panel 19 education in humanities and social sciences

|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand

1. An Inventory on Language learning Strategies Used by First year Students 768

from the College of Arts and Social Sciences, MSU- IIT, A.Y. 2015- 2016

Noemie Joy V. Penaso, Maria Faith T. Wasquin, Rosemarie B. Purganan

2. Interaction between Thai EFL Learners’ Levels of Language Proficiency 769

and Types of the Disfluencies Produced

Patcharin Duangsri

3. Formation Of Preschool Management Model For Improving 781

The Quality Of Preschool In Sarawak

Thian Vui Shau

4. Development of E-Learning Module in Basic Electricity 795 Osuardo A. Pabatang Jr, Roxan A. Consolacion, Rey A. Etom

5. An Examining the Mental Health Status of Sedentary Students 807

Sinku Kumar Singh

6. Community Empowerment by Gelitik (Gerakan Libas Jentik-Jentik) 812

Program as An Effort to Increase Free Mosquito’s Larva Number

in Payaman Village, Ngraho Subdistrict, Bojonegoro Regency

Fikha Yozi Indriasari, Atika Binti Utari, Devy Mulia Sari

Bintang Mareeta Dewi, Elisa Dwi Pertiwi

Panel 19 : Education in Humanities and Social Sciences

768 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),

14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |

An Inventory on Language learning Strategies Used by First year Students

from the College of Arts and Social Sciences, MSU- IIT, A.Y. 2015- 2016

Noemie Joy V. Penaso1, Maria Faith T. Wasquin2, Rosemarie B. Purganan3

College of Arts and Social Sciences, MSU- IIT, Philippines

3E-mail: [email protected]

Abstract

This study aimed to provide an inventory on language learning strategies used by first

year students taking courses from the College of Arts and Social Sciences in this academic year

2015- 2016. It had one hundred eighty (180) participants involved in the study having thirty (30)

participants in each course; AB English, AB Filipino, AB History, AB Sociology, AB Political

Science and BS Psychology. Using the Strategy Inventory for Language Learning (SILL, Oxfford

1990), the researchers identified the language learning strategies used by the participants and

were categorized according to Oxford’s six classifications. It also aimed to determine the

relationships between the participants’ language learning strategies, academic course and

language proficiency level.

The results revealed that metacognitive was the most preferred strategy used by the

participants. However, the use of other strategies (cognitive, compensation, affective, social and

memory) is also important in order to systematically use the language. This study is focused only

on certain variables and did not allow a lot of factors as a consideration in the choice of language

learning strategies, hence it is recommended to conduct a similar study looking at different

factors that might influence the learner’s language learning strategies: gender, motivation,

learning style, culture, context and/ or academic background.


769

Interaction between Thai EFL Learners’

Levels of Language Proficiency and Types of the Disfluencies Produced

Patcharin Duangsri

Faculty of Humanities and Social Sciences, Loei Rajabhat University, Thailand

E-mail: [email protected]

Abstract

The objectives of this research were to study the types and the occurrences of disfluencies

produced by Thai EFL learners in different levels of language proficiency in order to understand

the interaction between their language proficiency levels and the produced disfluency types. The

participants included 30 Thai EFL learners, university students. Data collection was conducted

through a speaking task for spontaneous speech. Criteria to identify types of L2 disfluencies , mode

value and qualitative analysis were applied. The results revealed that (1) the speakers of all

proficiency levels produced the same 3 main disfluency type with their sub-types: pauses with

non-lexicalized filled pauses, unfilled pauses, and lexicalized filled pauses, repetitions with self-

repetitions, and other-repetitions, and repairs with self-initiated repairs and other-initiated repairs;

(2) all the speaker groups (high, mid, low) demonstrated the same pattern of frequency ranking of

disfluencies: pauses were produced at the highest, repetitions were the second, and repairs were

the lowest; (3) the mid-proficiency group produced the highest number of all disfluency types,

the low-proficiency group demonstrated the second-highest number for all the types, and the

high-proficiency group showed the lowest number of all; and (4) the occurrence positions of

disfluencies, especially, pauses, as produced by the EFL speakers with different levels of language

proficiency, were found different in patterns. It can be concluded that the types, especially, the

nature of sub-types, the occurrence frequency of each type, and the occurrence positions of

disfluencies in L2 speech reflected the speakers’ speech processing difficulties or low automaticity

in speaking, and the extent to which their L2 was acquired. Thus, there was an interaction between

Thai EFL learners’ levels of language proficiency and types of the disfluencies produced. Types,

occurrence frequency, and occurrence positions of L2 disfluencies can be indicators of L2 speaking

ability and L2 acquisition.

Keywords: Disfluencies, Interaction, Types of Disfluencies



1. Introduction

Theoretically, human communicative ability stems from the communicative competence,

the knowledge which has been studied by several scholars who have given different explanations

about its characteristics. One of the most influential explanations of human communicative

competence )in the context of first language, L1, acquisition( is by Noam Chomsky )Savignon,

1983(. Through his linguistic perspective, Chomsky claims that the communicative competence is

innate and it is a type of genetic endowments )Chomsky, 1965(. He contends that children are born

with a linguistic device that contains an unconscious knowledge of language rules which is referred

to as “universal grammar” )UG(. This kind of knowledge is implicitly demonstrated without formal

instruction. Commonly, a child learns how to speak its first language through receiving the well-

formed sentences input from the people who speak the same first language as it does. The input

which is formed by the language rules that are inapplicable to those rules in the child’s UG will be

filtered out. In other words, only the grammatical sentences corresponding to its UG are stored in

its linguistic device for future communicative use )Chomsky, 1965(.

For second language )L2( speakers, knowledge of the target language may not be

sufficient for effective communication to take place. They require additional knowledge on how

language is appropriately used in relation to a specific social situation )Munby, 1991; Canale &

Swain, 1980( in order to communicate effectively. Communicative ability is not only determined

by their knowledge of grammar and language use but also by the knowledge of contexts which is

reflected through their actual use of language as appropriate to the conventional practices among

the native speakers of the target language. L2 speech communication requires L2 speakers to have

an ability to apply different kinds of knowledge to carry on the communication appropriately.

It can be said that communicative ability of L2 speakers is formed with at least four

components: knowledge of L2 grammar, knowledge of L2 use, knowledge of L2 contexts, and

ability to apply the three types of knowledge for actual use appropriately. Effective speech

communication is impossible without interaction of all the components and of the hearers

through their responses )Whitman & Boase, 1983; Munby, 1991; Canale & Swain, 1980(. It can

be explained simply that among the components, message serves as the starting point of

communication, and the response or effect given by the hearer indicates the occurrence of

communication.

Previous studies revealed that difficulties to L2 communication and degree of fluency in

L2 speaking can be influenced by the nature of message or topic )e.g. abstractness, and relevance to

the speakers( )Luoma, 2004(. This implies that L2 speakers tend to be less fluent when the message

is dealing with higher degree of abstractness and low degree of relevance to the speakers’

knowledge. This is because the way in which they represent reality using non-native language

) English, in this case( is even more complex in comparison with communicating through their

native language. Consequently, they may frequently make a pause, a repetition, and a repair in mid-

utterance. In other words, the speakers will take a longer time searching for the vocabularies which

tend to have low frequency of use )for the speakers(; that is lexical access difficulties during speech

production process arise ) as discussed in e.g. Shooshtari et al. , 2013; Shahrestanifar & Rahimy,

2014; and Vural, 2008(. These difficulties are marked by ‘disfluencies’.

Disfluencies are normal breaks that disrupt the flow of speech without hurting meaning of

the utterance ) e. g. Brutten, 1963; Jonhson, 1961; Fox Tree, 1995( . They are seen common in

spontaneous speech )Swerts et al., 1998( . The forms of disfluencies that are widely recognized are

uh, um, ah, er, slips of the tongue, and repetition or correction of words )e.g. Chomsky, 1965; Clark

& Fox Tree, 2002; Watanabe et al. , 2007( . Disfluencies that have been proposed by previous


771

studies ) Johnson, 1961; Mahl, 1957; Maclay & Osgood, 1959; Shriberg, 1994; Clark & Wasow;

1995; Schnadt, 2009; Allwood et al., 1990; Savova, 2002; Levelt, 1983( can be broadly classified as

pauses ) filled pauses, unfilled pauses ) silent pauses( , repairs, prolongations, and repetitions.

According to Hasselgren )1998( , excessive disfluencies are caused by contextual constraints. They

disrupt the fluency of speech and can affect the listeners’ perception of the message. In comparison,

while fluency refers to the state of fluidity in speaking, especially; speaking a foreign language,

disfluenices are referred to as markers indicating speaking fluency. As opposed to fluency, the lack

of fluency can be described as speech that is most often slow, uneven, disconnected, having

incorrect segmentations, and filled with excessive disfluencies ) Fulcher, 2003; Freed, 2000;

Luoma, 2004( . The occurrence of disfluencies in an utterance is used as one of the main

characteristics for evaluating speaking fluency ) Fulcher, 2003( . Empirical evidence from EFL

contexts shows that the lack of fluency state is impacted by grammatical knowledge, language

processing, conversational skills, pragmatic skills ) involving speaking conventions( , inadequate

input ) both language rules and language use( )Gan, 2013; Malik, 2012( ,and sociocultural

constraints: familiarity with situations, sensitivity to maintaining self-face and level of politeness

and complexity of the appropriate expressions required in a particular social situation )Lee, 2013(.

According to Vural’ s study, the number of disfluencies in EFL learners’ speech increased

when the duration of the conversation increased. That is, the occurrence of their disfluencies was

influenced by their anxiety when talking under time pressure. The effect from speaker’s anxiety on

the occurrence of disfluencies in L2 speech was also supported by Ur’s )1996( and Zhang’s )2009(

studies. As speaking, speakers need to make a choice of language use to suit the social context and

the interactional practices in order to conform to the conventions held by the native speakers, for

example, getting turn, keeping turn, and giving turn ) Fulcher, 2003; Levinson, 2003( , the degree

that the L2 speakers can automatically control all the processes involved in speech production and

speech communication within the appropriate speed reflects that the speakers become ‘ fluent’

) Fulcher, 2003; Gass & Selinker, 2008( . It was found that the appropriate speed in processing

speech production depends both on the internal factors ) e. g. language proficiency, lexical range,

ability to plan about what to say, ability to retrieve vocabulary, grammar, and to self-monitor for

detecting errors in an utterance as well as the hearer’s effect( and the external factors, for example,

the nature of speaking topic, and the familiarity with the hearer )Levelt et al., 1999; Vural, 2008( .

As speaking is a real-time phenomenon ) Bygate, 1987( , its speed in planning, formulating, and

articulating an utterance is bound to the current time of communication ) Levelt, 1989, Fulcher,

2003( . Thus, fluency in L2 speech communication involves mainly with time-bound speed and

disfluency phenomena. The disfluency phenomena that are considered indicators for the fluency

) and the lack of fluency( in L2 speech include, for example, pauses, repetitions, repairs, and

prolongations ) Fulcher, 2003, Luoma, 2004; Lennon, 1990; Brown, 2000; 2003( . In order to

understand the interaction between EFL learners’ levels of English language proficiency and types of

the disfluencies produced, a combination of the conceptions on speech production processes from

Levelt’s blueprint for speech production )Levelt, 1989(, WEAVER+ + model )Levelt et al., 1999( ,

and Menyhárt’ s ) 2003( sources of disfluencies is presented and shown in diagram1 which

illustrates the potential sources of disfluencies in EFL learners.



The diagram can be read that as influenced by the nature of the linguistic systems in the

first and the second languages, it is possible that the nature of disfluencies in the native speakers of

English and that in the non-native speakers of English are different. Disfluencies occurring at the

formulating level and at the articulating level have different characteristics due to different types of

self-monitoring processes which are covert self-monitoring and overt self-monitoring. The two

processes of checking are conducted in two loops for double checking. The first loop involves

covert self-monitoring, an utterance has not yet been articulated; the disfluencies are possibly

produced in the forms of pauses and prolongations. This is a reflection of the internal checking

process that the speaker is performing in his/her mind )Levelt, 1983, 1989; Kormos, 2006(. That is,

the preverbal plan for the intended message is monitored before articulation )Postma & Kolk,

1993(. This process serves as the first checking. The second checking loop will be executed after

articulation. It involves overt self-monitoring, an utterance has already been articulated; all

linguistic rules as known to the speaker have been applied. When the speaker monitors the already

articulated utterance and detects a mistake, he/she will do re-planning which can be at both micro

and macro planning levels depending on nature of the detected mistake, and later begins encoding

processes again. These are concerned with surface corrections )Shriberg, 1994(. The mental

lexicons in EFL learners as shown in the diagram contain the lexicons from three sources: the

speaker’s first language )Thai(, the speaker’s foreign language )English(, and the speaker’s

interlanguage )a language system created by L2 speakers(. Lexical selection can be drawn from any

sources of the lexicons and that may cause some disagreements among levels for example between

lexical access and articulatory planning, between the articulatory planning and execution, or among

several levels of planning )Menyhárt, 2003(. Disfluency can possibly arise as a result of such

disagreements. The disfluencies that presumably arise as a result of this overt self-monitoring

process are repairs and repetitions. The diagram was used to explain the interaction between the

Thai EFL learners’ levels of English proficiency and the disfluencies that they had produced during

their conversation with a native English speaker. Types and characteristics of L2 disfluencies can

be identified using the following criteria adapted from Duangsri & Kallayanamit ,2016.

Diagram 1 Potential sources of Disfluencies )Duangsri, 2016, p.27(


773

Table 1 Criteria to Identify Types of L2 Disfluencies

Types of DFs Characteristics

Pauses Suspension in mid-utterance with or without

fillers

Non-lexicalized

filled pauses

Vocalics e.g. ah, uh, um, eh, mm...and their

phonological variants

Lexicalized filled

Pauses

Non-vocalic fillers e.g. well, I mean, you

know, and like and

sound lengthening )prolongations( e.g.

theee…, thuuuh, tooo…

Unfilled pauses

)Silences( Suspension with silence

Repetitions Repeated words, phrases, or sentences e.g.

to clean…to clean

Self-repetitions Repeating one’s own word or stress of

words immediately after

they are said

Other-repetitions Repeating something the interlocutors said

Repairs

Amendments that speakers make resulting in

reformulation of the

articulating utterance i.e. correcting,

completing, revising words/

phrases/ sentences )rephrasing( by means of

substitutions/

insertions/ deletions

Self-initiated

repairs Repairing initiated by speakers themselves

Other-initiated

repairs Repairing as initiated by the interlocutors

It can be concluded that the main components necessary for L2 speech communication are

knowledge of grammar, of language use, and of contexts. However, as L2 speakers possess more

than one language systems: L1 system, L2 system, and interlanguage )IL( system – a created

language system which is composed of numerous elements of L1, L2, and IL )that do not have their

origin in either L1 or L2( )Gass & Selinker, 2008(, their speech processing is rather complex in

comparison with L1 speakers who have sufficient L1 knowledge to convey the message as intended

with much less effort. In other words, the different language systems held by L2 speakers can affect

the automaticity of their speech production. This conclusion is evidenced from the study results

provided by Hilton )2008, 2007( that L2 speakers with low level of language proficiency

demonstrate problems on lexical retrieval while the amount of their overuse of cognitive hesitations

decreases as the speakers’ language proficiency has been developed. Additionally, Kasper )2006(

and Bila & Dzambova )2011( found that the high number of pauses in L2 oral production reveals

their weak L2 competence. Other than the language systems, L2 speakers’ use of language is also

influenced by their anxiety, the degree of L2 knowledge that they currently maintain, and their

ability to appropriately use L2 knowledge in a context. Thus, L2 speech communication is likely to

be characterized with high number of disfluencies or mid-utterance breaks such as pauses, repairs,



and repetitions of words or phrases.

According to the previous studies, there are two types of factors that influence the

production of disfluencies in non-native English speakers. The first type is related to the speakers’

speech production system: memory capacity and automaticity of speech processing )e.g. Fehringer

& Fry, 2007; Belz & Klapi, 2013; Hoshino, 2006(. Fehringer and Fry )2007( studied the hesitation

phenomena in the language production of bilingual speakers focusing on the role of working

memory by investigating the use of fillers, automatisms, repetitions, and reformulations in both L1

and L2 of 20 adult bilingual speakers using storytelling and story recalling techniques to elicit

spontaneous speech from the participants. The results indicated that the production of such

elements in both languages is linked to working memory capacity of the speakers as evidenced by

the higher overall rate of hesitation phenomena in their L2 in comparison with their L1; there was

an underlying negative relationship between memory capacity and the production of hesitation

phenomena, implying that speakers with lower memory ability rely more heavily on such time-

buying devices; and the individual types of hesitation phenomena produced in their L1 were

carried over into their L2 suggesting that a speaker’s planning behavior is reflected in both

languages. Another example is Belz and Klapi’s )2013( study which gave agreeable results to the

above findings. They found that the speakers adopted the disfluency patterns )pauses following

fillers( in L1 when producing speech in L2, although the length of pauses and fillers in L2 is

longer than in L1. The authors pointed that these phenomena suggest the L2 speakers’ less

automized speech production of L2 in comparison with their L1 speech production. Hoshino’s

)2006( psycholinguistic study of native language constraints on speaking words in a second

language informed that the bilinguals are allowed to select the language of production at an

earlier point in speech planning when there are scripts available for facilitating their lexical

access processing. The second type of factor is associated with the speakers’ language knowledge

and ability: levels of English language proficiency, linguistic knowledge and processing skills. As

evidenced by de Jong et al.’s )2013( work which showed that linguistic skills were strongly related

to average syllable duration. The authors interpreted this phenomenon that L2 cognitive fluency or

linguistic knowledge and processing skills )e.g. lexical retrieval speed, and sentence building

speed( can be measured by L2 utterance fluency )e.g. articulation speed( while the length of silent

pause is not a good indicator for L2 cognitive fluency. Lexical knowledge and lexical retrieval are

considered the primary cause of the most serious disfluencies )Hilton, 2008b(. Additionally,

Hilton’s )2007( study provided evidence that the amount of the overuse of cognitive discourse

markers – hesitations, decreases as the speakers’ language proficiency has been developed.

For Thai EFL learners, a large

number of studies were found focusing on developing the learners’ speaking fluency. The study of

disfluencies as indicators of language acquisition has been rarely found. Only the study by

Duangsri & Kallayanamit )2016( indicated that there were three main types of disfluencies

produced by Thai EFL learners through their spontaneous English dialogues with a native English-

speaking hearer. The types included pauses, repairs, and repetitions. It was also found that there

were sub-types under each main type. Non-lexicalized filled pauses, lexicalized filled pauses, and

unfilled pauses )silences( were under pauses. Self-repetitions and other-repetitions were under

repetitions. Self-initiated repairs, and other-initiated repairs were under repairs. These disfluencies

suggested the speakers’ difficulties during processing their speech production. Hence, if the

disfluencies suggested the speakers’ cognitive difficulties, the researcher was interested in studying

the interaction between Thai EFL learners’ levels of English language proficiency and types of the

disfluencies produced, and how the learners perceived the disfluencies.

The research question for the current study was: what were the types and


775

the occurrence of disfluencies produced by Thai EFL learners in different levels of English

language proficiency? The objective of the study was to understand the interaction between Thai

EFL learners’ levels of language proficiency and types of the disfluencies that they produced as

evidenced by the occurrence and the frequency of each disfluency type.

2. Method:

A survey-based research method was adopted to obtain the answers to the research

question. Details of the participants, research instruments, data collection procedures, and data

analysis are presented next.

2.1 Participants: 30 Thai learners of English at Loei Rajabhat University, Thailand. Based

on the learners’ GPAs calculated from only all English courses taken by the learners, Z-scores

were applied to determine the members of 3 groups according to their levels of English language

proficiency: high, mid, and low. All participants were referred to as ‘speakers’.

2.2 Instruments: a speaking task to create a spontaneous conversation between the speaker

and the hearer; and the criteria to identify types of L2 disfluencies adopted from Duangsri )2016(.

2.3 Data Collection: 1( A learner and a native English speaker )hearer( had a 5-minute

conversation about the learner’s general information such as personal information, hometown, family,

and future plan after graduation. The hearer was required to motivate the speakers to speak as much

as possible by focusing on the use wh-questions rather than yes-no questions. The conversation was

recorded. Each group performed the speaking task on different days. 2( The verbal data from

speaking task were examined by the researcher using the adopted criteria to obtain the types, the

frequency, and the occurrence of the disfluencies produced. The data were re-examined 3 days after

the first examination.

2.4 Data Analysis: 1( In order to obtain the answer for the question, the criteria to identify

types of L2 disfluencies from Duangsri )2016( were adopted. Each disfluency was counted whenever

it occurred in the verbal data. The mode value was applied to obtain the occurrence tendency of each

disfluency type as produced by each speaker group, then the results obtained from all the groups were

compared.

3. Results

Three main types of disfluencies: pauses, repetitions, and repairs were found in the

utterances produced by all groups of speakers. All the speaker groups demonstrated the same

pattern of frequency ranking of disfluencies: pauses were produced at the highest, repetitions

were the second, and repairs were the lowest. The occurrence frequencies of each type were

explained with reference to the figures shown in Table 2 as follows. Pauses:

ranking of the pause frequency showed that the mid-proficiency group produced pauses at the

highest frequency of 31.56%, the second highest was the low-proficiency group which produced

pauses with the frequency of 27.68%, and the high-proficiency group produced pauses at the

frequency of 20.85%, which was the lowest of all. There were 3 sub-types of pauses: non-

lexicalized filled pauses, unfilled pauses, and lexicalized filled pauses. For the frequencies of all the

sub-types, it was also found that the mid-proficiency group produced the highest frequencies of all

the sub-types )19.77%, 11.00%, and 0.79%, respectively(, the low-proficiency group was the

second highest )16.25%, 10.93%, and 0.50%(, and the high-proficiency group produced the lowest

frequencies )15.24%, 5.39%, and 0.22%(.



Table 2 Frequencies of Disfluencies Produced by Thai EFL Speakers in Different Levels of

English Language Proficiency

DF-Types Sub-Types of DFs Frequencies of DFs by Each Group

High Mid Low Total

Fq Fq Fq Fq Fq Fq Fq Fq

count

s

as

%

count

s

as

%

count

s

as

%

count

s

as

% Pauses Non-lexicalized

filled pauses

212 15.2

4

275 19.7

7

226 16.2

5 713 51.2

6

Unfilled pauses 75 5.39 153 11.0

0

152 10.9

3 380 27.3

2

Lexicalized filled

pauses

3 0.22 11 0.79 7 0.50 21 1.51

Total 290 20.8

5

439 31.5

6

385 27.6

8

1114 80.0

9 Repetitio

ns

Self-repetitions 27 1.94 78 5.61 49 3.52 154 11.0

7

Other-repetitions 8 0.58 18 1.29 15 1.08 41 2.95

Total 35 2.52 96 6.90 64 4.60 195 14.0

2 Repairs Self-initiated

repairs

16 1.15 46 3.31 20 1.44 82 5.90

Other-initiated

repairs

0 0.00 0 0.00 0 0.00 0 0.00

Total 16 1.15 46 3.31 20 1.44 82 5.90

Grand Total 341 24.5

1

581 41.7

7

469 33.7

2

1391 100

Note: DF = disfluencies, Fq = frequency

Repetitions: when compared the frequencies across sub-types of repetitions: self-

repetitions and other-repetitions, the result revealed that the mid-proficiency group produced both

of the sub-types at the highest frequencies )5.61% and 1.29%, respectively(; the low-proficiency

group produced both of the sub-types at the second highest frequencies )3.52% and 1.08%(; and

the high-proficiency group produced the two sub-types at the lowest frequencies )1.94% and

0.58%(. Repairs, self-initiated repairs were the only one sub-type produced by the speakers. The

highest frequency was 3.31% by the mid-proficiency group, the second highest of 1.44% was

produced by the low-proficiency group, and 1.15% by the high-proficiency group was the lowest.

In terms of the occurrence patterns of the disfluencies, it was found that pauses; especially,

non-lexicalized filled pauses )e.g. uh, um, ah( and repetitions in the high-proficiency speakers’

utterances tended to occur at the initial position of the utterances and followed by fluent speech

while the production of these disfluencies by the low-proficiency speakers were unpredictable and

mostly followed by silences.

Thus, the answer to the research question was that: 3 main DF-types were found with

their sub-types i.e. pauses with non-lexicalized filled pauses, unfilled pauses, and lexicalized

filled pauses, repetitions with self-repetitions, and other-repetitions, and repairs with self-initiated

repairs and other-initiated repairs. All groups of the speakers demonstrated the same ranking

pattern of frequency from the highest to the lowest: pauses, repetitions, and repairs. The highest

number of disfluencies was found in the speech by the mid-proficiency group, the second highest

number was in the speech by the low-proficiency group, and the lowest was in the speech by the

high-proficiency group. The occurrence positions of disfluencies can be an indicator of L2

speakers’ level of language proficiency.


777

4. Discussion and Conclusion

From the results, it can be concluded that there was an interaction between Thai EFL

learners’ levels of language proficiency and types of the disfluencies produced as evidenced by

their occurrence frequency. The high-proficiency speakers produced all types of disfluencies at the

lower number than the speakers with lower level of language proficiency, the mid- and the low-

proficiency groups. Such phenomenon indicated clearly that the occurrence frequency of

disfluencies were markers of low language proficiency. The weak L2 speakers reflected their

difficulties in processing their speech production while the advanced ones reflected their higher

automaticity in processing their speech production. Thus, it can be claimed that number of

disfluencies was a signal of non-fluency in L2 speakers. Other than the frequency, the nature of

disfluencies can also be indicators of the speakers’ L2 acquisition such as filled pauses vs unfilled

pauses, self-repetitions vs other-repetitions, and self-initiated repairs vs other-initiated repairs,

which are discussed next.

Unfilled Pauses vs Filled Pauses: unfilled pauses found at the highest number in the low

and the mid-proficiency speakers’ speech but indicated the lowest number of in the speech produce

by the high-proficiency speakers. It can be explained that the lower proficiency groups

demonstrated less automaticity in processing their speech production than the high-proficiency

group. It was likely that the low-proficiency speakers were in much trouble to keep the

conversation going. Thus, other than keeping silence, their overuse of unfilled pauses was

witnessed, they tended to repeat the interlocutor’s utterance as a way to get away from the trap. The

higher number of other-repetitions in the two groups means they were unable to identify their own

errors unless there was a signal from the interlocutor. Thus, they made repetition of the

interlocutor’s utterance while thinking to amend the errors. Conversely, the high-proficiency group

tended to produce such types of DFs at a much lower number. Thus, the overuse of the unfilled

pauses marked the speakers’ weak L2 proficiency.

Although the result confirmed the findings in Kasper ) 2006( Bila & Dzambova ) 2011( ,

Liu et al. ) 2010( , )Paradis, 1994( , and Poulisse ) 1993( that the overuse of pauses in L2 speech

revealed the speakers’ weak L2 competence, there was an interesting finding in the current study

that the high-proficiency speakers also produced high number of pauses. This can be explained that

the high-proficiency group used filled pauses when they were trying to process the ideas then they

needed some time to do it. Differently, when the low-and the mid-proficiency groups were facing

difficulties as speaking English, they used unfilled pauses or repetitions rather than filled pauses.

This can be the result from insufficient L2 knowledge rather than from the idea conceptualization

like in the high-proficiency group. Consequently, the low-and the mid-proficiency speakers may

not produce any utterance after filled pauses but unfilled pauses )silences( or repetitions. The low-

and the mid-proficiency speakers were likely to produce unfilled pauses more and the unfilled

pauses were considered as the sign of their low automaticity in speaking English.

However, there was a difference between the occurrences of filled pauses in the high- and

the low-proficiency speakers’ speeches. The data showed that the filled pauses produced by the

high-proficiency speakers were mostly found at the initial position of the utterance )before starting

to answer the questions asked by the interlocutor( while the occurrence pattern of the fillers

produced by the lower proficiency speakers was unpredictable. The findings agreed with Shriberg

)1994(, Fox Tree )2001(, and Bailey & Ferreira )2003( that the fillers occurring at the beginning of

an utterance were associated with macro-planning of the upcoming speech whereas the fillers within

an utterance were related to micro-planning process. That is, the pauses produced by the high-



proficiency speakers tended to deal with difficulties concerning idea conceptualization rather than

grammatical aspects as did among the low proficiency speakers.

Self-repetitions vs Other-repetitions: self-repetitions were largely used by the mid-

proficiency students but used in a small number in the high-proficiency speakers. Such phenomena

suggested that the higher number of self-repetitions in the mid-proficiency group could be

considered a positive sign of L2 acquisition that the speakers were able to self-monitor, self-detect

errors, and self-initiate to correct the errors in their own utterance. However, they may not have

sufficient required knowledge for amending the utterance. Thus, they felt uncertain and made

repetitions of the utterance showing their less automaticity in processing their speech than the high-

proficiency speakers. On the contrary, due to the higher automaticity, the high-proficiency speakers

were able to process their speech with less difficulty which resulted in the lower rate of self-

repetitions in this group. With regards to other-repetitions, it was found that the high-proficiency

speakers demonstrated the lowest number of other-repetitions in comparison with the low- and the

mid-proficiency speakers and more likely to be accompanied by more extended information which

was provided with a more confident manner than the mid- and the low-proficiency speakers did.

The findings about the phenomena of repetitions confirmed the conclusion that repetitions indicated

L2 speakers’ speech production difficulties, and the L2 speakers’ language proficiency level tended

to interact with the sub-types of repetitions: self-repetitions tended to be used by the higher-

proficiency speakers while other-repetitions tended to be used by the lower one.

Self-initiated Repairs vs Other-initiated Repairs: self-initiated repairs were the only sub-

type of repairs found in the L2 speakers’ speeches in the present study. The DFs tended to be

produced at the highest number by the mid-proficiency speakers while the low-proficiency

demonstrated the lowest number. As self-initiated repairs required various kinds of knowledge to

form communication ability, the speakers with sufficient knowledge of L2 and communication

ability were likely to do the repairs at the higher frequency than the lower. The findings revealed

very close frequencies of self-initiated repairs produced by the speakers with different levels of

language proficiency. The interesting point was that they all made the repairs using the same

methods: insertion, revision, and deletion. The data showed that the lower proficiency speakers

repaired their speech by deletion at the higher number than the advanced speakers did. This can

be explained that as repairing did not involve only the well-formedness rule but also the

pragmatic rule, the speakers were required to do the two processes simultaneously ) as discussed

in van Hest, 1996 and Kormor, 2002( . Thus the speakers with low language proficiency level may

not have sufficient knowledge to make a repair by insertion or revision which required more

communicative ability than repairing by deleting information. That is, the nature of repairs could

reflect the speakers’ L2 acquisition and the frequency of repairs could not be claimed as markers

of the speakers’ non-fluency in L2 speaking. It was likely that the speakers’ level of language

proficiency did not only interact with the frequency of repairs but it also tended to deal with the

nature of repairs. The findings were supportive to O’ Connor ) 1988( , van Hest ) 1996( and Liu

) 2009( , and Chen & Pu, ) 2002( who also concluded that the qualitative characteristics of DFs

rather than the frequency reflected the speakers’ L2 acquisition.

However, the qualitative characteristics of repairs focused in the current study were based

on communication strategies ) insertion, revision, and deletion( rather than semantic aspects

) sentential and discourse levels( as in other studies mentioned above. Thus, the sociolinguistic-

based interpretation of repairs by the current study contributes to the more understanding of

repairs as a type of DFs that the Thai learners used for managing their difficulties in

communicating in English.


779

The findings indicated that DFs in L2 speeches were significant as DF-types in the L2

speeches reflected the speakers’ speech processing difficulties or low automaticity in speaking, and

the extent to which their L2 was acquired. DF-types were also a clue for a better understanding of

the L2 speakers’ problems in relation to the levels in speech production processes: whether the

problems involved with conceptualizing ideas, formulating the message to be uttered, or

articulating the formulated message as an utterance. Thus, their symptoms of speech production

difficulties can be diagnosed for a proper treatment.

References

Aijmer, K. )2002(. English discourse particles: Evidence from a corpus. )Topics in

English.Linguistics(. Amsterdam: John Benjamins.

Brinton, L. )1996(. Pragmatic markers in English. Grammaticalization and discourse functions.

Berlin: de Gruyter. Bu, J. )2013(. A study of the acquisition of discourse markers by Chinese learners of English.

International Journal of English Studies, 13)1(, 29-50. Canale, M. and Swain, M. )1980(. Theoretical bases of communicative approaches to

second language teaching and testing. Applied Linguistics, 1)1(, 1–47.

Chomsky, N. )1965(. Aspects of the theory of syntax. Cambridge, Mass.: MIT Press.

Chotirat, S. and Sinwongsuwat, K. )2011(. Effects of scripted and non-scripted role play

Activities on oral performance: A case study of repair organization in

conversation in conversation of Thai college students. In Proceedings of the

3rd International Conference on Humanities and Social Sciences, Faculty of

Liberal Arts, Prince of Songkhla University, Thailand.

Clark, H.H. and Fox Tree, J. )2002(. Using uh and um in spontaneous speaking.

Cognition 84 )1(,73 - 111.

Duangsri, P. )2016(. Disfluencies in Spontaneous English Dialogues Produced by Thai

Learners of English. Ph.D. Dissertation, Naresuan University, Thailand.

Duangsri, P. and Kallayanamit, S. )2016(. Disfluencies in Spontaneous English Dialogues

Produced Produced by Thai Learners of English: A Pilot Study. Journal of Humanities,

Naresuan University (the coming issue), 13)3(.

Fulcher, G. )2003(. Testing Second Language Speaking. London: Pearson Education.

Johnson, W. )1961(. Stuttering and what you can do about it. Minneapolis: University of

Minnesota Press.

Levelt, W. )1983(. Monitoring and self-repair in speech. Cognition, 14 , 41-104.

Levelt, W. )1989(. Speaking: from intention to articulation. Cambridge, MA: MIT Press.

Levelt, W., Roelofs, A., and Meyer, A.S. )1999(. A theory of lexical access in

speech production. Behavioral and Brain Sciences, 22 )1(, 1-75.

Liu, B. )2013(. Effect of first language on the use of English discourse markers by

L1 Chinese speakers of English. Journal of Pragmatics, 45, 149-172.

Luoma, S. )2004(. Assessing speaking. Cambrideg: Cambridge University Press.

Menyhárt, K. )2003(. Age-dependent types and frequency of disfluencies. DiSS'03, 45-48.



Munby, J.L. )1978(. Communicative syllabus design: a sociolinguistics model for

defining the content of purpose- specific language programmes.

Cambridge:Cambridge University Press.

Sajavaara, K. )1987(. Second language speech production: Factors affecting fluency.

In H. W. Dechert &M. Raupach )Eds.(, Psycholinguistic models of

production )pp. 45–65(.Norwood, NJ: Ablex.

Savignon, S. J. )1983(. Communicative competence: theory and classroom practice;

texts and contexts in second language learning. Reading, MA:

Addison-Wesley.

Shooshtari, Z.G., Mehrabi, K., and Mousavinia, S.R. )2013(. A Call for Teaching

Pronunciation in Iranian Schools. International Journal of Academic

Research in Progressive Education and Development, 2)1(, 454-465.

Shriberg, E. )1994(. Preliminaries to a theory of speech disfluencies. Ph.D. dissertation,

University of California at Berkeley, USA.

Swerts, M. )1998(. Filled pauses as markers of discourse structure. Journal of Pragmatics,

30 )40(, 485-496.


781

Formation Of Preschool Management Model For Improving

The Quality Of Preschool In Sarawak

Thian Vui Shau

Sultan Idris Education University, Malaysia


Abstract

This study aims to produce a new model for improving the quality of preschool education

in Malaysia. To explore issues of education quality, structural equation modeling (SEM) was used

to analyze the relationship between theory and model constructs according to the Preschool

Management Model (PMM). In this study, the researcher is interested to analyse the causal

effect of headmasters’ instructional leadership on effective teaching among preschools and

subsequently test the hypothesis in order to prove its significance . In addition, the study also establish the correlation of four mediators between headmasters’ instructional leadership and

effective teaching. This study involved collecting data for the survey questionnaires. The models

were analyzed and tested using multivariate analysis technique known as Structural Equation

Modeling (SEM) for goodness of fit by using AMOS software. The findings of this study

highlight that parental involvement in preschool education, preschool teachers’ ICT and

preschool development plan is not the mediator. Because of this, headmasters should strive to

implement TQM practices by mandating the quality of the education system.

Keywords: Preschool Management Model, Structural Equation Modeling, Headmasters’

Instructional Leadership, Mediator, Effective Teaching



1. Introduction

In this study, the relationship between exogenous constructs such as instructional

leadership, parental involvement in preschool education, preschool teachers’ information and

communication technology (ICT) in teaching, teacher professional development, and preschool

development plans and endogenous construct namely effective teaching among preschool

teachers will be assessed through a Preschool Management Model (PMM), which has been

designed by researcher guided by the theories of quality management in the field of education

such as [1], [2], [3],[4] and previous studies [5]. The ecological theory can be applied in

preschools to produce first class human capital that will lead and manage the future organization.

[6] states that the quality of preschool education plays a very important role in increasing the

awareness of governments and parents to implement policies and programmes for preschools.

With this, the emphasis on quality is seen as one of the most pragmatic approach to improving

the performance of organizations in the field of education and academic achievement of students

towards achieving Vision 2020. Preschools have to boost education quality excellence of the

national education system that is relevant to meeting current demands and building capacity to

meet the challenges ahead.

Quality of education is one of the important things in the Education Development Plan

which emphasizes the quality of opportunity in education and excellence of educational

institutions to determine the progress and prosperity of the country. Quality of education refers

to development of human capital that is knowledgeable, skilled, and noble. Nevertheless, studies

of previous preschools were less focused on the problem or pressure faced by preschool

management systems, effective teaching, and the implementation of TQM in preschools [7] and

implement effective school-based practice findings from developed countries [8] because the

schools require strategies that are appropriate to the context, problems, and the needs of local

development.

Issues that have existed in preschool education such as headmasters’ instructional

leadership, parental involvement in preschool education, teachers’ ICT in teaching, professional

development of teachers, preschool development plans and effective teaching that may affect the

academic achievement of children are less addressed in Malaysia [9]. Therefore, it’s time to

conduct this research so that the quality of preschool education can be improved in the interests

of the future children to overcome dropout in primary and secondary schools [10]. This assertion

is supported by [11] who says that the quality of education can be improved if all parties

involved such as the management, teachers, staff, and parents can jointly develop a new attitude

that is focused on leadership, teamwork, collaborative practice, accountability, and recognition to

ensure the children as future leaders will lead the country towards achieving international

excellence and glory. Nevertheless, the responsibility of the school headmasters in the field of

monitoring and supervision is very important to ensure the effectiveness of teaching and learning

of children. Supervision is also an important aspect of evaluating the content and teaching

methods in accordance with the requirements of the curriculum.

In this study, researcher will review the quality of preschool education based on the

comprehensive Preschool Management Model patterned in terms of effectiveness and school

improvement which will fulfill the vision of the Ministry of Education for prioritizing key

performance indicators (Key Performance Index, KPI) and National Key Result Areas (National

Key Result Area, NKRA). Researcher will also identify the role of TQM principles in helping


783

preschool classroom management as a method of improving the performance and the overall

quality of the organization.

The results are expected to improve the quality of preschool education particularly in terms

of academic excellence. Academic excellence is not only an important feature in the education

management process which is increasingly important and challenging [13], but also coincides

with the requirements of environmental factor in creating an effective learning organization in

terms of systems thinking, personal mastery, mental models, shared vision, and learning team [14].

When preschool management model was tested with data based on instructional leadership

of preschool headmasters, parental involvement in preschool education, preschool teachers’ ICT

in teaching, teachers’ professional development, preschool development plans, and effective

teaching for creating an effective preschool [15]. Teachers also have a personality or positive

impact on their ability to manage schools more effectively [16] with the practices of

headmasters’ instructional leadership such as promoting the ideal, motivating and inspiring

teachers and building intellectual stimulus.

The objectives of this study are as follows

i. Identify whether instructional leadership of the headmasters affects effective teaching directly

or indirectly.

ii. Identify whether the involvement of parents in school education is the mediator of the

relationship between headmasters' instructional leadership and effective teaching.

iii. Identify whether preschool teachers’ ICT in teaching is the mediator of the relationship

between headmasters' instructional leadership and effective teaching.

iv. Identify whether the teacher professional development is a mediator of the relationship


v. Identify whether the preschool development plan is a mediator of the relationship between

headmasters' instructional leadership and effective teaching.

Based on the review of previous studies, the quality of the school depends on the model

which has the criteria on a conceptual framework that can be used to answer the research

questions. The overall conceptual framework for this study is shown in Figure 1 below:



Figure 1 : Conceptual Framework Study

The conceptual framework study establishes the relationship between instructional

leadership of the school headmasters, parents’ involvement in preschool education, teachers’

information and communication technology in teaching, professional development of preschool

teachers, and preschool development plan for effective teaching in preschools.

In this study, instructional leadership of preschool headmasters consists of all actions and

activities carried out by a school leader to strengthen the teaching and learning process in

preschools. The range of actions and activities is suggested by [17], but focus more on

instructional leadership towards the contribution on aspects of children's learning. In this case,

the quality of preschool education will be reviewed through a preschool management model that

has been established to improve the quality of preschool in the present and in the future.

Literature Review

In order to achieve global excellence in education, many changes have occurred in the field of

education in Malaysia. According to[18], it is natural that educational change will occur when

there are rapid economical, social, political developments and the advent of information

technology. Therefore, education system should prepare the younger generation to face the

challenges of globalization, especially in the competitive pursuit of knowledge. This is because

education is the main factor for the realization of national aspirations.

Instructional

Leadership of

Headmasters

Parents’

Involvement

in Preschools

Teachers’

Professional Development

Effective

teaching

Preschool

Development

Plans

Teachers’ ICT

in teaching


785

Instructional leadership of school headmasters plays an important role in providing education

of the 21st century. Studies on effective schools, the implementation of changes and

improvements that have been run in various countries by researchers earlier form the basics of

the concept of instructional leadership [19]. It thus has strengthened the belief among policy

makers and policy practitioners that instructional leadership is a major factor that makes schools

effective [19]. When changes occur in education, headmasters as instructional leaders in schools

should encourage teachers to achieve success academically, work harder in, and willing to put

effort into implementing changes in schools. This shows that the instructional leader is a key

factor for the success of the preschools and preschool achievement by taking into account the

Child Protection Act, the Education Act, and the importance of preschool education curriculum.

[20] says that the instructional leadership role of the headmaster is considered important in

driving schools towards effective school. [21] has been used as a guide to the study.

According to him, the ecological theory assumes that individuals need to interact with a variety

of environments. This theory has several stages of development. The stages in the ecological

model of human development depends very much on how it is related to ecology. This theory

also takes into account the qualities of relationship between the importance of surroundings

which can influence children development.

In this study, it will be reviewed in terms of interaction, parenting practices, openness,

acceptance, school assignments, learning facilities at home, open days, activities, and preschool

programmes. This is supported by [21] who says that parents are the most active environmental

agents since a child is born, and it can affect a child's development. According to [22], parents

are involved not just in school, but also at home in their children's education. However,

according to [23], time constraints make parents less sensitive to their role in the education of

children and let their children learn without monitoring. The involvement of parents in the home

and at school continuously correlated with academic achievement of children [24].

Preschool teachers’ information and communication technologies in teaching refers to use

of ICT in the early stages of children by exposing them to multimedia and computer which

encourages children to learn better, faster, and more efficient. Early childhood exposure to ICT

can also help develop critical thinking, creativity, thus improving their skills [25].

In this study, preschool teachers’ professional development is a process for individuals,

groups, and organizations to acquire more efficient and effective teaching and learning. In

addition, [26] says that it is a process that requires a long period of training involving theory as

the basis of practice, codes of conduct of its own, and a high degree of autonomy so that the

teaching profession can be labeled as a professional.

School development plan is an approach to organizing relevant information about the

current state of preschool to the desired future state. It also allows teachers to set short-term and

long-term goals and aspirations. Moreover, [27] says that the preschool development plan must

be flexible and sensitive to the situation of local plans to improve the quality of preschool

education.



According to [28], effective teaching refers to teachers who can bring children to the

learning outcomes of the past and teachers not only know the concept, but also need to apply the

concept or practices in classes taught . This involves a structured teaching pattern in terms of

organization and conscious classroom lesson content to produce high quality education [29].

Social learning theory proposed by Bandura emphasized that a preschool teacher's

behaviour is influenced by the environment through reinforcement and imitation learning,

The ways of preschool teacher thinking can influence the quality of teaching in preschools.

According to Bandura, observing and imitating the behaviour and attitudes of others is an act

of learning. Bandura's theory also explains human behaviour in the context of continuous

reciprocal interaction between cognitive, behavioral, and environmental influences.

The TQM philosophy was developed by [1] and [2]. According to [1], TQM can also be

used in the field of education although it has been used successfully in business. TQM focuses

on commitment to leadership and strong support from leaders in business in order to achieve

quality awareness, involvement of all employees, continuous progress, and a systematic

approach towards the success of the organization [30]. This opinion is supported by [31], which

states that the school leaders should apply the ideas of TQM based on flexible, high

commitment, and the government is targeting long-term strategy through customer satisfaction

and confidence. In addition, [32] explains that the ideas of TQM in education leadership,

scientific methods and tools, problem solving, and organizational culture. [33] refers to the

leadership in TQM that divides the work efficiency of individual leaders, shares ideas to give

strong support [34] in order to work with teachers or administrators in achieving the

organization's vision.

Based on the problems as discussed in research, the relationship between variable concept of

instructional leadership of teachers, parental involvement in preschool education, preschool

teachers’ ICT in teaching, teachers’ professional development, preschool development plans and

effective teaching will be based on a model of a prior formation by researchers using

conventional approaches SEM (structural Equation Modeling).

2. Method

A pilot study was conducted in one hundred normal daily preschools to ensure that the

questions in the questionnaire are well understood by respondents. Each preschool was

represented by a preschool teacher. The selection of samples for respondents in the study was

made randomly. This was done to evaluate the effectiveness of perceptions. The data were

collected from 100 respondents in order to achieve the accuracy of the instrument as well as the

reliability and validity of the instrument [35].

According to [36], Structural Equation Modeling (SEM) analysis method is designed to

analyze quantitative data. SEM using the test models for investigating the inter-relationship of

cause and effect between the variables in the study group. Model hypothesis proposed by the

researcher will test corresponding data collected from the survey respondents. In this study,

SEM analysis was conducted using Analysis of Moment Structure (AMOS) version 23. In this

study, Structural Equation Modeling (SEM) model two-step approach proposed by [36] will be


787

used. According to [37], researchers should test the measurement model first, and if found fit to

be accepted, then the researchers continue to test the structural model. Model structure is formed

by correlating the measurement model.

Measurement model is part of the Structured Equation Modelling (SEM)

which discusses the relationship between latent variables and variable observatories or each

item. This is done to specify the relationship between latent variables and each item [38]. When

the measurement model has reached an acceptable overall fit, then the next step is to test the

structural model. This includes test all structural path between the latent variables in the model

and the overall fit of the hypothesized structural model. If the overall fit is unacceptable, then the

model had to be modified based on the theory. [39] suggest categories fit in evaluating a model

that has been built. Information about the kind of fit this category are summarized in the Table 1

below:

Name of category Name of index Lavel of acceptance

1. Absolute fit Chi-Square

RMSEA

GFI

P-value > 0.05

RMSEA < 0.08

GFI > 0.90

2. Incremental fit AGFI

CFI

TLI

NFI

AGFI > 0.90

CFI > 0.90

TLI > 0.90

NFI > 0.90

3. Parsimonious fit Chisq/df Chi-square/df < 3.0



This chapter discusses the methodology of the study. Hypotheses will be tested by using

the quantitative method. The study of the relationship between instructional leadership,

involvement of parents in school education, teachers’ ICT in teaching, teachers’ professional

development, the development plan and the effectiveness of teaching will be carried out

randomly selected preschools. Primary data will be collected using a questionnaire. Through

research methodology described in this chapter, expected ways, methods, and approaches

proposed are the most appropriate instrument to be used to achieve the objectives of this study.

3. Results

Confirmatory Factor Analysis (CFA) is a special form of factor analysis. It is employed to

test whether the measures of a construct are consistent with the researcher’s understanding of the

nature of the construct. The CFA procedure replaced the older methods to determine construct

validity. Every measurement model of a latent construct needs to undergo CFA before modeling

in SEM.

In this study, the researcher run AMOS to calculate the standardized estimate and squared

multiple correlations by clicking the respective box in the analysis menu. The standardized

estimate indicate the factor loading for each item in a measurement model. Any item having

loading less than 0.6 and R² less than 0.4 should be deleted from the measurement model. An

item having low factor loading simply means that particular item is deemed useless to measure

that particular construct. Keeping useless item in a model will affect the fitness index of the

model.

Reliability will assess through three criteria namely, internal reliability using Cronbach

alpha with threshold 0.600 and above [40] calculated using SPSS. While construct reliability

(CR) should be 0.6 and above and average variance extracted (AVE) should be greater than 0.5

using AMOS application. The result is shown in Table 2 as follow.

The goodness of fit indexes was obtained for each construct as shown in Table 2 below.

Table 2: Fit Indexes for the Constructs

After each construct achieved goodness of fit index, researcher draw the structural model

based on the result of measurement model. This structural model as shown in Figure 2 .

Contructs

Absolute

fit

RMSEA

(<0.08)

Incremental

fit

GFI

(>0.90)

Parsimonious

fit

CFI

(>0.90)

Chi Square

/df

(<5.0)

Comments

KI .073 .991 .996 2.410 Achieved

PIB .000 .998 1.00 0.483 Achieved

TMK .006 .992 .995 2.228 Achieved

PPG .076 .991 .992 2.544 Achieved

PPP .043 .995 .997 1.497 Achieved

PB .079 .996 1.00 1.015 Achieved


789

Figure 2 : The constructs are assembled into Structural Model for path analysis



Analyzing the mediator in this model:

i) Identify whether instructional leadership of the headmasters affects effective

teaching directly or indirectly.

0.08

ii) Identify whether the involvement of parents in school education is the mediator of

the relationship between headmasters' instructional leadership and effective

teaching.

0.42 0.16

0.08

a) The Indirect Effect = 0.42 × 0.16= 0.0672

b) The Direct Effect = 0.08

c) Since Indirect Effect < Direct Effect, the mediation not occur

So, involvement of parents in preschool education is not a mediator.

iii) Identify whether preschool teachers’ ICT in teaching is the mediator of the

relationship between headmasters' instructional leadership and effective teaching.

Preschool teachers’ ICT also is not a mediator because researcher must deleted this contruct in

order to accepted the fitness indexes for structural model in this study.

Involment of

parents in

preschool

Education

Effective

teaching Headmasters’ Instructional

Leadership

Headmasters’

Instructional

Leadership

Effective Teaching


791

iv) Identify whether the teacher professional development is a mediator of the relationship


0.59

0.08

a) The Indirect Effect = 0.59 × 0.17 = 0.100


c) Since Indirect Effect > Direct Effect, the mediation occur

So, teacher professional development is a mediator in this study.

v) Identify whether the preschool development plan is a mediator of the relationship between

headmasters' instructional leadership and effective teaching.

0.27 0.14

0.08

a) The Indirect Effect = 0.27 × 0.14 = 0.0378


c) Since Indirect Effect < Direct Effect, the mediation not occur

So, preschool development plan is not a mediator in this study.

Effective

teaching Headmasters’

instructional leadership

Teacher

professional

development

Effective

teaching Headmasters’

instructional leadership

Preschool

development

plan



4. Discussion and Conclusion

The efficiency and success of the organization, especially the preschool is located at the

top as well as the extensive involvement of all parties. In this case, the role of the headmaster is

very important in moving the work culture of quality to all school staff. The top management should apply TQM concept in preschool so that the information can be distributed to all teachers

effectively to improve the quality of preschool education. The findings show that the instructional leadership of the headteacher is highly contribute

leadership when compared with other mediators. However, headmasters’ instructional leadership should be implemented TQM practices that will improve the quality of preschool

education system in Sarawak.

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795

Development of E-Learning Module in Basic Electricity

Osuardo A. Pabatang Jr1, Roxan A. Consolacion2, Rey A. Etom3

1,2,3 Department of Technology Teacher Education, College of Education,

1,2,3 MSU-Iligan Institute of Technology, Philippines 1E-mail: [email protected], 2E-mail: [email protected],

3E-mail: [email protected]

Abstract

The main purpose of the study is to develop and evaluate an E-learning module in Basic

Electricity as an instructional material. In the development of the Basic Electricity E-Learning

module, the Rapid E-Learning Authoring and Development (RELAD) model was used which

involved the following stages: Analysis, Design, Development, Evaluation and Implementation.

The study employed pilot testing to seven (7) fourth year BSTTE – Industrial Technology

Students using a checklist to check the functionality and interactivity of the Basic Electricity E-

Learning module. Qualitative evaluation was done by ten (10) teachers for the modification and

finalization of the Basic Electricity E-Learning module. The pilot testing results revealed that

majority of the students cited that the Basic Electricity E-Learning module was well-done and

can be a very good instructional material in teaching Basic Electricity. On the teachers qualitative

evaluation it highlights the following results: 1. The content of the Basic Electricity E-Learning

module is appropriate for the target audience since it was presented chronologically and has

multiple multimedia elements to enhance learning, 2. The Basic Electricity E-Learning module

possessed interactivity to encourage learners’ participation, 3. The learning resources provided in

the Basic Electricity E-Learning module are sufficient to enhance learning, 4. The assessment

activities provided in the Basic Electricity E-Learning module are aligned with the objectives of

the lesson as reflected in the module and 5. The Basic Electricity E-Learning module is easy to

launch for all links work properly. Thus, it is recommended that the Basic Electricity E-Learning

be utilized by the learners to assess its effectiveness.

Keywords: E-Learning, E-Learning Module, Basic Electricity



Introduction

Higher educational institutions (HEIs) are mandated to produce highly skilled and

competent graduates in their field of specialization. In order to realize the said mandate, the

Commission on Higher Education (CHED) as a leading agency in ensuring quality higher

education has set minimum standards in the course offering of every colleges and universities in

the Philippines comparable to international standards. This means that the colleges and

universities should venture on the latest and effective teaching strategies and instructional

materials in order to aid in the quality delivery of instruction.

To cope up with global standards, the use of E-Learning module has become a trend. E-

Learning stands for Electronic Learning in which the learner uses a computer to learn a task,

skill, or process. This may also be referred to computer-based training, web-based training, and

online learning (Digital Harbor, 2010).

E-learning module is made up of chunks of information used to educate or inform. E-

Learning modules can include text, images, videos, quizzes, questionnaires, PDFs or other related

resources. In layman’s terms, it means that they can be delivered from a wide variety of

platforms and Learning Management Systems or even stand-alone activities (Learning Pool,

2013). It allows learner to enjoy while building their capacities without putting pressure on them.

Using E-Learning module in teaching is one of the options in order to respond to or even exceed

the challenges in the teaching-learning environment.

With this, the idea of developing an E-Learning module was conceptualized. E-Learning

module is a computerized instructional material where learning contents are structured and

arranged according to the syllabus. E-learning module can offer effective instructional methods,

such as practicing with associated feedback and combining collaboration activities with self-

paced study. Further, all learners receive the same quality of instruction because there is no

dependence on a specific instructor (E-learning¬ Methodologies, 2011).

Conceptual Model of the Study

INPUT

PROCESS

OUTPUT

Figure 1. The Conceptual Model of the Study

A. Knowledge Requirements

B. Application Program

C. Hardware and Software

Rapid E-Learning Authoring

and Development (RELAD)

Analysis Design Development Evaluation

Pilot Testing

Teacher Evaluation Implementation

E-Learning

Module


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Objectives of the Study

The study aimed to develop and evaluate an E-Learning Module in Basic Electricity.

Specifically, the study seeks to:

1. Design an E – Learning module in Basic Electricity using available open source applications

and other learning resources.

2.Develop an E-Learning module based on its design using the following open source

applications: eLearning XHTML editor (eXe), Hot Potatoes Version 6, Microsoft Paint, Astra

Gift Maker, MS Power Point and MS Word.

3.Test the functionality of E-Learning module in Basic Electricity in conformity with its design

standard; and

4.Evaluate the E-Learning module in Basic Electricity in terms of its Content, Interactivity,

Learning Resources, Assessment, and User Friendliness

Scope and Limitation of the Study

The main focus of this study was to develop and evaluate an E-Learning Module in Basic

Electricity for the second year BSTTE-Industrial Technology students of College of Education,

MSU-Iligan Institute of Technology.

In the development of the E-Learning module, the following open source applications

were used such as eLearning XHTML editor (EXE), Hot Potatoes, Microsoft Paint, Microsoft Word,

and Microsoft Power Point embedding video clips, graphics and animations related to the topics.

In developing the module, eXe authoring tool was installed in a computer with Windows

7 operating system so that all other applications needed will run smoothly. For video clips, they

were in MP4 file format which can be played via VLC media player. All graphics and images

were in JPEG file format. The animations used were taken from the internet in GIF file format.

Although the methods used in developing the E-Learning module includes implementation,

however; the research is only until evaluation since there will be a second phase in the study.

Literature Review

The implementation of the K-12 curriculum changes the landscape of the basic education

system in the Philippines. The K to 12 Program covers Kindergarten and 12 years of basic

education. K-12 curriculum provides sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare the students to graduate and be ready for tertiary education, middle-

level skills development, employment, and entrepreneurship (Philippine Official Gazette, 2015).

To ensure the success of the K-12 curriculum, three agencies in the government work

hand in hand which include the Department of Education (DepEd), Commission on Higher

Education (CHED) and the Technical Skills Development Authority (TESDA). DepEd as the

leading agency in the implementation of K-12 coordinated with CHED for the alignment of the

course offerings of the colleges and universities in the Philippines especially Teacher Education

Institutions (TEIs). On the other hand, DepEd also coordinated with TESDA as primary agency

for the supervision and management of vocational – technical education in the country (IRR of

the Enhanced Basic Education Act, 2013).



Adjusting to the recent development of the educational system especially in basic

education, TEIs has been challenge on how to produce competent teachers suited for the

requirements of DepEd. Aside from revising curricular offerings, latest innovations and modern

teaching strategies has been introduce to address the problem. According to Campbell et al

(2013), it is important that teachers learn to utilize a variety of teaching methodologies in order to

cater for the range of learning needs and requirements that are present within most class

environments. These are what we call innovative strategies in the classroom which include

cooperative learning through group dynamics and activities, blended learning (combination of

online learning and traditional face-face learning, Modular instruction or individualized learning,

E-Learning and many others.

AmTec.org, (2013) defines a module as a unit of work in a course of instruction that is

self-contained and a method of teaching that is based on the building up skills and knowledge in

discrete units. It is exactly the same as a regular college course, only smaller. Each module

teaches a specific skill or knowledge area and takes only three to eight weeks to complete.

Modular teaching is one of the most widespread and recognized teaching- learning

techniques in United States, Australia and many other Western countries including Asian region.

All kinds of subjects are being taught through modules. It is a recent development based on

programmed learning; a well-established and universally recognized phenomenon. It is

considering the individual differences among the learners which necessitate the planning for

adoption of the most appropriate teaching techniques in order to help the individual grow and

develop at her/his own pace (Educational Technology, 2011).

Moreover Balderas, (2012) stated that in the present time, modular instruction has

evolved from printed to E-Learning module as an emerging approach to learning. These two

modes of modular instruction have been used in the Philippines today. They are used as

enrichment or supplementary instructional materials for learning concepts and skills, or as

remedial instruction are necessary for slow learners and as advance instruction for the fast and

highly motivated ones. [9]

E-Learning Help (2013) discussed and described E-Learning: E-learning can be defined

as the use of computer and Internet technologies to deliver a broad array of solutions to enable

learning and improve performance. E-Learning Module is a tool that provides course materials in

a logical, sequential, order, guiding students through the content and assessments in the order

specified by the instructor. Instructors can insert formatted text, files, web links, Discussion

Topics, Assignments, Tests & Quizzes, and Assessments and soon. Content can be structured in

such a way as to require students to complete content before they are allowed to proceed to the

next content. It is also possible for instructors to set up a place for students to add content to the

Learning Module.

Parallel to this, Learning Pool (2013) presented a number of benefits of using E-

Learning module as an instructional material. That it is 1) Scalable, Efficient and Fast E-learning

gives user the ability to roll-out to large audiences cost-effectively. 2) Capacity and consistency

of E-learning offers the ability to achieve high levels of coverage among the target audience and

ensures the message communicated is consistent. 3) Higher Learning retention than traditional

learning, E-learning results in higher knowledge retention rate as it appeals to a wider range of

learning styles. 4) Using E-learning saves time and money. 5) Measuring learning activity and

proving return on investment. Using Learning Management System, tracking Learner progress is

a breeze and reporting on activity is a button press away. 6) Reduce carbon footprint by

delivering class online and testing students through online quizzes that provides alternatives to


799

paper-based forms of learning and testing. 7) Flexibility and finding hard to reach people. E-

learning can give students the freedom to learn when and where they want, and at their own pace.

The Basic Electricity E-Learning module was developed through a model called Rapid E-

Learning Authoring and Development (RELAD) patterned from Punyabukkna et.al. (2006). This

model was used because it served to be easy and cost-effective compared to other models.

In RELAD, no storyboard is needed to be produced. The process would entail joint-user

development by which content is segmented and feed into E-Learning authoring tool as

segmented text frames. Then the instructional designer will work with user to specify the

engaging elements, the creative presentation, the composition of objectives, the authoring of

assessments. All these are done using the E-Learning authoring tools. The authoring and

development process are well integrated, and the E-Learning frames will be used as the

storyboard with live presentation which is the production model (Punyabukkna et al, 2006).

Methods

This study is a developmental research utilizing the Rapid E-Learning Authoring and

Development (RELAD) mode comprising of the following stages: Analysis, Design,

Development, Evaluation and Implementation. Implementation was not included in this study

since there will a second phase. Upon the completion of the module, it was pilot tested to seven

(7) Industrial Technology students to check the functionality and interactivity of Basic Electricity

E-Learning module. The modified Basic Electricity E-Learning module after the pilot testing has

undergone qualitative evaluation conducted by the Ten (10) teachers from MSU-IIT composed of

(3) Electricity Teachers and (7) ICT teachers.

Findings and Analysis

This chapter presents the project description, and project structure. This also includes the

result of the pilot testing and qualitative obtained from teacher respondents.

Project Description

The Basic Electricity E-Learning module is an instructional material intended for

the teaching of Basic Electricity subject. It is specifically designed for the second year Industrial

Technology students who will be taking the said subject.

The Basic Electricity E-Learning module contains various multimedia elements

such as video clips, MS Power Point presentations, MS Word documents, graphics, animations,

interactive activities and quizzes to enhance the students’ learning. eXe authoring tool was

installed in a computer with at least Windows 7 operating system so that all other applications

needed run smoothly. For video clips, VLC media player was used for compatibility. All

graphics and images were in JPEG file format. The animations used were taken from the internet

with GIF file format.



Project Structure

The Basic Electricity E-Learning module is composed of different components to

meet the demands of the learners. Most of the components are consistently found in every lesson

of the module. The components include: Overview, Objectives, Motivational Activities, Lesson

Presentation, Summary, Enrichment Activities, Assessment Activities, and References.

Figure 1. The Homepage

Navigation Button


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Project Evaluation

1) Result of the Pilot Test

Upon the completion of the module, pilot testing was done on the seven (7) fourth year Industrial

Technology Students. The result of the pilot test is shown in Table 2.

Table 1: Result of the Pilot Test Conducted on Seven Industrial Technology

Students in Basic Electricity

Module parts Yes No Yes No

1. Lesson Overview 4. Enrichment Act.

Animations 7 Video Clips 7

Graphics and videos

clips

7 MS Word links 7

Hide/Unhide 7

2. Motivational activities 5. Application

Power Point 7 MS Word

Links

7

Puzzle 6 1

MS Word links 7

3. Lesson Presentation 6. Assessment Tools

Animations 7 Pre – Test 7

Graphics and video

clips

7 Post – Test 7

Power Point 7 Quizzes 7

MS Word links 7

Table 2 shows the result of the seven fourth year BSTTE – IT student’s evaluation during

the pilot testing. It can be gleaned in Table 2 that all of the students have found out that almost all

parts of module with graphics, animations, Power Point presentations, Puzzles, MS Word

documents, video clips and assessment activities had performed according to its function.

However, one of the students was not able to open the puzzle because of the technical error in his

computer.

Here are the comments of the students:

1) Some of the words are topographically wrong. (S1, S2, S4, S5, S6)

2) Students are enjoying while learning using the module. (S2)

3) The module is very well done and can be an excellent material in learning basic

electricity. (S1, S2, S3,S5, S6, S7)

4) All of the interactive activities function well. (S1, S2, S3, S4, S5, S7)

5) Some topics are very long and not interactive (S2, S3, S4, S5, S6, S7)



Based on the comments, majority of the students cited that the Basic Electricity E-

Learning module was well-done and can be an excellent instructional material in teaching Basic

Electricity. On the other hand, some misspelled words were identified by the students and

commented that there are topics which are lengthy and not interactive. With the result of the

pilot testing, the module was reviewed and modified before it was evaluated by the

teachers/experts.

2) Result of the teacher Evaluation

Ten (10) teachers have done a qualitative evaluation on the Basic Electricity E-Learning

module when it was modified after the pilot testing. The evaluators are composed of seven (7)

ICT teachers and three (3) electricity teachers using the evaluation guide. The module was

evaluated according to the following criteria: Content, Interactivity, Learning Resources,

Assessment and User friendliness. The results of the evaluation are as follow:

A. Content

Comments of the teacher respondents:

1. The content is provided in all areas based on the syllabus. (T1, T4)

2. The content is appropriate for the target audience since it was presented

chronologically and has multiple multimedia elements to enhance learning. (T2, T3,

T4, T5, T7, T9, T10)

3. The offline quiz will engage students on checking their own understanding and have

an opportunity to go back to the content. (T3)

4. It is not stated in the module overview who will be the target user of this module. The

content of the module is easy to understand, however; there are objectives that are

more than four (Lesson 4). (T5)

5. Some parts of the lessons have topographical error. (T6, T7, T8)

6. Lesson summaries are too wordy. (T6)

7. The content is suitable for the target audience since they have background in their

high school TLE specifically electricity. (T7)

8. Discussion are simple and easy to follow. (T8)

9. The digital images are clear and simple to understand even for beginners. The content

is direct and easy to understand. (T10.)

Based on the comments, most of teacher respondents said the content of the Basic

Electricity E-Learning module is appropriate for the target audience since it was presented

chronologically and has multiple multimedia elements to enhance learning.


803

B. Interactivity

Comments of the teacher respondents:

1. Solutions to the problem by default is hidden first but has a link to show how it is

derived. (T1)

2. The students has the options to review the lessons and proceed to the next lesson.

They can also answer the quiz or other activities if they like. (T2)

3. I like the interactive presentation and quizzes embedded on each lesson/module. (T3)

4. It has embedded links and resources for students to read on. ( T4, T10)

5. There are options for learners to click on. Ease in navigating through the lessons

presented. There are too many instructions and to click on. (T8)

6. The module possess interactivity to encourage learner’s participation. (T2, T3, T4, T6,

T8, T9, T10)

7. Videos are provided if the reader needs more clarifications. (T10)

Based on the comments, majority of the respondents mentioned that the Basic Electricity

E-Learning module possessed interactivity to encourage learners’ participation.

C. Learning Resources

The following are the comments on the learning resources of the module:

1. It discusses on some extent on the lesson at hand. Necessary information are presented

in different learning resources. (T2)

2. There are some activities and quizzes that need to be reviewed. (T3, T5, T9)

3. The learning resources can be easily downloaded. (T4)

4. Learning resources are sufficient to enhance learning. (T1, T3, T4, T5, T7, T8, T9,

T10)

5. Learning resources are interesting and well connected to the lesson/topic. (T6)

Based on the comments, most of the teacher respondents said that the learning resources

provided in the Basic Electricity E-Learning module are sufficient to enhance learning.

D. Assessment

The following are the comments on the assessment tools used in the module:

1. The evaluative activities are feasible and accurate since I tried it myself. (T8)

2. The assessment activities are aligned with the objectives of the lesson as reflected on

the module. (T1 T2, T3, T4, T5, T8, T9, T10)

3. Assessment tools both evaluates cognitive and psychomotor skills. (T4)

4. The different ways in answering the quizzes make the activity interesting. (T6)

5. Quizzes always include immediate feedback. (R10)



Based on the comments, most of the respondents commented that the assessment

activities provided in the Basic Electricity E-Learning module are aligned with the objectives of

the lesson as reflected in the module.

E. User Friendliness

The following are the comments on the user friendliness of the module:

1. As for now, I think it can only be launch using a windows based computer . (T2)

2. The module is easy to launch for all links works properly. (T3, T4, T5, T7, T8,T9,

T10)

3. The material is very user friendly. (T4)

4. The module is easy to follow. (T5)

5. The clickable icons lead to the right direction. (T6)

6. As an offline resources, it is easy to launch. (T10)

Based on the comments, most of the teacher respondents said that the Basic Electricity E-

Learning module is easy to launch for all links work properly.

Summary Findings

The study aimed to develop and evaluate the Basic Electricity E-Learning module which

may serve as an instructional material intended for the teaching of IndTech 101 – Basic

Electricity subject as a major component of BSTTE – Industrial Technology program of the

Department of Technology Teacher Education of the College of Education, MSU-IIT.

Pilot testing was done by seven fourth year (7) BSTTE-Industrial Technology students to

evaluate the functionality and interactivity of the Basic Electricity E-Learning module.

Qualitative evaluation was done by ten (10) teachers for the modification and finalization

of the Basic Electricity E-Learning module.

On the Result of the Pilot Testing:

1. Majority of the students cited that the Basic Electricity E-Learning module was

well-done and can be an excellent instructional material in teaching Basic

Electricity.

2. Some misspelled words were identified by the students and commented that there

are topics which are lengthy and not interactive.

On the teacher evaluation, it yielded the following results:

1. The content is appropriate for the target audience, presented chronologically and

has multiple multimedia elements to enhance learning.

2. The Basic Electricity E-Learning module is characterized by possessing

interactivity to encourage learners’ participation.

3. The learning resources are sufficient to enhance learning.

4. The assessment activities are aligned with the objectives of the lesson as reflected

on the module.

5. The Basic Electricity E-Learning module is easy to launch for all links work

properly.


805

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. The developed Basic Electricity E-Learning module conforms to its design standard.

2. The Basic Electricity E-Learning module can be a very good instructional material in the

teaching of Basic Electricity subject.

Recommendations

Based on the forgoing findings and conclusions drawn, the following recommendations

were made:

1. Implement the developed E-learning module to be utilize and evaluate by the student.

2. The material can be reviewed by other experts for possible application of copyright or

patent.

3. Conduct an experimental research on the effectiveness of the Basic Electricity E-learning

module to measure the effectiveness of the module.



References

AmTec.org (2013). What is a Module? Date Retrieved: Dec. 5, 2013 from

http://www.autoworkforce.org/Curriculum_Resources/What_is_a_Module.aspx

Balderas, Don (2012). Modularized Instruction in Philippine Schools. Date Retrieved: February.

8, 2014 from http://hubpages.com/hub/Modularized-Instruction-in-Philippine-Schools

Campbell, Brenton et al. (2013). Development Learning and Teaching. Date Retrieved:

December 20, 2013 from

http://ehlt.flinders.edu.au/education/DLiT/2004/13DLT/GuidedDisc.htm

Digital Harbor (2010). What is eLearning? Date Retrieved: December 18, 2013 from

http://www.digital-harbor.net/

Educational Technology (2011). Modular Method of Teaching. Date Retrieved: December 05,

2013 from http://anandkab.com/2011/04/modular-method-of-teaching.html

E-Learning Help (2013). What is Learning Module? Date Retrieved: December 5, 2013 from

https://lss.at.ufl.edu/help/Learning_Modules

E-learning¬ Methodologies (2011). A Guide for Designing and Developing E-learning Courses.

Date Retrieved. December 10, 2013 from

http://www.fao.org/docrep/015/i2516e/i2516e.pdf

Learning Pool (2013). What is an e-learning module? Date Retrieved: December 10, 2013 from

http://www.learningpool.com/what-is-e-learning-2/

Implementing Rules and Regulation (IRR) of the Enhanced Basic Education Act of 2013 or RA

10533 (2015). Retrieved February 15, 2015 from http://www.gov.ph/2013/09/04/irr-

republic-act-no-10533/

Philippine Official Gazette (2015). FREQUENTLY ASKED QUESTIONS. Retrieved: February

15, 2015 from http://www.gov.ph/k-12/#FAQs

Punyabukkna, Proadpran et.al (2006). RELAD: A Rapid eLearning Authoring and Development

Model. Date Retrieved: December 16, 2013 from: http://www.rapid%20e-

learning%20authorinandevelopment/Model.com

http://www.autoworkforce.org/Curriculum_Resources/What_is_a_Module.aspx

http://hubpages.com/hub/Modularized-Instruction-in-Philippine-Schools

http://ehlt.flinders.edu.au/education/DLiT/2004/13DLT/GuidedDisc.htm

http://www.digital-harbor.net/

http://anandkab.com/2011/04/modular-method-of-teaching.html

https://lss.at.ufl.edu/help/Learning_Modules

http://www.fao.org/docrep/015/i2516e/i2516e.pdf

http://www.learningpool.com/what-is-e-learning-2/

http://www.gov.ph/2013/09/04/irr-republic-act-no-10533/

http://www.gov.ph/2013/09/04/irr-republic-act-no-10533/

http://www.gov.ph/k-12/#FAQs


807

An Examining the Mental Health Status of Sedentary Students

Sinku Kumar Singh

Swami Ramanad Teerth Marathwada University Nanded(MS), INDIA


Abstract

The present study was to determine the Mental Health of sedentary students. For measure

the mental health of the study, Mental Health Inventory(MHI-38)prepared by Davies AR,

Sherbourne CD, Peterson JR and Ware JE (1998) was used. Six categories of mental health

namely Anxiety, Depression, Emotional Control, General Positive Affect, Emotional Ties and

Life Satisfaction were comprised. The sample consisted of 75 Sedentary students and 75

Physical education students were selected for the study. The result reveals that significant

difference of mental health was found between sedentary and physical education students. In

order to find out the differences of six sub scales of mental health between sedentary and physical

education students; t-ratio was computed for each category separately. The result reveals that

significant differences were found in Anxiety (t=,<.05), General Positive Affect (t=,<.05) and

life satisfaction (t=,7.80<.05) between Sedentary and Physical education students. However,

insignificant differences were found in Depression, Emotional Control and Emotional Ties

(t=0.9) between Sedentary and Physical education students. The findings of the study shows that

sedentary students having poor mental health and more anxious as compare than their

counterparts.



Introduction:

The sedentary students engage in any physical or any sporting activities whereas physical

education students regularly engage in physical or sporting activities. Sedentary lifestyle is one of

the major causes of life style disease disability around the world. Approximately two million

deaths every year are attributable to sedentary lifestyle; the findings from a WHO study on risk

factors suggest that sedentary lifestyle is one of the ten leading causes of death and disability in

the world. Physical inactivity increases all causes mortality, doubles the risk of hyper and hypo

tensions, cardiac related disease, diabetes and obesity. It also increases the risks of asthma, stress

cancer, lipid disorders, osteoporosis, depression anxiety and other psychological related

disorders. Levels of inactivity are high in college students. In developed countries especially in

India more than half of adults are insufficiently active. Poverty, crime, Crowding, poverty low air

quality, and a lack of parks, sports and recreation facilities, and sidewalks make physical activity

a difficult choice. Physical activity increase is currently under study as a possible prevention

strategy for cancer, obesity, and cardiovascular disease (Dubbert, 2002).

Wikipedia Dictionary (2010) explains mental health as a state of emotional and

psychological well-being in which an individual is able to use his or her cognitive and emotional

capabilities, function in society and meet the ordinary demands of everyday life. Health is a state

of complete physical, mental and social well being and not merely the absence of disease or

infirmity defines the Constitution of the World Health Organization. Methods

The data was collected from 75 sedentary students and 75 physical education students.

Data was collected individually through questionnaires from swami Ramanand Teerth

Marthwada University during the academic year 2015-2016. The data was checked for accuracy

and completeness and was coded and putup into the SPSS Descriptive statistics for all studied

variables, percentage mean, standard deviation and t-ratio were considered statistically technique

throughout the study and the level of significant was set-up at 0.05 level. For measure the mental

health of the study Mental Health Inventory(MHI-38) prepared by Davies AR, Sherbourne CD,

Peterson JR and Ware JE (1998) was used. All of the 38 MHI items, except two, are scored on a

six-point scale (range 1-6). Items 9 and 28 are the exception, each scored on a five-point scale

(range 1-5). The pre-coded values of each item are shown on the copy of the instrument on the

preceding pages. Only six categories of mental health namely Anxiety, Depression, Emotional

Control, General Positive Affect, Emotional Ties and Life Satisfaction were comprised. Raw data

converted into standard score. The body mass index (BMI), or Quetelet index, is a measure

through individual's weight and height.


809

Results and Discussion

The results and discussion have been presented in concise and comprehensive manner that

is easy to comprehend starting with selected physical parameter . The results concerning this are

presented in the form of tables. For the sake of convenience and methodical presentation of the

results, following order has been adopted.

Table – 1

Personal Characteristics of Sedentary and physical education students

Sr.No.

Personal characteristics Students

Sedentary (75) Physical education(75)

1) Weekly Physical Exercise 00.00 % 100%

2) Use of Internet 89.33% 82.66%

3) Daily smoking 38.66% 17.33%

4) Any Chronic Disease 25.33% 5.33%

5) Any physical deformities 9.72% 2.66%

6) Body Mass Index 13.33% 6.66%

Table-1 indicates the percentage of personal characteristics of Sedentary and Physical education students.

Table-2

Mean Scores, Standard Deviation and t-ratio of the six subscales of mental health between

Sedentary and Physical education students.

Six subscales Students Number Mean S.Ds. t-ratio

Anxiety Sedentary students 75 28.89 5.11 4.39*

Physical education

students

75 26.26 4.34

Depression Sedentary students 75 12.23 3.34 0.09 NS

Physical education

students

75 12.18 3.39

Emotional

Control

Sedentary students 75 31.45 4.22 0.21 NS

Physical education

students

75 33.67 4.29

General Positive

Affect

Sedentary students 75 34.54 6.11 4.51*

Physical education

students

75 32.34 5.34

Emotional Ties Sedentary students 75 9.30 1.45 0.09 NS

Physical education

students

75 10.17 1.30

Life Satisfaction Sedentary students 75 2.56 0.44 11.26 *

Physical education

students

75 3.27 0.37

Mental

health (Combined

scores)

Sedentary Students 75 117.10 6.67

3.91* Physical education

Students

75 120.65 6.88

* Significant at .05 level. NS= Not Significant

Table 2 depicted Mean Scores, Standard Deviation and t-ratio of the mental health along with its

six subscales between Sedentary and Physical education students.



Discussion

The findings of the study shows that, 00.00% sedentary students engaged in daily

physical exercise, whereas 100% Physical education students engaged in daily physical exercise.

It was found that, 89.33% sedentary students and 82.66% physical education students used

internet. 38.66% sedentary students’ and15.35% Physical education students reported that they

have smoked. In addition, 25.33% sedentary students and 5.33% physical education students

suffered from chronic diseases. However, 9.72% sedentary students and 2.66% physical

education students reported their any physical deformities. Furthmore, In addition, 13.33%

sedentary students and 6.66% physical education students suffered from BMI. The findings of the

study show that significant difference of mental health was found between Sedentary and

Physical education students. In order to find out the differences of six sub scales of mental health

between Sedentary and Physical education students; t-ratio was computed for each category

separately. The result reveals that significant differences were found in Anxiety (t=,<.05),

General Positive Affect (t=,<.05), and life satisfaction (t=,<.05) between Sedentary and

Physical education students. However, insignificant differences were found in depression,

Emotional Control and Emotional Ties between Sedentary and Physical education students. The

result revealed that Sedentary medical students more anxious and incur significantly less satisfied

their life as compare than their counterparts. The high amount of anxiety and poor mental health

of sedentary students may be due to the not involved in weekly or daily exercise.

The relatively high rate of anxiety and poor mental health of sedentary students were

probably due to sedentary students, spent less time in exercise and physical activities,

Preliminary evidence suggests that physically active people have lower rates of stress and anxiety

(Economis, Hildebrant, & Hyatt, (2008). Sinku (2015) investigated that engaging in more

physical activity improves psychosocial health and decreases stress. The several researches have

also shown that physical activity is an effective means of reducing anxiety and various indices of

stress among adults (Bhui, 2002; Dunn, Trivedi, & O’Neal, 2001). Leisure satisfaction and

fitness activities act as stress and anxiety buffers, providing a sense of purpose and competence

for college students (Ragheb & McKinney, 1993). The another reasons of poor mental health and

anxiety of sedentary students may be also due to the sedentary students more smoking and more

suffered from any chronic diseases, physical abnormalities and BMI could contribute to the lack

of sleep and poor self-health care, high pressure of studies and limited time to acquire vast

knowledge prevent sedentary students from adopting a healthy life-style.

Limitations

Results of this study are limited by a relatively small preliminary survey of self-reported

mental health rather than a study of actual behavior, which would be very difficult to achieve. As

such, participants may have answered questions in a socially desirable manner to avoid the

stigma associated with admitting personal inadequacies. A limitation of this study is that it

reflects the findings of some students ; the data was collected in only one university hence, the

results may not be generalized to other institutions Future research is warranted on estimating the

level of mental health by psychometric instruments.

http://sgo.sagepub.com/content/2/4/2158244012464975#ref-12


811

References

Bhui, K. (2002). Physical activity and stress. In S.A. Stansfeld, & M.G. Marmot (Eds), Stress and

the heart: Psychosocial pathways to coronary heart disease (pp. 158–167). Williston, VT:

BMJ Books.

Dunn, A.L., Trivedi, M.H., & O’Neal, H.A. (2001). Physical activity dose-response effects on

outcomes of depression and anxiety. Medicine & Science in Sports & Exercise, 33(6

Suppl.), 609–510.

Economos C., Hildebrant L., Hyatt R. (2008). College freshman stress and weight change:

Differences by gender. American Journal of Health Behavior, 32, 16-25

Ragheb M.G. (1993) Campus recreation and perceived academic stress. Journal of College

Student Development, 34(1) 5-10.

Sinku S.K (2015). Mental health of medical Students: A comparative study Between Thai and

Indian Students. International journal of Physical Education Health and Sports science

4(2) :16-21

Sinku S.K .(2015) Academic Stress: comparison between student athletes and non- student

athletes. Indian journal of Physical education and Allied Sciences.Vol 1 (1) 104-108

Sinku S.K, & Bachewar.D (2014) Impact of stress on mental health among post graduate

students. Entire research Vol.6 (3). 50:54

E-sources

http://amhocn.org/static/files/assets/8d6994c3/Mental_Health_Inventory.

http://www.apa.org/helpcenter/exercise-stress.aspx

http://www.apa.org/news/press/releases/stress/2011/gender.pdf

http://www.who.int/mediacentre/news/releases/release23/en/

http://www.apa.org/helpcenter/exercise-stress.aspx

http://www.apa.org/news/press/releases/stress/2011/gender.pdf



Community Empowerment by Gelitik (Gerakan Libas Jentik-Jentik) Program

as An Effort to Increase Free Mosquito’s Larva Number in Payaman Village,

Ngraho Subdistrict, Bojonegoro Regency

Fikha Yozi Indriasari1, Atika Binti Utari2, Devy Mulia Sari3

Bintang Mareeta Dewi4, Elisa Dwi Pertiwi5

Faculty of Public Health, Airlangga University, Indonesia

1E-mail: [email protected], 2E-mail: [email protected], 3E-mail:[email protected], 4E-mail:[email protected], 5E-mail: [email protected]

Abstract

Dengue Hemorrhagic Fever ( DHF) is a infectious disease caused by dengue virus which carried

by mosquito called aedes aegypti. Dengue Haemorrhagic Fever occurs almost every year in

Indonesia and it is sprout to many areas included Bojonegoro Regency. Based on the data of

Bojonegoro Public Health Office, there are 6 people died from 197 accusative of Dengue

Haemorrhagic Fever in 2016. Payaman Village is one of endemic area of Dengue Haemorrhagic

Fever in Bojonegoro with larva free index is 41% . In 2016, there is a person died because this

disease in Payaman village. Therefore, holding new program which can increase people

awareness is very needed. Gelitik is a community empowerment program to eradicate mosquito’ s

larva in that village. There are some activities that included in that program, counselling people

by door to door, establishment of mosquito’ s larva monitor group, and distribution of larva

checking card for each house. The objective of this rearch is to identify community analysis,

determine causes of low larva free index in Payaman village Bojonegoro. results of community

development activities through the Gelitik program in Payaman village. The method of this

research is questionnaires and indepth interview was conducted in accordance with the sample

size was determined using stratified random sampling method. From data analysis we knows that

causing factor of larva free index is less community awareness for the drain of the shower, the

Jumantik workload too heavy, and powder abate distributed seasonally. The intervention result of

Gelitik program is the larva free index increases reach 19% in one week because of the program.

So, it can be concluded, if Gelitik is success to increase the larva free index in Payaman Village.

Keywords: Community Empowerment, Dengue Hemorrhagic Fever, Larva Free Index,

Mosquito’s Larva Eradication

mailto:[email protected]

mailto:[email protected]


813

Background

Dengue Haemorrhagic Fever (DHF) is an infectious disease caused by dengue virus with

Aedes aegypti mosquitoes as the vector. Dengue Haemorrhagic Fever has become an annual

cycle of constantly penetrated almost all regions in Indonesia including the Bojonegoro Regency,

East Java. Based on the health service provides data, the case of DHF has been increased in 2016.

There are 6 people died from a total of 197 cases. Spread of the disease also occurred such as

endemic especially in Payaman village. There is a case of death from Dengue Haemorrhagic

Fever in this village in 2016. Based on the survey results in this village, the priority health

problem is the low rate of larva free index which still 41%, so it can potentialise to Dengue

Haemorrhagic Fever. Low rate of larva free index is caused by ineffective eradication program

and low community awareness of mosquito’s larva. Therefore, a new program which can increase

the rate of larva free index is needed. Gelitik is a program based on community empowerment to

eradicate the mosquito’s larva in this village.

Objective :

1. To know the community analysis in Payaman Village, Bojonegoro Regency, East Java,

Indonesia.

2. To know determine causes of the low larva free index in Payaman village, Bojonegoro

Regency, East Java, Indonesia.

3. To know the results of community empowerment activities through the Gelitik Program in

Payaman Village, Bojonegoro Regency, East Java, Indonesia.

Problem Question:

1. How community analysis in Payaman Village, Bojonegoro Regency, East Java,

Indonesia?

2. What are the causes of the low rate of larva free index in Payaman village, Bojonegoro

Regency, East Java, Indonesia?

3. What is the result of community empowerment activities through the Gelitik program in

Payaman village, Bojonegoro Regency, East Java, Indonesia?

Method of Collecting, Processing, and Data Analysis

This research is located at Tinggang and Ketawang Hamlet, Bojonegoro Regency, Eas

Java, Indonesia. It has been done during 35 days start from July 18th till August 22th. It used

observational descriptive method. The variable of it is larva free index which can be measured by

collecting data of free larva index and the frequence of bath tub draining. Observation intruments

of this research are questionnair, indepth interview, and direct observation. Implementation of

the instruments was conducted in accordance with the sample size was determined using

stratified random sampling method / strata, thus obtained a sample of 221 of the 308 families

(687 people). Data Processing Technique using SPSS version 20 and Microsoft Excel. Data

analysis technique uses a distillation of SPSS and Ms. Excel



Community Analysis (Precede)

Process Precede-Proceed On Health Issues In the Payaman Village.

Phase 1: Social Diagnosis

Villagers in Payaman village continues to experience growth rate, from the year 2012 as

many as 2,887 inhabitants grew by 0.73% to 2015 amounted to 3,168 people. In the area of the

works, Payaman Village has 5 POSYANDU (integrated service post) who divided into every

hamlet. The scope of our research is in the Ketawang hamlet and Tinggang hamlet. Here is the

last community education data in the payaman village:

- Graduated elementary school : 239 people

- Junior High School : 89 people

- High School Graduate : 61 people

- College : 30 people

Phase 2: Diagnosis Epidemiology

There are some disease that occured in Payaman Village, Bojonegoro Regency, East Java

Indonesia. Below will be shown the distribution of disease in Payaman Village.

Table 4:21 Distribution of the incidence of disease caused by mosquitoes in the Payaman

Village

No. Year Cases Insident Death

1. 2014 Chikungunya 20 -

2. 2015 Dengue Haemorrhagic

Fever 1 -

3. 2016 Dengue Haemorrhagic

Fever 2 1

From the table above it can be seen that the incidence of diseases caused by mosquitoes in

the Payaman Village including Extraordinary Events (KLB). In 2016 recorded one case died

from Dengue Haemorrhagic Fever , this happens because there are bins around the residence

because it is not processed and the amount of stagnant water is not closed. This incident became

known by the midwife when patients already have the level of severity so that the current aid can

not be saved.

Phase 3: Diagnosis and Environmental Behavior

Payaman Village Society has a habit of collecting used goods for sale. Goods that are

collected when exposed to rain water can become mosquito breeding. Many people raise fish in

the bath tub, but the awareness is still relatively low especially to drain the bath tub and other tub

water shelter.

Phase 4: Educational and Organizational Diagnose

a. Precipitating Factor

Precipitating factor of the problem is communities have low awareness to drain the bath

tub and let the puddle of water around their homes. In this case, actually the community

have understood that a bath tub drained rarely will cause mosquito larva. However, the

people do not concern on puddle of water in their around. Another reason which caused

people drain the bath tub rarely is it has too large size.


815

b. Enabling Factor

The people do not understand the influence of environment to the occurrence of a disease,

so there is no effort to modify the environment for eradicating the mosquito’s larva. In

addition, the ineffectiveness of the Jumantik (larva observer) program also become a

factor that cause low rate of free larva index.

c. Reinforcing Factor

The people house are circumstanced by forest. That is one of reinforcing factors why

Payaman is endemic area.

Phase 5: Diagnosis and Policy Administration

The role of the health service is as a regulator and policy holders for monitoring and

evaluating the activities while implementing the activities is through Ponkesdes (the small clinic

of health in every village). Implementation of the health promotion Program about the Number of

free Larva by District Health Office of Bojonegoro is on Dasawisma logging Program in each

village. The activities undertaken are Health Data logging by the cadres in Villages coordinated

by Payaman Ponkesdes. There are logging Data about healthy behavior in which written Larva

Free Index for every house. But it is only done once every 6 months.

The Root Problems That Cause Low of Larva Free Index

The root problem of Larva Free Index low on Payaman Village, district of Bojonegoro is

analyzed using a systems approach. Systems approach that we use to discuss consist of 6M2T1I.

They are Man, Material, Machine, Money, Method, Market, Time, Technology and the

Environment.

Conceptual Maping of the study of Larva Free Index.

The root problem of Larva Free Index low on Payaman Village, district of Bojonegoro is

analyzed using a systems approach. Systems approach that we use to discuss consist of 3

components, Man, Method, and the Environment of the overall component 6 m-2T-1IE. There

are 4 root problems on components of Man, wasteful water, busy work, lack of awareness, and

the size of the bath tub. On the component Method there are three root causes of the problem,

workload too heavy of Jumantik (Larva observer), the absence of incentives, and abate powder

Man

Material

Machine

Money

Method

Market

Larva Free

Index

DHF

No DHF Low

High



distributed seasonally. Whereas, there are 6 root cause problems on components of the

Environment, rainy season, lack of SPAL, environment fields, water shelter is not covered, the

cleanliness of the cages is less, and the area of the forest . So, the problem of low Larva Free

Index on Payaman Village, district of Bojonegoro is caused by the 13 root problems.

Conceptual Maping of Larva Free Index in Payaman Village.

Based on the 13 root problems, the are three root problems that reasonably manageable

for related low Larva Free Index intervened are less community awareness for the drain of the

shower, the Jumantik workload too heavy, and powder abate distributed seasonally.

The Results Of The Activities Of The Intervention

The intervention is Gelitik (Gerakan Libas Jentik-Jentik) program. Gelitik is a series of

programs of the solution over the low larva free index in Payaman village. This program begins

with socialization and outreach activities in the community through posyandu program, teen

classes, and in elementary school students. There is another special program for elementary

school students. It is select Ambassador of Anti Larva primary level who will be responsible for

monitoring larva index in his school. This is an early educational effort. Beside that, the

inspection activities to monitor larva index directly from House to House (door to door) by

giving visual media about 4m-plus in a calendar and an inspection card for every house, so that

the family members independently responsible to fill the card each week. With this program,

hoped the community could be empowered to maintain proper hygiene and their own health

especially avoiding the mosquitos, so that, Payaman can eradicate DHF and chikunguya. Below

are activites of Gelitik program:

A. Elucidation PSN (nest mosquito eradication) and socialization Gelitik program in Posyandu

(service center cohesiveness)

1. Description of the Activities

PSN extension and socialization Gelitik in Posyandu are gathered of Community by utilizing

Posyandu (infants-toddlers and elderly) who held every month regularly. Our working area

includes 3 posyandu. PSN extension activities inform the public about the types of diseases

caused by mosquitoes, mosquito bites, symptoms of the disease, the way of handling, and

prevention efforts that can be made. And continued with the Gelitik socialization program and

the procedures for filling the form assessment.

Causing Factor of low Larva

free index :

1. Less community

awareness for the

drain of the shower

2. The Jumantik

workload too heavy

3. Abate powder

distributed

seasonally.

Low Larva Free

Index

Increase DHF

insident


817

2. Purpose

Increase public awareness to eradicate mosquito nest by monitoring the free larva index card

in each house.

3. Method of implementation

Target community gathered in one room and then PSN and Gelitik socialized using power

point.

4. The target

Mothers and elderl in Posyandu of Payaman Villages which consist of Tinggang Lor,

Tinggang Kidul, and Ketawang

5. The indicators of success

The number of target is > 60% of participants, all material is conveyed, and the question from

participants about the material.

B. Socialization about Gelitik in teenagers


This Briefing is followed by adolescent in Tinggang Lor hamlet. Socializing is done on teens

by providing knowledge about mosquitoes cause DHF, Chikungunya and Malaria mosquito

characteristics, causes Fever, Chikungunya and Malaria DHF, symptoms of the disease,

Chikungunya and Malaria DHF, and how disease prevention DHF and Chikungunya. The

teens must also know about the dangers of the disease, Chikungunya and Malaria because

teenagers often underestimate about hygiene in the house environment by not checking the tub

water shelter inside the house, hanging clothes in the dirty room, uncaring the bottles around

the House which can make a puddle which used by mosquitos for their breeding nests.

2. Purpose

The purpose of this activity is to make the teenagers realize that their environment need to be

concerned. So that, they can prevention activities by implementing 4m+.

3. Method of Implementation

The socialization of adolescents with adolescent and gather the material shown on the

projector with PPT Slides.

4. The target

The teenager who resides in the hamlet of Tinggang.


This program is attended by 70% teenagers in Payaman, and they pay attention with the

explanation, so that they can implement what they knew.

C. Outreach Healthy Behavior and PSN at school

1. Description of the activities

This activity is done to show healthy life of environment to the studens.

2. Purpose

a. teach children as early as possible to a healthy life and maintaining health overall self while

in school and wherever located.

b. as one of the preventive efforts to deal with the problem of disease caused by mosquitoes.

d. as an effort increases the number of free Larva in the school environment.


The first coordinate with the stakeholder of the school, MI Matholi'ul Falah and SDN 1

Payaman. The students are asked to practice about bath tub monitoring.

4. Target

The entire grade 5 students in SDN 1 Payaman and MI Matholi'ul Falah.

5. Indicators of success



a. followed by a minimum of 80% of grade 5 students

b. students can understand the 4 m + and can pull the way examination larva inside the tub.

D. Election of Ambassador Anti Larva in elementary school


The election of Ambassador Anti Larva is an activity undertaken to select one of the

elementary school students as Chairman and exemplary in its efforts for the eradication of

mosquito larva Larva in school.

2. Purpose

a. as an attempt of planting about the attitude of the leadership since the early

b. to select Ambassadors Anti Larva primary level who will be responsible as an example

jumantik of the school.


The first coordination done with permission to perform elementary school i.e. MI Matholi'ul

Falah and SDN 1 Payaman. To choose the ambassador, the selection done by giving

examination. Five student whose the best score selected again by public speaking contest. The

best participants in two both test will b choosen as an ambassador of Gelitik.

4. The target

The entire grade 5 students in SDN 1 Payaman and Matholi'ul Falah


The activity was followed by a minimum of 80% of grade 5 (five) as well as the election of

one elementary school students as the "Ambassador of anti Larva"

E. Distribution of Larva Monitoring Card


This activity is carried out in cooperation with Ponkesdes, health centers, and health cadres,

and Councilor Payaman. Making a card this larva examination should be referred to the

Clinics and Ponkesdes. Media that we use is the calendar which also contained information on

how to eradicate the mosquito's nest. This card will be checked by the health cadres each

month. In addition, students also conduct advocacy to the village in order to support the

sustainability of these activities is to have budgeted funds for an incentive and a doubling of

the inspection card cadres larva so that this program is in effect for all subsequent villagers

Payaman.

2. Purpose

To arouse the citizen do PSN routinely.


Division of card checks carried out by the method of larva door to door . Students come to the

home of citizens of Payaman Village from House to House to give guidance concerning the

eradication of the mosquito's nest. After that students give examples of how examination of

Larva in the shelter of the water contained in each House and how to fill out the card

examination larva. Then these cards are pasted on a place that is easily seen in front of the

House. The following week the students perform the inspection from House to House to check

the larva in the water in the shelter home. At the time of inspection of these students work

closely with the public health Ngraho with allot of abate powder at home that potentially there

is a mosquito larva.

4. The target

Every house the citizens of Payaman Village


819


Indicators of the success of this activity is to get a home inspection of each larva and

conscious citizens to eradicate Larva in water shelters at least every week by viewing the larva

free index has increased by 15% within a week. The measurement is to do inspection from

House to House to check the larva in the shelter of the water by making the examination of the

second week (date 11-14 August 2016) as a test and the third week as post-test (September 18-

19 August 2016)

F. Giving Abate Powder


This activity is carried out in cooperation with health centers, abate Powder provided by the

clinics is given to citizens of Payaman Village performed at the time of inspection.

Distributing iabate powder to prevent larva breeding residing in the shelter of the water

belongs to the citizens.

2. Purpose

To prevent larva breeding water at the shelter belongs to the citizens of Payaman Village.


The Division of the powder by the method of inspection do abate (door to door). Every house

is come to check out the places where the mosquito's nest. After checking the larva are still

found in the shelter of the water then gives students powder abate powder usage and how to

abate at the shelter.

4. The target

Every house the citizens of Payaman Village


Indicators of the success of this activity is as much as 70 percent of the houses there is a larva

receives abate powder

Final Result

The early study og this research saw show that larva free index in Tinggang ang Ketawang

Hamlet, Payaman Village, Bojonegoro Regency, East Java, Indonesia is 41%. After intervention

program that consist of many activities, the rate increased to be 60%. From that result, it can be

calculated that larva free index has been increased reach 19%. Below is a diagram that show

increasing rate of larva free index :

010203040506070

Bef

or

Inte

rven

tio

n

Aft

erIn

terv

enti

on

Larva Free Index



Conclusion

A week after the program is run, the results obtained by observation door to door that is

non Numeric Wiggler in Payaman Village increased by 19% within one week. So it can be

inferred the Program succeeded in raising Tingle free larva figures and can be applied to the

citizen of Payaman Village to cope with the problem of low numbers free larva.

Reference

Depekes RI. Pencegahan dan pemberantasan Demam Berdarah Denguedi Indonesia. Jakarta:

Depkes RI.

Kemenkes RI. 2013. Riset Kesehatan Dasar 2013. Jakarta: Pusdatin Kemenkes RI.

Kemenkes RI.2010.Buletin Jendela Epidemiologi.Jakarta:Pusdatin Kemenkes RI.

panel 19 education in humanities and social sciences

Documents