AUTHOR/S:  Jemmar T. Azucena, Rosemar E. Bataller, Donna Fe N. Cabalfin, Angelica Kay D. Go

DATE COMPLETED: February 1, 2013

KEYWORDS: 

ABSTRACT

              The focus of the action research was to determine the preferences of IPP – Reflection strategies used by the PEHM teachers, in general category: oral, written and performing methods. Respondents of the study covered 1,888 high school students of the Ateneo de Davao University – High School Unit enrolled during the semester of 2011 – 2012. The research made use of a survey questionnaire divided into two (2) parts: Part 1 required ranking of specific approaches used under the IPP – Reflection strategies, ranging from 1 as most preferred up to 5, the least preferred; and, Part 2 required responding from situations under each category of IPP – Reflection strategies among the six (6) choices ranging from 1 as strongly disagree up to 6 as strongly agree. The questionnaire was individually administered to the respondents in Moodle form.

              The results showed the IPP – Reflection strategies that the PEHM teachers regularly used in their classes. Next results showed the preferred IPP – Reflection strategies of the respondents to specific categories under the IPP – Reflection strategies and the results varied by year level and gender. In oral IPP – Reflection strategies, the lower year levels, that is, first and second year high school students, preferred debates and panel discussion while higher year levels, that is, third and fourth year high school students, preferred small group sharing. In terms of IPP – Reflective written strategy, lower year levels preferred journal writing and/ or exit slips while higher year levels preferred media – based/ power point and/ or mental games. Under IPP – Reflective preferred media – based/ power point and/ or mental games. Under IPP – Reflective performing strategy, the first year high school students preferred creative projects while the rest of the levels preferred  physical games.

              First year high school students, being new entrants to the department, may have fewer acquaintances at the moment to find big group and small group sharing to be quite out of their comfort zone. Noticeably, second year high school students after being residents of the department for a year, may have found small group sharing as quite acceptable in their level, having it jumped from fifth rank in the first year to second rank in the second year.

              The turnaround among the third and fourth year high school students, considered higher level years in the department. It  may be attributed to their level of maturity and familiarity. One possible factor that may have contributed to ranking last the debate/ panel discussion was their familiarity with their classmates and thus, may have found no need for more exposure of oneself to others. Furthermore, the length of their residency in the department may have contributed much in the willingness to be in a group sharing discussion whether it is a small group, big group or a pair which were ranked first, second and third respectively. Having known each other for quite some time, they were at the moment, comfortable to be indulged in group sharing.

                Second year high school female students’ mean responses were significantly different to all male and female year level mean responses except for third and fourth year female mean responses. Mean responses under reflective performing strategy in all year levels and genders were observed to be predominantly significant in difference to all other year levels, genders and reflective strategies.

             Based on findings and conclusion, the following recommendations are advised as an aftermath of this study:

  1. The PEHM teachers shall intensify the IPP – Reflection Oral strategies focused on debates and panel discussions for the lower year levels while small group sharing for the higher year levels to optimize their interests in the learning experience;
  2.  The PEHM teachers shall intensify the IPP -Reflection Written strategies focused on journal writings and/ or exit slips for the lower year levels while media-based or Power-point presentation strategies and/or mental games for the higher year levels;
  3. The PEHM teachers shall intensify the IPP – Reflection Performing strategies focused on creative projects for the lower year levels while physical games for the higher year levels;
  4. The subject area may meet regularly not only for business meetings but also for professional updates and discussions, short trainings and informal sessions. The PEHM teachers may further studies for more updates and higher qualifications and to be open to new approaches or strategies that will help improve teaching – learning process specifically on IPP -Reflection intensification. They may continue to explore on interesting learning processes especially on diverse and differentiated activities that would surely enhance learning and enrich the reflection part. They shall undergo regularly the announced and unannounced class observations, pre-conference, post-conference, recollections, retreat and the like.
  5. the school community may be supportive to the needs of the PEHM teachers in terms of learning venue and opportunities.
  6. This action research may be a guide for the making of the department action plan; and,
  7. This action research may inspire more future researches that shall focus on the Ignatian Pedagogical Paradigm.

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