGS officers and students held a livelihood training on flower making, trinkets and paper charcoal making in Caribquib, Banna, Ilocos Norte on February 12, 2012. This is primarily to introduce in-come-generating project and to promote the idea of waste recycling as their contribution to environment protection.

The community activities relative to environmental protection were in place. However, in one visit of a technical panel of the nursing program, it was found out that the university has no Waste Management Program. The Zero-Waste Management Pro-gram of the Northwestern University was last heard in 2005 but due to a turn-over of responsibilities which were not properly delineated, the program came to its end.

The Northwestern University campus has several sources of wastes. These are the Nicolas N. Nicolas Building, Maximo Caday Building, Aquino Multipurpose Center, Rufina Mariano/Marcelo Tahon Hall, Canteen and Auxiliary, Manuela A. Castisimo/An-gel Albano Building, Paramedical Building, Science and Engineering buildings, Alumni House, International House, Worship Center, President’s Quarter, the ROTC office. The residential house and the office of the Archemax were also considered sources of waste although these are privately owned.

Looking closely at the sources of waste at the campus, this research, there-fore, is an attempt to develop Waste Management Program Towards a Sustainable and Eco-Friendly NWU as the contribution of the institution in preserving the environment and protecting the planet.

Statement of the Problem

The study aimed to develop a Waste Management Program Towards a Sustain-able and Eco-Friendly NWU. Specifically, it sought answers to the following questions:

1. What are the characteristics of waste generated by NWU in terms ofA. material type; andB. quantity of waste?

 

2. What are the existing waste disposal system being practiced at the dif-ferent sources of waste of NWU?

 

3. What are the waste facilities and their capacities found at the different sourc-es of waste of NWU?

 

4. What are the problems encountered in the disposal of wastes of NWU?

 

5. What Waste Management Program could be proposed towards a Sustainable and Eco-Friendly NWU?

METHODOLOGY

Research Design

The Research and Development (R & D) method was used in this study. It will described the three phases of program development, namely, the planning phase, the de-velopment phase, and the validating phase. The planning phase included review of poli-cies, programs/projects, and institutional plans of Northwestern University vis-à-vis the national issues and concerns on environmental issues. Specifically, this study included the characterization of waste collected at the Northwestern University campus. The characteristics were classified as biodegradable, recyclable, residual and special wastes. The waste classification is based from the Waste Analysis and Classification Manual (WACS) 2011. The practices and problem of waste management were also included to determine the focus of the proposed program. The development phase was focused on the analysis of the gathered data in the planning phase. The validation stage was validation of the proposed Waste Management Program by experts on this field. The stages of development of the waste management program is shown in Figure 1.

Population of the Study

The practices and problems relative to the issues and concerns of waste management included the heads or representatives of offices, both academic and non-academic and the janitorial services. Representatives from the Supreme Student Council (SSC) and college organizations were also taken as respondents

Locale of the Study

The study was conducted at the 9-hectare lot of the Northwestern University campus located in two barangays, namely Nalbo and Bengcag. It is a non-sectarian private university with a population of approximately 5000 students per year. The campus has seven (7) buildings, medical/dental clinics, laboratories, and motor pools among others.

Data Gathering Procedure

Waste characterization.  At this phase, the type, composition, and weight of waste and its approximate volume was determined. It was divided into two stages, namely preparation stage and collection/segregation stage.

Preparation Stage

A. Come up with a checklist on types of solid waste. It is prepared based from Waste Analysis and Characterization Study (WACS) Manual 2011.

B. Set a schedule of collection of waste. It is based on the assumption that the identified days would provide the researcher an approximate average of waste collected in a week.

C. Identify the manpower and needed materials and equipment and the area and floor plan of the sorting area.

D. Submit proposal to the office of the President. Upon approval, communication among participants of the study would be conducted. Coordination with concerned offices as to manpower needs, schedule of collection, the identification of pick up points and the process of sorting waste materials.

Collection and Segregation of Waste Proper/Stage.

A. Dumping. Wastes collected from pick up points were delivered and dumped at the sorting area.

B. Drying. The waste materials were left for sun drying for at least 12 hours.

           C. Sorting.The waste materials were sorted according type whether biodegradable, recyclable, residual, and special wastes. 

D. Weighing. The sorted wastes were weighed and the volume was determined by calibration.

Items that are needed for this waste characterization activity.

• Protective gears

1 box rubber gloves

30 pcs. masks

6 pairs rubber boots for sorters

6 pcs hats

• Sorting tools and materials

6 pcs tongs

Garden trowels/fork

Spading fork and shovel Rakes

Laminated sacks/tarpaulin

• Measuring tools

Calibrated receptacles: 15-20 L and 60-100 L capacity plastic pails

Weighing scales (10 kg capacity)

Garbage bags

• Others

Tables and chairs

First aid kit

Drinking water and food

Existing Waste Disposal System. As to the existing waste disposal system, this was determined during the process of collection by the assigned janitors. Observations as to the practices in collecting the data were properly noted and documented.

Waste Facilities and their Capacities. The existing waste receptacles and their corresponding weight and approximate capacities were determined through actual counting of receptacles in all identified sources of waste materials. Their corresponding weight and volume were determined by actual weighing of the materials which were left overnight at the sorting area while the approximate volume was determined by calibration.

Problems on waste management. As regards to the problems, a questionnaire

Waste Management Program Towards a Sustainable and Eco-Friendly Northwestern University

was distributed to identified respondents of the study.

Data Gathering Instrument

Checklist for the type and volume of wastes was prepared and a questionnaire to determine the practices as well as the problems on waste disposal were constructed based from the literature and studies.

Statistical Treatment

Average weight of waste material in kg/day would be taken.    As      to       the

practice, categories as to the seriousness of the problem was used.

Findings of the Study

Characteristics of Waste as to Material Type and Quantity

The average waste materials collected is 1, 083.50 kgs. It can be observed that 75.05% or approximately 909.1 kgs of the wastes generated by NWU are biodegradable,

22.07% or 267.3 kgs are recyclable, 2.62% or 31.7 kgs are residual, and 0.27% or 3.3 kgs are special waste.

The waste characteristics generated at NWU is similar to the Philippines which is generally highly-organic (biodegradable) and recyclable. The high percentage of the biodegradable waste is an indication of the great potential for composting as a means to recover this type of waste especially those coming from the agricultural zones. Moreover, potentials for recycling are good considering that the remaining wastes are made up of recyclable materials (Iva Borja, 2006).

Based from general characteristics of the collected wastes, the Waste Management Program of NWU was designed to enhance further its Biofertilizer and Mushroom Projects. In addition to this, the plan to construct a Material Recovery Facility (MRF) at the NWU Nalbo Area was designed according to the volume collected and the type of waste collected.

The biodegradable wastes were placed in sacks as raw materials for biofertilizer project while the recyclables could be immediately sorted out and stocked neatly for duly authorized buyers of such type of waste. The residual wastes are to be dumped at the Laoag City Sanitary Landfill while the disposal of the special waste would be looked into by the Environment Officer of NWU.

This will be of great help to the city in reducing the amount of waste being dumped in their Sanitary Landfill. In addition to this, the university would be able to generate income from the recyclable materials being recovered. Above all, this system is hoped to permeate among the NWU community and their consciousness on environment protection and conservation through the solid waste management program, thus, attitudes and practices would be enhanced.

Biodegradable Waste

The biodegradable wastes are composed of 489 kgx or 53.81% dry leaves, 177.7 kgs or 19.55% food residues, 109.6 kgs or 12.06% dry papers, 57.2 kgs or 6.29% food wastes, 48.4 kgs or 5.32% wood of various sizes, and 27 kgs or 2.96% fresh leaves.

Considering the area of the campus, it is expected that dry and fresh leaves have the largest percentage among the other biodegradable materials. It comes from the grounds surrounding the buildings and other facilities of the university. Being located in rural areas, the bulk of biodegradable wastes in Ilocos Norte is composed of fresh and dry leaves (Rosales, 2002) while households and small scale industries produce food residues among others (Cruz, 2004). Wastes are disposed through garbage collectors although households practice sorting, burning and composting to some extent.

The university has approximately 5,000 population and it is not surprising that food residues and food wastes are next type of biodegradable waste. These food residues and food wastes are from the three (3) canteens, one (1) stall at the side of the Allied Health Sciences (AHS) Building and the Food Laboratory. In the design of the program, a more stringent policy has to be implemented on these areas inasmuch as these types of wastes were observed to generate waste with undesirable odor attracting flies which breed maggots.

The fresh and dry leaves combined with the food residues and wastes produce a biofertilizer with high phosphorous and potassium content. The product can be used by the university to enhance growth of plants and trees in the campus and other areas of the university like the Botanical Garden in Payas, Ilocos Norte and Hilly Land Agro-Forestry Development Program in Sta. Maria, Piddig, Ilocos Norte.

The other biodegradable materials, dry paper and wood, are being collected by the janitorial services and sold to augment the expenses on Christmas programs. This area shall be regulated and to be considered in the design of the program specifically the buyer of these items. As mandated by law, buyer should be accredited by appropriate agencies to ensure proper waste disposal of solid waste material.

Recyclable Waste

The composition of the recyclable wastes are 103.5 kgs or 38.72% of PET bottles, 65.7 kgs or 24.57% plastic, 44.2 kgs or 15.85% carton, 31.5 kgs or 11.77% glass, 15.4 kgs or 5.76% styrofoam, 1.72% or 4.6 kgs tin can, 0.75% or 2.0 kgs drinking straw, 0.37% or 1.0 kg badminton racket, 0.22%, 0.6 kg egg tray, and 0.22% or 0.6 kg wire.

 

The recyclable wastes are reduced with the selling of the PET bottles, dry carton and tin cans and returning/giving the egg trays to the Integrated Agriculture and Development Department. These can be reduced further if the use of styrofoam would be prohibited in the campus while plastic straws could be recycled for livelihood projects like bag/placemat making.

Glass Waste

It can be gleaned that glass wastes are composed of 21.95% broken glass and bottles and 78.05% or an equivalent of 41 bottles or approximately two (2) cases are thrown every week.

It is not surprising that bottles of assorted carbonated drinks are included in the collected garbage. It is a common observation that bottles are found in plant boxes, trash bins or cans, and in some cases, these are found in the corners of the rooms or at the top of boxes of fire extinguishes and similar structures.

The number of collected bottles is a loss to the canteen so it is recommended that a scheme should be formulated to minimize the number of bottles collected and disposed garbage and at the same time to control the loss of capital at the canteen.

Residual Waste

It can be gleaned that there are three (3) component materials of residual waste. These are wet tissues/napkin (27.1 kgs or 85.49%), hardiflex (2.8 kgs or 8.83%), and ceramics (1.8 kgs or 5.68%).

The residual wastes are to be dumped at Laoag City inasmuch as these cannot be recycled. It was noted, however, that the wet tissues/napkins are from the comfort rooms and there are times that these are not properly disposed. Interviews with the staff of the general services revealed that napkins are thrown indiscriminately at the floor of the comfort rooms, some placed on top of the water tank of the toilet bowl and worst of all is when these are placed in the bowl which causes clogs. On the other hand, the ceramics and hardiflex are remnants of construction. It was observed that these are found dumped with other garbage. Maybe the PPDO should advise those in charge of construction and similar services to gather these materials for proper disposal. It is the attitude of students and employees alike which sometimes contribute to the proper waste management program.

Special Waste

Results show that the characteristics and composition of Special Wastes: 2.2 kgs or 6.67% of hazardous materials and 1.1 kg or 3.33 % of special waste. The waste materials originated from classrooms, laboratories and motor pool. The hazardous waste include among others, broken fluorescent bulbs and containers of chemicals reagents while the special waste is composed of used oil and grease.

Existing Practices on Waste Disposal Systems

As provided for in QSM – Environmental Policies on 6.4.3 Environmental Protection:

      A.General

       I. 6.4.3.1 Institutional-based Environmental Protection. Each room/area is provided with trashcans whose contents are collected, disposed of at designated time and area.

Trashcans. During the conduct of the study, several rooms were identified to have missing trashcans/receptacles. If ever trashcans/receptacles exist, these are either broken or without cover. According to the interviewed respondents, although these are reported to the proper authority there are no actions taken to address the problem.

In addition to this, it was observed that there are no trashcans/receptacles at the corridors of some buildings like the MAC , AA, and AHS among others.

On the grounds of the campus, there are only few trash cans/receptacles and are not usually accessible to the respondents. The trashcans/receptacles vary in sizes, shapes and materials. Some are plastic containers while others are sacks hanged on customized holders where waste are segregated according to “nabubulok” and “di nabubulok.” One trash bin, a joint project of the Community Extension Services (CES) and the NSTP in support to the Environmental Awareness Program, is placed at the lobby at the ground floor of the AHS building.

Disposal and collection. The collection of garbage is done every morning from Monday to Friday. There are designated pick up points where the janitorial services place the collected garbage from their respective assigned buildings and ground areas.

It was observed that the janitorial services separate PET bottles and dry carton boxes. These are sold to merchandisers where the amount generated is used to cover the expenses for the Christmas Party of the janitorial services staff. However, it was observed that the buyer of the PEP bottles and dry cartons are not authorized by the DENR to collect such wastes. Another observation is that the garbage from the canteen are not segregated. The kitchen wastes such as rice, noodles and other leftovers are placed in plastic containers without draining it which when placed at the pick up point attracts flies and cats. The garbage collected on Saturdays are usually picked up the following Monday, thus, the garbage from the canteen has already produced maggots. This was also observed at the food laboratory but is occasional not like the canteen.

Waste Management Program Towards a Sustainable and Eco-Friendly Northwestern University

Another observation is the collection by the truck which has no segregation system also. The collected leaves from the grounds are placed in sacks, however, during the collection these are dumped and mixed with other wastes in the truck. All collected garbage are disposed at the Laoag City Sanitary Landfill located at Barangay Salet.

      II. 4.3.9 Institutional-based Environmental Protection. The General Services of the PPDO ensures the proper monitoring of the cleanliness in the campus premises.

Monitoring of cleanliness. This is one of the strengths of the program. The cleanliness of the campus is strictly monitored. In addition to this, trees are pruned while grasses and plants are trimmed regularly. Plants and grasses are also watered everyday. On the other hand, offices and classrooms are kept clean and orderly by the janitorial staff everyday. There are cases, however, that wrappers of junk foods/candies and bottles of mineral water are scattered in corridors and other places.

      B. Conduct of Environmental Programs

      III. B.2.3 A waste management system is developed in all colleges/offices.

The waste management system at the offices was not able to sustain the practice of waste segregation implemented two to three years ago. There was a time when all offices are required to separate paper or cartons from other forms of waste. It was observed that there are offices practicing the recycling but only few are separating the used paper, these are papers that cannot be used for printing internal memo or letters anymore. Used papers can be given to the PPDO to be sold for additional income or it can be given to the UCRD for the mushroom production.

Through interviews with the personnel of the janitorial services and personal observations of the researchers, some of the practices on waste disposal are not within the environmental policies of the universities.

Existing Waste Facilities/Receptacles and their Capacities.

The university has a variety of waste receptacles, thus, of varying capacities. Most of the classrooms are provided with waste receptacles/trash cans which are rectangular in shape and has a capacity of about five (5) gallons. At the corridors and grounds, receptacles with capacities of 15 to 20 liters and 60 to 100 liters are placed in strategic places for students, faculty and visitors. Sacks are used for dry and wet leaves. As of the time of conduct of the study, there were seven (7) classrooms and two (2) comfort rooms which have no trash cans. According to those in charge of these areas, this has been reported but were not acted upon.

The biodegradable materials, specifically the wet and dry leaves, are used as raw material for the production of biofertilizer while used papers are utilized in the production of mushroom. Moreover, the plastic bottles and dry carton are sold to merchandisers. These are the only system that exists in the school as to waste facilities/ utilization.

Problems in the Disposal of Wastes of NWU

To facilitate the discussion of the problems in the disposal of wastes of NWU as perceived by the academic community, the problems were categorized into four (4) namely, human resource, physical resources/facilities, process, and institutional. It can be observed that three (3) categories got a sub-composite mean which has a verbal description of serious. These are: human resource (m=2.65); physical facilities/resources (m=2.42), process (m=2.55); and institutional (m=2.59).

The data revealed that the poor cooperation of the academic community is a factor that contributes to the problem in the disposal of wastes of NWU. Interviews with the general services staff said that PET bottles and candy or “chippy” wrappers are found in classrooms and corridors either scattered on the floor or placed inside teacher tables. Similar materials are also found in corners of buildings and plant boxes. The academic community is not yet that conscious on where to place their garbage or waste materials. Females are not immune to this lack of consciousness. In fact, further interviews supported by observations that the comfort rooms for females are found many times with napkins on the floor and sanitary napkins on top of water tanks of toilet bowls or are placed inside the bowl itself which causes clogging of toilet bowls. On the process category, a serious rating on “poor response to waste minimization (reuse/recycle)” with a mean of 2.64 supports the findings on the attitudes on human resource category.

These findings and observations can be due to institutional factors like the lack of institutional set-up for solid waste management project (m=2.74) and lack of policy (m=2.61) among others.

Conclusions and Recommendation

Based on the findings of the study, the following conclusions were drawn:

1. The average wastes generated is 1, 083.50 kgs: 909.10 kgs (75.05%) biodegradable; 265.3 kgs (22.07); 31.7 kgs (2.93%) residual; and 3.3 kgs (0.27%) special wastes. The waste characteristics generated at NWU are biodegradable and recyclable, thus, the potential for development and/or enhancement of technology for the reduction of waste exists. The quantity of waste generated is still manageable and with a system to recycle the bulk of waste, the amount being dumped at the Laoag City Sanitary Landfill would be reduced to a great extent and would then be limited to residual waste.

2. The wastes collected eveyday are disposed at the Laoag City Sanitary Landfill except PET bottles. As an active participant in the programs and projects concerning environment, NWU should be one of the universities living up to the ideals of eco-friendly educational institutions.

3. Classrooms and offices are equipped with various waste/garbage facilities/ receptacles, however, there are only few found on the grounds in the campus.

4. The problems identified are on attitude ofthe members of the NWU community and the lack of policy of waste management.

5. The Solid Waste Management Program should start with a vision and the policies should be approved for its implementation.

The recommendation, therefore, is to adopt the Revitalized Solid Waste Management Program to have a sustainable and eco-friendly university.

References

Websites/Internet Sources

http://voices.yahoo.com/waste-management-waste-treated-213927.html?cat=68

http://voices . ya ho o. com/f rom – t rash – c ash – s olid – waste – management – restaurant-1621571.html

http://voices.yahoo.com/managing-solid-wastes-philippines-50597.html?cat=37 http://emb.gov.ph/hazardous/legalframework_hwms.htm

http://swapp.org.ph/attachments/article/283/1%20AGUINALDO_Swm%20 national%20statu s_FINAL.pdf

http://www.scribd.com/doc/23187022/Solid-Waste-Management-Policy-Framework-Gaps- and-Issues

h t t p : / / w w w. w o r l d b a n k . o r g / u r b a n / s o l i d _ w m / e r m / C WG % 2 0 f o l d e r / conceptualframework.pdf

http://carbon.cudenver.edu/~mryder/itc/act_dff.html

Chun Valencia, Jul 7, 2008. http://voices.yahoo.com/from-trash-cash-solid-waste- management-restaurant-1621571.html

 

Journals

Cantora, Nicomedes C.. Factors Influencing the Effectiveness Level of Solid Waste Management (SWM) System in San Nicolas, Ilocos Norte. Graduate and Research Journal , 2003

Cruz, Luciana, Apolonio S. Domingo, Melanie I. Contreras and Aleja S. Duyao. Solid Waste Management of Households and Small Scale Industries in Laoag City. NWU Graduate and Research Journal Vol.2 No. 1

Cruz, Reynaldo C., Maribel R. Gaite, Alvin V. Nuqui, Ronaldo D. Milagroso. Strategic Stewardship Research Program on Solid Waste Management and Water Quality Assessment: A Dissemination and Utilization Framework for Sustainable Stakeholder Engagement, February 2011, 11(1) PAGE-National Journal

Rosales, Felina G., Jennifer B. Custorio, Reynaldo A. Duldulao and Randolf James V.

Ramos. Environment Awareness of Local Government Officials in Ilocos Norte.

NWU Graduate and Research Journal Vol. 6(1) (2004), page 11.

Rosales, Felina G.. Waste Disposal Practices of Selected Municipalities in Ilocos Norte. NWU Graduate and Reaserch Journal, Vol.4(1) page 34 August 2002

Unpublished Undergraduate and Graduate Theses/Dissertations and Faculty/ Institutional Researches

Bielza-Valdez, Elita.  Environmental Awareness of  the Graduate Students in Region

• An Assessment. Institutional Research, Divine World College of Vigan (Vigan City, Philippines) 2011.

Najorda,  Gregoria  S.  A  Proposed  Ecological  Plan  for  Northwestern  University.

Unpublished Thesis, Northwestern University, March 2003.

Pilar, Elsie C., Gamiao, Joseph Allan, and Domingo, Teresita. Knowledge of the NWU Community on Climate Change and their Practices in Mitigating its Effects. Institutional Research, 2012.

Reototar, Larguita P., Gemma R. Supnet, Gerald Gabriel Reotutar. Knowledge and Adaptive Practices Among Residents of Ilocos Sur Related To Climate Change. Faculty Research, University of the Philippines, Vigan City, Ilocos Sur

Rosales, Nestor G. Jr. Environmental Awareness Among the Students of Northwestern University: A Benchmark Study. Undergraduate Thesis . March 2008.

TESTIMONIES AMONG THE ELDERLY AT BALAY TARIPATO
IN CABUGAO, ILOCOS SUR1

Wiljohn M. De la Cruz,
John Francis A. Paraoan2

Abstract

This study established an in-depth understanding of the experiences among elderly at Balay Taripato, Cabugao, Ilocos Sur. Specifically, it determined the socio-demographic profile of the elderly in terms of age, family structure, educational background, religious affiliation and reasons for placement. It further determined the testimonies of an elderly on preventive geriatrics as to exercise, immunization, health maintenance and nutrition and a proposed health program was developed.

This study employed the phenomenological approach. A total enumeration was made and an interview guide was used to gather data from the participants.

The study revealed that majority of the participants belong to the age bracket of 71- 80 and 81 years old and above, elementary graduate, a Roman Catholic, are living in a nuclear type of family and have been abandoned.

As to testimonies, the study showed that most of the participants have not received any immunization since they entered at Balay Taripato, passive exercises such as raising of hands and stretching or extending lower extremities were only practiced, health maintenance/screenings have never performed and food served depends on the recipes provided by the health care provider.

Based on the findings and conclusions, a health program was developed to intensify the quality of care that should assist them well in facing the challenges of life as it nears death.

• Institutional Research
• Clinical Instructors, NWU

Testimonies among the Elderly at Balay Taripato in Cabugao, Ilocos Sur

Introduction

As medical technology advances, people are living to ripe old ages resulting in a steady increase in the number of the elderly. Just as the pediatric population has special needs of their own, so do the growing elderly population. Elderly persons require special care because of the unique challenges presented by the philosophy of aging.

In fact, one critical issue among the elderly of today is their health status. As people age, their bodies undergo changes which can make them less resistant to chronic, debilitating and disabling conditions. Consequently, the elderly tend to be more at high risk of developing disabilities and contracting diseases. The World Health Organization (W.H.O.) reported a survey conducted by Balatazar and Lopez that over 80% of the Filipino Elderly perceived themselves to be healthy but 63% reported long term problems that affected daily activities (Maglonzo, 2008).

Aside from this, the occurrence of abuse committed against the elderly in homes and in institutions is highly prevalent. To make matters worse, many cases of elderly abuse in the Philippines are either not properly reported or not reported at all to the authorities (Carlos, 1999). Thus, needs and concerns of the elderly are not properly addressed. The traditional sense of duty and obligation of the younger generation towards their older generation is being eroded. The older generation is caught between the decline in traditional values on one hand and the absence of adequate social security system on the other (Gormal, 2003).

The elderly citizens are in need of urgent attention. They do not need pity, but the understanding, love, and care of their fellow human beings specially the younger generation. It is one’s duty to see that they do not spend the twilight years of their life in isolation, pain and misery. Older persons are, therefore, in need of vital support that will keep important aspects of their lifestyles intact while improving their over-all quality of life (Bhasin et.al 2011).

At present, care homes in the Philippines are Anawim Lay Missions Foundation Incorporation in Rizal, Bahay Maria in Cotabato City, Bahay Pag-ibig in San Fernando City, Blessed Family Home Care Facility, Golden Acres, St. Francis Home Care Center, Wellness Place the Professional Care Homes and TNM Assisted Living and Home Care Center are all in Quezon City, Camillus MedHaven and Good Samaritan Nursing Home for the Elderly in Marikina City, DSWD Home for the Aged in Tagum City, Gasa sa Gugma and Hospicio der San Jose in Barilli in Cebu City, Jamisola Nursing Home in San Juan, Kanlungan ni Maria in Antipolo Rizal, Mary Mother of Mercy in Laguna and San Lorenzo Ruiz Home for the Elderly in Pasay City (www.webbline.com/nursing-homes).

The new century brings to society a host of formative issues important to health care, rapid advancements in computer technology, the reality of cloning, the changing concepts of health care treatments , and questions about continuing economic growth.

 

A rapidly expanding aging population is one of the factors that will impact the entire world, especially health care in the century (Hogstel, 2005).

In the School Year 2011-2012, Level IV Bachelor of Science in Nursing Students of Northwestern University had their exposure at Balay Taripato in Cabugao, Ilocos Sur. This is in line with their requirements in nursing professional subject – Care of Clients with Chronic Illness and the Elderly. It was noted that these old individuals do not receive immunizations, no screening tests, limited exercises and inadequate food intake, thus, the researchers chose Balay Taripato in Cabugao, Ilocos Sur as the venue in conducting the study and would like to present the situation of an elderly in its attempt to identify the many challenges that should be addressed and contend with.

Statement of the Problem

This study established an in-depth understanding of the experiences among elderly at Balay Taripato, Cabugao Ilocos Sur.

Specifically, it answered the following:

1. What is the socio-demographic profile of the elderly as to:A. age,B. family structure,C. educational background,D. religious affiliation, andE. reason/s why they are placed at Balay Taripato?

 

2. What are the testimonies of elderly on preventive geriatrics as to:A. exercise,B. immunization,C. health maintenance, andD. nutrition?

 

3. What health program could be proposed for elderly at Balay Taripato, Cabugao, Ilocos Sur?

 

Testimonies among the Elderly at Balay Taripato in Cabugao, Ilocos Sur

METHODOLOGY

Research Design

This research utilized the qualitative phenomenological approach. The focus of phenomenological inquiry is what people experience with regards to some phenomena and how they interpret those experiences. It is essential when phenomena or interest have been poorly defined and conceptualized. The phenomenologist believes that lived experiences give meaning to each person’s perceptions of a particular phenomenon. The goal of phenomenological inquiry is to describe fully the experiences and perceptions to which it gives rise.

Locale of the Study

This study took place at Balay Taripato, Cabugao, Ilocos Sur, a 432 kilometers north of Manila, an 8-hour destination from the metropolis. It is accessible to almost all modes of transportation and a 7- kilometer portion of the MacArthur Highway passes through the town center. Its total land area is approximately 100 square meters. It is the second northernmost town of the province of Ilocos Sur. It is bounded on the north by Sinait; on the South by San Juan (formerly Lapog); on the east by Nueva Era, Ilocos Norte; and on the west by the South China Sea. It is established by Governor DV Savellano, the first Home for the Aged in Ilocos Sur. He called it the “Balay Taripato”, a place where the elderly are well treated and taken care of.

Balay Taripato in Cabugao, Ilocos Sur has two classifications of wards: charity and private. It has one kitchen, two public comfort rooms and one living room containing television and radio. As to the time of conduct of research eighteen (18) patients from charity and two (2) patients in a private room.

Population and Sampling

Total enumeration was employed in this research undertaking. All patients inside Balay Taripato were taken as participants. There are twenty patients who are admitted at Balay Taripato, Cabugao, Ilocos Sur.

Data Gathering Instrument

An interview guide was developed by the researchers as a tool to explore the experiences of the elderly at Balay Taripato, Cabugao, Ilocos Sur. After its construction, this was checked by the members of the panel and their suggestions were incorporated for the improvement of the research study.

 

Data Gathering Procedure

After the approval of this research proposal, permission to conduct was sought from Northwestern University and Provincial Social Welfare and Development Officer of Balay Taripato, Cabugao, Ilocos Sur. Upon approval, list of participants was taken from the head nurse office. Pre-testing of the developed interview guide was done to check its validity and reliability. Suggestions of the participants in the pilot/pre-testing were integrated. As regards to actual conduct of the study, consent was sought from the participants. During the interview, conversations were documented using tape-recorder and video/camera. To strengthen the result of the study, participant observation was employed.

Findings

Based from the data gathered from the participants and observations made by the researchers during the course of collecting data, results revealed that there were themes regarding the testimonies among elderly of Balay Taripato at Cabugao, Ilocos Sur.

Age. Majority of the participants belong to the age bracket of 71 – 80 and 81 above with a frequency of 8 or forty percent (40%) respectively and 4 or twenty percent (20%) with the age bracket of 60 – 70.

Educational Background. Majority of the participants are elementary graduates with a frequency of 15 or seventy – five percent (75%), elementary level with a frequency distribution of 3 or fifteen percent (15%) and college graduates with a frequency of 2 or ten percent (10%).

Religious Affiliation. Majority of the participants are Roman Catholic with a frequency of 19 or ninety five percent (95%), and Iglesia ni Cristo with a frequency of 1 or five percent (5%).

Family Structure. Majority of the participants have a a nuclear type of family with a frequency distribution of 18 or ninety percent (90%) while extended family has a frequency of 2 or ten percent (10%).

Reasons for placement at Balay Taripato, Cabugao, Ilocos Sur. Majority of the participants were abandoned with a frequency of 19 or ninety – five percent (95%) and only 1 or five percent (5%) who was referred by the Department of Social Welfare Development (D.S.W.D.)

Majority of the participants were placed in Balay Taripato, Cabugao, Ilocos Sur by their family members and relatives. They were considered abandoned because after they were placed in this care home, no visits made. On the other hand, there was one participant which was referred by the Department of Social Welfare Development because the said participant does not have place to live in; hence, admitted.

There were five (5) participants who came from Cabugao, two (2) each from Sto. Domingo, Sinait, San Juan and Vigan City respectively, one (1) each from Narvacan, Caoayan, Sta. Maria, San Vicente, La Union, Paoay and Dingras.

Testimonies among the Elderly at Balay Taripato, Cabugao, Ilocos Sur

Exercise. The health promotion activity that is widely believed to have the single greatest impact on a person’s overall health and well-being is physical activity. When older adults increase their level of physical activity they significantly lower their risk of chronic disease and condition that often lead to premature death, while simultaneously improving their physical health, mental health, cognitive functioning, and quality of life.

Exercise is the cornerstone of maintaining mobility. However, older adults may interpret the word exercise to mean only calisthenics when in fact exercise can include active and passive range of motion, flexion and stretching movements, walking, swimming, jumping, jogging, aerobics and resistance training, depending on the individual’s level of fitness and functional abilities (Linton and Lach, 2007).

In Balay Taripato it was noted that there were no routine exercises as shared by common participants:

“Nanipud simrek nak toy uneg toy Balay Taripato anakko, awan man lang kuma tay gundawayko nga ag exercise met.“ (The time that I entered Balay Taripato, I did not have the chance to have an exercise.)

During the participant observation, all the participants just performed passive exercises like raising the hands and extending the lower legs after taking a bath. Ideally, just as drug prescriptions are individualized according to the patient and his needs, exercise prescriptions must also be individualized. In writing a prescription, physicians should specify short and long-term goals and include the following components: flexibility – static stretching daily, greater than 15 seconds per muscle group, endurance – walking, cycling, swimming 3-4 times a week; goal of 20-30 minutes duration, strength – muscle resistance (weight training); 3 sets (8-15 repetitions) per muscle group 2-3 times a week and balance – dance postural awareness 1-3 times a week (Maglonzo, 2008).

This is supported by a research study indicating that only about 40% of elder people get regular physical activity or exercise. In fact, 23.1 % of adults age 65 to 74 and 39.5% of adult over age 75 are inactive, meaning that they do not participate in any leisure or other physical activities (Linton and Lach, 2007).

When mobility is impaired, the well-known consequences may include activity intolerance, self-care deficit, incontinence, pressure ulcers, social isolation, psychological disturbances, contractures, loss of muscle mass and strength, bone demineralization, and increased risk for thromboembolism and respiratory infections. Not only does musculoskeletal function affect mobility, but poor balance and muscle strength have been shown to be long term predictors of morbidity and death. (Linton and Lach, 2007). Elderly do not have routine exercises because of the absence of registered physical therapist.

Immunization. Immunization aims to include an immune response that will protect the recipient against later exposure to the pathogen. It is the most cost-effective form of disease control, and the only form effective against viruses. A systemic approachto vaccination is necessary to ensure that every elderly is appropriately protected against vaccine-preventable disease.

In Balay Taripato, it was revealed by common participants that there were no immunizations given as supported below:

“Awan pulos bakuna nga naawatmi sipud pay simrekkam toy Balay Taripato.” (Not even a single vaccination was given to me since I entered Balay Taripato.)

It was noted that vaccinations were not given among the elderly. Indeed, when the researchers had their participant observation, they found out that there was no really client’s chart to check if vaccinations were ordered by the physician in the Doctor’s Order Sheet.

Moreover, administration of vaccines among elderly is not possible due to the following reasons: inadequate health care providers (lack of physician/doctor and registered nurses) and insufficient fund. As an effect, the impact of changes in the immune system with aging may be profound. Not only is a response to vaccines altered, but immune aging also may be related to increased autoimmune phenomena, neoplasia, and predisposition to infection (Linton and Lach, 2007).

Two vaccinations stand out as essential features of preventive health care for older adult: influenza vaccine and pneumococcal vaccine. Influenza kills an average of 36,000 people in America each year, and over 90% of them are adults over age 65; an additional 3,400 older adults are estimated to have died of pneumococcal disease (Centers for Disease Control and Prevention [CDC], 2004). The Healthy People 2000 (U.S. Department of Health and Human Services [DHHS], 1991) initiative set targets for immunization of older adults to each of these diseases at 60% (for flu, the target was inoculation within the past year; for pneumococcal disease, it was ever having been inoculated), a goal that was successfully achieved. However, the Healthy People 2010 initiative targets 90% for each of these (again, an annual inoculation for flu and ever having been inoculated for pneumococcal disease; DHHS, 2000). According to the Administration on Aging, among non-nursing-residing older adults, flu shots reduce hospitalization and death by about 70% and 85%, respectively (Maglonzo, 2008).

Health Screenings. Health Screenings are not so much about preventing the likelihood that one experiences illness or disease as they are about enabling early detection so that subsequent treatments might be less invasive and more effective. Quite simply, the goal of health screenings is early detection, and early detection saves lives and reduces disability. The most common conditions for which older adults should be screened are high blood pressure, high cholesterol, diabetes, and a number of cancers. Depending on individual situations and circumstances, some of these screenings should be conducted with relative frequency; other screenings are recommended as infrequently as every 5 years (Maglonzo, 2008).

In Balay Taripato, it was noted that there is absence of health screening tests as revealed by common participants:

“Ti agpayso, tallo nga tawen kon toy uneg ti Balay Taripato ngem awan pay pulos ti test nga inubrada kaniak tapno kuma maamuan wennu maliklikan ti sakit.” (The truth is, in my three – year stay in Balay Taripato, no tests were performed to detect or prevent the occurrence of a disease.)

Absence of tests which are considered health maintenance or screening is secondary to absence of health care providers (medical technologists and x-ray technicians).

So far, the main goals in caring for the elderly are maximum prevention of disease and maintenance of function, independence, and life satisfaction, screening the elderly becomes of utmost importance. Prevention of illness and disability has been traditionally considered in terms of primary, secondary and tertiary prevention. Primary prevention refers to interventions that are designed to reduce the risk of getting a disease. The methods of intervention include counseling to encourage a change in behavior (regarding diet, exercise, alcohol or nicotine use, etc.) and immunizations. Secondary prevention refers to efforts to improve outcomes in people who already have a given disease. This type of prevention is most effective when routine screening during a medical check-up allows the early detection of the disease. Tertiary prevention refers to efforts to prevent the progression of disability through systematic identification, treatment, and rehabilitation. Tertiary prevention is particularly applicable to elder persons who often do not seek care for common sources of disability (Maglonzo, 2008).

For male clients it is advisable that they have to undergo digital rectal examination yearly whereas breast self examination (BSE) shall be done by female clients on a monthly basis (Maglonzo, 2008).

 

For good healthcare, annual check-ups are recommended for older adults to assess health status, including current health condition, medications, screening for new problems, and providing health promotion. Most older adults report having a place to go for routine medical care (96% and average nearly 7 visits per year). Only 2.5 percent of older adults cannot afford medical care (Linton and Lach, 2007).

Nutrition. It is essential to consider the role of nutrition when thinking about health promotion. Eating a healthy and well-balanced diet, along with taking supplemental vitamins and minerals as recommended by a physician, help to ensure maintenance of a healthy body weight and good bone health while reducing one’s risk of several nutrition related problems, such as obesity, type 2 diabetes, osteoporosis, and malnutrition.

One of the important needs of older adults is adequate, available, and nutritious food based on their age, physical condition, and possible health problems. Lack of adequate nutrition can cause major health problems, prevent recovery from acute illnesses, and cause major decline in many chronic health conditions. For a variety of reasons, older adults are at risk for poor nutrition (Hogstel, 2005).

As shared by common participants:

“Ti lang agmeryenda ti bigat ken malem ket dagitay adda aw-awaten na a kuarta iti kabagyan na. Nu ana ti ammo nga lutuen dagiti caregivers ditoy ket isu lattan.” (The one who will just take their snacks in the morning and in the afternoon are those who are receiving money from their relatives. Caregivers will just cook our food that they know)

It implies that preparation of food is performed by caregivers. Ideally, in a home care institution, a dietitian or nutritionist should be present. He/she is the qualified personnel to prepare the food because they are knowledgeable as regards to the nutritive content of food including its number of servings. More so, during the participant observation, menu was not available inside the care home. The caregivers will just cook what they know just like sautéed squash with string beans, “inabraw” and fried pork. During snack time, only those participants who are receiving monthly allowance from family members/relatives were served with biscuit and one glass of orange juice.

Elders should have good nutritional status throughout life that helps to prevent the development and progression of diseases and disabilities in later life, as well as promoting successful medical treatment outcomes, thereby, significantly contributing to the quality of life (Linton and Lach, 2008).

 

Conclusion

Based from the findings, the following conclusions were drawn:

1. Majority of the participants are considered middle – old and old – old. Participants do not have enough knowledge as regards to the four aspects of health maintenance this for the reason that majority of them have a highest educational attainment of elementary graduate. Elderly were placed inside Balay Taripato because of abandonment.

2. Based from the gathered data during the interview and observation regarding the four aspects of health maintenance such as exercise, immunization, health screenings and nutrition, elderly do not receive quality care such that they do not perform exercises

– active and passive, they do not receive vaccines/immunizations, health screenings are not available and there is inappropriate nutritional intake.

Recommendation

In line of the findings and conclusions, the following measures are recommended:

1. The local government of Cabugao, Ilocos Sur should allot more budgets for the elderly of Balay Taripato in terms of health maintenance – purchase of immunizations or vaccines, equipment for rehabilitation and hiring qualified personnel like physician/ doctor, medical technologist, physical therapist, nutritionist/dietician and registered nurses.

 

2. Monitoring and implementation of care rendered should be done in a regular basis by concerned agencies.

 

3. Linkaging to other government agencies and other units supporting the care of elderly shall be made.

 

4. Similar studies should be conducted in home for the elderly as well adopted communities to identify problems/issue/concerns of the elderly.

References

Books

Eliopoulos, Cahrlotte (2005). Gerontological Nursing. 6th Edition. Lippincott Williams and Wilkins
Gormal K. (2003). Aged in India. Mumbai: Tiss Publishers
Hogstel, Mildred (2005), Gerontology Nursing Care of the Older Adult, Thomas Learning
Maglonzo, Eva (2008). Geriatric Medicine: Principles and Practice. UST Publishing
House. Philippines: Manila.

Meiner, Sue (2011). Gerontologic Nursing. 4th Edition. Elsevier Publishing House Websites/Online Sources

Bhasin, Seema., Dubey, Aruna (2011). A Study of Elderly Living in Old Age Home and Within Family Set-up in Jammu. http://www.krepublishers.com/02-Journals/S-HCS/ HCS-05-0-000-11-Web/HCS-05-2-000-11-Abst-PDF/HCS-05-2-093-11-153-Dubey-A/ HCS-05-2-093-11-153-Dubey-A-Tt.pdf

Carlos, Clarita (1999). Concerns Of The Elderly In The Philippines. < http://journals. upd.edu.ph/index.php/pssr/article/viewFile/1279/1616>

 

GRADUATE TRACER STUDY OF THE COLLEGE OF CRIMINAL JUSTICE EDUCATION FOR THE S.Y. 2004-2005 TO S.Y. 2007-20081

Winston Flores2

Abstract

It is a tall order for higher institutions to prepare their graduates in facing the challenges of the international market. It is along this line that this study takes its stand on some theories that strongly support this conviction.

Majority of the respondents are single and dominated by males, graduate of 2007-2008, were able to pass the Criminology Board Exam, and underwent trainings in Public Safety and Basic Recruit Course.

Majority of the graduates are presently employed and most of them are in the Philippine National Police. The respondents are working in the Philippines and are occupying Rank and File (clerical) position in their present job. The respondents are receiving salaries from Php 15, 000.00 to less than Php 20, 000.00 and are employed in the Philippine National Police and BJMP. Ranked as number one (1) reason of graduates for accepting their first job is salaries and benefits and 62.80% of the graduates considered the course related to their employment and 43.49% of the graduates waited for less than a month for their first job. Public Administration and Defense as well as Compulsory Social Security are where the majority of the graduates are presently employed.

Majority of the graduates confirmed that human relation skill is the most useful in their jobs. Respondents suggested improvement on curriculum instructional materials, facilities, and faculty and student attitudes and competencies.

• Institutional Research
• Researcher, NWU

 

Introduction

It is often said that good tree bears good fruits. A tree which is well-nourished and nurtured blooms well and produces abundant sweet and good fruits. Similarly, a good curricular program will produce competent and competitive graduates. A relevant and effective curricular offering is marked by the quality of graduates it produces. According to Krahn (1997) as cited by Beringa (2010), employability is a key contributor to aggregate economic growth and improve labor outcome for individuals, at an individual level, the acquisition of general employability skills contributes to personal development through improved participation in society and professionally in relation to favorable labor market outcomes and earnings.

There is a general belief that citizens are the most essential assets of every nation in the world. This is because the success of the country in terms of economic stability and progress is highly dependent on the quality of its manpower resources. Economic development of a nation is one of the products of having educated citizens. The more and better educated the people are, the greater the chances of economic development. The government is fully aware of this fact, which is why one of the basic thrusts of every country is to provide quality education to its citizens.

Education is the key towards progress as it has the power to liberate citizens from the grips of illiteracy, ignorance and poverty. The Philippines, being one of the under developed countries in Asia, is aware that it is also the best escape route to its citizens.

Educational institutions of higher learning should take upon their shoulders the responsibility to prepare students to succeed in their profession. Students must be adequately equipped with knowledge and job skills that will help them survive and stand up in the global market. Graduates must be highly competitive enough to join the race of employment.

Commitment to education is clearly demonstrated under Section 1 of Article 14 of the Philippine Constitution, which states that “the state shall protect and promote the right of all citizens to quality education at all levels and shall take the appropriate steps to make education accessible to all.” The Department of Education and Commission on Higher Education serve as the vehicles of the state in fulfilling this. These two government agencies are tasked to oversee the performance of educational institutions in the country. The DepEd is in charge of overseeing of schools at elementary and secondary level, while the CHED is mandated to monitor compliance in higher education institutions (HEIs) to standards set forth by the commission for tertiary level.

A report by CHED on the current state of higher education in the Philippines (2000-2005), says that “the environment of freedom, excellence, and relevance in higher education harnesses, develops, and catalyzes the constructive and productive use of the full potentials of Filipino men and women into being a creative, decisive, competitive, critically thinking, and acting individuals who will contribute to the attainment of political maturity, economic stability, and equitable social progress of the nation.”

Employability of graduates is a pressing issue affecting the country. Thousands of students earn their college degree every year and many of them if not most join the bandwagon of jobless Filipinos. According to National Statistics Office, as of January 2013, there are 2.894 million Filipinos who are unemployed and 16.9% or approximately 489,000 are college graduates (Desiderio, 2013). Graduate of Northwestern University are not exempt from this dilemma.

Hundreds of College of Criminal Justice Education (CCJE) students graduate every year but it is not a guarantee that all of them could land on a job. Along this premise, this study was conceived as a means of tracing the graduates from CCJE and their employment.

Statement of the Problem

The study aimed to trace the path of graduates of the College of Criminal Justice Education from SY 2004-2005 to SY 2007 to 2008.

Specifically, it sought answers to the following questions:

1. What is the profile of the graduates as to:A. civil status,B. sex,C. year graduated,D. examinations passed,E. trainings/advance studies after college, andF. reasons in pursuing trainings/advance studies?
2. What are the employment data of the graduates as to:A. present occupation,B. employment status,C. place of work,D. job level position,E. gross monthly income,F. reasons for accepting the job,

   G. job relationship to course,

   H. length of waiting for the first job,

   I. reasons for not being employed,

   J. reasons for being self-employed, and

   K. major line of business of company/business employed in ?

 

 

3. What is the graduates’ evaluation of the programs as to:A. competencies learned in college most useful in their job, andB. suggestions to improve the curriculum?

METHODOLOGY

Research Design

The researcher utilized the descriptive survey method using the Graduate Tracer Study (GTS) survey instrument of CHED, “Graduate Tracer Project of Selected HEIs in Region 1 and CAR.”

Population and Sampling

The respondents of the study were the graduates of Criminal Justice Education (CCJE) from SY 2004-2005 to SY 2007-2008.

The respondents were taken from the list of respondents of the graduate tracer study conducted by CHED titled Graduate Tracer Project of Selected HEIs in Region 1 and CAR for SY 2004-2005 to SY 2007-2008.

Statistical Treatment of Data

Result of the study was analyzed statistically through the use of frequencies and percentages.

Findings

Based from the problem presented, data were gathered and the researcher came out with the following findings:

Majority of the respondents are single and dominated by males, graduate of 2007-2008, were able to pass the Criminology Board Exam, and underwent trainings in Public Safety and Basic Recruit Course.

Majority of the graduates are presently employed and most of them are in the Philippine National Police. The respondents are working in the Philippines and are occupying Rank and File (clerical) position in their present job. The respondents are receiving salaries from Php 15, 000.00 to less than Php 20, 000.00 and are employed in the Philippine National Police and BJMP. Ranked as number one (1) reason of graduates for accepting their first job is salaries and benefits and 62.80% of the graduates considered the course related to their employment and 43.49% of the graduates waited for less than a month for their first job. Public Administration and Defense as well as Compulsory Social Security are where the majority of the graduates are presently employed.

Majority of the graduates confirmed that human relation skill is the most useful in their jobs. Respondents suggested improvement on curriculum instructional materials, facilities, and faculty and student attitudes and competencies.

Conclusions

Based on the findings, the following conclusions were drawn:

1. Graduates have license to practice the criminology profession but are in need of continuing education to upgrade their skills

2. They are employed in the Philippines specifically at the Philippine National Police and other related profession receiving a decent salary.

3. The competencies learned in college most useful to their job are human relations, communication skills and critical thinking skills.

Recommendations

With the aforementioned findings and conclusions, the following recommendations were made;

5. The college should offer continuing professional trainings in addition to the MS degree in Criminal Justice Education to upgrade the competencies of criminology graduates and those employed with PNP and other related agencies.
6. Faculty members should utilize updated references, instructional devices, and techniques of teaching in addition to lecture method.
7. The college should put premium in upgrading laboratory equipment which students need to enhance their skills.
8. Faculty members should be encouraged to pursue graduate studies.
9. Profile of freshmen should be utilized to provide appropriate needs of students.

   References

   Book

   Criminal Justice Education: Policies and Standards for the Commission oh Higher Education (CHED Memorandum Order No. 21 Series 2005)

   Unpublished Dissertations

   Beringa V. (2010). Bachelor of Science in Criminology Graduates of Philippine College of Criminology for Academic Year 2005-2009: A Tracer Study. Gonzales, C. (2012). Graduate Tracer Study of the College of Business Education, Northwestern University. Guillermo, M. (2004). Tracer Study of Graduates of Northwestern University.

   Newspaper Article Desiderio, L. (2013). Unemployment Rate Unchanged. Philippine Star.

   AUTHORS

   Jennifer A. Delos Reyes graduated with the degree Bachelor in Elementary Education major in General Science at Mariano Marcos State University. She finished her Master of Arts in Education major in Educational Management at Northwestern University. She currently works at Dariwdiw Elementary School as Teacher III.

   Halston Joseph R. Castro is a Public Health Nurse at Dingras, Ilocos Norte. He graduated Cum Laude with the degrees Bachelor of Arts Major In General Science (2005) and Bachelor of Science In Nursing (2008) at Divine Word College of Laoag. He finished his Master of Arts In Nursing at Northwestern University.

   Jonah B. Badua is the Department Head in the College of Criminal Justice Education at Northwestern University. She also graduated in the said school with the degree of Bachelor of Science in Criminology (2000) and Master of Science in Criminal Justice with specialization in Criminology (2013).

   Michel B. Bagaoisan works as Teacher II at Ilocos Norte College of Arts and Trades (INCAT). He graduated at Northwestern University with a degree Bachelor of Arts major in Political Science and finished her Master of Arts in Public Administration at the same University on March 2014.

   Noresen Joy Taguicana graduated with the degree Bachelor of Science in Nursing at Mariano Marcos State University and finished her Master of Arts in Nursing Major in Maternal and Child Health at Northwestern University. She now works as Nurse I at the Department of Health- Center for Health Development.

   Sherwin Jay P. Palaspas graduated as Cum Laude at Mariano Marcos State University with the degree Bachelor in Secondary Education major in Chemistry and finished his Master of Arts in Education major in General Science at Northwestern University. He now works as a Teacher I Paoay Lake National High School.

   Edralin Bitanga is currently the Head of the Marine Transportation Department of Northwestern University. He is also the Assessor for the said department. He graduated at Philippine Maritime Institute with the degree Bachelor of Science in Maritime Transportation and has been entered in the registry of professionals as Chief Mate on 2007.

    

   Fe Pungtilan works as a Research Assistant under the Center for Research and Development of Norhwestern University. She graduated with the degree Bachelor of Science in Ceramic Engineering at Mariano Marcos State University and finished her Master of Science in Management Engeeniriing at Northwestern University.

   Elsie C. Pilar is the current Vice President for Research, Community Extension, Integrated Agriculture and Development and concurrently the Director of the University Center for Research and Development as well as the Dean of the NWU Vedasco J. Samonte School of Graduate Studies. She was formerly the Dean of the College of Teacher Education from 2005 to 2009. She finished her Doctor of Education at Northwestern University in 1995.

   Nerizza Faith G. Rosales formerly worked as Pollution Control Officer at Northwestern University. She now works at Venvi Group of Companies. She graduated at Mariano Marcos State University with the degree Bachelor of Science in Ceramic Engineering.

   Joseph Allan S. Gamiao is a ceramic engineer who was a quality control engineer at the Cardinal Ceramic Manufacturing, Inc in 1997 and a bottling company control crew at Coca Cola Bottlers Philippines Inc., in 2002. He was also an instructor at the Mariano Marcos University, College of Engineering in 2003 before becoming a researcher at Northwestern University.

   Wiljohn M. De la Cruz finished both his Bachelor of Science in Nursing and Master of Arts in Nursing Major in Maternal Child Nursing at Northwestern University. He is a registered nurse and now works as a Clinical Instructor at Northwestern University – College of Allied Health Sciences. He also previously worked as Volunteer Nurse at Dona Josefa Edralin Marcos District Hospital – Marcos Ilocos Norte.

   John Francis A. Paraoan is a registered nurse and works as a Clinical Instructor at Northwestern University, College of Allied Health and Sciences.He also has one (1) year and three (3) months hospital experience at Mariano Marcos Memorial Hospital and Medical Center, Batac City. He graduated at Mariano Marcos State University with degree Bachelor of Science in Nursing.

   Winston Flores is the Dean of the College of Criminal Justice Education at Northwestern University. He graduated at Northwestern University with the degree Bachelor of Science in Criminology and finished his Master of Science in Criminology at CICOSAT Colleges, La Union. On 2014, he completed his Doctor in Criminology in Philippine College of Criminology.

   NORTHWESTERN UNIVERSITY GRADUATE ANF RESEARCH

   JOURNAL

   EDITORIAL BOARD

   Editor-in-Chief: Elsie C. Pilar

   Text Editors: Roseli T. Aurelio, Robert August Camarillo, Jennifer D. del Amen, Winston N. Flores, Chita A. Gonzales

   Managing Editor: Kathrine Jessica G. Calano

   Layout Artist: Kathrine Jessica G. Calano

   Circulation Manager: Fe B. Pungtilan

   Institutional Review Board: Ferdinand S. Nicolas, Ma. Liza S. Nicolas, Lori

   Marseli L. De Castro, Josephine Bolusan

    

   Copyright 2013 by Northwestern University

   ISSN: 0119-5484

   Telephone Numbers: 607-8609, 670-6864

   Fax: (077) 771-3814

   The opinion/views expressed in the articles are intellectual, legal, and moral accountabilities of the authors.