Editor-in-Chief

Emmanuel James P. Pattaguan, Ph.D.
Vice President for Academics, University Research and Development Center

Managing Editors

Dr. Pyrene Quilang, PhD
Dean, Graduate School

Dr. Marie Jean N. Mendezabal, PhD
Director, Institutional Development and Quality Assurance

Dr. Darin Jan C. Tindowen, Ph.D.
Director, University Research and Development Center

Ms. Natalie Kate Ramirez
Language Editor, University Research and Development Center

INFORMAL SECTOR TOWARDS LOCAL DEVELOPMENT:THE CASE OF A COMPONENT CITY
KAREN JOY ANNANG CATACUTAN

Informal sectors are inevitable component of the economic unit of any given country. This existence may have a negative or positive effects towards local development. This study was conducted to determine the perceived effects of the informal sectors to local development of Tuguegarao City. Mixed-research method employing both quantitative and qualitative research designs was used in the study. The study was conducted in Tuguegarao City specifically along the strategic areas such as Carig, Riverside and Buntun. For the quantitative aspect of the research, there were 500 respondents who were selected through purposive sampling method meeting the criteria that they belong to the informal sector, are operating without permits and are doing business in a small-scale. The study utilized survey questionnaire for the profiling. For the qualitative aspect of the study, focal persons from the Local Government Unit, Department of Labor and Employment and Department of Trade and Industry were interviewed on the perceived effects of informal sectors to local development. Also, some of those engaged in the informal sectors were also interviewed to verify the information gathered from the implementers. Results reveal that there are push factors or necessity-driven factors and pull factors or opportunity-driven factors affecting the engagement of the respondents in the informal sector. Topping this is the need to provide for the daily needs of the family, for the education of the children and debt payments. Also, results reveal that there are positive and negative effects of the existence of informal sectors to local development. To mention, for the positive effects, there is (1) generation of employment opportunities, (2) sustainable source of income, (3) community participation and environmental responsibility, (4) market opportunities and convenience and (5) transition of informal sector to formal sector. Lastly, for the negative perceived effects, informal sectors create (1) unfair competition between informal and formal sector (2) waste management problems, and (3) cause of traffic.

Keywords: informal sector, informal sector engagement, local development, perceived effects, Tuguegarao City

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TEACHERS’ ENGAGEMENT IN A CATHOLIC UNIVERSITY:INPUT FOR FACULTY PRODUCTIVITY FRAMEWORK
MARIA LEONORA M. CAGURANGAN

This study aimed to assess the engagement of teachers in a Catholic University. The study made use of the descriptive - correlation method to assess the engagement of 171 full - time teachers from the elementary to college in the four functions of the University, namely: Christian formation, instruction, research and community engagement. The study found that teachers’ engagement in USL, a Catholic University, varies according to their function. There were also identified enabling and retraining factors affecting the engagement of the teachers. Results of the study showed that there was significant difference in teachers’ level of engagement in the four functions of the university when grouped by their profile variables. Also, there was a significant difference in the teachers’ level of engagement along Christian Formation, Instruction, and Community Engagement when grouped according to grade level. This means that the engagement of faculty members along the said three university functions varies in terms of grade level. More specifically, results of the post-hoc test analysis revealed that basic education teachers are more engaged in terms of Christian formation, instruction, and community engagement than college teachers. Moreover, the teachers are less engaged in research. Meanwhile, significant difference also exists in the teachers’ level of engagement in the four functions in relation to the number of activities that they attended and their membership to organizations relative to these University functions. The study implies that the level of engagement of teachers across departments of the University differ; hence, the need to create a faculty productivity framework to address the concerns.

Keywords: teacher engagement, Christian formation, instruction, research, community engagement

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TWISTS AND TURNS IN PEDAGOGIES IN A CATHOLIC UNIVERSITY: BASIS FOR PEDAGOGICAL FRAMEWORK FOR E-IFLEX LEARNING
MARK NARAG LANGCAY

In the educational landscape, pedagogy is considered as one of the pillars of education for it shapes the teaching and learning process, ensuring that learners acquire the knowledge, skills, and values necessary for their personal and professional development. The study aimed to assess the utilization of various pedagogies, specifically instructional strategies as a basis in the development of a pedagogical framework. The study utilized a mixed method employing both quantitative and qualitative approaches among two hundred twenty-seven (227) respondents. The findings revealed that teachers practiced the following instructional strategies. However, there were pedagogical practices that were often practiced such as collaborative, reflective, and inquiry-based methods. There was a huge discrepancy as regards the instructional strategies utilized during limited face-to-face learning up to the present. There were strategies that were added, retained, and some were not applicable in the now normal. Teachers’ pedagogical practices have a significant difference along the personal profile such as sex, department, field/ specialization, and number of years in teaching. Moreover, teachers’ pedagogical practices have a significant difference along academic profile such as number of trainings attended related to instructional pedagogy, type of school from which bachelor’s degree was obtained, subject taught, and type of education. Lastly, it was revealed that teachers carefully prepared their instructions during the flexible learning through (1) full compliance to the curriculum, (2) instructional planning (3) Identification of learning objectives and learning outcomes, and (4) students’ compliance to the class requirements and performance tasks. However, there were major shifts made by teachers to adopt in the flexible learning such as (1) creation of recorded video lectures, (2) technology integration in classroom, (3) utilization of differentiated teaching strategies, and (4) effectively reteaching the lesson. Learners have positive experiences with teachers’ instructional strategies such as (1) achieving academic success, (2) providing feedback for class performance, (3) application of knowledge and skills and (4) building confidence through communication. However, learners have negative experiences with teachers’ instructional strategies such as: (1) intermittent internet connectivity, (2) lack of consideration, (3) non-completion of requirements, and (4) overwhelming workload. Lastly, there were best instructional strategies utilized by teachers such as (1) active learning, (2) collaborative learning, and (3) technology integration.

Keywords: Pedagogical Practices, Catholic University, Flexible Learning, Teachers, Students

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INSTRUCTIONAL LEADERSHIP AND TEACHER EFFICACY IN ONLINE LEARNING:BASIS FOR PROPOSED PROFESSIONAL DEVELOPMENT FRAMEWORK
HERBERT SAQUING CORPUZ

As a result of the COVID-19 epidemic, community quarantine rules mandated a digitization drive, forcing educational institutions all across the world to reimagine traditional classroom instruction and convert to an online learning paradigm. This study looked at the link between instructional leadership and teacher efficacy in online learning. A descriptive survey design was used to describe teachers' profiles, deans' and principals' instructional leadership, and teachers' self-efficacy and collective efficacy. The association between instructional leadership and teacher efficacy was investigated using correlational method. The qualitative design was used to delve deeper into the quantitative findings of the study. The research instruments were distributed online to the participants. A total of 7 deans/principals, 197 teachers, and 100 students participated in the study. The study revealed that deans/principals were continually observing various aspects of instructional leadership, while teachers demonstrated sufficient self-efficacy and collective efficacy in online learning. When teachers' self-efficacy in online learning was classified by department, field of specialization, and number of seminars/trainings, a significant difference was discovered. When grouped by sex, department, and field of specialization, there was a significant difference in collective teacher efficacy in online learning. The study revealed a positive relationship between instructional leadership and teacher efficacy in online learning. Technology, training, administration, stakeholders, and self-motivation were factors revealed as enablers and restraints for teacher efficacy in online learning. It was concluded that the dean's or principal's instructional leadership behaviors influence instructors' ability to provide meaningful education in the face of an unanticipated shift to online learning. Moreover, continuing professional development is a crucial approach for allowing teachers to obtain new abilities that will help them grow and succeed at work, especially in unusual contexts. It is recommended that the findings of this study could be used to construct a framework for ongoing professional development for teachers.

Keywords: COVID-19, pandemic, online learning, instructional leadership, teacher efficacy, teacher self-efficay, collective teacher efficacy, professional development, leadership development

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ENGLISH LANGUAGE COMPETENCE OF PRIVATE BASIC EDUCATION TEACHERS: A BASIS FOR A DIFFERENTIATED DEVELOPMENTAL PROGRAM
KRISTINE MAE AUAYANG

Language competence is required among teachers for effective professional practice because they use language as a medium and object of instruction. This study aimed to determine the language competence of basic education teachers and to develop a proposed intervention program. This study was conducted in a private higher education in the third district of Cagayan. A mixed method was utilized to gather data. Moreover, the findings revealed that basic education teachers have a low overall language competence. It was found that teachers specializing in English have a higher level of overall language competence than teachers specializing in other fields. This is attributed to their amount of exposure and practice in using the English language. Subsequently, teachers who have been in the profession for a longer period are more likely to possess higher sociolinguistic competence. This is because they have had more chances to interact with diverse student populations, resulting in a better understanding of how language is used in various social contexts. Furthermore, teachers with higher levels of educational attainment are likely to possess strategic competence and greater overall language competence. This is likely because they have received more advanced training and education.

Keywords: language competence, communicative competence, English language, intervention program, basic education teachers

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THE OBE JOURNEY IN TEACHER EDUCATION: SHIFTING MINDSETS, RE-ALIGNING OUTCOMES AND RETROFITTING ACADEMIC STRUCTURES
THERESE MAY G. ALEJANDRINO

The study identified similarities and differences in ILOs, PLOs, and CLOs of CICM schools, as it identified indicators (anchored on Spady’s principles) that were implemented towards successful OBE implementation. The study employed quantitative design through surveys, observations and responses to guide questions. The quantitative survey asked respondents to answer the questionnaire while the data obtained from the accomplished questionnaires were numerical description. Strengths in OBE implementation of CICM schools were identifying outcomes, re-tooling of faculty/staff, giving of support for ICT-integration in instruction, strengthening commitment to sustain implementation, with the review, revision and enhancement of the syllabi and the grading system. CICM schools must make orientation on OBE implementation more extensive, with students, stakeholders, parents… as participants. Alignment of learning outcomes with class activities/ exercises and the corresponding mode of assessment needs a more thorough review and implementation, while OBE Manual must be finalized and well-disseminated. OBE implementation is certainly a journey of shifting mindsets, re-aligning outcomes and retrofitting academic structures. Teachers’ view on teaching had to shift from teacher-centered to student-centered, with emphasis on outcomes-focused assessments. Curriculum developers/ designers had to align the delivery of instruction towards the attainment of learning outcomes while school officials/ policy makers/ program developers had to retrofit academic structures to support OBE implementation. Anchored on the findings of the study, the framework for the training program, the framework for the CQI Mechanisms and the OBTL Checklist for a sustained OBE implementation in Teacher Education were developed.

Keywords: Outcomes-based education, clarity of outcomes, designing down from ultimate outcomes, high expectations, learning opportunities beyond the classroom, training, professional development program, needs assessment, outcomes-based teaching and learning, outcomes.

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EPISTEMOLOGICAL BELIEFS, ACADEMIC PERFORMANCE AND TEACHING COMPETENCE OF PRE-SERVICE TEACHERS: INPUT FOR A PROGRAM FRAMEWORK FOR TEACHER EDUCATION INSTITUTIONS
RUDOLF S. VECALDO

This study examined the interplay of epistemological beliefs, academic performance, and teaching competence of pre-service teachers. Specifically, it determined the pre-service teachers’ beliefs on the nature of knowledge and learning, their academic performance along general education, professional education and major subjects, and their teaching competence along the domains of the National Competency-Based Teacher Standards. The study employed descriptive-correlational design. Participants were 232 pre-service teachers from one public and one private Teacher Education Institutions together with the 232 cooperating teachers of the pre-service teachers. Schommer’s Epistemological Beliefs Questionnaire and the National Competency-Based Teacher Standards were the main data gathering instruments. Data were analyzed using frequency counts and percent, mean, median, t-test, one-way ANOVA, Pearson Product-Moment Correlation and Multiple Regression Analysis. The study revealed that the pre-service teachers hold mature epistemological beliefs, have satisfactory academic performance, and are competent in teaching. Specialization of pre-service teachers spells out differences in epistemological beliefs and academic performance and significant variations in their academic performance were also attributed to their program. Correlations indicated that pre-service teachers with mature epistemological beliefs have better academic performance and regression showed that factors of epistemological beliefs, except for quick learning, predict, though at a minimum level, the academic performance and teaching competence of pre-service teachers. Individual’s belief system on the nature of knowledge and learning significantly influence learning performance. Pre-service teachers who hold mature epistemological beliefs have better academic performance and these developed beliefs predict their teaching competence at minimum level. Congruently, they possess the necessary mental construct, attributes and competencies that are essential in the teaching profession. Moreover, the epistemological maturity of pre-service teachers does not happen at the same rate. It develops asynchronously at various stages; thus, it proves the multi-dimensionality of Schommer’s epistemological beliefs. In this context, an understanding of pre-service teachers’ epistemological beliefs vis-à-vis academic performance and teaching competence helps the teacher education institutions design effective teaching and learning framework. This is in line with the idea of increasing awareness and insights on how prospective teachers can become active participants in creating epistemologically conducive learning atmosphere. Essentially, a program framework was formulated for adoption by Teacher Education Institutions with the end in view of producing quality teachers.

Keywords: epistemological beliefs, academic performance, teaching competence, pre-service teachers, Teacher Education Institutions

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THE INFLUENCE OF FACEBOOK IN ENGLISH PROFICIENCY
RUEL M. BAYUCAN

The study provides a clearer understanding of the influences of Facebook to the development of the English language proficiency of students. The study advances a framework or model that serves as guide in the use of Facebook in the development and/or enhancement of their language skills/competencies. This study made use of descriptive research design since it acquired information through description that is useful for identifying variables and hypothetical constructs which can be further investigated through other means like exploratory studies. T-test was utilized to determine the significant difference on the influence of the use of Facebook in the English language proficiency of students. Two-way Anova was used to determine the interaction effect of the different variables on the English language proficiency using Facebook. The users of Facebook are still learning in using appropriate vocabulary while the non-users are developing in the said area. Both the users of Facebook and non-users of Facebook are competent in spelling proficiency. However, in terms of grammar proficiency, the non-users of Facebook are considered competent while the users of Facebook are developing in the said area. In terms of correct sentence structure the non-users of Facebook got a higher mean score. However, both the users and non-users of Facebook are developing in the said area. On the other hand, both users of Facebook and non-users of Facebook are developing in using the correct and appropriate punctuation marks. The study reveals that in giving or expressing ideas, the non-users of Facebook are competent while the users of Facebook are developing. In the over-all language proficiency of students, both users of Facebook and non-users of Facebook are said to be developing. This study revealed that Facebook is not effective in attaining proficiency in the English language despite the fact that students are highly motivated to use Facebook and their teachers are highly competent in using Facebook as educational material. Students are inquisitive in utilizing Facebook and enthusiast to explore the different features of Facebook especially on gaming and chatting however, they are being sidetracked and lose their focus on the given academic activities.

Keywords: facebook, learning motivation, teaching skills, secondary students

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IMPROVING STUDENT’S ATTITUDE AND LEARNING PERFORMANCE IN A BLENDED LEARNING ENVIRONMENT: APPLYING LEARNING STYLES IN THE ONLINE INSTRUCTIONAL DESIGN
LUISA B. AQUINO

This study investigated the use of student learning styles in the instructional design of an online learning environment, the attitude towards the subjects and the learning performance of both control and experimental group.. The Learning Styles Inventory (LSI) developed by Albert A. Canfield (1980) and published by Western Psychological Services was used to determine students’ learning preferences and 16-item Attitude Scale Inventory was used to determine students’ attitude towards the subject. The questionnaire was administered as pre-test and posttest to determine whether there is a significant difference in students’ attitude before and after the use of blended learning approach. Five assessment activities in the form of assignments, seatworks, quizzes and major exams were conducted to determine student’s learning performance in both classes. There is a significant difference in the learning performances of students and their attitude towards the subject in the blended learning environment than in the traditional classroom. The positive findings with respect to the impact of the blended learning strategy provide justification of the favorable strategies employed in the online instructional design. Strategies that were highlighted in this study are the use of interactive activities like threaded discussions, feedback and interaction as seen in the maximum participation of students in the online environment. Moreover, the blended learning approach provided more additional learning opportunities for students which can be the significant reason why students performed better than from the students in the traditional classroom. This model is also seen as an effective mechanism for remediation and enrichment when time is constrained.

Keywords: learning styles, online instructional design, blended learning, Canfield Learning Style, Moodle,

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ETHNOMEDICINE OF NANENG HERITAGE VILLAGE
JOHN ERICK S. DURIAN

The aim of this study is to document the existing knowledge of medicinal plants and healthcare practices among the local inhabitants of Naneng Heritage Village, Tabuk City, Philippines. Naneng is one of the remote barangays in Kalinga. It is declared as a heritage village by the local government of Tabuk City. An ethnobotanical survey was carried out to collect information on the utilization of medicinal plants from the adult members and traditional healers of the heritage village. Data were acquired using semi-structured interviews and participant observations. The people of Naneng Heritage Village utilized 36 plant species in preventing and treating various ailments: 27 plant species were used as medicine; 6 for rituals, ceremonies and practices linked to superstitious beliefs and 3 for both purposes. The study found out that Vernonia cinerea and Oldenlandia herbacea, which are not previously reported in other studies, have medicinal value in curing mouth sore. This study also found out that the people of Naneng Hertage Village use Basella alba as an alternative medicine for urinary tract infection. The study of traditional knowledge of plant utilization in curing various ailments can generate promising medicinal advances.

Keywords:Ethnomedicine; Naneng Heritage Village; Medicinal plants; Traditional medicine

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