Page 42 - GS_Journal_2015

GS Research Journal

significant difference between the level of interpersonal relationship among teachers and the
profile variables.
Further, the following were the findings. The teacher-respondents, in terms of age
majority are old that is 30 or 42.25 percent dominantly female, dominantly married, some
with M.A. units, with 10 to more than 20 years in the service and mostly Catholics. The ratings
on the level of interpersonal practices is generally “very satisfactory” as shown by the grand
overall mean of 4.40 “very satisfactory”. With “teacher-higher officials” having the highest overall
weighted mean of 4.57, “very satisfactory” and “teacher-non-teaching personnel having the
lowest overall weighted mean of 4.00. The null hypothesis of no significant difference in the
teachers’ interpersonal practices and the profile variable is rejected at .05 level of significance.
The teacher respondents met problems that may affect their interpersonal practices namely:
personal-related, family-related, school-related and community-related problems in various
degrees.
The following conclusions are hereby presented. The profile of the teachers is adequate
enough that qualify them in the teaching profession. The teachers need to enhance and upgrade
their level of interpersonal practices along the area of teacher-non-teaching relationship which
obtained the lowest weighted mean. The problems met by the respondents are common problems
met by any teacher in the DepED. The proposed enhancement program on interpersonal practices
was developed.
The recommendations are as follows: 1) All concerned teachers must be encouraged to
finish their masteral and doctoral degrees by enrolling in the graduate schools, 2) The teachers
should improved their interpersonal practices to improve their performance, 3) A more carefully
selected variables should be identified, especially those strong indicators to improve interpersonal
relationship, 4) Recommend the intervention program developed on interpersonal practices to
enhance excellent relationships to all teachers, 5) Further, research should be considered to look
into other concerns of interpersonal practices not covered by the study.

LEARNING STYLE OF SECONDARY STUDENTS IN SCIENCE AND
TECHNOLOGY
MINERVA GRACE G. OBRA

This study determined the learning style preferences of Grade 9 students in the public
secondary schools of Rosales, Pangasinan during the school year 2014-2015. The study looked
into the profile of the respondent such as sex, age, parents’ educational attainment, parents’
occupation, family size and annual family income. It also sought to determine the preferred
learning styles in terms of independent, avoidant, dependent, collaborative, competitive and
participative. The learning difficulties experienced by the Grade 9 students in Science and
Technology were also determined. Proposed intervention activities were formulated to overcome
or remedy the learning difficulties of the students to facilitate better learning.

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