Relevant bibliographies by topics / High schools - Philippines

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'High schools - Philippines'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "High schools - Philippines"

1

Zøllner, Lilian. "Grundtvigs skoletanker i Filippinerne." Grundtvig-Studier 45, no. 1 (January 1, 1994): 199–228. http://dx.doi.org/10.7146/grs.v45i1.16147.

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Grundtvig’s Educational Ideas in the PhilippinesBy Lilian ZøllnerIn 1991 an initiative was taken to establish a folk high school in the Philippines, based upon Grundtvig’s educational ideas. The project was supported financially by Folkekirkens Nødhjælp (Danchurchaid) and Danida. The establishment of the folk high school was the work of the former Catholic priest, Edicio dela Torre, who was arrested on December 13th, 1974, by the Marcos regime and accused of being one of the leaders of the NDF (the National Democratic Front). On March 1st, 1986, he was released and left the Philippines.In 1991 Edicio dela Torre was invited to give lectures at Danish folk high schools. These meetings resulted in Edicio dela Torre having a vision of setting up a folk high school in the Philippines, where the education was to for life, viz life in the local communities which was fundamental to the work and importance of the grassroots leaders.The folk high school faces great challenges: to overcome earlier experiences with the educational system, to convince the population, to find a place in the non-formal educational offers, to keep the well-educated people in the country, and to cooperate in spite of political and religious differences.
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Gamboa, Jerame N., Catherine G. Danganan, Alberto G. Gamboa, Aileen L. Koh, and Louie Fe S. Villanueva. "Implementation of the senior high school program in public schools in Pampanga, Philippines." Religación. Revista de Ciencias Sociales y Humanidades 5, no. 25 (September 30, 2020): 274–83. http://dx.doi.org/10.46652/rgn.v5i25.644.

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This study is intended to describe and evaluate the implementation of high school in selected schools for the 2016-2018 academic years. Specifically, it found answers on the description of the schools; the evaluation of the pedagogical competencies of the teachers; the evaluation of the work habits, values, and skills of the students; the problems encountered, and the possible contributions to improve the program. A specifically convergent mixed method was used in parallel. The results show that the selected schools offer TVL, HUMSS, and ABM. They have an average of two hundred students or less. Most of their faculty members are with MA units. They observed the Department of Education's policies on admission, retention, and promotion. The dimensions of teaching competencies are considered effective to highly effective, while students' work habits, values, and skills are assessed as highly developed. Problems identified related to the adequacy of teaching materials, lack of stakeholder support, student performance, and the need for specialized teachers. Therefore, it is recommended to improve school facilities, hire teachers for specialized teachers, strengthen partnerships with the business industry, and train teachers in the latest teaching trends, as well as in technology, to make students globally competitive.
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Panaligan, Jan April, and Jimmy Bernabe Maming. "Challenges Encountered by Junior High School Graduates of the School of Tomorrow Program to Senior High School Program in Capiz: A Case Study." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 4 (April 12, 2021): 321–26. http://dx.doi.org/10.11594/ijmaber.02.04.05.

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The School of Tomorrow (S.O.T.) having the Accelerated Christian Education (A.C.E.) here in the Philippines promises that they can give the most advanced twenty-first-century educational system available, but the experiences and grievances of S.O.T. graduates stated otherwise. This case study intends to determine the key informant's experiences in transitioning from Accelerated Christian Education (A.C.E.) institution to conventional schools in Capiz. This study utilized interviews, observation, and data reviews in gathering the data while the Mayring (2002) approach was utilized in analyzing the data. Themes came out from the constructs of the interviewees in Capiz, like S.O.T. curriculum is offered in Pre-School to Junior High School only, difficulty in transitioning from S.O.T. school to conventional schools offering Senior High School Program and conventional schools must be adopted and integrated to the S.O.T. Junior High School. The output of the research is the proposed new S.O.T. curriculum model to help address the existing problems.
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Caleja, Heidi Belle Francisco, and Rebecca Fullero Averion. "Does work commitment and job satisfaction matter to junior high school teachers in the Philippines?" International Journal of Learning and Teaching 12, no. 4 (October 30, 2020): 166–75. http://dx.doi.org/10.18844/ijlt.v12i4.4575.

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This study finds out the relationship between work performance and job satisfaction among teachers of junior high schools in Philippines. They were well aware of the facts of their job satisfaction, e.g., school policies, supervision methods, pay and other benefits, relationships between faculty and students, further growth and promotions, workplace conditions, achievement and recognition, and responsibility and accountability. It was concluded that teachers’ job satisfaction could produce an effectiveness and sustainability in educational institutions. Using a descriptive method, a non-probability convenience sampling was employed for 70 public school teachers. Two existing validated questionnaires were used: the Three-Component Model Employee Commitment Survey, to surface the level of work commitment of teachers in an organisation; and Job Satisfaction Survey, to evaluate the teachers’ overall job satisfaction. Findings show a significant relationship between work commitment and job satisfaction, specifically in terms of position and educational level. In addition, teachers are satisfied with the people within the organisation; however, it also shows that teachers are not satisfied with too much paper work. It is recommended that teachers should consider the teaching job as a profession and as a vocation. Keywords: High schools in Philippines, job satisfaction, descriptive method, work commitment.
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Tarrayo, Veronico N., Philippe Jose S. Hernandez, and Judith Ma Angelica S. Claustro. "Teachers And Research Practices: Perspectives From English Language Educators In A Philippine University." Australian Journal of Teacher Education 45, no. 12 (December 2019): 73–90. http://dx.doi.org/10.14221/ajte.202v45n12.5.

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Given the paucity of studies regarding research practices of teachers, particularly English language teaching (ELT) practitioners in the ASEAN region and in the Philippines, this study explores the research practices of English language teachers in the Philippines. Using purposive-convenience sampling, a total of 49 teachers of English from a Philippine university were asked to answer a survey. To validate the data, pertinent public university documents were examined, and interviews with the university research heads were conducted. Findings suggest that the teachers were cognizant of the link between teaching and their own and their schools’ research practices. This research also reports the teachers’ positive perception towards research, and high receptivity to and interest in it. However, such research engagement was somehow constrained by factors such as crowded teaching timetables or heavy workload, lack of funding or financial support, difficulty in understanding (e.g., the language) published research, and the challenge of contextualising research findings for classroom use. This paper concludes with a note on how a conducive research climate in a school is a requisite in cultivating teachers’ interest in research.
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Lagahit, Junnecca J. "Depression, Anxiety, and Stress among Senior High School Students in Selected Private Schools." Philippine Social Science Journal 2, no. 1 (July 30, 2019): 114. http://dx.doi.org/10.52006/main.v2i1.63.

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This descriptive-correlational study aimed to determine the prevalence of depression, anxiety, and stress among three hundred twenty (320) senior high school students in selected private schools in Kabankalan City, Negros Occidental, Philippines when they are taken as a whole and grouped according to sex, career track, living arrangement and family monthly income. Specifically, it aimed to determine if there is a significant relationship between the level of depression, anxiety, and stress, and demographic profile of the senior high school students. The data were gathered through the Depression, Anxiety, and Stress Scale (DASS-21). The results of the study revealed that there were significant relationships among the selected demographics, namely, between living arrangement and anxiety, and between sex and stress. Results have an implication on the practice of guidance and counseling and in mental health practice. The findings of this study provided baseline information for an enhanced guidance program.
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Vally, McMichael, Doherty, Li, Guevarra, and Tobias. "The Impact of a School-Based Water, Sanitation and Hygiene Intervention on Knowledge, Practices, and Diarrhoea Rates in the Philippines." International Journal of Environmental Research and Public Health 16, no. 21 (October 23, 2019): 4056. http://dx.doi.org/10.3390/ijerph16214056.

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A school-based water, sanitation, and hygiene (WASH) intervention in the Philippines was evaluated. Students and households from four schools that received the WASH intervention (intervention schools) were compared with four schools that had not (comparison schools). Knowledge of critical handwashing times was high across all schools, but higher in intervention schools. Students reported higher rates of handwashing after toilet use (92% vs. 87%; RR = 1.06; p = 0.003) and handwashing with soap (83% vs. 60%; RR = 1.4; p < 0.001) in intervention versus comparison schools. In intervention schools, 89% of students were directly observed to handwash after toilet use versus 31% in comparison schools (RR = 2.84; p < 0.0001). Observed differences in handwashing with soap after toilet use were particularly marked (65% vs. 10%; RR = 6.5; p < 0.0001). Reported use of school toilets to defecate (as opposed to use of toilet elsewhere or open defecation) was higher among intervention versus comparison schools (90% vs. 63%; RR = 1.4; p < 0.001). Multilevel modelling indicated that students from intervention schools reported a 10-fold reduction in odds (p < 0.001) of school absence due to diarrhoea. In addition to school-based findings, self-reported handwashing at critical times was found to be higher among household members of students from intervention schools. This school-based WASH program appeared to increase knowledge and hygiene behaviours of school students, reduce absences due to diarrhoea, and increase handwashing at critical times among household members.
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Vecino, Corazon T., and Araceli C. Doromal. "The Implementation of Senior High School Work Immersion Program in Selected Public Schools in Negros Occidental." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 37–38. http://dx.doi.org/10.52006/main.v3i2.154.

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Immersion is implemented in different countries all over the world as part of curricular training. Immersion programs started in other countries many years back. However, the Philippines only started three years ago as a program for students' engagement in employment simulation. Since the start of the program, there were emerging issues in the insufficiency of documents to establish its extent of implementation. Hence, the paper assessed the extent of implementation of senior high school work immersion program in selected public schools in the Division of Negros Occidental during the school year 2019-2020 according to the category of school, school location, and designation of implementer in the areas of Curriculum Implementation and Compliance, Work Immersion Delivery Process, Assessment of Student's Progress, Supervision of Work Immersion and Implementation, and Administrative Concerns. Likewise, it identifies the challenges encountered by the implementers and their recommendations in the effective implementation of the immersion program.
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Bernardo, Allan B. I., Fraide A. Ganotice, and Ronnel B. King. "Motivation Gap and Achievement Gap Between Public and Private High Schools in the Philippines." Asia-Pacific Education Researcher 24, no. 4 (September 28, 2014): 657–67. http://dx.doi.org/10.1007/s40299-014-0213-2.

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Maulana, Saima, BAI DONNA ALIMAN, and ZAIDA ULANGKAYA. "SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE." Advances in Social Sciences Research Journal 8, no. 8 (September 5, 2021): 564–70. http://dx.doi.org/10.14738/assrj.88.10695.

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This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English. Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance
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Dissertations / Theses on the topic "High schools - Philippines"

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Tan, Christine Joy. "College Choice in the Philippines." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9916/.

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This descriptive and correlational study examined the applicability of major U.S. college choice factors to Philippine high school seniors. A sample of 226 students from a private school in Manila completed the College Choice Survey for High School Seniors. Cronbach's alpha for the survey composite index was 0.933. The purposes of this nonexperimental, quantitative study were (1) to describe the relative importance of major college choice factors (as identified in U.S. research) to Philippine high school seniors, and (2) to determine whether there were statistically significant differences in the importance ascribed to these factors, according to students' demographic attributes. For all statistical analyses, SPSS 16.0 software was used. To address the first purpose, the mean and standard deviation were calculated for each college choice factor addressed in the survey. To address the second purpose, ANOVAs, Mann-Whitney U tests, and Kruskal-Wallis tests were run, in order to study the relationship between each of the major college choice factors and students' demographic attributes. This study found that all of the major U.S. college choice factors were important, to some degree, in the Philippine context. Other factors were added based on pilot studies. This study also found that some of the U.S.-literature-generated demographic choice attributes functioned similarly in the Philippine setting (e.g. academic ability, gender), while others did not (e.g. educational level of fathers and of mothers). Moreover, students' academic ability was the primary demographic attribute, accounting for statistically significant differences in assessment of the importance of college choice factors for most (12 out of 13) of the factors. The major U.S. college choice factors appear to be important to Philippine private high school students. Two choice attributes (academic ability, gender) appear to apply to private high school students in the Philippines, while the attributes of father's and mother's education levels do not appear to apply. Among Philippine private high school students, academic ability may account for differences in assessment of the importance of college choice factors. Using a survey method alone to study college choice is limiting. Future studies should utilize a variety of methods to collect data and should involve several schools.
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Clark, Paul 1965. "A study of two Philippine high schools : a cross-cultural look at the education of girls and boys." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36893.

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While most schooling in the Philippines currently takes place in a coeducational setting, it seems apparent that, although they are attending the same high schools, boys and girls are not getting the same education. In many areas of the Philippines, boys' dropout rates are almost three times that of girls'. As more females graduate from college, women are rapidly replacing men in many fields.
However, this does not mean that women are leaving their traditional responsibilities in the home. Quite the opposite, women are now finding themselves faced with double the work while men essentially find themselves without the training or skills to adapt to a changing society.
This dissertation looks specifically at the schooling of two communities in the central Philippines. Looking at one school from a very rural village and another in a larger city, I examine the historical and sociological traditions of the Philippines and the island of Panay specifically. I investigate the reasons for girls' success while also looking at some reasons for boys' failure. I look closely at students' relationships with their schools, their teachers, their families, and with each other; I am trying to get a sense of how they perceive themselves and their world.
This dissertation uses qualitative research methods including lengthy observation and interview of students, families and teachers. It draws from the traditions of phenomenology and grounded theory, and is constructed in an interpretive anthropological tradition in which the narration is in first person singular and, where possible, the present tense.
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Burgis, Paul Lindsay Education Faculty of Arts &amp Social Sciences UNSW. "The role of secondary schools in the development of student knowledge about poverty in Australia, The Philippines and Zimbabwe." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/25483.

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This thesis examined student knowledge about the nature, scope, causes and responses to poverty, student perceptions of the emphasis in the school curricula on poverty and development, student attitudes to poverty and the factors that influence such knowledge and attitudes. Knowledge and attitudes at the end of primary school were compared with those after four years of secondary school in three nations, Australia. The Philippines and Zimbabwe, involving 1296 surveys and 188 interviews. The investigation draws on earlier work in Ireland (Regan, 1996). and is a response to the recent emphasis on the role of schools in development education in Europe (Lemmers, 2001) and the call for a greater emphasis in Australia on this area (Simons. Hart and WTalsh, 1997). The survey compared student understanding with current 'knowledge' in the literature and the interview allowed an examination of the stories students constructed about people in poverty, including their cognitive and affective responses to people in poverty. Results showed that whilst almost all students recognised that poverty exists, they were more likely to define it simply as a lack of income than as a phenomenon involving social power and self esteem. Few students were aware that the majority of the world's poor are female. Nationality was an important predictor of student knowledge and values. Australian students considered nationally based causes (e.g., government, education) to be more important than personal qualities (e.g., laziness) or international causes (e.g., powerful countries). Australian students were also more likely to value hedonism, but it could not be demonstrated conclusively that this affected the ways that they defined poverty and its causes. Filipino students were more likely to perceive poverty as being the fault of the person experiencing poverty and were more pejorative towards the poor. Whilst Filipino and Zimbabwean students considered that they had learnt a lot about poverty, few Australian students thought this to be the case. Students in senior secondary school were not well informed of current understandings about poverty and development and did not possess a significantly greater knowledge than primary school students on these matters. Specifically. current school practices allow students to perceive poverty as primarily income related and do not place due emphasis on internationally related causes.
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Andal, Guillrey Anthony M. S. J. "Leading from the Margins: The Educational Leadership Experiences of Jesuit Directors of Mission High Schools in the Philippines and the Implications for the Leadership Formation of Filipino Jesuits." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/935.

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Educational leadership preparation is not an explicit priority in the scholastic formation of future Catholic priests in the Philippines. Consequently, there may be those assigned to lead in parochial mission schools early on in their ordained ministry but lack leadership training and experience. Thus, this study sought to answer the following research questions: What are the experiences of educational leadership successes and challenges of newly ordained Jesuit priests assigned as directors of Jesuit mission high schools in the Philippines? What are the perceptions of newly ordained Jesuit priests assigned as directors of Jesuit mission high schools in the Philippines on how their seminary formation contributed to their preparation as school leaders? This phenomenological research explored the experiences of seven first-time Jesuit school directors of mission high schools in the Southern Philippines and examined their perceptions about the leadership formation that they received as seminarians before being missioned to the ministry of leading high-needs schools in the peripheries of rural Philippines. Through a modified educational leadership preparation framework presented originally by Capper, Theoharis, and Sebastian (2006), I analyzed the qualitative data from the field and determined how the participants’ peculiar leadership experiences and keen assessment of their seminary formation can inform enhancements in the Jesuit leadership formation’s context-specific curriculum, andragogy, and holistic evaluation to prepare future Jesuit educational leaders’ critical consciousness and socially just leadership knowledge and skills. In line with this, I recommended the institutionalization of programmatic leadership training modules for Jesuits before they are missioned as first-time school directors.
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Tan, Christine Joy Newsom Ron. "College choice in the Philippines." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9916.

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龔仁崇 and Ronnel Bornasal King. "Studying for the sake of others : the role of social goals on engagement and well-being." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193013.

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Students pursue different goals in school, which have been shown to influence a variety of educational outcomes. The achievement goal framework which focuses on mastery and performance goals is currently the most dominant paradigm for the examination of students‘ goals in the school setting. Numerous studies have shown the different consequences associated with the pursuit of mastery and performance goals. However, a limitation of achievement goal theory is its neglect of social goals which pertain to social reasons for studying. This is surprising given the importance of interpersonal relationships for adolescent students. Moreover, from a cross-cultural perspective, social goals seem to be even more salient for students from collectivist cultures due to the greater importance of the relational fabric in such societies. Therefore, the general aim of this study was to investigate the types, the structure, and the consequences of social goals in a collectivist cultural context. Five inter-related studies were conducted with Filipino secondary school students. Study 1 was a qualitative study which aimed to assess the different types of goals that students pursued. Results indicated that most of the goals pertained to social goals, and only a minority of these referred to the more commonly-researched achievement goals. Studies 2 and 3 aimed to examine the cross-cultural applicability of the 2 x 2 achievement goal model and the hierarchical and multidimensional model of social goals respectively in the Philippine setting. The 2 x 2 achievement goal model posits a distinction between four types of achievement goals: mastery-approach, mastery-avoidance, performance-approach, and performance avoidance, while the hierarchical and multidimensional model of social goals construes social goals as a higher-order construct underpinned by five specific types of social goals: social affiliation, social approval, social concern, social responsibility, and social status. Results of these two studies indicated that these models were both applicable to Filipino students. As such, they were used in the subsequent studies. The aim of Study 4 was to test the relationships among achievement goals, social goals, academic engagement, and achievement. A longitudinal design was adopted and results indicated that social goals were the most salient positive predictors of academic engagement. They were also negative predictors of academic disengagement. Engagement and disengagement, in turn, mediated the impact of goals on subsequent academic achievement. Study 5 examined the relationships among achievement goals, social goals, and well-being. A longitudinal design was adopted, and results showed that mastery-approach and social goals were the most beneficial for well-being. Taken together, these studies showed the importance of investigating social goals alongside the oft-examined achievement goals given their greater salience and their causal dominance over achievement goals in predicting both achievement-related and broader well-being outcomes. Theoretical and practical implications, as well as directions for future research are discussed.
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Furiscal, Erwin Tano NonglaK Pancharuniti. "Alcohol drinking behavior among adolescent high school students living in Low-income urban communities in Baguio city, Benguet, Philippines /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd415/5038133.pdf.

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Farahlexis, Durano. "Attitudes Towards English and Fil-English Code-switching Amongst High School Students in Ormoc City, Philippines." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32844.

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This study presents findings obtained from 280 fourth year high school students in Ormoc City, Philippines concerning their attitude towards English and towards Fil-English code-switching. It is a partially comparative study that surveys similarities and differences of attitude towards code-switching between 140 public high school students and 140 private high school students. The survey incorporates both quantitative and qualitative methods. The result shows that participants are generally positive towards English and Fil-English code-switching. However, there are more private school students who have a neutral attitude towards code-switching, compared to public high school students. In addition, the result shows that code-switching amongst the 280 high school students is a marked socio-linguistic activity. Furthermore, the result shows that Fil-English is both subtractive and additive bilingualism from the students’ viewpoint. Finally, findings show that the participants’ attitudes towards English and Fil-English illustrate diglossia in their speech community.
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Books on the topic "High schools - Philippines"

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Jimenez, Emmanuel. Student performance and school costs in the Philippines' high schools. [Washington, D.C.]: International Bank for Reconstruction and Development, 1988.

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Zøllner, Lilian. Grundtvig's educational ideas in Japan, the Philippines, and Israel. Vejle: Krogh, 1994.

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Strobel, Leny Mendoza, Nancy Figueroa Gochuico, and Benjamin L. Benitez. From our hearts to yours: Letters to a young student. Santa Clara, Calif: Phoenix Pub. House International, 2008.

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Somerset, Anthony. Basic number skills: Why students fail in Math : a diagnostic survey of Fifteen High Schools in Central Visayas, Philippines. Diliman, Quezon City: National Institute for Science and Mathematics Education Development, University of the Philippines, 2002.

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Miralao, Virginia A. Filipino youth in special high schools: A survey of senior students at the Philippine Science High School, Philippine High School for the Arts, and OB. Montessori High School. Diliman, Quezon City: Philippine Social Science Council, 2004.

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Mendoza, Sonny A. Mga bugtong: (tulong sa mag-aaral) : elementarya, high school, kolehiyo. Quezon City, Philippines: Sonny A. Mendoza Pub., 1997.

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Canieso-, Doronila Maria Luisa, ed. Becoming Filipino.: A values education series for Philippine high schools. Metro Manila, Philippines: National Book Store, 1989.

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Barretto, Ogilvie A., and Washington (State). Superintendent of Public Instruction., eds. The Philippines: Challenges for the 1990s : a high school instructional unit. Olympia, WA: Superintendent of Public Instruction, 1990.

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Barretto, Ogilvie A., and Washington (State). Superintendent of Public Instruction., eds. The Philippines: Challenges for the 1990s : a high school instructional unit. Olympia, WA: Superintendent of Public Instruction, 1991.

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Preparation and requirements for coaching high school athletics in Southern Mindanao, Philippines. 1991.

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Book chapters on the topic "High schools - Philippines"

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Santiago, Jerielle Trini S., Pauline Hannah P. Dizon, Mary Agnes C. Espina, and Melen M. Tamayao. "An Ergonomic Design of Senior High School Science Laboratories in the Philippines." In Advances in Ergonomics in Design, 869–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60582-1_88.

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Ramayla, Sherry P. "Correlates of Achievement Test Performance in Biology 1 of Second Year Students in the Philippine Science High School-Central Visayas Campus, Argao, Cebu From 2007–2010." In Biology Education for Social and Sustainable Development, 225–32. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_24.

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Flor, Benjamina Paula G., and Leandra Carolina G. Flor. "Authentic Assessment Construction in Online Education." In Optimizing K-12 Education through Online and Blended Learning, 225–39. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch012.

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This chapter submits that conventional learning assessment models used in traditional classrooms cannot be employed in blended programs at the secondary education level. The tendency of high school students in online education is to adopt the path of least resistance or to cheat thinking that they cannot be caught. Constructing authentic assessment measures for online education should be crafted for teachers to ensure that students who graduate through this learning mode are competent. While examinations are to be conducted, test construction should differ. Online learners would prefer to apply what they have learned instead of the conventional assessments. This contribution aims to develop authentic assessment procedure for the Open High School Program of the Philippines (OHSP), a blended program offered by private high schools in the Philippines, funded by the Department of Education. The program aims to mainstream out-of-school youth, high school dropouts, or regular students who cannot afford to study on their own given their unfortunate circumstances in life. As adult learners, they have rich experiences that can be used in problem-based learning to understand the lessons more effectively. Hence, this study is anchored on the assumption that teachers in blended learning mode should employ a different learning assessment or unique to conditions of OSHP students.
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Grace B. Lubguban, Mary. "Emotional Competence of Women Administrators." In The Science of Emotional Intelligence. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97884.

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Leadership is a social mechanism where action toward a common goal is affected by any person or community. The organization is in trouble without effective leadership, it has been said. Any educational institution’s success hinges greatly on how competent the leaders are. The research’s main objective is to assess the emotional competencies of women school administrators at public and private schools in Siquijor, Central Visayas, Philippines. The study focuses on the five (5) dimensions of emotional competence which are self-awareness, self-regulation, motivation, empathy and social skills. The study was conducted to fifty-seven (57) school heads or administrators during School Year 2016–2017. The study revealed that the women administrators are all experienced and possess a high degree of emotional competence relative to their performance as leaders and administrators.
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"School and Work in the Philippines: Is the Cost Too High?" In Contemporary Perspectives in Comparative Education, edited by Robin J. Burns and Anthony R. Welch, 363–84. Routledge, 2018. http://dx.doi.org/10.4324/9781351005142-14.

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Conference papers on the topic "High schools - Philippines"

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"The Views of Twelve (12) Companies in Makati City on Hiring Senior High School Graduates." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 23-24, 2017, Manila (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117827.

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"Supervisory Practices in an Autonomous National High School: Teachers’ Cross-sectional Perspectives." In Jan. 29-30, 2019 Cebu (Philippines). Emirates Research Publishing, 2019. http://dx.doi.org/10.17758/erpub3.uh0119419.

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"The Willingness of Twelve (12) Different Companies in Terms of Integrating Senior High School Graduates Within Their Workplace." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117445.

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"Raising HIV and AIDS Awareness: A Health Promotion Program for Accountancy and Business Management Students of Congressional National High School." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117446.

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"Soil Quality Assessment for Agriculture Potential in Philippine Science High School- Central Visayas Campus." In Sept. 21-22, 2017 Cebu (Philippines). URUAE, 2017. http://dx.doi.org/10.17758/uruae.ae09172019.

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Guiamalon, Tarhata S., and Pembain G. Hariraya. "THE K-12 SENIOR HIGH SCHOOL PROGRAML: THE CASE OF LABORATORY HIGH SCHOOL, COTABATO CITY STATE POLYTECHNIC COLLEGE, SOUTH CENTRAL MINDANAO, PHILIPPINES." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.202074.

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Rahmawati, Rahmawati, Ridwan Ridwan, and Jonna Calambro. "A Comparative-Case Study of Junior High School English Curriculum between Indonesia and the Philippines." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305231.

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Hikmah, Nur, Akmal Akmal, and Francia Buffe. "Writing Skills of Junior High School Students of the University of Saint Anthony, Iriga City, Philippines." In Proceedings of the 2019 Ahmad Dahlan International Conference Series on Education & Learning, Social Science & Humanities (ADICS-ELSSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/adics-elssh-19.2019.8.

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Fernando, Alexa Ray, Joseph Retumban, Romeo Tolentino, Allan Alzona, Franz Santos, and Manny Taguba. "Level of preparedness of STEM senior high school graduates in taking up engineering program: a Philippine setting." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225858.

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Serafico-Reyes, Nikolee Marie A. "Civic Competency in Junior High School - Mapping through the Content and Performance Standards of the Philippine Social Studies (Araling Panlipunan) Curriculum." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007306304670472.

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