This study evaluates the implementation of the Disaster Risk Reduction Management (DRRM) program in terms of disaster planning awareness and preparedness to respond during hazards to prevent disasters in public elementary schools in the Alfonso Lista District, Schools Division of Ifugao. A total of thirty-six (36) public elementary school heads and school disaster risk reduction management (SDRRM) coordinators served as respondents. The survey questionnaires patterned from the DepEd-DRRM Manual were utilized in the study. The weighted mean and the Spearman rank correlation coefficient were used as statistical tools. The findings of the study show that the district implemented safe learning facilities and environments; formed and managed a school-based DRRM; and that the DRRM program was integrated into the curriculum for the benefit of the pupils, personnel, parents, and stakeholders visiting the schools. It reveals that the people involved in implementing the DRRM program are fully prepared for the readiness of the school facilities while the disaster preparedness activities are still improving. The school personnel are aware of and do understand the DRRM program and activities. Furthermore, the extent of disaster preparedness of the elementary schools is significantly associated with the level of their DRRM implementation in terms of safe learning facilities and environment, school risk reduction management, and DRRM integration into learners' curricula. Moreover, the implementation of DRRM in the public elementary schools of the district is directly and significantly associated with the level of awareness and understanding of the involved personnel.
The main purpose of the Alternative Learning System (ALS) is to eradicate illiteracy among out of school children, youths and adults who are school dropouts and to those who are deprived of education in order to complete elementary and secondary education outside the formal school system. Thus, this study was designed to determine the level of implementation of the Alternative Learning System (ALS) in the Schools Division of Isabela. It utilized the descriptive-correlational method involving fourteen (14) districts. The main instrument for data collection is the survey questionnaire while weighted mean, Mann-Whitney U-test and Kruskal-Wallis H-test were carried out to answer the research objectives of the study. Results of the study showed that implementation of ALS program in public schools in the Division of Isabela are commendable. They perceived the implementation of ALS program generally as very good. The data showed that majority of them revealed that relevance of instructional materials use during ALS sessions was outstanding. They affirmed that facilities and equipment were always available, enough, relevant, with quality, accessible and safe in the learning centers. They also perceived that financial resources appropriation, availability, and sufficiency exist in the ALS program implementation. Moreover, majority of the respondents revealed that establishing linkages, participation of stakeholders such as parents and government officials and attitude of ALS implementers were very good. There are significant differences in some areas of the factors in the implementation of Alternative Learning System. On the basis of the results of the study, it is then recommended that ALS Implementers consistently build and maintain positive working relationship with the barangay officials and other stakeholders to win their full cooperation in the implementation of the ALS programs and projects. Furthermore, the learners are advised to be guided accordingly and comply with the regular attendance as scheduled by the assigned ALS implementer in the ALS centers, and other linkages and partners may work hand and hand to extend financial support as needed in the implementation of the ALS program. Nevertheless, there should be a proper monitoring and evaluation tool designed by the Department of Education (DepEd) to identify priorities and needs and ensure proper technical assistance to ALS implementers in the field. For further research, this study can be replicated in the higher level utilizing other parameters.
The purpose of this study is to determine the significance of Library Hour Program towards word reading performance of public elementary grade five pupils. The true experimental design used consisted of experimental and control groups in which experimental group received the intervention while the control group had no intervention given. The instrument used was the standardized Philippine Informal Reading Inventory (Phil-IRI) developed by the Department of Education- Bureau of Learning Delivery to measure the significance of Library Hour Program in improving pupils word reading levels. T-test were carried out to answer the research objectives of the study. There were 72 grade five pupils who participated in the experimental group. Pupils that can read at-level text was determined through the Group Screening Test. The pupils with scores less than fourteen (14) out of twenty (20) literal, inferential, and critical questions were subjected to pretest and posttest and served as the experimental group in the study. The pretest and posttest determined the reading level of pupils whether under frustration, instructional, and independent. Phil-IRI graded passages were used in this study. These graded passages were given by the Department of Education and were used to assess the reading performances of Grade Three to Six in the elementary grades nationwide. The library hour as a reading intervention program was specifically used in Alfonso Lista Central School as it was included in their daily classroom programs for thirty (30) minutes a day. After five months of conducting the intervention program, the findings revealed that during the pretest, pupils were assessed under the Instructional level. It also showed that during the posttest, pupils were found to be under the Independent Level. The results showed that Library Hour as an intervention program to improve the word reading of grade five pupils was effective. This also revealed that regardless of sex, Library Hour was found very effective. It was then recommended to include the Library Hour in the daily classroom program in schools as it was proven useful to increase pupils’ reading ability.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.