Asian Journal of Multidisciplinary Studies (AJMS)
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Parents, Teachers and Students Level of Awareness on the Implementation of Disciplinary Actions on Bullying at Mayamot National High School: Basis for Localized Policy Guidelines on Child Protection
Full text linkThis descriptive action research study aims to determine the level of awareness of parents, teachers and students on the implementation of disciplinary actions on bullying of Mayamot National High School during school year 2015-2016. The salient findings of the study are as follows: (1) Parent, teacher and student respondents have the same level of awareness on the implementation of disciplinary actions on bullying in terms of knowledge, process and effectiveness as evidenced by overall weighted means of 2.97, 3.18 and 2.96 respectively all verbally interpreted as Aware. This implies that the parent, teacher and student respondents were knowledgeable about the implemented disciplinary actions on bullying. Also, they all believed that the process of disciplinary actions on bullying was well implemented and effective in their school; and (2) There is no significant difference between the level of awareness of the parents, teachers and students in the implementation of disciplinary actions on bullying as evidenced by the computed F-ratio of 1.56 is less than the tabular value of 3.35 at 0.05 level of significance.
Based from the findings and conclusions, the following are recommended: (1) School heads may promote whole-school approaches to ensure that there is an open-communication and clear understanding of issues related on the implementation of disciplinary actions on bullying in the school community through launching “Anti-Bullying Week” each year to review and evaluate the effectiveness of intervention programs implemented by the school pursuant to the provision of Sec 7 of Republic Act No.10627, otherwise known as Anti-Bullying Act of 2013; and (2) The parents and community must collaborate in the process of creating a bully free school community effectively
Factors, Forms and Functions: An Analysis of Senior High School Students\u27 Filipino-English Code Switching Behavior
Full text linkPeople who learned two languages demonstrate an interesting behavior known as “code-switching.” A ‘code’ is defined as a language or a dialect, thus, code-switching (CS) is an alternation of words and phrases between two languages or dialects. Considered as a form of “bilingualism”, researches proved that code-switching may improve understanding of a concept. ESL teachers, linguists, and researchers believe that code-switching is not necessarily a blockage or deficiency in learning or using a language. Bilingual speakers alternate the codes for various reasons during a conversation. Thus, this Descriptive-Quantitative study explores the factors, forms, and functions of senior high school students’ code-switching behavior in academic or classroom interaction. In order to satisfy the said aims, researcher-made survey-questionnaires were administered to thirty (30) Senior High School students who were selected through Quasi-random Sampling. As per the results, it can be inferred “Loss of Words” is the most dominant factor in why students switch between two languages. In terms of the forms of LCS, most of the students (56.7% answered “most of the time”) tend to use Inter-sentential Code Switching. Ultimately, Personification is the most dominant (43.3% answered always) function of LCS. It can be concluded that code-switching could be used to help gain mastery of subject contents. Teachers should know when to use the first language (L1) and when to use a second language (L2) appropriately and strategically in order to enable comprehension and meaningful involvement of the learners, which will lead to enhancing academic achievement.
 
The Farmers’ Satisfaction with the Services of National Irrigation Administration: The Case of Irrigation Systems in Bulan, Sorsogon
No full textThe Philippine National Irrigation Administration (NIA) is mandated to help the agriculture sector both in the lowland and the upland farming communities in improving farmers’ income through irrigation development. This descriptive research aimed at determining the extent of satisfaction of national irrigation systems farmer-beneficiaries in Bulan, Sorsogon. There were 45 respondents selected through stratified random sampling. The researchers used a survey-questionnaire that gave both quantitative and qualitative data. Findings revealed that the farmers were moderately satisfied with the services provided by National Irrigation Administration (NIA). Specifically, the younger farmers who are members of irrigators’ association under San Ramon Irrigation System located in the upstream and have average seasonal yield of more than 75 sacks per hectare were more satisfied than the other beneficiaries of National Irrigation Administration. It is recommended for NIA to continue the construction of agricultural infrastructure projects, especially the concreting of irrigation canals in order to supply water to different areas, particularly to those in the downstream. Similarly, NIA should also take into consideration the experiences of older farmers in determining irrigation problems and designing solutions. NIA should likewise focus on giving technical assistance to those who have lesser yield, especially that their productivity is mostly affected by the amount of water supply. Moreover, the implementation of IMT must be revisited and be intensified with emphasis on educating the irrigators’ associations about their roles and responsibilities as differentiated with the role of NIA
A Phenomenological Analysis of Filipino Students’ Experiences of Bullying In State Universities and Colleges
Full text linkBullying has been a global issue, posing concern not only to primary and secondary schools but also to tertiary schools, specifically state-owned, where its forms may differ, and goals might shift. This study aimed to understand bullying through the lived experiences of three students who became bully-targets in state universities and colleges (SUCs) using a socio-ecological perspective. A semi-structured interview was utilized to probe their experiences and understand bullying. Through a qualitative approach using Interpretative Phenomenological Analysis (IPA), the study further explored how their bullying experiences were enabled or constrained by socio-ecological factors. Five super-ordinate themes with associated subordinate themes were identified: the dynamics of the bully-target experience; the consequences of being a bully-target; coping mechanism against bullying; seeking an explanation for being a bully-target; and factors that affect the bullying experience. The experiences of the participants revealed that a culture of bullying within the school context is created by the interactions of peer relationship, structures of adult authority and school systems. Hence, effective bullying interventions must involve students, families, teachers and school administrators to create impact against bullying