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Developing civic competence among learners is the business of any social studies teacher. The overall success of any social studies teaching depends, in great measure, on the ability of teachers to approach controversial public issues (CPI) in the spirit of critical inquiry. However, previous studies suggest that the teaching of CPI is affected by teachers' pedagogical deficits, students' reluctance during discussions, and lack of emphasis on CPI in the curriculum. Hence, this paper purports to locate the preferred positionality, reasons, and practices in teaching CPI of a select group of Filipino social studies teachers (n = 379) in basic education. Using a multi-aspect questionnaire, results showed that teachers are leaning towards a committed impartiality position, and are driven by the desire to develop learners to be critical, reflective, and action-oriented as they engage in meaningful conversations about important social issues. Moreover, teachers' perceived instructional practice is an intersection of empowering, democratising, and conflicting moves, Theoretical and practical implications are also discussed in this paper. [ABSTRACT FROM AUTHOR]

This quasi-experimental study aims to streamline cognitive models on fraction multiplication and division that contain the most worthwhile features of other existing models. Its exploratory nature and its approach to proof elicitation can be used to help establish its effectiveness in building students' understanding of fractions as compared to the traditional algorithmic way of teaching, vis-a-vis the students' negative notions about learning fractions. Interestingly, the study showed the benefits and drawbacks of sing these cognitive models in the teaching and learning of mathematics. (Contains 6 tables and 4 figures.)

Through the use of taped interviews, the reasoning level of eleven (11) pre-service teachers relative to selected concepts in Algebra was ascertained. Yumus' (2001) levels of reasoning were applied as a guide, namely: (a) Level 1: Unable to produce any reasoning, (b) Level 2: Have awareness of the models, known facts, properties and relationships to be used but cannot produce any arguments; (c) Level 3: Able to produce some reasoning although the arguments are weak and (d) Level 4: Able to produce strong arguments to support their reasoning. Using this guide it was found that of the 121 responses given, 47.1% were at level 1, 29.8% at level 2, 16.5% at level 3 and only 6.6% were at level 4. The most difficult problem proved to be converting repeating decimals to fractions, while the easiest was on finding the value of x[superscript 0]. As a whole, the reasoning ability of the respondents, based to their average reasoning ability on the given tasks, indicate that 73% was low, 27% was moderate and that nobody had a high level of reasoning. Assessments followed as to the factors contributing to this situation and possible solutions.

Although there is considerable anecdotal evidence that the scale of private tutoring is substantial in the Philippines, attempts to document its existence is limited. Using phenomenological inquiry, this study aimed to provide a more eidetic portrait of private tutoring transformation in the Philippines from the perspectives and collective experiences of 11 cram school and formal school administrators from 3 key urban cities in the country. Using a dendrogram, semistructured interviews surfaced three distinct syndromes describing the dynamics of private tutoring phenomenon, namely, the lean on, pass on, and ride on syndromes of private tutoring. Through the years, private tutoring was able to secure its own market niche at the fringes of the mainstream education system and has become more entrenched in Philippine society.

The overall intent of this exploratory study is to test a model that considers demographic characteristics, attitudes toward shadow education and shadow education institutions' service attributes as antecedents of satisfaction level and behavioural intentions among a select group of Filipino university students. To test the seven hypotheses in the proposed model, a total of 959 university students were recruited from one of the comprehensive universities in the capital of the country to participate in accomplishing a multi-aspect survey questionnaire. Results of the exploratory factor analysis yielded three distinct attitudes toward shadow education, namely: success-oriented, compensatory-oriented or efficacy-oriented. Structural equation modelling revealed two competing models of almost similar significant predictors. The model manifested that the aforementioned attitudes are being affected by the student clienteles' problems with academic performance and their perceived quality of education received from secondary school. Additionally, the efficacy-orientation of its clientele and the dependability of the tutor directly affect students' satisfaction level, which further translates to repeat patronage and recommendations. Theoretical and managerial implications of the study are also discussed in this paper.

While the issue on the existence of shadow education institutions (SEI's) has only recently been the subject of investigation in studies in various countries worldwide, it is clear that its market is a huge industry in much of Asia and is growing fast elsewhere. Capitalizing on the annual number of SEI's gathered from key government agencies and processed through time series analysis, this paper purports to establish hard data on shadow education proliferation (1980-2011) in the Philippines with a view of providing valuable insights to both business and educational management areas and to policy makers. Trend analysis showed that prior to 1980, the number of SEI's established per year was negligible but has gained momentum from 1996 to 2004. Apparently, variability in the number of SEI's established each year shall depend on certain business regulation policies of the government, the quality of mainstream education in the country, and workplace competition.

This study aims to identify the tendencies and beliefs of a select group of Filipino preservice teachers in regard to static institutional roles in democratic and global society and with respect to innovation and their diversified roles. A total of 800 respondents were purposively recruited from six colleges of education in the capital of the Philippines, namely the University of Santo Tomas, University of Philippines, De La Salle University, Philippine Normal University, Far Eastern University, and Saint Scholastica's College. Data were gathered with an adapted tool developed by Demirbolat (2006). Respondents were asked to prepare a "robotfoto" for purposes of profiling their characteristics. Data were analyzed with standard deviation, mean, Pearson's correlation coefficient, chi-square test of independence, and factor analysis embedded in SPSS. Filipino preservice teachers' tendencies and beliefs are diverse; their beliefs are mimetic, monolithic, transcendental, liberating, speculative, and reciprocal. Such beliefs do not develop through constant study of one's field but from ideas based on one's experience as a student and from the guidance of mentors. (Contains 7 tables.)

This quantitative study aims to ascertain the significant relationship existing between parents' profile, and their school choice and school loyalty. Data were gathered using the researcher's two-part made instrument. Respondents were first asked to fill in a "robotfoto" for purpose of profiling their baseline characteristics and were later asked to rate listed indicators, using a modified 8-point Likert scale. Using statistical tools such as the ANOVA, factor analysis, correlation, mean, and standard deviation, data were treated indepth. It is interesting to note that although parents are loyal to their alma mater, this does not have a much impact on their choice of school for their children. On the whole, parents' choice of school is based on its indispensable qualities. Among the three interval-scale profiles of the parent respondents such as age, income, tuition fee payment and number of children, none of these relate to school choice, but age, income, and tuition fee payment negatively relate to school loyalty. From their nominal-scale profiles, significant differences were noted in their school choice when grouped according to civil status, place of work, and terms of payment. With respect to school loyalty, significant differences occurred in their responses when classified according to gender, terms of payment and their active participation in the Parent-Teacher Association (PTA).

Although there is considerable anecdotal evidence that the scale of private tutoring is substantial in the Philippines, attempts to document its existence is limited. Using phenomenological inquiry, this study aimed to provide a more eidetic portrait of private tutoring transformation in the Philippines from the perspectives and collective experiences of 11 cram school and formal school administrators from 3 key urban cities in the country. Using a dendrogram, semistructured interviews surfaced three distinct syndromes describing the dynamics of private tutoring phenomenon, namely, the lean on, pass on, and ride on syndromes of private tutoring. Through the years, private tutoring was able to secure its own market niche at the fringes of the mainstream education system and has become more entrenched in Philippine society. [ABSTRACT FROM PUBLISHER]

While a number of national studies have been conducted in various parts of the globe, determinant patterns of shadow education (SE) in the Philippines is still unknown. This study aims to establish preliminary data on the factors that determine SE participation of a select group of 1,235 Filipino basic education students. Respondents were asked to accomplish a researcher-made instrument (Cronbach α = 93.5%), wherein data was treated in-depth through descriptive and inferential statistics. Results revealed that despite the rising education cost vis-à-vis students' socio-economic status, there exist a number of factors that determine Filipino students continued SE participation. Such factors can be used as basis in curricular and instructional restructuring and in strengthening the dynamics between school and community partnership. [ABSTRACT FROM AUTHOR]

This study aims to identify the tendencies and beliefs of a select group of Filipino preservice teachers in regard to static institutional roles in democratic and global society and with respect to innovation and their diversified roles. A total of 800 respondents were purposively recruited from six colleges of education in the capital of the Philippines, namely the University of Santo Tomas, University of Philippines, De La Salle University, Philippine Normal University, Far Eastern University, and Saint Scholastica's College. Data were gathered with an adapted tool developed by Demirbolat (2006). Respondents were asked to prepare a robotfoto for purposes of profiling their characteristics. Data were analyzed with standard deviation, mean, Pearson's correlation coefficient, chi-square test of independence, and factor analysis embedded in SPSS. Filipino preservice teachers' tendencies and beliefs are diverse; their beliefs are mimetic, monolithic, transcendental, liberating, speculative, and reciprocal. Such beliefs do not develop through constant study of one's field but from ideas based on one's experience as a student and from the guidance of mentors. [ABSTRACT FROM AUTHOR]

Graduates are exhorted to develop personal skills, qualities, and experiences that enable them to compete in the labor market (Moreau & Leathwood, 2006; McQuid & Lindsay, 2005). This graduate tracer study (GTS) creates an empirical portrait that describes the employment aspects of the graduates of a comprehensive university in the Philippines during the years 2001-2004 to identify policy imperatives for greater relevance of higher education curricula to industry needs and expectations. A sample of 540 randomly selected graduates representing various disciplines participated in this study. Data were gathered through a survey instrument developed by a pool of experts identified by the Commission on Higher Education (CHED) in the Philippines. Data were treated in-depth through descriptive and inferential statistics. Graduates of the institution under study pursue advanced studies and other work-related training. The impressive employability profile of comprehensive university graduates to middle level management positions particularly those representing the social behavioral sciences, natural sciences, medical fields, engineering and technology and mass communication is brought about not by the academic honors of the graduates but through capabilities such as knowledge, skills and attitudes used in work places. There is a need to develop a more functional framework for employability where the diversity of fields of study offered in universities are linked to the diversity of employment is also discussed in this paper. [ABSTRACT FROM AUTHOR]