development and validation of a worktext using morrison method
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WORK TEXT USING MORRISON METHOD
___________________
A Research Presented
To the Faculty of College of Teacher Education
Southern Luzon State University
___________________
In Partial Fulfillment of the Requirements
For the Degree Bachelor of Secondary
Education
___________________
By
Magboo, Jennifer L.
Salayo, Elaine C.
April, 2009
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APPROVAL SHEET
In partial fulfillment of requirements for the degree Bachelor of Science in
Secondary Education, this research paper entitled WORKTERXT USING MORRISON
METHOD has been submitted by Magboo, Jennifer L. and Salayo, Elaine C. who arerecommended for oral examination.
Prof. CARMELITA C. PLACINO
Research Adviser
Approved in partial fulfillment of the requirements for the degree of Bachelor of
Science in Secondary Education by the oral examination committee.
Prof. ANITA B. AQUINO Prof. JUANCHO M. BABISTA
Member Chairman
Accepted as partial fulfillment of the Degree of Bachelor of Secondary Education
Major in English.
TERESITA V.DELA CRUZ, Ed. D. WALBERTO MACARAAN, Ed. D.
Dean, College of Teacher Education Vice President, Academic Affaires
DATE: _______
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ACKNOWLEDGMENT
The researchers would like to extend their recognition and respect to all those
wonderful people who in one way or another have given their helping hands in making this
study successful. We would never forget all the support and encouragement we got from
them.
To my beloved family, my parents Mario and Mercedes Magboo, and my brother
Jeffer who supported the research financially and morally;
To my classmates and friends who become my morale booster in times of failures
and hardships;
To BSEd IIIA- English and MAPEH majors, board mates, and super best friends;
To my Ez Ai barkada, (Irybz, Dang Liby, and Kath);
To my mhares (Jeanne, Jeny and Raj);
To my loving and supportive husband, Allan Ronald G. Salayo, who has been
always there encouraging and helping me to make this research noteworthy;
To the authors of the books and other published materials that serve as our
references;
To the pool of evaluators who give their truthful comments and suggestions for the
improvement of the developed material;
To our research adviser, Prof Carmelita Placino for her deep concern to complete
the requirements for this research;
And most of all to Almighty God, for bestowing us strength and wisdom that
enabled us to pursue and reach success.
-J.L.M.
-E.C.S.
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DEDICATION
To my parents, friends, and teachers,
This is humbly dedicated to you.
-Mhare
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DEDICATION
To my parents,
To my parents-in-law,
To my daughter Euna and lastly,
To my husband Allan,
This is proudly dedicated to you.
-Aesse-
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TABLE OF CONTENTS
Title Page.i
Approval Sheetii
Acknowledgment....iii
Dedication....iv
Table of ContentsviList of Tables...viii
List of Figure...ix
Abstract...x
Chapter
I The Problem and Its Setting Introduction..1
Background of the Study..2
Statement of the Problem.....3Significance of the Study.....4
Scope and Delimitations..5
II Review of Related Literature and Studies
Review of Related Literature6
Related Studies.11
Research Paradigm...14Definition of Terms..15
III Methodology
Research Design.17
Population and Sampling....17Research Instrumentation...............18
Procedure....18
Statistical Treatment....21
The Developed Work Text......22
IV Presentation, Analysis and Interpretation of Data...................................23
V. Summary, Conclusions and Recommendations Summary.30
Findings...32
Conclusions..33
Recommendations....33
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Bibliography 34
Appendices
A Letter to the Respondents.36B Open-Ended Interview Question.37
C Questionnaire...38
D Computation of Weighted Mean.40E Lesson Plan.44
Curriculum Vitae
Magboo, Jennifer L..45
Salayo, Elaine C..59
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LIST OF TABLES
Table Title Page
1 Summary on the Comments and Suggestions for theDeveloped Work Text....23
2 Weighted Mean Distribution on the Acceptability of theWork Text in Terms of Content..26
Weighted Mean Distribution on the Acceptability of
the Work Text in Terms of Organization.27
4 Weighted Mean Distribution in Terms ofPresentation...28
Weighted Mean Distribution in Terms of Appeal to
the Target User..29
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LIST OF FIGURE
Figure Title Page
1 Input. Process. Ouput Model in the Development of a Work Text
Using Morrison Method14
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Title of Research : WORK TEXT USING MORRISON METHOD
Researchers : Magboo, Jennifer L.
Salayo, Elaine C.
Name/ Address of College of Teacher Education
Institution : Southern Luzon State University
Adviser Prof. Carmelita C. Placino
Year Written : A.Y. 2008- 2009
____ ____ _____ _____ _____ _____ _____ _____ ______ ______ ______ ____
ABSTRACT
This study dealt with the development and determination of the acceptability level
of a work text using Morrison method in English II. The researchers sought to find whether
a new instructional material can be developed in teaching English II; whether there are
parts of the developed material that need to be reviewed, revised, deleted or changed based
on the comments and suggestions of the pool of experts; whether the developed work text
using Morrison method can be accepted in terms of content, organization, presentation and
appeal to the target user. The study was conducted in a three-fold manner namely: the
development of instructional tool, descriptive analysis of the respondents comments and
suggestions through structured interview and evaluation of the responses through the
questionnaire. The researchers selected two sets of evaluators. The first set composed of 7
evaluators who gave comments and suggestions for the revision of the material and the
second phase of evaluation composed of 15 evaluators who rated the acceptability level of
the revised material. A set of structured questions and a questionnaire were used as
instrument to recognize the part that needs to
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be revised and to know the level of acceptability of the material. Results show that the
developed material was face validated on the general weighted mean of 3.46 and a scale
description of highly acceptable. Hence, it was concluded that developed work text using
Morrison method was very acceptable; that the use of a work text using Morrison Method
is highly acceptable tool in teaching Literature and Grammar. Based on the findings and
conclusions, the researchers recommend that a work text using Morrison method in English
II can be used to test its effectiveness.
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CHAPTER I
THE PROBLEM AND ITS SETTING
INTRODUCTION
Nowadays, learning comes in an easy-come-easy go basis. It comes in a process of
dispensing knowledge to an empty vessel which is the mind of the learner and then passes
like a sponge where learners can easily forget what they have learned. These are common
problems that schools are encountering. Teachers are using Morrison method as a tool for
teaching mastery but it was not that effective because the students couldnt absorb well a
particular lesson in one sitting. The reasons are lack of time re-teaching and lack of time
preparing the pre- quiz.
Morrison (1989) believed that teaching with mastery is an urgent need among
schools of today, that is why he developed the mastery (pre-test- teach- test- re teach- re-
test- post test) formula. It is the best way to develop an approach to learn in which material
is organized into units that students must master in order to progress to the next level.
Effective learning requires an instructional material that will encourage students to
reflect and use their ideas in relation to the facts and information they gathered. A work
text as an instructional material is an important tool in the process of learning. It does not
only enhance knowledge, thinking skills, and communicative competence of the learner but
enables them to achieve the learning objectives effectively and interestingly.
Moreover, Dunn and Dunn (2000) developed a learning style that will make
individuals learn and have their own unique ways of mastering new and difficult subject-
matter while enjoyment is given consideration. If Morrison method will be used in a work
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text, student will have better opportunity to adopt their own learning strategies and attain
mastery.
Based on the aforementioned theories, the researchers found out that a work text
can be formulated following a mastery formula. It is then realized that a work text must not
only include a mastery technique but also various learning styles.
BACKGROUND OF THE STUDY
Students are having hard time adjusting their traits when they reach high school for
it is the time they become adolescence, also known as the storm age because adolescents
are confused in everything they do. We all know that high school, is the stage where
student finds way to adopt one selfs strategy on how to improve mastery and learning. If
the individual differences are not considered, instead of developing mastery, they will stick
on what they only learned. Thus, if students will be given opportunities to master verb and
adjective through a work text, students own strategy of mastery will be enhanced.
Laboratory High School of Southern Luzon State University is not using a work
text as a tool in teaching but Morrison method of teaching is practiced. Right after the
lesson, as always, the teacher prepares a quiz to determine whether the students understand
and master the lesson. But something seemed lacking for the students got low
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scores not noticing that a technique is not enough. It will be more effective if the technique
or the method is used in a work text. With this, mastery is easier for the students.
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Prior to that importance, the researchers have decided to develop a work text using
Morrison method as a technique in order to acquire mastery of the subject matter. The
researchers thought that the developed work text using Morrison method is a great help not
only for the teacher but most especially for the students.
STATEMENT OF THE PROBLEM
This study dealt with the development and determination of the acceptability level
of a work text using the Morrison Method in selected topics in English II.
Specifically, it sought to answer the following questions.
1. What instructional material can be developed in teaching selected topics in
English II?
2. Are there parts of the developed material that need to be reviewed, revised,
deleted or changed based on the comments and suggestions of the pool of experts?
3. What are the levels of acceptability of the developed work text using the
Morrison Method in terms of:
3.1 Content
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3.2 Organization
3.2. Presentation
3.3 Appeal to the target user
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SIGNIFICANCE OF THE STUDY
The researchers have learned that a particular lesson could not be remembered if
that lesson is not reviewed by the teacher. It only means that every lesson, especially
literature, is easier to remember and master if there is re-teaching and provided by a
material that help the students. Thorndike in his Law of Exercise agreed that the more
response is repeated, the more or longer it is restrained. It coordinates as the test and the
teaching is repeated.
Morrison method is a mastery technique thats why it is considered as one of the
most important ways to retain what students have learned. Work texts, a kind of
instructional material, are said to be the best tool in teaching especially in helping the
students to gain mastery. Prof. Babista, a Language professor in Southern Luzon State
University, told in his class that the best way for the students to master a particular lesson is
by giving them a preview of the lesson through a pre-test so that when students read the
literary piece, students will focus on the parts which are included in the pre-test. The pre-
test is a hint on what and where to concentrate in the lesson. Surely, the students will get
high scores after answering the post test. Not only that, the students will have a
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greater percentage of mastering the lesson.
Since the developed work text is equipped with activities and prepared tests,
teachers are able to unlock difficulties in learning, especially on grammar.
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SCOPE AND DELIMITATION
This study covers the development and determination of the acceptability level of a
work text using the Morrison Method. The evaluators are consisted of 22 teachers from
different schools in Quezon province.
The said work text consists of grammar and literature respectively. The topics are
verb and adjective because English II focuses on grammar. The researchers modified the
Pena- Florida model. It follows the sequence: pretest (Beginners Lair), teach (Literary
Corner with the Grammarians Corner), test (Mastery), re-teach (Introspection Corner), and
posttest (Wizards Dominion).
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
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This chapter discusses the concepts and findings from various literatures and
studies which the researchers gathered from books, journals, newspapers and online
resources to show that there is a necessity to employ new teaching methods to fit the nature
of the learners and to suit the needs of the society through a work text using Morrison
method. Thus, the researchers found references as guide on how to prepare a Work Text
Using Morrison Method.
There are many tested methods for teaching mastery of the subject matter but few
are considered reliable. The Morrison Method, a five-step teaching plan named after its
developer, H.C Morrison, consists of the following steps: (Good, 1989)
First step is exploration which determines the pupils perceptive
background and mastery of the work of unit.
The teacher gives the general overview or the lesson of the unit work
through a presentation.
Next is assimilation that happens when the pupils actively investigate and study a
unit work. The students should pass a mastery test.
Organization takes place when the class gathers together the arguments of the units
into a logical coherent outline.
And the recitation phase is the mastery of the unit. Student will give series of talks of what
he learned, the teacher and the class act as the audience.
The outstanding feature of the Morrison Method of teaching is the so-called
Mastery Formula: pretest, teach, test the results, adapt procedure, teach and test again to
the point of actual learning. Actually, the procedure follows: pretest, teach, test, re-teach
and final test.
Pretest is finding out what the pupils know and do not know about the lesson.
Teacher is presenting the lesson and teaching what the pupils do not know. Testing is
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done to find out what the pupils have assimilated in the first teaching of the subject-
mater. Re-teach is a review of what the pupils failed to answer in the first test to the point
of mastery. This is winding up for the final test of mastery. In mastery test, pupils are
expected to have almost perfect score. They have mastered the lesson of the unit work.
For one reason or another, especially if the teacher believes that the pupils do not
know anything about the lesson, the first step, that is, pretest maybe omitted. Hence the
following steps may be followed: teach, test, re-teach, mastery test.
Mastery technique also adopted Piagets Cognitive Development Theory. The said theory
has 2 key processes in mental development assimilation and accommodation. Assimilation
refers to the filtering or modification of the new knowledge from the environment to form a
part of the already existing one. This undergoes the third step
teaching plan of the Morrison method. On the other hand, accommodation refers to the
modification of ones internal pattern of understanding to suit reality. This undergoes the
5th step of Morrison method the modification of what he learned.
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Maslows Theory of Self-actualization backs up the mastery technique. Self-
actualization one of the need of an individual to realize and maximize is potentials. Once
the highest level is fulfilled, mastery is easier to achieve.
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According to Dole et al. (1991), students acquire a set of hierarchically ordered
sub-skills that sequentially build toward comprehension ability. Having mastered these
skills, readers are viewed as experts who comprehend what they read.
Emotions are another factor influencing the mastery of a particular topic. It is close
related to needs and motivation. Feelings determined behavior and behavior on learning is
also said to be an enduring or a more or less permanent change which is not do.
A learning theory according to Bigge and Hunt (1980) is a systematic integrated
outlook in regard to the nature of the process whereby people relate their ability to use both
themselves and their environment more effectively. Apperception refers to a process of
associating new ideas with those that already exist in the mind.
Since education is an integral part of every individual, it must make students feel
that they learn, feel and achieve learning. That is why learning styles are being considered.
Experiences will show them the importance of real education, as being learners and being
mentors, as well-the constant succession of such experiences will leave an impact on the
student-influence on their personality, and behavior, line of thinking- that is one way or
another to stimulate and guide them toward better learning (Glaser, 1885).
The continuous development of new teaching methods was focused to the series
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of problems faced in the academic world, specifically the teaching of communicative
approach. To attain mastery of the subject matter (primarily a traditional approach) while
learning is enjoyed, learning styles are injected in this study.
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Learning according to Dunn, (2000) as cited by Sarah Church, an American writer,
is a way where every person processes, internalizes and studies new and challenging
materials. The cornerstone of the Dunn and Dunn Learning Style model is that most people
can learn and that individuals each has his own unique ways of mastering new and difficult
subject-matter.
The Dunns Learning Style, in connection to Morrison Method (mastery
technique), is complex and encompasses five strands of 21 elements that affect each
individuals learning. Some of these elements are biological, and others are developmental.
Style changes over time. A summary of these is provided below (Dunn, 2000).
Tenedero (2005) in his columns in Manila Bulletin, agreed and give more
elaborate the definition on Dunn and Dunns Learning Style. He said that teaching
students through a method that best matches their learning styles make sense.
Learning can also be used in leadership strategies. Knowing the learning styles of
the workforce can go away in improving working relationships, productivity and
maximizing potentials.
Tenedero adds that there is no best way to teach children to read at the same
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time using the same method. Each must be taught through a method that most closely
matches his/her perceptual strengths and global/ analytic processing style.
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An analytic and auditory student usually learns through efficient phonics
approach. Phonics is a method that requires children to hear and remember the differences
among sounds; it is a decoding process.
Some students are global and auditory. They should be read to everyday. Global/
auditory learners enjoy listening to stories and gradually learn to remember the content,
recognize the phrases and mimic tonal patterns, and repeat whole passages without being
pressured to do so.
These students begin reading by looking at a book and repeating what they have
heard, and before anyone realizes what is happening, they actually recognize words and
then soon develop mastery on it.
Bruner, the great cognitive psychologist in Sevilla (2003), believed that learning
can be far more lasting when it is sustained by intrinsic motivation than when it is driven
by more motivation: Extrinsic and Intrinsic. Extrinsic motivation results from using
positive rewards to achieve target behavior. Teachers can influence the students
determination to succeed through their behavior and statements.
Mastery Technique opposes rote learning that avoids understanding the inner
complexities and inferences of the subject that is being learned and instead focuses on
memorizing the material so that it can be recalled by the learner exactly the way it was
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read or heard. The major practice involved in rote learning techniques is learning by
repetition, based on the idea that one will be able to quickly recall the meaning of the
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material the more it is repeated. Rote learning is used in diverse areas, from mathematics to
music to religion. Although it has been criticized by some schools of thought, rote learning
is a necessity in many situations.
Morrison Method has never been excused from criticisms just like any other
methods and approaches being proposed and practiced in the field of education. So, it is
better that this method be modified and evaluated through a more intensive way.
RELATED STUDIES
Since the study is viewed as unique in the sense of material type and concept,
content and approaches, the researchers did still consider studies relative to the
development and acceptability of various resources in making a work text.
There is a body of educational research that emphasizes the importance of
consideration of the teachers role when writing instructional materials (Smith, 1999). New
models are being proposed for instructions that are learner-driven and learner-centered. In
this manner, frameworks can be developed that may allow instruction to be designed in a
way so that students can maximize their learning and teachers can meet expectations that
will lead to the creation of mastery and retention of learning.
Regarding the development of a work text, Flood et.al (1991) as cited by Javier and
Guinto, claimed that teachers reported used of instructional materials during 90-95%
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of classroom time, and texts, workbooks and manuals) about 70%of that time. In this
regard majority of the time spent in schools are religiously dedicated to the use of texts
relevant to the topic and or subject-matter, at hand.
Rea and Fetalco (2008) conducted a study on the development and acceptability of
a proposed modified learning by teaching(LdL) model and its teaching manual, they point
out that a teaching manuals give a great impact on the learning competency of the students
in various aspects. They had developed a material which the researchers included in the
basis of making their proposed work text.
Nicoll (2003) in the study of Panaligan (2004) defines instructional material as any
tool used during the instructional process. He also stated that learning may occur as a result
of habituation or classical conditioning, seen in many animal species, or as a result of more
complex activities such as play, seen only in relatively intelligent animals and humans.
Because of these related studies, the researchers have a better idea applying
Morrison method on a work text to produce a better instructional material.
Conceptual Framework
From the review of the related literature and studies, the researches conceptualized
that a work text can be used to attain the mastery of each student in various topics in
English II. It assists the teacher or the instructor on delivering their instructions in a clear
manner, making the students understand them with retention.
Learning styles were given emphasis by the researchers which was equated
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using the mastery formula (pretest- teach- test- re teach- post test). The pattern for the
instructional process became well-known as the Morrison plan (also called the Morrison
Method). Morrisons conception of mastery learning served as precursor to the
individualized instruction and mastery learning through the use of a work text.
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Research Paradigm
Input Process
Compilation and selection 1. Selection of topics
Of researchers gathered from 2. Preparation andarrangement of:Books, journals, newspapers, and 2.1 Topics
Related Readings from 2.2 ObjectivesVarious studies 2.3 Questions
Lesson Plan 2.4 Activities3. Lay out of the
whole Material
Output
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Fig. 1 Input-Process-Output Model in the Development of a work Text using MorrisonMethod
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This study uses the Input-Process-Output (IPO) model in presenting the research
paradigm. As shown in figure 1, inputs include the literature gathered through researches
and selected readings that serve as a guide in the development and acceptability of work
text using Morrison Method (mastery technique). Inputs have been processed through
getting selected topics from English Communication Arts and Skills II and making a
various activities for students to answer the work text following the mastery formula (pre-
test-teach-test-re teach-post test, method). The results are evaluated to measure the
acceptability of the work text. Set of questionnaires are given to English teachers. The
output is the developed and accepted work text.
Definition of Terms
To understand better the thesis, here are some definitions for the specific words:
Acceptability is the formal acknowledgment of the proposed research.
Accuracy means conformity to the fact, precision and exactness.
Analytic is reasoning or acting from a perception of the parts and interrelations of the
subject.
CollaborativeLearning is a situation where in both teachers and students learn from the
fact and suggestion supplied by each other.
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Formula is a set of words, symbols, or rules for use in a ceremony or procedure.
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Integrated Learning is learning acquired by the student through a unified kind of
teaching approach.
Instructional Material isany kind of material that is used in the teaching-learning process
wherein it serves as an aid for better and easier comprehension of a particular lesson.
Learn Ability is the level of ability or capability of a person to learn and comprehend a
particular lesson.
Mastery is the act process of mastering a desires lesson or topic.
Mentoring isanother term of teaching or counseling students wherein it is a must that a
mentor is wise and expert.
Taskis a piece assigned work for the students.
Technique is the systematic procedure by which a complex task is accomplished through a
personal performance.
Work Text is another type of module but it is more concentrated on the task to be learned
and accomplished by the students
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CHAPTER III
METHODOLOGY
This chapter presents the research design, the population and sampling and research
instrumentation, statistical treatment, and the developed work text.
RESEARCH DESIGN
The study is descriptive research using qualitative and quantitative approaches. The
study was carried out in three-fold manner, the development of instructional tool, revision
of the material based on the evaluators comments and suggestions and evaluation of the
responses through the questionnaire in order to determine the level of its acceptability.
POPULATION AND SAMPLING
The evaluation was carried out by two groups of pool of evaluators consisted of (7)
English educators for the structured interview and another (15) English educators for the
acceptability of the material. The evaluation of the material is limited only to content and
face validation.
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The work text was revised through the responses that are gathered by the
researchers from the evaluators since the acceptability of the work text produced depends
on how they assess the significant points of the work texts, the strengths and weaknesses.
The researchers selected the topics on verb and adjective as the grammar lesson for
the for the developed work text.
RESEARCH INSTRUMENTATION
Since the aim of mastery is to retain ideas through the easiest way, the researchers
have thought of developing a work text using Morrison method for a better technique.
Planning of the Material
English II includes literary materials but focuses in teaching grammar especially on
the parts of speech. Because of this, the researchers have chosen literary materials that
would serve as a springboard for the grammar lesson. The researchers also prepared a
lesson plan for each topic that serves as guide for the work text using Morrison method.
Procedure
The researchers developed a work text using Morrison method for the discussion of
the lessons and for evaluation of the activities in the easiest manner. The procedure use by
the researchers in the preparation of a work text was as follow:
1. The researchers prepared a brief lesson plan for the work text to serve as a guide of
how the work text using Morrison method should be used.
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2. The researchers read and browsed English Communication Arts and Skills II and
decided to use verb as the main topic for Station I and adjective for the Station II
respectively.
3. The researchers chose a suitable literary piece for each station. The Man Who
Drank with Death was chosen for the first station because it was incorporated with
verb and The Fisherman was chosen for the last station because the poem narrates
description of feelings and the things that surrounds him using adjectives.
4. The objectives were set to determine what the students should learn in every lesson.
5. Pre-test and posttest were prepared based on the objectives. Before and after the
pre-test/ posttest, the researchers included a time record to let the students assess
their time whether they are fast or slow in answering it. The Pre-test and Post Test
was only used as part of the work text.
6. The next step was the preparation of activities. There are two sets of activity for
each lesson. First is the so- called Mastery. The researchers decided that it should
be focused on the grammar. Second is the so- called extra activity that focused on
the students own way of mastering the lesson/topic through essay and story map.
Other facts that should be mastered in the literary pieces are included in the pre-
test/ posttest.
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7. In Morrison method, re-teaching is very significant. The work text has a review for
the literary piece and grammar lesson called Introspection Corner. Reviewing 19
is one of the factors that make students mastery successful.
8. The last procedure is the polishing of the work text using colored borders and
graphic designs/pictures. The designed work text represents simplicity of every
Filipino students
Data Gathering Procedure
After the development of the work text, the researchers gathered data for the
acceptability of the said material. The procedure is as follows:
1. The researchers prepared a structured interview approved by the research adviser
that was distributed to the pool of evaluators for the first set of evaluation.
Structured interview was needed to know the strengths and weaknesses of the work
text through their comments and suggestions.
2. After the pool of evaluators evaluated the work text, responses were analyzed to
know which part should be revised and what should be added in the work text.
3. The evaluated work text was used in order to determine the level of its acceptability
through a self-made questionnaire.
4. The last part of the data gathering procedure was the revised Work Text Using
Morrison Method.
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STATISTICAL TREATMENT
To definitely determine the validity of the developed assessment tool, the
statistical treatment was utilized using weighted mean.
Formula:
WM = 4f + 3f + 2f + f
N
Where: WM = the sum of multiplied number of frequencies divided by N
F = frequency
M = number of respondents
The validity of the work text was determined by using the scale as follows:
Point Score Range Interval Scale Description
4 3.25 4.00 Highly Acceptable
3 2.5 3.24 Acceptable
2 1.75 2.49 Fairly Acceptable
1 1.00 1.79 Not Acceptable
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21
THE DEVELOPED WORK TEXT
The succeeding pages present the assessment tool that was developed by the
researchers. The evaluation was carried out by two groups of pool of evaluators consisted
of (7) English educators for the open-ended interview and another (15) English educators
for the acceptability of the material.
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22
CHAPTER IV
PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
This chapter presents an analysis of the data based from the results of the
respondents. This also contains the data through which the proposed material was accepted.
Table 1
Summary on the Comments and Suggestions of the First Phase of Evaluation for the
Developed Work Text on Selected Topics on English II.
Comments Suggestions Assessment
Respondent A -add more exercises - adequate space for
writing activity-comprehension response
-material is unique
Respondent B -give lots of exercises-pay attention on spacing
and punctuations
-more space for the writingexercises
-very nice
Respondent C - exercises/activities are
very nice, interesting
-add activities in station 1
-more activities and
enrichment activities
-good in
individualized
masteryRespondent D - mastery process is very
effective
-more space
-revision of topic
-specified the topic-more activities
-quite good
- will be a great
help in the masteryof the students
Respondent E - functional-topics are relatively
suited -mastery will be
achieved
-additional contextualizedgrammar exercises
-worthwhile andsystematic guide in
individualized
mastery- student will be
more motivated.
Respondent F __________________ __________________ - a goodinstructional
-provides
everything
Respondent G -add more activities -add adequate and correct
spacing
-design of the cover
-this material is
very suitable for
the studentsmastery technique
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Table 1 shows the respondents comments and suggestions in the open-ended
interview questions
Respondent A found loopholes as other respondents had also found. They are the
incorrect position of direction and name, spacing, and incorrect grammars. Respondent As
comment was to add more exercises which we did. The respondent suggested for adequate
space in writing activity. Although noticed some loopholes, the respondent assessed the
work text and said that the material is unique and nice.
Respondent B and Respondent A had the same comments and suggestions which
the researchers followed and corrected. Respondent B added that the page numbers should
be put in the lower right corner but the researchers didnt consider this. The researchers
hadnt changed the position of the page numbers because students could easily the page
number if it is put in the upper right corner. The assessment of the work text is nice
according to respondent B.
Respondent C suggested putting the authors name after the poem which the
researchers did. The respondent also suggested enrichment activities which the researchers
did not consider. The work texts purpose is for easy mastery of the lesson. The researchers
thought that the pre-test, test, extra activity, and posttest are enough activities for the work
text. The third respondent commented that the presentation of activities is very nice and
interesting. The work text is good I individualized mastery, as said by the respondent.
Respondent D had found lots of loopholes on the topic, objectives, incorrect
grammar, and spacing which the researchers changed and corrected. The respondent
24
suggested to revise the topic and to add more activities. The researchers modified the
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topics for the improvement of the material. Even though the respondent saw some
loopholes, she assessed the material and said that the mastery process is very effective.
Respondent E said that the work text should focus on the unlocking of difficulties.
The researchers considered this and revised some questions in the pre-test as well as in the
posttest. She also suggested adding contextualized grammar exercises which the
respondents did. Respondent E praised the work text and said that the sequence deigned I
functional, topics are relatively suited to the level of understanding of 2 nd year students, the
material is worthwhile and lastly, the mastery of learning will be achieved by the students.
Respondent Fs assessment regarding the work text was nice. The respondent said
that the material can serve a good instructional material in English II. The respondent also
said that the work text provides everything that the students need to learn in the lesson.
Respondent G found loopholes like wrong grammar and wrong punctuations which
the researchers corrected. She suggested revising the design of the cover which we did. The
last respondent said that the material is very suitable for the students mastery.
25
Table 2
Weighted Mean Distribution on the Acceptability of the Work Text
in Terms of Content
Statements 4 3 2 1 WM Scale
Description
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1. The content of the work text are parallel
to the objectives set.
6 9 3.4 HA
2. The lessons included in the work text
contain clear instructions and set ofprocedure.
8 7 3.53 HA
3. The concepts and ideas presented areappropriate to the age, maturity and
experience of the target user.
7 8 3.46 HA
4. The work text can be linked to its
intended outcome which is the mastery of
the lesson.
5 8 2 3.2 A
G
eneral Weighted Mean=3.39
HA
Table 2 shows the acceptability of the developed work text using Morrison Method
in selected topics in English II as to Content. The content of the Work Text is parallel to
the objectives set which has the weighted mean of 3.4 with the scale description of highly
acceptable. The lessons included in the work text contain clear instructions and set of
procedure with a weighted mean of 3.53 a scale description of highly acceptable.
Regarding Tenederos concept of appropriate topic for the level of the learners, the
concepts and ideas presented are appropriate to the age, maturity and experiences of the
target user which has a weighted mean of 3.46 that scales as highly acceptable. The work
text can be linked to its intended outcome which is the students
26
mastery as patterned in H.C. Morrisons Morrison Method which has a weighted mean of
3.2 with the scale description of acceptable. The general weighted mean of the developed
work text as to content is 3.39 with the scale description of highly acceptable.
Table 3
Weighted Mean Distribution on the Acceptability of the Work Text
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in Terms of Organization
Statements 4 3 2 1 WM Scale
Description
1. The topics are well organized. 8 7 3.53 HA
2. The work text shows consistencyin the series of activities offered.
15 4 HA
3. The flow of activities is coherentand not confusing.
8 7 3.53 HA
4. Observes appropriate grammar
and punctuations.
6 9 3.4 HA
GWM
= 3.61
HA
Table 3 shows the acceptability of the developed work text using Morrison Method
in selected topics in English II as to organization. The topics are well- organized which has
a weighted mean of 3.53 with the scale description of highly acceptable. The work text
shows consistency in the series of activities offered which has a weighted mean of 4.0 with
the scale description of highly acceptable. The flow of activities is coherent and not
confusing which the Morrison method requires regarding its steps on mastery. The work
text observes appropriate grammar and punctuations which has a weighted mean of 3.4
with the scale description of highly acceptable. The general weighted mean of the
developed work text as to organization is 3.61 with the scale description of highly
acceptable.
27
Table 4
Weighted Mean Distribution on the Acceptability of the Work Text
in Terms of Presentation
Statements 4 3 2 1 WM Scale
Description
1. The work text has adequate 11 4 3.73 HA
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margins, legible type face and
comfortable type size.
2. The material has presented in a
way students will easily understandthe content procedure.
14 1 3.93 HA
3. The work text is presented at apace that allows review and
reinforcement of activities.
1 14 3.06 A
4. The work text has sufficient space
provided for students responses.
5 8 2 3.2 A
5. The design and appearance of awork text are exceptionally different
from other available materials in
circulation.
10 5 3.6 HA
GWM
=3.51
HA
Table 4 shows the evaluation of the acceptability level of the work text using
Morrison Method in selected topics in English II as to presentation. The work text has
adequate margins, legible type face and comfortable type size which have a weighted mean
of 3.75 with the scale description of highly acceptable. The material has presented in a way
students will easily understand the content which has a weighted mean of 3.93 with the
scale description of highly acceptable. The work text is presented at a pace that allows
review and reinforcement of activities which the researchers have adopted on Morrison
method for further mastery of the lesson.
28
The work text has sufficient space provided for students responses which has a weighted
mean of 3.2 with the scale description of Acceptable. The design and appearance of a work
text are exceptionally different from other available materials in circulation as Guinto and
Rea had also done when they developed an instructional material proving that a new
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instructional material can be created. The general weighted mean of the developed work
text as to presentation is 3.51 with the scale description of highly acceptable.
Table 5
Weighted Mean Distribution on the Acceptability of the Work Text
in Terms of Appeal to the Target User
Statements 4 3 2 1 WM Scale
Description
1. The work text is worth for time,effort and experience of students.
9 6 3.6 HA
2. The work text stimulates students
to be proficient in the rules ofgrammar and on applying it.
5 7 3 3.13 A
3. The work text enables the
students to develop his/her creativity
and skills of self-expression.
6 6 3 3.2 A
4. The work text can serve as anew
learning material in mastering
English II.
11 2 2 3.6 HA
5. The work text enables the
students to enhance mastery.
5 7 3 3.13 A
GWM
=3.33
HA
29
Table V shows the evaluation of the acceptability level of the work text using
Morrison Method in selected topics in English II as to appeal to the target user. The work
text is worth for time, effort and experience of students which has a weighted mean of 3.6
with the scale description of highly acceptable. The work text stimulates students to be
proficient in the rules of grammar and on applying it which has a weighted mean of 3.13
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with the scale description of acceptable. The work text enables the students to develop
his/her creativity and skills of self-expression as Dunn relates what really learning meant,
which has a weighted mean of 3.21 with the scale description of Acceptable. The work text
can serve as anew learning material in mastering English II which has a weighted mean of
3.6 with the scale description of highly acceptable. The work text enables the students to
enhance mastery which the Morrison technique was meant for, which has a weighted mean
of 3.13 of acceptable .The general weighted mean of the developed work text as to appeal
to the target user is 3.33 with the scale description of highly acceptable.
.
30
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents brief summary, findings, conclusions and the
recommendations.
SUMMARY
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This study was conducted to develop and to determine the acceptability of a work
text using Morrison Method on selected topics in English II. Having this in mind the
researchers sought to answer the following problems:
1. What instructional material can be developed in teaching selected topics in
English II?
2. Are there parts of the developed material that need to be reviewed, revised,
deleted or changed based on the comments and suggestions of the pool of experts?
3. What are the levels of acceptability of the developed work text using the
Morrison Method in terms of:
3.1 Content
3.2 Organization
3.2. Presentation
3.3 Appeal to the target user
The researchers selected 22 teachers in English from different schools in Quezon as
respondents. A questionnaire was administered to determine the acceptability of the
developed work text.
The researchers utilized the qualitative-quantitative approaches to gather the
necessary data. The study was conducted in a three-fold manner namely: the development
of instructional tool, revision of the material based on the evaluators comments and
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suggestions and evaluation of the responses through the questionnaire in order to determine
the level of its acceptability.
After the work text has been evaluated, the work text was scrutinized and revised
based on the comments and suggestions given by the pool of evaluators. The revised work
text was rated for acceptability from another set of evaluators.
FINDINGS
After analyzing the results of the study the researchers arrived at the following
findings:
1. A work text using Morrison Method as an instructional material can be developed in
teaching selected topics in English II.
2. There are parts of the developed material that need to be reviewed, revised, deleted or
changed based on the comments and suggestions of the pool of experts.
3. The levels of acceptability of the developed work text using the Morrison Method are
Highly Acceptable in terms of Content, Organization, Presentation and Appeal to the
Target User.
32
CONCLUSIONS
Based on the findings the researchers arrived at the following conclusions:
1. The use of work text in teaching Morrison Method was very effective in the students
mastery.
2. The application of adjective and verb in the work text using Morrison Method provides
mastery of the rules of grammar.
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3. The concept of applying Morrison Method in a work text allows individualized mastery.
4. The work text using Morrison method is ready for recommendation to test its
effectiveness.
RECOMMENDATIONS
From the review of the findings and conclusions, the following recommendations
are completed.
1. A follow up study regarding the use of work text in teaching other discipline can be
conducted in the future.
2. Valuing and enrichment activities can be added to the text if the lesson will concentrate
in Literature rather than in Grammar.
3. In using Morrison Method, teachers can create and design their own pattern as long as
mastery of the learner is emphasized with the use of pre test and post test.
4. A work text using Morrison method in English II can be used in any regular class to test
its effectiveness.
33
BIBLIOGRAPHY
A. Books
Calderon, Jose (1998) Principles and Practices of Teaching 1. Quezon City: Great
Books Trading.
Corpuz, Brenda et. Al. (2006) Principles of Teaching 2 . Quezon City: Lorimar
Publishing Inc.
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Amurao, Ma. Lina Pamela et. al. (1995) How to Speak English Fluently .Tarlac, Tarlac:
Books on Wheels Enterprises.
B. Magazines and Journals
Tenedero, Henry The Role of Motivation in LearningBreakthrough in Education,
Manila Bulletin July 7, 2005.
Mendoza, Ivy Lisa. Mastery in Learning Manila Bulletin June 22, 2006
C. Manuals and Pamphlets
Dela Cruz,Teresita V. (2008). Motivational Factors in Learning Facilitating Learning.
Southern Luzon State University.
D. Unpublished Materials
Fetalco, Rhona Joy and Rea, Shiela Nina (2008) Development and Acceptability of A
Proposed Modified Learning by Teaching(LdL) Model and its Teaching Manual
34
Guinto, Nicanor and Javier, Ruel (2008) Development and Acceptability of A Work Text
on Selected Topics in English IV Using the Communicative Approach and
Performance-Based Assessment Technique (Undergraduate Thesis Southern
Luzon State University )
E. Online Resources
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Churchen, Sarah (2005) Learning Styles , retrieved on Feb16, 2009 www.learning
styles.com. Learning In Unique Ways
_____http://www.morrison._methods_in_education_by_hc_morrison.com
_____http://www.etsy.com/masterytechnique.phpuser_id.
35
APPENDICES
http://www.learning/http://www.learning/ -
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Appendix A
LETTER TO THE RESPONDENTS
Republic of the Philippines
Southern Luzon State UniversityCollege of Teacher Education
Lucban, Quezon
Sir/ Maam:
The undersigned are third year students of SLSU- CTE taking Bachelor of
Secondary major in English. In partial fulfillment of the requirements in English 15:
Language Research, they are currently conducting the study entitled Work Text UsingMorrison Method
In connection with this, the researchers have chosen you to be one of the pool ofevaluators who will validate the said material since you are one of the competent persons
who could provide good evaluation to the developed instructional tool.
Accordingly, we are asking for your approval regarding this matter.
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We hope to merit your most favorable response.
Thank you and God bless you.
Respectfully yours,
Ms. Jennifer Magboo(sgd)
Ms. Elaine Salayo(sgd)
Noted by:
Prof. Carmelita C. Placino(sgd)Thesis Adviser
36
Appendix B
OPEN-ENDED INTERVIEW QUESTIONS
Name of Evaluator: ____________________ Date of Evaluation: _________
School: _____________________________Please answer the following questions. Your responses will be highly considered in the
improvement of the material.
1. What suggestions can you give to improve further the material?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
________________________________________________________________________________________________________________________________________________
2. What are the loopholes that you have noticed upon scrutinizing the material?________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
3. What can you comment about the mastery process of the material?
_________________________________________________________________________________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
4. How will you assess the material as an instructional material in individualized
mastery?
________________________________________________________________________
__________________________________________________________________________________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
37
Appendix C
QUESTIONNAIRE
Southern Luzon State University
COLLEGE OF TEACHER EDUCATIONLucban,Quezon
QUESTIONNAIRE
A QUESTIONNAIRE TO EVALUATE THE ACCEPTABILITY LEVEL OF THE
WORKTEXT USING MORRISON METHOD IN SELECTED TOPICS IN ENGLISH II
Kindly rate the developed work text according to the following criteria: content,
organization, presentation, and appeal to the target user by using the scale below.Read the following statements carefully and tick on the appropriate column that
corresponds to your answer.
Use the following scale.
4-Highly Acceptable (HA)
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3-Acceptable (A)
2-Fairly Acceptable (FA)
1-Not Acceptable (NA)
STATEMENTS 4 3 2 1
I.CONTENT
1. The contents of the work text are parallel to the
objectives set.
2. The lessons included in the work text contain
clear instructions and set of procedure.
3. The concept s and ideas presented are
appropriate to the age, maturity and experience of the
target user.
4. The work text can be linked to its intended
outcome which is the students mastery of the lesson.
38
II. ORGANIZATION 4 3 2 1
1. The topics are well-organized.
2. The work text shows consistency in the
series of activities offered.
3. The flow of the activities is coherent and
not confusing.
4. Observes appropriate grammar and
punctuations.
III .PRESENTATION 4 3 2 1
1. The work text has adequate margins, legible
type face and comfortable type size.
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2. The material was presented in a way
students will easily understand the content
procedures.
3. The work text is presented at a pace that
allows review and reinforcement of activities.4. The work text has sufficient space is
provided for students responses.
5. The design and appearance of the work text
are exceptionally different from other available
materials in circulation.
39
IV. .APPEAL TO THE TARGET USER
1. The work text is worth for time, effort and
experience of students.
2. The work text stimulates student to be
proficient in the rules of grammar and on applying
it.
3. The work text enables the students to
develop his/ her creativity and skills of self-
expression.
4. The work text can serve as a new learning
material in mastering English II.
5. The work text enables the students to
enhance mastery.
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40
Appendix D
COMPUTATION OF THE WEIGHTED MEAN
Computation of Weighted Mean
1. Content 2. Organization
WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f
N N
4(6)+3(9) 4(8)+3(7)15 15
24+27 32+21
15 15
3.4 3.53
WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f +f
N N4(8)+3(7) 4(15)
15 15
32+21 6015 15
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3.53 4
WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f +f N N
4(7)+3(8) 4(8)+3(7)
15 1528+24 32+21
15 15
3.46 3.53
WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f +f
N N
4(5)+3(8)+2(2) 4(6)+3(9)15 15
20+24+2 24+27
15 15
3.2 3.4
41
3. Presentation 4. Appeal to the Target User
WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f
N N
4(11)+3(4) 4(9)+3(6)15 15
44+12 36+18
15 15
3.73 3.6
WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f
N N4(14)+3(1) 4(5)+3(7)+2(3)
15 15
54+3 20+21+615 15
3.93 3.13
WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f
N N
4(1)+3(14) 4(6)+3(6)+2(3)
15 15
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4+44 24+18+6
15 15
3.06 3.2
WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f
N N4(5)+3(8)+2(2) 4(11)+3(2)+2(2)
15 15
20+24+4 44+6+615 15
3.2 3.6
WM = 4f + 3f + 2f + f WM = 4f + 3f + 2f + f N N
4(10)+3(5) 4(5)+3(7)+2(3)
15 15
40+15 20+21+615 15
3.6 3.13
42
Appendix E
A BRIEF LESSON PLAN IN ENGLISH II
I. Objectives
A. Conjugate words according to the intended tense of the verb.
B. Determine the Appropriate past form of the verb.
C. Trace the flow of the featured story.
II. Subject Matter
A. Topic: The Man Who Drank With Death (Grammar Lesson: Verb)
B. Reference: Dexterity in English II
By Magboo, Jennifer and Elaine Salayo pp. 3-14C. Instructional Material:
Work Text
III. Methodology
a) Unlocking of Difficulties
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Answering of Pre-test
b) Lesson Proper
Discussion of the story and the lesson in grammarc) Answering of the first activity
d) Giving the students a review of the story and the lesson in grammar
e) Answering of the extra activity
IV. Evaluation
Answering of Post test
43
I. Objectives
A. Write an essay according to the students experiences.
B. Retain facts from the poem.C. Identify the proper suffix for the particular word.
II. Subject Matter
A. Topic: The Fisherman (Grammar Lesson: Adjective)
B. Reference: Dexterity in English IIBy Magboo, Jennifer and Elaine Salayo pp. 19-29
C. Instructional Material:
Work Text
III. Methodology
a) Unlocking of Difficulties
Answering of Pre-testb) Lesson Proper
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Discussion of the story and the lesson in grammar
c) Answering of the first activity
d) Giving the students a review of the story and the lesson in grammare) Answering of the extra activity
IV. Evaluation
Answering of Post test
44
CURRICULUM VITAE
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JENNIFER L.MAGBOO
PERSONAL DATA
Date of Birth: August 14, 1990
Place of Birth: Sariaya, Quezon
Addres: Villa Salvamen Gibanga Sariaya, Quezon
Cotact No. : 09106163447
Gender: Female
Civil Status: Single
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Nationality: Filipino
Religion: Roman Catholic
Parents
Mother: Mercedes Magboo
Father: Mario Magboo
EDUCATIONAL BACKGROUND
Tertiary:
Southern Luzon State University
Third Year College 45
2006 onwards
Secondary:
Sariaya Institute
2002-2006
Primary:
Balubal Elementary School
1996-2002
AFFILIATIONS
Language Society, Member
Sharians League of Students, Member
SEMINARS ATTENDED
Seminar on Family Planning and HIV/ Aids
SLSU-CTE Audio-Visual Room, March 2007
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Refined Secondary Education Curriculum Seminar
SLSU- CTE Audio -Visual Room, Sept 2007
Concept-Based on Selected Secondary Subjects and Lesson Demonstration
SLSU-MHDP Audio -Visual Room, Feb 2008
Seminar Workshop in Campus Journalism
SLSU-CTE Audio- Visual Room, Oct 2008
Turui, Sulati, Artehi
SLSU-JR Hamlet Hall
March, 2008
46
AWARDS AND RECOGNITIONS
First Place, Matira ang Matibay Quiz Show
Celebration of Buwan ng Wika, 2008
First Place, Ist Science Wizard Quiz Show
Science and Technology Week, 2008
Second Place, Pinoy Henyo Quiz Show
Celebration of Buwan ng Wika, 2007
Second Place, Tagisan ng Talino Quiz Show
Celebration of Foundation Day, 2007
10th Place in Copy Reading
Seminar on Campus Journalism, 2008
10th Place in Editorial Writing
SLSU-CTE Audo- Visual Room, 2008
Partial Academic Scholar
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1st and 2nd Semester 2006
Partial Academic Scholar
1st and 2nd Semester 2007
Meritorious Awardee, Sariaya Institute, 2006
Over-all Champion, UP Oroquieta Intellectuals Quiz, S.M. City Lucena, 2006
Ist Place, UP Oroquieta- History and Current Events Category, S.M. City Lucena,
2006
3rd Place, UP Diliman Patalasang Lahi, Diliman, Quezon City, 2006
Champion,UP Kalilayan Tagisan, Lopez, Quezon, 2005
2nd Place, Manuel S. Enverga Foundation Quiz Show, S.M. City Lucena, 2005
Over-all Champion, UP Oroquieta Intellectuals Quiz, S.M. City Lucena, 2005
Ist Place, UP Oroquieta- General Information Category,S.M. City Lucena, 2005
Ist Place, Science Quiz Bee
1st Place English Quiz Bee
1st Place Filpino Quiz Bee
2nd Place Spelling Bee 47
2nd Place Super Quiz Bee
1st Place Super Quiz Bee
Sariaya Institute 2002-2006
Valedictorian, Balubal Elementary School, 2006
Leadership Award
Loyalty Award
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48
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Personal Data
Name: Elaine Cangayo Salayo
Age: 21
Status: Married
Nationality: Filipino
Address: Narra St. Countryside Subd. Lucban, Quezon
Can Communicate in: Tagalog and English
Favorite Books: Bible, Angels and Demons, The Killing Dance, and Timawa
Favorite Movies: Clueless, Pa-siyam, Katorse, Tatlong Taong Walang Dyos
Motto: In this life there are two kinds of people, bullies and losers. In reality there
is another option between the two, and that is being a preacher, a teacher.
49
Educational Background
Level School Course Year
Primary Level Pel-1 Lucban, Quezon 2000
Secondary Level SLPC Laboratory High School
Lucban, Quezon 2004
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Tertiary Level Sacred Heart College Lucena, BA-Communication
SLPC Lucban, Quezon (Undergraduate) 2004-05
Sacred Heart College Lucena and BEED PRE-Elementary
SLPC Lucban, Quezon (Undergraduate) 2005-06
TESDA Lucban, Quezon Finishing Course for
Call Center Agents
(Graduated) 2007
SLSU Lucban, Quezon BSED Major in English present
Affiliations
Former Staff of Junior Kingfisher
Journalist Students of Laboratory High School
TKPA Dance Troup (Sacred Heart College)
Matya Satra Dance Troup (SLSU)
50
Seminars Attended
Seminar Place Date
Panel Discussion of Extra Sensory School of Arts and Science
Perception: Its Moral and Ethical SLSU Lucban, Quezon
Implications March10,
2005
Training for Call Center Agents Information Technology and
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7/23/2019 Development and Validation of a Worktext Using Morrison Method
64/64
Telework Services Bldg. May15, 2007-
SLSU Lucban, Quezon June15, 2007
Refined Secondary Education SLSU College of Teacher
Curriculum Seminar Room Lucban, Quezon Sept.28, 2007
Concept-based on Selected Audio- Visual Room of
Secondary Subjects and Marcelo H. Del Pilar
Lesson Demonstration Bldg. SLSU Lucban Feb.1, 2008
Seminar Workshop on CTE Audio- Visual
Campus Journalism SLSU Lucban, Quezon Oct.23, 2008
Awards
Best in Phonetics
Honor Student
Best in Oration
2nd Placer in Oratory Contest
10th Placer in News Writing 51