effectiveness of teaching methods as perceived by shs students, Study Guides, Projects, Research of English

Download effectiveness of teaching methods as perceived by shs students and more Study Guides, Projects, Research English in PDF only on Docsity! EFFECTIVENESS OF TEACHING METHODS AS PERCEIVED BY SENIOR HIGH SCHOOL STUDENTS OF THE COLLEGE OF THE IMMACULATE CONCEPTION RESEARCHERS: Buiza Zyrol A. Cabacungan, Eliza Mae K. Francisco, Erika Clievel S. Juliano, John Isaac D. Lawaan, Kimberly F. Macapagal, Christine Anne V. Mangulabnan, Martin Vincent R. Mendoza, Christian Andrew T. ABM2 - ST. AGNES Miss Danica P. Francisco Research Adviser October 2019 1 Acknowledgement The researchers would like to take this opportunity to gratefully acknowledge the people behind the success of this research paper. First of all, we would like to acknowledge our research adviser, Ms. Danica Francisco who took the time to share her knowledge with us and her guidance in every revision of our research paper. We thank her for sharing her ideas and experiences with us when it comes to revising our research paper and for always encouraging us to strive for a better grade. We would also like to thank our parents for their never ending support in encouraging us that we can make this possible. They gave us their full moral and financial support while doing our research. They taught us that the value of hard work will lead us to a better future. To all our interviewees, we would like to thank them for participating and answering the questions honestly to provide the needed information for our research paper. To the researchers themselves, who created and finished the study by all means, who helped one another whenever someone is struggling in understanding the given task to them. And to Almighty God, the author of knowledge and wisdom, who made this study possible by giving the researchers strength and knowledge throughout the processing of the study. Dedication 2 List of Figures Figure 1 Research Paradigm 10 List of Tables Table 1 Sex of the Respondents 24 Table 2 Age of the Respondents 25 Table 3 Lecture Method 26 Table 4 Demonstrative Method 28 Table 5 Inquiry Method 30 Table 6 Project Method 32 Table 7 Problem Solving Method 34 5 Effectiveness of Teaching Methods as Perceived by Senior High School Students of the College of the Immaculate Conception Zyrol A. Buiza, Eliza Mae K. Cabacungan, Ericka Clievel S. Francisco, Isaac D. Juliano, Kimberly F. Lawaan, Christine Anne V. Macapagal, Martin Vincent R. Mangulabnan, Christian Andrew T. Mendoza ABSTRACT This study explored the College of the Immaculate Conception’s Senior High School students to determine how effective the teaching methods which the teachers use to educate and give lessons to the students. This quantitative research was conducted to 197 Grade 12 Senior High School learners through the cluster sampling. Data were gathered and collected through a valid and reliable questionnaire, including the two parts: demographic profile of the respondents and the variable statements about the different teaching methods such as: lecture, demonstrative, inquiry, project and problem solving method. The study found out that the most effective teaching method is the inquiry method perceived from the Grade 12 students. Moreover, it is recommended that the SHS must use the demand K-12 teaching method which is the learner’s-centered. CHAPTER I 6 THE PROBLEM AND ITS SETTING Background of the Study The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers should apply appropriate teaching methods that will be useful in specific objectives and level exit outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-centered methods to impart knowledge to learners comparative to student-centered methods. Until today, questions about the effectiveness of teaching methods on student learning have consistently raised considerable interest in the thematic field of educational research (Hightower et al., 2011). Moreover, research on teaching and learning continually examine the extent to which different teaching methods enhance growth in student learning. Also, the regular poor in the performance by the majority students is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners (Adunola, 2011). Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the method used for teaching to be effective, Adunola (2011) stated that teachers need to 7 Future researcher: They will use this research as their reference in the future. They will learn through different strategies that their teacher will rise. RESEARCH PARADIGM: 10 Effectiveness of Teaching Methods Profile of the Students  age  gender  track and strand Direct Approach Indirect Approach Deductive Method Inquiry Method Demonstrative Method Problem- Solving Method Project Method CONCEPTUAL FRAMEWORK The Effectiveness of Teaching Methods to the as Perceived by Senior High School Students of the College of the Immaculate Conception studies includes contained the variables for determining the effectiveness of teaching method of the teachers by using the two main teaching approaches the direct approach and indirect approach. And under the direct approach are the deductive method and demonstration method while the methods under the indirect method are the inquiry method, problem-solving method and the project method. Also the study includes the profile of the students; age, gender and track and strand. SCOPE AND DELIMITATION The emphasis of this study was on the Effectiveness of Teaching Methods as Perceived by Senior High School Students of the College of Immaculate Conception. The selections of the respondents was only limited only for the Grade 12 senior high school students inside the College of the Immaculate Conception campus. The Grade 11 senior high school students were not included because this study was conducted in the first semester of this school year. They still have little exposure to the teaching methods of Senior High School Teachers. Unlike the Grade 12 students who experienced different ways of teaching method of the senior high school teachers. They know the effective methods that help them about their academics . 11 DEFINITION OF TERMS The study Effectiveness of Teaching Methods as Perceived by Senior High School Students of the College of Immaculate Conception sought to give the lexical meaning of the words showed in the following: Effectiveness - it indicates that the quality of teaching is often reflected by the achievements of learners. Teaching Methods -refers to the general principles, pedagogy and management strategies used for classroom instruction. STUDENT CENTERED METHOD – is a method of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting them with skills and basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. TEACHER CENTERED METHOD – is a method where in teacher is actively involved in teaching while the learners are in a passive, receptive mode listening as the teacher teaches. 12 process and the students could actively and energetically be involved into it, in order to generate the personal changes required by the acquisition of long-lasting knowledge. This framework represents a basis for both the learning process and the teaching one. Furthermore, Tshiunza et al., (2017) conducted a study entitled “Effectiveness of the Teaching Methods of Elementary Reading on Pupils’ Academic Performance”. They presented that in most of developing countries, many graduated pupils of primary school have very lower skills in reading. For example, in Democratic Republic of Congo (DR Congo), 50% of pupils of elementary degree of primary school have learning difficulties, especially in reading. It has proved the importance of teaching methods on the pupils’ performance in reading. This comparative quantitative and quasi-experimental study conducted with 360 pupils from eight primary schools, aimed to test the effectiveness of four teaching methods used with TDM and ICT in teaching reading in order to determine what teaching method contributes to higher performance of pupils in reading or what among four methods would be most suitable. Based on the means of the different teaching methods for both TDE and ICT, the global method had the highest effect, followed by the mixed method, then the phonics (or syllabic) method and finally the inducto-deductive method. As studied by Muema et al.,(2018) in their study entitled “Relationship Between Teaching Method And Students’ Performance In Mathematics In Public Secondary Schools in Dadaab Sub County, Garissa County; Kenya”, teaching method used by teachers largely determines 15 student’ performance in mathematics. Secondary school students have in the past years continued to perform dismally in mathematics and therefore the study aimed to examine the influence of teaching methods on students’ academic achievement in mathematics in Dadaab sub county, Garissa County. The study was based on a conceptual model developed by Shavelson; McDonwell and Oakes (1987). The study adopted experimental research design but with mixed approaches of data collection and analysis. Target population comprised of all head teachers, all mathematics teachers and form two students in ten secondary schools in Dadaab Sub County. A total of 155 respondents were selected. Five school principals, all mathematics teachers and 30% of the students constituted the sample. Purposive sampling was used for the principals and mathematics teachers. Stratified random sampling and simple random sampling were used to determine the student sample and subsequently placed them into the research groups. All mathematics teachers and principals in each of the sampled schools were purposively included in the study. Achievement tests, structured questionnaires, and interview guides were used to collect both qualitative and quantitative data from respondents. Qualitative data were thematically coded and quantized then entered in statistical package for social science (SPSS) alongside the quantitative data then were analyzed descriptively and inferentially and presented using statistical tables, charts and graphs. The study established that there was a positive correlation between teaching methods and students’ achievement in mathematics. Teaching using ICT’s was strongly correlated to students’ achievement than traditional methods of 16 teaching. This indicated that teaching using ICT’s can improve learners’ performance. The study recommends that the government through the ministry of education should ensure that ICT resources in schools should be adequate enough in order for teachers and students to utilize them in the teaching learning process. The ministry of education may organize forums and create platforms that can be used to sensitize teachers on the importance of ICT in teaching. This will ensure teachers to embrace ICT and use them appropriately and frequently in their schools. Lastly, Giridharan et al.,(2017) conducted a research entitled “Impact of Teaching Strategies: Demonstration and Lecture Strategies and Impact of Teacher Effect on Academic Achievement in Engineering Education”. This study investigated the impact of Teaching Strategies and Teacher Effect on students’ academic achievement in engineering education. Two different Teaching Strategies, one with demonstration strategy using working models and the other with lecture strategy were adopted. Experimental research design was used examining Teaching Strategies, Teacher Effect and Academic Achievement. Two-way ANOVA showed that the main effects of Teaching Strategies and Teacher Effect were significant. Demonstration strategy was found to be significantly better than lecture strategy. More experienced teachers were found to be significantly better than entry level teachers with regard to students’ academic achievement. Significant interaction effect was seen only with regard to lecture strategy effectively used by more experienced teachers than entry level teachers. It was established from the findings that the demonstration strategy had produced 17 Respondents of the Study The Grade 12 Senior High School students were chosen as the respondents of the study. Cluster sampling was used to in choosing the accurate respondents of the study which there is already subdivided groups formed in a population to know how effective are the teaching methods implemented in teaching to the students. The grade 12 Senior High School students were chosen for the study. Fifty-five (55) students were selected from Science Technology Engineering Mathematics strand, sixty-eight (68) were from Accountancy and Business Management strand, thirty-six (36) from Humanities and Social Sciences and thirty- four from General Academic Strand and Tech Vocational Livelihood Track strand. Research Instrument The research instrument was used in the study is a survey- questionnaire were formulated from the researchers to evaluate the effectiveness of teaching methods. Whereas, has been validated by an authority in basic education. The first part contains the demographic profile of the respondents while the second part contains the teachers’ teaching methods based on the perceptions of their students. 20 In addition, the variables included in the study are the lecture method and demonstrative method under in the direct approach or teacher’s centered and inquiry method project method and problem solving method under the indirect approach or learner’s centered. Below are the modes of responses using a Likert Scale with corresponding verbal responses. 1- Strongly Disagree 2- Disagree 3- Undecided 4- Agree 5- Strongly Agree Validity of the Research Instrument A content validity test was employed in the survey- questionnaire used in this study. The questionnaire was validated by Lourdes I. Esteron, a grade 4 public teacher at Polilio Elementary School in Cabanatuan City, Nueva Ecija. To ensure the validity of the questionnaire, the researchers consulted an elementary teacher who has the knowledge and experience at using teaching methods. The questionnaire was critiqued and modified by Teacher Esteron. 21 Data Gathering Procedure To gather the essence of this study, letters of request had been addressed to the College of the Immaculate Conception, Cabanatuan City for an endorsement letter to the Senior High School principal of the College of the Immaculate Conception for the permission to use their school as the subject locale of this study and the respondents informing them of the nature of the research, the topic to be discussed and the extent of their participation. After seeking their permission and willingness to participate, an appointment was scheduled for answering the survey-questionnaire based on their availability. To elicit natural responses for questions, all of the respondents were surveyed in accordance with their free time. This study was conducted from June to October, 2019. Statistical Treatment To interpret the data collected, frequency, percentage, and ranking system were employed in the profile of the respondents. Weighted mean and ranking system were used in the learner's perceptions to determine the highest and lowest weighted mean. Specifically, these performances included written performance, the classroom participation, and projects and practicum of the learners. 22 Age of the Respondents Age (in years) Frequency Percentage 16 and below 8 4.06% 17 136 69.04% 18 49 24.87% 20 and above 4 2.03% TOTAL 197 100% The table showed that the largest group or 69.04% of the respondents are belonged to the age bracket of 17, while the least percentage or 2.03% is from the age range of 20 and above. It can be reflected from It can be reflected from the majority age of Grade 12 senior high school stunts are in the range of 17-18 years old. This states that most grade 12 students are approaching or are actually in the legal age.(Arturas, 2015) II. The table 3 shows the effectiveness of Lecture Method base on the students’ perceptions. TABLE 3 Lecture Method 25 Items Weighted Mean Verbal Description Rank 1. The teacher instructs the students step by step to understand every lesson. 3.55 Effective 7 2. The teacher commands the students to take down important notes to every discussion. 3.56 Effective 6 3. The teacher is attentive in explaining the lessons clearly and makes the material accessible for the students. 3.61 Effective 5 4. The teacher requires a lecture notebook to his/her students. 3.50 Effective 8 5. The teacher is always instructing the students to write every discussion. 3.19 Effective 10 6. The subject teacher is using audio-visual aids in giving lecture to elaborately present the ideas of the material. 3.64 Effective 1.5 7. Teacher acts as a “resource” to students, answering questions and reviewing their progress as needed. 3.64 Effective 1.5 8. The teacher gives lecture straight forward using clear vocabulary of words to provide information knowledge to student. 3.62 Effective 3.5 9. The teacher discusses the material quickly covered in short time. 3.43 Effective 9 10. The teacher gives lecture to improve the study habits of students at home. 3.62 Effective 3.5 AVERAGE WEIGHTED MEAN 3.54 Effective As reflected in the table, respondents agreed that lecture method is effective in their studies. Furthermore, it was found out that the subject teacher is using audio-visual aids in giving lecture to elaborately present the ideas of the material and the teacher acts as 26 a “resource” to students, answering questions and reviewing their progress as needed. It is supported that the audio-visual aids are effective in increasing the understanding of students as indicated in the significantly improved marks for post-assessment in the experimental group. Advancement of technology has given new dimensions to teaching and learning. It expands teaching and learning beyond classrooms and the conventional chalk and talk method. The use of audio-visual aids in teaching and learning has a long history. Audio-visual aids are materials with both audio and visual presentation to support teaching and learning particularly in improving comprehension and retention (Ashaver & Igyuve, 2013). 27 Table 5 Items Weighted Mean Verbal Description Rank 1. The teacher asks questions throughout the class to become interactive and help the student to focus on learning. 3.73 Effective 1 2. The teacher facilitates the lesson to satisfy the students’ curiosity. 3.70 Effective 5 3. The teacher assigns the students to propose questions about the topic and look for the answers themselves. 3.54 Effective 10 4. The teacher is always ready with follow up questions for the students to evaluate the material and engage in discussion. 3.69 Effective 6 5. The teacher lets’ the students explore and discover concepts to comprehend the lesson. 3.65 Effective 8 6. The teacher facilitates students learning and asks comprehensive questions and lets them cite their point of view about the lesson. 3.71 Effective 3.5 7. Teachers and professors are explaining the lessons in detail for the students to widen their knowledge every time they ask. 3.71 Effective 3.5 8. Teachers ask students consistently for what they want to know about the lessons. 3.67 Effective 7 9. The teacher identifies the interests of his/her students to cater their curiosity to learn. 3.58 Effective 9 10. The teacher helps the student to analyze and avoid complexity about the lesson in answering their questions. 3.72 Effective 2 AVERAGE WEIGHTED MEAN 3.67 Effective Inquiry Method It can be seen in the table presented that the respondents were agreed that inquiry method is effective in their studies. In addition, they answered that their teacher asks questions 30 throughout the class for them to become interactive and help them to focus on learning. (Bransford, Brown, & Cocking, 2000) emphasized that (RRL) the inquiry-based teaching approach is supported on knowledge about the learning process that has emerged from research. Students are expected to blindly accept the information they are given without questioning the instructor (Stofflett, 1998). The teacher seeks to transfer thoughts and meanings to the passive student leaving little room for student-initiated questions, independent thought or interaction between students (VAST, 1998). Even the in activities based subjects, although activities are done in a group but do not encourage discussion or exploration of the concepts involved. This tends to overlook the critical thinking and unifying concepts essential to true science literacy and appreciation (Yore, 2001). This teacher-centered method of teaching also assumes that all students have the same level of background knowledge in the subject matter and are able to absorb the material at the same pace (Lord, 1999). The table 6 shows the effectiveness of the Project Method based on the students’ perceptions. Table 6 31 Project Method Items Weighted Mean Verbal Description Rank 1. The teacher provides differentiated activities to address students’ individual differences and experiences. 3.44 Effective 10 2. The teacher identifies alternative ways of representing project ideas and concepts to students. 3.54 Effective 9 3. The teacher has commitment to continuous learning and improved practice. 3.59 Effective 8 4. The teacher provides rubrics in every task he/she assigns for the students to meet the standards in grading their works. 3.82 Effective 1 5. The teacher strives to enhance learning for all students through applying what has been learned. 3.71 Effective 2 6. The teacher challenges assumptions about students and expectations for students. 3.66 Effective 5 7. The teacher assigns the project to a student/group of students who is capable and interested. 3.65 Effective 6.5 8. The teacher guides the students carefully regarding the materials for suitability and durability to avoid wastage. 3.65 Effective 6.5 9. The teacher presents minimal supervision as soon as the construction of the lesson is going on. 3.69 Effective 4 10. The teacher requires the students to present concrete results in the form of different visual illustrations. 3.70 Effective 3 AVERAGE WEIGHTED MEAN 3.65 Effective 32 In the table presented, the respondents agreed that problem solving method is effective in their studies. It was defined based on their answers that their teacher involves the students in determining the criteria with which they will be evaluated. According to According to (RRL) feedback has been recognized as a tool to enhance the teaching‐learning process. Both teachers and students may benefit from relevant information which highlights strengths and achievements as well as areas for improvement. Constructive feedback should be systematic. Feedback for teaching and learning should be relevant, immediate, factful, helpful, confidential, respectful, tailored and encouraging if it is going to be effectively used to achieve successful teaching and learning. Furthermore, input from instructors themselves, students and peers should be sought in order to provide constructive feedback.(Martha N. Ovando,1994). 35 CHAPTER V Summary of Findings, Conclusion and Recommendations This chapter presents the summary of findings, the conclusion drawn and recommendations based on the data that were analyzed and interpreted in the previous chapter. Summary of Findings The researchers used the descriptive method to describe the perceptions of the students based on how effective the teaching methods implemented in the Senior High School Department at the College of the Immaculate Conception, Sumacab Este, Cabanatuan City. Selecting 197 Grade 12 students as respondents. And used the questionnaire formulated by the researches that underwent a process of validation and reliability from related authority about the topic. In general, this study aimed to determine the effectiveness of teaching methods perceived by Grade 12 Senior High School students. And all the data gathered and answered were able to provide qualified information that the study needed. In the lecture method the most agreed statements were the subject teacher is using audio-visual aids in giving lecture to elaborately present the ideas of the material and the teacher acts as a “resource” to students, answering questions and 36 reviewing their progress as needed while the least agreed statement is the teacher is always instructing the students to write every discussion. In the demonstrative method the highest weighted mean is when the teacher provides real-life examples about the lesson while explaining in the class and the least statement is the teacher considers students’ perspective in decision making, acknowledge what students bring to the learning process. Under in the inquiry method the highest agreed statement is when the teacher asks questions throughout the class to become interactive and help the student to focus on learning while the least is just when The teacher assigns the students to propose questions about the topic and look for the answers themselves. Moreover in the project method the most agreed statement is the teacher provides rubrics in every task he/she assigns for the students to meet the standards in grading their works and the least statement is the teacher provides differentiated activities to address students’ individual differences and experiences. Lastly, in the problem solving the highest weighted mean is when the teacher involves the students in determining the criteria with which they will be evaluated and the least agreed is The teacher provides sufficient training in defining and stating the problem in a clear and concise manner. Conclusion 37 Principles of Teaching 1(we’ll look in the national bookstore hehe) Electronic References 40 http://www.homesciencejournal.com/archives/2017/vol3issue2/PartG/ 3-2-70-877.pdf https://www.researchgate.net/publication/ 264124430_Teaching_Methods_and_Students'_Academic_Performance http://article.sapub.org/10.5923.j.edu.20170706.02.html http://iosrjournals.org/iosr-jrme/papers/Vol-8%20Issue-5/Version- 5/J0805055963.pdf http://www.ijhssi.org/papers/v2(9)/Version-2/E0292029035.pdf https://www.tandfonline.com/doi/abs/10.1080/00131881.2013.767022 https://scholar.google.com/scholar? hl=en&as_sdt=0%2C5&q=rrl+of+teacher+helping+thier+student+to+dete rmining+the+criteria&btnG=#d=gs_qabs&u=%23p%3D-X6D8YjNiucJ https://scholar.google.com/scholar? hl=en&as_sdt=0%2C5&q=effectiveness+of+using+audio+visual+in+senio r+high+school+students+&btnG=#d=gs_qabs&u=%23p%3DT_BHCfeoNxAJ http://apjee.usm.my/APJEE_32_2017/APJEE%2032_Art%207(91-106).pdf https://drive.google.com/file/d/ 1PF_SiiGExeuJfflwoXkQE5pve57tqbS_/view?usp=drivesdk https://drive.google.com/file/d/1MoYp- UaNzfKdHoAtL5CR01kfeJlfgcJH/view?usp=drivesdk https://www.academia.edu/27909657/ Teaching_Methods_and_Students_Academic_Performance https://lifelearners.ng/relationship-between-teaching-methods- and-students-performance/ 41 College of the Immaculate Co neefelton Cabanatuan Gity Appendices Appendix A 42 Part I. Profile Please fill in the blanks with the information needed. Name: Strand: ABM STEM GAS HUMSS TECHVOC Sex: Male Female Age: 16 and below 17 18 19 20 and above Part II. Directions: Read the items carefully. The following statements will determine the Effectiveness of Teaching Methods in different areas. Please put a check (/) mark opposition to the number 45 which correspondents to your response. Use the numerical and verbal response below for your guidance. 1- Strongly Disagree 2- Disagree 3- Moderately Agree 4- Agree 5- Strongly Agree DIRECT APPROACH LECTURE METHOD 1 2 3 4 5 1. The teacher instructs the students step by step to understand every lesson. 2. The teacher commands the students to take down important notes to every discussion. 3. The teacher is attentive in explaining the lessons clearly and makes the material accessible for the students. 4. The teacher requires a lecture notebook to his/her students. 5. The teacher is always instructing the students to write every discussion. 6. The subject teacher is using audio-visual aids in giving lecture to elaborately present the ideas of the material. 7. Teacher acts as a “resource” to students, answering questions and reviewing their progress as needed. 8. The teacher gives lecture straight forward using clear vocabulary of words to provide information knowledge to student. 9. The teacher discusses the material quickly covered in short time. 10. The teacher gives lecture to improve the study habits of students at home. DEMONSTRATIVE METHOD 1 2 3 4 5 1. The teacher considers students’ perspective in decision making, acknowledge what students bring to the learning process 46 2. The teacher uses situational examples to support beliefs with evidence for the students to understand the lesson. 3. The teacher provides limited accommodations for students’ different learning styles. 4. The teacher seeks ways to connect new concepts to students’ prior knowledge. 5. The teacher has a genuine curiosity about the effectiveness of teaching practices, leading to experimentation and risk-taking. 6. The teacher gives tasks to students by demonstrating how a specific project/activity is done. 7. The teacher provides real-life examples about the lesson while explaining in the class. 8. The teacher is using apparatus and equipment needed for the students to become more focused and to understand how the activity works. 9. The teacher lets the students learn more in doing the procedures of the activity themselves. 10. The teacher clearly presents the lesson through demonstrating the process of the activity/project. 47 PROBLEM SOLVING 1 2 3 4 5 1. The teacher provides sufficient training in defining and stating the problem in a clear and concise manner. 2. The teacher makes sure that the problem to be solved fits the age, interests and skills of the students. 3. The teacher gives enough time to solve a specific example problem about the certain lesson. 4. The teacher assigns groups for the students and allows each one to share their ideas in the tasks to be performed. In this way, cooperative learning strategy would work well. 5. The teacher guides students every step by asking leading questions in case of snag. Encourage suggestions of alternative processes or solutions, if necessary. 6. The teacher helps the students to answer the problem by showing examples and step by step solutions. 7. The teacher reminds students to get ready with substitutions for materials which may not be available. 8. The emphasis is on the procedure and the processes employed rather than on the products. 9. The development of skills and attitudes takes priority over knowledge. 10. The teacher involves the students in determining the criteria with which they will be evaluated. 50 College of the ISmmaculate Conceplion Cabanatuan city Appendix c Documentation 51 Appendix D Curriculum Vitae He is Zyrol A. Buiza, 17 years old and was born on June 4, 2002. He is 1st son of Mr. Rolan P. Buiza and Mrs. Leonisa A. Buiza and lives at Castellano, San Leonardo, Nueva Ecija. He studied Elementary at Castellano Elementary school, Junior High school in Juan R. Liwag Memorial High school and Senior Highschool at College Of Immaculate Conception. His ambition is to be Successful chef someday. 52 John Isaac Dacumos Juliano was born on the 15th of August year 2002 and is currently aged 17 years old. He was born in Victoria, Tarlac, Nueva Ecija. His father is Benjie D. Juliano and his mother is Mellita D. Juliano. From Grade 1-2 he studied in Gabaldon Essential Academy and in Grade 3 he transferred to Gabaldon Central School, from Grade 4-6 he studied in Divina Pastora College where he graduated. During his junior high which is from Grade 7-10, he studied in Nueva Ecija University of Science and Technology. Currently he is studying Grade 12 in College of the Immaculate Conception. 55 Kimberly Fernandez Lawaan was born on the 20th of October, 2002 and is currently 16 years old. She was born in Doctors Hospital Cabanatuan City. Her father is Florentino C. Lawaan and her mother is Janeth F. Lawaan. From grade 1-6 she studied at Sto. Tomas Elementary School. During her Junior High School which is from grade 7-10 she studied in Vicente R. Bumanlag Sr. National High School. She is currently studying at the College of the Immaculate Conception. 56 Christine Anne Macapagal,she was born on the 20th day of February in year 2002, she’s 17 years old. Her parents are Elizabeth Macapagal and Daniel Macapagal Jr. Fron grade 3-11, she studied at College of the Immaculate Conception in Cabanatuan City, Nueva Ecija. She’s currently a Grade 12 ABM student. Martin Vincent R. Mangulabnan was born on the 23rd of January, 2001. He was born in Cabanatuan City, Nueva Ecija. His Father is Mark E. Mangulabnan and her mother is Myrene R. Mangulabnan. He finished his grade school in Cabanatuan East Central School and studies in Maria Assumpta Seminary for his junior high school. 57