This study aimed to assess the retention of grade 12 students in statistics and probability, along with a comparative analysis of these retentions across the distinct topics of the subject. Statistics and probability subjects were taken by the students when they were in grade 11. Employing a quantitative approach, the research used descriptive-comparative design to describe the level of retention of the students and compare the retention of the students in each topic. These encompass (...) random variables and probability distribution, normal distribution, sampling and sampling distribution, and estimation parameters. The retention of the students studying at Nueva Vizcaya General Comprehensive High School, a public school in Nueva Vizcaya, Philippines was analyzed through the validated retention test administered to them. Using frequency count and percent, the result revealed that the grade 12 students’ retention was described as “poor retention rate”. Repeated-measures ANOVA confirmed that the retention of the students in all the topics are all poor. Hence, teachers should consider making an intervention to improve the retention of the students in statistics and probability. They may consider innovative ways to engage the students in learning. Also, the factors that influence the students in solving problems in designing the interventions. (shrink)

The growth of individuals and society heavily relies on education. Certain hindrances may prompt some students to halt their academic pursuits temporarily. This is known as "Balik-aral." The exploration of the quality of life, lived experiences, and challenges of grade 12 Balik-aral students was undertaken by the authors to break their silence and help them by developing recommendations that could be presented to the school's key stakeholders. A phenomenological approach was used to understand the phenomenon in a (...) study involving five grade 12 balik-aral students from different strands currently enrolled in a public school in Cebu City, Philippines. A structured interview was used to collect data, and significant themes emerged during data analysis using Colaizzi's method. The study revealed several sub-themes, including age disparities and pressure to obtain the diploma while maintaining quality of life. Additionally, key informants emphasized the sense of community and an immersive learning environment in their lived experiences as balik-aral students. Finally, competing priorities and scarcity of resources emerged as significant challenges for those involved in the study. Consequently, the investigation has determined that balik-aral students must be treated equitably to foster their engagement with their peers and enhance their self-assurance, ultimately leading to academic success. (shrink)

At the height of the COVID-19 pandemic, stringent lockdowns and sudden adjustments were enacted, both of which had a devastating effect on the economy of the Philippines and the method of education that was in place at the time. This resulted in shifts and serious challenges for everyone, particularly pupils from marginalized homes. Hence, this study employed a correlational design to determine if there is a significant relationship between academic burnout and academic procrastination among 150 grade 12 senior high (...) school students. The researchers used two instruments: Academic Procrastination Scale (APS) and Maslach Burnout Inventory (MBI) to measure the variables. Moreover, the statistical analysis reveals that the r coefficient of 0.80 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between procrastination and academic burnout among grade 12 senior high school students. (shrink)

The learning process of both students and teachers can be predicted based on the learning mode. Therefore, because of the COVID-19 pandemic, schools must start using online learning and abandon more traditional teaching techniques. Thus, this study investigates the relationship between self-efficacy and academic resilience among 150 senior high school students. Thus, the researchers employed General Self-Efficacy and Resilience Scale. Finally, the statistical analysis reveals that the r coefficient of 0.78 indicates a high positive correlation between the variables. (...) The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between self-efficacy and resilience among senior high school students. (shrink)

Financial literacy is becoming a pivotal skill in navigating the marketplaces within the predominant rising digital branches of trading domains; however, there remains a concerning gap in the purchasing behavior of adolescents, who are its primary users. With this in mind, the main objective of our research is to determine whether there is a relationship between a student's level of financial literacy and their online purchase decision-making. The researchers employed an explanatory mixed approach and purposive sampling to identify respondents from (...) Immaculate Conception College of Balayan, Inc. A 5-point Likert scale survey was utilized to collect data from 66 respondents, followed by semi-structured interviews with 10 selected participants. The results showed a moderately positive correlation between a student's financial literacy and online purchase decisions, as determined by the Pearson correlation coefficient. Thus, the thematic analysis revealed that respondents generally have good financial literacy, emphasizing factors like pricing, online reviews, and product ratings when making digital marketplace decisions. However, there are notable gaps in their understanding of basic financial concepts and their ability to apply them in real-life situations. To effectively enhance students’ financial literacy and online purchasing decisions, a holistic approach is necessary, including targeted interventions, practical applications, and continuous adaptation to evolving consumer behaviors. Educational institutions, policymakers, and stakeholders should work together to create comprehensive programs that provide students with the knowledge, skills, and attitudes needed to negotiate real-world financial situations and make sound judgments in the digital commerce ecosystem. By emphasizing practical learning, key financial concepts, and trustbuilding approaches, educators may empower students to become responsible consumers capable of managing their resources successfully and ethically. (shrink)

The COVID-19 outbreak had a profound impact on many facets of society, particularly on the educational system. Therefore, all educational content must be delivered to students online, and it is the student’s responsibility to adjust to this new norm. Hence, this study sought to investigate if there is a significant relationship between self-efficacy and resilience among senior high school students. This study utilized correlational research, with the 150 grade 12 senior high school students enrolled in 2022-2023 (...) as respondents. Thus, the researchers employed General Self-Efficacy and Resilience Scale. Finally, the statistical analysis reveals that the r coefficient of 0.53 indicates a moderate positive correlation between the variables. The p-value of 0.00, less than 0.05, leads to rejecting the null hypothesis. Hence, a significant relationship exists between self-efficacy and resilience among senior high school students. (shrink)

Because of the COVID-19 pandemic, procrastination has become commonplace due to changes in teaching and learning, which trigger students' academic burnout. As a result, it has increased the intensity of procrastination among students who are enrolled in online learning programs. As a result, students have difficulty as a result of the rapid change from in-person learning to online learning. The study investigates the relationship between academic burnout and procrastination among 150 grade 12 senior high school (...) class='Hi'>students. Hence, this study employed a correlational design. Based on the inferential analysis, the r coefficient of 0.71 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between academic burnout and academic procrastination among grade 12 senior high school students. (shrink)

Instructional material is an integral part of teaching and learning process. Validating instructional materials is imperative to ensure quality before widespread utilization. This study validated the developed Gamified Instructional Material (GIM) in genetics for grade 12 STEM students. It employed the descriptive-developmental research design involving 41 STEM students and 11 Biology education experts chosen through purposive sampling. Findings revealed that students and experts strongly agreed that the GIM satisfied the criteria for a sound and valid instructional (...) material. Further, the significant change in the pretest and posttest scores of students indicated an improvement of their knowledge in genetics. It is recommended that the GIM be used as supplementary instructional material in teaching genetics. (shrink)

As technology advances, the demand for innovative instructional materials also increases. As a result, the Department of Education urges teachers to develop instructional materials. This study was conducted at Bulusan National High School, Bulusan, Sorsogon, Philippines SY 2018-2019 which was aimed to develop gamified instructional materials in genetics that would aid in teaching and learning process of grade 12 STEM students. The developed gamified materials were collectively called the GIM in Genetics which is comprised of two parts; namely, (...) Student’s Portfolio and Gamified Lesson Plans. The GIM was anchored on the Teacher’s Guide provided by DepEd. Further, it utilized different game elements, to wit: game mechanics, badges, power cards, scoring system, levels, and leaderboards to deliver innovative teaching strategy and quality education. This paper suggests the development of various innovative teaching strategies and instructional materials as well as its utilization across different fields and subject areas. (shrink)

As schools publicly modernize in response to societal changes, additional teaching and learning methods are developed, observed, and used since learners have different learning styles that make it easier for them to grasp and retain the material. During the COVID-19 pandemic, teachers require different media to keep the classroom involved while presenting the lesson materials online, one of which is video tutorials. The purpose of this study was to analyze the extent of contextual effects of video tutorials used in general (...) chemistry, determine the relationship between video tutorial effectiveness and the respondents' academic performance, and analyze the significant difference between the four indicators of contextual effects of video tutorials and the respondents' profile. A descriptive-correlational quantitative research design was used in this study. The participants in this study were 144 Grade 12 STEM students from a private school in Sultan Kudarat, Philippines, who took their general chemistry course during the pandemic. The respondents were given a survey questionnaire created with Google Forms. The students agreed with all the assertions and rated them as effective in terms of their perceptions of general chemistry, implying that video tutorials are useful in teaching the subject. With p-values of .023, .046, and .010, respectively, the findings revealed a significant relationship between the overall mean of students' perceptions of the subject of General Chemistry, the concept and application of chemical knowledge and understanding, and their influence on students' academic performance. In terms of their perception, ideas, and application of chemical knowledge and comprehension, the results demonstrated that there is no statistically significant difference between the general mean of male and female students' responses. This basically means that by using video lectures, STEM students of all genders appreciate and understand General Chemistry as a subject. -/- . (shrink)

This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The (...) experimental group received collaborative learning, while the control group received traditional teaching. Post-tests after a 12-week intervention showed significant improvements in the experimental group’s mathematics achievement, regardless of initial achievement levels. Positive changes in attitudes toward mathematics were also observed in the experimental group, with some progress in the control group. Collaborative learning appears promising for enhancing mathematics achievement and nurturing positive attitudes in elementary students. (shrink)

Using the KenKen puzzle may improve students’ performance in operating integers. Quasi-experimental research was conducted to determine the effectiveness of this intervention on the performance and attitude of students in a collaborative learning environment. One hundred four purposively selected Grade 7 students in Nueva Ecija served as respondents and the experimentation lasted four days following the K to 12 Learners Manual. An increase in the student’s performance was found after utilizing the KenKen puzzle, where a significant (...) difference between the posttest and pretest was recorded after the four days of utilization of the puzzle. Besides, students’ attitude toward operating integers showed positivity as it is enjoyable, interesting, challenging, and developing creativity and critical thinking. Moreover, a strong relationship was found between the students’ performance and attitude in operating integers. This suggests that the KenKen puzzle helped improve the students’ performance and attitude in operating integers in a collaborative learning environment. (shrink)

Aims: This paper assessed the motivation and perception of Grade 12 public school students in learning social science during the pandemic. It also investigated the difference in their motivation and perception. -/- Study Design: Descriptive-comparative design. -/- Place and Duration of Study: School Division of a Component City in Northern Negros Occidental, between January 2021 to July 2022. -/- Methodology: The study utilized the descriptive-comparative design. The study was assessed by 436 stratified randomly sampled students. The assessments (...) were gathered using the modified motivation and perception questionnaires. In analyzing the data, mean, standard deviation, Mann Whitney, and Kruskal Wallis were employed. -/- Results: Generally, the motivation (M=3.83, SD= 0.67) shows an agreeable result. The extrinsic goal orientation (M=4.15, SD= 0.88) is rated highest with an agreeable result, and social engagement (M=3.46, SD= 0.92) is the lowest with a neutral result. Meanwhile, they have agreeable perceptions (M=3.69, SD= 0.65) with perceived value (M=3.79, SD= 0.79) as highest and perceived teachers' attitude (M=3.46, SD= 0.89) as lowest. Moreover, there was no difference in their motivation when group according to sex [U=21954.5, p=0.721] and track [U=22104.0, p=0.875]. While a significant difference in academic performance [χ2(4)=53.069, p=0.000]. In terms of perception, it found no difference when grouped according to sex [U=22309.0, p=0.771] and track [U=22163.0, p=0.912]. While a significant difference in academic performance [χ2(4)=32.042, p=0.000]. -/- Conclusion: The study implies the need to address students' motivation and perception issues to ensure their quality learning of social science. (shrink)

The pandemic of COVID-19 prompted several paradigm shifts throughout society, including in education. This study aimed to examine the relationships of students' engagement in online synchronous collaborative learning activities (OSCLA) with their self-efficacy (LSE), peer social support (LPSS), state of well-being (SWB), and level of academic performance (LAP). A total of 176 Filipino Grade 12 SHS students, 18 years old and older, from a private educational institution were purposively selected for this study. Data were generated using an (...) online survey. Results show that collaborative learning activities are frequently conducted (median = 4) in their synchronous online classes. It also revealed that their LSE is high (median = 4), their LPSS is high (median = 4), their LE is moderate (median = 3), their SWB is high (median = 4), and their LAP is high (median = 94.85). The results showed a statistically significant correlation of their LSE (r = 0.69, p 0.001) and LPSS with their OSCLA LE (r = 0.438, p 0.001). A statistically significant positive moderate correlation between LE and SWB (r = 0.536, p 0.001) was also found, however, no correlation was found between their OSCLA LE and LAP (r = 0.065, p = 0.393). Thus, the use of a well-designed OSCLA is strongly recommended as it positively impacts students' SWB but should be regularly reviewed for its effectiveness in sustaining improvement in the LAP of the students. (shrink)

This study investigates the relationship between mental health and emotional intelligence among senior high school students in a public school. Thus, the study employed a correlational design to measure the relationship between mental health and emotional intelligence among 152 Grade 12 senior high school students in a public school. Hence, to measure the study’s variables - Mental Health Inventory and Emotional Intelligence Scale (EIS) were utilized. Based on the inferential statistics, the r coefficient of 0.32 indicates a (...) low positive correlation between the variables and a p-value of 0.00, indicating a significant relationship between the respondents' mental health and emotional intelligence. Implications and recommendations were discussed in the study. (shrink)

This study determined the socio-demographic profile, stress level of academic stressors such as parents’ expectations, self-expectations, educational requirements, and peer relationships, and the relationship between the socio-demographic profile and level of stress among Grade 12 STEM students at Baybay City Senior High School during transitional face-to-face classes. The stress level is categorized into very high, high, average, low, and very low. A survey questionnaire was utilized to gather the data using a complete enumeration with 43 males and 62 (...) females for 105 students. Frequency counts, percentages, and the chi-square test were used to examine the survey data. The result of the study revealed that the level of stress of academic stressors among the Grade 12 STEM students was average in parent expectations with a weighted mean of 3.22, highly stressed in self-expectation with a 3.50 weighted average, and academic requirements with a weighted mean of 3.52, and low highlighted in a peer relationship with a weighted mean of 2.08. Also, there was no significant relationship between the respondents' socio-demographic profile and the stress level among academic stressors. Therefore, Grade 12 STEM students at Baybay City Senior High School experienced stress during transitional face-to-face classes. A proposed action plan is designed to manage the level of pressure among the Grade 12 STEM students. (shrink)

This study investigated the parental involvement in learning Mathematics of students in relation to attitude and academic performance. The respondents of this study were the three-hundred fifty-six grade 9 students at 9 secondary schools in the Division of Bago City. Results showed that most of the respondents were female, belonged to income range Php 12,082 and below, their parents attained high school level, and had other works aside from being mentioned in the option of occupation. Level of (...) parental involvement when taken as a whole was moderate; in terms of its areas, motivator and nature of Mathematics were interpreted as high and resource provider, monitor, Mathematics content advisor, and Mathematics learning counselor were all interpreted as moderate; level of attitude of students towards Mathematics was moderate; academic performance of students was very satisfactory; there existed significant difference on the parental involvement in learning Mathematics in terms of six areas. Results also revealed that there was a significant relationship between parental involvement in learning Mathematics and attitude of students; significant relationship also existed between parental involvement in learning Mathematics and academic performance; significant relationship was also noted between attitude of students and academic performance. Intervention plan/program was also provided based on the results of the study. (shrink)

Harmonizing materials and practices of senior high school teachers in the contextualization of various learning areas are crucial in the current curriculum. The study determined how teachers in the senior high school harmonize materials and practices in teaching the various subjects and analyzed the contextualization across the K12 curriculum. Qualitative research was employed in the study specifically grounded theory. Eleven participants were included in the study where five were grade 12 students and six were senior high school teachers. (...) Purposive sampling was employed in the conduct of the study and has employed key informant interviews and the focus group discussion. In analyzing the data, Grounded theory Analysis as modeled by Charmaz (2006), as well as Glasser and Strauss (2017), was employed. Relevance, coherence, and appropriateness as contextualization connectivity are considered in harmonizing materials and practices in the contextualization of lessons in senior high school. The themes culled were sources of contextualized materials, conceptualizing contextualized materials, teachers contextualized materials and practices, coherence, relevance, and appropriateness in contextualization. Formulation of the conceptual paradigm vis-à-vis contextualization across curricula emerged in the study. (shrink)

This research delves into the intricate relationship between language and mathematics education, particularly within the context of mother-tongue-based instruction. It addresses the challenge of reconciling the language of instruction, the learners' mother tongue, and the language of mathematical concepts, emphasizing the need for synchronization to enhance the teaching and learning process. Drawing from international experiences and the Philippine educational landscape, which transitioned to the K-12 curriculum, this study investigates the role of code-switching in Grade-One mathematics education. By conducting a (...) pretest-posttest group design at an Elementary School in Bohol, Philippines, the study evaluates the effects of code-switching within a mother-tongue-based instruction framework. Findings demonstrate that code-switching improves mathematics performance, with the experimental group excelling in advanced and proficient levels post-implementation. Notably, the control and experimental groups exhibited similar pretest scores, indicating their comparability. This research concludes that code-switching is an effective strategy for bridging the linguistic gaps between the mother tongue and mathematical concepts, thereby enhancing the meaningfulness and comprehensibility of mathematics. In light of these findings, the study recommends the adoption of code-switching in teaching mathematics, especially for students with lower academic achievement. Additionally, it encourages future research to explore the applicability of code-switching in other subjects and higher grade levels. This study advocates for an inclusive and adaptive approach to mathematics instruction that recognizes the complex interplay of languages and aims to empower students to understand, participate actively, and develop a profound love for the subject. Based on the empirical findings of this study, it is strongly recommended that the integration of code-switching as a pedagogical strategy in mathematics instruction be formally endorsed within the school setting. This endorsement serves the paramount goal of enhancing the mathematical proficiency and overall academic performance of the students. -/- . (shrink)

In this study, the learning experience and its cognitive factors of Mathematics among senior high school students of Visayas State University were investigated using a correlational research approach. A complete enumeration of 222 grade 11 and 12 senior high students in the second semester of school year 2018-2019 were used as the participants of the survey. Using a developed structured questionnaire, a primary data was employed. Results showed that the mathematics attitude of students influence their learning (...) experience and academic performance. Mathematics anxiety has a negative effect on the students learning experience especially for females. However, mathematical resilience locates itself in a positive psychology which addresses mental wellness and makes the students positively perceived that mathematics is interesting even if it is challenging. Also, results revealed that senior high school students are mostly visual learners in mathematics, which implies that students practice visualizing or pictures numbers/equations and other concepts in their mind. Furthermore, it can be gleaned that an academic performance is not just derived from study habits but to their motivation and interest in mathematics. (shrink)

Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (n = 117) (...) and 12 (n = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time. (shrink)

The difficulty of primary students in solving simple fractions is because students fail to understand the concept of simple fractions. Meanwhile, the results of previous studies allow the integration of PowToon animation multimedia into a constructivist approach to facilitate the conception of the simple fraction. This research aims to develop constructivist-based PowToon animation multimedia (CoPAM) as a valid, practical, and effective learning media for simple fraction material. PowToon was developed using a research and development (R&D) method with a (...) define, design, and development (3-D) model that involved 12 fourth-grade primary students. The data analysis used was descriptive analysis with data collection methods using observation, tests (pre-test and post-test), validation questionnaires (validation of media and material experts, teacher responses, and student responses), and documentation. The results showed that CoPAM has very feasible product criteria for validity, practicality, and effectiveness to facilitate primary students in understanding simple fractions. The recommendations for the next study are needed to further develop and test CoPAM products or the like (which could go through the dissemination stage) by involving a larger and wider number of participants by testing inferential statistics. (shrink)

This study primarily assessed students' achievement in mathematics using a mobile educational application to help them learn and adapt to changes in education. The study involved selected Grade 9 students at a public high school in Nueva Vizcaya, Philippines. This study used a quasi-experimental method, particularly a post-test control group design. Descriptive statistics such as frequencies, percent, mean, and standard deviation were used to describe the achievement of the students in mathematics. A t-test for independent samples (...) was also computed to determine if there is a significant difference between the students’ achievement in mathematics after using the mobile educational application by the control and experimental groups. Results revealed that students' achievement in mathematics was very proficient after using the application. Moreover, the usage of educational mobile applications has a better impact on students' achievement in mathematics than the traditional approach to teaching. Teachers are encouraged to place priority on solving problems. Overall, the use of the mobile educational application can enhance learning in mathematics, thus the continued use of the said application is advised. (shrink)

The preparedness and performance of Grade 10 students in prerequisites of STEM mathematics was the subject discussed in this study. General findings pointed to the fact that most students exhibited "Satisfactory" performance scores in key areas, with some readiness gaps seen in certain areas such as the Law of Exponents and Logarithmic and Exponential Functions rated "Low" to "Moderate". Readiness was highly associated with performance on some of the specific competencies - namely quadratic equation techniques and formula (...) manipulation, but not others; readiness cannot be inferred from performance alone. There is a suggestion to design strategic intervention materials that would close these gaps and refresh skills in critical areas of mathematics. The SIM should have activities that are structured, ways to motivate and support instruction towards the goal, so that there is a bridging between readiness and performance. Overall, it points out that what matters is a focused intervention for improving readiness among students in advanced STEM mathematics-prepared better for future academic and career challenges in STEM disciplines. (shrink)

The development of student's skills in the conduct of research, both qualitative and quantitative, is envisioned in the K to12 curriculum. This study uses qualitative research to show students' perceptions and understanding of a particular issue. Similarly, it describes apparent cultures postulated within the students' chosen themes. Finally, it determines the development of cultural knowledge in the context of Merleau-Ponty's phenomenology of perception among Grade 11 students at a Senior High School near Laguna Lake in the (...) City of San Pedro, Laguna, Philippines, during the school year 2016-2017. Semi-structured interviews, focus group discussions, and triangulation was used to obtain students' cultural understanding and share their experiences undertaking diverse qualitative research using purposive sampling. The data was analyzed using phenomenological analysis. Students' perceptions and streams of consciousness include street children, child labor fishermen, and school violence. Cultural understanding encompasses (a) the economic and psychological implications of family, (2) camaraderie, pakikisama and pakikiisa, and (3) education as a survival strategy. Senior High School students' research experiences connect underpinnings of cultural understanding. (shrink)

This study aimed to assess the effectiveness of remedial instruction in improving the numeracy skills of Grade 7 students at Malbug National High School during the school year 2023-2024. Adopting a quasi-experimental research design, the research focused on Grade 7 students at Malbug National High School, Cawayan East District, Masbate Province Division, Philippines, identified as non-numerates, employing pre-tests and post-tests as essential research tools. The independent variable was the remedial instruction in numeracy, while the dependent variable (...) was students' numeracy performance measured through pre-tests and post-tests. Before the intervention, the pre-test numeracy performance exhibited a varied distribution of students across different score ranges. A majority fell into the "Needs Major Support" category, emphasizing the necessity for targeted interventions. The post-test results, however, revealed a remarkable improvement, with 87.88% of initially non-numerate students achieving scores in the "Transforming" range. A thorough statistical examination validated a notable disparity in the scores obtained before and after the instructional intervention, substantiating the favorable influence of remedial instruction. The calculated t-value of 19.594, exceeding the critical t-value, led to rejecting the null hypothesis. In conclusion, the study emphasizes the need for tailored interventions based on the initial deficiency in numeracy skills. The post-test results underscored the success of remedial instruction in fostering substantial growth. The study recommends sustaining the remedial program, implementing periodic assessments, providing teacher training, involving parents in students' development, allocating adequate resources, and further research in other schools to strengthen findings. (shrink)

Trigonometry serves as an important precursor to calculus as well as college level courses. However, a possible factor that affects students from learning is teachers’ strategies in teaching. Several studies reveal that cooperative learning such as study group can increase achievement of students in mathematics. This study focused on the effects of study groups on the grade 9 students’ achievement in trigonometric problems. It sought to identify the achievement of the students in problem solving before (...) and after the interventions and to compare the interventions, the group taught with study groups and taught with the existing method. The study used true experimental design particularly pretest-posttest control group design. The study was analyzed through frequency count and percentage of scores, Wilcoxon rank test, and t-test for independents samples. The subjects of the study were the Grade 9 students in a public high school in Nueva Vizcaya, Philippines. The results revealed that majority of the students’ achievements increased. Moreover, the intervention with a study group and the existing method can improve the students’ performance in solving trigonometric problems. Furthermore, the result suggests that study group method was more effective than the existing method. (shrink)

It has become a fact that fluency and competency in utilizing the advancement of technology, specifically the computer and the internet is one way that could help in facilitating learning in mathematics. This study investigated the effects of Dynamic Geometry Software (DGS) and Computer Algebra Systems (CAS) in teaching Mathematics. This was conducted in Zamboanga del Sur National High School (ZSNHS) during the third grading period of the school year 2015-2016. The study compared the achievement and attitude towards Mathematics between (...) those students taught with DGS and CAS and those students who were taught without DGS and CAS. A quasi-experimental pretest-posttest control group design was used with two groups which was matched according to their mathematical level. An achievement test was developed and administered to assess the students’ achievement in Mathematics. Aiken’s attitude scale was also used to assess the students’ attitude towards Mathematics. The data were treated with One-Way Analysis of Covariance (ANCOVA) and t-test at 0.05 level of significance. The study revealed a significant difference between the mathematics achievement between students taught with DGS and CAS and those who were taught without it. The integration of DGS and CAS in Mathematics lessons leads to better academic achievement result compared with that of the conventional method of teaching. Moreover, there was no significant difference on the attitude level of the students between the two groups. (shrink)

This study determined the effect of online teaching in Physics using the Just-in-Time Teaching (JiTT) strategy on the academic achievement and conceptual understanding of Grade 9 students. One intact class was subjected to a single-group pretest/posttest pre-experimental research design. Purposive sampling was applied, and selected 48 Grade 9 students for this study. The data gathered were interpreted quantitatively from the validated physics achievement test (PAT) and from the adopted energy-momentum concept test (EMCT), while, the learning experiences (...) survey responses were interpreted thematically. This study was conducted for a period of eight (8) weeks during the 4th quarter of the school year 2020-2021 at Junior High School in District II. The study's findings using descriptive and inferential statistics revealed a significant difference in the students' physics achievement mean scores and a significant difference in the students’ energy-momentum mean scores before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. The class average normalized gain (g) of the 48 respondents on the adopted Energy-Momentum Concept Test (EMCT) resulted in statistically “high” normalized gain (g) in their conceptual understanding before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. Furthermore, the learning experiences survey responses revealed positive results and improvement on the students’ learning experiences in JiTT’s warm-up exercises. Hence, it was concluded that the online teaching in physics using the Just-in-Time Teaching (JiTT) as a teaching-learning strategy might significantly improve the students' academic achievement and conceptual understanding in grade 9 physics. (shrink)

In her book Specifications Grading, Linda B. Nilson advocates for a grading regimen she claims will save faculty time, increase student motivation, and improve the quality and rigor of student work. If she is right, there is a strong case for many faculty to adopt some version of the system she recommends. In this paper, we argue that she is mostly right and recommend that faculty move away from traditional grading. We begin by rehearsing the central features of specifications grading (...) and providing two examples of how to implement it in philosophy classes. In light of the examples, we argue that specifications grading fulfills two of Nilson’s central desiderata but not the third. Since specifications grading generates two benefits that when combined increase student learning, without adding or increasing burdens, we conclude that student learning increases when courses are revised to include aspects of specifications grading. (shrink)

The inclusion of attendance and participation in course grade calculations is ubiquitous in postsecondary syllabi, but can penalize the silent or anxious student unfairly. I outline the obstacles posed by social anxiety, then describe an assignment developed with the twin goals of assisting students with obstacles to participating in spoken class discussions, and rewarding methods of participation other than oral interaction. When homework assignments habituating practices of writing well-justified questions regarding well-documented passages in reading assignments are the explicit (...) project of weekly class meetings, participation increases on the part of all students. My focus shifted away from concern that I must get students to talk more, and turned instead to ensuring their marks reflected their learning rather than their speaking. Students’ improved engagement as a result of the assignment bears out evidence in the literature for active learning and for alternatives to taking attendance and quantifying participation. (shrink)

As many as you know, the title of this article was also the title of an international philosophy for children symposium held at the Menger Hotel in downtown San Antonio on April 12-14, 1989. The symposium was the culminating event of a year-long project in which third, fourth, and fifth grade teachers from four area schools implemented the philosophy for children program in their schools. In addition to a brief history of this project and a summary of the symposium (...) and related events, the paper concludes with reactions to this year long project from both teachers and students involved in the program. (shrink)

Impulse and momentum are basic concepts of mechanics introduced in the K to 12 curricula. Despite its basic concepts, students still have difficulties understanding the topic, especially when they are out of school due to the pandemic. After reopening the gates for face–to–face classes in the Philippines, the researchers found a significant reason to conduct a lesson study to improve teaching strategies on the topic. Lesson study is a development process wherein teachers work collaboratively to improve teachers teaching capacity. (...) This study was conducted at Plaridel National High School with 23 participants from Grade 9 Newton (Set A and B). The research was conducted in two cycles using a four – phase lesson study. The research lesson was implemented using a 4A Model lesson plan and the results were taken from the analysis of the lesson study observation sheets, along with the class proficiency level. The researchers used the following strategies to improve teaching, namely; (1) showing mastery of subject matter, (2) reviewing basic mathematical operations, (3) contextualizing the lesson, (4) allowing students to answer questions in mother tongue, (5) using collaborative activities, (6) giving rewards, and (7) applying proper time management. However, the findings still showed that both sets of students achieved beginning proficiency level. Despite the implementation of these strategies, the students still lack basic knowledge of the topic and mathematical operations, and they struggle to understand it. Thus, it is recommended to plan the lesson effectively, utilize other research instruments, and collect feedback from the students. (shrink)

Nghiên cứu này được thực hiện nhằm đánh giá thực trạng hành vi và mức độ tiếp cận giáo dục về vấn đề rác thải nhựa của học sinh trung học phổ thông ở khu vực Miền Trung. Kết quả khảo sát trên 2183 học sinh thuộc 10 tỉnh thành ở Miền Trung trong khoảng thời gian từ tháng 9 tới tháng 12 năm 2022 cho thấy: mặc dù, nhận thức của học sinh về vấn đề rác thải nhựa tương (...) đối cao song kiến thức và hành vi đối với vấn đề rác thải nhựa vẫn còn nhiều hạn chế; công tác giáo dục về rác thải nhựa hiện nay trong các trường học chủ yếu ở mức thỉnh thoảng thực hiện và hiệu quả chưa thật sự cao như kì vọng; hành vi đối với vấn đề rác thải nhựa của học sinh có sự khác biệt liên quan tới giới tính; khối lớp và giữa các địa bàn nghiên cứu. Kết quả nghiên cứu là cơ sở để đề xuất các biện pháp giáo dục phù hợp cho học sinh trung học phổ thông tại các tỉnh Miền Trung. [This study evaluates the current status of behavior and level of access to education on the issue of plastic waste among high school students in Central Vietnam. Survey results on 2,183 students from 10 provinces and cities in the Central region from September to December 2022 show that although students' awareness of the plastic waste issue is relatively high, but their knowledge and behavior towards plastic waste still has many limitations; current education about plastic waste in schools is mainly done occasionally, and the effectiveness is lower than expected; students' behavior towards plastic waste has gender-related differences; grade levels and between research areas. The research results are the basis for proposing appropriate educational measures for high school students in Central Vietnam.]. (shrink)

The Department of Education aims to improve learners' numeracy skills across grade levels. It seeks to enhance mathematics learning outcomes through intervention programs and best practices. These efforts support sustainable quality instruction in the K-12 and K-10 MATATAG Curriculum. In Lopez West District, a significant number of Grades 4 to 6 learners were observed to lack basic numeracy skills. This was revealed through the results of a recently administered numeracy assessment. The purpose of this program is to address numeracy (...) difficulties in Lopez West District. It aims to enhance the numeracy level of key stage 2 (KS2) learners. The study employed a quantitative quasiexperimental research design. It was conducted in the Lopez West District, Division of Quezon. A total of 3,071 KS2 learners participated during the school year 2024–2025. Data collection involved administering a pretest and a posttest. The researcher collaborated with school mathematics coordinators in the district. They conducted the tests after coordinating with relevant DepEd officials. The data was analyzed using a paired t-test in the Microsoft Excel Data Analysis Tool Pack. The study presents evidence of learners' improvement in numeracy levels. During the pretest, KS2 learners were categorized as non-numerates. After the intervention, their numeracy levels improved in the posttest, reaching the emergent numerate category. The paired t-test analysis showed a significant difference between the pretest and posttest results. The p-value was below 0.0001, indicating that Project ReCOUNT successfully improved the numeracy levels of KS2 learners in Lopez West District. The researcher recommended several strategies based on the study results. These include targeted drills, additional computing tasks and activities, and more time for the National Mathematics Program (NMP) of DepEd. Incorporating technology through virtual numeracy sessions with learners was also suggested. (shrink)

Student’s classroom participation in English language teaching: The case of Gozamen General Secondary School in Grade 10-A -/- Author / Authors : Atalay Mesfin Aneteneh Page no. 204-217 Discipline : Education Script/language : Roman/ English Category : Research paper/Action research Keywords: English, Teaching Elementary, Training, Action research.

Collaborative learning emphasizes student-to-student interaction and the instructor’s role as a facilitator. Collaborative Online International Learning (COIL) was founded in 2005 by the State University of New York (SUNY) to help schools adapt their single classroom courses to an online, collaborative format and establish strong collaborations with professors with whom they would join classes and co-teach using SUNY COIL conferences and website, as well as pre-established partnerships between the institutions. However, as the globe becomes increasingly interconnected, educational challenges aimed at (...) cultivating intercultural competency become more important (Ceo-DiFrancesco & Bender-Slack, 2016). That is why this study aimed to (1) understand the lived experience of students who went under the COIL program in relation to SDG 12, (2) review the new knowledge students obtained when they took part in the COIL program in relation to SDG 12, and (3) discover the challenges students encountered while participating in the COIL program in relation to SDG 12. The researcher surveyed Filipino and Japanese students who participated in the COIL program concerning SDG12 from St. Patrick School of Quezon City, Kwansei Gakuin University, and Meiwa Senior High School. The study employed qualitative phenomenological research, and pertinent data were obtained through an open-ended survey questionnaire. The study was analyzed using Colaizzi’s descriptive phenomenological method. The results showed that the lived experiences of students who went under the COIL program in relation to SD12 have something to do with all their learnings and enjoyable experiences, intercultural and global interactions, and environmental discussions and action plans related to SDG 12. Moreover, students learned and understood better the negative impact of waste on the environment, environmental awareness and practices, the culture and norms in the Philippines and Japan, and the importance and benefits of collaboration. Lastly, the study also revealed the different challenges students encounter while participating in the COIL program in relation to SDG 12, such as cultural differences, language barriers, technical difficulties, and difficulties in experimentation. Thus, it was recommended to learn to adapt to everyone and adjust according to countries’ different cultures, practice and be proficient with the English language, have backup devices and platforms to use to ease technological problems, and improve implementations of experiments. (shrink)

The use of mobile devices has generated a new way of communication by using unique abbreviations and grammatical shortcuts. This method of communicating has been commonly used by teenagers to socialize with other people in their generation. The use of these texts has alarmed parents and teachers. This study was conducted to discover the correlation of this method of communication called “Tech Speak” to a student's English proficiency. The researcher has surveyed grade 10 students, that has a total (...) of 28 students, at Santiago National high school. The researcher used 10 words that are commonly misspelled as a parameter of the spelling test to measure the proficiency of both techspeak and non-techspeak students. The results yield an average of 8 and 7.7, thus making the students using Tech Speak more proficient in spelling than the students that are categorized as non-techspeak. The findings have led the researchers to conclude that the use of techspeak has no negative effects but rather it improves the student’s spelling proficiency. (shrink)

This study focused on creating an Audio-Visual Strategic Intervention Material (SIM) to help Grade 7 students improve their skills in performing fundamental operations on integers in Mathematics. The research used an Educational Design Research approach and selected participants through purposive sampling. Data collection involved a checklist and rating scale, and analysis was carried out using frequency and mean. The findings revealed that mastering fundamental operations on integers had consistently been the most challenging skill for Grade 7 (...) class='Hi'>students during the first quarter over the past three academic years. The SIM underwent a thorough validation process done by expert validators, including Mathematics teachers and content specialists, who assessed its content, instructional design, and technical quality. The experts provided a mean rating of 3.63, indicating that the material was of very high quality. The high validation scores affirmed that the Audio-Visual SIM met high standards in terms of content accuracy, instructional effectiveness, and technical presentation. The study highlights the potential of audio-visual materials as an effective tool for addressing learning gaps in Mathematics, providing educators with a valuable resource to improve students' foundational skills in integer operations. The findings also guided the planning of extension activities, and recommendations for further refinement and broader use of the SIM were provided. To continue assisting students in overcoming these challenges, the Institution, through its extension program, may offer workshops, seminars, and training sessions on the creation and use of Audio-Visual SIMs. (shrink)

Drawing on the work of Linda Farmer, this article describes a detailed grading grid coupled with a rubric designed for the purpose of assessing argumentative papers. The rubric consists of two main parts: Content and Style. Relying upon Bloom’s taxonomy of learning, the “Content” part of the rubric assesses a student’s understanding of the material, the argument of their paper, and various abilities concerning analysis, synthesis, evaluation, and creation. The “Style” part of the rubric is split into two parts: Clarity (...) and Organization. Coupling this rubric with a grading grid, the author provides an example of a method for the effective grading of argumentative essays. (shrink)

This study's focus was to determine students' English competency level after exposure to video lessons as supplemental materials. The respondents of the study were 139 Grade 9 students of Mahaplag National High School coming from four sections enrolled for School Year 2022-2023. Quasi-experimental method of research particularly the pretest-posttest design was utilized in the study. Frequency counts, mean percentage score, weighted mean, standard deviation, and paired samples T-test were utilized in data analysis. Results of the study revealed (...) that the competency level of the students on all three learning competencies before the exposure to video lessons is in the poor category. On the other hand, it was revealed in the study that after exposure to video lessons and through the administered post-test, students’ competency levels improved, which now belongs to the fair category. As to the student’s acceptance level of video lessons as supplemental materials, it was found that students positively accept video lessons as supplemental materials for selected English 9 competencies. It was also ascertained that there was a statistically significant increase in the scores of the students on all three competencies after exposure to video lessons. Furthermore, there was a significant increase in students' overall scores on the three competencies. From the results of the study, it can be concluded that video lessons can be a great supplemental material in teaching English 9 competencies. (shrink)

Student evaluations of teaching (SETs) have been used, researched, and debated for many decades. It is a common practice in higher education institutions, with the supposed purpose of improving course quality and effectiveness, but with unintended consequences of encouraging and motivating poor teaching and causing grade inflation. There is strong evidence that SET “effectiveness” does not measure teaching effectiveness. This paper reviews empirical research examining common concerns about the usefulness (positive and negative) and accuracy of SETs. The findings reveal (...) that student satisfaction relates to their anticipated/expected grades in their courses; hence, they want to get good grades and their instructors want to get a good rating of SET, and this results in grade inflation. The key points are that SETs (1) allow students to speak their “mind”, (2) have no compelling correlation between quality of teaching and learning effectiveness, (3) reward easy, less demanding, and lazy teachers with a positive rating, (4) are biased against gender, attractiveness, ethnicity, race, etc., (5) are weaponized against “some” faculty members, and (6) are like asking convicts awaiting sentencing to evaluate the judge or jurors who convicted them. (shrink)

The study aimed to determine if differentiated instruction effectively addresses learning gaps in mathematics. In particular, it explored how it can improve the student’s learning gaps concerning mathematical performance and confidence. The study employed a quasi-experimental design with 30 purposively-selected Grade 10 participants divided into differentiated (n = 15) and control groups (n = 15), ensuring the utmost ethical measures. The mean and standard deviation were used to describe the participants’ performance and confidence. Independent samples t-tests were used to (...) determine the significant differences in the performance and confidence between the two groups. In contrast, dependent samples t-tests were used to determine the significant differences in each group’s pre and posttest performance and confidence. Findings bared that the differentiated instruction successfully addressed students’ performance in mathematics even in a short period. It also increased the participants’ confidence when answering fundamental problems. Continuing differentiated instruction activities are recommended since it benefits students who struggle in mathematics, particularly in answering fundamental operations. Differentiated teaching activities in mathematics can boost academic achievement and engagement and prepare students for future success while fostering a positive and inclusive classroom culture that values individual learning needs and preferences. (shrink)

This study sought to create a digital game-based physics lesson for seventh-grade students. It sought answers to respondents' least mastered competencies in physics by identifying their preferred game-based learning activity and determining their level of critical thinking, creative thinking, and problem-solving. A descriptive-developmental design was used in the study of selected learners from 129 grade 7 students, carried out at Bukal Sur National High School in Candelaria, Quezon, during the academic year 2022-2023. The study's findings revealed (...) that the respondents' least mastered competency in Physics was describing an object's motion in terms of distance or displacement, speed or velocity, and acceleration, as well as creating and interpreting visual representations of object motion such as tape charts and motion graphs and inferring that waves carry energy. Respondents prefer to play digital games, particularly puzzle games, on their mobile devices. The respondents' mean pre-test score indicated low critical thinking, creative thinking, and problem-solving, whereas the mean post-test score was very satisfactory. Finally, there is a significant difference between the respondents' pre-test and post-test scores for critical thinking, creative thinking, and problem-solving. (shrink)

Microlearning-based lessons are still new in the field of education because it primarily focuses on corporate training and adult learning. Hence, limited research was conducted in basic education even in higher education. Microlearning-based lessons are designed and delivered in the form of small, bite-sized information which allows students to achieve a certain learning objective. The main purpose of this research is to determine the effectiveness of Microlearning-based Lessons in Chemistry in the level of academic performance of 18 Grade (...) 9 students under the online learning modality. Moreover, the research instrument used was a researcher-made pretest-posttest based on the learning competencies of the Most Essential Learning Competency (MELC) consisting of 25 multiple choice items along the topics in Grade 9 Chemistry during the Second Quarter of the school year 2020-2021. Mean and paired t-tests were used as tools for analysis. Findings reveal that students’ exposure to Microlearning-based Lessons in Teaching Grade 9 Chemistry improved their level of academic performance in Chemistry. This implies that students perform better when they use microlearning-based lessons in learning Chemistry. Thus, it can be concluded that the level of performance in Chemistry of Grade 9 students greatly improved after exposure to microlearning-based lessons. Furthermore, this shows the effectiveness of the intervention material in improving their level of academic performance, thus the microlearning-based lessons be adopted in teaching Chemistry is recommended. (shrink)

The researcher worked on the development, validation, and testing of the interactive electronic Metrobank-MTAP-DepEd Math Challenge (e-MMC) review material for Grade 5 learners. As a result of this research, an offline mobile review material was made, validated, and tested. This material was used by grade 5 students in the Lopez East and Lopez West districts to help them improve their MMC test scores. Students in Grade 5 from both districts who got an average of 90 (...) and above in Mathematics during their previous year and who might be interested in competing in MMC were asked to take part in the study. With the use of the Cochran Formula and a population size of 116 and 119, a total of 235 from both districts, a confidence level of 95%, and a 5% margin of error, the study used 147 respondents. This study employed three sets of research instruments intended for the development of the material, the validation of the review material, as well as a pretest and posttest for Grade 5 examinees of MMC, respectively. This research also utilized two statistical tools: the arithmetic mean used in the validation process and the paired t-test used in testing the significant difference between the pretest and posttest. After a thorough validation of the developed interactive e-MMC review material in terms of its content quality, instructional quality, and technical quality, the developed material was said to be very satisfactory and highly valid, with an average of 3.76, and is ready to be used as a review material by Grade 5 learners in improving their test scores in the Metrobank-MTAP-DepEd-Math Challenge (MMC). Based on the results of the pretest and posttest, which show that there is a significant difference between the results of Grade 5 learners in MMC, the null hypothesis is rejected. This means that the developed interactive e-MMC review material for Grade 5 learners is a valid way to help learners do better on the said test. (shrink)

The primary purpose of the study was to determine the significant difference in the student performance in English selected topics through self-learning modules based on their sections. The respondents of the study are the 123 fourth-grade students of a central elementary school. Utilizing the descriptive-comparative type of research with Mean and Analysis of Variance as statistical tools, it was found that the level of student performance was satisfactory and there is no significant difference in the level of student's (...) performance when grouped according to section. The researchers, therefore, recommended that the school may implement face-to-face instruction with the help of the parents to address the needs of the students for their academic performance. Teachers should conduct a remedial class for the students with low academic performance and include assessments to assist and help the students develop their cognitive skills. Furthermore, future researchers were recommended to conduct similar studies with wider scope, with different research design and set of respondents. (shrink)

Choice Based Credit System (CBCS) is a modern curriculum system of higher education in India which was first introduced by the Academic and Administrative Reforms committee of University Grant Commission (UGC) in 2008 headed by Prof. A. Gnanam. It is a system that promises to bring in holistic development of an individual by providing flexible and multi-disciplinary learning experience. The CBCS provides a cafeteria type approach in which the students can take courses of their choice, learn at their own (...) pace, undergo additional courses and acquire more than the required credits, and adopt an interdisciplinary approach to learning. The courses shall be evaluated on the grading system, which is considered to be better than the conventional marks system. To make the present curriculum uniform, international standard and more developed UGC implement the Choice Based Credit System at higher education level. There are different Universities in the country that have adopted this system through modifying up to 30% of core papers’ syllabus under the proposed UGC curriculum. The major objectives of the study were to explore the nature of the present CBCS curriculum of Zoology and measure the perception level of the students on the present CBCS curriculum of Zoology of Vidyasagar University. The major Findings of the study were suggested that the Vidyasagar University followed the UGC recommended curriculum pattern for framing the CBCS curriculum of Zoology and it has also been found that there was no significant difference in the male and female students’’ perception about CBCS curriculum of zoology at undergraduate level in Vidyasagar University. -/- . (shrink)

This study developed and validated a scale for college teachers’ evaluation. The scale was developed considering existing literature on the student’s perceptions of effective college teachers and from the perceptions of students through focus group discussion. Initially, 37 items were generated using a 5-point Likert scale for validation. The data then collected and proceeded to construct validation using Exploratory Factor Analysis (EFA) with Principal Component Analysis for Extraction using Varimax rotation method. Data analysis was done using SPSS. Based on (...) the validation process of the instrument, three (3) dimensions were identified with 12 items for the evaluation of college teachers’ performance. The said dimensions were Effective Communication, Professionalism, and Instructional Alignment. This instrument is feasible to be used as a tool in assessing performance by college teachers, especially by the students. (shrink)

This study is concerned with linguistic competence and relationship between the socio-demographic profile in terms of parents’ education background and assigned household chores. The researcher made questionnaires and essay tests and administered among senior high school students who were randomly chosen as respondents. To analyze and interpret data, mean, standard deviation, T-test, and One-Way Analysis of Variance were utilized. ANOVA was conducted to determine whether there was a significant relationship between the socio-demographic profile and the level of linguistic competency (...) of the senior high school students. Findings revealed that there was no significant relationship between the parents’ educational attainment and linguistic competences. ANOVA was conducted again to determine whether there was a significant relationship between the assigned household chores and the level of linguistic competency of the senior high school students. Similarly, results indicate that linguistic competences do not differ among respondents with different assigned household chores. In addition, T-test was conducted to determine whether there was a significant difference among the level of linguistic competencies of the senior high school students in Ormoc City Regional Sports Academy, but the gathered results revealed that there was no significant difference among linguistic competence level. However, there was a significant difference in the linguistic competence in organization of ideas among senior high school students. Grade 11 students have significantly higher mean in organization of ideas than Grade12 students. Major findings revealed that the respondents were at the basic level under the Common European Framework of References for Languages. Generally, the linguistic competence of the senior high school students should be improved. A proposed remedial activity in English writing skills is adapted to level up the linguistic competence of the senior high school students. (shrink)