JPAIR Institutional Research Discipline: Institutional Research<br /><img src="/publication/public/site/images/pairadmin2011/ched_gray.gif" alt="" width="25" height="25" /> <img src="/publication/public/site/images/pairadmin2011/scopus_gray.gif" alt="" width="25" height="25" /> <img src="/publication/public/site/images/pairadmin2011/thomson_gray.gif" alt="" width="25" height="25" /> <img src="/publication/public/site/images/pairadmin2011/crossref.gif" alt="" width="25" height="25" /> Philippine Association of Institutions for Research, Inc. en-US JPAIR Institutional Research 2244-1824 Foreign Students’ Perception on Online Graduate Education in a Philippine University <p style="text-align: justify;">Online education is an academic offering being eyed by universities as a lucrative venture.&nbsp; The offering of virtual courses allows institutions to intensify international competitiveness and presence. Most universities are determined to attract and reach global student populace to stay ahead and secure their mark as game-changers in a contemporary academic race and make available online courses for foreign graduate students to experience independent intellectual development and professional advancement. It is the primary aim of this study to present the profile of foreign students of a Philippine university. Moreover, a data mine is also provided to preview their shared perception on a preferred instructional model for education from the following: traditional, virtual, or blended. The descriptive research method was employed in the study. The Likert Scale was also used to measure the attitude and strength of the self-assessment of the respondents. The foreign students were in the crossroads of embracing traditional education and virtual or online education for graduate courses. They perceived that traditional education gave the benefit of more personal communication between peers and professors, while online education delivered convenience and flexibility. These opportunities are in no way found in one method alone. Moreover, course offerings, the reputation of the university, and fewer class meetings are factors foreign students consider for online courses.</p> Freshtille Mae Cuello Copyright (c) 2020 JPAIR Institutional Research 2020-02-19 2020-02-19 12 1 10.7719/irj.v12i1.741 Evaluation of the Playgroup Project and Alternative Learning System Programs In Village Looc and Village Opao, Mandaue City, Cebu, Philippines <p style="text-align: justify;">The College of Teacher Education responds to the needs of its partner communities in Mandaue City, Cebu, Philippines as it implements the Playgroup Project and the Alternative Learning System (ALS) Programs. The college has integrated its community extension programs into the academic and extra-curricular activities of the students. Student-teachers render extension services to Village Looc and Village Opao. The university funds these programs, which are supported by the faculty and other stakeholders. This descriptive, qualitative study evaluated the implementation of the two community extension programs among its beneficiaries. In the Playgroup Project, parents are satisfied with the implementation of the program. They believe that the project yields favorable results and would benefit more families in the community. The program, implemented by the faculty, students, non-teaching staff, and alumni volunteers, utilizes the resources and facilities of the university. Based on the parents’ testimonies, there is a strong association between the participation of their children in the program, their learning competence, and their social and emotional well-being. The program has increased the readiness of the learners for a smooth transition to kindergarten. The improvement of the learners’ dependability level had helped the parents ease their concern for their children’s safety. On the other hand, the ALS Program, in cooperation with DepEd Mandaue City, involved the student-teachers and volunteers in the mapping of potential ALS learners, learning sessions, and culminating activities. This study revealed that the ALS Program had touched lives across different socio-economic backgrounds. During the interview with the learners, the researchers noted the absence of learners in some of the learning sessions. With learners facing various family and financial challenges, it becomes difficult for them to pursue their studies. However, the perception of the learners with the ALS Program is positive. They are eager to finish the program to support their families and achieve their dreams. The researchers believe that the learning environment of the learners should be improved. There is also a need for continued partnership between the government and the academe. This ensures the support and sustainability of the program. The testimonies of the learners have underscored that the ALS Program is a beacon of hope.</p> Glenlie Ruiz Gina Fe Pilapil Katrina Jan Alexa Rule Stephanie Anne Tulod Mauro Allan Amparado Copyright (c) 2020 JPAIR Institutional Research 2020-02-19 2020-02-19 12 1 10.7719/irj.v12i1.742 ICT Competencies among Public Secondary School MAPEH Teachers: An Assessment <p style="text-align: justify;">The impact of Information and Communication Technology (ICT) has been felt in the educational school setting locally and internationally. It plays a vital role both in teaching and learning. This study aimed to assess the ICT competencies among MAPEH teachers of selected Public Secondary Schools in District IV of Nueva Ecija. Specifically, it aimed to (1) determine the profile of the MAPEH teachers; and (2) assess their level of ICT competencies in terms of technology operations and concepts and pedagogical skill. The researchers used the descriptive research method, specifically questionnaires, as the primary tool for data gathering.&nbsp; Thirty Four (34) MAPEH teachers served as respondents. Frequency, percentage, and the weighted mean were used in this study. Results showed that respondents assessed their ICT competencies as "advanced" in terms of technology operations and concepts, and evaluated their pedagogical competence as "basic." Respondents have basic knowledge of ICT. Conversely, this is not enough to say that MAPEH teachers are already competent and skilled in ICT. Teachers‘professional development is a critical factor in the successful integration of computers in teaching. It is recommended that administrators must allocate budget for ICT, most notably on the technological resources, and teachers shall undergo seminars and trainings that will help further enhance and improve their computer skills and knowledge.</p> Kenneth Samonte Pastora de Guzman Copyright (c) 2020 JPAIR Institutional Research 2020-02-19 2020-02-19 12 1 10.7719/irj.v12i1.743 Supervisory Competencies of School Heads in Relation to Teachers’ Performance <p style="text-align: justify;">Supervision is an important indicator of school effectiveness, along with quality teaching, which affects students’ learning. This study aimed to determine the supervisory competencies of school heads concerning teachers’ performance in Secondary Schools in Titay district. The descriptive-correlational method was used employing a survey questionnaire involving 168 teachers and eight school heads. Data were analyzed using weighted mean, Mann Whitney U-test, Kruskal Wallis H-Test, and Spearman rho correlation coefficient. Findings revealed that school heads were very competent, and teachers were very satisfactory in all indicators except for professional growth and development, and special assignments/tasks. There was no significant difference existed in the supervisory competencies when school heads were grouped according to profile, and no significant difference in the performance when teachers’ were grouped according to age, sex, position, and length of service, however, a significant difference was noted in educational background. Results also revealed a moderate correlation between supervisory competencies and teachers’ performance (Spearman Correlation = ±0.48). Thus, school heads were generally competent, and teachers’ were performing their duties and responsibilities very satisfactorily. However, they need guidance in professional growth and development aspects. The supervisory competencies play an important role since it can be equated with the teachers’ performance; hence, be emphasized in aiming for quality teachers’ performance.</p> Jose Delas Peñas Dana Faye Salundaguit Copyright (c) 2020 JPAIR Institutional Research 2020-02-19 2020-02-19 12 1 10.7719/irj.v12i1.744 R.E.S.P.E.C.T.: Transforming Bullies of Lecheria National High School through Behavior Modification <p>Bullying in school is an issue around the globe that creates a negative impact on the whole educational system.&nbsp; Researchers have conducted studies worldwide, but mostly focusing on the effects that it has on the bullied.&nbsp; In this research, the focus was on the impact that it has on the bully and be able to craft a behavior modification program that would address the bullying behavior of the students. This study aimed to determine the effect of the profile of bullies, namely reasons, types, and objects of bullying, and that of the school climate on the bullies’ behavior.&nbsp; To gather data, the researcher made use of the Swearer Bully Survey System to measure bullying behavior and the Authoritative School Climate Survey by Dewey Cornell to measure the school climate. Respondents of the research were sixty students from Grade 7 to 10 of Lecheria National High School.&nbsp; Results revealed that bullying has a significant impact on the behavior of the bullies. On the other hand, school climate does not have a substantial impact on the bullies’ behavior.&nbsp; After a thorough investigation, the researcher has crafted a behavior modification program R.E.S.P.E.C.T. (Reflective and Empathetic Series of Program to Elevate Character Transformation) to lessen, if not eradicate, the increasing number of bullying cases in school.</p> Evelyn Sanchez Copyright (c) 2020 JPAIR Institutional Research 2020-02-19 2020-02-19 12 1 10.7719/irj.v12i1.745 Geopathic Stress, Perceived Stress, and Spirituality of Female Prison Inmates: Initial Calculation <p style="text-align: justify;">Incarceration stress among female prison inmates cannot be avoided, but it has to be coped with. This descriptive-correlational study determined the level and extent of the relationship among perceived stress (PS), geopathic stress (GS), and spirituality of 116 purposively and conveniently selected female prison inmates of certain city Rehabilitation Center in the Philippines, during the third quarter of the fiscal Year 2019. The study utilized the adopted Cohen and Williamson (2008) PS Scale, the Spirituality Scale from Hernandez (2011), and Convocar (2014) GS instrument. Statistics employed were Percentages, Means, Standard Deviation, Mann Whitney, and Kruskal Wallis test set at .05 alpha. The findings revealed that the female inmates had a fair level of PS and a high level of spirituality regardless of their age, educational attainment, length of incarceration, and status of the case, and 27 percent were affected by GS. They differed significantly in PS when grouped according to their length of incarceration, the status of case and level of GS, and differed significantly in spirituality when grouped according to their age. A negative and significant relationship between the level of PS and spirituality; and a significant positive relationship between the level of GS and PS. Hence, GS and spirituality have to be considered in managing stress among female inmates.</p> Jeremias Convocar Michelle Mamon Heidi Clarin Copyright (c) 2020 JPAIR Institutional Research 2020-02-19 2020-02-19 12 1 10.7719/irj.v12i1.746 Problems in the Implementation of K-12 Curriculum by Grade 11 Students in Aurora Province, Philippines <p style="text-align: justify;">The K-12 Curriculum is implemented in the Philippines through the virtue of the Republic Act 10533. The new curriculum covers Kindergarten and 12 years of basic education: six years of primary education, four years of Junior High School (JHS), and two years of Senior High School (SHS). Due to abrupt changes in the curriculum, this resulted in different problems which may experience by the students. This research used both descriptive and inferential research design to identify the degree of problems encountered by 364 students. Suggestions of the students based on the problems were also collected together with the relationship of students’ profiles to the different problems identified. Data from the survey questionnaire regarding the degree of problems were subjected to weighted mean and relationship of variables were determined through a chi-square test. The study revealed that curriculum implementation caused many problems. Classrooms, tables, chairs, books, a specialized teacher in major subjects, computer laboratory, audio-visual instrument, laboratories, Tech-Voc equipment, tuition fees, home distance to school, and financial matters were enumerated by the students as serious problems (Grand Mean= 3.33). A significant asymptotic value of 0.007 showed that the monthly family income of the students has a significant relationship to the different problems. Findings concluded that as the family income decreases, problems encountered by the students become more serious.</p> Cris Dan Barcelo Copyright (c) 2020 JPAIR Institutional Research 2020-02-19 2020-02-19 12 1 10.7719/irj.v12i1.747