impact of ripe-math

ASSESSMENT OF THE CHILD-FRIENDLINESS OF SECONDARY

SCHOOL IN REGION X – NORTHERN MINDANAOSCHOOLYEAR 2012-2013

Proponent :Dr. Rogelio J. Bahian Education Program Supervisor – MathematicsDepED Regional Office X Velez Street, Cagayan de Oro City

ABSTRACT :

This study was designed to assess the Child-Friendliness

of the secondary schools in Region X – Northern Mindanao.

Specifically, it aimed to gather data on the school’s “Child-

Friendliness” adapting the validated CFSS research

instruments and procedures of UNICEF. It determined the

extent to which the basic rights of children have been realized

in the school and recommend action steps for the secondary

schools to fully realize the seven (7) goals of CFSS. Ten per

cent(10%) of thetotal secondary school were used as samples

of the study and classified as Large, Medium and Small schools

based on the school enrolment as reflected in the BEIS. The

respondents were limited to all the school heads and select

external and internal stakeholders of the identified 10%

secondary schools.

The major findings of the study found out that the

secondary schools of Region X are generally Child-Friendly.

The researcher recommends for the school heads to

propose strategies and activities in consonance to the CFSS

Goals to ensure school improvement for students’ welfare,

health, safety and security. Furthermore, school heads must be

innovative, creative and compassionate and make the schools

in good hands with proper direction to attain the vision and

mission of EFA goals by 2015.

Rationale

The UNICEF-funded CFSS in the secondary level began

with a modeling process that identified eight (8) un-friendly

environments such as frequent natural disasters, child laborers,

armed conflict, among others. It was expanded to 54 schools

with BSE funding. The Regional and division coordinators for

CFSS, school heads, teachers, students and other important

stakeholders were trained on the CFSS framework and

principles which are basically anchored on the four child’s

rights. Also, they were provided with CFSS Modules.

Most of the regional and division coordinators claimed that

they were able to cascade the CFSS framework and principles.

There are other education interventions similar to CFSS that

were provided by several DepED and non-DepED

organizations. There is a need to determine how friendly are

these schools. Media reports un-friendliness in the classroom

such as corporal punishment, bullying, lack of facilities and

cases of harassment. This study hopes to present a picture of

the child-friendliness of selected secondary schools.

Objectives of the Study

The main objective is to assess the CFSS-ness of

selected secondary schools. Specifically, the study will

Gather data on the school’ “child-friendliness” using

CFSS research instruments and procedures;

Determine the extent to which the basic rights of

children have been realized in the schools; and

Recommend action steps for the secondary schools to

fully realize the seven (7) goals of CFSS.

Statement of the Problem

This study aimed to assess the secondary schools of its

implementation of the Child-Friendliness. Specifically, this study

sought answers to the following questions:

1. What is the status of implementation of the Child-

Friendliness in the secondary schools of Region X-

Northern Mindanao in terms of:

1.1. School Setting ?

1.2. Distance of student’s residence to the school ?

1.3. Distance of school to police station, hospital, fire

station, healthcenter, barangay

hall/office and mayor’s office ?

1.4. Curricular Offerings ?

1.5. Number of Shifts ?

1.6. Class-size in terms of teacher-student ratio ?

1.7. Availability of Instructional facilities such as

Academic Classrooms,Science

laboratory, Home Economics, Industrial Arts Room

and ComputerLaboratory?

1.8. Availability of non-instructional facilities for

ancillary services ofstudentssuch as

Library, clinic, canteen, faculty room, guidance

room ?

1.9. Availability of armchairs, tables and benches ?

1.10.Availability of Water and Electric supplies ?

1.11.Availability of Toilets and Urinals ?

1.12. Availability of teaching staff with specialization ?

1.13. Availability of Non-teaching personnel ?

2. What is the status of stages of the school’s

implementation of the seven(7) goals of Child-

Friendliness vis-à-vis the CFSS Standards as assessed by the

FGDs?

3. What is the status of the School’s Environment in terms

of social and emotional aspects as perceived by the

students across year levels ?

4. Is there significant relationship between the school’s

level of CFSS Goals as assessed by the FGDs and

school’s educational Indicators ?

5. How do the assessment of students on their school

environment relate significantly to the school’s

educational indicators ?

6. Is there significant difference in the NAT performance of

the three schools categorized as large, medium and

small ?

7. How do the students’ assessment on their school

environment differ significantly by year level ?

8. Is there significant difference in the NAT Performance

between the schools having teachers with specialization

and the schools having teachers without

specialization ?

Statement of Hypotheses

In this study, problems 1, 2 and 3 are hypothesis-free.

However, the following hypotheses are stated in the null form in

order to guide the researcher. These hypotheses are tested

at .05 level of significance:

Ho1: There is no significant relationship between the

school’s level of CFSS Goals as

assessed by FGDs and school’s educational indicators.

Ho2: The perception of students on their school

environment and the educational indicators

are significantly related .

Ho3: There is no significant difference in the NAT

Performance between the schools having

teachers with specialization and the schools having teachers

without specialization.

Ho4:The NAT performance of the schools regardless of the

classification differ significantly.

Ho5: There is no significant difference in the perceived

agreements of students on school

environment when they are grouped by year level.

Significance of the Study

The findings of this study would benefit the following:

Students. This study leads to the use of School

Environment Survey questionnaire and the checklist to

determine the level of child-friendliness of the school.Its results

will be useful to determine the extent on the provision of the

rights of the child.

Teachers. Results of this study will be useful to the

teachers as their parameter of handling students in the delivery

of quality teaching and learning processes in order to attain the

child-friendliness of the school viz-a-viz CFSS standards for the

year 2015.

School Administrators. The outcomes of the study will

guide the administrators in making decisions in improving the

physical facilities such as instructional and non-instructional,

school environment, teaching and non-teaching staff and of

course the teaching strategies that would affect the students’

social, emotional, educational aspects of their students.

Curriculum Planners. Data from this study may provide

guidance in enriching and modifying the curriculum in all

learning areas. They will be provided with significant

information on the relationships and differences of student

achievement level in schools with and without Child-friendliness

practices so that education of the Philippines would be at par in

other parts of the world.

Parents. The findings of the study will help the parents

aware of the security and safety of their children viz-a-viz child-

friendliness standards and performance of their children in all

learning areas. At least they can get insights for more

alternative solutions of helping their children’s achievement

level in spite of the school situation.

In general, the Child-Friendliness assessment and

evaluation should be done in order to find ways to solve

problems exhibited of deteriorating quality of school outputs as

reflected in the recent NAT result where most of the secondary

schools in the country achieved very low and very far from the

Mastery Level.

Scope and Limitation of the Study

This study was conducted from November 2012 to April

2013.. It is an assessment of child-friendliness of the 10%

secondary schools of Region X – Northern Mindanao for

School Year 2012-2013. The research instruments used in

gathering data are validated and adapted from the UNICEF.

The respondents are all the school heads and select external

and internal stakeholders of the identified 10% secondary

schools of the region which are classified as Large, Medium

and Small based from the school enrolment. All types of

schools offering regular and special curriculum.

Definition of Terms.

CFSS – Child Friendly School System of the UNICEF

adapted by the Philippine Educational System.

UNICEF – United Nation International Children Education

Fund

FGD – Focal Group Discussion who will compose of

individuals representing the different groups of stakeholders.

Firmly EstablishedCFSS– Child-Friendliness

assessment for a school which has fully realized the seven (7)

goals of CFSS through collaborations and partnerships with

both internal and external stakeholders. The school has fulfilled

three elements: a) the consultative process with all

stakeholders, b) the approval of SGC, and the SIP as the

material output.

Developing CFSS – Child-Friendliness assessment for a

school has moved beyond the Beginning stage, puts more

efforts at coming up with quality outputs, and exhibits a more

systematic effort at forming collaborations and partnerships

with stakeholders to achieve the CFSS goals. The school has

come up with the SIP and has obtained the approval of SGC,

but fails to do collaborative process.

Beginning CFSS – the school is characterized by

compliance with the required outputs, with little regard to due

processes and minimal pro-activeness. The school has come

up with the SIP without the benefit of collaboration and

consultation with the SGC. In the criterion, inclusion of CFSS

school should have included programs and projects at least five

CFSS goals to score 1 point per activity or practice.

SIP – School Improvement Plan

SGC – School Governing Council

METHODOLOGY

The Research Design

The research design is descriptive-normative survey

method because it aimed to investigate the effects and

relationship of the school profile and the assessment of the

Team’s Focal Group Discussion (FGB) viz-a-viz CFSS

Standards and Checklist of the seven (7) CFSS Goals and the

assessment of the students on school environment survey.

The Research Environment

There are three (3) environment or settings of this study.

The setting was conducted based on the groupings of the

following school respondents in terms of school enrolment:

Large schools, the medium schools, and the small schools.

Normally, the large schools are usually located in an urban or

big municipality. The medium schools are usually located in

the municipalities while the small schools are those in the

remote or in the hinterlands.

The Sample and Sampling Procedures

There were only thirty (30) schools were subjected for the

survey. This number comprised the 10% of the total number of

secondary schools in the whole region. These were classified

based on the following sizes of enrolment. A) Large schools

whose enrolment ranges from 3,00 and above; b) Medium

schools whose enrolment ranges from (2,00) but less than

(3,000) and c) Small schools whose enrolment of less than

(2,000).

The Research Instruments

There are three (3) Survey Forms used in this assessment

survey: a) The School Profile Form to be filled by the school

head; b) The Self-Assessment Checklist to be used by the

Assessment Team for validation; and c) The School

Environment Survey by the students to be responded.

CONCEPTUAL FRAMEWORK AND RELATED LITERATURE

Child-Friendliness is one of the many aspects in curricular

evaluation. It focuses on security and safety of the learners. It

should also focus on teaching methods, instructional and non-

instructional facilities, school environment’s social and

emotional aspects of students, internal and external

consistency of learning experiences. The main problem, no

matter how good the teaching, learning and facilities, if the

goals of realization of Child-Friendliness are not attained then

the school curriculum is invalid (O’Neil, 1993).

Famador (2010) stressed in one of her conferences with

the education program supervisors about the essence of Child-

Friendliness in school. It isof utmost importance for everyone

to consider the students’ needs, safety and security, academic,

social, moral and emotional aspects especially in planning

regional activities. Teachers, school administrators and

supervisors must include these needs in planning the teaching-

learning processes and formulation of the individual Work Plan

of all the supervisors.

Farnazo (2012) pointed out the concepts of assessment

during his first Regional Executive Committee Meeting

(REXECOM). According to him assessment should give

sufficient data and relevant information for planning to ensure

improvement and quality educational outcomes. Education

Supervisors should have sufficient knowledge of management

and supervision particularly on the strengths and weaknesses

of the school heads, the nature and needs of the school

children, and the student’s learning environment which are the

vital aspects for planning and formulation of policies in the

implementation of child-friendliness in all schools.

THEORETICAL FRAMEWORK

Figure 1Schematic Diagram

PROCESSSchool Activities

Strategies towards CFSS Standards

INPUTSchool Facilities

SIPs/DEDPsInternal-External

Environment

Feedback

The theory of Input-Process-Output must be applied

following the systems approach. The schematic diagram

clearly shows the inputs like formulation of the School

Improvement Plan (SIP) wherein the Child-Friendliness is the

focus and adhere to the CFSS standards. The Division

Educational Development Plan (DEDP) must include division

and school activities relevant to the seven (7) goals of CFSS

and the child’s rights. The School Governing Council (SGC)

shall have sufficient knowledge on how the school’s child-

friendliness be implemented in school. They can also

participate in the decision making for the appropriate school

activities for the safety, security and welfare of the school

children.

The systems approach should be well-understood and

articulated to both the internal and external stakeholders.

Table 1 – shows the 30 Secondary Schools Which Comprised the 10% of the total Number of Secondary schools of Region X

with the Corresponding Enrolment

Division Schools Enrolment

1. Misamis Oriental Mis. Or. Gen. Comp. High School 10,9862. Iligan City Iligan City National High School 7,3353. Malaybalay City Bukidnon National High School 5,3304. Ozamiz City Ozamiz City National High School 4,6215. Cagayan de Oro City Cagayan de Oro City Nat. High Sch. 3,9506. Valencia City Valencia National High School 3,7897. Gingoog City Gingoog City Comp..High School 3,3278. Misamis Oriental Tagoloan Night National High School 3,1589. Oroquieta City Misamis Occidental Nat. High School 3,05310. Bukidnon Bukidnon Nat Sch. of Home Industries 2,42411. Bukidnon ManoloFortich National High School 2,05512. Misamis Occidental Clarin National High School 1,97013. Bukidnon Kalilangan National High School 1,79514. Misamis Oriental Salay National High School 1,70515. Cagayan de Oro City Carmen National High School 1,58916. Misamis Oriental Laguindingan National High School 1,32117. Bukidnon Talakag National High School 1,25218. Bukidnon Old Damulog National High School 1,16119. Iligan City Tomas Cabili National High School 1,13120. Misamis Oriental Misamis Oriental National High School 1,07721. Iligan City Iligan City National School of Fisheries 1,05822. Misamis Oriental Cogon National High School23. Valencia City Lurugan National High School24. Bukidnon New Nongnongan National High Sch25. Bukidnon Dalirig National High School26. Cagayan de Oro City Tablon National High School27. Tangub City Bongbong National High School28. Misamis Oriental D.G Pelaez Memorial National High Sch29. Gingoog City LURISA National High School30. Misamis Occidental Bitibut Integrated School

Table 1. Shows the 30 sampled schools categorized as

Large, Medium and Small schools based on the enrolment.

There are nine (9) or (30%) comprised the large secondary

school. There are twelve (12) or (40%) comprised the medium

secondary schools and another nine (9) or (30%) comprised

the small schools.

RESULTS ANDDISCUSSION

I. General Assessment Information

A. PROFILE of the Identified 10% of the Three(3) Types of Schools: as to :

a) Large, b) Medium, and c) Small

A.1. Performance Indicators – Large Divisions

Division Cohort-Survival

Rate

Completion Rate-

Drop-Out Rate

NAT- MPSMath Eng Sci

1. MOGCHS 76.1 85.5 5.05 29.4 44.5 36.92. ICNHS 73.8 83.9 3.7 35.9 46.3 37.23. BNHS 66.16 57.79 6.5 36.77 48.9 42.74. OCNHS 75.4 64.2 8.3 38.63 43.51 41.255. CdeONHS 75.65 87.27 2.65 28.63 44.20 37.116. VNHS 80.1 79.3 4.87 43.0 50.09 38.457.GCNHS 70.77 68.28 8.49 30.59 42.65 33.168. TNNHS 74.0 94.0 1.6 30.0 39.6 33.14

9. MOcNHS 76.8 94.6 0.9 33.3 40.5 39.7

Table A.1 shows the Performance Indicators of the nine

(9) categorized as Large Secondary Schools. It can be gleaned

that Valencia City National High School is the highest in

Cohort-Survival Rate while the lowest is Bukidnon National

High School. For the Completion Rate, the highest is Misamis

Occidental National High School in OroquietaCitywhilethe

lowest is again Bukidnon National High School. In terms of

Drop-Out Rate, Misamis Occidental National High School in

Oroquieta City is again has a good record of almost zero drop-

out rate while Gingoog City National High School with 8.49% of

the students who dropped-out. On the other hand, in terms of

the Academic or Achievement Rate per learning area, all the

nine (9) Large schools category achieved poorly in all the

subject areas.

A.2. Performance Indicators –Medium Divisions

Division Cohort-Survival

Rate

Com-pletion Rate-

Drop-Out Rate Math Eng.

10.BNSHI 88.1 97.8 0.9 39.49 43.86

11.MFNHS 75.3 84.5 1.1 38.3 40.412.CNHS 83.7 95.8 1.3 39.6 44.813.KNHS 78.0 88.0 4.06 34.82 37.8514.SNHS 63.99 67.0 1.76 66.61 59.3115.CNHS 66.4 68.3 4.2 39.0 40.016.LNHS 79.37 76.07 3.6 62.25 61.3117.TNHS 87.47 69.96 5.8 34.18 53.8918.ODNHS 78.3 69.48 6.83 27.10 32.0419.TCNHS 87.47 69.96 10.8 34.18 53.8920.MOrNHS 78.31 85.88 0 62.0 65.021.ICNSOF 85.08 79.8 5.82 35.07 44.57

Table A.2 shows the Performance Indicators of the twelve

(12) categorized as Medium Secondary Schools. It can be

gleaned that BNSHI –Bukidnon National School of Home

Industries is the highest in Cohort-Survival Rate while the

lowest is SNH- Salay National High School. For the

Completion Rate, the highest is again BNSHI-Bukidnon

National School of Home Industries while the lowest is again

SNHS – Salay National High School. In terms of Drop-Out

Rate, MOrNHS -Misamis Oriental National High School in

Balingasag, Misamis Oriental is again a good record of zero

drop-out rate while TNHS-Tomas Cabili National High School of

Iligan City with 10.8% of the students who dropped-out. On the

other hand, in terms of the Academic or Achievement Rate per

learning area, all the twelve (12)Medium schools category

achieved poorly in all the subject areas. However, in

comparison to the other schools categorized as Large schools,

medium schools performed a little bit higher but not significant.

A.3. Performance Indicators –Small Divisions

Division CohortSurvival

Rate

Completion

Rate-

Drop-Out Rate

Math

22.CNHS 71.73 68.18 7.97 62.83 56.5823.LNHS 76.69 77.78 8.82 39.0 48.1924. NNNHS 62.13 61.55 7.38 34.58 29.7625. DNHS 53.00 98.00 6.0 38.0 45.026. TNHS 45.63 42.50 6.86 63.8 68.427. BNHS 60.45 70.2 2.0 30.49 62.8228. DGPMNHS 67.0 62.0 5.0 51.39 76.3629. LURISA new new 5.4 new new30. BitibutIntegSch new new new new new

Table A.3 shows the Performance Indicators of the nine

(9) categorized as Small Secondary Schools. It can be gleaned

that LNHS – Lurugan National High School of Valencia City is

the highest in Cohort-Survival Rate while the lowest is TNHS-

Tablon National High School of Cagayan de Oro City. For the

Completion Rate, the highest is DNHS-Dalirig National High

School of Bukidnonwhile the lowest is again TNHS –Tablon

National High School of Cagayan de Oro City. In terms of Drop-

Out Rate, BNHS-Bongbong National High School of Tangub

City has a good record of almost zero drop-out rate while

LNHS-Lurugan National High School of Valencia City

with8.82% of the students who dropped-out. On the other

hand, in terms of the Academic or Achievement Rate per

learning area, all the nine(9) Small schools category achieved

poorly in all the subject areas. There are two (2) secondary

schools categorized as small schools have nor recordsof the

performance indicators because these two schools are newly

established.

Table 2. Compliance to CFSS Standards

Schools CFSS Goals1-A 1-B 1-C 2 3 4 5

1.MOGCHS F.E.. F.E. F.E. Dev.. F.E. F.E. F.E. F.E.2.ICNHS F.E. F.E. F.E. Dev. F.E. F.E. F.E. F.E.3. BNHS F.E. Dev. F.E. F.E. F.E.. F.E. F.E. F.E.4. OCNHS F.E. Dev.. F.E. F.E. F.E.. F.E. F.E. F.E.

5. CdoNHS F.E Dev. F.E. Dev. F.E. F.E. F.E. F.E.6. VCNHS F.E.. F.E. Dev. F.E. F.E. F.E. F.E. F.E.7. GCCNHS Dev. F.E. F.E.. Dev.. F.E. F.E. F.E. F.E.8. TNNHS F.E. Dev.. F.E. F.E. F.E. Dev. F.E. F.E.9. MocNHS F.E.. F.E. Dev. F.E. F.E. F.E.. F.E. F.E..10.BNSHI Dev. F.E. Dev. F.E.. F.E.. Dev. F.E. F.E.11.MFNHS F.E. Dev. F.E. F.E. F.E. F.E. Dev. F.E.12.CNHS F.E. Dev. Dev. F.E. F.E. F.E. F.E. F.E.13.KNHS Dev. F.E. F.E. Dev. F.E.. F.E. F.E. F.E.14.SNHS F.E. Dev. F.E. F.E. F.E. F.E. F.E. F.E.15 CNHS Dev. F.E.. Dev. F.E. F.E. F.E. F.E. F.E.16.LNHS. F.E. Dev. F.E. Dev. F.E. F.E. F.E. F.E.17.TNHS F.E. Dev. F.E. Dev. Dev. F.E. F.E. F.E.18. ODNHS Dev. Dev. F.E Dev. F.E. F.E. F.E. F.E.19. TNHS F.E. Dev. Dev. F.E. F.E. F.E. F.E. F.E.20. MorNHS F.E. Dev. Dev. F.E. F.E. F.E. F.E. F.E.21. ICNSOF F.E. Dev. F.E. F.E. F.E. F.E. F.E. F.E.22. CNHS Dev. Dev. Dev. F.E. F.E. F.E. F.E. F.E.23. LNHS Dev. Dev. Dev. F.E. F.E. F.E.. F.E. F.E.24. NNNHS Dev. Dev. Dev. Dev. F.E. F.E.. F.E.. F.E..25. DNHS Beg. Dev. Dev. Dev. F.E. F.E. Dev. Dev.26. TNHS Dev. Dev. Dev. Dev. Dev. Dev. F.E. F.E.27. BNHS Dev. Beg. Dev. Dev. Dev.. F.E. F.E. Dev.28. GPMNHS Dev. Beg. Beg. Dev. F.E. F.E. Dev. F.E.29. LURISA Beg. Beg. Beg. Dev. Beg. Beg. Beg. Dev.30. BitiInteg School Beg. Beg. Beg. Beg. Beg. Beg. Beg. Beg.

Table 2shows the assessment of the thirty (30)

secondary schools for the compliance of Child Friendly School

System (CFSS). The CFSS has seven (7) Goals and the

schools were then classified as Firmly Established (F.E.),

Developing (D), and Beginning (B). It can be glean on the table

that there are twenty-two (22) or 73% classified as Firmly

Established (F.E.); six (6) or 20% classified as Developing; and

only two (2) or 7% classified as Beginning (B).

CFSS-GOALS FOCUSED

1. CFSS Goals MostFocused by the schools are the following:

Goal No. 2, 3, 4, 5, 6, & 7 with 73% of the

schools have met theStandard for Firmly

Established. The table above shows the

interpreted data.Goal No. 2is about the

promotion

of health education, healthy behavior, safe and protective

environment for students’ well-being. This includes the water

and sanitation, School Health Program, Physical Safety and

Protection, Prevention of Risk Behavior, and Psycho-Social

Health

Goal No. 3is about Opportunity for all to enroll

and complete schooling.

Goal No. 4is aboutPromotion of effective child-

centered teaching-learning practices and

development of life-long skills.

Goal No. 5is about Building and Sustaining

Collaborative Partnerships between and among

students, families, and communities.

Goal No. 6is about Enhancement of Learners’

Professional Capacity and improve Morale and

Motivation.

Goal No. 7.is about Creating Gender-Friendly

Learning Environment

2. CFSS Goals Least Focused by the schools .

Goal No. 1-B with 27% of the schools

surveyed have met the CFSS Standard for

Firmly Established as it can be gleaned on the

Table 2. It is about the preparation and content

of

school handbook for students and staff and on

the implementation of School Handbook.

Part III. PERCEPTIONS OF LEARNERS on their school environmentIn order to come up with substantial

information on how the students of Northern Mindanao view some issues related to their school was

environment, the Surveywas carried out to all year levels of the respective sampled schools. The activity

started on the second week of November 2012 until the 2nd week of January, 2013.

One hundred per cent (100%) of the thirty (30)

sampled schools conducted the survey. However, out of the

expected respondents of these 30 schools only 20,139

students responded the questionnaires which is around 26% of

the total population (76,592) One hundred per cent (100%) of

the schools’ reports were retrieved. However, around ten

percent (10%) of these reports were not answered completely.

Only ninety percent (90%) were substantially answered. The

survey form has nine (9) items with several sub-items in it. The

responses of the students were tallied, collated, tabulated and

presented in the graphs. These are the result.

On sub-items 1.1 – 1.3, of the students checked

the sumasang-ayon(agree) scale. Seventy-five percent

(75%) or 14,355 students checked the Sumang-ayon or

Agree) This implies that the secondary students (male or

female) are worried with the various uncomfortable happenings

that occurred within the school campus. Some of these

misdeeds identified were bullying and teasing. On the other

hand, students expressed full agreement, based on sub-item

1.4 frequency of responses that their worry would only vanish if

there is additional security within the area. However, this

concerns do not stop them from attending to their classes and

going to school eventually (sub-item 1.5). In terms of safety,

students feel somewhat safe while near the school campus or

within the school campus especially along the corridors and

comfort rooms. But students feel most safe while they are

inside their respective classrooms.

In relation to how students perceive others in school

(item 3), students disagree on the thought that students are not

united and do not help each other. For they believed that each

individual student is accepted for whoever he is regardless of

his religion, culture and social status. Students agree on the

fact that most of their school activities and responsibilities were

done as a group, as a sign of unity and acceptance.

On sub-item 3.6, signified that they are determined

to conquer whatever complexities they may encounter in life.

On the other hand, both male and female students are strong

on their conviction to “NO to CHEATING”, even if some

students are doing it. Students’ idea split when asked about

performing well in any school activities though some of it is not

interesting. Male students agree on the idea while the female

students expressed disagreement. Obviously, male students

can go with a task although it irks them than the female

students do.

With regards to the perception towards their

teachers, Sixty-one (61%) of the students agreed that the

teachers’ strategies and methods of teaching allow them to

understand the lesson clearly. They are encouraged to share

their thoughts on the things they have learned. Teachers also

allow students to explain their answers in order to ensure that

the students have grasped the lessons very well. They also

give students special assignments and things-to-do in case of

reasonable absences so that students can cope with the lost

points. Apart from this, teachers were perceived as

considerate and caring to their students.

Eighty percent (80%) of the students also asserts

on the fact that older personalities in the school are much

helpful and impartial to all. With this, students in Region X-

Northern Mindanao were thankful that they enrolled in the

various public schools and they became part of the school

activities, programs and projects. According to them, they can

ask for help anytime they have problems whether personal or

school matters during their vacant periods. Students likewise

concur on the idea that they expected to perform well especially

on Mathematics , Science and English for them to be prepared

for college.

Item number six (6), aims to know the frequency of

occurrence of some activities within this school year.Seventy

percent (70%) of the students were unanimous in their ideas

that they were only asked once or twice by their teachers to do

the following activities, to wit: writing a 2-page reflection paper

regarding latest activities in the school, providing the class with

a presentation regarding their readings and researches or to

make a project that could be utilized whether at home or in

school.

With regards to problems in Item seven (7)

encountered inside the classroom, seventy-two percent (72%)

of the students agree that teachers should know or will be

informed about it. Students also agree that they could always

open up and share things that border them to people and

mature individuals in the school.

Item number eight (8) aims to identify the

perception of students towards their classes. Fifty percent

(50%) of the students, both male and female, concurred that

they find their subjects difficult. But in terms of making tasks,

someone could readily find somebody – the teachers, who

could help if one would find the task hard and tricky. That

everyone is considered unique thus, everyone is treated

equally.

With regards to the subject matter or topics being

discussed in the classroom, eighty-three percent (83%) of the

students are unanimous in their responses. Students agree

that their classes are all interesting and fun. These serve as an

avenue for them to think and learn. With this, students are

motivated to go to school and attend to their classes.

In summary, the result of the survey showed that

seventy-five percent (75%) or (22)of the sampled

schools of Northern Mindanao are committed to the total

development of each student. These schools provide varied

activities, whole some school environment and conducive for

learning and progression.

Conclusion and Recommendation

It is therefore concluded that the secondary schools of

Region \X are generally Child-Friendly.The researcher

recommends for the school heads to propose strategies and

activities in consonance to the CFSS Goals to ensure school

improvement for students’ welfare, health, safety and security.

Furthermore, school heads must be innovative, creative and

compassionate and make the schools in good hands with

proper direction to attain the vision and mission of EFA goals

by 2015

References

Downie, N.M. & Heath, R.N. (1974).Basic Statistical Methods.4th Edition.

Harper and Row Publishers.

Ebel, Robert L. (1979). (3rd Ed.).Essential of Educational Measurement. New

Jersey. Prentice-Hall Inc.

Ferguson, George A. (1981) (5th Ed.).Statistical Analysis in Psychology and

Education. New York: McGraw-Hill Inc.

Roland and Walpole.(1982). Introduction to Statistics. New York: McMillan

Publishing Co. Inc.

Title : ASSESSMENT OF THE CHILD-FRIENDLINESS OF SECONDARY SCHOOL IN REGION X – NORTHERN MINDANAO

SCHOOL YEAR 2012-2013

Proponent : Dr. Rogelio J. Bahian Education Program Supervisor – MathematicsDepED Regional Office X Velez Street, Cagayan de Oro City

ABSTRACT :

This study was designed to assess the Child-Friendliness of the

secondary schools in Region X – Northern Mindanao.

Specifically, it aimed to gather data on the school’s “Child-Friendliness”

adapting the validated CFSS research instruments and procedures of UNICEF.

It determined the extent to which the basic rights of children have been

realized in the school and recommend action steps for the secondary schools

to fully realize the seven (7) goals of CFSS. Ten per cent (10%) of the total

secondary school were used as samples of the study and classified as Large,

Medium and Small schools based on the school enrolment as reflected in the

BEIS. The respondents were limited to all the school heads and select external

and internal stakeholders of the identified 10% secondary schools.

The major findings of the study found out that the secondary schools of

Region X are generally Child-Friendly.

The researcher recommends for the school heads to propose strategies

and activities in consonance to the CFSS Goals to ensure school

improvement for students’ welfare, health, safety and security. Furthermore,

school heads must be innovative, creative and compassionate and make the

schools in good hands with proper direction to attain the vision and mission of

EFA goals by 2015.

Title : THE IMPACT OF REGIONAL INTERVENTION PROGRAM OF ELEMENTARY (RIPE) – MATHEMATICS IN THE PERFORMANCE OF GRADE VI PUPILS IN THE NATIONAL ACHIEVEMENT TEST Year 2010– 2012

Proponent : Dr. Rogelio J. Bahian Education Program Supervisor Mathematics

Abstract:

This study was conducted in 3 clustered seminar workshops every year

for 3 consecutive years which started in summer of 2009 to 2011. A total of

990 participants who were the grade six mathematics teachers of the

identified academically challenged schools based from the NAT results in

mathematics. The topics taken for RIPE-Math Training Workshop were the

least mastered competencies issued by the NETRC in the annual NAT result

with corresponding level of performances expressed in Mean Percentage

Scores (MPS) shown through color coding. With the initiative of the

researcher, this RIPE – Math was conceptualized in 2008 and conducted

starting 2009. The content, teaching strategies and development of appropriate

Instructional Materials (IMs) for teaching the operations of rational numbers

which include fractions, decimals, percentages, ratio and proportion,

measurement and interpretation of graphs applied to problem solving.

The speakers and trainers were all the division education supervisors,

They were given specific topics each which revolved around in the least

mastered competencies. All the teacher participants were given a 40-item

pretest-post test constructed by the researcher parallel to the least mastered

topics issued by the NETRC. The validity and reliability of the test were

established statistically. The pretest results showed no significant difference

to the pupils’result in math as reflected in the NAT. However, the post test

result showed significant difference with NAT result in math.

The researcher had concluded that RIPE-Math has a significant Impact

to the performance of grade six pupils in mathematics since there was a

continuous increase of NAT result for 3 consecutive years. Among the 5

learning areas tested in the NAT of this region, math is ranked 1 from rank 4 in

the previous years. Hence, the Impact of RIPE-Math is effective. It really

helped in terms of the pupils’ mastery of the content and it developed the

teachers’ confidence, pedagogically expert, efficient and teaching the difficult

topics in Math Grade VI.

Hence, the researcher simply offered to the chief of the promotional

division to continue conducting the RIPE-Mathematics every summer.

Introduction

In consonance to the attainment of the goals and objectives of the Basic

Education Sector Reform Agenda (BESRA) and in support to the Department’s

thrust to improve pupils’ performance in mathematics, DepED Region X, through the

initiative of the Education Supervisor for Mathematics had conceptualized the

Regional Intervention Program of Elementary in Mathematics (RIPE-Math).

This regional initiative aims to enhance the knowledge and teaching skills of

the mathematics grade six teachers specifically those identified academically

challenged schools where the school’s NAT result fall far from the mastery level. It

also provide the teachers knowledge and skills in the use of different forms of

assessment.analyzing and utilizing results to improve performance and guide them

in the preparation of lesson exemplars, modules, and development of instructional

materials for mathematics teaching.

The result showed that there is significant increase of performance of grade

six pupils in mathematics after the teachers were required to attend the RIPE-M

Summer Training by clusters.

Three years of 2009, the performance of grade six pupils in mathematics as

shown in the NAT result was very poor. The NETRC further analyzed that the

grade six pupils werepoor in the operations of rational numbers applied to problem

solving, measurement, ratio and proportion, percentages problems, and graph

interpretation.

Operations of rational numbers which include the four fundamental operations

of fractions, decimals, percentages, ratio and proportion, per cent and percentage

problems and in the interpretation of graphs and tables should not be avoided by

teachers. Teachers should find interesting and meaningful problems which are real-

life for pupils to solve orally with accuracy(Bell: 2000)

On the other hand, in order to meet the pressing demand globally competition

on technology and strategies. It is proper to prepare the students’ to improve their

proficiency in mathematics. On this premise that the researcher feels there is a

need to conduct a study and investigate why there was always a downward trend of

students’ performance in mathematics. The result will be the bases for adopting

appropriate measure to improve theteaching-learning processes and improve the

performance in the NAT and for the life-long skills.


This study attempted to find out the impact of the Regional Intervention

Program of Elementary – Mathematics for the Year 2010 - 2012.

Specifically, this study sought to answer the following questions:

1. What is the Impact of RIPE – Mathematics in the performance of the

grade six pupils in the NAT for the 3 consecutive years startingthe Year

2010-2012 ?

2. How do the performance level of the Grade VI pupils in NATand teachers’

performance in the Pre-Test and Post test during the cluster training

differ significantly ?

3. Is there significant effect of RIPE – M in the NAT result of pupils

whose teachers underwent the training ?


Problem No. 1 is a hypothesis free. Hypotheses testing can only

beapplied to Problems No. 2, and 3. .This study used the .05 level of

significance in testing the following null hypotheses:

Ho1: There is no significant difference in the performance of students in the

NAT and the teachers in the Pre-Test and Post Test in Mathematics differ

significantly.

Ho2: There is significant effect of RIPE – Mathematics on the NAT results of

mathematics for students whose teacher underwent RIPE – Mathematics seminar-

workshop.


Performance of pupils in mathematics is dependent on the quality of

teaching- learning delivered by the teachers. Improvement of pupils’ performance is

evident on test results either local or national examinations.

Three years before 2009, pupils performance in mathematics as

reflected in the NAT Result showed fluctuations when plotted on the graph. On these

years, among the five learning areas tested in NAT, mathematics was always the

last. On the 2008, Mathematics had surpassed Science. Mathematics was on the

second to the last.

Schematic Diagram

Feedbacks

The schematic diagram shows the theory of INPUT – PROCESS- OUTPUT of

Systems Approach. The Inputs are the Modules of Mathematics, Lesson Exemplars

Modules

Lesson Exemplars

Workbooks

RIPE –MATH

Grade VI Teachers’

Cluster TrainingSeminar-Workshop

IMPROVED PUPILS’ NAT

PERFORMANCE

IMPROVED TEACHERS’STRATEGIESTeaching Strategies

and the appropriate Teaching Strategies. These are processed in the RIPE-M

Training-Workshop. The result or the Output is the NAT Result of Math in 2010,

2011and 2012.

METHODOLOGY

The Research Design

The Descriptive-Normative method was used in this study. This method was

preferred since the result was analyzed based on the norms established by the

NETRC.


This study was conducted in 3 clusters every year for 3 consecutive years

which started in Summer of 2010 – 2012. Cluster 1 was at RELC for the divisions of

Cagayan de Oro City, Gingoog City, Camiguin and Iligan City. Cluster 2 was at the

Training Center of the division of Bukidnon for the divisions of Bukidnon, Malaybalay

City and Valencia City. Cluster 3 was at the Training Center of the division of

Ozamiz City for Tangub City, Ozamiz City, Oroquieta City and Misamis Occidental.

The Subjects

The subjects of this study were the grade six mathematics teachers whose school

was classified as the academically challenged school as per result of the National

Achievement Test result every year for 3 consecutive summers from 2010-2012.

The Respondents

The respondents comprised of a total 990 grade six math teachers for 3 clusters with

110 teachers of every cluster for3consecutive summers from 2010-2012.

The Sampling Design and Procedure

To arrive at the required number of respondents needed in this research,

the researcher employed the cluster-purposive sampling. After having divided the

research environment into 3 clusters, the researcher identified the grade six math

teachers corresponding to the distribution of participants per division in every cluster.

Gay (1976:213) suggested that a cluster sampling may be employed to a population

which were spread out geographically far from each other. This sampling design

would help facilitate in the identification of the samples.

Table 1-Distribution of Participants

Cluster Center Division Number of TraineesI RELC-Cagayan de

Oro CityCagayan de Oro City 20Gingoog City 15Misamis Oriental 40Iligan City 20Camiguin 15

Total 110II Division Training

Center -BukidnonBukidnon 60Malaybalay City 25Valencia City 25

Total 110III Division Training

CenterOzamiz CityMisamis Occidental 40Lanao del Norte 40Ozamiz City 10Tangub City 10Oroquieta City 10

Total 110Grand Total 330

RESULTS AND DISCUSSION

The performance of both groups was analyzed to determine the Impact of

RIPE – Mathematics. This intervention is to address the pressing problems that the

grade six pupils got low in mathematics as reflected in the NAT yearly. .In answer

toProblem 1. The RIPE-Mathematics has an increasing significant impact in the

performance of grade six pupils in mathematics as reflected in the 3 consecutive

NAT results from School Year 2010-2011 to School Year 2012-2013.

Obviously, although there was an increase every year but still the performance of the

teachers was still far from the standard score or MPS of 75%. However, there were divisions

which obtained MPS with the evaluation , MASTERY already such as Bukidnon, Misamis

Oriental, Camiguin, Malaybalay City, Misamis Occidental, Oroquieta City, Ozamiz City and

Tangub City, These divisions have a continuous increase of about 2% – 5 % MPS every

year and they were almost to Mastery Level of 75% MPS. The NAT result of the School

Year 2008-2009 was used as the baseline. Table 1 below is the Comparative NAT Results

from School Year 2008-2009 to SY 2011-2012.

Table 1 – Comparative NAT Result by Division

Division Elementary

SY 2008-2009 SY 2009-2010 SY 2010-2011 SY 2011-2012

Bukidnon 62.89 62.60 61.60 62.58

Cagayan de Oro City

58.43 70.24 69.36 61.94

Camiguin 71.46 75.52 77.45 79.76

Gingoog City 71.35 79.38 79.95 78.91

Iligan City 49.94 58.25 64.49 62.08

Lanao del Norte 65.44 72.96 76.26 74.09

Malaybalay City 65.32 67.25 61.16 63.25

Misamis Occidental

61.67 67.85 73.16 75.44

Misamis Oriental 72.84 77.73 79.73 80.39

Oroquieta City 65.14 76.16 76.49 76.65

Ozamiz City 72.06 61.82 64.85 71.69

Tangub City 69.39 72.58 77.18 78.89

Valencia City 62.23 67.88 65.97 63.38

Regional Level 64.23 69.16 70.39 69.52

Table 2 shows the result of the teachers’ Pre-test for 3 years which

started inSummer of 2009 – 2012.

Content Areas No. of Items

Performance Level (MPS) Interpretationof MPS based on NAT

Descriptive Mark2010 2011 2012

1. Rational Numbers 20 45.2 48.8 52.4 Legend:

L.M. -Least MasteredN.M -Nearly Mastered

M - Mastered

2. Measurement 10 38.1 38.7 43.93. Problem Solving 10 37.2 40..5 42.6 Total 40 40.2 42.6 46.3 Descriptive Mark L.M L.M L.M

Table 2 shows that the teacher-participants have no mastery on the

topics in mathematics grade six tested to them in the Pretest. In the following

training days, content specifically the least mastered topics were discussed

intensively and teachers were taught how to present these topics to be easier for the

pupils to grasp the difficult lessons. Before the close of the seminar, all the teacher-

trainees took the Post Test and the result was tabulated in Table 3.

Table 3 – shows the computed Mean Percentage Scores (MPS) of the

teacher participants in the Post Test for consecutive 3 years during summer which

started in 2010 to 2012.


Performance Level (MPS) Interpretation of MPS based on NAT



L.M. -Least MasteredN.M -Nearly MasteredM - Mastered

2. Measurement 10 58.1 65.7 75.93. Problem Solving 10 57.2 64.5 67.4 Total 40 56.8 63.7 68.57 Descriptive Mark N.M N.M. N.M

% of the school divisions are improving from SY 2010 – 2012, however 50% of the

divisions have obtained MASTERY level ratingin NAT 2012 . Other divisions are

almost at the Mastery Level of 75% MPS. School heads were also knowledgeable

with regards to teaching strategies and mostespecially if they have full knowledge

regarding mathematics content standards and teaching strategies.

The above table shows the performance level of teachers in the Post Test

given during the last day of their training. The result of the 3 sets of teacher trainees

by clusters of the 3 consecutive years is presented and analyzed.The increase was

attributed to the awareness of teachers that pre-test and post test are given before

the training proper. Hence, there was significant improvement in the Post Test result.


As it can be gleaned in Table 1, there is significant increase in the NAT.

Hypothesis was rejected at .05 level of significance. In other words, there was a

significant increase which is the Impact of the initiated intervention.

The researcher offered recommendation to conduct of RIPE regularly and

revive the mechanics ensure the content topics be discussed by their mathematics

teachers following the spiraling approach of teaching. Hopefully, by next school year,

the RIPE must be enhanced and regularly implemented in all elementary schools in

the whole region.

References

Downie, N.M. & Heath, R.N. (1974).Basic Statistical Methods.4th Edition.Harper and Row Publishers.

Ebel, Robert L. (1979). (3rd Ed.).Essential of Educational Measurement. New Jersey. Prentice-Hall Inc.

Ferguson, George A. (1981) (5th Ed.).Statistical Analysis in Psychology andEducation. New York: McGraw-Hill Inc.

Roland and Walpole.(1982). Introduction to Statistics. New York: McMillan Publishing Co. Inc.

Introduction

In consonance to the attainment of the goals and objectives of the Basic

Education Sector Reform Agenda (BESRA) and in support to the Department’s

thrust to improve pupils’ performance in mathematics, DepED Region X, through the

initiative of the Education Supervisor for Mathematics had conceptualized the

Regional Intervention Program of Elementary in Mathematics (RIPE-Math).

This regional initiative aims to enhance the knowledge and teaching skills of

the mathematics grade six teachers specifically those identified academically

challenged schools where the school’s NAT result fall far from the mastery level. It

also provide the teachers knowledge and skills in the use of different forms of

authentic assessment. The teachers were trained and guided on how to analyze

and utilize test results to improve pupils’ academic performance. They were also

trained on how to write lesson exemplars, teaching modules, and in the

development of instructional materials for mathematics teaching.

The result showed that there is significant increase of performance of grade

six pupils in mathematics after the teachers had undergone seminar-workshop in the

RIPE-Math Summer Training by clusters.

Three years before 2009, the performance of grade six pupils in mathematics

as shown in the NAT result was very poor. The NETRC further analyzed that

grade six pupils were poor in the operations of rational numbers applied to problem

solving, like fractions, decimals, ratio and proportion, percentages problems,

measurement and graph interpretation.

Teachers should find interesting and meaningful problems which are in real-

life situations for pupils to solve orally with accuracy (Bell: 2000)

On the other hand, it is proper to prepare the students to improve their

proficiency in mathematics in order to compete other students around the world. On

this premise, the researcher feels there is a need to conduct RIPE-Math every

summer and ensure a continuous increase of Math a study and investigate why

there was always a downward trend of students’ performance in mathematics. The

result will be the bases for adopting appropriate measure to improve the teaching-

learning processes and improve the performance in the NAT and for the life-long

skills.


This study attempted to find out the impact of the Regional Intervention

Program of Elementary – Mathematics for the Year 2010 - 2012.

Specifically, this study sought to answer the following questions:

1. What is the Impact of RIPE – Mathematics in the performance of the

grade six pupils in the NAT for the 3 consecutive years starting the

School Year 2010-2011 to School Year 2012-2013 ?

2. How do the performance level of the Grade VI pupils in NAT and

teachers’ performance in the Pre-Test and Post test during the cluster

training differ significantly ?

3. Is there significant effect of RIPE – M in the NAT result of pupils whose

teachers underwent the training ?


Problem No. 1 is a hypothesis free. Hypotheses testing can only be applied

to Problems No. 2, and 3. .This study used the .05 level of significance in testing the

following null hypotheses:

Ho1: There is no significant difference in the performance of students in the

NAT and the teachers in the Pre-Test and Post Test in Mathematics differ

significantly.

Ho2: There is significant effect of RIPE – Mathematics on the NAT results of

mathematics for students whose teacher underwent RIPE – Mathematics seminar-

workshop.


Performance of pupils in mathematics is dependent on the quality of

teaching- learning delivered by the teachers. Improvement of pupils’ performance is

evident on test results either local or national examinations.

Three years before 2010, pupils’ performance in mathematics as

reflected in the NAT Result showed fluctuations when plotted on the graph. On these

years, among the five learning areas tested in NAT, mathematics was always the

last. In the 2008, Mathematics had surpassed Science. Mathematics was on the

second to the last.

Schematic Diagram

Modules

Lesson Exemplars

Workbooks

RIPE –MATH

Grade VI Teachers’

Cluster TrainingSeminar-Workshop

IMPROVED PUPILS’ NAT

PERFORMANCE

IMPROVED TEACHERS’STRATEGIESTeaching Strategies

Feedbacks

The schematic diagram shows the theory of INPUT – PROCESS- OUTPUT of

Systems Approach. The Inputs are the Modules of Mathematics, Lesson Exemplars

and the appropriate Teaching Strategies. These are processed in the RIPE-M

Training-Workshop. The result or the Output is the NAT Result of Math in 2010,

2011and 2012.

METHODOLOGY

The Research Design

The Descriptive-Normative method was used in this study. This method was

preferred since the result was analyzed based on the norms established by the

NETRC.


This study was conducted in 3 clusters every year for 3 consecutive years

which started in Summer of 2010 – 2012. Cluster 1 was at RELC for the divisions of

Cagayan de Oro City, Gingoog City, Camiguin and Iligan City. Cluster 2 was at the

Division Training Center of Bukidnon for the divisions of Bukidnon, Malaybalay City

and Valencia City. Cluster 3 was at the Training Center of the division of Ozamiz

City for Tangub City, Ozamiz City, Oroquieta City and Misamis Occidental.

The Subjects

The subjects of this study were the grade six mathematics teachers whose school

was classified as the academically challenged school as per result of the National

Achievement Test result every year for 3 consecutive summers from 2010-2012.

The Respondents

The respondents comprised of a total 990 grade six math teachers for 3

clusters with 110 teachers of every cluster for 3 consecutive summers from 2010-

2012.

The Sampling Design and Procedure

To arrive at the required number of respondents needed in this research,

the researcher employed the cluster-purposive sampling. After having divided the

research environment into 3 clusters, the researcher identified the grade six math

teachers corresponding to the distribution of participants per division in every cluster.

Gay (1976:213) suggested that a cluster sampling may be employed to a population

which were spread out geographically far from each other. This sampling design

would help facilitate in the identification of the samples.

Table 1-Distribution of Participants

Cluster Center Division Number of TraineesI RELC-Cagayan de

Oro CityCagayan de Oro City 20Gingoog City 15Misamis Oriental 40Iligan City 20Camiguin 15

Total 110II Division Training

Center -BukidnonBukidnon 60Malaybalay City 25Valencia City 25

Total 110III Division Training

CenterOzamiz CityMisamis Occidental 40Lanao del Norte 40Ozamiz City 10Tangub City 10Oroquieta City 10

Total 110Grand Total 330

RESULTS AND DISCUSSION

The performance of both groups was analyzed to determine the Impact of

RIPE – Mathematics. This intervention is to address the pressing problems that the

grade six pupils got low in mathematics as reflected in the NAT yearly. In answer to

Problem 1. The RIPE-Mathematics has an increasing significant impact in the

performance of grade six pupils in mathematics as reflected in the 4 consecutive

NAT results from 2010-2013.

Obviously, this School Year 2012-2013, the grade six pupils obtained the

over-all MPS of 75% in Mathematics. There were divisions which obtained MPS

lower than MPS of 75%, however, these divisions have a continuous increase of

about 2% - 5% MPS every year and they were almost meeting the target of the ideal

mastery level of 75% MPS. To mention the divisions are Bukidnon, Misamis Oriental,

Camiguin, Malaybalay City, Misamis Occidental, Oroquieta City, Ozamiz City and

Valencia City, El Salvador City, Iligan City and Cagayan de Oro City. As reflected in

Table 1 of the next page, shows the Comparative NAT Result of Camiguin,

Gingoog City and Tangub City that obtained the target of 75% MPS from School

Year 2008-2009 to SY 2012-2013.

Table 1 – Comparative NAT Result by Division

Division Elementary

SY 2008-2009 SY 2009-2010 SY 2010-2011 SY 2011-2012

1. Bukidnon 62.89 62.60 61.60 62.58

2. Cagayan de Oro City 58.43 70.24 69.36 61.94

3. Camiguin 71.46 75.52 77.45 79.76

4. Gingoog City 71.35 79.38 79.95 78.91

5. Iligan City 49.94 58.25 64.49 62.08

6. Lanao del Norte 65.44 72.96 76.26 74.09

7. Malaybalay City 65.32 67.25 61.16 63.25

8. Misamis Occidental 61.67 67.85 73.16 75.44

9. Misamis Oriental 72.84 77.73 79.73 80.39

10.Oroquieta City 65.14 76.16 76.49 76.65

11.Ozamiz City 72.06 61.82 64.85 71.69

12.Tangub City 69.39 72.58 77.18 78.89

13 Valencia City 62.23 67.88 65.97 63.38

Regional Level 64.23 69.16 70.39 69.52

Table 2 – Five-Year Comparative NAT Result in Mathematics Grade VI

Division SY 2008-2009 SY 2009-2010 SY 2010-2011 SY 2011-2012 SY 2012-2013

1. Bukidnon2. Cagayan de Oro City3. Camiguin4. El Salvador City5. Gingoog City6. Iligan City7. Lanao del Norte8. Malaybalay City9. Misamis Occidental10. Misamis Oriental11. Oroquieta City12. Ozamiz City13. Tangub City14. Valencia City Regional MPS

Table 3 shows the result of the teachers’ Pre-test for 3 years which

started in Summer of 2009 – 2012.





L.M. -Least MasteredN.M -Nearly Mastered

M - Mastered

2. Measurement 10 38.1 38.7 43.93. Problem Solving 10 37.2 40..5 42.6 Total 40 40.2 42.6 46.3 Descriptive Mark L.M L.M L.M

Table 3 shows that the teacher-participants have no mastery on the

topics in mathematics grade six tested to them in the Pretest. In the following

training days, content specifically the least mastered topics were discussed

intensively and teachers were taught how to present these topics to be easier for the

pupils to grasp the difficult lessons. Before the close of the seminar, all the teacher-

trainees took the Post Test and the result was tabulated in Table 4.

Table 4 – shows the computed Mean Percentage Scores (MPS) of the

teacher participants in the Post Test for consecutive 3 years during summer which

started in 2010 to 2012.





L.M. -Least MasteredN.M -Nearly MasteredM - Mastered

2. Measurement 10 58.1 65.7 75.93. Problem Solving 10 57.2 64.5 67.4 Total 40 56.8 63.7 68.57 Descriptive Mark N.M N.M. N.M

% of the school divisions are improving from SY 2010 – 2012, however 50% of the

divisions have obtained MASTERY level rating in NAT 2012 . Other divisions are

almost at the Mastery Level of 75% MPS. School heads were also knowledgeable

with regards to teaching strategies and most especially if they have full knowledge

regarding mathematics content standards and teaching strategies.

The above table shows the performance level of teachers in the Post Test

given during the last day of their training. The result of the 3 sets of teacher trainees

by clusters of the 3 consecutive years is presented and analyzed. The increase was

attributed to the awareness of teachers that pre-test and post test are given before

the training proper. Hence, there was significant improvement in the Post Test result.


As it can be gleaned in Table 1, there is significant increase in the NAT.

Hypothesis was rejected at .05 level of significance. In other words, there was a

significant increase which is the Impact of the initiated intervention.

The researcher offered recommendation to conduct of RIPE regularly and

revive the mechanics ensure the content topics be discussed by their mathematics

teachers following the spiraling approach of teaching. Hopefully, by next school year,

the RIPE Math must be enhanced and regularly implemented in all elementary

schools in the whole region.

References

Downie, N.M. & Heath, R.N. (1974).Basic Statistical Methods.4th Edition. Harper and Row Publishers.

Ebel, Robert L. (1979). (3rd Ed.).Essential of Educational Measurement. New Jersey. Prentice-Hall Inc.

Ferguson, George A. (1981) (5th Ed.).Statistical Analysis in Psychology and Education. New York: McGraw-Hill Inc.

Roland and Walpole.(1982). Introduction to Statistics. New York: McMillan Publishing Co. Inc.

D E P A R T M E N T O F E D U C A T I O N

Republic of the Philippines Department of Education

REGION X – NORTHERN MINDANAOGregorio A. Pelaez, Sr. Memorial Sports CenterVelez Street, Cagayan de Oro City

impact of ripe-math

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