1. Writing Proficiency of Freshmen Students
in Bohol Island State University Clarin, Bohol
RAMIL S. BULILAN and ARNULFO C. OLANDRIA
Abstract – Writing is a skill which everyone is capable of learning. Toward this end, the study sampled 250 freshmen students in Bohol Island State University, Clarin, Bohol in the academic year 2011-2012 to determine their writing proficiency in identifying and revising sentences with structural slips as basis for a proposed intervention measure. The descriptive-correlational survey method, with interview and observation techniques, was used. As the main tool in the gathering of data, a questionnaire with 1-hour test item revealed their profile and writing drawbacks. Result showed that the respondents were not very proficient in written English. They were proficient in identifying wordy sentences, but they were not proficient in transforming stringy sentences. Chi-square contingency test showed significant result where the computed t-value was greater than the tabular value, which means that the hardest the sentence errors to identify, the hardest for them also to transform. This further implies that students with difficulty in identifying erroneous sentences have also found difficulty in identifying them.
2. Teaching Styles and Student Learning Style Preferences
of the College of Teacher Education in BISU
By: RAMIL S. BULILAN, ARNULFO C. OLANDRIA, BIENVENIDA D. CAÑO
ALBERTO M. LABRADOR, JR.., AND SHEILA MAE M. NIONES
Abstract – Driven by the desire to heed the most common complaints of teachers about the apathy of their students towards learning the subject or the students towards the incompetence of some teachers in imparting the lesson, this study surveyed 17 faculty members and 67 senior students under the College of Teacher Education on March – July 2012.The hypothesis was tested correlating the relationship between the faculty teaching styles and students’ learning styles. The study made use of a descriptive-correlational survey method with a questionnaire coupled with informal interviews to students and teachers. The contingency test result was highly significant; hence, the statement of null hypothesis is rejected which means that the teaching styles matched with the learning styles. In other words, if a student prefers such teaching style, the other students do the same. This further implies that the faculty members are able to get the learning needs of their students since the survey revealed that most students were sensing-thinking learners, while teachers were mostly expert teachers. This supports theories on the necessity of matching the teaching styles and learning styles to effect learning in the classroom as the ultimate goal in effective teaching.
3. Faculty Performance in Relation to Senior Students’ Academic
Performance in BISU Clarin, Bohol
By: Ramil S. Bulilan, Dr. Arnulfo C. Olandria, Dr. Nestor A. Balicoco,
& Agustina B. Montuya
Abstract – Whether or not best performing students are evident reflections from their excellent teachers, this study sampled 135 or 66% senior students and 31 or 89% faculty members from the 5 courses under the College of Teacher Education(CTE) and the College of Technology and Allied Sciences(CTAS) of Bohol Island state University, Clarin Campus, Clarin, Bohol to determine the relationship between faculty performance and seniors’ academic achievement. In determining the sample size, stratified sampling technique with Broto’s(2006) formula was employed. Using descriptive-correlational method, contingency tests revealed strong significance with all statements of null hypotheses; thus, all are rejected implying that younger females are better performing academically than older males; that casual faculty have earned master’s units and permanent teachers are doctorate; and that very satisfactory faculty produced very good students. This implies that the faculty of this institution do well in their workplace. As recommended, teachers shall pursue doctoral studies as a way of becoming excellent mentors and that students will be benefitted; thereby, become best performing students. Related reviews showed that where research improves instruction, students’ achievement would likely occur.
Key words: Faculty performance, academic achievement, senior students
4. Reading Proficiency of BISU Clarin Freshmen Students
By: Ramil S. Bulilan
Abstract – Reading activity is geared towards comprehension. Without it, there could be no reading act at all. Reading comprehension, however, can be affected by lots of factors. In this study, reading speed was primarily considered as a factor that could affect respondents’ understanding. Thus, it sampled 234 freshmen students in BISU Clarin enrolled in the 1st semester of the academic year 2013 – 2014. It utilized the descriptive survey method employing researchers-made questionnaire. It specifically gathered the respondent’s age and sex profile, their preferred communication skills, attitudes towards reading, levels of comprehension, the significant difference among their attitudes towards reading proficiency, and the significant relationship between their reading speed and comprehension. The result was considered as their reading proficiency. In determining their speed and comprehension, it used speed reading and comprehension tests. Result revealed that respondents were mostly at their younger age, and female-dominated, “mostly preferred” listening from among the four language communication skills, and believed “reading as a tool for information and awareness.” Further, they were in the literal level of comprehension. They were very weak in the critical and applicative levels. In regards to speed, they were below averaged, and only good in comprehension. Result revealed a significant difference on the attitudes of the respondents towards reading. It means that the respondents had a particular attitude towards reading. Further, there was a significant correlation between their reading speed and comprehension, which means that the faster they read, the better they were in comprehension; the slower they read, the poorer they comprehend. This further implies that reading comprehension of the respondents was affected by their reading speed.