The OLFU Review_2019 Issue

CONTENTS Implementation of Process-Oriented Guided Inquiry Learning (POGIL) and its Possible Effects on Concept Understanding Skills of Grade 11 Life Science Students Cheryl G. Guiao, MAT BIO Luthgarda D. Estrella, PhD

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Strategic Intervention Materials in Developing English Skills among Grade Two Pupils Delia S. Sorila, MAed Marilyn M. Obod, EdD

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Corporate Culture and Organizational Performance of Selected On-Line Marketplaces Zhao Miao Miao, MBA Imelda C. Santiago, PhD

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Pagbuo ng Aklat Sanayan sa Pagwawasto ng mga Karaniwang Pagkakamali sa Pagsulat ng Komposisyon ng mga Mag-aaral sa Ikapitong Baitang Everlasting N. Fernando, MAT FIL Florian L. Ruiz, PhD

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In-Vitro Determination of the Cytotoxic and Antiproliferative Activity of the Semi-Purified Flavanoids from the Bauhinia Mabarica (Alimbangbang) Leaves Extract against Selected Cancer Cell Lines Fan, Shiru, MSPharmacy Angelita A. Rodriguez, PhD

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The OLFU Review Volume 9, Issue 2019

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OUR LADY OF FATIMA UNIVERSITY Graduate School

The OLFU Review A Multidisciplinary Journal of OUR LADY OF FATIMA UNIVERSITY GRADUATE SCHOOL

VOLUME 9, ISSUE 2019

The ideas and opinions expressed in the contributed papers are of the author and do not necessarily reflect those of the Editorial Board, Graduate School, and the University. The reader is, therefore, advised to check the full prescribing information.

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EDITORIAL BOARD EDITOR-IN-CHIEF MEMBERS

COPY EDITORS CONSULTANTS

Adrian Bon B. Santiago, DPA Isaias L. Borres, DBA, PhD Maria Lo Anna L. Del Mundo, PhD Theresa D. Domingo, MAED, EdD © Norma A. Gappi, PhD Raymond S. Macatangga, DIT Josefina C. Mendoza, PhD Fred B. Ruiz, PhD Darenn G. Rodriguez, B.A.J Marie Mor D. David, BSIT Heracleo D. Lagrada, PhD Rodehlia L. Macaspac, EdD

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ABOUT THE COVER PHOTO The original cover was designed by Mr. Christian V. Del Rosario. The pictures were retrieved from keepmepostedeu.org. - http://www.keepmepostedeu.org/wp-content/uploads/2014/10/sunbelt-elderly-speechtherapy.jpg; the second picture was retrieved from bgebusinesshub.ie http://www.bgebusinesshub.ie/wpcontent/uploads/2014/11/BGE-SME-Hub-Meeting; the third picture was retrieved from http://xcelmech.com, http://xcelmech.com/wp-content/uploads/2015/02/industry6.jpg, and http://www.fatima.edu.ph.

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IMPLEMENTATION OF PROCESS-ORIENTED GUIDED INQUIRY LEARNING (POGIL) AND ITS POSSIBLE EFFECTS ON CONCEPT UNDERSTANDING SKILLS OF GRADE 11 LIFE SCIENCE STUDENTS AUTHORS: CHERYL G. GUIAO, MAT BIO LUTHGARDA D. ESTRELLA, PhD STRATEGIC INTERVENTION MATERIALS IN DEVELOPING ENGLISH SKILLS AMONG GRADE TWO PUPILS AUTHORS: DELIA S. SORILA, MAed MARILYN M. OBOD, EdD CORPORATE CULTURE AND ORGANIZATIONAL PERFORMANCE OF SELECTED ON-LINE MARKETPLACES AUTHORS: ZHAO MIAOMIAO, MBA IMELDA C. SANTIAGO, PhD PAGBUO NG AKLAT SANAYAN SA PAGWAWASTO NG MGA KARANIWANG PAGKAKAMALI SA PAGSULAT NG KOMPOSISYON NG MGA MAG-AARAL SA IKAPITONG BAITANG AUTHORS: EVERLASTING N. FERNANDO, MAT FIL FLORIAN L. RUIZ, PhD IN-VITRO DETERMINATION OF THE CYTOTOXIC AND ANTIPROLIFERATIVE ACTIVITY OF THE SEMI-PURIFIED FLAVANOIDS FROM THE BAUHINIA MABARICA (ALIMBANGBANG) LEAVES EXTRACT AGAINST SELECTED CANCER CELL LINES AUTHORS: FAN, SHIRU, MSPharmacy ANGELITA A. RODRIGUEZ, PhD

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Implementation of Process-Oriented Guided Inquiry Learning (POGIL) and Its Possible Effects on Concept Understanding Skills of Grade 11 Life Science Students Cheryl G. Guiao, MAT BIO1,2,3 , Luthgarda D. Estrella, PhD1,2,3 Graduate School1, Department of Education and Teaching2, Our Lady of Fatima University3 Abstract The purpose of the study was to examine the implementation of Process-Oriented Guided Inquiry Learning (POGIL) and its possible effects on the concept understanding skills of Grade 11 Life Science students. The quasi-experimental research was conducted among 117 students enrolled in Humanities and Social Science (HUMSS) strand and the Accountancy and Business Management (ABM) strand in a private school in Quezon City during the Academic Year 2018-2019. A prevalidated 30-item test questionnaire was used for the pre-test and post-test to assess the effects of the POGIL material on the academic achievement of the students and an adapted research questionnaire was used to assess the level of acceptability of the POGIL as instructional materials. The results revealed that the students strongly agree to the acceptability of using the POGIL material as an instructional module in terms of presentation and concept understanding skill. The students’ level of acceptability on the use of POGIL instructional module as to presentation and concept understanding skill showed no significant difference when their age, gender, and academic strand are considered. There is no significant difference between the pre-test and post-test scores of the students after the implementation of POGIL based on the obtained mean scores. It was also shown that the presentation of POGIL and student’s concept understanding are significant positive predictors of the student’s academic achievement after using POGIL. For the presentation of POGIL, the computed Spearman rank of 0.93 with a qualitative description of a very high positive relationship, was proven to be significant, and the computed P-value of 0.018 is less than 0.05 level of significance.

Likewise, regarding students’ concept understanding, the computed Spearman rank of 0.89 with a qualitative description of a high positive relationship, was proven to be significant, and the computed P-value of 0.046 is less than 0.05 level of significance. Moreover, the computed coefficient of variation for the presentation of POGIL (CD=0.86) and students’ concept understanding skill (CD=0.78), indicates that these two indicators show a strong probability of becoming the predictors of academic achievement.

Keywords: POGIL (Process Oriented Guided Inquiry Learning), concept understanding, life science students 1.0 Introduction Life Science teachers face significant challenges in engaging students in meaningful learning experiences because the traditional lecture-laboratory approach is less interesting for them. In response to the challenge, a different pedagogical approach to the course, Process-Oriented Guided Inquiry Learning (POGIL), was suggested. According to Simonson and Shadle (2013), this technique uses specifically designed activities and cooperative learning to teach content and to actively engage students in inquiry, analytical thinking, and teamwork. In a POGIL learning environment, students are actively engaged in mastering the concepts and contents of a discipline and at the same time, students are developing important learning skills by working in self-managed teams on guided inquiry activities designed especially for the learners (Moog & Spencer, 2008). This method uses discipline content to facilitate the development of higher-level thinking skills and the ability to learn and apply knowledge in new contexts (Carnerio, Parulekar, Shridhar, & Ladage, 2016). POGIL is a technique that synthesizes both teaching content and process (Vacek, 2011).

Collaborative learning is an approach used among students to facilitate learning, improve their performance (Ralston, Tretter, & Kendall-Brown, 2017), and to create meaningful learning which occurs when students build knowledge through firsthand experience (Riley & Ward, 2017). It is an instructional method that involves a small or a big group of learners working together to solve a problem, complete a task or create a product (Khan, Egbue, Palkie, & Madden, 2017).

Collaboration among students creates a learning environment where they learn, understand, and remember more because of experiential learning (Fakomogbon & Bolaji, 2017). Cooperation among the members of the group also plays a vital role in gaining knowledge during activities. Each member of the group is responsible for learning what is taught and helping group members to learn as this creates an atmosphere of collective achievement (Menta & Kulshrestha, 2014). Students learn more when they are in engaged in an environment where they can interact with other learners in acquiring and

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sharing knowledge or information (Raltson et al., 2017). It has been acknowledged that more active and cooperative approaches improve students’ learning outcomes when compared to the lecture technique. Process-oriented guided inquiry learning (POGIL) is an approach that uses self-managed teams guided by the teacher that applies discipline content to facilitate process skills (Moog & Spenser, 2008). Although there are many studies conducted locally and internationally regarding the effects of process-oriented guided inquiry that enhances students’ learning outcomes, no studies were conducted on integrating process-orientated guided inquiry in laboratory-based instruction.

The focus of this study in on the implementation of Process-Oriented Guided Inquiry Learning (POGIL) and its possible effects on concept understanding skill of Grade 11 Life Science students. The researcher determined the following: (1) the Grade 11 students’ profile in terms of: age, gender, and academic strand; (2) the level of acceptability of the Grade 11 students on the use of POGIL as an instructional module specifically in terms of presentation, and concept understanding; (3) if there is a significant difference on the Grade 11 students’ level of acceptability on the use of POGIL instructional module when their profile is considered; (4) if there is a significant difference on the Grade 11 students’ pre-test and posttest performance after the implementation of POGIL; and (5) if the presentation of POGIL and students’ concept understanding skills are significant positive predictors of the student’s academic achievement after using POGIL. 2.0 Related Literature Process-Oriented Guided Inquiry Learning (POGIL) is a student-centered teaching-learning strategy that is built on cognitive development, cooperative learning, and instructional design (Moog & Spencer, 2008). It is a teaching methodology that employs guided inquiry and collaborative learning techniques (Sen, Yilmaz, & Geban, 2015). This methodology is focused on the use of guided inquiry with a cyclic system of exploration, concept intervention, and application that is like Problem Based Learning and Peer-Led Team Learning (De Gale & Boiselle, 2015). Process-Oriented Guided Inquiry Learning was developed to improve students’ success in hard science (Hale & Mullen, 2009), and is suited to the structured, adaptable, and flexible classroom system. It is grounded in educational research and exhibits five characteristics of a readily diffusible innovation as its relative advantage, compatibility, lack of complexity, trialability, and observability (Straumanis, 2010).

Furthermore, according to Moog and Spencer (2008), POGIL has three essential components: the active engagement of students through group learning, guided inquiry materials based on the learning cycle paradigm, and focus on the process of skill development. Its central claim helps students to simultaneously develop content knowledge and process skills. The hypothesized mechanism of this structure is two-fold: the stemming combination of the “Process Oriented” and “Guided Inquiry” methodologies (Straumanis, 2010).

Process-Oriented Guided Inquiry Learning has been explored in various research to test its effectiveness in other disciplines. POGIL was shown to be effective in teaching chemistry subjects. POGIL enhances learning both academically and intellectually using cooperative learning. It was revealed that students’ understanding, engagement, and retention significantly increase among medicine students (Rahdi, 2013). Based on the studies conducted by Carneiro et al. (2016) and Hale and Mullen (2009), the students' responses showed that POGIL activities were interesting and were able to help them understand the concepts.

The data in the study of Vacek (2011) showed that the use of POGIL materials helped promote deep learning among aviation students who were studying physical sciences. Based on the research, the traditional classrooms focused more on lecture and memorization, but do not promote deep learning in students. POGIL, however, encourages deep student learning by engaging them in multiple domains. Students learn more in gestalt experiences, and that POGIL provides a pedagogical tool to facilitate that learning.

A study on POGIL combined with flipped classroom was conducted by DeMatteo (2016) to determine its feedback among chemistry students. In the study, they noted that using POGIL has allowed the students to construct knowledge on their own and discuss content with their classmates in a small group format. The students also reported their perception of POGIL to be negative before the method of instruction. This perception provided positive feedback in most of the students after experiencing the POGIL activities. Furthermore, according to Johnson (2014), POGIL allows students the opportunity to practice problem-solving and critical thinking and teach a technique that appropriately adapts to each student's learning style, allowing a more cohesive environment.

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Concept Understanding Concept is defined as a general idea, thought, or understanding. Some writers regard concepts as necessary tool for human understanding and action. They are the vehicles of thought, entities by which thought is carried on (Harre, 1966, as cited in Lipman, 2011) while concept understanding is defined as what learners know and understand about a particular concept. It became conceptual understanding when the concepts are elaborated into generalization (Mills, 2016). According to Waldrip (2016), for the learners to learn science concepts, they should be able to understand and link the verbal, visual and mathematical models to develop knowledge of science concepts and processes. Furthermore, Carillo (2015) states that for students to build science concepts, the teacher must not provide an answer to students’ conceptual questions, rather the teacher must guide the students to discover their own answers based on experimental observations. According to Hollingwort (2015) learners should be given opportunities to develop understanding of concepts. In the study of Olson (2009, as cited in Toledo, 2014), to change students’ thinking from the exploration experiences to concept understanding, the teacher must consider students’ intermediate steps to the accurate conception and how to support students’ understanding methodologically to the desired understanding.

Theoretical and Conceptual Framework Constructivism is a theory about how people learn. Accordingly, people construct their understanding and knowledge. In the classroom, the constructivist view of learning can point towards different teaching practices. In the most general sense, it usually means encouraging students to use active techniques to create more knowledge and then reflect and talk about what they are doing and how their understanding is changing. Process-Oriented Guided Inquiry Learning (POGIL) was based on constructivism as shown in figure 1.

Process-Oriented Guided Inquiry Learning (POGIL) is a learning pedagogy derived from two learning methodologies, the Process- Orientation, and Guided Inquiry learning. According to Moog and Spencer (2008), POGIL has two broad aims: to develop mastery of content and to improve learning skills such as information processing, oral and communication skills, critical thinking, problem solving, metacognition and assessment. Guided inquiry, on the other hand, emphasizes the use of a learning cycle as the primary development of content knowledge. The learning cycle may start from the exploration step followed by the concept intervention phase and the application phase.

In the process-oriented guided inquiry learning, the guided inquiry component employs a learning cycle that utilizes critically tapered activities designed for a small group. These activities predominantly guide the students to develop content knowledge in the structure of exploration, concept intervention/term introduction, and application and generally begin with a model that provides sufficient exemplars for students to draw appropriate inferences or conclusions (Kotwal & Jain, 2015). A series of questions lead students to explore and then develop the right ideas or new terms related to the concept.

Lastly, at least one question requires the use of these new concepts. In some cases, this application may also serve as a new component of the next learning cycle (POGIL Organization, 2013).

In a POGIL learning environment, students are actively engaged in mastering concepts and content of a discipline and developing learning skills by working on self-managed teams based on “guided inquiry” activities (Hanson, 2006). POGIL uses discipline content to facilitate the development of higher-level thinking skills and the ability to learn and apply knowledge in a new context (Carneiro, Paruklekar, Shridhar, & Ladage, 2016). Learning awakens some internal developmental processes that can operate when students are interacting with people, the environment, and with peers (Rege, Havaldar, & Shaikh, 2016). POGIL activities are challenging enough that most students find it hard to complete them independently but there are appropriate targets so that the group of students can go through them with only targeted intervention from an instructor (Bowen, 2000 as cited in Simonson & Shadle, 2013).

The use of POGIL is effective in developing some of the important process skills such as information processing, oral and communication skills, critical thinking, problem- solving, metacognition and assessment. In this study, however, the researchers determined the effectiveness of POGIL in developing conceptual understanding skills in the life science course.

This study was anchored on the theory of constructivism and the principles of Process-Oriented Guided Inquiry Learning.

In the class where POGIL was applied, the teachers used Guided Inquiry in teaching the different life science topics. A pre-test was administered to Grade 11 students to determine their academic performance in the life science course using the traditional activity sheets taken from the reference books. A post-test was given after teaching the students using the POGIL module. Both tests assessed the students' Concept understanding skills. The study also determined the acceptability level of using the POGIL materials.

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Figure 1 Concept Map showing the Development of Important Process Skills and Learning Cycles in the Process Oriented Guided Inquiry Learning 3.0 Methodology The researcher used the quasi-experimental research design to compare the performance of the students while using the conventional teaching approach and during the implementation of the POGIL instructional material. A pre-test and posttest were conducted to assess the student’s academic achievement. Likewise, it also utilized a descriptive comparative and descriptive evaluative research design since the aim of the study is to determine the effectiveness of the devised POGIL instructional materials as to presentation and concept understanding skills of the Grade 11 students who participated in the study. Descriptive – comparative is a design where the researcher considers two variables (not manipulated) and establishes a formal procedure to compare and conclude that one is better than the other if significant difference exists (Santos, 2015).

On the other hand, descriptive – evaluative design is to carefully appraise the worthiness of the current study (Villanueva, 2015).

This study was conducted in a private school in Quezon City, Philippines offering all grade levels under the K-12 curriculum. The total population of students in the institution is 806 and 170 of them are enrolled in the senior high school program during the Academic Year 2018-2019. The senior high school program includes Earth and Life Sciences and Physical Sciences, among others. The Life Science course was chosen by the researcher as the base for this study. The sample population of the study was purposively drawn from three (3) heterogeneous classes in Humanities and Social Science (HUMSS) strand and Accountancy and Business Management (ABM) strand in Grade 11. The study participants consisted of 117 Grade 11 Life Science students, fifty-eight (58) from (HUMSS) strand, and fifty-nine (59) from the (ABM) strand.

The study used two research instruments. The first is a 30 items test used as the pretest and posttest to assess the effects of using the POGIL material on the academic achievement of the students, and the second is an adapted instrument devised

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and used by Mr. Efren E. Delos Reyes in his research. Permission to use the instrument was sought from Mr. Delos Reyes.

The survey questionnaire is composed of three parts that assess the level of acceptability and recommendation of the POGIL materials as instructional materials. Part 1 of the survey questionnaire gathered data on the profile of the students as to age, gender, and academic strand. Part 2 consists of questions regarding presentation and acceptability of the POGIL module as an instructional material. Part 3 are statements aimed to evaluate the level of understanding of the POGIL subject matter in terms of Concept Understanding. A four-point Likert-type scale was used for the Grade 11 students to select their degree of agreement with the statements, with 4 as Strongly Agree (SA) and 1 as Strongly Disagree (SD). To determine the clarity and understandability of the items in the questionnaire, it was pilot-tested among ten senior high school students who were exempted from the actual study. The results were collected and submitted to the statistician for reliability testing. The questionnaire obtained a Cronbach alpha of .748 which means that the questionnaire has a range of good internal consistency.

The researcher obtained permission from the administrator of the private school where the study was conducted, and the research instruments were pilot-tested. The 30-item test used for pretest and posttest was submitted for review and content validation to a group of science education experts. After the validation and pilot-testing of the instruments, these were submitted to the private school administrator for his approval to the instruments to be administered to the Grade 11 students. The researcher and two science teachers from the said school taught the three Grade 11 Life Science classes using the POGIL materials were not allowed in the classroom to prevent bias related factors that might influence the results of the study. The instructional phase was done at the start of the Second Semester of the Academic Year 2018-2019. The Principal, Department Head or the Science Coordinator were requested to observe the three Grade 11 Life Science classes.

The collected data were hand scored by the researcher to avoid prejudice. After the tabulation, the results were submitted for statistical analysis using SPSS. All the hypotheses of the study were tested at a .05 level of significance.

4.0 Results and Discussions The results of the study showed that female students (82 or 70.1%) outnumbered the male students (29.9%). With regards to age, 86 or 74% of the students are 17 to 18 years old, while the remaining 26% are either 15 to 16 years old or 19 to 20 years old. Half or 50% of the students were enrolled in HUMMS and the other half of them are enrolled in ABM. The results imply that the Grade 11 students were within the correct age range of senior high school, and most of the students are who were taking HUMSS and ABM strands are females. The data regarding the level of acceptability on the use of process-oriented guided inquiry learning (POGIL) as an instructional module in terms of presentation, have a grand weighted mean of 3.82 described as "Strongly Agree". With the results, it is implied that the students strongly agree that the POGIL satisfies them as to the level of the language use, text, color, and shades which engaged the senior high school students.

With regards to the level of acceptability on the use of process oriented guided inquiry learning (POGIL) as an instructional module in terms of concept understanding, a grand weighted mean of 3.76 was obtained described as "Strongly Agree". With the results, it is implied that the Grade 11 students strongly agree that the POGIL as an instructional material is reliable, within the level of understanding, engaging, and promotes higher level of thinking. The statistical analysis for the difference between the level of acceptability of the respondents on the use of process-oriented guided inquiry learning (POGIL) instructional module as to presentation and concept understanding when their profile is considered, showed that there is no significant difference on the Grade 11 students’ level of acceptability on the use of POGIL instructional material.

The comparison between the pre-test scores and post-test scores of the Grade 11 students after the implementation of process oriented guided inquiry learning (POGIL) showed that there is no significant difference between the two groups of scores based on the obtained mean scores. The computed P-value of 0.000, which is greater than 0.05 level of significance, between the pretest and posttest proves that there is there a significant difference on the students’ pretest and posttest performance after the implementation of POGIL. Moreover, the results revealed that the posttest gained higher mean rank than the pretest. This implies that the respondents’ posttest score is significantly higher than the pretest, thus, it may suggest that the POGIL is an effective way to increase the academic performance of the grade 11 students in Life Science.

In POGIL learning environment, students are actively engaged in mastering concepts and content of a discipline and at the same time, they are developing important learning skills by working on self-managed teams based on “guided inquiry” activities (Hanson, 2006). POGIL uses discipline content to facilitate the development of higher-level thinking skills and the ability to learn and apply knowledge in new context (Carneiro, Paruklekar, Shridhar, & Ladage, 2016). The study

revealed that the presentation of POGIL and concept understanding skill are significant positive predictors on

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the student’s academic achievement after using POGIL as shown by the computed coefficient of variation for presentation (CD=0.86) and concept understanding (CD=0.78), which indicated that these two indicators show a strong probability of becoming the predictors of the student academic achievement.

5.0 Conclusions and Recommendations The Grade 11 students' demographic profile showed that majority of them belonged to the age group of 17 to 18 years old, are females, and were equally distributed between HUMSS and ABM academic strands. The students' level of acceptability on the use of POGIL as an instructional module specifically in terms of presentation and concept understanding showed that they strongly agree with the use of process-oriented guided inquiry learning (POGIL) as an instructional module. With regards to the difference between the level of acceptability of the respondents on the use of process-oriented guided inquiry learning (POGIL) instructional module in terms of presentation and concept understanding, each statement implies that there is no significant difference between the two variables. There is no significant difference between the pre-test and post-test scores of the Grade 11 students after the implementation of process-oriented guided inquiry learning (POGIL) based on the obtained mean scores. The study revealed that the presentation of POGIL and the student's concept understanding skills are significant positive predictors of the student’s academic achievement after using POGIL. Based on the conclusions of the study, it is recommended that the data obtained in the study be used in determining the level of understanding, retention, and mastery of other difficult concepts in the teaching of biological sciences, thereby allowing the student to think critically without compromising competency and efficiency of the devised instructional materials. Further, studies are encouraged to introduce more diverse teaching methods for both junior and senior high school science courses. POGIL presentation and student's concept understanding skills are significant positive predictors of the student’s academic achievement after using POGIL therefore, it is recommended that other researchers pursue similar studies. Viable and inquiry-based instructional materials should be developed to enrich the available life science learning and instructional materials and to integrate critical and logical thinking among the target student learners.

The significant difference between the pre-test and post-test scores of the Grade 11 students after using the POGIL module should merit appropriate attention from educators and policymakers regarding the introduction of more POGIL modules on courses mandated by the K-12 curriculum. Considering that the study has shown POGIL to be highly acceptable to learners of Life Science, identification of least mastered competencies in other Science disciplines such as Chemistry, Physics, and Earth Science should be done for the possibility of developing and validating POGIL modules as additional instructional materials.

References Carneiro, G., Paruklekar, T., Shridhar, G., & Ladage, S. (2016). Experimenting with the Teaching of Organic Chemistry the Process-Oriented Guided Inquiry Learning Way. Current Science 111(7):1152-1155 De Gale, S., & Boisselle, L. N. (2015). The Effect of POGIL on Academic Performance and Academic Confidence. Science Education International De Matteo, M. M. (2016). Development of a Combined POGIL and Flipped Classroom: An Action Research Project. AURCO Journal, 2253-81 Delos Reyes, E.E. (1999). An Assessment of the problems Encountered by the Students in Zoology II Among Selected Private Schools in Metro Manila.

Fokomogbon, M, & Bolaji, H. (2017). Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment. Contemporary Educational Technology 8(3):268-279 Hale, D. d., & Mullen, L. L. (2009). Designing Process-Oriented Guided-Inquiry Activities: An innovation for Marketing Classes. Marketing Education Review, 19(1), 73-80.

Khan, A., Egbue, O. Palkie, B. & Madden, J. (2017). Active Learning: Engaging Students to Maximize Learning in an Online Course. Electronic Journal of e-Learning, v15 n2 p107-115 2017 Lipman, M. (2003). Thinking in Education. Cambridge: Cambridge University Press Ralston, P., Tretter, T., and Kendall-Brown, M. (2017). Implementing Collaborative Learning across the Engineering Curriculum Journal of the Scholarship of Teaching and Learning 17(3):89.

Riley, J. & Ward, K. (2017). Active learning, cooperative active learning, and passive learning methods in an accounting information systems course. Issues in Accounting Education Journal. Vol.32, issue 2, 1-16.

Moog, R.S. & Spencer J.N. (2008). POGIL: An Overview, American Chemical Society

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Simonson, S. R., & Shadle, S. E. (2013). Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by a Novice. Journal of STEM Education: Innovations and Research, 14(1) Sen, S. S., Yılmaz, A. A., & Geban, Ö. G. (2015). The Effects of Process Oriented Guided Inquiry Learning Environment On Students' Self-Regulated Learning Skills. Problems of Education in the 21st Century, 6654-66.

Straumanis, A. (2010). Classroom Implementation of Process Oriented Guided Inquiry Learning: A practical guide for instructors. http://guidedinquiry.org/ The POGIL Project. (2013). POGIL Organization. pogil.org./about.com.

Toledo, M.A. (2010). Media cartoons: Effects on concept understanding and issue resolution in environmental education (Unpublished master’s thesis). University of the Philippines, Diliman.

Vacek, J. J. (2011). Process Oriented Guided Inquiry Learning (POGIL), A Teaching Method from Physical Sciences, Promotes Deep Student Learning in Aviation. Collegiate Aviation Review, 29(2), 78-88.

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Strategic Intervention Materials in Developing English Skills among Grade Two Pupils Delia S. Sorila, MAed1,2,3 , Marilyn M. Obod, EdD1,2,3 Graduate School1, Department of Education and Teaching2, Our Lady of Fatima University3 Abstract This study investigated the effect of Strategic Intervention Materials (SIM) in teaching and developing English skills among grade two pupils. This research utilized the pretest and posttest quasi-experimental design. The Strategic Intervention Materials used as a treatment of the study covered one of the least mastered skills in the subject area which is the elements of the story. The two classes of 85 pupils were used as respondents. Dependent t-test was employed to determine the significant difference between the mean responses in the pretest and posttest. Through the result of the test, it was revealed that the Strategic Intervention Materials were effective in developing the English skills of the students and in improving pupil’s performance. The study revealed that the SIM criteria have indicated high acceptability to the English teachers. The results and recommendations in this study are presented such that they can be used as aids in designing and developing methodologies that will address this intricate reality. The pupils should be nurtured with the right approach while the teachers shall be encouraged to continuously attend or be involved in seminars about implementation of SIM. Also, coordinators must work hand in hand with the subject teachers on how to develop SIM, the school principals must regularly monitor if the SIM is being used in the lessons, and the future researcher may replicate the study using SIM in other subject areas.

Keywords: Strategic Intervention Materials (SIM), English skills, pupils’ performance.

1.0 Introduction Teaching approaches, along with the use of instructional materials, are some of the most influential factors that affect education widely all throughout the world for they dominate in the academe since they contribute highly to the learning process. The wide extent of using teaching approaches and instructional materials play significant connections to the students’ learning. All developing nations around the globe are aware of this fact, and each nation embraces the reality that efficient teaching approaches and effective instructional materials are valuable in students’ capability to adapt with the fastchanging world and be equal with others when it comes to education. The Philippines is not an exception. The Department of Education (DepEd) sees the importance of varied teaching approaches and strategic instructional materials as essential components in the teaching-learning process that give impact to the future of the Filipino students. Thus, it continuously provides seminars for teachers across the nation wherein each educator who attends is oriented and trained on how to further develop or enhance his ways of teaching. Furthermore, the education arm of the government encourages and motivates all the teachers to produce instructional materials which will precisely cater to the pupils’ skills in their respective level. Hence, every school in the country has started producing several modules, self-learning kits, big books, strategic intervention materials, and others. Through these efforts, DepEd slowly but surely accomplishes its mission of providing every Filipino an education of good quality. However, despite the commendable efforts of DepEd and numerous teachers in producing materials, the Philippine Educational System today still faces the pressing challenge of shortage of instructional materials due to lack of enough funds to support and sustain what has been started. This present condition greatly affects the quality of the teaching-learning process that takes place in each classroom every day. It hinders the alleviation of learning among the young learners and paralyzes their mind from accepting and absorbing learning challenges. Indeed, it is an alarming reality.

Among the Grade 2 subjects that the researcher teaches, she finds English as the most challenging to teach and learn. In the classroom, the researcher often observes that pupils get easily bored with the English subject. The researcher presumes that the pupils have difficulty understanding English that is why they react passively and appear uninterested towards the subject. Her presumption was proven to be true by her pupils’ poor performance. It may be logically concluded that the second graders’ negative attitude towards English has been hindering them from learning the language skills which they should master at their age and grade. This daily scenario during the researcher’s English class has narrowed down her study to create Strategic Intervention Materials (SIM) for the English subject. The researcher specifically wanted to find out how the developed and validated SIM can help her pupils in developing their English skills. She was hopeful that designing a

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comprehensive program through the production of SIM to reinforce the pupils’ knowledge of the language will ease the difficulty that the second graders encounter on learning and mastering their second language skills.

The main objective of this study was to develop Strategic Intervention Materials (SIM) and validate their effectiveness in teaching and developing the English skills of second graders, the level of acceptability of SIM in teaching and developing English skills of Grade 2 pupils as assessed by English Teachers in terms of: 1) Learning Outcome; 2) Content; 3) Usefulness; 4) Clarity; 5) Presentation; 6) Evaluation, and 7) Language and Style. Furthermore, the study investigated the level of performance of Grade 2 pupils based on pretest and posttest scores using the SIM in teaching English and the significant difference between the pretest and posttest scores of the Grade 2 using the SIM in teaching English.

2.0 Related Literature The objective of learning materials determines the content and focus of which comprise the processes and skills for learning how to learn, rather than substantive content or the coverage of facts and information. These objectives should be in the form of competencies, which are knowledge, skills, and attitudes that the learner is expected to acquire at the end of the program (Sorianosas, 2012).

Strategic Intervention Material Few years ago, the Department of Education organized a training-workshop program on SIM for Successful Learning (SISL). The program was introduced to teachers and administrators to provide innovative techniques on determining the mastery of the students in every learning area. SIM was developed and created through training workshop to evaluate the consistency of the programs and equip educators with the most updated and innovative techniques of teaching and nurturing the students.

Nowadays, SIM is one of the recently developed approaches in teaching disciplines such as English, Mathematics, Science and even Filipino and Social Science. It is based on the principle that learning is an active process of change which takes place within the individual. Nicholls and Raw (2010) stated the importance of instructional materials in the teaching and learning process. When teachers present unique instructional materials, the pupils’ motivation, enthusiasm, and retention level increase. Dahar (2011) stated that Strategic Intervention Material (SIM) is one of the most effective ways of showing the inputs of the lessons. These inputs include the lesson objectives that are designed to teach students in a creative manner.

Moreover, Dy (2011) described the SIM as a teaching aid that contributes to teaching strategies which stimulates the attention of the pupils and increases the level of their understanding of the lesson. One of its purposes is for teaching remediation; while Bunagan (2012) stated that SIM is meant for both teaching and mastering the concepts and skills to meet the needs and capabilities of the pupils. It can be given as a remediation tool to the pupils who want to master the competency-based skills. In fact, the DepEd issued Memorandum No. 117, series of 2005, which directs the provision of training and workshop among teachers on how to prepare this intervention material. Furthermore, to promote the wide use of SIM among public schools, the DepEd included SIM- making for the teachers as one of the yearly contests from the District Level to the National Level.

Parts of the Strategic Intervention Materials The SIM is divided into six important parts as taken from the seminars and trainings attended by the researcher. The first part of the SIM is called the Title Card. This part includes the specific chapter, lesson, topic, or subject matter that is covered by the material. The second part is the Guide Card. This section gives the learners a preview of what they will learn. For the learners’ interest to be stimulated, it is important that teachers make the instruction easy to be understood, and the appearance of the SIM should be pleasant and creative to the learners. The second part of the SIM also presents the skills that the learners need to focus on. Objectives must be specifically stated on this part. The third part of the SIM is the Activity Card. This section is the heart of the SIM. This contains the activities prepared by the teachers based on the objectives that are needed to be attained. It has guide questions that the pupils need to answer, activities that the learners need to understand, exercises and drills that help them master the skills. The activities should have simple and clear directions so that the pupils can work independently while the teachers act as facilitators. The Guide Card in the SIM allows the pupils to organize their thoughts, focus on the activities where the skills will be learned, and express their own ideas. It allows them to enjoy discovering the lesson, work independently and get familiar with the lesson. The fourth part of the SIM is the Assessment Card. This is composed of activities and tests concerning what the pupils have learned from

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the previous activities in the SIM. This part also measures how much pupils learned from the given activities in the activity card. Different forms of questioning can be used in this part. This section determines the impact of this material as an instrument for remediation. The fifth part of the SIM is the enrichment card. It consists of practical activities that are related to the subject matter. This part involves application of the topic in the pupils’ life in school, in their community and in other places. The last part of the SIM is the reference card which includes the title of books, websites, and any other electronic or printed materials. This part can be used by the pupils as reference for further study at home and for added information concerning the topic.

Criteria for Evaluating Strategic Intervention Materials As to the standards of developing Strategic Intervention Materials, there were different but closely related criteria set every year. DepEd previously used two criteria in evaluating submitted SIMs. The given criteria were the standard criteria issued by the Department of Education in 2012 based on DepEd Memorandum No. 225, s. 2009. One of the criteria falls under sub tasking and is given 15 points. SIM must be competency-based, following the Bloom’s Taxonomy way of questioning and SMART-C. Roño (2013) stated that a SIM that is competency-based emphasizes on what learners are expected to do rather than mainly focusing only on what they are expected to know. SIM must measure the skills of the pupils and process the knowledge that they had attained. Dy (2011) presented the importance of following the Bloom’s Taxonomy in creating a SIM. Pupils should not only remember and understand the concept, but they should be able to apply, analyze, evaluate, and create from the text, diagram and picture what is given through the activities in SIM. Bloom’s Taxonomy serves as a guide for teachers to create activities and questions that emphasize higher order thinking skills. Another criterion is congruence with 15 points. This deals with the activities that should be similar with the subject content and objectives.

Teachers must provide activities that are in line with the lessons to ensure proper organization and learning. The criteria Usability/Functionality are given 45 points. They deal with the parts of the SIM. An effective SIM must be complete and should strictly follow its parts to guarantee that the pupils are properly guided. The last criteria fall under the Replicability and is given 25 points. It is important for the SIM to be easily reproduced, since most of the time, not only a single pupil needs remediation and follow-ups. An effective SIM must be also validated before it is administered to ensure that the objectives and activities are suitable for the needs of the pupils. A SIM should be handy, simple and can be used easily by the pupils.

Theoretical Framework and Conceptual Framework This study was anchored on the Constructivism Theory of Lev S. Vygotsky (1968). This theory states that the key concept to get the knowledge is both a social and cognitive process. Knowledge and meanings are actively and collaboratively constructed, negotiated, and shared. Vygotsky emphasized the role of language and culture in cognitive development.

According to Vygotsky, language and culture play essential roles both in human intellectual development and in how human perceive the world. Human’s linguistic abilities enable them to overcome the natural limitations of their perceptual field by imposing culturally defined sense and meaning on the world. Language and culture are the frameworks through which humans experience, communicate, and understand reality. Figure 1 shows the role of the produced and developed Strategic Intervention Materials (SIM) in the development of Grade 2 pupils’ English skills. Each English lesson presented in the class is reinforced with the use of SIM to assure pupils’ absorption of the lesson and development of each English skill being targeted. The success or failure of the use of SIM is measured through the results of the posttest and the pretest administered to the pupils.

Pre-test Level of Acceptability of Strategic Intervention Materials

HO1 Post-test

Fig. 1: Research Paradigm

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3.0 Methodology This study is focused on how the Strategic Intervention Materials contribute to develop the English skills of the grade two pupils. The researcher used an assessment tool in English. The selected grade two pupils were given an adapted standardized test that determined their English skills. This study applied the descriptive-comparative design to investigate the impact of the strategic intervention materials in developing English skills among grade two pupils. The study was conducted in three public elementary schools in Marilao North District. Marilao North District is composed of nine public elementary schools. The respondents of this study were 85 pupils from Grade Two who were currently enrolled for the school year 2017-2018 and 12 English teachers and English coordinators from the three schools in the barangay. The respondent-teachers were all public elementary school English coordinators and teachers in the three schools in the barangay. They were asked to answer a survey questionnaire that consists of seven parts. A 20-item multiple choice type of achievement test was prepared by the researcher as pretest and posttest to investigate the impact of SIM on Grade 2 pupils’ achievement in English. The parallel test was made after making a table of specifications. The constructed test items were validated by the subject matter experts. The test was also given to other Grade 2 classes that were not part of the study to determine its reliability. The researcher used an evaluation instrument for the teachers to assess the level of acceptability of the SIM. The study was submitted for ethics review by the Ethical Review Board of the Research Development and Innovation Center of Our Lady of Fatima University with reference number 2017-IERC1-20351. It also passed the plagiarism test with similarity index of 11% and reference number of 2018-RDIC1-30041 dated February 20, 2018. The following statistical treatment were used for the study: T-test for dependent samples to determine the significant difference between the pretest and posttest scores of Grade 2 pupils using Strategic Intervention Materials; Frequency, percentage, and weighted mean to answer the research problems. Meanwhile, coefficient variation was used for the instrument.

4.0 Results and Discussions The following are the salient findings of the study: The level of acceptability of the SIM in Teaching and Developing English Skills of the Second Graders. In terms of learning, all the criteria got a weighted mean of 4.00. It reveals that the teacher’s responses are homogeneous. Content got its composite mean of 3.71. It is in line with the mission, goals, and learning outcomes of English, both departmental and institutional, consisting of learning opportunities achievable within timeframe, complex and sufficient to improve students’ performance and achievements that can change pupils’ behavior. In terms of content, it received its composite mean of 3.71 with a verbal interpretation of “Highly Acceptable”. ‘Sufficient and complete covering of the the topics’ got the highest weighted mean of 3.75; and the ‘Provide appropriate and relevant diagrams to enhance pupil’s understanding and problem’ got the lowest weighted mean of 3.58. This confirms the study of Escoreal (2012) which stated that Strategic Intervention Materials improve the understanding of the pupils towards the objectives of the lesson through meaningful opportunities offered to them by the variety of activities used in the SIM. In terms of usefulness, it received a composite mean equal to 3.82 and it indicates an interpretation of “Highly Acceptable”. ‘Various teaching strategies are applied to meet pupil’s needs and level of capabilities’ got the highest weighted mean of 3.92. ‘Widens and deepens pupil’s abilities’ got the lowest weighted means of 3.75. Also, SIM is meant for both teaching and mastering the concepts and skills to meet the needs and capabilities of the pupils. It can be given as a remediation tool to the pupils who want to master the competency-based skills. Moreover, the study of Rugay (2012) stated that SIM also helps in concept-building. It widens the concept of the pupils that lead them to a deeper understanding and exploration of new concepts and ideas. In terms of clarity, it received a composite mean of 3.61 and a verbal interpretation of “Highly Acceptable”. ‘Clear presentation of concepts, laws and principles needed by the pupils’ got the highest weighted mean of 3.75, while the criterion ‘Diagrams provide clear discussion and application of concepts and principles’ had the lowest weighted mean of 3.50. In terms of presentation, it received a composite mean of 3.78 with verbal interpretation of “Highly Acceptable”. The highest weighted mean of 3.93 was given to the criterion, ‘Simple and clear presentation of application of laws and principles,’ while the lowest weighted mean of 3.58 is on the criterion ‘Diagrams presents the concepts and principles that guide the pupils to solve problems.’

When concepts, pictures, diagrams used in SIM are creatively prepared, pupils are expected to become engaged. The study of Solis (2013) also stated that a SIM that is simple yet appropriately prepared, and has a clear presentation of concepts and ideas, serves as a guide to the pupils to understand and solve the problems given in the activities. In terms of evaluation, it received a composite mean of 3.63 with a verbal interpretation of “Highly Acceptable”. Result also shows that the criterion

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‘Provision of diagrams to make pupils full understand how concepts and principles can be applied’ got the highest weighted mean.

‘Understanding of laws and skills in applying principles’ received the lowest weighted mean of 3.33. This confirms the study of Kohal (2010) which said that an effective SIM helps the pupils to apply what they have learned. SIM helps to develop the concepts and to apply the knowledge through the variety of activities that were provided. Also, the result supports the study of Salvejo (2014) that a SIM should have precise directions where pupils can easily follow and can work independently. In terms of language and style, it got its composite mean of 3.53. The result shows that the criterion ‘Format and diagrams attract pupils’ interest and awareness’ got the highest weighted mean of 3.62 and the lowest weighted mean of 3.42 falls in the criterion ‘Contents were clear, brief and simple.’

The summary of acceptability of SIM in teaching and developing English skills of second graders in terms of learning outcomes, content, usefulness, clarity, presentation, evaluation and language and style got a composite mean of 3.73 and it indicates “Highly Acceptable”. Learning outcome got the highest weighted mean of 4.00 while language style got the lowest weighted mean of 3.53. In the pretest, the pupils obtained the lowest score of 3 and the highest score of 12, with a mean score of 5.23 lower than the passing score of 15 on a 20-item test. The lowest score of 3 shows that it Did not Meet the Expectation while the highest 12 signifies Fairly Satisfactory. For the posttest, the lowest and highest scores were 15 and 19 respectively, with a mean score of 17.10 which is very much higher than the passing score of a 20-item test. The lowest score of 15 means that it was very satisfactory while the highest score of 19 signifies excellent performance.

The test of significant difference between the pretest and posttest performance of pupils using SIM in teaching English revealed that the computed P-value=.000 was lower than the set alpha of .05 under a two-tailed test, thus the null hypothesis of no significant difference between the pretest and posttest scores was rejected. It signifies the 95% confidence that there is a significant difference that exists between the pre-test and the post-test performance of the pupils. The overall recommendation of the respondent-teachers towards the use of SIM in teaching English reveals that it is “Highly Recommended” by 10 out of 12 or 83% of the teachers. Only 2 or 17% of the teachers just recommended it.

5.0 Conclusions and Recommendations Based on the findings of the study, the following conclusions were drawn: The level of acceptability of Strategic Intervention Material (SIM) in Teaching and Developing English Skills of the Second Graders is “Highly Acceptable”. This means that majority of the teacher-respondents believed and agreed that in the preparation of the SIM, the learning outcome, content, usefulness, clarity, creative presentation, and the language style must be observed. Majority of the teacher- respondents believed and agreed that the use of Strategic Intervention Material (SIM) in teaching and developing English Skills will contribute to the teachers’ strategies to motivate and increase the performance level of the Grade 2 pupils. The Strategic Intervention Materials (SIM) was believed to be effective in Teaching and Developing the English Skills of the Second graders based on the evidence that there is a significant difference between the performance of the pupils before and after using the SIM. Majority of the teacher- respondents highly recommended the use of the SIM in teaching and developing the English skills of the second graders. It will help both the teacher and the pupils in developing the skills in English.

Based on the conclusions derived from the findings of the study, the following recommendations were given: 1) The pupils should be nurtured with the right approach and perspective towards the lesson. The right interest, value, and intrinsic motivation will supplement the desired outcomes towards the end of the school year. 2) Teachers shall be encouraged to continuously attend or be involved in seminars on the implementation of SIM and other seminars that concern strategies, methods, and approaches in developing a SIM. Through seminars the teachers will be able to get ideas on the new trends and will help them to instill a natural passion in preparing materials that are suitable and timely. 3) Coordinators must work hand in hand with the subject teachers on how to develop and use the SIM of the English subject to the pupils for them to understand the lesson. 4) The school principal, notably, must regularly monitor if the SIM is being used in the lesson. 5) School administrators and subject coordinators must come up with a definite plan that will promote and enhance the use of SIM in every class. 6) Future researchers may replicate the study using SIM in other subject areas.

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References Aranes, F (2011). Illustrated Laboratory Procedures in Chemistry: Effects on the Achievement of Surface and Deep Learners. Unpublished Master’s Thesis. De La Salle University, Philippines.

Arora, Rajiv and Sing, S (2011). Development and Evaluation of Self-Learning Modules to Enhance the Traditional Physiology Class at CMC Ludhiana. Health Administrator, Xvii (1), 59-62.

Aggabao, Ambrose Hans (2012). Development of Individualized Self-Instructional Modules on Selected Topics in Basic Mathematics. Journal of Research, Xi (1) Arevalo (2009). The importance of learning the English language. The Modern Teacher Vol. 2, 7-9 Broderick, C. (2012). Research in the Use and Purpose of Instructional Materials.(http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195604_brode rick.pdf).

Broughton, G. (2010). Teaching English as Foreign Language, 2nd Edition. London: Routledge Cabral (2012). Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students, 2nd Edition Carreon, M. B. (2012). An analysis of the English proficiency of the foreign students.Retrieved:August28 2017 from http://www.jrcpub.org/download/20140425/UJER6-19502245.pdf.

Corpuz, A. E. (2013). The correlation between the English language and student’s performance.

Chingos,M.(2012)http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20 whitehurst/0410_curriculum_chingos _whitehurst.pdf.

Dahar, M (2011). Effect on The Availability and the Use of Strategic Intervention Material on Academic Performance of Students in Punuab (Pakistan), Euro journal Publishing Inc. Dutt, S and Kumer D. (2010). Effect of Self-Learning Modules on Achievement of Senior Secondary Students in Relation to their Sex and Place of Residence. Journal of Educational Research and Extension: Abstract, 46 (3), 10.

Dy, L (2011) Http://Jhody.Hubpages.Com/Hub/Teaching-Physics-Through-Strategic-InterventionMaterials-Sim. Escoreal, A (2012). Strategic Intervention Material: A Tool to Reduce Least Leaned Skills in Grade 4 Science Flake, R. C. (2011). The effects of learning the Second Language in the modern world. Retrieved: November 23, 2017 from http://www.naun.org/journals/educationinformation/235622.pdf.

Gallardo, (2013). http://www.omicsonline.org/open-access/constructivism-a-paradigm-for-teaching-and-learning.

Hidalgo, S. R. (2011). A correlational study between the academic achievement and English proficiency of the students.

Kohal (2010). Effectiveness of making modules in the achievements of a higher performance inside the classroom.

Landicho, (2012). Content Validity of the Proposed Topics in Science and Technology. Cited by Auditor and Naval, 2017, Development and Validation of Tenth Grade Physics Module Based on Least Mastered Competencies. Institute of Teaching and Learning, Philippine Normal University Levin, (2009). Instructional which enables students to develop higher mental processes. Evaluation in Education.

International Research Series, Vol.3. No.3 Lublin, J. (2012). http://www.doceo.co.uk/heterodoxy/surface.htm date accessed 11/19.2012Centre for Teaching and Learning Good Practice in Teaching and Learning Deep, surface, and strategic approaches to learning.

Miguel, F. ((2012).Achievement and Retention of Learning of Deep and Surface Learners.

Martin (2012) Strategic Intervention Materials- Based Instruction. Learning Approach 91 International Journal of Learning, Teaching and Educational Research Vol.2, No. 1 Nicholls, G. (2010). Learning to Teach. Bell and Bain Ltd. Glasgow.

Rivera (2013). Strategic Intervention Materials is designed and strategized to aid the students.

Royo, (2014). https://www.tandfonline.com/doi/abs/10.1023/A%3A100941991453 Roles, (2012). Supplementary Instructional Modules in Teaching Science and Technology III. Unpublished Master’s Thesis, University of Saint Anthony, Iriga City Rugay (2012). Differentiated SIM to Modules International Journal of Learning, Teaching and Educational Research Vol.2, No. 1.

Salviejo, Edwin I, Aranes, F and Espinosa, A. (2014). Strategic Intervention Material Based Instruction, Learning Approach and Students’ Performance in Chemistry. International Journal of Learning, Teaching and Educational Research. Vol 2, No. 1, On 91-123 Suan (2012). Affirmative Classroom Environment. International Journal of Learning Teaching and Educational Research,Vol. 2 No. 1.

Soberano (2013). Strategic Intervention Materials in Chemistry: Development and Effectiveness. Paper presented at the Third International Conference on Science and Mathematics Education, Penang Malaysia; 2009 Solis, (2013). Intervention Materials as Springboard in Reading Comprehension. Unpublished Thesis 2013 Magsaysay NH

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New Lucban, Baguio City Sorianosos, E. H. (2012). Development and Validation of an Instructional Materials in Selected Topics. Cited by Dumigsi and Cabrera, 2019). Effectiveness of Strategic Intervention Materials on Mathematics as Remediation for Grade 9 Students in Solving Problems Involving Quadratic Functions. Digos City National High School, Rizal Avenue, Digos City, Davao del Sur, Philippines. Southern Philippines Agri-business and Marine and Aquatic School of Technology, Digos Campus, Matti, Digos City, Davao del Sur, Philippines.

Togonon, I. (2011). Development and Evaluation of Project: Based SIM-MOD (PB-SIM) in Teaching High School Chemistry. Unpublished Master’s Thesis. Technological University of the Philippines.

Tumaneng NA. (2013). Culture-based SIM for Teaching Selected Topics in Science and Technology. Unpublished Thesis (507.12583C 2013) Xu, D. G. (2012). Academic performance and English skills of foreignstudents.Retrieved:November25,2017from https://www.google.com.ph/?gfe_rd=cr&ei=NWOVdW6OKvC8AfLxqTAD&gws_rdssl#q=+mission+vision+of+ deped+2014+in+the+context+by+.

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Corporate Culture and Organizational Performance of Selected On-Line Marketplaces Miaomiao, Zhao, MBA1,2,3 , Imelda C. Santiago, PhD1,2,3 Graduate School1, Department of Management2, Our Lady of Fatima University3 Abstract Corporate culture, as a valuable resource, is playing an increasingly important role in fierce competition. Corporate culture has become the cornerstone to enhance the competitiveness of enterprises. It has an inseparable relationship between enterprise culture to the organization, influences organizational performance, improves employees’ enthusiasm, and realizes effective management. The study divides corporate culture into four types: hierarchical culture, market culture, clan culture, and innovative culture. Organizational performance is divided into financial performance and non-financial performance. A company in Hangzhou, China, and a company in Manila, Philippines, were studied. A total of 175 managers took part in the study. The collected data were analyzed and processed using weighted mean, Chi-square test, Ttest, ANOVA test, and related Pearson Correlation Coefficient test. Two companies have different corporate cultures.

Company A pays attention to market culture, while company B pays attention to clan culture. But the similarity is that both companies have a high proportion of hierarchical culture. Average scores of various performance indicators of company A and company B were higher than the median. Company A's financial performance and non-financial performance were better than company B's. It is worth noting that the non-financial performance of both companies was better than the financial performance. There were significant differences in corporate culture between the two markets. There were significant differences between the financial performance and the overall organizational performance of these two markets, but not the non-financial performance. For the target company, its financial performance is the same under different corporate culture types. On the contrary, if the corporate culture type of the target company is different, it will lead to different non-financial performance and overall performance. There was a significant positive correlation between the four types of corporate culture and organizational performance, most of which had a moderate positive correlation with nonfinancial performance and overall performance, while a slight positive correlation with financial performance.

Keywords: Corporate Culture, Organizational Performance, Online Company, Market places 1.0 Introduction With the rapid development of the global economy, the influence of corporate culture on organizational performance is highly valued, and the role of corporate culture in the core competitiveness of enterprises is becoming more and more important. Therefore, the study of relationship between corporate culture and organizational performance has become an urgent topic. In this paper, the online company A in Hangzhou, China, and company B in Manila, Philippines, are studied.

Company A is the largest e-commerce platform in China and company B is the largest e-commerce platform in the Philippines. An investigation was conducted to analyze the collected data, to compare the differences between the corporate culture of the two countries, and to explore the relationship between corporate culture and organizational performance. Finally, the main findings and suggestions of this study were presented.

In the face of global competitive pressure, maintaining the competitive advantage is a significant concern of current enterprise management. Under the pressure of competition, Chinese enterprises are gradually going global, and the Philippines has become an increasingly favorable country for Chinese enterprises to invest. At present, there are few comparative studies between the two countries, which this study wants to understand and explore. Corporate culture is an intangible asset with a brand that has a healthy life and expansion force. Although it cannot directly create economic benefits, it can affect the production, sales, market, cost, and impact on enterprises’ benefit to determine the fate and development of enterprises through the management of people. Corporate culture is a form of cultural production with great potential; it is the soul of enterprise. It is the vitality of enterprise development and guarantees enterprise innovation.

The development of innovation and technology makes the growing e-commerce in the world cope with electronic commerce as a new business that brings new revolution. There is no doubt about it. As a competition platform, electronic commerce offers a wide range of market opportunities for all enterprises and brings direct, indirect, and potential benefits.

Moreover, as a considerable part of the global economy, the online marketplace plays a vital role in studying corporate

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culture and organizational performance. Finally, a strong and powerful corporate culture is the main reason for achieving good organizational performance. The study explores the relationship between the variables of corporate culture and organizational performance and explores the similarities and differences between the two countries’ online markets.

2.0 Related Literature According to the definition of enterprise culture, some scholars believe that each enterprise produces different types of enterprise culture because its own structure is different from its environment. Therefore, some scholars classify enterprise culture into different types to better understand corporate culture’s impact on corporate (Lu Meiyue and Zhang Wenxian, 2006). The study of Cameron and Quinn (2012) put forward four (4) types of corporate culture: hierarchical culture (internal stability), market culture (external stability), clan culture (internal elasticity), and innovative culture (external elasticity). According to the two dimensions of "organizational elasticity-stability" and "external orientation- internal orientation", the competitive cultural value model was established.

In the study of Zhao Xiaobing (2018), the following conclusions were made: (1) strategic activities and basic activities have a significant positive impact on organizational performance; (2) clan corporate culture and flexible corporate culture can significantly positively regulate the relationship between strategic activities and organizational performance, but not significantly regulate the relationship between basic activities and organizational performance; (3) market corporate culture and hierarchical corporate culture can positively regulate the relationship between basic activities and organizational performance but have no significant regulating effect on strategic activities and organizational performance.The study of Zhao Xiaobing puts forward suggestions for enterprises to implement strategic human resource management, expecting to provide theoretical guidance for enterprises to carry out strategic human resource management practices according to their own cultural styles. Dai Fei and Xu Yan (2018) pointed out that talent is the key to the success of today's enterprises. The core problem of enterprise construction is how to attract, cultivate, motivate, use, and retain talents. The key to solve these problems lies in the organizational culture of enterprises.

Yang Yuekun (2011) concluded that different companies have different corporate cultures. Corporate culture, as the reflection of corporate system and business strategy on people's value concept, on the one hand, should be the internal source of enterprise vitality and become the internal binding force to regulate the behavior of enterprises and employees.

On the other hand, we should keep pace with the times and keep innovating in ideas and concepts to demonstrate its strong vitality. Innovation ability is the life gene of an enterprise and the main source of its core competitiveness. The innovation of enterprise culture plays an important role in promoting the innovation ability of enterprises. Also, the study of Quinn and MoGrath (2006) built a holistic research framework based on the human cognitive system competitive value path as a tool for analyzing the cultural type of the enterprise and divided the human cognitive system of the environment into two categories: one is the identification, prediction, and solution of the environment; the other is the action to be taken after the perception of the environment. In the path of competitive value, the vertical axis represents the order and control from the elasticity and variation of the intensity to the completion. The horizontal axis shows that the inner observation point is the focal point until the outer observation point is the focal point. There are four types of culture interwoven by the vertical and horizontal axes: cohesive consensus culture, growth adjustment culture, hierarchical control culture, and rational dominant culture.

The study of Wang Changli (2018) stated that with the advent of economic globalization, the competition among major enterprises in China has become increasingly fierce. From the perspective of sustainable development of enterprises, corporate culture plays a very important role in the development of enterprises. Enterprise culture is gradually formed from the long-term operation and management mode of an enterprise, and it is also the main link of an enterprise's spiritual guidance and continuous progress and development. In addition, the culture of enterprise itself may enhance the competitiveness of enterprises, and organization performance also has a great role in promoting the effective management mode of an enterprise culture into the collective organization, to improve organizational performance goals, to arouse the enthusiasm of enterprise staff, and to ensure efficient and orderly organization and management mode. On the other hand, Schein, Wheeler, and Russell (2010) have systematically discussed the concept and deep structure of enterprise culture and put forward on-site observation, on-site interview, and steps of enterprise culture evaluation, etc. which are difficult to measure objectively. However, Schein's classification of enterprise culture's surface layer, value layer, and underlying basic attributes has laid its authoritative position in the study of enterprise culture, and the research on the construction of measurement scale based on the five basic attributes proposed by Schein is also in progress.

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The study of Geng Yi (2016) pointed out that corporate culture is the soul of enterprise survival. It is the vitality of enterprise development but also the guarantee of enterprise innovation. Only with healthy and excellent corporate culture can an enterprise achieve stable development. In the background of economic globalization, Chinese enterprises are faced with severe challenges and new opportunities. Enterprises should learn from advanced management theories and experience at home and abroad, and constantly innovate in practice to increase their competitiveness. Also, Lin Jing (2016) pointed out that enterprise culture’s construction is enterprise management, a strategy of high-level scientific thoughts and the scientific method’s foundation. It is not only needed within the enterprise to build a harmonious, and peaceful relationship to promote each other, and to forge ahead the working environment, but also wants through communication, reward, and punishment, for career planning, etc., in the enterprise to set up a moral right of the enterprise culture, values, norms, and the spirit of enterprise management strategy. Through the incentive mechanism and the design of career, it arouses the enthusiasm of employees to ensure the production and operation of an enterprise goal. Therefore, in building enterprise culture, it must combine the construction and management of enterprise culture to achieve innovative enterprise culture and create the best economic growth.

Besanko et al. (2016) studied and proposed that corporate culture creates value through three ways: first, culture reduces the cost of supervising individuals in an enterprise by supplementing the deficiencies of the standard control system, thus reducing the operating cost of the enterprise and improving the performance of the enterprise; second, culture facilitates individuals to better focus their attention on their daily work by simplifying the processing of information; third, culture reduces bargaining costs and promotes collaboration by influencing the preferences of individuals in an organization to align employees with common goals. According to Zhang Li and Li Hanjun (2013), corporate culture is the sum of a series of values, codes of conduct, and moral codes recognized and observed by all employees of an enterprise and the practices and behaviors expressed accordingly through the advocacy and careful cultivation of corporate leaders in the long-term production and operation process. An excellent corporate culture should indeed be people-oriented and care about its employees, the most crucial resource. Such enterprises can give employees reasonable and fair remuneration and seriously consider employees' needs to create conditions for their self-realization.

Excellent companies will work through design identity symbol and beautify the environment, improve the hardware configuration, optimize the management system, working procedure, operation procedure, construction norms, professional ethics, the spirit of enterprise, the values, and a series of measures, build its excellent corporate culture,create a healthy and harmonious cultural atmosphere, make the employees under the action of common values to feel better to work hard. These efforts pay naturally for high employee degree of organizational commitment: employees themselves with the fate of the enterprise cannot be together, have a strong sense of belongingness to the enterprise, actively promote their own business, and want to work through their efforts to seek the joint development of enterprises and individuals.

Such enterprises are bound to achieve outstanding performance; that is to say, excellent corporate culture can enhance employees' organizational commitment. Every employee can consciously and actively work hard, and it is a natural thing for enterprises to achieve high performance. Kotter and Heskett (2016) proposed that organizational culture is the sum of a series of interdependent values and behaviors. Moreover, Zhang De (2007), a professor at Tsinghua university, stated that corporate culture is the highest goal, value standard, basic belief, and code of conduct that all employees cultivate and form in the long-term entrepreneurship and development process abided by togetherness.

Performance theory, a much-regarded theory in the field of human resource development, takes performance as the organization’s final value and measures everything against it. There are many related theories of performance theory which can be divided into body level and organizational level (Lu Meiyue and Zhang Wenxian, 2006). Madu, Kuei, and Jaccob (2012) define the measurement of organizational performance as short-term performance, long-term performance, productivity, cost, profit, competitiveness, sales volume growth rate, profit growth rate, market share, etc. In the performance measurement, the former students consider it necessary to divide financial aspects and non-financial aspects to present the superior and inferior performance of a company.

Lu Meiyue (2006) put forward that the measurement of performance can be divided into two aspects: (1) financial performance indicators, including profit rate, return rate of assets, revenue growth rate; (2) non-financial performance

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indicators, including staff morale, innovation, product or service competitiveness and productivity. Zhang Li and Li Hanjun (2013) put forward that organizational performance, also known as "organizational effectiveness," refers to efficiency in meeting customer needs and achieving organizational goals as enterprises' overall performance. Organizational performance should include tangible and intangible aspects. Tangible performance refers to the operating performance of an organization which can be reflected by clear financial data. Intangible performance refers to the effectiveness of an organization which is reflected by the evaluation of the organization by its members and external related objects, including relational performance and social responsibility.

Kuei (2012) refers financial performance to the basic and revised indicators reflecting the profitability, asset quality, debt risk, and enterprise growth of enterprise. This study includes profit growth rate, sales growth rate, asset return rate, market share, cost, investment return rate, and revenue growth rate. In this study, the non-financial performance includes staff morale, staff satisfaction, staff cohesion, staff mobility, innovation ability, product or service competitiveness, and productivity (Jaccob, 2012). Also, the study of David H. Maister (2012) pointed out that according to the survey of 15 industries in 15 countries, corporate culture was significantly correlated with financial performance, and the most excellent enterprise which is the key to success in the corporate culture is the key to enterprise growth. Noe, Hollenbeck, Gerhart, and Wright (2014) believed that the corporate culture would influence the staff's ability to exert power and the conduct organizational performance.

Zhao Xiaobing (2018) found the following conclusions: (1) strategic activities and basic activities have significant positive effects on organizational performance; (2) clan corporate culture and flexible corporate culture can significantly positively regulate the relationship between strategic activities and organizational performance but not significantly regulate the relationship between basic activities and organizational performance; (3) market corporate culture and hierarchical corporate culture can positively regulate the relationship between basic activities and organizational performance but have no significant regulating effect on strategic activities and organizational performance. Robbins (2017) believed that a strong and powerful corporate culture is the main reason for achieving good corporate performance.

Zhang Renjiang and Li Haiyue (2010) found that the one-on-one relationship between corporate cultural traits and organizational performance variables is quite different in the context of different countries. This is mainly affected by the national and corporate development background and national culture. Wang Yajie and Zhang Jin (2014) showed that strategic human resource management has a significant positive impact on corporate performance. Ownership plays a moderating role between strategic human resource management and enterprise performance. In other words, strategic human resource management plays a significant role in enterprise performance as compered to private and state-owned enterprises. The scale does not affect on the relationship between strategic human resource management and enterprise performance.

Sun Lihua (2016) concluded that innovation-oriented corporate culture and supportive corporate culture positively impact innovation performance, while bureaucratic corporate culture harms innovation performance. Corporate culture plays a mediating role in the relationship between strategic human resource management and innovation performance. It provides relevant suggestions on how to implement strategic human resource management to improve enterprise innovation performance. Further, Shen Wenqing (2015) mentioned that analyzing the strategic human resource management based on the mechanism of impact on organizational effectiveness, to clarify the impact organizational effectiveness of strategic human resource management, organizational culture, organizational commitment, the intrinsic relationship between the variables, which is beneficial to identify the variables affecting organizational effectiveness, influencing the degree of strategic human resource management, so as to adjust the organizational behavior, which is more effective than increasing organizational effectiveness. Moreover, Zhang Yongan and Qiu Jing (2009) concluded that corporate culture and corporate performance determine whether enterprise can obtain good performance of powerful factors or not. Also, it determines the enterprise's response to external environment change. It is shown that the suitably owned corporate culture affects the employee’s performance in the organization. Under the influence of different management methods and traditional cultures, the influence of corporate culture may vary. This problem can be further confirmed in the follow-up research.

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Theoretical Framework This study takes the previous scholars' theories on the relationship between corporate culture and organizational performance as the basis of the research framework and hypothesis. The theory of Cameron and Quinn (1999) was adopted in this study. According to the two dimensions of "organizational elasticity stability" and "external orientationinternal orientation", corporate culture can be divided into four types: hierarchical culture (internal stability), market culture (external stability), clan culture (internal elasticity), innovative culture (external elasticity), and using the four types of corporate culture explores cultural characteristics of the enterprise, while the organizational performance is divided into financial performance and non-financial performance. Four research hypotheses were proposed to verify whether there are significant differences in corporate cultures between the two marketplaces, to verify whether there are significant differences in organizational performance between the two marketplaces, to verify whether the organizational performance was significantly different due to different types of corporate culture, and to verify whether there was a significant relationship between corporate culture and organizational performance.

Research Paradigm This paper sought to determine whether there are significant differences in corporate cultures between the two marketplaces, to verify whether there are significant differences in organizational performance between the two marketplaces, to verify whether the organizational performance is significantly different due to different types of corporate culture, and to verify whether there is a significant relationship between corporate culture and organizational performance.

Below is the research paradigm:

H3

3.0 Methodology This study utilized the descriptive-evaluative and descriptive-comparative correlational research designs. According to Polit (2009), descriptive research refers to collect self-reported data from respondents using questionnaires and interviews. It aims to describe the population in relation to the specific variables under study. The phenomena which are described in the study are the corporate culture and organizational performance of selected on-line marketplaces. The study is descriptivecomparative since it sought to verify whether there are significant differences in corporate cultures between the two marketplaces, to verify whether there are significant differences in organizational performance between the two marketplaces, to verify whether the organizational performance is significantly different due to different types of corporate culture, and to verify whether there is a significant relationship between corporate culture and organizational performance.

The respondents were managers from China and Philippines. Out of 309 respondent managers, only 175 were retrieved.

Weighted mean, T-test, and Chi-square test were used in the study.

The respondents were managers of company A in Hangzhou, China, and company B in Manila, Philippines, who satisfy the following criteria: (1) they have worked as staff for a minimum of at least three years; (2) managers must be at least 30 years old; (3) managers managed at least two employees; (4) managers whose office locations are in the main office. In this study, the top managers (e.g., CEO, COO) and managers of warehouse and logistics department are not included. A total of 309 managers were satisfied with above criteria; hence, the population of this study was 309 that include 216

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managers from company A and 93 managers from company B. According to Yamane (1967), the simplified formula for proportion which is n=N/(1+N*e2), the total sample size calculated according to the formula is 175. In the formula, the “n” stands the sample size; the “N” stands for the population size; and the “e” stands for the significant level of 0.05 which is adopted in this study. According to proportional sampling, the sample size of company A is 122 and that of company B is 53.

A self-made questionnaire on corporate culture and organizational performance was used in the study. The researcher observed the ethical standards and principles of research. This includes the observance of autonomy, beneficence, justice, confidentiality, and informed consent in pursuance to the World Health Organization (Belmont, 1979). Part I of the questionnaire measures the corporate culture of the company. The tool is composed of four cultural types, namely: Hierarchical culture of 8 projects; Market culture consisting of 8 projects; Clan culture composed of 8 projects; and Innovative culture composed of 8 projects. All measures were self-assessed using a 4-point Likert response format ranging from l (Strongly Disagree) to 4 (Strongly Agree). Part II of the questionnaire measures the organizational performance of the company. This consists of 16 projects, namely: financial performance indicators (projects 1 to 8); non-financial performance indicators (items 9 to 16). All measures were also self-assessed using a 4-point Likert response format ranging from 1 (Strongly Disagree) to 4 (Strongly Agree).

4.0 Results and Discussion As shown in Table 1, the respondent company A obtained a weighted average score for hierarchical culture is 3.01, while the company B got 2.98. The market culture is 3.04 for company A while the company B is 2.93. The clan culture is 2.94, B is 3.02. The innovative culture is 2.97 for company A, B is 2.86. The data imply that under different market backgrounds, the corporate cultures of the two companies are different. Company A focuses on market culture while company B focuses on the clan culture. The difference is due to different cultures, but the similarity of both companies is a high proportion of hierarchical cultures, suggesting that their corporate cultures tend to be highly controlled. Different companies have different corporate cultures. Corporate culture, as the reflection of corporate system and business strategy on people's value concept, on the one hand, should be the internal source of enterprise vitality and become the internal binding force to regulate the behavior of enterprises and employees.

Table 1 Comparison of Corporate Culture type of Company A and B Company A Company B Corporate Culture WM Qualitative WM Qualitative Types Description Description 1. Hierarchical Culture 3.01 Agree 2.98 Agree 2. Market culture 3.04 Agree 2.93 Agree 3. Clan culture 2.94 Agree 3.02 Agree 4. Innovative culture 2.97 Agree 2.86 Agree *Legend: 1.00-1.75 Strongly Disagree, 1.76-2.50 Disagree, 2.51-3.25 Agree, 3.26-4.00 Strongly Agree

Table 2 presents the distribution of the organizational performance of the companies in terms of: financial performance and non-financial performance. The company A obtained financial performance is 2.79, non-financial performance is 2.91 and performance is 2.85. As for the r company B, the financial performance is 2.5; non-financial and the total performance is 2.71. Indicating the operating performance of the surveyed companies is above the median level. This implies that the average score of each performance indicator of company A and company B is above the intermediate value, indicating that the operating performance of the target enterprise is above the average level. The financial performance and non-financial performance of company A are better than that of company B. It is since company A has been established for longer time and has the broader market. It should be noted that the performance of both companies in non-financial performance is better than that of financial performance, which may be explained that the two companies are more concerned about nonfinancial performance than financial performance.

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Table 2 Comparison of Organizational Performance of Corporate Culture of Company A and B Corporate Culture Types 1. Financial performance 2. Non-financial performance 3. Total performance

Company A Qualitative WM Description 2.79 Agree

Company B Qualitative WM Description 2.57 Agree

2.91

Agree

2.84

Agree

2.85

Agree

2.71

Agree

*Legend: 1.00-1.75 Strongly Disagree, 1.76-2.50 Disagree, 2.51-3.25 Agree, 3.26-4.00 Strongly Agree

Significant Differences in Corporate Culture between the Two Marketplaces As shown in Table 3 in the two markets, the null hypothesis is rejected because the corporate culture type (p=0.045) is less than the significance level of 0.05. As a result, there are significant differences in corporate culture between the two markets. The data imply that corporate cultures of the two marketplaces are significantly different. This is due to the cultural differences between the two countries. The people's behaviors, habits, and preferences are different that led to different corporate cultures in the two marketplaces.

Table 3 Comparison of the Corporate Cultures between the Two Markets Corporate Culture Type Corporate Culture

X2 –Value

P-value

Decision

VI

8.113

*0.045

Rejected

S

*Significant at p < 0.05 Significant Difference in Organizational Performance of the Two Marketplaces As shown in Table 4, the financial performance of the two markets, the null hypothesis is rejected because the organizational performance (p=0.002) is less than the significance level of 0.05. In the non-financial performance of the two markets, the null hypothesis is accepted because the organizational performance (p=0.401) is more than the significance level of 0.05. In the total organizational performance of the two markets, the null hypothesis is rejected because the total organizational performance (p=0.004) is less than the significance level of 0.05. As a result, there are significant differences in organizational performance between the two markets. The data show that the financial performance and the overall organizational performance of these two marketplaces are significantly different, but the difference in non-financial performance is not significant. It is possible that the total number of people in the two countries is different, resulting in different market sizes and different development of e-commerce, which ultimately led to different financial performance of the two marketplaces.

Table 4 Test Significant Difference in Organizational Performance of the Two Marketplaces Organizational Performance

T – value

p-value

Decision

VI

Financial Performance

3.664

*0.002

Rejected

S

Non-financial Performance

1.061

0.401

Accepted

NS

Total Performance

3.380

*0.004

Rejected

S

*Significant at p < 0.05

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Significant Differences in Organizational Performance between Different Corporate Culture Types As shown in Table 5, since the calculated p-value is at the significant level of financial performance (p=0.056) greater than 0.05, the null hypothesis is accepted. It indicates that there is no significant difference in financial performance between different types of corporate culture. On the contrary, in terms of non-financial performance (p=0.029) and total performance (p=0.014), the null hypothesis is rejected because the calculated p value is less than the significant level of 0.05. It indicates that different types of corporate culture have significant differences in non-financial performance and total performance. The data imply that they all have the same financial performance under different corporate culture types, and the reason may be that the influence of corporate culture on corporate financial performance is not immediate, which is difficult to be reflected in the financial perspective in the short term. On the contrary, if the corporate culture type of the object company is different, it will lead to different non-financial performance and total performance.

Table 5 Test of Significant Differences in Organizational Performance between Different Corporate Culture Types Organizational Performance

F – Value

P-value

Decision

VI

9.159

0.056

Accepted

NS

6.630

*0.029

Rejected

S

3.665

*0.014

Rejected

S

Financial Performance Corporate culture Non-financial Performance Corporate culture Total Performance Corporate culture *Significant at p < 0.05

Test of Significant Correlation between the Corporate Culture and Organizational Performance Based on Table 6, in terms of hierarchical culture and financial performance (r=0.212; p=0.012), the computed r-values have qualitative description of “low relationship” and are proven to be significant. Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is significant relationship between hierarchical culture and financial performance. In terms of hierarchical culture and non-financial performance (r=0.496; p=0.006), the computed r-values have qualitative description of “moderate relationship” and are proven to be significant.

Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between hierarchical culture and non-financial performance. In terms of hierarchical culture and total performance (r=0.511; p=0.011), the computed r-values have qualitative description of “moderate relationship” and are proven to be significant. Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between hierarchical culture and total performance.

In terms of market culture and financial performance (r=0.356; p=0.036), the computed r-values have qualitative description of “low relationship” and are proven to be significant. Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between market culture and financial performance. In terms of market culture and non-financial performance (r=0.595; p=0.007), the computed rvalues have qualitative description of “moderate relationship” and are proven to be significant. Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between market culture and non-financial performance. In terms of market culture and total performance (r=0.684; p=0.018), the computed r-values have qualitative description of “moderate relationship” and are proven to be significant.

Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between market culture and total performance.

In terms of clan culture and financial performance (r=0.305; p=0.047), the computed r-values have qualitative description of “low relationship” and are proven to be significant. Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between clan culture and financial performance. In terms of clan culture and non-financial performance (r=0.611; p=0.015), the computed r-values have qualitative description of “moderate relationship” and are proven to be significant. Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between clan

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culture and non-financial performance. In terms of clan culture and total performance (r=0.659; p=0.023), the computed rvalues have qualitative description of “moderate relationship” and are proven to be significant. Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between clan culture and total performance.

In terms of innovative culture and financial performance (r=0.302; p=0.046), the computed r-values have qualitative description of “low relationship” and is proven to be significant. Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between innovative culture and financial performance. In terms of innovative culture and non-financial performance (r=0.637; p=0.019), the computed rvalues have qualitative description of “moderate relationship” and is proven to be significant. Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between innovative culture and non-financial performance. In terms of innovative culture and total performance (r=0.677; p=0.038), the computed r-values have qualitative description of “moderate relationship” and are proven to be significant.

Since the computed p-value is lesser than the p-value of 0.05 level of significance, the null hypothesis is rejected. There is a significant relationship between innovative culture and total performance.

As can be seen from the Pearson correlation analysis results in Table 6, the four types of corporate culture are significantly correlated with all variables of organizational performance, and most of them are moderately and positively correlated with non-financial performance and total performance, while most of them are slightly and positively correlated with financial performance. This is consistent with the research results that strong corporate culture is the main reason for good corporate performance (Robbins, 2017). Corporate culture is significantly correlated with organizational performance. The most excellent enterprise is the key to the success of corporate culture and the key to the growth of enterprises (Maister, 2012).

Table 6 Test of Significant Correlation between the Corporate Culture and Organizational Performance Organizational Performance Corporate Culture

Financial Performance

Non-financial Performance

Total Performance

1. Hierarchical culture Computed r

0.212

0.496

0.511

Description

Low relationship

Moderate relationship

Moderate relationship

*0.012 Reject hypothesis

*0.006 Reject hypothesis

*0.011 Reject hypothesis

Significant

Significant

0.356

0.595

0.684

Description

Low relationship

Moderate relationship

Moderate relationship

P-Value

*0.036

*0.007

*0.018

Decision

Reject hypothesis

Reject hypothesis

Reject hypothesis

Interpretation

Significant

Significant

Significant

P-Value Decision Interpretation 2. Market culture Computed r

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3. Clan culture Computed r

0.305

0.611

0.659

Description

Low relationship

Moderate relationship

Moderate relationship

P-Value

*0.047

*0.015

*0.023

Decision

Reject hypothesis

Reject hypothesis

Reject hypothesis

Significant

Significant

Interpretation

Significant

4. Innovative culture Computed r

0.302

0.637

0.677

Description

Low relationship

Moderate relationship

Moderate relationship

P-Value

*0.046

*0.019

*0.038

Decision

Reject hypothesis

Reject hypothesis

Reject hypothesis

Interpretation

Significant

Significant

Significant

Legend: +1 Perfect Relationship, +0.91 - +0.99 Very High Relationship, +0.71 - +0.90 High Relationship, +0.41 - +0.70 Moderate Relationship, +0.21 - +0.40 Low Relationship, +0.01 - +0.20 Negligible Relationship, 0 No Relationship *Significant at p < 0.05

5.0 Conclusions and Recommendations Based on the results, the following conclusions were drawn: 1. The corporate cultures of the two companies were different. Company A focused on market culture while company B focused on family culture. The reason for this difference is the different cultures of the two ountries, but the similarity of both companies had a high proportion of hierarchical cultures, suggesting that their corporate cultures tended to be highly controlled. This is because the two countries are getting closer with more economic investment due to the geographical advantages of the neighboring countries. More and more Chinese are investing and living in the Philippines so that might be one of the reasons of similarities between the two countries' corporate cultures.

2. The average score of each performance indicator of company A and company B was above the intermediate value, indicating that the operating performance of the target enterprise was above the average level. The financial performance and non-financial performance of company A were better than that of company B since company A had been established for a long time and had a broad market scope. It is worth noting that the non-financial performance of both companies was better than the financial performance, which may be explained that the two companies were more concerned on non-financial performance than financial performance.

3. The corporate cultures of the two marketplaces were significantly different. This is possible due to the cultural differences between the two countries. The people's behaviors, habits, and preferences are different which led to different corporate cultures in the two marketplaces.

4. The financial performance and the overall organizational performance of these two marketplaces were significantly different, but the difference in non-financial performance was not significant. It is possible that the total number of people in the two countries was different, resulting to different market sizes and different development of e-commerce which ultimately led to different financial performances of the two marketplaces. It is possible that due to the cooperation between the two e-commerce companies, company A of China had a large amount of investment in company B of the Philippines. There were Chinese managers in company B of the Philippines which made the two

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companies similar in management philosophy, and ultimately led to little difference in non- financial performance between the two marketplaces.

5. For the object company, they all had the same financial performance under different corporate culture types. This may be due to the influence of corporate culture on corporate financial performance which was not immediate and difficult to reflect in the financial perspective in short term. On the contrary, if the corporate culture type of the object company were different, it would lead to different non-financial performance and total performance.

6. The four types of corporate culture were significantly correlated with all variables of organizational performance.

Most of them were moderately and positively correlated with non-financial performance and total performance, while most of them were slightly and positively correlated with financial performance. It showed that strong corporate culture was the main reason to achieve good organizational performance. The most excellent enterprise is the key to the success of corporate culture, that is, corporate culture is the key to the growth of enterprises.

Based on the conclusions, the researcher recommends the following: 1. Previous studies have divided corporate culture into four types. However, the company will constantly adjust its strategy and value concept over time because the purpose of the enterprise is to make the company into a highperformance team to enhance the competitiveness of the company. During business operation, enterprises should constantly learn from the outside world, integrate into, and combine various appropriate cultures from different angles at any time, and continuously update and change. In other words, enterprises should adjust their strategies and corporate culture continuously for the purpose of perpetual business operation.

2. Company A can also focus on scientific and technological innovations to improve the growth rate of operating revenue and turnover. The company can hire professional investment managers to guide the company to expand the scale of investment, strengthen and optimize the cooperation with successful companies around the world to improve the return on investment. In the future, company A can enhance its public and social image, and should pay attention to reducing rate. In the future, the company should communicate more with employees, understand their satisfaction, and strive to make employees very satisfied in all aspects of the company. Company B can expand its market share in the future. Companies can increase their investment scale and partner with successful companies around the world to improve their return on investment. The company can also increase the revenue growth rate to meet the target of increasing the profitability. In the future, companies should encourage employees to innovate more.

3. As a Chinese saying goes, “a close neighbor is better than a distant relative”, the Philippines and China are friendly neighbors. Companies of the two countries should strengthen more cultural exchanges and cooperation to draw on each other's strengths and achieve win-win results.

4. Enterprises in the two markets should learn from advanced management theories and experiences here and abroad.

Companies should constantly innovate in practice, enhance competitiveness to achieve better organizational performance.

5. For managers, they should not be too anxious to imitate the culture of other enterprises or admire the culture of other enterprises but should be able to cooperate with the overall internal and external characteristics of the company and develop a corporate culture suitable for their own company.

6. According to the actual situation, enterprises are encouraged to combine their own advantages to develop a better corporate culture, which will help improve organizational performance.

References Besanko et al. (2016). Railway restructuring and organizational choice [M]. New York: Journal of Regulatory Economics.

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Cameron, K. & Quinn, R. E. (2012). Diagnosing and changing organizational culture: Based on the competing values framework. [M] New York: Addison-Wesley Press.

David h. Maister. (2012). Practice What You Preach: What Managers Must Do to Create a High Achievement Culture.

Corporate culture profit report: what kind of corporate culture is most competitive. Taipei: Economy New Club.

Dai Fei and Xu Ya. (2018). Measurement and analysis of organizational culture: a recent review.

Journal of Jilin Institute of Technology, (35):10-25.

Geng Yi (2016). Enterprise culture and enterprise management. Chinese and Foreign Entrepreneurs, 8(2): 66-89.

Jaccob (2012). An Empirical Assessment of the Influence of Quality dimensions on Organizational Performance. Internal Journal of Production Research, 34(7): 1933-1952.

Kuei, R. A. (2012). An Empirical Assessment of the Influence of Quality dimensions on Organizational

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Performance. Internal Journal of Production Research, 23(8): 1956-1989.

Liu Changxi(2009). Research on corporate social responsibility and sustainable development--from the perspective of stakeholders and social contract [M]. Shanghai: Shanghai University of Finance and Economics Press Lu Meiyue, (2006). A study on job satisfaction of managers in Taiwan-funded enterprises, Fudan university, Shanghai: Fudan University Management School, 3(1):7-28.

Liu Cailian, (2015) Research on two-way promotion mode of corporate culture and human resource management.

Reform and Strategy, (10).

Lin Jing (2016). Discussion on corporate culture construction and corporate management strategy. Modern Business, 13(4): 653.

Madu, c. n., c. h. Kuei, r. a. jaccob. (2012). An Empirical Assessment of the Influence of Quality dimensions on Organizational Performance. Internal Journal of Production Research, 34(7): 1943-1962.

Noe, Hollenbeck, Gerhart, and Wright (2014). Human Resource Management in Practice.

Administrative Science Quarterly. 12(3):377-395.

Quinn R. E., Rohrbaeh J. (2006). Spatial model of effectiveness criteria: Management Science, 29 (3): 36-377.

Raymond A. Noe, John R. Hollenbeck, Barry Gerhart, Patrick, and M. Wright. (2014). Fundamentals of Human Resource Management (l"). McGraw-hill Companies, 2 (1): 56-77.

Robbins, S. P. (2017). Organizational behaviors: Concepts and controversies and applications (15). New Jersey: Prentice Hall. Ranking of China's E-commerce websites 2019. Tmgroup. Retrieved from: https://www.tmogroup.com.cn/more/other/26559/ Schein, Wheeler and Russell (2010). Corporate culture survival guide: Sense and nonsense about culture change [M]. San Francisco: Jossey – Bass Publishers (7).

Sun Aiying, Xu Qian, Zhou Yuquan. (2004). Evolution of organizational culture and its impact on enterprise performance Operations and Management. (10):35-39.

Shen Wenqing. (2015). Analysis on the mechanism and variable relationship of strategic human resource management on organizational effectiveness. [J] China Economic and Trade Guide. 14(2) Sun Lihua, (2016). Impact of strategic human resource management and corporate culture on innovation performance.

International Business: Journal of University of International Business and Economics, (06). Top3 e-commerce sites in the Philippines (2019), Cifnews. Retrieved from: https://www.cifnews.com/article/45381.

Wu Di. (2002). Research on the development of Chinese enterprise culture measurement scale. Dalian University of Technology (7):20-36.

Wang Yajie and Zhang Jin. (2014). Strategic human resource management, enterprise characteristics and enterprise performance--based on the empirical dataof Chinese enterprises[J]. Research on Science and Technology Management,12(04): 3-6 Yang Yuekun (2011). Corporate culture. Tsinghua University Press, 35 (2): 286-316.

Zhang De, Wang Yuqin. (2007). Research on the relationship between corporate culture types and corporate performance, Science and Technology Management. (7): 146-151 Zhang Renjiang, Li Haiyue. (2010). Research on the relationship between corporate culture and organizational performance [J]. Modern Management Science. (8): 126-130.

Zhao Xiaobing (2018). Research on the influence of strategic human resource management practices on organizational performance under different corporate cultures [J]. Northwestern University, 14 (3): 19-32.

Zhang Yongan and Qiu Jing (2009). A comparative study on the influence of corporate culture on organizational Performance.

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Pagbuo ng Aklat Sanayan sa Pagwawasto ng mga Karaniwang Pagkakamali sa Pagsulat ng Komposisyon ng mga Mag-Aaral sa Ikapitong Baitang Everlasting N. Fernando, MAT FIL1,2,3, Florian L. Ruiz, PhD1,2,3 Graduate School1, Department of Education and Teaching2, Our Lady of Fatima University3 Abstrak Ang pag-aaral na ito ay naglalayong matukoy ang mga karaniwang pagkakamali sa pagsulat ng komposisyon ng mga magaaral sa ikapitong baitang sa isang paaralang pambokasyunal sa Marilao, Bulacan. Ginamit na gabay sa pagtukoy ng mga pagkakamali sa pagsulat ang Local Error Chart ni Hendrickson (1980) na binubuo ng mga kategoryang: Leksikon, Sintaks, Morpolohiya at Mekaniks. Pamaraang palarawan ang ginamit sa pag-aaral kung saan sa tulong ng random sampling ay pinasulat ng komposisyon ang 300 mga mag-aaral na nagsilbing respondente. Matapos matukoy ang pagkakamali sa pagsulat ay bumuo ang manananaliksik ng isang aklat sanayan na makatutulong sa pagwawasto ng mga kamaliang nabanggit. na tinaya naman ng sampung eksperto na kinabibilangan ng Puno ng Kagawarang Filipino, mga Dalubguro at mga gurong matagal nang nagtuturo ng Filipino 7. Ang natayang kinalabasan ay may pinakamaraming kamalian sa pagsulat ang mga mag-aaral sa paggamit nila ng mga salitang nasa kategorysang Mekaniks, sumunod naman ang Sintaks, Leksikon at Morpolihiya naman ang may pinakamababang pagkakamali. Habang batay sa ebalwasyon ng mga eksperto ang nabuong aklat sanayan ay lubhang katanggap-tanggap. Iminumungkahi ng mananaliksik na magamit ang nabuong aklat sanayan ng mga mag-aaral upang makatulong sa pag-aaral ng masinop na pagsulat.

Susing-salita: wikang Filipino, aklat sanayan, pagsulat, komposisyon, karaniwang pagkakamali.

1.0 Panimula Ang pagtataglay ng tao ng kakayahang mag-isip ay isang bukod tanging kakanyahan na nagiging daan upang makita ang tama at mali, napagpapasyahan niya kung paanong ang tama ay pauunlarin at paanong iwawasto ang mali. Nailalapat ng tao ang kakayahang ito sa kanyang pagsusulat, isang pangunahing domeyn ng pagkatuto. Ang malaon nang karanasan bilang guro, ang nagtulak sa mananaliksik at nagbigay ng ibayong motibasyon na makagawa ng paraan upang mabigyang pansin ang malimit na pagkakamali sa pagsulat ng mga mag-aaral. Iba’t iba ang mga dulog na inihain ng mga dalubwika kung paano pauunlarin ang kasanayang ito, bawat isa ay magkakakawing at nakabatay sa Teoryang Linggwistik ni Wilkins (1995).

Kakambal ng kasanayan sa pagsusulat ang kakayahang linggwistiko kung saan binibigyang tuon ng mananaliksik ang kakayahan ng mga mag-aaral sa pagsunod sa tuntunin ng balarila at kahalagahan ng pagbibigay ng gabay sa paghubog ng kaalaman sa kaangkupan ng wika, dahil nagreresulta ito sa lalong kaalaman ng nagsusulat sa ibig ipakahulugan ng kaniyang mga isinusulat. Ang malimit na pagkakamali sa pagsusulat ay humahantong sa ambigwiti o kalabuan, maling interpretasyon at mabagal na komprehensyon sa pasulat na pagpapahayag at paglalahad.

Madalas na pinupuna natin ang kamalian sa pagsusulat at balarila ng ibang wika samantalang ang tunay na suliranin ay ang kahinaan at kakulangan sa kaalaman sa pagsusulat na nasa sarili nating wika. Ang pangunahing layunin ng mananaliksik ay makabuo ng isang aklat sanayan na makatutulong sa pagwawasto ng mga kamalian sa pagsulat, kaya naman minarapat ng mananaliksi na matugunan ang mga sumusunod: 1) Ano-ano ang mga karaniwang pagkakamali sa pagsulat ng komposisyon ng mga mag-aaral na nasa ika-pitong baitang, ayon sa Local Error Chart ni Hendrickson: Leksikon- pangngalan, pandiwa, pang-uri, pang-abay; Sintaks-pang-angkop, pangatnig, pagkakaayos ng mga salita; Morpolohiya-pang-ukol, pantukoy, panlapi; Mekaniks-pagbabantas, malaki at maliit na titik; pagbabaybay? 2) Batay sa kinalabasan ng pagsulat ng komposisyon, ano ang dapat taglayin o maging laman ng kagamitang kailangang mabuo upang makatulong sa pagwawasto ng karaniwang pagkakamali sa pagsulat ng komposisyon ng mga mag-aaral na nasa ikapitong baitang? 3) Batay sa naging pagsusuri at pagtatasa ng mga eksperto (Puno ng Kagawaran, Dalubguro, mga gurong matagal nang nagtuturo ng Filipino 7) Gaano naging katanggap-tanggap ang aklat sanayan ayon sa mga sumusunod na pamantayan: Istilo at Wika, Layunin, Nilalaman, Paraan ng Presentasyon, Mga Ebalwasyon at Pagsasanay.

2.0 Mga Kaugnay na Panitikan at Pag-aaral Ang pagdalumat sa mga bahagi ng pagkatuto ng sariling wika ay may malawak na saklaw. Ito ang dahilan kung bakit ang Filipino ay naging mahalaga bilang isang asignatura. Isa itong mabisang midyum para sa pagsasanay ng mapanuring pag-iisip

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ng mga mag-aaral na Pilipino (Tipones, 2013). Hindi basta itinuturo lamang ang Filipino bilang wika at asignatura sa mga paaralan ng Pilipinas kailangan itong sumunod sa mga pamantayan at naaayon sa mga batas na umiiral (Martinez, 2015), lalo na pagdating sa alituntuning inihahain ng Komisyon sa Wikang Filipino kaugnay ng mga tuntunin sa masinop na pagsusulat. Ang wika ay may kaugnayan sa kasanayan sa pagsulat. Batay kay Dela Cerna (2008), ang pagsulat ay bunga ng pagsasalita; ang pag-uusap ang magulang nito. Samakatuwid, parehong mananatili ang pagsulat at pagsasalita, tumutulong at napasisigla ng pagsusulat ang pagsasalita. Nagbigay rin ng pahayag si Palazo (2003) na ibinatay sa mga konsepto ni Chomsky sa kaugnayan ng wika at pagsulat, ayon sa kanya kadalasang ibinabatay ng nagsasalita ang pag-unawa ayon sa paraan niya ng pagsasalita, nababalewala na niya ang mga tuntunin, pamantayan, kaayusan at kawastuhan ng pagsulat basta nauunawaan niya ang konteksto o kahulugan nito isang dahilan ng paglihis sa masinop na pagsulat. Sang-ayon sa umiiral na DepEd order no. 31, series of 2012 ng K to 12 Basic Education Curriculum, binibigyang pagpapahalaga sa pagtuturo ng Filipino ang pagsusulat bilang isang makrong kasanayan. Sa makatuwid, malaki ang papel na ginagampanan ng kasanayan sa masinop na pagsulat tungo sa ganap na pagkatuto ng mga mag-aaral.

Kung ang pag-uusapan ay ang kamalian, nagiging mas komplikado ang komunikasyong pasulat kaysa sa pasalita dahil maaaring hindi agad mapansin ng tagapakinig ang mga kamalian ng nagsasalita (Dela Cerna, 2008). Hindi ito tulad ng pagsusulat na maaaring balik-balikan, ulit-ulitin at analisahin dahilan sa ito ay nakalimbag kaya madaling napapansin ang kamalian. Ang mga kamalian sa pagsulat ay nagbibigay ng palatandaan sa mga guro kung alin pa ang mga aralin at kasanayan sa pagsulat ang dapat na malinang at bigyang pansin. Sang-ayon dito si Aspili (2006), na nagsabing ang pagkakamali sa pagsula ng mga mag-aaral ay likas at integral na bahagi ng pagkatuto at ito ay mapakikinabangan ng mga guro kung lalapatan ng sistematikong pagsusuri at pagtataya.

Sinasabing sa mga makrong kasanayang pangwika, ang interes ng mga mag-aaral sa pagsulat ang may pinakamababang bahagdan. Sa katunayan ayon kay Parcon (1995), 45% ang sa pakikinig, 30% sa pagsasalita, 16% sa pagbasa, 9% lamang ang pagsulat. Iniisip nilang ang pagsulat ay isang nakababagot na gawain, bunga nito ay hindi na napagtutuunan ng mga magaaral ang mga tuntunin sa pagsulat, kadalasan pa ay sumusulat na lamang sila basta makatapos at dahil kailangan at dito na nagsisimula ang kakulangan ng kaalaman sa masinop na pagsusulat. Ang isang epektibong guro sa pagsulat ay nagbibigay ng angkop na suporta sa kanilang mga mag-aaral upang hindi mahayaan na lamang ang kanilang mga pagkakamali, hindi lang basta nagkokomento o nag-iiwan ng tanda sa kanilang isinulat kung hindi nagtuturo, gumagabay at nagmomodelo (Tompkins, 2003). Ayon kay Lozada (2002), mapagagaan ang kahirapan sa pagtuturo ng pagsulat sa pamamagitan ng mga gawaing sisikaping ihanda ng guro na nakatuon lamang para sa kasanayang ito. Kung ang mga gawaing inihahanda ng guro ay nakapokus lamang sa pagsulat maiiwasan ng mga mag-aaral ang hindi pagbibigay ng pansin dito, na siyang nangyayari sa mga ilang gawaing panlinang na kung saan lahat ng kasanayan ay magkakahalo.

Sa pananaliksik na ginawa ni Dela Cerna (2008), na may pamagat na “Pagsusuri sa Karaniwang Kamalian sa Pagsulat ng Komposisyon sa Ikatlong Markahan ng mga Mag-aaral sa Grade 6 ng Liceo De Betlehem sa Baliuag, Bulacan, tinukoy niya ang lebel ng kahusayan ng mga mag-aaral sa pagsulat na tumitiyak sa mga kasanayang dapat pagtuunan ng pansin sa pagsulat ng komposisyon. Tatlong komponent ang lumitaw sa pag-aaral niya: mekaniks, wika at pagpapaunlad ng nilalaman.

Sa tulong ng mga datos ay gumawa siya ng mga pagsasanay na lilinang sa kasanayan ng mga mag-aaral sa pagsulat ng isang mabisang komposisyon. Ito ang pinakamalapit sa pag-aaral ng mananaliksik. Nahahawig naman ang pag-aaral ng kasalukuyang mananaliksik sa ginawang pag-aaral ni Bendalan (2006), na gumamit naman ng linggwistikong pamamaraan sa “Panlinggwistikang Pagsusuri sa mga Talaarawan ng mga Kadete ng Philippine Military Academy.” Sa pag-aaral ni Bendalan ang mga talaarawan naman ng mga mag-aaral na kadete ng isang paaralan sa Baguio City ang kanyang sinuri. Lumabas sa kanyang pagsusuri na maraming naging pagkakamali sa pagsulat at paggamit sa kategoryang leksikon na may 42.47 % na pagkakamali, partikular na ang pandiwa sa isinulat na talaarawan ng mga kadete. Ginamit niya sa pagtukoy ng kadahilanan ng mga pagkakamali sa pagsulat ang Intralingual Model ni Richards (1974), kung saan lumabas na ang kawalan ng kaalaman sa tuntunin ng wastong pagsulat ay malaking dahilan ng kanilang pagkakamali sa pagsusulat. Ang mga nabanggit na panitikan at pag-aaral ay nangangahulugang tunay na may pangangailangan ang mga mag-aaral ng isang kagamitang makatutulong sa kanila upang magkaroon ng sapat na kaalaman sa tuntunin ng wika at magkaroon pa ng mga pagsasanay na nakapokus lamang sa makrong kasanayang pagsulat.

Batayang Teoretikal Hindi lamang ang kaalamang gramatikal ang mahalagang matutuhan, isinasaad sa Teoryang Lingswistik ni Wilkins na maging ang kaangkupan ng wika, sinasalita man o isinusulat ang mga ito ay may pantay na kahalagahan. Sa pag-aaral na ito, nakatuon sa kaangkupan at kawastuhan ng kabuuang balarila ang binigyang pansin ng mananaliksik. Batay na rin sa

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teoryang nabanggit, mahalagang mabigyan ng gabay at mahubog ang kasanayan ng isang tao dahil kakambal ng kaalaman sa kaangkupan ng wika, ang lalong kaalaman niya sa ibig ipakahulugan ng mga ito. Sa teoryang ito ibinatay ang pagpapalagay ng mananaliksik na ang mga karaniwang pagkakamali ng mga mag-aaral sa pagsulat ng komposisyon ay dulot ng kakulangan sa pagsasanay at kaalaman sa pagwawasto, kung kaya ang isang kagamitan na naglalaman ng mga pagsasanay sa pagsulat ay inaasahang makatutulong nang malaki upang malunasan at maiwasto ang mga karaniwang pagkakamaling ito sa pagsulat.

Paradigma ng Pag-aaral Binabalangkas ng paradigma ng pag-aaral ang mahahalagang input sa pag-aaral na ito na binubuo ng mga teoryang may kaugnayan sa pagsulat at sa pagbuo ng isang aklat sanayan. Ang Local Error Chart ni Hendrickson (1980) na batayan ng pagtataya ng mga kamalian sa pagsulat ng komposisyon ng mga mag-aaral. Ang Manwal sa Masinop na pagsulat ng KWF (2014) na lunsaran ng mga paksang may kaugnayan sa pagwawasto ng mga natayang kamalian na magiging laman ng aklat sanayan. Ang proseso ay mga pamamaraan ng mananaliksik kung paano isinagawa ang kanyang pag-aaral mula sa pagpapasulat ng komposisyon, muling pagkalap ng mga komposisyon, pagbasa at pag-aanalisa nito at pagtataya ng mga natamong karaniwang pagkakamali. Idinagdag ng mananaliksik ang pagtataya ng mga eksperto, una dahil nakaangkla ito sa mga teoryang may kaugnayan sa masinop na pagsulat, ikalawa ang magiging pagtatas ng mga eksperto ay makatutulong upang mapagtibay ang magiging kabisaan at pangangailangan ng isang aklat sanayan. Sa huli, inaasahan ng mananaliksik na magbubunga ito ng isang aklat sanayan na lulutas sa suliranin ng mga mag-aaral hinggil sa mga karaniwang pagkakamali sa pagsulat ng komposisyon.

Input

•

•

•

Mga Teorya kaugnay ng kasanayan sa pagsulat at paggamit ng aklat sanayan Local Error Chart ni Hendrickson (1980) Manwal sa Masinop na Pagsulat ni Virgilio S. Almario 2014

Proseso

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• •

•

Pagpapasulat ng isang komposisyon.

Pangongolekta sa ipinasulat na komposisyon.

Pag-aanalisa sa mga komposisyon.

Pagtataya ng kamalian sa mga isinulat na komposisyon.

Pagbuo ng isang aklat sanayan.

Awtput

Isang Aklat Sanayan na magiging katugunan sa natuklasang karaniwang pagkakamali sa pagsulat ng komposisyon.

Pagtataya ng mga eksperto (Dalubguro, Puno ng Kagawaran at mga gurong matagal nang nagtuturo ng Filipino 7)

Paradigma 1: Paradigma ng Pag-aaral 3.0 Mga Pamamaraan Sa pagsasakatuparang mangalap ng mga nauukol na katugunan mula sa mga inihaing katanungan sa pag-aara na isinagawa, ginamit ng mananaliksik ang pamamaraang palarawan o descriptive research kung saan kinalap at inanalisa ang mga datos upang mataya ang mga karaniwang pagkakamali sa pagsulat ng mga mag-aaral sa ikapitong baitang ng isang pampublikong paaralang bokasyunal sa bayan ng Marilao, Bulacan.

Mga Respondente ng Pag-aaral Ang mga naging respondente sa pag-aaral ay pinili sa pamamagitan ng random sampling technique. Mula sa tatlumpong pangkat ng heterogenous na klase ng isang paaralang pambokasyonal sa Marilao, Bulacan ay pinili ang 300 mga mag-aaral sa tulong

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fishbowl method. Samantala, kinailangan din ang tulong ng mga eksperto upang mataya ang kalakasan at kahinaan ng binuong aklat sanayan kaya naman, hiniling na maging partisipant sa pagsagot ng isang talatanungang inihanda ng mananaliksik ang apat (4) Dalubguro, isang (1) Puno ng Kagawaran at limang (5) guro na matagal nang nagtuturo ng Filipino 7.

Instrumento ng Pananaliksik Sa pagtataya ng mga kamalian sa pagsulat ng komposisyon, ginamit bilang instrumento ang a) Local Error Chart ni Hendrickson na ginamit din sa pag-aaral ni Bendalan (2006) ay talahanayan ng local errors o nakasentro sa mga hindi wastong pagsulat, omisyon o paglalaktaw at kakulangan ng kaalaman sa pagwawasto sa pagsulat. b) Sa pagbasa ng pruweba o proofreading at pagwawasto ng mga natayang kamalian sa isinulat na komposisyon ng mga mag-aaral ginamit na batayan ng mananaliksik ang Manwal sa Masinop na Pagsulat ng Komisyon sa Wikang Filipino (2014). c) Ang huling instrumento ay ang talatanungang halaw kay Espinas (2014) na isinalin sa Filipino ni Ruiz (2016) na ginamit sa ebalwasyon ng nabuong aklat sanayan. Tiniyak na ang mga instrumento ay matibay at mapanghahawakan.

Konsiderasyong Etikal Bilang paggalang sa mga taong naging kabahagi sa pag-aaral na ito, lumiham ang mananaliksik sa Tagapamanihalang Pansangay (Hugpong B), Punongguro (Hugpong C), sa Puno ng Kagawaran ng Filipino (Hugpong D) at sa mga Gurong kaagapay (Hugpong E). Lumiham din ang mananaliksik maging sa mga magulang upang hingin ang kanilang pahintulot na maging kabahagi ang kanilang anak sa ginawang pag-aaral (Hugpong F). Hiningi rin ang pahintulot ng mga mag-aaral na maging kabahagi sa pag-aaral sa pamamagitan ng isang liham na nagpapahintulot na makibahagi (Hugpong G) upang matiyak na sila ay hindi pinilit at may kakayahang gumanap sa ano mang gawaing nakatala sa talatanungan ng mananaliksik.

Siniguro rin na personal na makipag-ugnayan sa mga mag-aaral na magiging respondente upang maipaliwanag nang mabuti ang mga panuto, gayon din upang masigurong hindi sila napipilitan lamang. Ang lahat ng mga pangalan at puntos sa pagtataya ay pinanatiling kompidensyal. Samantala hiningi naman ang pahintulot ng mga dalubhasang nagtasa sa binuong aklat sanayan sa pamamagitan ng liham pahintulot sa guro na maging kabahagi (Hugpong H). Ang pangalan at iba pang impormasyon kaugnay sa mga gurong magtataya sa aklat sanayan ay pinanatili ring kompidensiyal.

Pagsusuring Pang-estadistika Upang bigyang pagpapakahulugan ang mga datos na nakalap sa pagtataya ng pagkakamali sa pagsulat ng komposisyon, ginamit ang Bahagdan-Pamahaging Prekwensiya (Percentage-Frequency and Distribution). 1) Pagtataya ng bahagdan ng pagkakamali sa bawat sab- kategorya: P= f/N kung saan ang P (%) ay bahagdan ng pagkakamali sa pagsulat, ang f ay ang bilang ng mga mag-aaral na nagkamali sa pagsulat at N ay ang kabuuang dalas ng pagkakamali sa pagsulat sa bawat kategorya. 2) Lagom ng kabuuang bahagdan ng pagkakamali sa mga pangunahing kategorya: ∑P= ∑f/∑N kung saan ang ∑P (%) ay kabuuang bahagdan nito, ang ∑f ay ang kabuuang dalas ng pagkakamali sa bawat pangunahing kategorya at ∑N ay ang kabuuang dalas ng pagkakamali sa pangkalahatang kategorya. 3) Para naman sa ebalwasyon ng nabuong aklat sanayan: N (kabuuang promedyo) = ∑ promedyong marka sa bawat aytem/bilang ng aytem. Pinagsama-sama ang kabuoang markang ibinigay ng mga eksperto sa bawat aytem ng rubrik sa pagtataya ng aklat sanayan. Kinuha ang promedyong marka (average score) sa bawat aytem kung saan 5 ang pinakamataas at 1 ang pinakamababa at binigyan ng interpretasyon. Pinagsama-sama ang kabuuang promedyo (total average score) ng bawat aytem ng talatanungan (A hanggang E) at binigyan ng pagpapakahulugan. Kung saan ang ∑ ay ang kabuuang promedyong marka ng lahat ng sampung nagtaya / 5 aytem A-E at ang N ang kinalabasang kabuuang promedyo at interpretasyon nito.

4.0 Resulta at Pagtalakay Sa kabuoan ng pananaliksik sinagot ng mga nakalap na datos ang mga katanungan na ibinigay sa unang bahagi ng pag-aaral na ito: 1) Sa apat na kategorya ng Local Error Chat ni Hendrickson, ang Mekaniks ang nagtala ng pinakamaraming pagkakamali na may kabuoang prikwensiya na 2262 bilang o 52.06 % na nababahagi sa pagbabantas 14.15%, paggamit ng malaki at maliit na titik 24.10% at pagbabaybay 13.81%. Kung saan ang paggamit ng malaki at maliit na titik ang nagtala ng pinakamataas na prikwensiyang 1047 o 24.10%. Sumunod naman sa Mekaniks ay ang Sintaks na nakapagtala ng ikalawang pinakamataas na prikwensiya at bahagdan ng pagkakamali. Mayroon itong 890 kabuuang naitalang kamalian o kabuuang 20.48% na nahahati sa pang-angkop 7.85%, pagkakaayos ng mga salita sa loob ng pangungusap 7.78 %at pangatnig 4. 86%.

Sa tatlong sab-kategorya, ang paggamit ng mga pang-angkop ang nagtala ng pinakamataas na bilang ng pagkakamali na may katumbas na 341 prikwensiya o 7.85%. Sumunod naman sa Sintaks ay ang Leksikon na nakapagtala ng ikatlong pinakamataas na prikwensiya at bahagdan ng pagkakamali. Mayroon itong 688 kabuuang naitalang kamalian o kabuuang 15.83% na nahahati sa pangngalan 2.21%, pandiwa 6.14% at pang-uri 6.17% at pang-abay 1.31%. Sa apat na sab-kategorya, ang paggamit ng mga pang-uri ang nagtala ng pinakamataas na bilang ng pagkakamali na may katumbas na 268 prikwensiya

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o 6.17%. Ang huli sa apat na kategorya ay ang Morpolohiya na nakapagtala ng pinakababang prikwensiya at bahagdan ng pagkakamali. Mayroon itong 505 kabuuang prikwensiya ng naitalang kamalian o kabuuang 11.62% na nahahati sa pangukol 2.16%, pantukoy 4.83% at panlapi 4.63 %. Sa tatlong sab-kategorya, ang paggamit ng pantukoy ang nagtala ng pinakamataas na bilang ng pagkakamali na may katumbas na 210 prikwensiya o 4.83%.

Halimbawa ng mga naitalang pagkakamali ang mga sumusunod na isinulat ng mga mag-aaral at ang pagwawasto ng mananaliksik salig sa Manwal ng Masinop na Pagsulat ng KWF (2014) - 1) sa kategoryang Leksikon: (a) sa paggamit ng pangngalan - Mahilig siya sa saging at kaya niyang umubos ng isang pulutong nito. Pagwawasto: Mahilig siya sa saging at kaya niyang umubos ng isang piling nito. (b) sa paggamit ng Pandiwa: Natutuwa ako sa palabas niya tuwing pinanonood ko ang tv. Pagwawasto: Natutuwa ako sa palabas niya tuwing pinanonooran ko ang tv. (c) Sa paggamit ng Pang-uri: Gustonggusto ko ng mga damit niya lalo na kapag siya’y nakamapulang bestida. Pagwawasto: Gustong-gusto ko ng mga damit niya lalo na kapag siya’y nakapulang bestida. (d) sa paggamit ng pang-abay: Tuwing maaga nakikita ko siyang nag-e-exercise, minsan gusto kong sumabay. Pagwawasto: Tuwing umaga nakikita ko siyang nag-e-exercise, minsan gusto kong sumabay.

2) sa kategoryang Sintaks: (a) sa paggamit ng pang-angkop-…kahit siya ang nag-aalaga sa amin na pitong magkakapatid, pagwawasto: …kahit siya ang nag-aalaga sa aming pitong magkakapatid (b) Sa paggamit ng mga Pangatnig: Dahil sa sakit ng lalamunan ang kasisigaw ko noong nag-concert ang 1D dito sa Pilipinas. Pagwawasto: Kaya sumakit ang aking lalamunan dahil sa kasisigaw ko noong nag-concert ang 1D dito sa Pilipinas. (c) sa pagkakaayos ng mga salita: Kinuha ko iyon, sa bakod na mataas ang bolang nahulog. Pagwawasto: Kinuha ko ang bolang nahulog sa mataas na bakod. 3) sa kategoryang Morpohlohiya: (a) sa paggamit ng mga Pang-ukol: Ang lahat ng trophy ay ibinigay kay sa grupo ni Michael V. Pagwawasto: Ang lahat ng trophy ay ibinigay sa grupo ni Michael V. (b) sa paggamit ng Pantukoy: Gulat na gulat ako, dahil aba! ang Stephen Curry biglang nagpaulan ng tres. Pagwawasto: Gulat na gulat ako, dahil aba! si Stephen Curry biglang nagpaulan ng tres. (c) sa paggamit ng panlapi: Magsingputi ang mga damit na nasa commercial ng Tide at Surf. Pagwawasto: Magsimputi ang mga damit na nasa commercial ng Tide at Surf. 4) sa kategoryang Mekaniks: (a) sa paggamit ng malaki at maliit na titik: Si Manny pacquiao po ang iniidolo ko, kapag may laban siya kung linggo ay nanonood ako dahil wala namang pasok.

Pagwawasto: Si Manny Pacquiao po ang iniidolo ko, kapag may laban siya kung Linggo ay nanonood ako dahil wala namang pasok. (b) Sa paggamit ng mga bantas: Sino nga ba ang iniidolo ko¿¿¿ Yan ang katunungan sa aking isip ngayon¡.

Pagwawasto: Sino nga ba ang iniidolo ko? ‘Yan ang katunungan sa aking isip ngayon. (c) “Xa na yata ang pinakagwapo sa lahat ng Korean na napanood ko, sbi ko nga sa ate quh “kpag ngkapera tau, pupunta tlga aq sa Korea.” Pagwawasto: Siya na yata ang pinakagwapo sa lahat ng Korean na napanood ko, sabi ko nga sa ate ko “kapag nagkapera tayo, pupunta talaga ako sa Korea.”

2) Ang mga datos na ito ang naging batayan ng mananaliksik sa binuong aklat sanayan sa pagwawasto ng mga karaniwang pagkakamali sa pagsulat. Ang mga kategoryang nakakuha ng mataas sa 4 na bahagdan ay ang mga sabkategorya ng Local Error Chart ay pinaglaanan ng mananaliksik ng limang pagsasanay; habang ang mga kategoryang nagtala ng mababa sa 4 bahagdan ay dapat magtaglay ng tatlong pagsasanay sa aklat sanayan sa pagwawasto ng mga kamalian sa pagsulat. Ang bawat pagsasanay ay babalangkasin ayon sa: A. Layunin- na nakaangkla sa mga gawaing nais matamo, B. Lektura- o mga tala kaugnay ng paksa na may kaugnayan sa mga kategorya ng Local Error Chart at C. Mga Pagsasanay – na binubuo ng tatlo hanggang lima.

3) Ang nabuong aklat sanayan ay dumaan din sa masusing ebalwasyon ng mga ekspertong kinabibilangan ng isang puno ng kagawaran, apat na dalubguro at limang guro sa ikapitong baitang na pawang matagal nang nagtuturo sa larangan ng Filipino 7 sa tulong ng talatanungan, kung saan nilalaman nito ang sa mga sumusunod: ang mga naging kabahagi ng pagtataya, mga aytem kaugnay ng Wika at Istilo, mga Layunin, mga aytem kaugnay ng Nilalaman, Paraan ng Presentasyon at Ebalwasyon at mga Pagsasanay. Samantala, ang mga marka na ibinigay ng mga eksperto ay mula 1 hanggang 5. Bawat aytem ay may kaukulang deskripsyon ng mga naging pamantayan kung saan ang pagpapakahulugan ay naaayon sa 1-1.99 lubhang hindi katanggap-tanggap, 2-2.99 hindi katanggap-tanggap, 3-3.99 katamtamang katanggap-tanggap, 4-4.99 katanggap-tanggap at 5- lubhang katanggap-tanggap.

Ang mga Aytem sa talatanungan at ang mga markang nataya ay binubuo ng mga sumusunod: Aytem A – Mga Aytem na may kaugnayan sa Istilo at Wika. Binubuo ito ng limang pamantayan (1) Ang panimulang konsepto at prinsipyo ay naipaliwanag nang mabuti, na nagtaya ng promedyong marka na 5, na may pagpapakahulugang lubhang katanggaptanggap (2) Ang ilustrasyong ginamit ay simple, wasto at may kaugnayan sa paksang tinalakay, na nagtaya ng promedyong marka na 5, na may pagpapakahulugang lubhang katanggap-tanggap (3) Simple at malinaw ang pagtalakay sa aralin, na nagtaya ng promedyong marka na 4.5 na may pagpapakahulugang lubhang katanggap-tanggap (4) Ang wikang ginamit sa

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modyul ay malinaw ang pagpapakahulugan, na may promedyong marka na 4.7 at may pagpapakahulugang lubhang katanggap-tanggap (5) Ang pagpapaunlad ng aralin ay nagbibigay pagkakataon sa pagbabalik-aral, paghahambing at pagpapakahulugan sa iba pang mga aralin, na may promedyong marka na 5 at may pagpapakahulugang lubhang katanggaptanggap. Ang aklat sanayan ay naging lubhang katanggap-tanggap batay sa kabuoang promedyo ng mga pamantayan sa Aytem A na 4.84. Aytem B – Mga Aytem na Kaugnay ng mga Layunin. Binubuo ito ng apat na pamantayan (1) Ang mga layuning pinagtuunang pansin ay para sa pangangailangan ng mga mag-aaral na may kahinaan, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (2) May kaugnayan sa paksa ng AS (aklat-sanayan) ang mga layunin, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (3) Ang mga layunin sa bawat AS ay sumusuporta sa pagtatamo ng mga pangkalahatang layunin, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (4) Masusukat at matatamo ang mga layunin, na may promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap. Ang aklat sanayan ay naging lubhang katanggaptanggap batay sa kabuoang promedyo ng mga pamantayan sa Aytem B na 5.00. Aytem C – Mga Aytem na Kaugnay ng mga Nilalaman. Binubuo ito ng apat na pamantayan (1) Ang nilalaman ay sapat sa mga kahingian ng mga layunin, na nagtaya ng promedyong marka na 4.9 na may pagpapakahulugang lubhang katanggap-tanggap (2) Akma sa pangangailangan ng mga mag-aaral ang nilalaman ng AS, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggaptanggap (3) Ang mga ilustrasyon ay malinaw at nailatag nang wasto, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (4) Ang mga paksa ay malinaw na napagyaman sa AS, na may promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap. Ang aklat sanayan ay naging lubhang katanggaptanggap batay sa kabuoang promedyo ng mga pamantayan sa Aytem C na 4.98. Aytem D – Mga Aytem na may kaugnayan sa Paraan ng Presentasyon. Binubuo rin ito ng limang pamantayan (1)Ang mga konseptong tinalakay ay malinaw na naipahayag, na nagtaya ng promedyong marka na 4.8 na may pagpapakahulugang lubhang katanggap-tanggap (2) Nakaayos nang lohikal ang mga nilalaman, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (3) Ang mga nilalaman ay malinaw na naipakita, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (4) Ang pagkakasunod-sunod ay mula sa simple tungo sa komplikado, na may promedyong marka na 4.9 na may pagpapakahulugang lubhang katanggaptanggap (5) Ang nilalaman, mga pamamaraan, at ilustrasyon sa AS ay malinaw, tiyak, at may katamtamang dali at hirap, na may promedyong marka na 4.9 at may pagpapakahulugang lubhang katanggap-tanggap. Ang aklat sanayan ay naging lubhang katanggap-tanggap batay sa kabuoang promedyo ng mga pamantayan sa Aytem D na 4.92. Aytem E – Mga Aytem na may kaugnayan sa Ebalwasyon at Pagsasanay. Binubuo rin ito ng limang pamantayan (1) Mayroong sapat at iba’t ibang pagsasanay sa bawat paksa ayon sa pangangailangan, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (2) Ang mga pagsasanay ay makatutulong upang maunawaang mabuti ang mga paksang tinalakay, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (3) Ang mga pagsasanay, pagsusuring pansarili sa AS ay may kaugnayan sa mga layunin, na nagtaya ng promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (4) Ang mga tuntunin sa AS ay sapat upang ang mga mag-aaral ay makasagot ng wasto sa mga katanungan sa mga pagsasanay sa pansariling pagsusuri, na may promedyong marka na 5 na may pagpapakahulugang lubhang katanggap-tanggap (5) Ang mga pagsasanay ay makatutulong sa mga mag- aaral na magisip lohikal at kritikal, na may promedyong marka na 5 at may pagpapakahulugang lubhang katanggap-tanggap.

Ang aklat sanayan ay naging lubhang katanggap-tanggap batay sa kabuoang promedyo ng mga pamantayan sa Aytem E na 5.00. Sa pangkalahatang pagtataya sa aklat sanayan, ang mga aytem B- mga aytem na may kaugnayan sa layunin at aytem Emga aytem na may kaugnayan sa ebalwasyon at pagsasanay ang nakakuha ng perpektong marka na parehong may promedyong marka na 5.00, samantalang ang aytem na may pinakamababang kabuoang promedyong marka na 4.84 ay ang aytem A- mga aytem na may kaugnayan sa istilo at wika. Sa mga pamantayan naman sa bawat aytem nakakuha ng pinakamataas na marka ang mga sumusunod: aytem A- mga pamantayan bilang 1,2 at 5, aytem B- mga pamantayan blg.

1,2,3 at 4, aytem C- mga bilang 2 at 3, aytem D- mga pamantayan bilang 2 at 3, at aytem E- mga pamantayan bilang 1,2,3,4 at 5. Ang pamantayan bilang 3 mula sa aytem A- Simple at malinaw ang pagtalakay sa aralin ay ang nakakuha ng pinakamababang average score na 4.5. Batay sa mga datos na nataya, ang aklat sanayan ay naging lubang katanggap-tanggap batay sa kabuoang promedyo ng aytem A hanggang E na 4.95.

5.0 Mga Kongklusyon at Mga Mungkahi Bilang kongklusyon, pinatutunayan ng pag-aaral na ito na: 1) Ang mga mag-aaral sa ikapitong baitang ay nagtala ng mga mataas na bilang ng pagkakamali sa pagsulat ng mga sab-kategoryang paggamit ng malaki at maliit na titik, pagbabantas, pagbabaybay, pang-angkop, pagkakaayos ng mga salita, pang-uri, pandiwa, pangatnig, pantukoy at panlapi.

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Nangangahulugang dapat na pagtuunan ito ng pansin sa pagbibigay ng mga pagsasanay. Habang mababang bilang lamang ng pagkakamali ang naitala sa mga sab-kategoryang pangngalan, pang-ukol at pang-abay, subalit hindi ito nangangahulugang hindi na nila kakailanganin ng pagsasanay pa sa mga kategoryang ito. Sa halip, marapat lamang na mabigyan sila ng ibayong gabay sa lahat ng mga kategorya ng mga naitalang pagkakamali. 2) Batay sa kinalabasan ng pag-aaral, ang aklat sanayang kinakailangan ng mga mag-aaral ay dapat na magtaglay ng higit na maraming bilang ng pagsasanay para sa mga naitalang mas maraming pagkakamali. Tiglilima para sa mga kategoryang may apat o higit sa apat na bahagdan ng pagkakamali at tigtatatlo para sa mga kategoryang may mababa sa apat na bahagdan ng pagkakamali. Ito rin ay dapat na may mga layunin at lekturang may kaugnayan sa mga paksa kung saan sila nagtala ng mga pagkakamali. 3) Ang nabuong aklat sanayan ay naging lubhang katanggap-tanggap batay sa pagtataya ng mga eksperto at may potensiyal na makatulong na malunasan ang mga pagkakamali sa pagsulat ng mga mag-aaral ng komposisyon.

Sa katapusan, iminumungkahi ng kasalukuyang mananaliksik ang mga sumusunod: 1) Para sa mga susunod na mananaliksik, magkaroon pa ng higit na mabusising pag-aaral sa iba pang kategorya ng Local Error Chart ni Hendrickson na hindi naisama o napabilang sa tikhang ito. Maaaring gawin ang pananaliksik ng kamalian sa pagsulat sa mas mataas na antas bukod sa ikapitong baitang tulad sa ikawalo o ikasiyam na baitang. 2) Para sa mga guro, administrador, manunulat at tagaplano ng kurikulum, magkaroon ng higit na maraming hasik-sanayan at mga pananaliksik sa mga paksang tulad nito na makatutulong sa pagganyak sa mga mag-aaral na maging mapanuri at maingat sa kanilang pagsusulat. Sa gayon ay matamo ng mga mag-aaral ang kasanayan sa masinop na pagsusulat. 3) Magamit bilang munting hakbang ang pag-aaral na ito upang linangin ang kasanayan sa pagsulat ng mga mag-aaral at muling buhayin ang pagpapahalaga sa balarilang Filipino. 4) Sa makababasa ng pag-aaral na ito, mailimbag ang nabuong aklat sanayan upang magamit at patuloy na mapakinabangan sa mga susunod pang panahon.

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Lalunio, L.P. et.al. (2011). Pagtuturo ng Pagbasa sa mga Guro at Magiging Guro. Manila: Manila Rex Bookstore. ph. 23 Ocampo, W. (2014). Komunikasyon sa Akademikong Filipino. Navotas, Metro Manila: Navotas Press. ph. 56-58 Palazo, M.Z. (2003). Sikolinggwistikang Pagsusuri sa Pagsulat ng Talaarawan ng mga Mag-aaral sa Unang Taon ng Benguet Parcon, M. (1995). The Extent of Development of College Written Composition and their Relationship to Selected Variables.

Penic, W. (2004). Pagsusuri sa mga Karaniwang Kamalian sa Pagsulat ng Komposisyon. Mariano Marcos State University State University. Dissertation, Benguet State University, La Trinidad, Benguet Ramos, V. (2008). Wikang Filipino: Lingua Franca ng Luzon, Visayas at Mindanao. Sto. Rosario, Malolos, Bulacan: El Bulakeño Printing House, ph. 16 Ronao, H. (2004). Mungkahing Sanggunian sa Panimulang Pagsulat ng mga Sulating Pormal sa Filipino sa BEC. Pamantasang Normal ng Pilipinas San Andres, T. (2007). Sining ng Komunikasyong Akademiko. Culianin, Plaridel, Bulacan: TCS Publishing House, ph. 34 Santiago A.O. (2003). Makabagong Balarilang Filipino. Binagong Binagong Edisyon. Maynila: Rex Bookstore Satariyan at Mohseni (2014). Writing Skills and Categorical Error Analysis: A Study of First Year Undergraduate University Students. University of Tasmania, Australia.

Selinker, L. (1972). The Interlanguage Hypothesis Extended Children Language Learning. Oxford University Press.

Strevens P. (1978). Two Ways of Looking Error Analysis. Rowley, Massachusettes: Newbury House Publishers, Inc. Teaching Research, ph. 33-54 Taruc, M.R. (2014). Pagbuo ng isang Prototipong Sanayang Aklat para sa Pagtuturo ng Pagsulat sa Baitang 11 at 12 tugon sa K to 12 Kurikulum sa Filipino. De La Salle University Tompkins, D. (2003). Literacy for the 21st Century: Teaching Reading and Writing in Pre-kindergarten through Grade 6.

New york: Merill Prentice Hall.

Tumangan, A. (1997). Sining ng Pakikipagtalastasan. Makati: Gradweyter Publishing company. Ph. 87 Villafuerte, P. (2000). Panunuring Pampanitikan. Valenzuela city: Mutya publishing house. ph. 24 Villanueva, A. (2011). Pampaaralang Balarila ng Wikang Pambansa. Manila: Publisher’s printing press.

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In Vitro Determination of the Cytotoxic Acid and Antiproliferative Activity of the Semi-Purified Flavonoids from the Bauhinia Malabarica (Alimbangbang) Leaves Extract against Selected Cancer Cell Lines Fan, Shiru, MSPharmacy1,2,3 , Angelita A. Rodriguez, PhD1,2,3 Graduate School1, Department of Nursing and Allied Health2, Our Lady of Fatima University3 Abstract The study aims to determine the cytotoxicity and anti-proliferative property of the semi-purified flavonoids of Bauhinia malabarica (Alimbangbang）.To achieve this, the plant material underwent various experiments and tests. 80% Ethanol was used in the extraction process through maceration. The crude extract gave a brownish-yellow liquid with characteristic odor. The semi-purification process was carried out giving a brownish- black dried sample. Shinodas, Sodium hydroxide, Ethyl acetate, and lead acetate were used for confirmatory testing to determine the presence of flavonoids. Results showed a 0.24% of percent yield of flavonoids obtained from the 500-gram plant sample. FT-IR results showed absorbance with functional groups of alkane, acid, and aromatic bonding. HPLC results showed the active constituent percent in the extract quercetin with 0.99%. Brine Shrimp Assay showed significant results against nauplii eggs. Unfortunately, the MTT Assay in both cancer cell lines revealed inactive against MCF-7 and A549.

Keywords: Bauhinia Malabarica, Cytotoxic, Cancer Chemotherapy, Doxorubicin, Dimethyl sulfoxide (DMSO), Extract, LC50, MTT Assay, Phytochemicals Analysis.

1.0 Introduction The Philippine Society of Medical Oncology stated that breast cancer is common in the Philippines that 1 in every 13 Filipinas is expected to develop it in the future. Moreover, the Philippine government has identified the highest incidence rate of breast cancer. Lung cancer is also the top cause of men’s cancer-related deaths, and cervical cancer is the third cause of women’s cancer deaths in the Philippines. According to the related study, health experts stated that 10 Filipinos die of smoking-related diseases every hour. The data from World Health Organization show that there are 8518 lung cancer deaths in the Philippines in 2015 (WHO, 2015). Cancer is one of the most difficult and complicated medical problem in the world. Breast and lung cancer are the two major types of leading to cancer death worldwide. Most of the time, cancer patients use chemotherapy to slow down the growth of the cancer cells Up to now, there is no effective medicine to kill cancer cells and cure cancer.

According to the data published by the World Health Organization, cancer is the second death-related disease all around the world. There are 8.8 million cancer deaths in 2015 (World Health Organization 2015). Studies showed that lung, liver cancer, stomach, prostate, colorectal are the most common types of cancer in men, while the common types of cancer for women are breast, lung, colorectal, cervix, and stomach cancer (World Health Organization, 2015). With the above condition, the researcher determined the cytotoxicity and anti-proliferative property activity of the SEMI-PURIFIED FLAVONOIDS from the Bauhinia malabarica (Alimbangbang) leaves extract against selected cancer cell lines.

Bauhinia malabarica Roxb (Alimbangbang) is a small deciduous tree. It is mainly growing in the sub-Himalayan tracts. Bengal, Assam, and south India are the most popular regions for Bauhinia malabarica (Alimbangbang). Bauhinia malabarica (Alimbangbang) usually grows in the open region which has a long dry season. In the Philippines, Luzon (Ilocos Norte to Laguna) is the ideal place for this plant (Quisumbing, 1979). There are 1000 to 3000 rainfall in this region every year. The leaves of Bauhinia malabarica(Alimbangbang) have many uses. It is consumed in Thailand, Philippines, and other South Asia countries. For medical uses, the leaves of Bauhinia malabarica(Alimbangbang) could be used for curing headache, fever, and wound. It is a good emmenagogue. For edible uses, it is a flavoring agent. The acrid leaves can be eaten together with the meat and fish. For the mineral content, the leaves are the prominent source of iron and calcium. Aside from the leaves, the young shoot can be eaten and has many medical uses such as treatment of worm infection, wounds, scrofula, leprosy, diseases, among others.

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2.0 Methodology Plant Material Extraction and Isolation The leaves of Bauhinia malabarica (Alimbangbang) were collected in Antipolo City, Philippines. The leaves were air-dried at room temperature after collection for 48 hours. Dried and pulverized leaves sample was macerated in 80% ethanol for 72 hours and filtered by using Whatman filter paper. After filtration, crude extract was evaporated under the Rotary Evaporator. After that, it was obtained and was screened for its phytochemical constituents.

Semi-purification of flavonoids The crude extract of Bauhina Malabarica (Alimbangbang) was evaporated into incipient dryness using a water bath. The sample was dissolved in 2M HCl and ethyl acetate until the extract is colorless. The acetate layer and aqueous layer were separated using a separatory funnel. The ethyl acetate layer was collected and dried. The residue was dried which resulted to the semi-purified flavonoids. The presence of flavonoids is confirmed by adding 80% ethanol (Toting, 2016).

Confirmatory Test for Flavonoids Shinoda’s Test. Three pieces of Magnesium turnings and few drops of concentrated HCL were added to the semipurified flavonoids. The pink, orange, or red to purple coloration indicates the presence of flavonoids. (Toting, 2016).

Sodium Hydroxide Test. Two ml of the 10% aqueous sodium hydroxide was added to produce a yellow coloration.

Dilute hydrochloric acid was added. The color changed from yellow to colorless was an indication for the presence of flavonoids. (Toting, 2016) Ethyl Acetate Test. Ten ml ethyl acetate was added to the sample. Steamed bath for 3 minutes. Then added 4 ml of the filtrate, 1mL diluted ammonia solution and stirred. Yellow coloration of the solution indicated the presence of flavonoids.

(Toting, 2016) Lead Acetate Test. 1.2 mL of lead acetate was added and shacked. The formation of flesh-brown colored precipitate indicated the presence of flavonoids. (Toting, 2016) Physicochemical and Instrumental Analysis The physical and chemical properties of the leaf extract of Bauhinia malabarica(Alimbangbang) was evaluated such as organoleptic analysis, solubility, and specific gravity. Instrumental Analyses conducted through Fourier Transform Infrared Chromatography and High-Performance Lipid Chromatography.

Organoleptic Analysis. The crude extract and the semi-purified flavonoids of Bauhinia malabarica(Alimbangbang) undergoes subjective evaluation of color, appearance, odor, and texture.

Solubility testing. The semi-purified flavonoids of Bauhinia malabarica(Alimbangbang) was evaluated its solubility properties by using several common solvents such as water, alcohol, chloroform, ether, hexane, and acetone.

Fourier Transfer Infrared Spectroscopy. Fourier transform infrared spectroscopy (FTIR) is a technique which is used to obtain an infrared spectrum of absorption or emission of a solid, liquid or gas. An FTIR spectrometer simultaneously collects high spectral resolution data over a wide spectral range. The semi-purified flavonoids of Bauhinia malabarica (Alimbangbang) was subjected to Fourier Transform Infrared Chromatography to determine the presence of functional groups present in absorbance units. The procedure of the FTIR includes Sample Preparation. 1mg of powered sample with 50 mg of dry KBr was placed in the machine and sprinkled the grinded sample plus the KBr on top of the mirrored disk and ensured even coverage, gently inserted the other mirrored disk with its mirror down and insert the metal piston rod.

Gently push it into the shaft until it stops. The constructed pellet maker was placed into the center of the press and hardfrighten the screw when the render of the graph was completed resulted.

High Performance Lipid Chromatography. Analysis of extract and standard was performed by high profile lipid chromatography. The mobile phase was MeOH: H2O (75:25 v/v) at flow rate of 1.0 mL/min. The absorbance was monitored at λ=370 nm. It was needed to know the basis method to quantify the flavonoid. The High-Performance Lipid Chromatography is the most useful method to identify the quantity of the flavonoids. The detector of the HighPerformance Lipid Chromatography was Shimadzu SPD-10AV. The pump is Shimadzu LC-20AT. The Column was GL Sciences Inertsil ODS-3V RP, 4.6 x 150 mm, 5μm. The injection volume was 20 μL. The sample is 1.0 mg of Bauhinia malabarica in 10 mL H2O. Brine Shrimp Lethality Assay. Brine shrimp eggs were placed in a beaker filled with artificial seawater (38 g of rock salt in distilled water) which served as a makeshift hatching chamber. Brine shrimp eggs were placed in the water and the set-up was exposed to constant light and aeration via an oxygen pump. Two days were allotted for the eggs to mature into Nauplius. Potassium dichromate in artificial seawater was prepared and used as the positive control. The negative control used was artificial seawater. Two ml of the negative control, the positive control, and the different concentrations of the

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extract (100 ug/ml, 50ug/ml, 25ug/ml, 12.5ug/ml, 6.25ug/ml and 3.125ug/ml) were placed in a corresponding well in a 24-well culture plate with each treatment having 6 replicates. Ten (10) newly hatched brine shrimp nauplii were placed in each well. After 24 hours, the number of surviving and dead nauplii was tallied. A plot of the concentration versus the mortality rate was constructed. The LC50 was calculated from the plot previously generated for the crude test substance.

This corresponded to the concentration in which mortality rate is at 50%. This was performed two more times, thus, three trials.

3-(4,5-Dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide (MTT) assay.

The MTT cytotoxicity assay performed in this study was adapted from Mosmann (1983). In detail, cells were seeded at 4 or 6 x 104 cells/mL (depending on the cell culture used) in sterile 96-well microtiter plates. The plates were incubated overnight at 37°C and 5% CO2. Eight two-fold dilutions of the sample were used as treatments starting from 100 μg/mL down to 0.78125 μg/mL. Doxorubicin served as positive control while dimethyl sulfoxide (DMSO) served as negative control. Following incubation, cells were treated with each extract dilution. The treated cells were again incubated for 72 hours at 37°C and 5% CO2. After incubation, the media were removed and 3-(4,5-dimethylethylthiazol-2-yl)-2,5diphenyltetrazolium bromide (MTT) dye at 5 mg/mL PBS was added. The cells were again incubated at 37°C and 5% CO2 for 4 hours. After which, DMSO is used to dissolve the formazan crystals formed by the reduction of the dye by the live cells. Absorbance was read at 570 nm. The Inhibition Concentration 50 (IC50) was computed using GraphPad Prism 6.

GraphPad Prism 6 computes for the IC50 of the sample by employing non-linear regression curve fit on the computed percent inhibition per concentration of the sample.

3.0 Results and Discussions Physicochemical and Instrumental Analysis. The results of the organoleptic properties of the Bauhinia malabarica (Alimbangbang) crude extract are shown in Table 1. It shows that the crude extract is brownish yellow liquid obtaining its characteristic odor. In texture, the crude extract is non-viscous. The semi-purified flavonoids extract is brown, black in color, has a characteristic odor, and sticky in appearance. The results of the extract are shown in Table 2. Table 1 represents the Organoleptic Analysis of the crude extract of Bauhinia malabarica(Alimbangbang).

Table 1 Organoleptic Analysis of the Crude Extract of Bauhinia malabarica(Alimbangbang) Properties

Result

Appearance

brownish yellow liquid

Color

brownish yellow

Odor

characteristic odor

Texture

non-viscous liquid

Table 2 Organoleptic Analysis of the Semi-Purified Flavonoids of Bauhinia malabarica(Alimbangbang)

Properties Appearance

Result brownish yellow liquid

Color

brownish yellow

Odor

characteristic odor

Texture

non-viscous liquid

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Confirmatory Test Results The extract shows positive result in all the confirmatory tests done indicating the presence of flavonoid in the sample.

Table 3 shows the summary of the test results for the presence of semi-purified flavonoid in the leaves extract.

Table 3 Confirmatory Test Results for the Presence of Flavonoids Solubility Testing Test Shinoda’s Test Sodium Hydroxide Test

Theoretical Results

Actual Results

Pink, orange, or red to purple coloration Color change from yellow colorless

Dark red violet

Ethyl Acetate Test

Yellow coloration

Lead Acetate Test

Yellow flesh brown precipitate

Colorless situation Yellow coloration Flesh precipitate

Legend +++ = high concentration of the constituent Table 4 Solubility Testing Result of the Bauhina Malabarica (Alimbangbang) Solvents Insoluble Ethanol Chloroform

Remarks water Soluble Partially Soluble

Ether

Soluble

Hexane

Partially Soluble

Acetone

Soluble

Percentage Yield: % yield = 1.2 grams of semi-purified flavonoids / 500 grams of total sample x 100 = 0.24% of semipurified flavonoids.

Fourier Transform Infrared Chromatography: The semi-purified flavonoids of Bauhinia malabarica(Alimbangbang) were subjected to Fourier Transform Infrared Chromatography to determine the presence of functional groups present in absorbance units. The result shows that the semi-purified flavonoids of Bauhinia malabarica (Alimbangbang) contain alkane bonding, acid, and aromatic bonding which indicated the presence of flavonoids.

Table 5. FT-IR Chromatography of the Semi-Purified Flavonoids of Bauhinia malabarica (Alimbangbang) High Performance Lipid Chromatography Wavelength

Functional groups

2923.72

Alkane (C-H)

1709.68

Acid (RCOOH)

1605.48

Aromatic (C=C) Bonding

1162.20

Alkane (C-H)

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Table 6 Result of the HPLC of 1.0mg of the Semi- purified flavonoids of Bauhinia malabarica (Alimbangbang) extract in10ml H2O Trial

Ret.time

Area

Height

1

Alkane (C-H)

149714.4

9187.43

2

Acid (RCOOH)

151461.6

9107.13

3

Aromatic (C=C)bonding

150150.3

9335.86

*Note: Bauhinia malabarica (Alimbangbang) at 10.60 ppm, SD=2908.62, RSD=0.99%. Brine Shrimp Assay using several Surviving Nauplii after 24 hours.

Statistical Treatment The statistical analysis of the MTT Assay of the semi-purified flavonoids of Bauhinia malabarica (Alimbangbang) against A549 and MCF-7 cell lines are under One-way ANOVA and Tukey’s Post Hoc Analysis. For trial 1, there is significant difference in the mean absorbance readings of three treatments (F2,45=28.176, p<0.0001). For trial 2, there is significant difference in the mean absorbance readings of three treatments (F2,45=4.683, p<0.0001). For trial 3, there is significant difference in the mean absorbance readings of three treatments (F2,45=31.980, p<0.0001).

Tukey’s Post Hoc Analysis Positive control is significantly different to negative control across three trials. Extract is significantly different to negative control in trial 2 and 3 with mean difference of 0.21 and 0.17, respectively. It is noticeable that in trial 1 extract is not significantly different to negative control with mean difference of 0.17. Extract is significantly different to positive control across three trials. Therefore, there is no significant difference in the antiproliferative activity of the positive control (Doxorubicin) and the semi-purified flavonoids of Bauhinia malabarica (Alimbangbang) leaves extract against human breast cancer (MCF-7) cell line and human lung cancer (A549) cell line.

One Way ANOVA (MCF-7 CELLS) For trial 1, there is significant difference in the mean absorbance readings of three treatments (F2,45=13.576, p<0.0001).

For trial 2, there is significant difference in the mean absorbance readings of three treatments (F2,45=40.467, p<0.0001).

For trial 3, there is significant difference in the mean absorbance readings of three treatments (F2,45=20.878, p<0.0001).

Tukey’s Post Hoc Analysis Positive control is significantly different to negative control across three trials. Extract is significantly different to negative control in trial 2 only with mean difference of 0.16. It is noticeable that in trial 1 and 3 extract is not significantly different to negative control with means difference of 0.04 and 0.13, respectively. Extract is significantly different to positive control across three trials. Therefore, there is no significant difference in the antiproliferative activity of the negative control (DMSO) and the semi- purified flavonoids of Bauhinia malabarica (Alimbangbang) against human breast cancer (MCF-7) cell line and human lung cancer (A549) cell line.

The statistical analysis of the Brine Shrimp Assay of the semi-purified flavonoids of Bauhinia malabarica (Alimbangbang) under Probit regression.

This procedure measures the relationship between the strength of a stimulus and the proportion of cases exhibiting a certain response to the stimulus. It is useful for situations where you have a dichotomous output that is thought to be influenced or caused by levels of some independent variable(s) and is particularly well suited to experimental data. The LC50=11.916ug/ml of the extract. The 90% confidence interval is 10.754ug/ml to 13.172ug/ml. The result of statistical analysis shows that at 11.92ug/ml of the extract, 50 % of the observations will respond to the treatment. It answers that the minimal concentration (LC50) of the semi-purified flavonoids of Bauhinia malabarica (Alimbangbang) exerts its cytotoxic activity against Artemia salina (Brine shrimp) using the Brine Shrimp Lethality Assay is 11.92ug/ml. There is a significant difference in the cytotoxic property of the positive control (Potassium Dichromate) and the semi-purified flavonoids from Bauhinia malabarica (Alimbangbang)leaves extract against Artemia salina. There is no significant difference in the

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cytotoxic property of the negative control (Artificial Sea water) to the semi-purified flavonoids of Bauhinia malabarica (Alimbangbang) against Artemia salina.

4.0 Conclusions The following conclusions were formulated after the study was concluded: 1. Flavonoids are present in Bauhinia malabarica(Alimbangbang) extract.

2. Flavonoids are responsible for the anti-proliferative property of Bauhinia malabarica (Alimbangbang) using Brine Shrimp Assay.

3. The semi-purified flavonoids of Bauhinia malabarica(Alimbangbang) were affirmative with various confirmatory testing such as Shinoda’s test, Sodium hydroxide test, Lead acetate test, Ethyl acetate test.

4. Zero-point twenty-four percent (0.24%) was the percentage yield of semi-purified flavonoids from the 500 grams of plant material.

5. The Quercetin Standard of the semi-purified flavonoids of Bauhinia malabarica(Alimbangbang) was 0.99% 6. The semi-purified flavonoids of Bauhinia malabarica (Alimbangbang) elicited an antiproliferative property using Brine Shrimp Assay with percent mortality of 85.5%, 71.9%, 60.8%, 39.1%, and 6.50% at various concentrations.

5.0 Recommendations In view of the findings and conclusions of the research, the following recommendations are hereby forwarded for consideration: 1. Future researchers should formulate dosage forms that will be used in the treatment and cure of lung and breast cancer.

2. To apply in-vivo testing in either human or animal testing.

3. Different parts of the Bauhinia malabarica (Alimbangbang) can be used aside from its leaves.

4. Different cancer cell line can be used aside from A549 and MCF7.

5. Further research maybe conducted to test and validate the antiproliferative property o Bauhinia malabarica(Alimbangbang).

6.To conduct analysis of flavonoids as anti-proliferative agent.

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