systems researchfinal

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SOUTHERN LUZON STATE UNIVERSITY

LUCBAN, QUEZON

A RESEARCH PAPER ON NON-MAUBANIN FACULTY MEMBERS WHO REMAIN IN

MSEMSAT FOR MORE THAN FIVE YEARS: A SYSTEMS APPROACH

IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE SUBJECT SYSTEMS ANALYSIS IN EDUCATION

DR. TERESITA V. DELA CRUZ

Professor

ARIS S. BARRAGO

Ph.D. Educational Management

SUMMER, AY 2011-2012


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I. ABSTRACTThe study made use of the Systems Approach in identifying the Social, Cultural and

Economic Factors in the School subsystem of non-Maubanins who remain in Manuel S.

Enverga Memorial School of Arts and Trades (MSEMSAT) for more than five years.

Specifically, the researcher (1) determined the profile of the respondents in terms of

town/province of origin, years in service, age, gender and Subject/s taught; (2) determined

the social, cultural and economic factors belonging to each subsystem; (3) determined the

significant difference between the three subsystems.

Utilizing the descriptive correlational type of research, the study involved twenty

(20) public school teachers of MSEMSAT who are non-Maubanins. An adopted

questionnaire was used to gather data. Percentage, Weighted Arithmetic Mean, and

Independent T-test were used in the treatment of data.

As to the profile of the respondents, the teacher-respondents came from different

towns/province within the region, length of service ranges from 6 years to 40 years. In terms

of age, 31 to 40 age bracket dominated the respondents profile. There were more female

respondents as compared to their male counterpart. The teacher-respondent were almost

evenly distributed per subject area, although, Tech-voc teachers were far-off in number as

compared to others.

In the social subsystem, difficulty in adjusting again by the teacher when he/she

transferred to another school got the highest Weighted Arithmetic Mean of 3.50 with a

verbal description of Strongly Agree followed by the parent-teacher relationship which is

characterized by mutual support and cooperation, enjoyment in working with co-teachers

and the Vocational School Administrator who is consistent and practical all got a Weighted


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Arithmetic Mean of 3.45 and a verbal description of Strongly Agree. Pertaining to the

cultural subsystem, the indigenous values of utang na loob, hiya and pakikisama are

keenly observed in the school system as well as speaking the local dialect with both a

Weighted Arithmetic Mean of 3.50 and a verbal description of Strongly Agree. As to the

economic subsystem, two full months vacation pay and regular monthly salary was given on

time both got a Weighted Arithmetic Mean of 3.65 and a verbal description of Strongly

Agree.

There is no significant difference between the three subsystems since these

dimensions do not singly or separately affect the faculty as such, but their influence takes on

a holistic mode.

II. INTRODUCTIONThe Systems Approach in education as an evaluation method in identifying

problems/issues in the educational system prompted the researcher to utilize it in this

research project. In the school system the teacher plays an important part, to whom various

aspects in the social, cultural and economic factors directly affect him/her. These factors

were considered by the researcher in finding the reasons why and how a faculty member

will stay in a school system for such a long period of time. Through Systems Approach

important details related to the problems and sub-problems of this research paper will be

answered and analyzed.

Manuel S. Enverga Memorial School of Arts and Trades (MSEMSAT) in Mauban,

Quezon is one of the four Tech-Voc schools in Quezon province. It offers different Tech-voc

courses in line with the Strengthened Technical-Vocational Education Program (STVEP). This

school is located in Brgy. Soledad, Mauban, Quezon and is grounded for SERVICE


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Student Efficiency Related to Vocational and Industrial Centered education. Thus, its

policies, programs and activities gear towards the improvement of the quality of students

for their own upliftment in the community. As a school with varied learning disciplines,

teachers from different towns and provinces taught and stayed here for more than five

years. Some teachers were new in the service while others are almost in their retirement

period. The researcher together with his wife also came from other towns in Quezon

province, namely Lucena City and Alabat, Quezon. This compelled the researcher to

undertake a study on why many non-Maubanins managed to stay in this school without

transferring to their own hometown.

III. METHODOLOGYIn this study the researcher used the descriptive-correlational method of

research. A sample questionnaire patterned from Zwaenepol (1985) was modified and

utilized based on the sub-problems of the study. Upon the formulation of the questionnaire

the researcher identified twenty (20) respondents from MSEMSAT who are all non-

Maubanins and acted as respondents on the said questionnaire. The collected data was

tabulated, categorized, analyzed and interpreted through statistical tables and graphs.

Simple Statistics for Beginners computer program which was installed in the ICT

center of Sacred Heart College in Lucena City was used to facilitate the statistical

computation. As an alumnus of the said institution the researcher was allowed to use the

said program to easily facilitate the treatment of collected data. These were the statistical

tools used:


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1. PercentageThe distribution of the age, gender, and the subjects taught of non-Maubanin

faculty members were determined using the percentage distribution formula. The

percentage distribution was computed using this formula:

P = f x 100

n

where: P = percentage

f = frequency

n = total number of respondent

2. Weighted Arithmetic MeanTo evaluate the factors related to the social, cultural and economic

subsystems affecting the non-Maubanin faculty members, the weighted arithmetic mean

was computed by applying the formula:

WAm = fw

N

Where :

WAm = weighted arithmetic mean

fw = sum of the products of the frequency and the weight

n = total number of responses for every item

A continuum was used for the verbal description of the average weighted

arithmetic mean, using the four-point scale.


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Weighted Arithmetic Mean Verbal Description

3.26- 4.00 strongly agree

2.51- 3.25 agree

1.76- 2.50 disagree

1.00- 1.75 strongly disagree

3.Independent t-test

The t-test was used to test the significant difference between the factors in the

Social and Cultural subsystems, Cultural and Economic Subsystems, and Economic and

Social subsystems affecting the non-Maubanin faculty members in MSEMSAT to stay for

more than five years.

The formula in solving for the independent t-test:

Where:

t = t-test value

x = the mean of the first sample

y = the mean of the second sample

n1 = the number of items of the first sample

n2 = the number of items of the second sample


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The Simple Statistics for Beginners computer program was used for the computation of

independent t-test.

Based on the questionnaire used, here are the sub-problems identified in the study:

a. From what town /province the Non-Maubanin teachers came from?b. How many years are they in the service?c. What are the ages, gender and subjects taught of the respondents?d. What are the factors in the Social Subsystem why they stayed in MSEMSAT

for more than five years?

e. What are the factors in the Cultural Subsystem why they stayed inMSEMSAT for more than five years?

f. What are the factors in the Economic Subsystem why they stayed inMSEMSAT for more than five years?

g. Is there a significant difference between the factors in the Social Subsystemand the Cultural Subsystem affecting the non-Maubanin faculty members to

stay in MSEMSAT?

h. Is there a significant difference between the factors in the CulturalSubsystem and the Economic Subsystem affecting the non-Maubanin

faculty members to stay in MSEMSAT?

i. Is there a significant difference between the factors in the Social Subsystemand the Economic Subsystem affecting the non-Maubanin faculty members

to stay in MSEMSAT?


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The theoretical framework presented in this study made use of the Systems Approach. As

stated by Lester (2008) this strategy was characterized by identifying the core elements of the system,

as well as the boundary and the environment which the system operates. This input-throughput-output

model also establishes a framework for assessing the impact and effectiveness of strategies and policies

prior to implementation

Figure 1

Theoretical Framework on the Systems Approach for non-Maubanin Faculty Members who Remain inMSEMSAT for More than Five Years

Respondents Profile

Town/Province

Years in Service

Age

Subject/s Taught

Social, Cultural and

Economic Factors in the

Educational Subsystems

Analysis of the

respondents profile

Analysis on the Social,

Cultural and Economic

Subsystems

Enhanced

Program for

non-Maubanin

Teachers in the

Social, Cultural

and Economic

Subsystems

INPUT THROUGHPUT OUTPUT


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IV. RESULTSTable 1. Random List of Non-Maubanin Teachers of MSEMSAT

TEACHER

TOWN OF

ORIGIN/PROVINCE

YEARS IN

SERVICE

1 TAYABAS, QUEZON 10

2 ALABAT, QUEZON 9

3 REAL, QUEZON 16

4 INFANTA, QUEZON 10

5 SAN PABLO, LAGUNA 40

6 PAGBILAO, QUEZON 18

7 BURDEOS, QUEZON 11

8 GUMACA, QUEZON 20



11 LUCBAN, QUEZON 15

12 REAL, QUEZON 10

13 SAMPALOC, QUEZON 12

14 LUCENA CITY, QUEZON 9

15 CAINTA, RIZAL 35


17 GEN. NAKAR, QUEZON 33

18 SARIAYA, QUEZON 20


20 QUEZON, QUEZON 12

Based on this table, the teachers of MSEMSAT came from different municipalities

within the province. In terms of years in service the teacher from San Pablo Laguna served

the school with the longest years in service. In my factual interview to this teacher, it was

revealed that the Vocational Administrator during his service came from the same

municipality, thus, kababayans were welcomed to teach in this school. In the same point

of view, many San Pablohins applied in this school because this is one of the few school

wherein Tech-voc programs were offered and requiring Industrial Education graduates.


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During those times BSIE was offered in LSPU in San Pablo Laguna and has a linkage with

MSEMSAT, thus, their graduates were accepted.

Table 2. List of Non-Maubanin Teachers of MSEMSAT by Municipality

TEACHERTOWN OF

ORIGIN/PROVINCE

YEARS IN

SERVICE

2 ALABAT, QUEZON 9



15 CAINTA, RIZAL 35


8 GUMACA, QUEZON 20

4 INFANTA, QUEZON 10






3 REAL, QUEZON 16

12 REAL, QUEZON 10



18 SARIAYA, QUEZON 20




*Note: Colored item means more than one teacher came from the same municipality.

This table revealed that couples from Burdeos, Pagbilao, Real and Tayabas,

Quezon were employed in this school as colored items presented in the table. In the Civil

Service Law, couples are encouraged to teach in the same institution, MSEMSAT, obliged in this

provision. On the hand other teachers coming from other municipalities stayed on this school

because of Economic Factor as revealed on their reasons for not transferring to their own

municipalities. Why Economic Factor? It is because the Quezon Power Limited (QPL) provided


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teachers with monthly subsidy which is a lofty one and additional bonuses during Christmas

season as compared to other municipalities wherein only regular salary was received and

enjoyed by faculty members from the public school system.

Table 3. List of Non-Maubanin Teachers of MSEMSAT as Arranged According to Years in

Service

TEACHERTOWN OF

ORIGIN/PROVINCE

YEARS IN

SERVICE


2 ALABAT, QUEZON 9




4 INFANTA, QUEZON 109 TAYABAS, QUEZON 10

12 REAL, QUEZON 10





3 REAL, QUEZON 16


8 GUMACA, QUEZON 20

18 SARIAYA, QUEZON 2010 PAGBILAO, QUEZON 30


15 CAINTA, RIZAL 35


Table 3 revealed that the range of years in service was quiet high, from 6 years

to 40 years. All the factors relating to the social, cultural and economic factors will be discussed

in detailed in the discussion of the weighted mean for each subsystems.


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Profiles of the Respondents in Terms of Age

Figure 2. Age Distribution of Non-Maubanin Teachers of MSEMSAT

Based on Figure 1, the 31 to 35 years old and 36 to 40 years old ranges got the

highest percentage. The reason for this is that during this age bracket teachers tend to focus on

establishing their career and thus staying on the school is highly beneficial in terms of social

mobility and financial gain. On the other hand, lesser percentage belonged to the retiring age.

Profiles of the Respondents in Terms of Gender

Figure 3. Gender Distribution of Non-Maubanin Teachers of MSEMSAT

35%

30%

15%

5%

15%

31-35 years old

36-40 years old

41-50 years old

55-60 years old

61-65 years old

45%

55% Male

Female


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As revealed by Figure 2, the percentage of female teachers was higher as compared to

their male counterpart. As stated by Schultz (2006) the teaching profession was generally

dominated by the female population. Related to the earlier mentioned literature, this data was

related to the study pertaining to gender.

Profiles of the Respondents in Terms of Subject Taught

Figure 4. Distribution of the Subjects Taught by Non-Maubanin Teachers of MSEMSAT

With reference to figure 3, the distribution of teachers in the different subject areas was

very diverse. It is worth note taking that 30% of Tech-voc teachers dominate the chart in terms

of subject taught. Based on an interview conducted, these teachers were tapped by the Division

office to teach in MSEMSAT because of the urgent need for teachers to teach Tech-voc subjects.

Related to this idea, teachers who were called for by the Division office easily fit into the job,

thus, the thought of transferring to other school barely came into their minds. Cario (2009)

also stated that Tech-voc teachers are in-demand nowadays especially in a Tech-voc school

because of the growing demands from different industries.

10%

15%

15%

10%10%

10%

30%English

Mathematics

Filipino

Science

Social Studies

MAPEH/EP

Tech-voc


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the choice of a teacher to remain in an institution for a long period of time. On the other hand,

the factor, wherein co-teachers are very helpful both in professional development and social

well-being got the lowest Weighted Arithmetic Mean of 3.15 and a verbal description of Agree.

This last factor reflected that competition is still evident in the school system. Promotion and

ranking is still a factor to be considered in the social mobility of each teacher in the school

system. Related to this, further education, training and meritorious achievements should be

worked on independently except for couples in the school system who is always working hand-

on-hand.

Table 5. Weighted Mean and Verbal Description of Each Items belonging to the Cultural

Subsystems

Factors Belonging to the Cultural Subsystems

Weighted

Arithmetic

Mean

Verbal

Description

1. The indigenous values of utang na loob, hiya and pakikisamaare keenly observed here.

3.50 Strongly Agree

2. I like the religious atmosphere of the school. 3.45 Strongly Agree3. I like the folkways of this community. 3.20 Agree4. The goals and ideals of the of the school are consistent with

community and national goals.3.20 Agree

5.

I speak the dialect of the community 3.50 Strongly Agree6. I like the school policies on school activities and student discipline. 3.35 Strongly Agree7. The philosophy of the school is compatible with mine. 3.40 Strongly Agree8. Teaching methodology and study tasks are adjusted to student

background and capacity.3.30 Strongly Agree

9. The school is providing an education very close to what I consider asthe ideal, well-rounded education.

3.25 Agree

10.The policy of the school on innovation is very good; this keeps it atpace with the latest trends in education.

3.25 Agree

11. I like the policy of the school in appointing and assigning teachersbased on merit and competence.

3.05 Agree

12.Policies of the school are clearly defined in student and facultyhandbooks 3.35 Strongly Agree

13. I am proud of the quality of education the school is offering. 3.30 Strongly Agree14. I like the policy of the school in encouraging teachers to make

suggestions and to participate in policy-making.3.45 Strongly Agree

15. I owe the school many personal favors hence I feel diffident to leaveor to transfer to another school.

3.20 Agree


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Table 5 revealed that the indigenous values of utang na loob, hiya and pakikisama

are keenly observed in the school system as well as speaking the local dialect with both a

Weighted Arithmetic Mean of 3.50 and a verbal description of Strongly Agree. In view of this

factor in the social subsystem, Filipino values of being with the group and speaking the local

language greatly affect ones acceptance in the community. In Mauban, words always ends with

ay just like tanamay which means because of or other words endemic in the community

such as sibig which means going home or bangkiki which means being rowdy and noisy

when drunk and other unique words. The culture in this town is so unique and fascinating that

some non-Maubanins are enculturated to these norms, values and folkways. Just like the factor

in the social subsystem on being ranked and promoted, the item pertaining to the policy of the

school in appointing and assigning teachers based on merit and competence got the lowest

Weighted Arithmetic Mean of 3.50 and a verbal description of Agree. Pertaining to this factor,

young teachers worked hard in terms of merit and competence to be promoted while the older

ones with less accomplishments banked on their seniority- factors which are always clashing

within the school system and depends only on the discrepancy and decision of the

administrator. This factor in the cultural subsystem is a good sign of a healthy competition

within the institution.


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Table 6. Weighted Mean and Verbal Description of Each Items belonging to the Economic

Subsystems

Factors Belonging to the Economic Subsystems

Weighted

Arithmetic

Mean

Verbal

Description

1. I believe that the fringe benefits I get in this school are the best. 3.35 Strongly Agree2. The cost of living in this community is not high. 3.30 Strongly Agree3. There are no undue deductions in my pay. 3.25 Agree4. The government is paying its teachers all it can afford to pay. 3.40 Strongly Agree5. Working conditions are good because I am not overburdened with

non-teaching jobs.3.45 Strongly Agree

6. My academic preparation and other qualifications are recognizedand duly compensated.

3.35 Strongly Agree

7. I receive two full months vacation pay. 3.65 Strongly Agree8. The school is sympathetic to reasonable financial demands. 3.35 Strongly Agree9. I can augment my salary by engaging in non-teaching jobs. 3.10 Agree10.There are scholarships for teachers and dependents offered in this

school.3.30 Strongly Agree

11. I do not depend on expensive recreation here. 3.25 Agree12.My pay is given regularly and on time. 3.65 Strongly Agree13.My salary is adequate, enabling me to help my younger brothers

and sisters/support my family.3.15 Agree

14. I am paid for extra non-teaching jobs I am assigned to do. 2.95 Agree15.By teaching here, I can keep a budget and even save a little. 3.15 Agree

Table 6 revealed that the two full months vacation pay and regular monthly salary was

given on time both got a Weighted Arithmetic Mean of 3.65 and a verbal description of Strongly

Agree. This data recognized the payment schedule of the government employee as well as the

vacation pay enjoyed by teachers. On the other hand, being paid for extra non-teaching jobs got

the lowest Weighted Arithmetic Mean of 2.95 and a verbal description of Agree. Teaching is a

vocation- that explains it all.


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Table 6. Independent T-test on the significant difference between the Social and Cultural

subsystems affecting the non-Maubanin faculty members to stay in MSEMSAT

As revealed by table 6, there is no significant difference between the factors in

the Social Subsystem and the Cultural Subsystem affecting the non-Maubanin faculty

members to stay in MSEMSAT. Using the systems approach the social and cultural

subsystems are linked in the same level as a faculty member interacts with

administrators, colleagues, parents of students, students and the community at large.

On the other hand, a faculty member worked with aims, goals, objectives, policies,


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methodologies, curricula, language and the like which corresponds to the cultural

subsystem intermingling with the social subsystem.

Table 7. Independent T-test on the significant difference between the Cultural and

Economic subsystems affecting the non-Maubanin faculty members to stay in MSEMSAT

As revealed by table 7, there is no significant difference between the factors in

the Cultural Subsystem and the Economic Subsystem affecting the non-Maubanin

faculty members to stay in MSEMSAT. The economic subsystem of a school system has

influence on the faculty welfare, income, and wages which are all interrelated with the

cultural subsystem of the school system in terms of policies and objectives pertaining to


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promotion and ranking of teachers. Relatively, these two subsystems are entwined

towards economic and value system in an institution.

Table 8. Independent T-test on the significant difference between the Economic and Social

subsystems affecting the non-Maubanin faculty members to stay in MSEMSAT

Table 8 showed that there is no significant difference between the factors in the

Economic Subsystem and the Social Subsystem affecting the non-Maubanin faculty

members to stay in MSEMSAT. As stated by Sharma (2006) economic subsystem of a

school system determines the status quo of the teacher in a certain social subsystem,

thus, both factors are equally important.


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V. CONCLUSIONS AND RECOMMENDATIONSBased on the analysis of the data presented, the following conclusions were made:

Profile of the respondents in terms of:

a. Town/Province of OriginThe study revealed that there 20 faculty members from different municipalities

within the province and region. It can be concluded that employment opportunity is a vital

factor in staying in a certain school for a long period of time, which is co-equal with the

monetary benefits in a public school system. Couples within the school system stayed in the

subject school because of close family relationship as one of the value system in the

country.

b. Years in serviceThe study revealed that the years in service of faculty members was diverse and

it can be concluded that job satisfaction in terms of promotion and increase in salary are

contributory factors in such stay. Other factors pertaining to value systems and personal

relationships play a crucial role in the years in service of a teacher.

c. AgeThe study revealed that the 31 to 35 years old and 36 to 40 years old ranges got

the highest percentage of 35% and 30% respectively. It can be concluded that younger

generations tend to stay where there is gainful employment to support the family or

other family members.


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d. GenderThe study revealed that the percentage of female teachers of 55% was higher as

compared to their male counterpart of 45%. In view of this data, there were 76% female

teachers and 24% male teachers in the secondary school system (Gender Gap Index

2011).

e. Subject/s TaughtThe study revealed that 30% of Tech-voc teachers were non-Maubanins. In

conclusion, the local community cannot produce all the required teachers in the Tech-

voc department of the school. This high percentage of non-Maubanin teachers pertains

to division-wide ranked teachers to support the emerging needs of the school in terms

of manpower and academic needs.

Factors belonging to the Social Subsystems

In the social subsystem, difficulty in adjusting again by the teacher when he/she

transferred to another school got the highest Weighted Arithmetic Mean of 3.50 with a

verbal description of Strongly Agree followed by the parent-teacher relationship which

is characterized by mutual support and cooperation, enjoyment in working with co-

teachers and the Vocational School Administrator who is consistent and practical all got

a Weighted Arithmetic Mean of 3.45 and a verbal description of Strongly Agree. It can

be concluded that job satisfaction is always related to the intervening factors within the

community such as administrators, parents and co-teachers. The health level of a social

subsystem can retain or remove a teacher within the school system.


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Factors belonging to the Cultural Subsystems

In the cultural subsystem, the indigenous values of utang na loob, hiya and

pakikisama are keenly observed in the school system as well as speaking the local

dialect with both a Weighted Arithmetic Mean of 3.50 and a verbal description of

Strongly Agree. Being part of a group entails attitudes and values pertaining to the

community, as a result the teacher within the system is enculturated and later on will be

part of the cultural subsystems transmitter of culture.

Factors belonging to the Economic Subsystems

In the economic subsystem, two full months vacation pay and regular monthly

salary was given on time both got a Weighted Arithmetic Mean of 3.65 and a verbal

description of Strongly Agree. Monetary reward is a really a factor to stay in a certain

socio-cultural subsystem. It can be concluded that teachers when fully compensated will

stay in a certain school system, likewise other factors such as social and cultural matters

can also affect his/her decision to remain.

Significant Difference on the factors within the Social, Cultural and Economic

Subsystems of MSEMSAT

There is no significant difference between the three subsystems since these

dimensions do not singly or separately affect the faculty as such, but their influence

takes on a holistic mode. All three form an interrelated network as they affect the

teachers decision to stay in a particular school system.


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Recommendations:

Considering all the findings, conclusions and implications drawn from the study,

the following recommendations were suggested to enhance the social, cultural and

economic aspect of non-Maubanin Faculty members of MSEMSAT:

1. For the Technical-vocational Education Task Force of the DepEd

a. that they initiate the implementation of a Tech-voc Training curriculum for

Local colleges, for instance Pambayang Kolehiyo ng Mauban.

2. For the School Administrators

a. that an encouraging management support on non-Maubanins be given in

terms of promotion and availment of other benefits.

3. For the Officials of the Local Government Unit

a. to create a housing program for teachers specifically non-Maubanins to

lessen the burden of rents and other related bills.

4. For the Parents of the students

a. that they support non-Maubanin teachers in terms of decision making and

other matters concerning socio-cultural matters.

5. For the Community

a. that they will be aware of the changing times and cultural shifts within the

school system.


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6. For the Future Researchers

a. that they do further research on the other variables which were related to

the social, cultural and economic subsystems in MSEMSAT;

b. that they do a follow-up research on the Systems Analysis of non-Maubanin

faculty members who remain in MSEMSAT for more than five years;

c. that a replication of the study be conducted in other levels of the

educational level ( Commission on Higher Education and TESDA )

VI. REFERENCESCario, L.R. (2009). The Philippine Tech-voc Education and Training: Validation of

Competencies Towards a Total Quality. Journal of Teachers and Trainess in Adult

Education. June 2009 Vol.3 No.6 p.7.

Gender Gap Index (2011). Retrieved April 29, 2012. From www.weforum.org/women-

leaders-and -gender-parity/edu

Lester, R. (2008). Manpower Planning in a Free Society. Princeton University Press.

Ramos, R.E. (2004). Civil Service Law, Annotated, Second Revised Edition. IPRR Enterprise,

Muntinlupa City

Schultz, M. (2006). Global Reach to Women: Trend of Reflexive Modernization. USA, Open

University Press.

Sharma, M. (2006). Educational Technology and Management. Kanishla Publishers and

Distributors, New Delhi.

Zwaenepoel, P.P.(1985). Systems Analysis in Education.UST Publishing house, Espaa,

Manila
http://www.weforum.org/women-leaders-andhttp://www.weforum.org/women-leaders-andhttp://www.weforum.org/women-leaders-andhttp://www.weforum.org/women-leaders-and


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TABLE OF CONTENTS

TITLE PAGE i

TABLE OF CONTENTS.. ii

PART PAGE

I. ABSTRACT 1

II. INTRODUCTION. 2

III. METHODOLOGY.. 3

IV. RESULTS.. 8

V. CONCLUSIONS AND RECOMMENDATIONS.. 20

VI. REFERENCES.. 24

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