Teaching Strategies in Rizal

Chapter 1 THE PROBLEM Background of the Study The teaching of history has been one of the many important areas in the curriculum not only in the secondary level but in the tertiary level as well. In the postwar period, Philippine history at the university level was taught as a solid subject. However, the decline in the teaching of history began especially that education nowadays purports the importance of other subjects like Chemistry and English than history. This poses a threat not only on a local point of view but it creates a gap where nationalism and economic growth is concerned. To quote the economist Emmanuel Q. Yap (2005), “Philippine history is a potential tool to instill the spirit of nationalism and patriotism, especially at a time of political disunity and sluggish economic growth.” According to him, what we need to know is the historical truth about what really happened to our country and how we have been exploited, divided and ruled and turned one against each other to the point of hating and killing each other for many generations. This view also was being supported by Rizal in his early observation of the Philippines, thus, “As a people we cannot develop or advance unless we have a clear image of ourselves, an honest understanding of our past and a collective will to resist foreign dictation and to rely on our capacity and resources to bring about social justice, peace and prosperity in our land.”

A recollection of the above statements provokes an issue of the teaching of history in the curriculum. Although, history subjects has never been replaced or dismissed in the present educational system, the support and teaching contributes a major problem in its natural state. This study is even a new scale in the understanding of the present situation of teaching history especially in the teaching of Rizal along with the strategies involved to ensure maximum benefit for the students’ welfare and learning. Several decades of pedagogical research have now clearly shown that what teachers do in the classroom is undoubtedly the key educational determinant in student learning and achievement. It goes without saying that not all teaching practices are equal in this respect. It is therefore important to identify and promote the most effective practices, that is to say, practices which help students to achieve desired learning outcomes in the most effective way. In the same way developing teaching strategies is an equal important in determining the quality of learning the students receives. With respect to quality learning and students benefits from learning in the educational system. The term strategy provides a question that each of the teachers must bear in mind as a challenge. Shang (2003) mentioned in his article based on his book, “Towards Quality Learning” that Identifying effective teaching practices along with the strategies they implement necessarily implies that teachers have the power to influence student learning. Teacher is the most influential factor in student learning, ahead of the family.

The study of Rizal underscores one of the many thrusts of the Philippine education created when Claro M. Recto and Jose P. Laurel sponsored and fought for the passage of Republic Act 1425, better known as the Rizal Law. This is part of the curriculum taught especially in the tertiary level. It is the least learned subjects in the school and accordingly one of the least interesting subjects under the curriculum, thus, many challenges and efforts were an everyday part of the teachers teaching this subject. Although, measures and means were implemented to ensure that the students will learn and follows its principles, only few teachers have the ability to do so. This study maybe posed to be “least” explored areas of the many studies that can served as a research material. This even encouraged the researcher to find an interest in conducting a study in the teaching strategies of teachers in teaching Rizal subject. The abovementioned articles about history and the curriculum towards quality education even pointed out the necessity of determining the realm of teaching Rizal and the teachers’ strategy to assess and find their difficulties and cope with it to make them efficient and provide a quality time with students. Likewise, being one of the history instructor and have given an opportunity to teach Rizal subject in college, this study proves to be of importance.

Statement of the Problem This study will be conducted to evaluate the teaching strategy of teachers teaching Rizal’s Life and Works in Ateneo de Naga University.

Specifically, the following sub-problems will be subjected for particular inquiry: 1. What is the profile of the professors teaching course in Rizal in terms of: 1.1. age; 1.2. sex; 1.3. educational attainment; 1.4. length of service? 2. What teaching strategy do these professors utilize in their teaching of

Rizal subject? 3. What are the problems the respondents encounter in teaching Rizal subject, along: 3.1. personal; 3.2. students attitude towards the subject; and 3.3. professional difficulties? 4. What teaching strategies could be proposed to improve the teaching of

Rizal’s course?

Scope and Limitations of the Study This study will focus on determining the extent of observance of the teaching strategies of teachers who are teaching Rizal subject in Ateneo de Naga University, Naga City. The locale is considered due to possibility of

gathering the data and because it happened to be one of the leading schools in teaching the Rizal subjects’ course. The respondents who will be solicited for answers regarding the goals and objectives of the study will be those who are in service for a year in the said school. Likewise, they are those that are teaching Rizal subject in any areas of study irrespective of year level and course handled. Using interview, the findings of this study will draw strength from the information and opinion from vintage point of view of selected respondents. The respondents are primary movers of this study, their performance will never be the coverage of the study but the teaching strategies involved in teaching. Likewise, their personal experience and the effective delivery of subject taught will be of prime scope of the present study. This study is limited to the said scope and will not advocate any measures to find fault or failure from the teachers in teaching the subject.

Significance of the Study The study may have significance to the following groups or agencies: Students. The students will be the primary beneficiaries of this study. The findings will help improve the teaching strategies of teachers and thus, in return will give them satisfaction and learning in the course. Parents. Findings of this study will benefit the parents who are hoping quality education for their children. The findings will help their children learn more in school and thus, their sacrifices will be properly justified.

Teachers. The findings of this study will serve as a guide and input to teachers especially those who are teaching history or sociology specifically Rizal subject. This will give them an idea on how to deliver the subject with efficiency and effectivity utilizing the strategies and incorporating it in their teaching. School administrators. The findings of this study may help the school administrators in re-engineering new platforms and policies regarding the teaching of the subject Rizal. This may also serve as a feedback on the difficulties of teachers teaching history and may find ways to improve their current situation. Researcher, himself. This study will help the researcher in his career as a teacher especially in handling Rizal subject in the day to day teaching. The findings and the result of the study will provide substantial data needed in the improvement of his skills as well as it may create a ground to make better decisions and steps that can be utilized to help the students and the school in general. Future researchers. The reason why there is research is the need for problems to be solved and the need requires data and information that could bridge their study to well-known and tested facts. The same way, this research will serve the purpose.

NOTES

The 1987 Constitution of the Republic of the Philippines (Manila, 1996). M.S. Tabunda and M.M. Galang, A Guide to the Teaching of Rizal. (1992). Aniano A. Disierto, ”Corruption Laws in the Philippines” (IBP Law Journal and Magazine, 4th Qtr. 1997 & 1st Qtr. 1998).

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is a review of literature and studies concerning issues on teaching Rizal subject particularly on the teaching strategies of teachers in handling the subject. It will also reflect various areas of Rizal since the present study is new and it is the first time that a research on the teaching strategies of teachers in teaching Rizal subject will be deliberated under this study, there are only very few studies that are of little significance to the present study, will be provided.

Related Literature José Rizal is one of the most revered figures in Philippine history. He was a multifaceted intellectual and a political activist, best known for his political writings that inspired the Philippine revolution and ultimately led to his execution by the Spanish colonizers. Rizal was also a physician who trained in ophthalmology under 2 prominent European ophthalmologists, Louis de Wecker and Otto Becker. Born 40 miles south of Manila at Calamba, into a prominent Filipino family, José was the seventh of 11 children. Taught first by his cultured mother, and later by private tutors, the young Rizal grew up in an intellectually stimulating atmosphere. His brother and sisters were all well-educated and his family's private library, of more than 1000 volumes, was quite possibly the largest in the

Philippines at that time. Rizal was an extremely gifted student, especially in the humanities. He won literary competitions from a young age. He had an extraordinary capacity for language; ultimately, he spoke 22 languages and dialects. His professor of Greek in Spain said that he never encountered a student who excelled Rizal. Additionally, he studied drawing, painting, and sculpture, throughout his life; he even exhibited a bust at the Salon de Paris in 1889. It has been half a century since Claro M. Recto and Jose P. Laurel sponsored and fought for the passage of Republic Act 1425, better known as the Rizal Law. This is the law that made the study of the life, works and writings of Jose Rizal compulsory in all schools in the Philippines. In the past half-century, other compulsory courses have been revisited, reviewed and, as in the case of Spanish, dropped or made an elective or course of the student’s choice. In the collegiate level, therefore, only the following courses remain required and compulsory by law: Land Reform and Taxation, National Service (formerly the ROTC), and the Rizal course. The last time the government took notice was in 1994 when then President Fidel V. Ramos ordered the Department of Education, Culture and Sports (DECS) and the Commission on Higher Education (CHED) “to immediately and fully implement the letter, intent and spirit of Republic Act No. 1425 and to impose, should it be necessary, appropriate disciplinary action against the governing body and/or head of any public or private school, college or university found not complying with said law.”

Memorandum Order 247 was issued by Ramos following reports that some schools were not complying with the law mandating the teaching of the life and works of Rizal. It was even rumored that some schools did not teach Rizal or his works, so it was deemed appropriate that the teaching of Rizal be renewed and strengthened in preparation for the centennial of his death in 1996 and, of course, the centennial of the Declaration of Philippine Independence in 1998. In order to appreciate the importance of RA 1425, we must remember that it originally had two versions, one from Congress, the other from the Senate and thus, one has to go through the thick volumes of the Congressional Record and the Record of the Senate for the transcriptions of the heated debates that went into the crafting of the law as we have it today. There is also a lot of materials related to the law in the newspapers of the period that record the opposition of the Catholic Church to the bill, which equals its current opposition to artificial methods of birth control. Going through the preamble of RA 1425 we see the reason for such legislation: “Whereas, today, more than other period of our history, there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and died. “Whereas, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character.”

Nobody will argue over nationalism, although in a discipline such as history that is both informative and formative, the issue of nationalism requires a second look. When Teodoro Agoncillo declared, in the 1960s, that “there is no Philippine history before 1872,” he changed the way a whole generation looked at history. He argued that primary sources before that turning point, the execution of Gomburza, was written largely by Spaniards, for Spaniards. Thus, what we had before 1872 was not Philippine history but the history of Spain in the Philippines. Following Agoncillo’s rewriting of Philippine history from a Filipino viewpoint came the classic nationalist works of Renato Constantino that also captured the imagination of the generation of the First Quarter Storm. RA 1425 was meant to honor Rizal and other heroes. As a matter of fact, Ramos in preparation for the Philippine Centennial called for a consultative meeting of historians in order to draft a law that would officially declare National Heroes. Contrary to popular belief, there is no law making Rizal our national hero. He is such by tradition and acclamation. At best, Rizal was made “official” when the Department of Education in the 1950s made a list of distinct icons of national nature: the national tree is Narra, the national flower is Sampaguita, the national animal is the Carabao, the national hero is Jose Rizal, etc. Perhaps as a reaction to all this, Constantino wrote the landmark essay “Veneration without Understanding” which he delivered as the second in the Annual Jose Rizal memorial lectures. In this essay, Constantino suggested, among other things, that Rizal was an American-sponsored hero. It is this essay

that always crops up whenever people debate on who should be the “national” hero, Rizal or Andres Bonifacio. This is not a historiographical issue but an ideological or political trap that leads to debate without end.

Republic Act No. 1425 (House Bill No. 5561 and Senate Bill No. 438) An Act to Include in the Curricula of All Public and Private Schools, Colleges and Universities courses on the Life Works and Writings of JOSE RIZAL, particularly his novels NOLI ME TANGERE and EL FILIBUSTERISMO, Authorizing the Printing and Distribution Thereof, and for Other Purposes. Whereas, today, more than other period of our history, there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and died. Whereas, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character; Whereas, the life, works and writings of Jose Rizal particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused. Whereas, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience, and to teach the duties of citizenship; Now therefore,

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled SEC.1 Courses on the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private; Provided, That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translations shall be used as basic texts. The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks. The Board shall, within sixty (60) days from the effectivity of this Act promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the regulations of this Act. The Board shall promulgate rules and regulations providing for the exemption of students for reason of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this section; but not from taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette. SEC.2 It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and expurgated

editions of the Noli Me Tangere and El Filibusterismo, as well as Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities. The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university. SEC.3 The Board of National education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations and the Barrio Councils throughout the country. SEC.4 Nothing in this Act shall be construed as amending or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other persons engaged in any public school. SEC.5

The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of this Act. SEC.6 This Act shall take effect upon its approval.

Teaching Rizal According to Dr. Quiazon, (2006), as in all former colonies in Asia, the history about the Filipino was written by the Spaniards and then by the Americans, resulting in the tragic alteration of the Filipino character and soul. To paraphrase Dr. Jose Rizal, the Filipino was reduced to a groveling, clinging and fawning creature without a sense of community. For centuries our people have grievously suffered from racial slurs that our students must know about. The Spaniards called our people “Indios” and the friars often referred to them as chongos, or monkeys. Only through the correct teaching of Philippine history can we rectify these demeaning racial stereotypes. With the advent of the Norte Americanos, the English writer Rudyard Kipling in his “White Man’s Burden” warned the new masters to be cautious in dealing with their new wards because “they are half-devil and half-child.” Up to the 1980s, James Fallows wrote that the Filipino people were victims of a “damaged culture.” What have our educators and historians done to redress these indictments of contemporary Filipinos?

In the postwar period, Philippine history at the university level was taught as a solid subject, but the textbooks remained written from the colonizers’ point of view. Only Teodoro Agoncillo became a staunch proponent of rewriting Philippine history from the Filipino viewpoint. He came out with a nationalistoriented textbook entitled The History of the Filipino People. Renato Constantino followed with The Past Revisited. On the high-school level, commercialized Philippine history books were prescribed by the Bureau of Education. The sad plight of the study and teaching of history continued up to the seventies and eighties when teachers recruited to teach history in high schools included physical education and home economics teachers. In today’s world, our educational planners have come out with a strange concoction in the form of a collected set of subjects called Makabayan, which is a misnorner. Lamentably, Makabayan is the antithesis of patriotism, nationalism and one’s sense of national identity. Although the package is well intentioned, Makabayan presents Filipino culture and history in a hodgepodge fashion, void of the vital element of continuity in the study of our past. ln the more highly industrialized countries in the West, such as Great Britain and the United States, the teaching of English history covers four years of the student’s life in college while in the US, irrespective of the student’s major or field, he or she is required to take four semesters of American history. In the Philippines history merits one semester’s work. Just recently the University of the Philippines reduced Philippine history to an optional subject,

among other social-science subjects. What a disservice to the young generation and to our students! Philippine history is a potential tool to instill the spirit of nationalism and patriotism, especially at a time of political disunity and sluggish economic growth. What we need, to quote the economist Emmanuel Q. Yap, is “know the historical truth about what really happened to our country in how we have been exploited, divided and ruled and turned one against each other to the point of hating and killing each other for many generations.” This echoes Rizal’s earlier observation: “In order to read the destiny of the people, it is necessary to open the book of their past.” But what sort of books shall our students open in the Makabayan class if these are bristling with halftruths and downright lies? As a people we cannot develop or advance unless we have a clear image of ourselves, an honest understanding of our past and a collective will to resist foreign dictation and to rely on our capacity and resources to bring about social justice, peace and prosperity in our land.

Related Studies Most sociological studies on education conducted from the past onwards, including the well-known report by Coleman et al. (2006), confirm that pupils from disadvantaged backgrounds are at greater risk of experiencing difficulties at school than pupils from wealthier backgrounds. The convergence and significance of the conclusions of these studies have contributed to fuelling the

belief that school and teaching staff have only very little impact on academic achievement among pupils from disadvantaged backgrounds. Nevertheless, while observing the strong link between disadvantaged backgrounds and low school performance, Coleman et al. also noted in their report that this situation was not irreversible and that school itself could counterbalance the weight of pupils’ socio-economic background. In that connection, they illustrated that the teacher variable has a more pronounced effect on school achievement among pupils from modest backgrounds and ethnic minorities. Coleman et al. also underline that, regardless of the pupil’s ethnic group, good teachers exert a greater influence on the achievement of pupils from poor socio-economic backgrounds (Crahay, 2000). Identifying effective teaching practices necessarily implies that teachers have the power to influence student learning. The works by Wang, Haertel and Walberg (2003) provide an answer to this question. Indeed, these American researchers performed an important meta-analysis which enabled them to identify the factors most likely to help pupils to learn. In the framework of this study, they analyzed 179 reviews and book chapters, compiled 91 research syntheses, and surveyed 61 education researchers in order to set up a database of 11,000 statistical results. They identified 28 factors influencing learning and then classified them in order of priority. The two most prominent factors are directly related to the teacher. Teachers are thus the most influential factor in student learning, ahead of the family, which only ranks fourth. As Coleman et al. pointed out in their 2006 report, although it has an important influence on

achievement, the pupil’s background does not constitute an insurmountable barrier. In fact, a synthesis of 134 meta-analyses published in 2002 by Swanson demonstrates that the overall effect-size on school performance of factors related to the family and social environment is 0.38 whereas it reaches 0.53 for factors related to teachers and school2. It should be noted that a result is considered significant for an overall effect-size equal to or greater than 0.25 (Adams et Engelmann, 2006). Other research syntheses (Brophy and Good, 2006; Rosenshine and Stephen, 2006; O’Neill, 1998; Gauthier, 1997) also confirmed that teachers, through class management and management of teaching, have a direct impact on student learning. In a report to the Society for Advancing Educational Research (S.A.E.R.) of Canada, Freedman wrote in 2003: “There is no large-scale empirical research which shows that child-centered, activity-based learning is superior to direct instruction in the teaching of basic skills… all the large-scale studies show direct instruction is superior”. This observation remains valid, although several studies carried out in developing countries appear to contradict this (Little, 2004). The Follow Through project is the largest-scale experiment ever conducted in the West in the field of education (Slavin, 2002). This research was aimed at comparing and analyzing the effectiveness of some twenty teaching approaches used with pupils from disadvantaged socioeconomic backgrounds. The experiment was performed with children in nursery school and in the first three years of primary school5. It is a longitudinal study which was carried out over a period of some ten years, involving 70,000 pupils from 180 schools. Data

concerning about 10,000 pupils were collected annually and analyzed for the purpose of the study. The nine most popular teaching approaches or models used for the final analysis in the framework of the Follow Through project were divided into two main categories: structured approaches and pupil-centered approaches. Structured teaching approaches came under the Basic skills model, because they were particularly geared towards systematic teaching of basic learning skills such as reading, writing and mathematics. With regard to pupil-centered teaching approaches, they were grouped under the cognitive skills model or the affective skills model.

Synthesis of the State-of-the-Art It may further be noted that most literature and studies cited in this chapter dealt mainly with Rizal, understanding his work and life and related views regarding his nature. This also cited some of the important laws noted as the main reason why Rizal subject was taught and a pre-requisite in the college courses. None of these reviewed literature and studies had particularly dealt with the teaching strategies of teaching the subject Rizal. This area is rarely studied, hence, the researcher find it more interesting and relevant. The present study deals with the teaching strategy used by teachers in Ateneo de Naga University, this will look into the idea of effective educational management and understanding the role of teachers in delivering quality education. Moreover, this will also identify problems of teachers teaching history

specifically those involved in the teaching of Rizal. The studies of Coleman (2006), Crahay (2000), Wang, Haertel, and Walberg (2003) all constitutes a primary idea of what a teaching practice should be but do not deal with the strategies of teachers to be utilized in a classroom program. Meanwhile, the study influenced by Slavin (2002) although involved in studying the follow through project which is one of the teaching strategy that can promote educational quality, seems to be lacking since the present study conforms to all of the strategies involved in teaching. Likewise, the present study hopes that the identified teaching strategies will serve as an eye opener on the effective and useful method of teaching necessary in the achievement of quality education in the study of history.

Gaps bridged by the Study The literature and studies cited were somewhat relevant to the present study, however, most have little impact on the study as a whole. The present study in particular is focused primarily on determining the teaching strategies imposed by teachers in Ateneo de Naga University and the problems they encountered in teaching Rizal subject. There has no available research on this particular topic yet and the present study was the least explored area in the educational research. Thus, this is the gap that the researcher would like to bridge.

Theoretical Framework The Webb and Norton (2000) Theory strongly suggests that the quality of an education program lies on the total nature, rationality and utilization of the quality of human resources and its development in the school system, states that, “Quality of education programs in large part depends, upon the quality of human resources within the system; the extent to which productive human relationships are realized; the development, motivation and utilization of existing human qualities. Improvement of the existing condition of the school needs the cooperation and full support of the community in which the organization is involved. This comprises the resolving concern. Ramirez’s theory on staff training and development also has a bearing on this study. The theory states that “Management has the responsibility of determining the training needs of its employees and then conducts training to meet these training needs.” However, in this study, it will utilize the said theory on the basis that school has the responsibility of knowing and forming the needs of the stakeholders and conduct training program to meet the identified needs of history instructors. The connectionist theory formulated by Thorndike was premised on this study to anchor the idea that bonds or connects situations and responses. Thondike stipulates that man’s learning is fundamentally the action of the laws of readiness, exercises and effect.

The law of readiness states that when the learner is prepared for something, the task is satisfying, if not; the activity is annoying or frustrating. In this study, the development of teachers would prompt them to be prepared for the changes that may or will arise for future development. The law of exercise states that the acquired responses lead to habit formation. The law of effect emphasizes that if the responses are rewarded the connection is strengthened. During the development of the research, the researchers will encounter problems when it comes to data gathering and the actual nature of the problem of its history. The persons involved in the research are the actual process and the result would be the expected output of this research. The problems to identify largely depends on the attainment of the objectives and the level of implementation of the teaching strategies which will be solicited for answer from the persons involved or the respondents of the study which were the teachers. With constant planning of the school administration and the effect of its implementation, it will then be helpful to the teachers in developing practical strategies that they can use and utilize in teaching Rizal subject properly, with emphasis and effectivity. To ensure this, a well developed system is necessary and constant support from the administration is highly required. The teachers may benefit the most in relieving them from the difficulties and from the strain that teaching history subject is boring.

WEBB AND NORTON THEORY

PLANNING

RAMIREZ THEORY

IMPLEMENTATION CONNECTIONIST THEORY

WELL DEVELOPED TEACHING STRATEGIES

Figure 1. Theoretical Paradigm of the Study

Conceptual Framework

There are components that the researcher will analyze in this research namely: profile of the respondents, teaching strategies involved, common problems confronted by the respondents in teaching the subject Rizal, and the present condition the persons involved in its development and reactions as well as opinions of the sectors concerned. As Kast and Rosenweigh (2002) mentioned in an organization, they said that an organization requires an input, converts their input to output and monitor the environment as to the output obtained. It requires feedbacks to further improve the organization by adjusting the objectives, processes and outputs. Figure 2 shows the conceptual paradigm of the study. The first box represents all the input that will enter the system such as the respondents profile, teaching strategies, common difficulties in teaching the subject and the post interview analysis. This will be processed utilizing the scheduled procedures such as gathering data, interpretation and analysis which will be expected to gain the output based on the belief that this will reveal the real status and teaching strategy implemented by teachers handling Rizal subjects. The outcome of the assessment and evaluation will from time to time rely on the feedback mechanism of the system. This is important to clarify and strengthen the detail of the issues identified by the study.

Assessment & Interpretation of respondents

Interview/ Administration of Questionnaires/ Careful Analysis and Interpretation of data

Figure 1. Conceptual Paradigm of the Study

SUBJECT

TEACHING RIZAL

THE TEACHERS

FEEDBACK

REVEALED STATUS OF

Profile of the respondents Teaching strategies of the instructors in teaching Rizal Common problems confronted by the respondents Post-assessment interviews

Definition of Terms For a clearer understanding of this study, the following terms will be defined conceptually and operationally. Teaching strategies. This refers to the methods and procedures of teaching conducted by teachers especially those that teach Rizal subjects. The strategies may be in a form of lecture-discussion method utilizing inquiry approach or other teaching strategies based on the standards of teaching. Employee. The Administrative Code of 1987 defines this term as when used with reference to a person in the public service, includes any person in the service of the government or any of its agencies, subdivisions, divisions or instrumentalities (Art. 2 (15), Administrative Code). In this study, this term refers to all permanent employees of Ateneo de Naga University that handles Rizal subjects.. Leadership Style. This term refers to leadership behavior in local government unit such as existence of sound office policy, promotion and growth, task oriented, respecting the rights of others and tactful discipline. Republic Act No. 1425. This refers to an act that include in the curricula of all public and private schools, colleges and universities courses on the Life: Works and Writings of Jose Rizal particularly his novels Noli Me Tangere and El Filibusterismo authorizing also the printing and distribution.

NOTES The 1987 Constitution of the Philippines. (Manila, 1996).

The Rizal Law, Republic Act 1425, Constitution of the Philippines.(Manila, 2004.

Anderson, Benedict. "Hard to Imagine: A Puzzle in the History of Philippine Nationalism." Cultures and Texts: Representations of Philippine Society. Ed. Raul Pertierra and Eduardo F. Ugarte. Quezon City: University of the Philippines Press, 1994. 80-118.

Ileto, Reynaldo. "Rizal and the Underside of Philippine History." Moral Order and the Question of Change : Essays on Southeast Asian Thought. Ed. Alexander Woodside and David K. Wyatt. New Haven, Conn.: Yale University Southeast Asia Studies, 1982. 274-337.

Schumacher, John, S. J. "The 'Propagandists' Reconstruction of the Philippine Past." Perceptions of the Past in Southeast Asia. Ed. Anthony Reid and David Marr. Canberra: Asian Studies Association of Australia, 1979. 264280.

Ibid.

AVALOS B. Teaching Training in Developing Countries : Lessons from Research. In Teachers in Developing Countries. Improving Effectiveness and Managing Costs. Washington D.C. The World Bank., 2002. BECKER, W., & CARNINE, D. Direct Instruction : A behavior theory model for comprehensive educational intervention with the disadvantaged. In S. Bijon (Ed.) Contributions of behavior modification in education. Hillsdale, NJ, p.1106..BEREITER, C. & M. KURLAND. (A Constructive Look at Follow Through Results, Interchange, vol. 12, p. 1-22., 2001. BORMAN, HEWES, OVERMAN & BROWN. COMPREHENSIVE SCHOOL REFORM AND STUDENT ACHIEVEMENT A Meta-Analysis. Center for Research on the Education of Students Placed At Risk (CRESPAR), Johns Hopkins University; Baltimore MD., 2002.

E. Webb and F. Norton, Theories of Quality Education: Educational Psychology, Danes Publishing, Washington D.C., 2000. Coleman, J.S., Campbell, E.Q., Hobson, C. J., MCPartland, J, Mood, A.M., Weinfield, F.D., & York, R. L, Equality of Educational Opportunity. Washington, DC: Us Office of Education, 2006. Crahay, M., L’école peut-elle être juste et efficace ? De l’égalité des chances à l’égalité des acquis. Belgique, De Boeck Université, 2000. WANG, Margaret, H., Geneva et WALBERG, H., Qu’est-ce qui aide l’élève à apprendre ? Vie pédagogique, no 90, sept-oct., p. 45-49, 2003. SWANSON, H. Lee., A Meta-Analysis of Single-Subject-Design. Intervention Researchfor Students with LD. Journal of Learning Disabilities, Volume 33, March-April, pages 114-136, 2002. ENGELMANN, S., & CARNINE, D.W., Theory of Instruction: principles and applications (2nd Ed.). Eugene, OR: ADI Press, 2006. ROSENSHINE, B.V. & al., Teaching Functions In M.C. Wittrock (dir). Handbook of Research on Teaching (3e éd.) p. 376-391, New York : Macmillan , 2006. ROSENSHINE, B.V., Synthesis of Research on Explicit Teaching. Educational Leadership, 43 (7), p. 60-69, 2006. STEPHEN, E.A., Improving Schools Through Teacher Developpement : Case Studies of the Aga Khan Foundation Projects in East Africa.Lisse, Abingdon, Exton (Pa), Tokyo : Swets & Zeitlinger, 2006. O ’NEILL, G. P., Teaching Effectiveness : A Review of the Research, Canadian Journal of Education, 13 (1), 162-185, 1998. GAUTHIER, Clermont et al., Pour une théorie de la pédagogie, SainteFoy, Presses de l’Université Laval, 1997. F. Slavin & Schiefelbein, E., The Determinants of school achievement utilizing Follow Through: a review of the research of developing countries. Ottawa International Development Research Center, 2002.

Chapter 3 RESEARCH DESIGN AND METHODOLOGY This chapter presents the research design, population of the study, research instrument, data gathering procedure and statistical treatment of data.

Research Design The descriptive survey method of research utilizing a questionnairechecklist supplemented by informal interview and observation will be used in the interpretation of the data. Population of the Study In determining the teaching strategies of teachers teaching the Rizal subject, twenty-three (23) permanent teachers who are at least have a one year tenure in Ateneo de Naga University, will serve as respondents in the study. These one twenty-three employees are presumed to be the ones with direct knowledge and proper position to evaluate and appraise their strategies based on their performance and experiences encountered.

Instruments Used

The main data gathering instrument used in this study will be a questionnaire-checklist based on the objectives and specific research problems on the teaching strategies and difficulties experienced by teachers in teaching Rizal subject. Informal interview will also be conducted during the dry-run to improve the instrument as well as to provide inputs on the validity of the questionnaire. The questionnaires will be distributed personally and will be retrieved as soon as the respondents accomplished them to gain a high percent of retrieval rate.

Data Gathering Procedures In order to eliminate problems of time, the researcher made proper scheduling and planning of activities to be done consisting of preparation of the draft of the questionnaire, validation of the questionnaire, and dry-run. After these stages, the data gathered would then be consolidated, tabulated and analyzed. Preparation of the draft of the questionnaire. To have wider ideas on what to place and how to organize the questionnaire, the researcher will conduct informal interviews with the prospective respondents who are teachers of history and Rizal in Ateneo de Naga University. For purposes of courtesy and permission to for researcher to conduct this study, he will secure a transmittal letter requesting permission from the school managers, the dean and other concerned offices and agencies concerned with respect to soliciting views and

answers from the respondents. Upon approval, the researcher will formulate questionnaire based on the gathered data from the sources described above. Likewise, library research will be conducted to enable the researcher to see how a research questionnaire is organized. Validation of the questionnaire. The questionnaire will undergo the necessary validation procedure to ascertain that the data intended to be gathered will be useful for the study. For this reason, the draft will be referred to persons with experience in thesis writing to comment on the format and other aspects of the questionnaire. Likewise, the questionnaire will undergo critiques from the researcher’s adviser thus, validating the questionnaire. On this score, the researcher will adopt a suggestion that a self-administered questionnaire be drafted so that the respondent will be able to answer without a proctor. The first revision of the questionnaire will be based on the format where an open-ended question will be utilized. In this type, the respondents will have to write their answers if none of the choices was indicated. However, if their choice was included in the list, they simply have to indicate a check mark before the number which corresponds to what they prefer in the list of choices. The revised draft will be shown to the adviser for his comments and suggestions. If practically all the comments will be favorable, it will then be tested for dry-run to be able to find out matters that needs to be polished. Dry-run. A dry-run will be conducted to find out if there were irrelevant matters that were asked in the questionnaire. The adequacy of the time for the

respondents to answer and the readability of the questionnaire will also be considered. Serving of Questionnaire. The questionnaire will be handed personally during vacant hours or depending on the availability of the respondents as not to interfere with their normal work schedule. To ensure that proper instruction will be carried, the researcher will guide the respondents in answering the questionnaire so that reliable and valid information will be revealed. After questionnaires have been accomplished and gathered they will be properly consolidated, tabulated and analyzed.

Statistical Treatment of Data The following will be the statistical treatment for the data being gathered: 1. Frequency count will be used to determine the number of responses in each item. 2. Percentage will be used to compare the frequency of responses and

the total number of respondents; likewise in determining the teaching strategies of teachers in teaching Rizal subject. 3. Weighted mean will be used to measure the perceived difficulties of

teachers in teaching the subject.

Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter contains the presentation, analysis and interpretation of data pertinent on: 1. Profile of the respondents in terms of age, gender, educational attainment, and length of service; 2. The teaching strategies of teachers teaching Rizal subject; and 3. The problems encountered by the respondents in teaching Rizal whether it be personal, students attitudes towards the subject or because of professional difficulties.

Profile of the Respondents Table 1 presented the personal profile of the respondents as to age, sex, educational attainment and length of service. The first part of which revealed that there were 21 respondents or 64% who did not indicate their age; and there were 4 or 12% under the age bracket of 46-50, the lowest was 1 or 3% under the age brackets of 56-60, 51-55, 26-30 and 21-25, respectively. The female respondents were 91% having a number of 30. As for educational attainment, Table 1 showed that 21 or 64% were college graduates; while only 11 or 33% obtained postgraduate studies. As to length of service, the bracket of 11 to 15 years obtained

the highest number of 14 or 42.4%; while the lowest was 16 to 20 years, with a 2 or 6.1%.

Table 1 Respondents Profile No.

%

1 1 4 2 2 1 1

3 3 12 6 6 3 3

21

64

Total

33 3 30

100 9 91

Total

33

100

11 21

33 64

1

3

33

100

2 14 12

6.1 42.4 36.4

Profile 1. Age: 61-65 56-60 51-55 48-50 41-45 36-40 31-35 26-30 21-25 Not Indicated 2. Sex: Male Female 3. Educational Attainment: Post-graduate College High School Elementary Not Indicated Total 4. Length of Service 21 years above 16 to 20 years 11 to 15 years 5 to 10 years

1 to 5 years Total LEGEND:

No

-

Number

%

-

Percent

5

15.1

33

100

Teaching Strategies in Teaching Rizal The teachers teaching the subject Rizal have different strategies employed in dealing with the subject. Hence, the table below shows the frequency of responses gained from the respondents, stated in Table 2. It will be noted that majority of the respondents uses traditional inquiry method of question and answer in dealing with Rizal subject this garnered a total of 9 or 27.27% of the total responses, this was followed by those who preferred lecture discussion type of strategy with 6 or 18.18%, the least among the strategies used by teachers were those who utilized reasoning and analogy, activity and brainstorming, and scientific method approach with only 1 or 3.03% of the responses. Analyzing the result, it is becoming evident that traditional teaching of the subject Rizal was being implemented by the schools bearing in mind that the subject is boring in addition with the extent of their teaching, the subject becomes even more undesirable for the students. Thus, it might be important that proper scrutiny of the teaching utilized may be identified for the teachers to be given an uplift towards their way of teaching.

Inasmuch, it is worthy to mention that there are teachers who use spontaneous reading and reciting which clearly indicate that the teaching of Rizal is far more less than a mastery learning strategy. This was indicated by 5 respondents with a percentage of 15.15%.

Table 2 Teaching Strategies of Teachers Strategies

Number

Percent

Utilized discovery approach in teaching the subject

3

9.09

4.5

Preferred the traditional inquiry method of question and answer type of teaching in Rizal

9

27.27

1

Utilized spontaneous reading and reciting

5

15.15

3

Liked to use follow through in identifying and collecting knowledge based on Rizal’s life and works

2

6.06

6.5

Preferred utilizing reasoning and analogy in discussing the subject

1

3.03

9

Used the process method

2

6.06

6.5

Utilized activity and brainstorming strategies

1

3.03

9

Read comprehension type to be able students learned the subject by heart

3

9.09

4.5

The best strategy is a scientific approach of learning the subject

1

3.03

9

Preferred lecture-discussion

6

18.18

2

Total

33

100

-

method

Rank

Problems in Teaching Rizal The problems of teaching Rizal can be identified into three (3) different units such were: personal problems, problems about the students attitudes about the subject, and problems about their professional difficulties. The mentioned problems were the basis on actually finding out how the teachers react and what are their perceptions when it comes to professional competence in teaching the subject as well as it will show the pressures they are having when teaching the subject Rizal. Personal Problems. Table 3 shows the problems of teachers in teaching Rizal when it comes to personal problems which is one of the factor why they find it difficult to teach the subject. The highest among the rank was those teachers who felt bored when teaching the subject. This constitutes about 3.85 in terms of the weighted mean which interprets as very serious. This was followed by those second in rank who feels they need to study first the subject before they can teach effectively with 3.70 or perceived to be a very serious problem. The least among the problems in terms of personal is the problem on financial with a WM of 1.08 or not a problem in nature.

On the whole, the personal problem experienced by the respondents constitutes 2.63 or interpreted as serious in nature, thus relative to this, the school administrators should properly see this problem and find ways to alleviate this particular incidence.

Table 3 Problems in Teaching Rizal

Weighted Mean

Rank

Doubt the teaching style

2.40

7

Felt the lack of knowledge about Rizal

1.67

8

Felt incompetent

1.25

9

Did not like teaching Rizal

2.67

6

Have family problems

2.90

5

Have financial problems and affected the way he teach

1.08

10

Felt stubborn when teaching the subject

3.23

3

Have other areas of interest

3.12

4

3.70

2

3.85

1

2.63

-

Personal Problems

Think they need to study first the subject before they can teach effectively Felt bored in teaching the subject Average

Students attitudes towards the subject. It will be noted in Table 4 that even students find problems related to the subject Rizal, this was the perception of teachers teaching the subject. Thus, it will be observed in the table that most of the students do not find the subject interesting with 3.82 or this is a very serious problem. Other students cannot memorize properly some of the passage in the study with 3.54 or very serious in nature. The least among the responses was when it comes to their assignments with 1.85 or interpreted as alarming only in nature. It only means that in general, the students find the subject undesirable because it is boring to them, although they are doing their assignments and other school responsibilities when it comes to the subject, they always find it a problem to even like the subject. When interviewed students commented that their boredom was due to the nature of the study of Rizal, they further stressed of too many memorizations, thus adding much to their frustration of avoiding the subject. Moreover, most of the lesson relied too much on the textbooks and what was written on it, in fact, they do a lot of memorization and reading which

Filipinos are known for having a weakness. Many teachers believe that one of the factors in the student’s attitude is their lack of interest with the subject and the way their professors handle the discussions. It then became one of the important concern of this study to re-identify these weaknesses to be able to provide an important means of re-engineering their teaching and adapting teaching strategies that will help students appreciate the subject.

Table 4 Problems in Teaching Rizal

Weighted Mean

Rank

The students are bored about the subject Rizal

2.36

7

The students do not make assignments regularly

1.85

10

Many times there are students who are absent or are not around during Rizal class

2.90

6

There are instances when students skip/cut class schedule during Rizal

2.18

8

The result of the student’s performance is low

2.33

3

The participation of the students is very low

3.20

4

The students cannot memorize properly some of the passage in the study

3.54

2

The students do not find the subject interesting

3.82

1

Students cannot recall events and important issues in Rizal subject

3.11

5

Students Attitudes Towards the Subject

The students neglect their responsibilities in the subject such as assignments and projects

2.01

9

Average

2.73

-

Professional Difficulties. Often teachers greatly relied on their ideal of professional competence to control teaching to the level of learning. However, when they find themselves lacking along this area, teaching and learning suffers thus, the quality of learning the students receives will be affected. In Table 5, it shows the professional difficulties the respondents are having. It will be noted that most of the respondents have problems in dealing with pressures in the workplace, such that there are 3.23 or a serious problem about it. Others have a different perspective in teaching and find it a problem to innovate with 3.12 or it means serious problem. The least among the problems regarding professional life in relation to teaching the subject Rizal was having low salary and feeling embarrassed about the study of Rizal with 1.00 or not a problem at all. To sum it up, the professional difficulties of the teachers always run along pressures, innovations and interests. Whether they cannot indicate it properly, the findings showed that most of them feel pressured with the hectic activities

they are having and the many affairs they are attending at school, this was also one of the reasons why they even forgot to study the subject or the next lesson first before delving on the topic making the approach more subtle and lesser in interaction, rather it becomes dull because of so many usual activities like reading, reciting and answering questions. On the whole, professional problem is alarming with 2.25 WM out of the 33 responses.

Table 5 Problems in Teaching Rizal

Weighted Mean

Rank

Did not feel the mastery towards teaching the subject

1.22

8

It conflicts with what they are teaching right now

2.33

5

Co-teachers do not find them good at teaching the subject

2.11

7

Have low salary

1.00

9.5

There are conflicts between the faculties

2.21

6

Felt pressured with schedules

3.23

1

Teaching Rizal subject did not match their ability

2.89

4

Don’t find Rizal interesting

3.18

3

Felt embarrassed in teaching Rizal

1.00

9.5

Teachers have a different perspective in teaching the subject and want to innovate

3.12

2

Professional Difficulties

Average

2.23

-

Chapter 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This study sought to determine the compliance to quality standards and work performance of meat inspection officers in Camarines Norte for the calendar year 2008. More specifically, it sought to answer the following questions:

Problem No. 1 What is the profile of the respondents in terms of age, gender, educational attainment, and length of service? Findings 1. There are 64% who did not indicate their age and a total of 27% who belongs to age bracket of 41-45, the rest are 26-30 respectively. 2. Female dominates the male to a 3:1 ratio with 91% in Ateneo de Naga

University.

3. Majority of the respondents have graduated from college with 21 or

64%, there were 33% that have finished their masters and doctoral degrees for the educational attainment. 4. Majority of the respondents belongs to the 11 to 15 years of service

bracket with 42.4%. There were no indicated responses of those who served 21 years and above.

Conclusions 1. The average age entry of employees ranges from 26 to 40 years old which were identified as the number of common respondents in the actual survey. 2. The female dominates the workforce in the Ateneo de Naga University.

Moreover, this signifies that majority of those who are teaching Rizal subjects are female. 3. The educational attainment is an indicator of their position relative to

their condition and status in the school. However, it does not necessarily subject itself to influence their teaching of Rizal. 4. The length of service shows that majority of the population have served well for the past 20 years and are still teaching in the said school.

Recommendations

1. The school should provide young teachers who are going to teach the

Rizal subject to maximize the quality of teaching in Rizal, this does not give an impression that old teachers are boring but the suggestion of having the youthful attitude of young teachers will influence the intensity of teaching the subject. 2. The teachers should make a step up against their academic status as

college graduates, they should at least master their field taking postgraduate studies to improve and maximize their knowledge and experiences in the field. Likewise, their masters degree should be in the field of history, sociology or relevant to the teaching of Rizal subject. 3. Policies towards mobilization of performance evaluation along the

personal attributes of individual teachers should be observed as to determine and oversee potentials and liabilities to achieve quality work performance.

Problem No. 2 What teaching strategies do professors utilize in teaching Rizal subject? Findings 1. Majority of the respondents uses traditional inquiry method of question and answer in dealing with Rizal subject with 9 or 27.27%. 2. The second in rank were those who preferred lecture-discussion type of strategy with 6 or 18.18%.

3. The least among the strategies used were those who utilized reasoning and analogy, activity and brainstorming, and scientific method approach with only 1 or 3.03%. 4. There are also those who use spontaneous reading and reciting with 5 or 15.15%. 5. Most of the strategies were traditional by nature.

Conclusions 1. Traditional teaching of the subject Rizal was the most obvious form of teaching followed by most of the instructors. 2. The approach being given to the students are not scientific and innovative in nature. 3. The professors teaching the subjects are becoming more particular with reading and question and answer than using other approaches like follow through or even activity type teaching. 4. Most of the professors find their strategies convenient and easy to use. 5. Conflict with students interest were brought about by using traditional type of teaching the subject.

Recommendations 1. The professors handling the subject Rizal should innovate activity conscious strategies and come up with a lively one.

2. Innovations and scientific implementation of daily lessons should be followed as to improve the diversity of knowledge of Rizal. 3. The use and integration of other learning areas as well as personal experiences may prove to stimulate students interest and should therefore be integrated in teaching the subject Rizal. 4. The professors handling Rizal subject should update themselves with new strategies and ways of teaching, focusing on capturing and maintaining the interests of the students. 5. Identify weak strategies and find new programs and innovations to improve the teaching of Rizal subject.

Problem No. 3 What are the problems encountered by the professors in teaching the subject Rizal? Findings 1. The professors who teach Rizal subject experience problems and difficulties along personal, attitudes of the students, and professional problems. 2. Under personal problem, majority of the professors felt bored when teaching the subject with WM of 3.85. This was noted as a very serious problem. 3. In the student’s attitude, the highest is that the students do not find the subject interesting with 3.82 known as very serious problem.

4. Most of the respondents find themselves having problems in terms of dealing with pressures in the workplace with 3.23 or serious in nature. 5. To sum up the problems of the professors, they find the subject boring which leads to the students’ lack of interest for the subject and they find it hard to find time making necessary innovations because of the work schedule they have to finish.

Conclusions 1. It is very common for the professors to find the teaching of Rizal subject difficult to them due to the problems they encounter. 2. Their problem on being bored is contributed by lack of interest on the learning material they are teaching, this in addition to lack of mastery for the subject sums up their feeling of being bored. 3. The students find the subject undesirable and they find lack of interest in the subject Rizal. This was brought partly by having a repetition, memorization and serious reading provided by the professor. 4. Serious problem to the professors is the problem of time and the hectic schedule only brought unplanned and unstructured lesson, thus contributing to a reading-reciting method of teaching. 5. The professors all agree that teaching Rizal is a challenging one

especially to new teachers who will handle the subject because it

requires expertise and a high sense of knowledge about the Life, Works and Writings of Rizal.

Recommendations 1. The school administrator should give some focus on the development of teachers teaching Rizal due to their problems which may affect the general welfare of the students for learning. 2. The professors should encourage themselves to at least find a common interest in teaching the subject through innovation and integration of personal experiences so that the students may find the subject interesting. 3. New strategies, methods, approaches and innovations should be given a particular time of the professors before teaching the subject Rizal. 4. The professors who teach the subject should attend seminars and trainings especially along social studies and history to update, upgrade and cope up with the challenges of teaching the subject. 5. Professors in Ateneo are all qualified and respected in their field even with regards to teaching the subject Rixal, however, it might be better if they attend specialized training or courses for teaching Rizal and further advocates new ideas like projecting theatrical arts while integrating the subject Rizal to add and strengthen the students knowledge and learning.