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Jenifer Tallungan

AC pegs 18 awards in RHEPC

The AC Victors! (from left) Remanel Esquejo, Rheanel Esquejo, Imee Mariela Fabro, Mark Loi Yarcia, Fernando Pili Jr., Marcos Manzano and Genesis Pojas

Proving mettle in the field of journalism, five student scribes from Aldersgate College romped off with eight individual and ten group awards during the Regional Higher Education Press Conference (RHEPC) held at Kimikarlai Hotel, Tuguegarao City, on December 9-11, 2010.

The AC delegates who shone in the above stated regional tilt bagged the following awards: First Place, News Writing (Eng)- IMEE MARIELA FABRO, BSN III;  Second Place, Feature Writing (Eng) and Fifth Place, DevCom Writing (Eng)- RHEANEL ESQUEJO, BSED IV; Third Place- Photojournalism (Eng)- MARK LOI YARCIA, BSN III; Third Place- Feature Writing (Fil) and Fourth Place- Poetry Writing (Fil)- FERNANDO PILI JR., BSED III;  Fourth Place- Graphic Arts (Fil) and Fourth Place- Comic Strip Drawing (Fil)- GENESIS POJAS, BSIT III. Other regional finalists were REMANEL ESQUEJO, BSIT III, and MARCOS MANZANO, BSEE II. Continue reading

AC backs smoke-free NV drive

Nueva Vizcaya (NV), famed by its Clean and Green campaign having garnered national citations in this feat, will now truly become the haven of clean and fresh air lovers!

The provincial government of NV with the leadership of Hon. Governor Luisa Lloren Cuaresma launched the Smoke-Free Ordinance during a program held at the People’s Stage, Provincial Capitol, Bayombong, Nueva Vizcaya last November 8.

To ensure the implementation of this ordinance, Gov. Cuaresma had the ceremonial signing of the Pledge of Commitment followed by stakeholders like the Philippine National Police, Local Government Units, National Government Agencies, Civil Society Organizations, Business Organizations and Academic Institutions like Aldersgate College represented by the Supreme Student Council President Rheanel M. Esquejo and her council.

“Rest assured that this law will not exempt or excuse any offender even me and Vice Governor Jose Gambito”, Cuaresma said. Atty. Eduardo C. Balgos, former Board Member of the province, read the overview of the ordinance followed by the presentation of the Members of the NV Smoke-Free council by Mr. Manuel N. Tabora, Assisstant Provincial Budget Officer and Acting Provincial Administrator.

In the absence of the National Professional Officer of the World Health Organization, Dr. John Juliard Go, the keynote speaker, Dr. Maria Soledad Antonio, representative from the Philippine Nurses Association, hailed the province for being the first province to have a smoke free ordinance. “Launching pa lang, kitang-kita na ang inyong pagsuporta sa ordinansa, sana hindi kayo magsasawa.”Antonio added.

The said partakers roved around the towns of Solano and Bayombong to show support to the ordinance.

Meanwhile a Press Conference was held at the Provincial Capitol function hall wherein editors-in-chief and news editors from different schools joined. Esquejo together with her council and Fernando B. Pili, Jr (EIC of the College Paragon) joined the press conference. It was also graced by press people like Mr. Charles Lagasca (Philippine Star); Mr. James Baculin (DWRV); Mr. Joe Dazig (DZRH) among others.

In the afternoon, the planning workshop of the NV Smoke-Free council took place wherein Dr. Divina Gracia Apolonio, AC High School principal took part.#

AC scribes advocate peace, bag 6 awards

Three senior Paragon staff bagged six major awards in the International Day of Peace Celebration held in partnership with the Regional Associations of Supreme Student Council, Cagayan Valley Chapter at NVSU Bayombong, September 23-24,2010.

AC scribes attested their prowess in writing and outshone other participants in the following: Fernando B. Pili Jr.- 1st Place Essay writing (Filipino) and Poetry Writing (Filipino); 2nd Place Poetry Writing (English); Mark Loi C. Yarcia- 1st Place Essay Writing (English); and Rheanel M. Esquejo- 2nd Place Short Story Writing (English) and 3rd Place Poetry Writing (English).

The two-day celebration covered a parade around Bayombong Proper advocating peace, writing and drawing competition correlated to the theme, “Sustaining the Youth’s Engagement, Bridging the Peace Building Gaps”, and seminar-forum on Peace and Human Rights.#kaizen

ACGS levels up

The Aldesrgate College Graduate School dean, faculty members and students attended the two-day Philippine Association of Graduate Educators (PAGE) Regional Assembly Cum Workshop enthemed “Fostering Quality Research in Graduate Education” at the Center for Professional Development, University of La Salette, Santiago City, last October 28-29.

The ACGS delegation headed by Dr. Elizabeth R. Pascual, Dean and Treasurer of PAGE Region 02 for CY 2010-2011, composed of faculty members: Dr. Romeo Yarcia Jr., Jonathan Daton Palitayan, Debora B. Sampaga, Rizalyn L. Esquivel, Jenifer Raymond R. Tallungan; and graduate students.

Dr. Evelyn L. Pascua, CESO III, Director IV, Commission on Higher Education R02, urged the participants to foster quality and excellence as a day-to-day commitment, in her keynote speech during the opening program.

“If there’s quality, there’s satisfaction whose locus should be the student staisfaction. In this way, graduate education can take the lead role in enhancing quality towards global competetiveness.”  Pascua further explained.

The first day was capped by the lectures delivered by Dr. Ramil S. Rodriguez, NVSU, and DR. Nenita Capili, CSU-Lallo, on Quantitative and Qualitative Researches followed by the discussion of the National Higher Education Research Agenda by Dr. Nestor Calvan, ES II, and workshop mechanics by Dr. Antonio P. Pascual, CEPS.

The CHED Director briefly talked on choosing and narrowing down of topics as well as the writing of titles following requisites for quality researches that should cover priority areas like program or curricular studies, policy-oriented studies, accreditation, quality assurance mechanisms, among others.

On the second day, Dr. Dante Aquino, Director CHED of the Zonal Research Center addressed the yearning of the participants on how to come up with manuscripts deserving of publication not only in local research jornals but also in national and international circulations, as he lectured on Refereeing Journals.

Outputs of the workshop were presented for criritiquing by a panel composed of reasearch experts and PAGE regional officers: Dr. Jack Cabalonga, Dr. Rustico Santos, Dr. Gloria Yco, Dr. Pascual and Dr. Calvan.

Before the assembly closed, Tallungan of the AC delegation delivered his impressions and the synthesis of the activities.#

Farewell Villa Adriano, Hello Bonifacio!

Aldersgate College: Establishing a Secure and Stable Community

Through the Pangkalusugan- Pangkabuhayan Outreach Program Bidding Villa Adriano Adieu After five momentous years of helping attain community needs, and address livelihood and health care concerns of the people of Villa Adriano (Busilac, Nueva Vizcaya), Aldersgate College is now sending off this partner-barangay which has slowly evolved into a self -sustained, independent and self -reliant community through the VAPPOP -Villa Adriano Pangkalusugan Pangkabuhayan Outreach Program. This program as the brainchild of Aldersgate College served as an awakening for a remarkable improvement in social relations, community involvement and services as well as the struggle of the people of the barangay for educational reformation. In turn, the trust of Villa Adriano people to AC has put up a strong bond between the college and its adopted community that enabled the school to set, implement, and achieve goals which truly have brought forth sustainable development and enthusiasm of the people to have meaningful lives.

Welcome Barangay Bonifacio!

Aldersgate College which continually sets its aspirations and high hopes of reaching out to other communities that pose enormous needs for community development, has conducted a probe of the next community to be adopted and developed. The School of Medical Sciences known for its advocacies in health and society building will extend its mission program this year to its new partner community. The following are the pre-set categories used as bases in choosing a partner community.

1. The community should have at least a minimum of 50 family heads as residents.

2. The community is considered underdeveloped as to technology and underserved as to various services and programs of the government.

3. The community possesses natural and social resources which can be utilized to enhance a healthy and progressive life.

4. The community offers opportunities for students’ effective learning experiences in their development and preparation to become competent health professionals.

5. The community residents should be able to extend their cooperation for active involvement in the achievement of implemented programs for the welfare of everybody.

6. Community leaders should be able to demonstrate effective leadership roles for sustainability of programs implemented for the interest of the public.

An ocular survey of one of the candidate communities was done at Barangay Bonifacio, Quezon Nueva Vizcaya after the courtesy call on February 4, 2009, at the municipal hall of Quezon. It was participated by the new set of student officers and volunteers who were organized to lead the school’s extension program. Consequentially, the following characteristics of Brgy. Bonifacio, Quezon, Nueva Vizcaya, were unveiled to make them qualify as the next beneficiary of the school’s extension program:

1. Population: Brgy. Bonifacio Quezon has 150 households with a total population of 612 (Source: Barangay Nutrition Scholar Form. 1A of 2006.)

2. Electricity: Only one sitio out of 8 has electricity provided by NUVELCO thus majority of the households depend on gas and kerosene lamps for their lighting needs.

3. Transportation: The road going to the 7 other sitios, which do not have electricity, is poorly developed. The place can only be reached by hiking, carabao-back riding or riding a sled pulled by a carabao. During rainy seasons, the roads are muddy making it inaccessible to the public.

4. Agriculture: Corn, one of the major crops in Bonifacio, is planted twice a year. It has yield ranging from 35 to 55 cavans per hectare. Another crop is rice, planted twice a year yielding an average of 70 to 76 cavans per hectare.

5. Land Area: Brgy. Bonifacio has an approximate total land area of 1,950 hectares. 72% or 1,400 hectares are used mainly for agricultural purposes, while 28% or 550 hectares are open spaces which account for unfilled land. Land proportion is complimentary for profit depending on the communication with the land owners of the place.

6. Community Thrusts:

6.1. The barangay people aiming at boosting up their health and economic status proffered their neighborhood for partnership to Aldersgate College through the School of Medical Sciences as the school’s frontliner in quality nursing practice highlighting the following important points: *the goal which is promotion and preservation of health of the population; and *the enhancement of students’ acquired knowledge, skills and positive attitudes in providing health care services to become competent health care professionals in the future

6.2. Willingness and acceptance of every opportunity for learning and programs geared to improve their lifestyle were demonstrated by the community residents.

6.3. The residents of the area through the Barangay officials led by Brgy. Captain Pepito Ballagan made their way beyond cynicism in expressing their readiness in continuing and maintaining the program’s activities and plans. The School of Medical Sciences, the student volunteers, together with the help and assistance of the instructors in-charge and advisers are still in the process of formulating specific programs for the adopted community. Family health survey forms were already prepared and are now available. As soon as the team has completed gathering, compiling and interpreting data from the ongoing family health assessment survey in the community, formal programs will be made that will address the needs of the next partner community.#

Teacher-centered strategies unveiled in TSEP survey

In line with the Teaching Styles Enhancement Program (TSEP) of Aldersgate College, a Teaching Style Assessment (TSA) was conducted last semester covering faculty members of all academic units. It revealed that  the strategies frequently used by teachers are lecture/teacher talk, question and answer, and teacher-led whole class discussion.

In addition to these strategies which are classified as whole class activities, other preferred strategies are exam paper questions, regular tests and individual assignments which are categorized as individual activities. The least preferred strategies are: use of computerized databases, spreadsheets and multi-media resources, as well as allowing students personal choice in class assignments.

Based on these findings, the  TSEP Program Leader, Rizalyn L. Esquivel, English Department, concluded that the prevailing teaching method in the delivery of lessons by teachers is still lecture/teacher talk. This method reflects a teaching-learning process that is very teacher-centered.

As a preliminary move to improve the teaching-learning process, Language instructors were sent to a seminar-workshop on Current Methods in English Language Teaching and Testing with emphasis on Communicative Approach; and Module Preparation held at the University of the Philippines.

Subsequently, the Aldersgate College:  Developing a Culture of Academic Excellence Training Series 01, was conducted from June 2-5, 2009, at the ICDC Audio Visual Room to train educational administrators and faculty on the use and development of advanced learning tools and methods which introduced plenty of learner-centered strategies and educational multi-media  resources to the teaching-learning environment.

TSEP is an important component of the Total Educational Quality Improvement Plan (TEQIP) initiated in October, 2008, by the College President Dr. Junifen F. Gauuan. The TESP program staff is composed of Rizalyn L. Esquivel (Program Peader), together with Prescilla A. Soriano (Senior Executive Assistant for Education), Jenifer Raymond R. Tallungan (Public Information Officer and data analyst), Deans, Principals and selected Teaching Style Assessors.

The Learning Styles of First Year Tertiary Students of Aldersgate College…

Background of the Study

In today’s global society, foreign language skills have become vital to the children’s future as members of the workforce and to the nation’s future success in the world. The learning of a second language is a complex process, involving a seemingly infinite number of variables. The school plays a great role in the second language learning as it endeavors on the effectiveness of its curriculum. In the light of second language learning, the school through its educators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving.

The teachers should design instructional methods to connect with learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking. The Teachers should employ a variety of assessment techniques, focusing on the development of “whole brain” capacity and each of the different learning styles. By understanding the learning styles of the students, their environment can be tailored and they may be taught with some tips to help them succeed in school and in life.

This study was anchored on the different learning styles of second language learners which were the bases for designing a task-based syllabus. It worked on the balance of learning styles among students who tend to be single-sided in the learning process. Being flexible in the process maximizes the opportunities of students to learn new interesting things in language learning which they can put into practice.

Research Problems

1. What is the profile of the first year students of the different colleges of Aldersgate College as to:

1.1.      Age?

1.2.      Gender?

1.3.        Parents’ Income?

1.4.        Parents’ Occupation?

1.5.        Technological Media and Reading Materials at Home?

1.6.        Number of Siblings?

1.7.        College enrolled in?

1.8.        Language Spoken at Home

2. What are the dominant learning styles of the first year tertiary students of the different colleges of Aldersgate College based on the following?

2.1.     VAK Learning Styles Test

2.2.     KOLB’S Learning Style Inventory

2.3.     Index of Learning Styles Questionnaire

3. Is there a significant difference on the learning styles of the first year tertiary students of Aldersgate College when grouped according to colleges?

4. Is there a significant relationship between the learning styles of the first year tertiary students of Aldersgate College when grouped according to the profile variables?

5. What are the implications of the result of the assessment on the learning styles of the first year tertiary students of Aldersgate College to task-based learning?

Respondents of the Study

The study was conducted to the 262 respondents who are first year college students enrolled at Aldersgate College this second semester school year 2007-2008.  The respondents were purposively chosen as the study covered all first year students enrolled in the different degree and non-degree programs of Aldersgate College.

The succeeding table is a matrix of the respondents who are first year tertiary students categorized according gender and course enrolled in Aldersgate College. These are the courses offered under the five college departments of the school: College of Arts Sciences and Education (CASE); College of Business and Information Technology (CBIT); College of Engineering and Technology (CET); School of Criminology (SC); and School of Medical Sciences (SMS).

Findings

Profile of the Respondents

Age

The respondents are within the normal age range of first year tertiary students with the mean age of 18.37 or with ages falling under the 17-19 age group.  The small discrepancy from the normal age of 17 is accounted by students who entered college after some time or students who shifted from one course to another.

Gender

The gender breakdown of the first year tertiary students of Aldersgate College is 116 or 44.27% males and 146 or 55.73% females. SMS, CASE and CBIT are dominated by female students and the courses under the SC and CET register more males.  The difference in the number of females over males is equivalent to 11.46%.

Parents’ Income

The overall mean of the respondents’ combined parents’ income  is Php 10240.58 or between Php 6000-12000.

Parents’ Occupation

There are 32 occupations in which the parents of the respondents are classified. Farming is the primary source of most families the respondents belong to. One hundred twelve (112) or 42.75% of the respondents have parents who are farmers. Seventy eight (78) or 29.77% of the respondents have parents who engage in housekeeping. Third among the occupations is the Overseas Foreign Worker (OFW) with 48 respondents or 18.32%. Other occupations of the respondents’ parents are business (39 or 14.89%); driving (33 or 12.60% ); teaching (18 or 6.87%); carpentry (13 or 4.96%); government employee (9 or 3.44%); Police/Military Service ( 6 or 2.29%); politics (5 or 1.91); engineering and vending (4 or 1.53%); clerical, mechanic, medical practice and school administrator (3 or 1.15%); cashier, nursing practice and retirees (2 or 0.76%);  apartment caretaker, bank employee, dentist, electrician, fisherman, forester, hairdresser, human resource officer, nutritionist, preacher, student, tailor and welder (1 or 0.38%).

Technological Media and Reading Materials at Home

One hundred eighty seven or 71.37% of the respondents have books which are most remarkable among the print materials; 182 or 69.47% have dictionaries at home; 128 or 48.85% have magazines; 106 or 40.46% have newspapers; while only 47 or 17.94% of the respondents have educational journals at home. With regards to non-print materials, the television ranks first with 235 respondents or 89.69%, followed by cellular phone (203), radio (197), and DVD/VCD (174) which are all marked with high frequencies, meaning they are considerably found in the homes of the respondents as technological media from which they can get information. Other materials which are not so common among the respondents are electronic learning packages (49), computer without internet (40), computer with internet (23) and hard phone (19). These electronic gadgets are least in count because of the cost they require.

Number of Siblings

With respect to the number of siblings, 44 or 16.79% of the respondents have five (5) siblings or more. Thirty nine respondents or 14.89% have 4 siblings. Moreover, 67 of the total respondents or 25.57% have three (3) siblings under which sibling group fall most of the respondents. Next in frequency is the sibling group of two(2) with 58 or 22.14% of the respondents. The sibling group of one (1) has classified under which 44 respondents or 16.79%. Only 10 respondents or 3.82% belong to a family with no siblings.  Considering the overall mean number of siblings which is 2.81, the respondents in general fall under the three-sibling group which indicates that most of the first year tertiary students of Aldersgate College belong to a family of four kids.

College enrolled in

Highest in terms of college size is the School of Medical Sciences with 139 or 53.06%. Following are the College of Business and Information Technology whose respondents sum up to 65 or 24.81% and the College of Engineering and Technology with 27 respondents or 10.30%. The school of Criminology registers 19 respondents or 7.25% while the College of Arts Sciences and Education comes with the least number of respondents at 12 or 4.58%.

Language Spoken at Home

There are fourteen (14) languages which the freshmen students of Aldersgate College use to communicate at home. The Ilocano language takes 215 of the respondents or 82.06%. The Tagalog language comes next with 41 or 15.65%. Ifugao and Kalanguya speakers as well belong the top array of frequently spoken languages with 19 or 7.25% and 8 or 3.05% respectively. Both Gaddang and Isinai speakers take the fifth slot with 4 respondents or 1.53% each. Other languages are Bisaya (2), Waray (1), Cebuano (1), Bontoc (1), Itawes (1),  Pangasinense (1), Ibanag (1) and English (1).

Learning Styles of the Respondents based on VAK Learning Styles Test, KOLB’s Learning Styles Inventory and Index of Learning Styles

VAK Learning Styles Test

The visual learning style is most dominant among the first year tertiary students which take 184 or 56.49% of the total number of respondents.  The respondents rated themselves on this level with an overall mean of 3.27 which falls in between two options: Sometimes Applies (3) and Often Applies (4).  Next in frequency are the respondents who were categorized as auditory learners with 65 of them or 24.81% with an overall mean of 3.08 under this style, meaning the set of auditory statements in the VAK Test sometimes applies to them. The respondents manifested least preference on the kinesthetic style of learning with 49 respondents or 18.70% falling under this group. The respondents rated themselves 2.96 on the average as to their ability to learn kinesthetically. This figure is found in between the descriptive options: Applies Once In A While (2) and Sometimes Applies (3).

KOLB’S Learning Style Inventory

There are no immense differences in the number of respondents classified under the four learner types according to frequencies for each type. There are 69 respondents or 26.34% who belong to the pragmatist group (Concrete Experience); 67 or 25.57% to the reflector group (Reflective Observation); 65 or 24.81% to the activist group (Active Experimentation); and 61 or 23.28% to the theorist group (Abstract Conceptualization).  The mean ratings of the respondents from the inventory were obtained as well. It can be made out that respondents are reflectors in general with mean rate of 18.93, followed by theorists with mean of 18.73, activists with mean of 18.52 and pragmatists 17.58.

Index of Learning Styles Questionnaire

1.       Active versus Reflective

The respondents register a mean rating of -0.01 under this category which implies that they are more inclined to be active learners over reflective learners.

2.       Sensing versus Intuitive

The respondents coming from the five college departments are sensing learners as compared to intuitive learners, since the mean is -2.22.

3.       Visual versus Verbal

The mean rating of 0.73 is the outcome of the index under this category which implies that the respondents tend to be more verbal than visual.

4.       Sequential versus Global

While some are fairly well categorized as global, the respondents in general are sequential learners based from the index mean of 0.93.

The difference between the learning styles of the first year tertiary students of Aldersgate College when grouped according to the college

There is no significant difference between the learning styles of the respondents when grouped according to colleges they enrolled in. The F-ratios computed in all the learning styles categories fall between the range of + and – 2.41. This denotes that for all categories, the Null Hypothesis is accepted.  This means that the learning styles of the students do not vary or are not determined by the college they enrolled in.

The relationship between the learning styles of the first year tertiary students of Aldersgate College when grouped according to the study variables

Age

The VAK Test yields that there is no significant relationship between the learning styles of the respondents and their ages as indicated by the values of 0.41 (low correlation) and 0.21 (very low correlation) for the visual and auditory styles.  Conversely, the correlation value for the kinesthetic style is -0.52 (high correlation).

There is no significant relationship between the learning styles of the respondents according to KOLB’s Inventory and their ages as indicated by the values of -0.05 (very low correlation), 0.19 (very low correlation), -0.39 (low correlation) and 0.16 (very low correlation).

There is no significant relationship between the learning styles of the respondents and their ages as indicated by the values of -0.03 (very low correlation), 0.28 (low correlation) and 0.19 (very low correlation) in three domains of the Index of Learning Styles which mean that the ages have weak relationship with the learning styles of the respondents.  The null hypothesis is therefore accepted. However, it can be noted that in one domain, ACT-REF, the r value of -0.91 shows a very high correlation, thus in this particular domain the null hypothesis is rejected, meaning there is a significant relationship between the ACT-REF learner type and the ages of the respondents.

Combined parents’ income

There is a significant relationship between the income of the parents and five of the domains of the learning styles, namely visual and kinesthetic types under VAK Test; and reflector, theorist and activist types of the KOLB’s Test.  All the computed values in this types which are -0.92 (very high correlation) for visual and -0.78 (very high correlation) for kinesthetic, both under the VAK Test; 0.60 (high correlation) for pragmatist, 0.95 (very high correlation), 0.71 for theorist (high correlation) and 0.74 (high correlation) under the KOLB’s Inventory; 0.57 (high correlation) for ACT-REF and 0.60 for SEN-INT, both under the Index of Learning Styles.  Three of the types however indicate that there is no significant relationship between the income of the parents and the learning styles of the respondents. Computed correlation values of these types are -0.06 for auditory under VAK Test; 0.12 for VIS-VRB and 0.20 for SEQ-GLO under the Index of Learning Styles.

Parents’ occupations

The computed correlation values for all the domains of the learning styles tests used in the study are classified to have very low correlations ( scores between 0 and + or -0.25).  Hence, there is no significant relationship between the learning styles of the respondents and their parents’ occupation.

Technological media and reading materials present at home

The computed correlation values for the technological media and reading materials at home versus the learning styles of the respondents are: visual (-0.73, high correlation) and kinesthetic (-0.54, high correlation) under the VAK Test and theorist (-0.53, high correlation) and activist (-0.73, high correlation) learner types under the KOLB’s Tests. All other domains of the learning styles tests used in the study indicate that there is a low if not very low correlation between the learning styles of the respondents and technological media and reading materials present at home. Thus, there is no significant relationship between the learning styles of the respondents and the technological media and reading materials present at home.

Number of Siblings

The calculated correlation values for visual (0.57, high correlation), reflector (-0.52, high correlation), theorist (-0.58, high correlation), activist (-0.83, very high correlation), ACT-REF (-0.80, very high correlation), SEN-INT (0.68, high correlation) and VIS-VRB (0.82, very high correlation), means that there is a significant relationship between the learning styles of the respondents and their numbers of siblings.

In the domains of auditory, pragmatist and SEQ-GLO, the computed correlation values are less than 0.5 which means that there is no significant relationship between these learning styles of the respondents and the number of siblings,

College enrolled in

The computed correlation values for all the domains of the learning styles tests used in the study range from -0.47 to 0.25 which values denote low or very low correlation. These data indicate that there is no significant relationship between the learning styles of the respondents and the colleges they enrolled in.

Languages spoken at home

With values less than + or – 0.25, the computed correlation for all the domains of the learning styles tests used in the study are classified to have very low correlations.  This indicates that there is no significant relationship between the learning styles of the respondents and languages spoken at home.

Recommendations

The language teacher should regard learning to have involved experiences ranging from varied tasks because the ideal training environment would include processes implicated by the different learning styles. This will be indicated in a task-based syllabus which the researcher recommends for use. The classroom activities should be flexible so that each learner could spend additional time on his or her preferred learning style.

2.       The language teacher should be trained how to extract the learning styles of the learners so they could tailor their teaching styles to suit those of their students. The researcher envisions an Advanced Teaching Competencies Training Program which will be initiated as part of this study.

3.       A set of work texts should be prepared at the beginning of a school year after having extracted the qualities of the learners. The researcher recommends the use of the Work Texts prepared for the Communication Arts I an II through this study.

4.       Putting the Styles Together. First, it should be noted that no single measurement of style ensures that a learner’s needs will be met. It is perhaps more important to build an adaptable learning environment that presents the material in a variety of methods than try to determine each learners personal style. Likewise, recognizing your own style will help to ensure you do not unintentionally force one learning method upon the learners. The more styles you address, the easier the instruction will be received by the learners. This is because you will be striving to reach their needs, not yours. Also, material presented in a variety of methods keeps the learners interested and reinforces itself.

5.       The visual learners like most of the respondents like to learn through written language, such as reading and writing tasks. They remember what has been written down, even if they do not read it more than once. They like to write down directions and pay better attention to lectures if they watch them. Learners who are visual spatial usually have difficulty with written language and do better with charts, demonstrations, videos, and other visual materials. They easily visualize faces and places by using their imagination and seldom get lost in new surroundings. The researcher therefore recommends that the language teachers should prepare a curriculum/syllabus which suits the visual learners but not disregarding the fact every learner can make use of the different learning styles at some extent in varied learning experiences.

6.       Further studies should be made on the effectiveness of a task-based program which will help optimize the learning process which eventually benefits not only the institution but the classroom teachers, students and parents as well.

7.       The results of the sudy should be presented to the faculty members of the college through the Advanced Teaching Competencies Training Program (ATCTP).

8.       The Work Texts prepared for the Communication Arts I an II should be submitted to an expert for cross-validation.

ACJPIA partakes in Green Advocacy

To see the world move towards a pattern of sustainable development, the Aldersgate College Junior Philippines Institute of Accountants (ACJPIA) joined the tree planting sponsored by the JPIA Region 2 Council held at Masoc, Nueva Vizcaya last August 15.

The said activity enthemed, “Continuing the Green Advocacy,” aimed to hone JPIAn’s awareness on issues concerning the environment and to influence them to move in a direction where they can learn to address the abuses inflicted upon natural resources, on our ecosystem.

More than 100 accountancy students from Nueva Vizcaya gathered in the said advocacy.

The Dean of School and Business and Accountancy (SBA), MRS. Cecilia Valdez, CPA and ACJPIA’s adviser, Dr. Leopoldo Valdez also participated in the said event. #mica

New Appointments

DR. DON PRASAD
Vice President for International Education-ASIA

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