1,721,026 research outputs found
Central Philippine University entrance scholars: Where and how are they now?
No full textAbstract onlyThis study was conducted to determine the present status of the entrance scholars of Central Philippine University for school year 1999-2000 until school year 2008-2009. The one-shot survey was used in the collection of data. There were 295 respondents who participated in the study out of the total population of 1,349. Data were collected using a researcher made questionnaire and were sent through e-mail, Facebook, walk-ins and drop and pick up points. Results of the study showed that the respondents are generally females, in their mid-25’s, and single. Most are nurses, accountants and engineers, at present. Majority of them came from barangays and graduated from public high schools. Majority of them did not graduate with honors and for those who graduated as such, most of them graduated as cum laude. As entrance scholars, majority of them were Valedictorians with free tuition privilege, three thousand peso book allowance and had either availed their scholarship for one or two years. At present, majority of them are working in private companies and have regular/permanent employment status. Present age, sex, college and year graduated from of the respondents are determinants of the length of their availment of scholarship. The place of origin, college graduated from and type of high school graduated from of the respondents are determinants of the honors they received during their college graduation. The present age, civil status, sex, college and year graduated from of the respondents are determinants of their ability to pass the licensure examination they had taken. The type of scholarship coverage availed by the respondents, whether valedictorian, salutatorian or with honors during their student days determine their capability to land a regular/ permanent job after graduation. The college and year graduated from of the respondents are determinants of their ability to land a regular job/permanent job in either a private or public institution after graduation.Includes bibliographical reference
Students’ level of satisfaction with institutional services of Central Philippine University for School Year 2019 - 2020
Get PDFJournal articleThis study was conducted to determine the level of satisfaction of the different institutional services among students of Central Philippine University for school year 2019 - 2020. The one-shot survey was used in the collection of data using a researcher-made questionnaire gathered from 261 respondents. Data were processed using SPSS PC v 11 and ethical considerations for the study were followed. The descriptive data were analyzed using frequency count and percentages. The pertinent findings of the study were: majority of the respondents are females, Roman Catholics, regular students, freshmen and with a professional parent/guardian; the respondents are satisfied of the delivery of academic services to them, the adequacy of the academic support services given them; the university’s ability to enroll students in an effective manner, the university’s ability to offer reasonable fees to students and the policies involved in such transactions, the quality of the university’s support programs and services, the effectiveness and availability of financial aid and scholarship programs offered to students, the university’s response to students’ safety and security on campus, the university’s programs to enhance students’ spiritual life; the extent to which the university provides experiences that promote a sense of campus pride and feeling of belonging as well as the effectiveness of the university’s channels of communication for students, university’s effort to convey to students that they are important to the university, university’s services to cater without discrimination to different groups of students, the attitude of front-line staff toward students. Based on the findings of the study, the following conclusions are drawn: the respondents are generally very satisfied with the following institutional services: student spiritual life; student centeredness; campus safety and security; campus climate; academic services; and, service excellence while they are generally satisfied with the following: responsiveness to diverse populations; admissions and registration; community engagement services; campus support services; research and development services; academic support services; scholarship/grant-in-aid; and, fees and billing practices and will recommend CPU to other students.University Research Cente
A baseline survey of barangays covered by the Bulabog Puti-an National Park
Get PDFJournal articleThis study was conducted to determine the present needs and problems of the nine barangays of the municipalities of Dingle and San Enrique which are covered by the Bulabog Puti-an National Park and to establish baseline data as basis for implementation of the outreach program of the University in these areas. Descriptive analysis was employed and utilized the one shot survey design. From a total of 1,886 households, a sample of 319 was obtained using the sampling formula cited in Parel, et al. (1985) with a margin of error of 0.05. The survey questionnaire served as the main tool for data collection. Results of the study showed that the respondents are generally male, married, in their middle ages, either elementary or high school educated, engaged in farming and earning a relatively low level of income per month. The regular food eaten by the households are primarily rice, fish and vegetables during breakfast, lunch and dinner. Cultural, organizational and political participation of household members is relatively low. Their houses are made of semi-permanent materials and they use electricity for lighting and firewood for cooking. There is a functional road, school, health center and recreation facility in their respective barangays. Majority of the respondents are aware that the Bulabog Puti-an is a national park but do not have activities involving it while gathering/cutting trees for firewood/charcoal and lumber is the main activity for those who have. The respondents have identified major problems and needs confronting their households, barangays in general, and the men, women, youth and children in their barangays
A study on the predictors of academic performance of the College of Engineering graduates
Get PDFAbstract onlyThis study was designed to determine the ability of the qualifying examination to predict the academic performance of the College of Engineering Classes 1995, 1996, and 1997. It further aimed to determine the other predictors of academic performance. The population of the study was composed of the 123 students of the College of Engineering who graduated in 1995, 1996, and 1997 for whom complete data needed were available. These said data were coded and encoded and analyzed by computer using the Statistical Package for Social Sciences (SPSS) program for Windows, 1993 Version.
The predictors considered in this study were: High School General Average (HSGA), High School Math Final Grade, High School English Final Grade, English Placement Examination Scores, Intelligence Quotient, Differential Aptitude Tests Numerical Ability (DAT-NA) Scores, Qualifying Examination Scores, General Average for the first two years in college, and performance in professional courses during third to fifth years in college. Academic performance is measured by the average grade obtained during his entire stay in the College of Engineering and also that of his performance in professional courses during his third to fifth years in the College of Engineering.
Furthermore, this study tried to find out the variation of the groups when the population was classified according to sex, type of high school graduated from and major course taken.
Hypotheses of the Study
1. Students differ in their academic performance when grouped according to sex, type of high school graduated from and major course taken.
2. Students differ in their admission requirements, such as, high school grades; English placement exam scores; DAT-NA and IQ scores; qualifying exam scores when grouped according to sex, type of high school graduated from and major course taken.
3. Academic performance is significantly related to each of the following factors: Placement exam scores in English; High School General Average; High School Final grades in English and Math; DAT-NA and IQ scores and Qualifying Exam scores.
4. All of the factors cited are good predictors of academic performance of the College of Engineering students.
Major Findings The pertinent results of the study were:
1. The profile of the population of the study shows that a typical CPU College of Engineering student/graduate is a male, a graduate of either a private or public high school who earned a mean HSGA, High School Math and English final grades that range from 85 - 89, and chose EE as a major course in the College of Engineering. His scholastic profile in college shows that he earned an HPA that range from 1.76 - 2.50, and in the different examinations the following scores: between 71-80 in the English Placement (EP), 21-30 and 91 - 100 in the Differential Aptitude Tests- Numerical Ability (DAT-NA) and IQ respectively, and between 51 - 60 in Math Qualifying Exam (QE-Math), Chem/Phys Qualifying Exam (QE-Chem/Phys) and Final Qualifying Exam (QE-Final) and 41 - 50 in English Qualifying Exam (QE-Eng).
2. The means of High School General Average (HSGA), High School Final Grade in Math (HS Math), Math Qualifying Exam (QE-Math), Chem/Phys Qualifying Exam (QE-Chem/Phys), Final Qualifying Exam (QE-Final), General Average for the first two years in college (Gr 1-2), performance in the professional courses during the third to fifth years in college (Gr 3-5) and total academic performance (Gr 1-5) did not significantly differ when the graduates were grouped as to sex, type of high school graduated from, and major course taken. On the other hand, the differences between the means of scores of High School Final Grade in English (HS Eng), English Placement (EP), Differential Aptitude Tests- Numerical Ability (DAT-NA) and English Qualifying Exam (QE-Eng) were significant when the graduates were grouped as to type of high school graduated from. The groups formed according to sex and major course taken, did not significantly differ. There were significant differences in the mean scores in IQ when they were grouped according to sex and major course taken. Male and female graduates significantly differed in their QE-Eng scores.
3. The obtained coefficients of correlation between each of the 12 independent variables and total academic performance show that all of these variables are good predictors of total academic performance. Likewise, the 11 independent variables were also found to be significantly correlated to performance in the professional courses, hence, these are good predictors, too. There is a significant, very high positive correlation between the independent variables, general average for the first two years in college (Gr 1-2) and performance in the professional courses during the third to fifth years in college (Gr 3-5), and total academic performance (Gr 1-5). This means that the higher the HPAs in the first two years in college and in the professional courses during the third to fifth years in college, the higher is the total HPA.
4. There is a significant, marked or substantial positive correlation between each of the following: High School Final Grade in Math (HS Math), English Placement (EP), Differential Aptitude Tests - Numerical Ability (DAT-NA), Intelligence Quotient (IQ), Math Qualifying Exam (QE-Math), Final Qualifying Exam (QE-Final), English Qualifying Exam (QE-Eng) and total academic performance in college. The same correlation is found also moreover, between performance in the professional courses during the third to fifth years in college and each of the following: High School Final Grade in Math (HS Math), English Placement (EP), Differential Aptitude Tests Numerical Ability (DAT-NA), Chem/Phys Qualifying Exam (QE-Chem/Phys), and Final Qualifying Exam (QE-Final). This result indicates that students who perform well in these subject areas tend to perform well along these areas also in college. In other words, a student who got a high score in the EP and DAT-NA for example, may also get a high grade in English and Math courses in college respectively.
5. There is a significant, slight positive correlation between total academic performance and each of the following: High School General Average (HSGA), High School Final Grade in English (HS Eng), and Chem/Phys Qualifying Exam (QEChem/Phys). Likewise, the same correlation exists between performance in the professional courses during the third to fifth years in college and each of the following: High School General Average (HSGA), High School Final Grade in English (HS Eng), Intelligence Quotient (IQ), English Qualifying Exam (QE-Eng) and Math Qualifying Exam (QE-Math).
6. An analysis of the regression coefficients of the 10 scholastic variables on total academic performance shows that High School Final Grade in Math (HS Math), English Placement (EP) and Chem/Phys Qualifying Exam (QE-Chem/Phys) are the best predictors of total academic performance. Meanwhile, the only and best predictor of performance in professional courses during third to fifth years in college is the general average for the first two years on college.
Conclusions On the basis of the findings of this study, it seems reasonable to conclude that:
1. The three background variables namely, sex, type of high school graduated from, and major course taken can affect the performance of the College of Engineering graduates in High School Final Grade in English (HS Eng), English Placement (EP), Differential Aptitude Tests-Numerical Ability (DAT-NA), Intelligence Quotient (IQ) and English Qualifying Exam (QE-Eng). There were significant differences in the mean scores between groups formed according to type of high school graduated from in the following: High School Final Grade in English (HS Eng), English Placement (EP), Differential Aptitude Tests - Numerical Ability (DAT-NA), and English Qualifying Exam (QE-Eng). The differences between the mean scores of IQ were significant when the graduates were grouped according to sex and major course taken. Male and female graduates significantly differed in their mean scores in the QE-Eng.
2. High School Final Grade in Math (HS Math), English Placement (EP) and Chem/Phys Qualifying Exam (QE-Chem/Phys) are the best predictors of total academic performance of the College of Engineering graduates. Meanwhile, the general average for the first two years in college is the only and best predictor of performance in professional courses during their third to fifth years in college.
3. Chemical Engineering graduates significantly did better compared to Electrical Engineering graduates in their performance in the professional courses during their third year to fifth years in college. Recommendations
The foregoing findings lead to the following recommendations.
1. Since HSGA is proven to be a predictor of the general average for the first two years in college, it is important that the College of Engineering raises the cut-off HSGA for admission to the College.
2. Other variables not considered in this study should be explored such as personality, values, study habits and attitudes.
3. The College of Engineering should adhere to the selective admission and retention policy of the college.Includes bibliographical referencesMaster of Science in Guidance and Counselin
Giving, receiving, and volunteering among households in Iloilo Province: A study on reciprocity
Get PDFAbstract onlyThis study aimed to describe the giving practices and receiving experiences of the households and volunteering patterns of household members in the province of Iloilo. Moreover, the study also determined variations in the giving, receiving and volunteering practices relative to selected characteristics of the households, household heads and respondents.
This study collected data on the giving and receiving and volunteering practices of the households from the different income strata in the province of Iloilo. Both quantitative and qualitative approaches were used. The quantitative data were sourced with permission from the Household Survey on Volunteering and Giving of the Philippine Non-Profit Sector, conducted by the Social Science Research Institute (SSRI) of Central Philippine University, and the University of the Philippines Ugnayan ng Pahinungod supported by Johns Hopkins University wherein a one-shot survey design was employed using a structured interview.
The qualitative data were collected using Focus Group Discussions (FGDs) in two urban and rural areas in Iloilo. The urban areas were the municipalities of Dingle (Barangay San Matias) and Pavia (Barangay Purok 4), the rural areas were Barangay Agsalanan in Dingle and Barangay Anilao in Pavia.
In consonance with the objectives of the study, it was hypothesized that the giving practices and receiving experiences of the households significantly vary according to location of residence, household size and sex, age, civil status, educational attainment and work status of the household heads, and the volunteering practices of household members significantly vary according to their location of residence, sex, age, civil status, educational attainment, work status, religion and involvement in religious activities. It was further hypothesized that all these characteristics of the households and their heads and members were significant predictors of their giving practices, receiving experiences and volunteering practices.
Findings
The pertinent results of the study were:
The households in the Province of Iloilo were generally located in rural areas and have five or less members. The household head was typically male, 50 years old or older, married, elementary-educated and gainfully working. Majority of the households had ever given something and were able to give during the last twelve months prior to the conduct of this study. Likewise, majority of household members had volunteered to do something for someone.
Household size, age, civil status and educational attainment of household heads were significantly associated with the giving practices of the households, but place of residence, sex, and work status of the household heads were not. Moreover, an analysis of the regression coefficients of the seven variables on the giving practices of the households showed that age, civil status and educational attainment of the household heads significantly influenced the giving practices of the households which was consistent with the results of the test for association. Households with older household heads had given more than those households headed by younger household heads. Married household heads were more likely to give more than those households with single heads. The higher the educational attainment of the household head, the more likely that the household gave.
Feeling compassion for those who needed help was considered to be the most important reason for giving, while prioritizing the needs of the family, was the most important reason for not giving. Two other reasons for giving were feeling good about one’s self and benefits were returned in many fold.
Most of the decisions of the households such as whether to give or not to give, how much to give and what to give were either made solely by the household head or a shared decision by the husband and the wife.
The households’ residence and size and age and civil status of household heads were significantly associated with their receiving experiences, but sex, educational attainment and work status of the household heads were not significantly associated with the receiving experiences of the households. On the other hand, regression analysis showed that the households’ residence and educational attainment of the household heads significantly influenced the households’ receiving experiences. Urban households were more likely to receive something than the rural households. Moreover, households with elementary educated-heads were more likely to receive something than those with college-educated household heads.
Religious organizations were the most frequent recipients of contributions of the households while the most number of donations received by households came from the education and research sector wherein one in five of the household members were able to do so. However, experience in giving was not significantly associated with experience.
The test of association between the volunteering practices of the household members and selected variables showed that location of residence and the sex, age, civil status, educational attainment and work status of the household members were significantly associated with their volunteering practices. Specifically, there were more household members in the urban than in the rural areas who had done voluntary work, and slightly but significantly more female household members than male members who had done voluntary work. Most of those who volunteered were either married or widowed/separated, and either college-educated or high school-educated.
Moreover, regression analysis showed that the household members’ residence, age, sex, civil status, educational attainment and work status significantly influenced their volunteering practices. This confirms the results of the test for associations between these variables. Urban and younger household members were less likely to volunteer than rural and older counterparts. Female household members and those who were widowed/separated were more likely to volunteer than male household members and those who were married. Both elementary and high school-educated household members were more likely to volunteer more than the college-educated household members while working household members volunteered more than the non-working household members.
Among the reasons for volunteering cited by those household members who volunteered were: “volunteering makes me feel good”; “feeling compassion for people in need”; “to improve conditions of community”; “religious/political ideology”; and “people know and respect volunteers.” Likewise, the activities considered as volunteering and participated in by household members were: “praying for someone”; “lending money without interest”; “community cleaning” and “helping someone in an emergency.”
Conclusions
On the basis of the findings of this study, it is reasonable to conclude that:
Household size, age and civil status of household heads are significantly associated with the giving practices of the households. Households with six or more family members, households with older household heads, and households with married household heads tend to give more than those with fewer members, younger household heads and those with single or widowed heads, respectively.
Age and educational attainment of household heads are significant predictors of the giving practices of the households. Households with older household heads and college-educated heads are more likely to give than those with younger and less-educated heads, respectively.
Households’ residence and size and age and civil status of household heads are significantly associated with their receiving experiences. Households coming from urban areas, households with six or more family members, households with household heads aged 40 - 49 years old, and households with married house-hold heads tend to receive something more from others than those from rural areas, with fewer members, with younger heads (aged 39 years old and below) or older heads (aged 50 years old and above), and those with single and widowed/separated heads, respectively.
Households’ residence and educational attainment of the household heads significantly influenced the households’ receiving experiences. Urban households and those with elementary educated-heads are more likely to receive something from others than rural households and those with college-educated household heads, respectively.
The location of residence and the sex, age, civil status, educational attainment and work status of the household members are significantly associated with their volunteering practices. Urban, female, married and widowed/separated, college and high school educated household members are more likely to do volunteer work than those rural, male, single, elementary-educated or those with no formal education household members.
The household member’s residence, age, sex, civil status, educational attainment and work status are significant predictors of their volunteering practices. Rural, younger, female, both elementary and high school-educated and working household members are more likely to volunteer more than those urban, male, college-educated and non-working household members, respectively.
Recommendations
The foregoing findings and conclusions lead to the following recommendations:
Since educational attainment is one of the significant predictors of the giving and volunteering practices of households, it is important that these values of giving and volunteering be taught and modeled to the children in school. Children in school should be given opportunities wherein these practices could be put into action. They should, for example, support fully the gift-giving activity of their community as well as render voluntary service in any barangay project or endeavor.
Moreover, since the variables considered in this study contributed minimally to the variances in the giving practices and receiving experiences of the households and volunteering practices of the household members, it is suggested that in the replication of this study other socioeconomic variables not considered in this study be explored.Includes bibliographical referencesDoctor of Educatio
A baseline survey of barangays covered by the Bulabog Puti-an National Park
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Full text availableThis study was conducted to determine the present needs and problems of the nine barangays of the municipalities of Dingle and San Enrique which are covered by the Bulabog Puti-an National Park and to establish baseline data as basis for implementation of the outreach program of the University in these areas. Descriptive analysis was employed and utilized the one shot survey design. From a total of 1,886 households, a sample of 319 was obtained using the sampling formula with a margin of error of 0.05. The baseline survey questionnaire served as the main tool for data collection. Results of the study showed that the respondents are generally males, married, in their middle ages, either elementary or high school educated, engaged in farming and earning a relatively low level of income per month. The regular food eaten by the households are primarily rice, fish and vegetables during breakfast, lunch and dinner. Cultural, organizational and political participation of household members are relatively low. Their houses are made of semi-permanent materials and they use electricity for lighting and firewood for cooking. There is a functional road, school, functional health center and recreation facility in their respective barangays. Majority of the respondents are aware that the Bulabog Puti-an is a national park but do not have activities involving it while gathering/cutting trees for firewood/charcoal and lumber are the main activity for those who have. The respondents have identified major problems and needs confronting their households, barangays in general, and the men, women, youth and children in their barangays
Association between socio demographic factors and locus of control and self efficacy
Get PDFAbstract onlyThis correlational study was conducted in order to determine the association between socio demographic factors to locus of control and self efficacy. Specifically it sought to describe the respondents according to sex, type of residence, the high school in which they attended, their parents’ highest educational attainment, parent’s employment status and birth order. It also sought to determine the locus of control of students whether it varies according to their socio demographic factors such as sex, type of residence, the high school in which they attended, their parents’ highest educational attainment, parent’s employment status and birth order. Moreover, it also sought to determine the general self efficacy of the students whether it varies according to their socio demographic factors such as, sex, type of residence, the high school in which they attended, their parents’ highest educational attainment, parent’s employment status and birth order. Furthermore, this tried to discover the relationship between socio demographic factors and locus of control and self efficacy. Lastly, this study tried to determine the relationship between
locus of control and self efficacy.
This study involved 357 freshmen college students from Central Philippine University. The data gathering instruments used in this study was the Internal Control Index by Patricia Duttweiller and the General Self Efficacy Scale by Schwarzer and Jerusalem (1995). Findings revealed that majority of the respondents were female, 55.2 percent of the respondents finished in public high schools and most of their parents are employed and have college degrees, and most of the students are first and middle borns. The results also showed that the mean locus of control of the students is 994.25. Males are more external compared with females, thus, females were internally oriented. Those who came from private schools were externally oriented and those who came from public schools showed internality. With regards to the respondents’ parents’ educational attainment, those whose mothers finished college were externally oriented and those whose mothers finished elementary were internal. In addition, those whose mothers’ are employed are external and those who have unemployed mothers are internals. As to the fathers, those whose fathers finished elementary were external and those who finished high schools were internal. Those who have employed fathers showed externality while those whose fathers who are unemployed showed internality.
In terms of birth order, last borns are externals while middle borns are internals.
The mean self efficacy of the students is 30.66. Males tend to have low self efficacy while girls tend to be efficacious. Those who live in urban areas have low self efficacy on the other hand those who live in the rural areas have high self efficacy. Private school graduates have low self efficacy while those who came from public schools have high self efficacy.
With regards to their parents, those whose mothers finished college have low self efficacy, while those whose mothers finished high school only have high efficacy. Those whose mothers that have jobs have low self efficacy while those whose mothers have no jobs have high self efficacy. As to the fathers, those whose fathers finished college have low self efficacy, while those whose fathers finished elementary grades only have high self efficacy.
In terms of birth order, last borns have low self efficacy while middle boms have
high self efficacy.
The results of this study also revealed that there is a significant difference between the respondent’s high school attended and his locus of control, however, there is no significant difference between the respondent’s sex, type of residence, mother and fathers’ educational attainment, mother and fathers’ employment status and birth order and his locus of control. Moreover, there is no significant difference between the respondent’s sex, type of residence, high school attended, educational attainment of mother and father, mother and fathers’ employment status, and birth order and his self efficacy. Lastly, the study revealed that there is no significant difference between locus of control and self efficacy.
Recommendations given were focused on the awareness that teachers must possess about locus of control and self efficacy. Teachers have a role in enhancing locus of control and self efficacy by the use of encouragement and praise. Students should also must be aware of their traits so that they can improve their locus of control and self
efficacy.Includes bibliographical referencesMaster of Arts in Education major in Guidance and Counselin
Knowledge, attitudes, and extent of involvement in gangs among high school students in a private and a public high school in Iloilo City
Get PDFAbstract onlySUMMARY
This study was conducted to determine the knowledge about, attitudes towards, and extent of involvement in gangs among high school students in a private and a public high school in Iloilo City. Specifically, the study also aimed to: determine the characteristics of the respondents in terms of sex, year level, type of school, living arrangement, and their level of knowledge about gangs; determine and compare the students’ attitude toward school gangs as a whole and when classified according to sex, year level, type of school, living arrangement, and level of knowledge about gangs; compare the attitudes of gang and non-gang members; determine the extent of involvement of gang members when taken as a whole and when classified according to age, sex, year level, type of school, living arrangement, and level of knowledge about gangs; determine the relationship between attitude of gang members and their extent
of involvement in gang activities, and to determine the relationship between gang members’ level of knowledge about gangs and their extent of involvement in gang activities.
The study areas and the study population included a sample of 107 students from Central Philippine University High School (CPUHS), a private school, and 243 students from Iloilo National High School (INHS), a public school, during the school year 2005-2006. The 350 student respondents of the study were chosen using the stratified random and proportional sampling techniques after solving for the sample size. A questionnaire that was tested for its reliability and validity was used as the survey instrument.
Data collected were processed and analyzed using Statistical Package for Social Sciences (SPSS) for Windows (Windows 10.0 version). For the descriptive part, the major variables were described using frequency distribution and percentages. The Z-test was used to determine significance of differences between proportions, while the Cramer’s V was used to determine association between specified variables.
MAJOR FINDINGS
On the Background Characteristics of the Respondents with regard to Age, Sex, Year Level, Type of School, and Living Arrangement:
The profile of the population of the study showed that with regard to age and sex, there were more students who were 12-14 years old than those who were 15-17 years old, and there were more female than male students in the two high schools studied. As to year level and type of school, there were more students in the third and fourth year levels than those in the first and second year levels, and there were more students in the public school (Iloilo National High School) than those in the private school (Central Philippine University High School). With regards to living arrangement, most of the students were living with their parents while in school, while a few were living with their relatives or stayed in the dormitory or boarding houses.
On Gang Membership
Of the 350 respondents, only 25 were gang members.
On Students’ Knowledge About Gangs
Majority (86.9 percent) of the high school students had high knowledge about gangs.
On Students’ Attitude Towards Gang
On the whole, majority of both the gang and the non-gang members had unfavorable attitude towards gang. However, it was found out that there is significantly more non-gang members than gang members with unfavorable attitude.
Irrespective of age, sex, year level, type of school, living arrangement, and level of knowledge about gangs, majority of the high school students had unfavorable attitude towards gang. Significantly, however, there were more female than male students with unfavorable attitude.
Findings in this study also revealed that majority of gang and non-gang members had unfavorable attitude towards gangs. When the attitude of gang and non-gang members were compared, major and significant findings in the study revealed that there is significantly more gang members who were 12-14 years old than those who were 15-17 years old with unfavorable attitude towards gang. Significantly, there were also more female than male non-gang members and significantly more non-gang members in the first and second year levels than those in the third and fourth year levels with unfavorable attitude towards gang.
On Gang Members’ Extent of Involvement in Gang Activities
On the whole, it was found out that most of the gang members in both high schools studied, had moderate and low involvement in gang activities.
As to gang membership, nine out of twenty five gang members were active members of a gang when this study was conducted, while seventeen had been gang members before. As to gang leadership, one out of twenty five gang members had been a gang leader, while four had been gang officers.
When ranked in a descending order, the gang activities gang members were mostly involved in were: joining gang-mates in hang out or “tambay” and smoking cigarettes with gang-mates. Four gang activities ranked third: participating in planning, discussions and decision-making during gang meetings; taking part in hazing, “jump in” or initiation rite for gang recruits; drinking alcoholic drinks with gang-mates, and getting involved in gang fights. Two gang activities ranked fourth: recruiting other youths and students to be a member of the gang and disobeying parents or guardians just to give-in to the wishes and desires of the gang-mates. Five gang activities ranked fifth: taking part in a fund raising activity of the gang; disobeying school rules and regulations just to give-in to the desires and challenges of gang-mates; “cutting classes” with gang-mates, going elsewhere and doing something else instead of studying in school; painting, spraying, and writing on walls, tables and chairs of their gang’s name, symbol, and messages in school and public places.
As to gang members’ extent of involvement in gang activities when classified according to age, sex, year level, type of school, and living arrangement, major and significant findings in the study revealed that there is significantly more female than male gang members with low involvement in gang activities, while there is significantly more gang members in the third and fourth year levels than those in the lower year levels with moderate involvement. It was also found out that there is significantly more gang members who were not living with their parents while in school than those who did, with low involvement in gang activities.
On Relationship Between Gang Members’ Level of Knowledge and Extent of Involvement in Gang Activities
Major findings in this study revealed that there is no significant relationship between gang members’ level of knowledge about gangs and their extent of involvement in gang activities. Regardless of the students’ level of knowledge about gangs (be it high, moderate or low), their extent of involvement in gang activities do not vary.
On Relationship Between Gang Members’ Attitude Towards Gang and Extent of Involvement in Gang Activities
It was also found out that there is no significant relationship between gang members’ attitude towards gang and their extent of involvement in gang activities. Regardless of the students’ attitude towards gangs (be it favorable or unfavorable), their extent of involvement in gang activities do not vary.
On Students’ Knowledge and Awareness of Gangs’ and Gang Members’ Presence in School and Community
More than ninety percent of the students knew and were aware of gangs’ presence in their school and community while more than fifty percent of the respondents knew of a gang member or members in their school and community.
On How Gang Members Joined a Gang
When gang members were asked in the questionnaire how they joined a gang, sixteen out of twenty five claimed they were recruited, five out of twenty five said they volunteered, three of the twenty five answered that they joined a gang “out of curiosity”, while only one claimed that he was pressured to join a gang.
On Who Recruited Gang Members to Join a Gang
When gang members were asked who recruited them to join a gang, ten out of twenty five answered that it was their schoolmate, eight of the twenty five claimed that it was their friend, six of them said that it was their classmate, while only one answered that it was a relative.
Conclusions
The profile of the population showed that there were more students who were 12-14 years old than those who were 15-17 years old, and there were more female than male students in the two high schools studied. As to year level, there were more students in the third and fourth year levels than those in the first and second year levels. Moreover, there were more students in the public school (Iloilo National High School) than those in the private school (Central Philippine University High School). With regards to living arrangement, most of the students were living with their parents while in school, while a few were living with their relatives or stayed in the dormitory or boarding houses.
Of the 350 respondents, only 25 were gang members. Majority were non-gang members.
More than eighty six percent of the high school students had high knowledge about gangs.
On the whole, majority of both the gang and the non-gang members had unfavorable attitude towards gang. Significantly, however, there were more non-gang members than gang members with unfavorable attitude.
Irrespective of age, sex, year level, type of school, living arrangement, and level of knowledge about gangs, majority of the high school students had unfavorable attitude towards gang. Significantly, however, there were more female than male students with unfavorable attitude towards gang.
Findings in this study also revealed that majority of gang and non-gang members had unfavorable attitude towards gangs. When the attitude of gang and non-gang members were compared, major and significant findings in the study revealed that there is significantly more gang members who were 12-14 years old than those who were 15-17 years old with unfavorable attitude towards gang. Moreover, there is significantly more female than male non-gang members and significantly more non-gang members in the first and second year levels than those in the upper year levels with unfavorable attitude towards gang.
On the whole, most of the gang members in both high schools studied had moderate and low involvement in gang activities.
As to gang membership, nine out of twenty five gang members were active members of a gang when this study was conducted, while seventeen had been gang members before. As to gang leadership, one out of twenty five gang members had been a gang leader, while four had been gang officers.
When ranked in a descending order, the gang activities that gang members were mostly involved in were: joining gang-mates in hang out or “tambay” and smoking cigarettes with gang-mates. Four gang activities ranked third: participating in planning, discussions and decision-making during gang meetings; taking part in hazing, “jump in” or initiation rite for gang recruits; drinking alcoholic drinks with gang-mates, and getting involved in gang fights. Two gang activities ranked fourth: recruiting other youths and students to be a member of the gang and disobeying parents or guardians just to give-in to the wishes and desires of the gang-mates. Five gang activities ranked fifth: taking part in a fund raising activity of the gang; disobeying school rules and regulations just to give-in to the desires and challenges of gang-mates; “cutting classes” with gang-mates, going elsewhere and doing something else instead of studying in school; painting, spraying, and writing on walls, tables and chairs of their gang’s name, symbol, and messages in school and public places.
As to gang members’ extent of involvement in gang activities when classified according to age, sex, year level, type of school, and living arrangement, major and significant findings in the study revealed that there is significantly more female than male gang members with low involvement in gang activities. Moreover, there is significantly more gang members in the third and fourth year levels than those in two lower year levels with moderate involvement. Significant findings in this study further revealed that there is significantly more gang members who were not living with their parents while in school than those who did, with low involvement in gang activities.
It was found out that there is no significant relationship between gang members’ level of knowledge about gangs and their extent of involvement in gang activities. Regardless of the students’ level of knowledge about gangs (be it high, moderate or low), their extent of involvement in gang activities do not vary.
It was also found out that there is no significant relationship between gang members’ attitude towards gang and their extent of involvement in gang activities. Regardless of the students’ attitude towards gangs (be it favorable or unfavorable), their extent of involvement in gang activities do not vary.
With regard to students’ knowledge and awareness of the presence of gangs and gang members in their school and community, more than ninety percent of the students knew and were aware of gangs’ presence in their school and community, while more than fifty percent of the respondents knew of a gang member or members in their school and community.
As to how gang members joined a gang, majority of them were recruited, and most of them were recruited by their schoolmates.
Recommendations
Based on the significant findings of the study and conclusion derived from the results the following recommendations are offered:
1. Guidance counselors, high school principal and teachers should work together as a team and be vigilant of all the complex issues involving youth gangs and youth gang recruitment efforts in their respective schools. Early prevention from gang involvement is of prime importance because gang recruitment in schools and community may begin as early as elementary school (Sandoval, 1999 as cited in ERIC Digest 99).
2. Guidance counselors and teachers should plan and conduct information dissemination program to students, both male and female, from first year up to fourth year levels, through classroom teaching and seminars about gang that would include illegal and criminal gang activities, destructiveness and violence, its negative consequences as well as ways to avoid and prevent it.
3. Guidance counselors and educators must target vulnerable students to gang recruitment especially the male students, and those who are in the third and fourth year levels in high school. They can provide special assistance to students through the use of peer counselors and support groups in school.
4. The Guidance Services’ Peer Counselors’ Program and Training should be implemented and conducted by the Guidance Staff to high school students every school year, and should be well-supported by high school teachers and school administrators as well.
5. The counseling and educational programs of the Guidance Services Center for the students must be implemented and conducted preferably in small groups where students can express their feelings comfortably. This will provide regular opportunities for students individually and/or in small groups to discuss their experiences in school and make future plans that offer hope and personal rewards.
If the students seem to be attracted to gangs, or if adolescent are associating with gangs, it would be helpful for school counselors and teachers to try to explore their feelings for the reasons why they want to be involved with gangs. This will give a good indication of what feelings and beliefs are not being met by the family, school, and/or community.
6. Guidance counselors, school administrators, teachers, and parents must work hand-in-hand in challenging the youth to expand their interests. They should be involved in coordinating and sponsoring wholesome activities for the students, and encourage them to get involved in sports or athletics, arts, music, dances, singing, drama, theater and the like. In this way, the guidance counselors and educators may be able to help provide students with alternative ways or means of expressing themselves in a healthy and constructive way, as well as to use their vacant time wisely and productively. This will help keep the students away from gangs and will decrease the strength and influence that the gang has in school and community.
7. Guidance counselors and educators must get the parents involved in combating youth gang involvement in school and community. Intensify Parent-Teacher Association programs. Offer special programs for parents on gangs and use it as an avenue to conduct seminars and lectures to parents on how to get involved in their children’s lives, how to deal with them as a parent, good and effective communication between parents and children, spending quality time with the children, how to occupy their child’s free time wisely and productively, and learn about gang and drug activity in school and community.
8. Guidance counselors, school staff, faculty and parents must provide Law Enforcement with information regarding gang-related criminal and/or illegal activities in school and the neighborhood in order to safeguard youth and children from being influenced and/or victimized as well as to keep the school and community safe and crime-free. Vigilant monitoring of young people’s behavior, activities, and whereabouts especially after school hours and late in the evenings should be emphasized to parents and guardians.
9. Studies and/or teachers should be further encouraged. Future studies on the said topic may take into consideration other variables and factors like peer pressure, self-esteem, misdemeanors in school, family dysfunction or problems in the home as well as students’ school grades and performance to name a few, that have significant influence on the youths’ gang involvement nowadays.
10. A similar study may be conducted involving more respondents from other public and private high schools in researches on adolescents and gang involvement by the school’s guidance counselors and Iloilo City in order to have a wider scope of research and more sources of data. Moreover, a similar study may be conducted and extended to the first and second year college students whose ages (17-18 years old) belong to the usual gang age bracket.Includes bibliographical referencesMaster of Science in Guidance and Counselin
Willingness, resemblance and readiness of Central Philippine University to ISO 9001:2000 management system
No full textAbstract onlyThe purpose of this study was to gather a data on the level of readiness of CPU to International Organization for Standardization Quality Management Systems Criteria Number 9001 series of 2000 or otherwise referred to as ISO 9001:2000. Specifically, the study determined the percentage of resemblance and level of readiness of CPU management systems for ISO 9001:2000 as perceived by unit heads when classified as a whole and according to units and the extent of willingness of CPU Faculty and Staff to submit to ISO 9001:2000 certification.
This study used the descriptive method of research and used two kinds of population namely: the population of all units and the population of all full-time personnel of CPU. The study made use of 2 researchers-developed questionnaires; one of which reflected all the requirements stated in the Philippine National Standards but with some revisions to suit an educational system like CPU.
The gathered data were subjected to descriptive statistics only. Specifically, the statistical tool used was the mean and percentage distribution.
Findings:
The pertinent results of the study were: There was a high resemblance between CPU Management and Clause 6 or Resource Management and Clause 5 or Management Responsibility of the ISO 9001:2000 while there was a weak resemblance between the former and with Clause 8 or Measurement, Analysis and Improvement, Clause 7 or Product Realization and Clause 4 or Quality Management System of the ISO 9001:2000.
Specifically, there were twelve academic units and ten non-academic units that had resemblance with Clause 6 or Resource Management. For the academic units, these were the units of: Agricultural Engineering, LMCH, Social Sciences, College of Commerce, Accountancy Department, College of Computer Studies, Health and PE, Civil Engineering, College of Nursing, Religion and Ethics, College of Education and Elementary. For the non-academic units, these were as follows: President’s Office, VPAA, Internal Audit, Scholarship Office, Chaplain’s Office, Guidance Services Center, Cultural Affairs Office, Residence Halls, Schedule Coordinator and University Outreach Center.
There were ten academic units and five non-academic units that had resemblance with Clause 5 or Management Responsibility of ISO 9001:2000. The academic units were: Agricultural Engineering, LMCH, Math and Physics, Social Sciences, College of Commerce, Accountancy Department, College of Computer Studies, Health and PE, ix Civil Engineering and Elementary while the non-academic units were: the President’s Office, VPFE, VPAA, Internal Audit and Scholarship Office.
There were four academic units namely: Social Sciences, College of Commerce, Health and PE and College of Nursing and three non-academic units namely: Chaplain’s Office, Cultural Affairs Office and Residence Halls that had resemblance to Clause 7 (Product Realization) of ISO 9000:2001 Management System.
Two academic units namely: Accountancy Department and Health and PE and three non-academic units namely: President’s Office, Chaplain’s Office and Residence Halls have resemblance ISO Management System especially in terms of Measurement, Analysis and Improvement (Clause 8).
The academic units of the College of Commerce, Accountancy Department and College of Medicine and of the following non-academic units namely: the President’s Office, Internal Audit, Residence Halls and Chaplain’s Office have resemblance to Clause 4 (Quality Management System) of ISO 9001:2000.
Among the resembled requirement, the CPU management system as a whole has a fairly adequate level of evidence of readiness to ISO 9001:2000 in terms of the following: Quality Management System, Management Responsibility, Resource Management, Product Realization, and Measurement, Analysis and Improvement.
Specifically, the Accountancy Department was the only academic unit while the non-academic units namely: the President’s Office, Internal Audit, Residence Halls and Chaplain’s Office have acceptable level of readiness to Clause 4. Quality Management System of ISO 9001:2000.
The academic units of the Agricultural Engineering, LMCH, Math and Physics, Social Sciences, College of Commerce, Accountancy Department, College of Computer Studies, Health and PE, Civil Engineering and Elementary and the non-academic units such as the President’s Office, VPFE, VPAA, Internal Audit and Scholarship Office have an acceptable level of readiness to Clause 5 ( Management Responsibility) of ISO 9001:2000.
The academic units such as: Agricultural Engineering, LMCH, Social Sciences, College of Commerce, Accountancy Department, College of Computer Studies, Health and PE, Civil Engineering, College of Nursing, Religion and Ethics, College of Education and Elementary and the following non-academic units namely: President’s Office, VPAA, Internal Audit, Scholarship Office, Chaplain’s Office, Guidance Services Center, Cultural Affairs Office, Residence Halls, Schedule Coordinator and University Outreach Center have an acceptable level of readiness to Clause 6 (Resource Management) of ISO 9001:2000.
The academic units of the Social Sciences, College of Commerce, Health and PE, and College of Nursing and of the non-academic unit of the Chaplain’s Office have an acceptable level of readiness to Clause 7 (Product Realization) of ISO 9001:2000.
The academic units of the Accountancy Department and Health and PE and the three non-academic units of the President’s Office, Chaplain’s Office and Residence Halls have an acceptable level of readiness to Clause 8 (Measurement, Analysis and Improvement) of ISO 9001:2000.
Conclusions
On the basis of the findings of this study, it is reasonable to conclude that: There was a high resemblance between CPU Management and Clause 6 or Resource Management and Clause 5 or Management Responsibility of the ISO 9001.2000 while there was a weak resemblance between the former and with Clause 8 or Measurement, Analysis and Improvement, Clause 7 or Product Realization and Clause 4 or Quality Management System of the ISO 9001:2000. The CPU management system as a whole has a fairly adequate level of evidence of readiness to ISO 9001:2000 in terms of the following: Quality Management System, Management Responsibility, Resource Management, Product Realization, and Measurement, Analysis and Improvement. Majority of the full time faculty and staff showed their willingness for CPU to submit for ISO 9001:2000 certification.Includes bibliographical reference
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