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This study aimed to investigate the development of the learners' story writing skills under the implementation of animated video story as innovation. This study provided various evidence on how the said innovation can help develop the learners' story writing skills. the grade three learners as well as the subject teachers and master teacher in the gumaok elementary school were purposively selected in this study. Various test and data gathering procedures showed promising data on the success of the implementation of the said innovation where thirty learners' assessed and determine their level of story writing skills in terms the domain of focus, content, organization, style, and convention under the supervision of the chosen master teachers and subject teachers. The use of animated video story as innovation were evaluated by the subject teachers and master teachers using the LRDMS tool. The utilization of animated video stories resulted that there is significant difference between the pretest and posttest mean scores. Hence, it can be concluded that the animated video stories as innovation had a positive effect on the learners' achievement. The data that this study generated in terms of the success shown over the development of the learners were significant in terms of their level of story writing skills. Furthermore, the information gained from this study will benefit in the education world, particularly for the teachers, the students, parents and the future researchers. By yielding information about the effectiveness of utilizing animated video stories as innovation to improve the learners' story writing skills.

This article explores the sense-making experiences of one specific stakeholder group in education reform -- school leaders -- who find themselves wedged by significant material challenges, on the one hand, and disparate reform efforts, on the other hand. The research draws upon experiences from the Philippines where reform efforts are significantly complicated by both poverty and disasters, as well as a sense of a 'culture of crisis' more broadly that has subsequently developed. Using the narrative experiences of two school leaders, this inquiry explores the issues and challenges school leaders encounter as they engage in what are described as 'custodian' and 'crisis' leadership practices, as they navigate an educational system typified by a dearth of resources, physical disasters, and a persistent discourse of impending disaster. The research reveals a need for a more circumspect approach to educational reform, particularly distributed leadership, that actually takes significant, material contextual factors seriously, and that is responsive to broader discourses of disaster more generally.

Aim/Purpose: This study was aimed at enhancing students' learning of software engineering methods. A collaboration between the Computer Science, Business Management, and Product Design programs was formed to work on actual projects with real clients. This interdisciplinary form of collaboration simulates the realities of a diverse Software Engineering team. Background: A collaborative approach implemented through projects has been the established pedagogy for introducing the Software Engineering course to undergraduate Computer Science students. The collaboration, however, is limited to collaboration among Computer Science students and their clients. This case study explored an enhancement to the collaborative approach to project development by integrating other related disciplines into the project development framework; hence, the Interdisciplinary Approach. Methodology: This study adopted the case method approach. An interdisciplinary service innovation activity was proposed to invite other disciplines in the learning process of the computer science students. The agile methodology Scrum was used as the software development approach during project development. Survey data were collected from the students to establish (a) their perception of the interdisciplinary approach to project development; (b) the factors that influenced success or failure of their team to deliver the project; and (c) the perceived skills or knowledge that they acquired from the interdisciplinary approach. Analysis of data followed a mixed method approach. Contribution: The study improved the current pedagogy for Software Engineering education by integrating other related disciplines into the software project development framework. Findings: Data collected showed that the students generally accepted the interdisciplinary approach to project development. Factors such as project relevance, teamwork, time and schedule, and administration support, among others, affect team performance towards project completion. In the case of the Computer Science students, results show that students have learned skills during the experience that, as literature reveal, can only be acquired or mastered in their future profession as software engineers. Recommendations for Practitioners: The active collaboration of the industry with the University and the involvement of the other related courses in teaching software engineering methods are critical to the development of the students, not only in learning the methodology but also as a working professional. Recommendation for Researchers: It is interesting to know and eventually understand the interactions between interdisciplinary team members in the conduct of Software Engineering practices while working on their projects. More specifically, what creative tensions arise and how do the interdisciplinary teams handle the discourse? Impact on Society: This study bridges the gap between how Software Engineering is taught in the university and how Software Engineering teams work in real life. Future Research: Future research is targeted at refining and elaborating the elements of the interdisciplinary framework presented in this paper towards an integrated course module for Software Engineering education.

From 2005 to 2011, AusAID and the Philippine government launched Strengthening the Implementation of Visayas Education (Project STRIVE) to improve access and quality of education in rural Philippines. Using data from all participating schools (N=308) one question is raised: How successful was the international partnership in implementing education reform? This three-part inquiry critiques STRIVE from policy implementation and international partnerships perspectives generating mixed results. First, STRIVE goals and accomplishments are expounded. Second, using non-parametric analyses, hypothesised relationships between reform inputs and project outcomes are tested. Finally, STRIVE 'successes' related to project relevance, effectiveness and sustainability are critiqued revealing implementation paradoxes.

In this article we quantitatively and qualitatively analyze a sample of novice programmer compilation log data, exploring whether (or how) low-achieving, average, and high-achieving students vary in their grasp of these introductory concepts. High-achieving students self-reported having the easiest time learning the introductory programming topics. In a quantitative analysis, though, high-achieving and average students were: 1) more effective at debugging (on average, as quantified by Jadud's Error Quotient (EQ)) than low-achieving students; and 2) were least confused, as quantified using Lee's confusion metric. However, the differences in EQ and confusion between groups were not statistically significant. This implied that all groups struggled with programming to similar extents. This finding was further supported by was used to delineate two sets of variables. The results indicate that preference for autonomy in computer science learning positively predicts self-efficacy in learning computer science with the strongest coefficient. Computer science learner preference for teacher control is also a positive predictor. However, preference for participation in managing the computer class and preference for depending on the teacher did not play a significant role in the students' self-efficacy in learning computer science.

In this paper, we build on growing conversations centered around indigenous knowledge and its parity with various ways of knowing nature including traditional ecological knowledge, indigenous ways of living in nature, a Japanese way of knowing "seigo-shizen," and Eurocentric sciences. We situate our discussion in Philippine postcolonial realities, where categorical boundaries are blurred, and any attempt to create culturally relevant preservice science teacher preparation will create confusions and tensions between/among/within above-mentioned discourses. The Philippines is a highly colonized country--physically, for more than 300 hundred years, and mentally, after our colonizers have long gone. The marks of colonization are still present in our consciousness, in our current local knowledge, and in our ways of living with nature. In the attempt to create a "third space" for culturally relevant science teacher preparation, tensions are highlighted and categorical boundaries are troubled. Where is science? Which one is indigenous or neo-indigenous? Which one is Filipino? Which one is foreign? Which one is ours? Which one is borrowed? These tensions and insights are highlighted through analysis of narratives drawn from interviews with and written outputs of prospective science teachers, as they attempted to make sense of the local knowledge of residents of a rural coastal village in the Philippines during Community Immersion, a community-centered, early field experience in science teacher preparation.

This study focused on the exemplification of cultural memory banking as an ethnographic tool to understand cultural practices relevant to science teaching and learning in a rural coastal village in a central island of the Philippine archipelago. Using the collaborative action ethnography as a research methodology, 10 prospective science teachers and a science teacher educator/doctoral candidate formed a research team and documented community funds of knowledge relevant to science teaching and learning through their participation in a Community Immersion course. The study employed the use of the cultural memory banking as a meditational tool to analyze, make sense of, and represent interview, focus-group discussion, and observation data, among others, for the development of culturally relevant science lessons. Originally used as an anthropological tool to preserve cultural knowledge associated with the cultivation of indigenous plant varieties, the cultural memory banking, as adapted in science education, was used, both as a data collection and analytic tool, to locate relevant science at the intersection of community life. The research team developed a cultural memory bank exemplar, "Ginamos: The Stinky Smell that Sells," to highlight the learning experiences and meaning-making process of those involved in its development. Dilemmas and insights on the development and use of cultural memory banking were discussed with respect to issues of knowledge mining and mainstreaming of indigenous/local funds of knowledge, troubling the privileged position of Western-inspired nature of science.

This inquiry interrogates the experiences of local implementation actors of the Philippine Department of Education as they navigate through reform efforts within systemic corruption. Departing from dominant analytical paradigms centred on patron-client frameworks, the article introduces the typology of complex linkages where local actors play their roles as they find themselves trapped in between the powerful discourse of reform on the one hand and corruption on the other. Empirical findings of how local actors make sense of the challenges of reform amidst corruption as well as reflections towards greater analytical clarity are proposed. (Contains 2 figures, 2 tables, and 5 notes.)

This article is subdivided into three closely linked parts. It initially starts with a description of the background and objectives of the Textbook Delivery Program (TDP). This is followed by an analysis of the factors of implementation on the basis of the field notes gathered during the inquiry. An analysis of the impact of these factors on policy implementation is highlighted in this section. The succeeding part explores cases of corruption and its intervening effects on TDP. (Contains 4 notes, 1 table and 4 figures.)

Dubbed a "dialogue of life," community immersion in preservice science-teacher education aims at providing a true-to-life and empowering opportunity for prospective science teachers (both elementary and secondary) to become active participants in community life through field and service-learning experiences. It consists of a three-unit course with a field component wherein prospective science teachers live in a local community and immerse in the life-worlds of rural village people--their social, cultural, economic, and many other realities become the matrix for embedding science learning and activities. (Contains 1 table and 3 figures.)

Background: COVID-19 pandemic has become a severe health threat to the Philippines and around the world. At the early onset of the pandemic, it is imperative to measure the knowledge, attitude, and practice (KAP) among healthy individuals to better understand the causes, transmission, and preventive measures. Purpose: This study aimed to identify the knowledge, attitude, and practice towards COVID-19 in a healthy Filipino population during the early onset of the pandemic outbreak. Methods: This cross-sectional rapid online and web-based survey was conducted among healthy Filipino population. A total of 1634 subjects participated via the Google survey link. Descriptive statistics were used to describe the respondents' profile characteristics and KAP scores. The One-Way ANOVA or independent sample t-test was used to measure KAP scores' differences when grouped according to respondents' profile characteristics. Pearson correlation was used to measure the relationship among the KAP scores. The data were all analyzed using the SPSS version 26.0. Results: The overall knowledge scores revealed 67.7%. Filipinos believed COVID-19 would finally be successfully controlled and confident that the Philippines can win the battle against the virus through preventive practices. KAP scores showed significant differences with age, sex (p<0.000), and place of residence (p<0.000), occupation (p<0.000), and marital status (p<0.000). A significant positive low correlation between knowledge and practice (r=0.076, p<0.01), attitude and practice (r=0.100, p<0.01). Conclusion: Albeit a low knowledge of COVID-19, healthy Filipino populations had a positive attitude and compliant with the preventive measures. This study hopes to contribute to the growing corpus of literature on COVID-19 to provide evidence-based information towards health promotion, illness prevention, and control of possible virus' spread. [ABSTRACT FROM AUTHOR]

The article discusses the important role of humanities and social sciences in educational reform. Topics covered include the significant role of language in determining one's place in society, the noted impact of global capital in transforming the educational landscape in the Philippines, and the establishment of effective hegemony in Singapore. It also discusses the crucial role of the Enlgish language in the Philippines and Singapore.

This short paper traces two of the more important developments in the study of the Philippines in the United States in the wake of critiques regarding American Orientalism in the late 1990s. The first is a rediscovery of the American empire at the heart of US national history, and by implication, of the buried significance of overseas colonies to metropolitan developments. Second is the emergence of robust cultural critiques of globalization from the perspective of those who have been globalized from below. The paper talks these developments with reference to Paul Kramer's Blood of Government and Neferti Tadiar's Things Fall Away, books that mark critically important advances not only in Philippine Studies in the US, but of American Studies in the age of imperial globalization. [ABSTRACT FROM AUTHOR]

The article offers a mid-term assessment of the Constitutional Convention, which was convened on June 1, 1971, to create the Constitution of the Philippines. Ordinarily it is expected that a body such as the Constitutional Convention should move with deliberate can, but these are unusual times. The people want reforms, and they want them quickly. Yet It seems that the convention delegates have chosen, with reason, to write a detailed document. Whatever their choice, they must now send less tune in committee rooms and more in plenary sessions, for in the latter the final decisions are made. A difficulty all must accept as real a the large size of the constitutional body, which necessarily Impedes the seed and efficiency of the convention. Convened on June 1, 1971, the convention delegates set themselves a December 1972 dead. line for finishing the draft of the new Constitution. Thus the convention had a duration of 19 months. The committees were fully organized in August 1971, or seven months ago. At this time, two committees which should be the most concerned about the question of what governmental system to adopt for the country were still not through with their work. What apparently delayed the completion of their reports was the turnabout of the committee members on the issue of government.