Abstract:Student ability can be classified as, high ability, medium ability and low ability, according to achievement test results. A learning setting may have students of similar or mixed ability and this may affect their achievement on different mathematics tasks. The purpose of the study was to determine the relationship between learning setting, mathematics tasks and the interaction between learning setting and mathematical tasks for each ability level. A factorial research design was used in the study. The independent variables were learning setting and mathematics task for each ability level. The dependent variable was achievement in mathematics. The population of the study consisted of 240 Form Three students from a public boys’ secondary school. A stratified random sampling technique was used to select a sample of 48 students. The stratifying criterion was the ability level across streams. A mathematics achievement test consisting of tasks on Algebra and Probability was used to collect data. The findings of the study indicated that for high ability students, learning setting, mathematics tasks and the interaction between learning setting and mathematics tasks was not significant (p?.05). For the medium ability students, learning setting, mathematics tasks, and the interaction between the learning setting and the mathematics tasks was not significant (p?.05). For the low ability students, the effect of learning setting and the mathematics tasks alone was not significant (p?.05). However the interaction between the learning setting and the mathematics tasks was significant (p?.05). The findings are of significance to teachers, educational policy makers, test developers and test users.
Keywords:Learning setting, Student Ability, Mathematics tasks, Mathematics Achievement, Analysis of variance.

Abstract: This study aimed to determine the implementation and compliance in Work Immersion Program (WIP) of public secondary schools in Sorsogon City for school year 2019-2020. It adopted the descriptive-survey method of research using the questionnaire as instrument of gathering the data needed. It also used personal interviews to the respondents to validate the accuracy and reliability of the data gathered. The respondents were the 28 work immersion teachers in public secondary schools offering TVL tracks in Sorsogon City.  The statistical tools utilized were frequency, percentage, weighted mean, and ranking.
The data revealed that the TVL tracks mostly offered by the schools are electrical installation (f=14) in rank 1 followed by the ICT-computer system services with 12 schools offering it. In rank 3 is the cookery with 11 schools offering it. Relative to the number of enrollees, there are 13 (46%) schools whose enrolment is 50 and below; 12 (43%) schools have 51 – 100 enrolled students.
Relative to  partner  institutions, the  data  showed  that there  are  9 (32%)  schools  with  0-1  institutions;  14 (50%) chools having  2-3 linkages;  5 (18%) schools  with 4-5 partner institutions. In  relation  to number of specialized teachers of the schools, 15 (54%) schools have 0-1 teachers; 11 (39%) schools have 2-3 teachers; and 2 (7%) schools have 4-5 teachers.
Before work immersion, the schools implemented the provision of a checklist containing things to do and documents needed by the students with weighted mean of 2.97 and the conduct of pre-immersion orientation to students with weighted mean of 2.91. During immersion proper, the monitoring of student’s progress and coordination with the establishment are implemented by the schools with weighted means of 2.92 and 2.84, respectively. After the immersion, the schools implemented the guidance given to students in presenting and discussing their portfolio with weighted mean of 2.96 and guiding the students in reflecting about their work immersion activities with weighted mean of 2.93.
The schools are compliant with the adherence to curriculum guide and the attainment of objectives of the program at the end of the semester with weighted mean of 3.0. In terms of delivery process, the preparation of the students before their actual work immersion and the channeling of student’s personal goals for their knowledge, skills and values development in the work immersion are complied by the schools since the weighted means are 2.89 and 2.72, respectively. Relative to assessment, the schools are compliant with the orientation given to students on how their performance will be measured.
In terms of supervision, the clear monitoring plan before the start of the implementation of work immersion and proper coordination, planning and a feedback system are being enforced are complied by the schools with weighted means of 2.92 and 2.86, respectively. In relation to administrative concerns, the schools are compliant with the student’s accomplishment of their parental consent prior to the actual work immersion with weighted mean of 2.94, the availability of the materials and relevant supplies for the students and teachers of work immersion with weighted mean of 2.89, and the duties and responsibilities are clearly defined with weighted mean of 2.96.
The top three problems encountered by the schools in the implementation of work immersion are fund for SHS student’s transportation with sum of ranks of 82, availability of partner institutions for work immersion with sum of ranks of 82, and attendance of students in their work immersion with sum of ranks of 111.
Keywords:Implementation, Compliance, Work Immersion, Supervision, Sorsogon City.
Title:IMPLEMENTATION AND COMPLIANCE OF WORK IMMERSION PROGRAM OF PUBLIC SECONDARY SCHOOLS IN SORSOGON CITY
Author:Aileen J. Figueras, Fe E.Mendoza
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract:This study examined and analyzed the lived experiences of PNP personnel with dysfunctional marital status. More specifically, this research wants to portray the effects of their status as separated in fact in updating legal beneficiaries and the remedies done by uniformed men and women of the Philippine National Police in updating legal beneficiaries in line with the said memorandum.
Homogeneous purposive sampling was utilized in the study in choosing the participants. The key informants were five (5) separated in fact in the Philippine National Police assigned in different Police Provincial Offices such as, Camarines Sur, Albay and Sorsogon using. An interview guide was the main instrument that was used in gathering the needed data. Thematic analysis was used to determine the theme. The data gathered were analyzed and interpreted using phenomenological method of research.
Based from the data gathered, the following findings were revealed: the participants’ age ranged from 36-40 years. Three (3) participants were female and Two (2) were male. Four (4) key informants were separated from 10 to 14 years and one (1) key informant was separated for only two (2) years. Only one (1) participant was married to a military personnel and four (4) were married to civilian; on marriage dilemma, five or all participants have short marriages and have short boyfriend-girlfriend relationship. Infidelity was the common reason of separation amongst three (3) participants of mixed gender, the other one was financial problem and the other one was continuous arguments that arouses from many misunderstandings. Other factors such as working hours, constant alcohol drinking, drugs and gambling contributed to the participants’ marriage separation; on psychological perspective, all participants believed that separation of parents have great impact on their children and each mother and father has different roles in molding a child. Three (3) of the participants’ concept of marriage have changed before and after separation from not in favor of separation to in favor of separation. The other participant was in favor of separation even before and the other one (1) was not in favor of separation even after separation. All participants agreed that after separation, they all got stronger personalities and have discovered their capabilities. All female participants claimed that the most difficult or the most challenging about being separated is raising their children. Male participants however claimed that not seeing their children was the most difficult part of being separated; on moral obligation on children, three or all female participants were open for child visitation however they were not visited because one (1) was totally neglected by the father and the other two (2) was because of the distance. One (1) of the male participant could not visit his child due to hatred and the other participant could not visit his children because his visitation rights was controlled by his estranged wife; on moral obligation on seeing other people, four (4) of the participants were engaged in casual relationships and the other participant was involved in serious relationship. All are open for the possibility that their previous partners might also seeing someone already; on moral consideration on trying to get back together, all participants tried to fix their broken marriages and all were unsuccessful; on moral consideration on remarrying, two (2) of the participants were not sure if they will still consider marrying, two (2) wishes to get married in the future and the other one had no plan of marrying again; on economic obligation, two (2) male participants were regardful of their financial obligations. Two (2) female participants did not receive monetary support from their estranged husbands and one (1) participant settled for automatic deduction of allotment from her husband’s salary; on social relationship with family, four (4) of the participants became close to their family after marriage separation and the other one (1) had unsettled business with his sister; on social relationship with friends, Two (2) participants were not abandoned by their friends, one (1) participant also lost some friends but gained some, one (1) participant distant herself from others therefore lost friends too and the other one (1) lost some friends; on distressed emotion, t took seven years (7) for (1) one participant to recover from losing her family; three (3) and two (2)years respectively for the other two; and two (2) claimed that they can no longer recall how long it took them to adjust on the new normal situation. Four (4) participants kept themselves busy by working, studying, trying to fall in love and tending to their children in order to recover from previous relationships. The other participants found relief through vices such as drinking and pursuing casual sexual relationship with women however, resorted also to positive coping strategy to improve himself; o distinctive impression on children, No matter how old or young the child would be, regardless of the level of maturity, separation of parents would still have an amount of influence on the child. Environment, especially school can have an impact on both the child and the parent who came from a broken family. A single parent could not fulfill the intangible needs of children. Custodial parent has a capacity to influence the relation of the child with the other parent; on ruling vs human freedom, all of the informants were against the idea of declaring their former spouses as one of their beneficiaries. Out of the five key informants, two were able to manage to submit their requirements, two disregarded the memorandum and waiting for the reminders coming from their respective administrative sections and the other one delayed her submission while waiting for the decision of the annulment she filed in court; on strategies employed, two (2) participants who managed to update legal beneficiaries obtained pictures of their spouses online.
Based from the revealed findings, the following conclusions are drawn: the profile of the key informants vary along age, sex, number of years separated and spouse’s job; the marriage separation of participants incited psychological stimulus to both the child and the parent. Male participants were mindful of their financial obligations while female participants acknowledge the visitation rights and carry the financial burden. Most were abandoned by their friends after marriage separation; all participants prayed for the exclusion of their spouses as their legal beneficiaries.
Based from the conclusions, the following recommendations were drawn: conduct of survey or situational reports by the admin branch be initiated to identify the cases and numbers of separated in fact in the PNP; psychological evaluation, stress management seminar and moral recovery program be conducted by the PNP Health Service to identified personnel who are separated in-fact; consultation among the members of the Philippine National Police for the integration in the Memorandum of several laws such as Magna Carta for Women and Solo Parent Act be conducted to ensure full compliance; other studies on employees’ welfare be conducted by other researchers.
Keywords:Lived Experiences, dysfunctional marital status, separated in fact, and Memorandum Circular No. 2018- 007

Abstract:Academic performance for a long time now has been recognized as an important output of any educational system. This success can be realized if the learning environment is conducive and supportive. Learning environments today need to embrace a variety of places, ideas, and people that the modern world demands in terms of flexibility of space, time and technology. Thepurpose of this study was to survey the influence of school environmental factors on students’ academic performance with a focus in Migori County. The study adopted a descriptive survey and correlation research designs. A study sample of 116 secondary school principals were used. It was established that school environmental factors had a strong influence on students’ academic performance. Findings entailed in this study are important to educational administrators in ensuring that schools are well maintained and supportive to teaching and learning.
Keywords:  Environmental Factors, Academic Performance, Facilities, Learning, Administration.

Abstract:The study aimed to determine the interaction between the performance of the teachers and pupils in Information and Communication Technology (ICT) of Matnog District for school year 2019-2020. It used the experimental method of research since to groups of pupils will undergo a lecture of ICT from two different teachers then a teacher-made test on knowledge and skills was administered to them. The participants were the 2 sections of Grade 6 from Pawa Elementary School in which 20 pupils from each section were chosen purposively.  The statistical tools utilized were frequency, percentage, t-test for independent samples, and Two-way ANOVA with replication.
The data revealed that the overall performance level of the pupils in knowledge and skills is fairly satisfactory when taught by a generalist teacher in ICT. The pupils performed satisfactorily in knowledge and skills when handled by a specialist teacher in ICT. Also, the pupils performed better in ICT when taught by a specialist teacher than a generalist teacher. The pupils’ performance in ICT remains the same regardless of their teacher and the pupils’ performance in ICT is not affected by the type of teacher handling the subject. A training design for generalist teacher who will handle ICT was proposed to strengthen their instructional competence.
It was recommended that the generalist teacher may be provided with the appropriate training on crafting assessment, acquiring mastery of the subject matter and using the various teaching strategies in the delivery of instruction. The specialist teacher may be given the opportunity to address the difficulty with management of classroom relationships and difficulty taking into account the children’s cognitive development and attainment in other aspects of the curriculum. Also, the teachers may be encouraged to attend various professional development activities that will improve their teaching competence so as the disparity between generalist and specialist may be treated equitably. The school administrators may conduct student development activities that will provide equal opportunities for them to excel and participate in various activities involving them. The teachers may be provided with training on improving the teaching competence and assessing of student’s learning.
Keywords:Information and Communication Technology, Generalist, Specialist, Teaching Competence, Delivery of Instruction, Matnog District.

Abstract:The study determined the performance and approaches of school heads in Bulan District for school year 2019-2020. Descriptive-survey method was used in the study. Purposive sampling technique alongside random sampling technique was used to select the research participants from elementary schools. Self-constructed questionnaire and unstructured interviews were used as relevant tools to gather data from respondents. Weighted mean, frequency, and ranking were used in analyzing data and reporting the study findings.
The study findings indicate that the school heads are very satisfactory in supervising the teachers, planning and executing the teacher development activities, and delegating teachers with weighted means of 4.12, 3.82, and 4.03, respectively. Similarly, the provision of instructional materials and appraisal of teacher’s performance were assessed as very satisfactory with overall weighted means of 3.67 and 3.93, correspondingly.
Also, the study findings revealed that the most commonly used supervisory approaches by the school heads are: classroom observation (f=100); provision of feedback to teachers after classroom observation for future improvement (f=86); planning and directing of internal workshops and seminars to improve teachers’ competence (f=65); the school heads encouraged them to improvised instructional materials (f=58); and holding sessions with teachers about their instructional performance (f=86). The research findings also indicate that the teachers are very satisfied with the performance of school heads since the average rating is 3.97. However, the two most common reasons are provision of MOOE funds for teacher’s training and workshops with 50 teachers in rank 1 followed by hiring of additional teachers that was favored by 40 teachers in rank 2.
From the findings, it was concluded that the school heads performed very satisfactorily in supervising teachers, planning and executing teacher’s development activities, delegating teachers, providing instructional materials, and appraising teacher’s performance. The school heads employed various supervisory approaches in performing their functions. The teachers are very satisfied with the performance of the school heads as reflected in the reasons given.
It was recommended that Department of Education may develop a strategic plan on periodic capacity building workshops for educational administrators on supervision of teachers. The school heads may provide constant and adequate information to the teachers on supervision activities as well as professional development program organized in or outside the district to facilitate teachers’ participation. School principals may collaborate with relevant stakeholders to promote capacity building of teachers through intensive and regular in-house seminar/workshop to improve knowledge, pedagogical skills and competence of teachers in various subjects. The school administrators (principals and various subject heads) may be committed to take part in supervisory role within the school setting as one part of their job to ensure improvement in the quality of program or instruction at all times.
Schools are the central places where children and youth access formal education. The improvement of student learning is the fundamental purpose of a school. It is acknowledged that education that education is very instrumental and an essential agent in national development. As a result, improving the quality of education, especially at the basic education level, has become the concern of all nations.
In the education process the role of teachers cannot be underestimated (Glatthorn cited in Kutsyuruba, 2003). In addition, improving teaching is a complex process in which many elements should interact. Teachers are in the center of this improvement process. Hence, teacher’s acceptance and interaction with the supervisory practice, therefore, the techniques, methods, models, or processes used by the supervisors at school, provide the catalyst for any supervisory success.
In addition, the way teachers gain professional support from instructional supervisors and the way teachers view the instructional supervision that they are undergoing and think about it is very important in the outcomes of the supervision process. Instructional supervision is an interactive process that depends on the source of supervision the supervisor and the teachers, therefore assessing the practices and challenges of instructional supervision is important in implementing successful supervision (Abdulkareem, 2001)
Moreover, the future of a country depends on the quality of education given to its citizens. Supervision as defined in The Dictionary of Education as all efforts of designated school officials directed toward providing leadership to teachers and other educational workers In the improvement of instruction; Involves the stimulation of professional growth and development of teachers, the selection and revision of educational objectives, materials of instruction, and methods of teaching; and the evaluation of instruction.
The Philippines, like any other country had a great value in education as a means to a nation’s progress and development. Knowing this, the educational system with the aid of legislations had always been adopting different strategic agenda to improve academic performance of learners. Stipulated in the Governance Act of Basic Education of 2001(R.A 9155 of 2001) is the decentralization of the usual centralized educational system of the nation. Sec. 7 states that the school head who may be assisted by an assistant school head shall be both an instructional leader and administrative manager. In view of this, school heads are mandated to give the highest attention and focus on the improvement of instruction and to think and make efforts on how to help teachers attain effective and efficient teaching strategies to realize the optimum learning for pupils
Similarly, the Department of Education started the adoption of policy on Principal Empowerment in mid-1990’s when some of the administrative and instructional supervision functions of the division were delegated to school heads. The said changes produced improved learning outcomes in several schools in the country. However, this development was not sustained in some schools.
Meanwhile, it was pointed out that they are for the change. In addition to the qualification standards of the elementary school heads, trainings for the Implementation of Instructional Leadership and different supervisory approaches were provided to school heads. The Deped Order No. 48, series 2004 requiring a bachelor’s degree with 18 units in professional education; head teacher for a year/ teacher-in-charge for 2 years/ master teacher for 2 years/classroom teacher for 5 years; 40 hours of relevant training and a holder of a licensure certificate as a professional teacher(RA 1080)Despite all these, the Department of Education still confronted with all the trials and difficulties and one of this is the poor academic achievement of learners.
In Bulan District, which is composed of Bulan North and Bulan South Districts. Each elementary school is administered by either a principal, school head or teacher-in-charge which depends on the number of teachers and learners under his/her care. It was observed by the proponent that not all of them are really practicing their supervisory roles to the fullest since most of them became school heads by accident due to the movement of them every now and then. From the unstructured interview conducted, few of them said that they should be relieved themselves from administrative and paper triggered duties so as they can focus on instructional supervision.
With the above reasons, the researcher was encouraged to conduct a study on the performance and supervisory approaches used by the school administrators in Bulan District. She believed that, there is a need for an administrator to enhance their performance and be equipped with different approaches to be used in supervision in order to help teachers to become more efficient and effective for the learners to attain highest achievement in school. With this study, it is hoped that it could provide useful information to school administrators in making necessary actions in order to improve the instructional supervision to help teachers and learners achieve outstanding performance in school.
Keywords:Performance, Approaches, Supervision, Delegation, Bulan Districts.

Abstract:This study aimed at investigating educational services and students’ academic achievement in Delta State public secondary schools. Survey design was adopted for the study. The population comprises of 452 principals across Delta State public secondary schools. A purposive sampling technique was used to sample 226 principals and two thousand, three hundred and thirty-six (2336) students result. Self-developed instrument titled Educational Services Questionnaire was used to gather information for the study, while “West African School Certificate Examination Standardized Test Instrument” (WASCESTI), for three years of 2016-2019 was adopted in measuring students’ academic achievement. Validity of the instrument was established through face and content validity. Test-retest method was used to determine the reliability of the instrument using 30 respondents not included in the sample of the study and a co-efficient of 0.79 was obtained. Descriptive statistics of mean scores and standard deviation were employed to provide answers to the stated research questions while linear regression statistics was adopted in testing hypothesis at .05 level of significance. Finding shows that classroom, class-size, per-pupil expenditure among other are available educational services in Delta State public secondary schools. It was discovered that educational services were significantly related to students’ academic achievement in Delta State public secondary schools. It was recommended that school administrators should be anxious with the physical and cosmetic conditions of educational services, students’ academic achievement, combination of existing educational services and how they can improve students’ academic achievement.
Keywords:Educational Services, Students’ Academic Achievement, Delta State, Public Secondary Schools.

Abstract: The study determined the climate setting of Public Elementary Schools in Bulan District for school year 2019-2020. Descriptive-survey method was used in the study. Purposive sampling technique alongside random sampling technique was use to select the research participants from elementary schools. Self-constructed questionnaire and unstructured interviews were used as relevant tools to gather data from respondents. Weighted mean, frequency, and ranking were used in analyzing data and reporting the study findings.
The study findings indicate computed average weighted mean on the assessment of the respondents along the school climate of the respondent-schools in terms of student voice are 4.76, 4.53 and 4.10, for parent’s engagement; 4.85, 4.57 and 4.48, for community partnership; 4.92, 4.68, and 4.53, for learning environment; 4.64, 4.48, and 3.90, social-emotional environment; 4.94, 4.82, and 4.13, and for physical environment;4.83, 4.59, and 4.54 respectively.
Keywords:Climate Setting, Community Partnership, Student Activities, Stakeholders Activities, Bulan Districts.

Abstract:The study is a correlational survey adopting the ex-post-facto design. The population of the study was 452 public secondary school principals in Delta State. A sample of 226 respondents were sampled using stratified sampling technique. The sample represents 50% of the entire population. Instrument titled “Physical School Surroundings and Teachers’ Job Gratification Questionnaire (PSSTJQ)” which was self-developed was used obtain information from the respondents. The instrument was validated through face and content validity, subsequently the instrument was exposed to split half reliability test using 30 principals who were not used from the main study. The scores were correlated using the Pearson Product Moment Correlation Statistics and a co-efficient of 0.79, was obtained. Data gathered were converted into mean scores and standard deviation for the purpose of answering the research questions while Pearson r was used to test the hypotheses at 0.05 level of significance. Findings show that physical school, classroom and working surroundings were significantly related to teachers’ job gratification in public secondary schools in Delta State. It was therefore recommended among others that government of Delta State through ministry of education should make physical school surroundings beautiful and welcoming such that teachers will wish to be in school daily. 
Keywords:Physical School Surroundings, Teacher Gratification, Public Secondary Schools, Delta State.