The Information and Communication Technology Capabilities of LGUs 87 2. The personnel and department heads should practice using the application software and try exploring while using the software. 3. The personnel especially in the lowland and interior municipalities need to undergo training along Microsoft Excel and use of Internet; and the department heads should find time to attend training on advanced I.T. like Microsoft PowerPoint.

4. The Local Government Units should include in their Municipal Development Plans how they can improve and advance along Information and Communication Technology, particularly their connection to the World Wide Web.

References

A. Book

Milton, Susan J. and Arnold, Jesse C. Introduction to Probability and Statistics: Principles and Applications For Engineering and The Computing Sciences. New York, Mc Graw Hill, 2004

B. Theses

Benzon, Paraluman Ma. Fatima C. “Computer Literacy of Local Government Unit Personnel of Vigan City”, (Unpublished Master Thesis, University of Northern Philippines, Vigan City, 2006)

Lumibao, Donna Marie C. “Computer and Information Technology in the local Government Units of the First District of Ilocos Sur”, (Unpublished Master Thesis, University of Northern Philippines, Vigan City, 2004)

C. Magazine

National Information Technology Plan. Info Trends, 1988

88 UNP Research Journal Vol. XIX January-December 2010
Linguistic Errors in the Oral Expositions of Speech Communication Students of the College of Teacher Education in the University of Northern Philippines

Rommel V. Tabula, MAT

Abstract

The study generally examined the linguistic errors in the oral expositions of Speech Communication students of the College of Teacher Education in the University of Northern Philippines. It investigated and described: (1) the profile of the respondents according to sex, course, type of high school graduated from, geographical location, parents’ educational attainment, parents’ work status, language used at home, and exposure to mass media; (2) the linguistic errors committed by the respondents in their oral expositions; (3) the strategies of the students in monitoring their linguistic errors; (4) the significant relationship between the profile of the students and their linguistic errors; (5) the significant relationship between the profile and the strategies of the students in monitoring their linguistic errors; and (6) the significant difference in the linguistic errors between and among the group of respondents.

Data were obtained from forty (40) Teacher Education students, who were enrolled in Speech Communication and Debate during the First Semester of the Academic Year 2009-2010. Descriptive method of investigation in evaluating the linguistic errors of the students was employed. From the tape recorded speeches of the respondents, their linguistic errors and strategies in monitoring those errors were listened, transcribed and analyzed using the following statistical tools: frequency and percentages, weighted mean, point biserial correlation, chi-square test, and analysis of variance.

Results revealed that majority of the respondents are female; equal number of students from the four curricular offerings of the college participated in the study; a great number of them graduated from the public high schools; many are residents in the rural areas; most of their parents have finished college and self-employed; the language they frequently use at home is Iloko; and they are moderately exposed to print media but highly exposed to electronic media. It also revealed that the linguistic errors committed by the respondents in their oral expositions are phonological and grammatical in nature; in terms of phonology, they committed errors in vowel sounds and consonant quality; and in terms of grammar, their errors are mostly morphological and the least is lexical. It further disclosed that the strategy used by the respondents in monitoring their phonological errors is self-correction; and in grammatical errors, the strategies used were stammering, restructuring, and verbosity. Furthermore, it was found out that in phonology, there exists a significant relationship with regard to type of high school graduated from, geographical location, course, parents’ educational attainment, parents’ work status, language used at home, and exposure to mass media; and in Grammar, there exists a significant difference with regard to geographical location, course, parents’ work status, language used at home, and exposure to electronic media. Moreover, there was a significant relationship between the strategy in monitoring phonological errors and sex, type of high school graduated from, course, parents’ educational attainment, parents’ work status, language used at home, and exposure to mass media; and between the strategies in monitoring grammatical errors and the type of high school graduated from, course, parents’ educational attainment, parents’ work status, language used at home, and exposure to electronic media. It was also noted that there was also a significant difference in the linguistic errors between and among the groups of respondents.
Linguistic Errors in the Oral Expositions of Speech Communication Students 89

Based from the conclusions, the following recommendations were forwarded: since learning a language will preferably be acquired in early years of schooling, a good program in the elementary level with regard to teaching students on the articulation of sounds should be considered; the language curriculum of the college and of the university should be reviewed and revised to conform with relevant theories exposed in communicative competence; English subjects should be made relevant to the needs of the students; the teachers should employ communicative approaches, methods and techniques to ensure the competent use of the English language among Teacher Education students; and similar studies should be undertaken to generalize the findings of the study.

Introduction

Background of the Study The ability to communicate is the primary factor that distinguishes human beings from animals. It is the ability to communicate well that distinguishes one individual from another. The fact is, apart from the basic necessities, individuals need to be equipped with habits for good communication skills, as this is what will make them happy and successful human beings. 90 UNP Research Journal Vol. XIX January-December 2010
Today, human beings are living in a world of sophistication characterized by rapid advancement in science and technology. The age they live in may be defined as the communication age. Effective communication is considered one of the most important skills that individuals should have. Receptive and expressive language abilities constitute a significant aspect of effective communication in terms of language skills. One of the expressive language elements is speaking skill. In order to develop these habits, one needs to first acknowledge the fact that individuals need to improve communication skills from time to time. They need to take stock of the way they interact and the direction in which their work and personal relations are going. The only constant in life is change, and the more one accepts one’s strengths and works towards dealing with their shortcomings, especially in the area of communication skills, the better will be their interactions and the more their social popularity. Speaking is the most common and important means of providing communication among human beings. The key to successful communication is speaking nicely, efficiently and articulately, as well as using effective voice projection. Furthermore, speaking is linked to success in life, as it occupies an important position both individually and socially. As in the case of many basic skills, one of the important periods to improve speaking skill is during primary education. Murphy and Hildebrandt (1991) claimed that speaking skills acquired and developed during primary education are significant with regard to both acquisition and permanence. Therefore, it is essential that efficient and effective teaching methods are employed in order to improve speaking skills during primary education. It is sometimes believed that in universities, writing is more important than speaking. This view arises from the perception that most assessments of students (both coursework and examinations) still seem to involve mainly writing (rather than speaking). Effective oral communication skills can benefit people in various fields and positions, but it cannot be taught as easily as most personal skills. It is important to keep in mind that practice is essential to acquiring these skills. Riceowl (2002) as cited by Ruth and Wysocki (2004) claims that speaking effectively is extremely crucial for success in most positions in a formal working environment. It has been proven that employees spend more time speaking than writing, whether talking on the phone, conversing informally with colleagues, conducting meetings, or making sales presentations. Research also reveals that the higher an employee moves within an organization, the more important speaking skills become. Linguistic Errors in the Oral Expositions of Speech Communication Students 91
Clearly, effective oral communication is important in all aspects of one’s career. The ability to speak confidently and communicate effectively is crucial to professional and personal success. Communication empowers individuals to remember the past, act in the present, and anticipate the future. Communication is the vehicle by which they mange relationships with others in contexts ranging from “one-to-one” to “one-to-many” using personal and public speaking skills. When they can speak with integrity in a style that engages their listeners, they can accomplish just about anything. For very long, it was thought that to test one’s oral exposition skills was an impractical endeavor. While the wisdom in doing so was recognized, it was considered next to impossible, especially as it meant individuals had to be assessed singly. And if large group had to be tested, definitely the matter of oral testing was ignored. Thus, while the widely held notion of the L-S-R-W (Listening, Speaking, Reading, and Writing) sequence of testing and teaching a language, for that matter, was talked about, everybody turned away from consideration of assessing oral exposition skills. Ironically, whereas in the field of Descriptive Linguistics, the oral aspect of language has primacy over the written, yet it was the aspect most neglected in the area of teaching and testing. In the book of Castillo and Lorenzo (2002), they challenged the readers to consider

that the linguist takes sound to be the basic manifestation of language, that language is sound, that sounds of language have primacy over their representation in writing.

These words allude to the utmost significance of speech. Unfortunately, its significance was overshadowed by the inability of its proponents to handle intricacies of oral testing. However, modern tests of language ability recognize the communicative function of language and its integrative nature. Nothing can be truer measure of one’s oral language ability than a speaking test (Castillo & Lorenzo, 2002).

It is in this light that the researcher necessitated to conduct a study on linguistic errors in the oral expositions of Speech Communication students of the College of Teacher Education. This study elicited information as to what measures can English teachers and curriculum planners institute to help students enhance their oral exposition skills and be able to help them upgrade their communicative competence.

This study likewise looked into the factors that influence the linguistic errors of students of the College of Teacher Education in the University of Northern Philippines so as to have inputs in the general design of the speech communication curriculum.

Finally, this study is expected to benefit students, English teachers, and curriculum planners as this will provide information on how English teachers can further improve the oral skills proficiency and the overall linguistic competence of college students.
92 UNP Research Journal Vol. XIX January-December 2010
Objectives of the Study

This study aimed to determine the linguistic errors of Speech Communication students of the College of Teacher Education in the University of Northern Philippines during the First Semester of the Academic Year 2009 -2010.

Specifically, the following problems were investigated:

1. What is the profile of the respondents in terms of the following: a. Sex, b. Course, c. Type of High School Graduated From, d. Geographical Location, e. Parents’ Educational Attainment, f. Parents’ Work Status, g. Language Used at Home, and h. Exposure to Mass Media? 2. What are the linguistic errors committed by the respondents in their oral expositions based on the following variables: i. Phonology, and j. Grammar? 3. What are the strategies of the students in monitoring their linguistic errors according to: k. Phonology, and l. Grammar? 4. Is there a significant relationship between the profile and the linguistic errors of the respondents? 5. Is there a significant relationship between the profile and the strategies used by the students in monitoring their linguistic errors? 6. Is there a significant difference in the linguistic errors between and among the groups of respondents?

Scope and Delimitation

This study focused mainly on the linguistic errors of the Speech Communication students of the College of Teacher Education in the University of Northern Philippines during the First Semester of the Academic Year 2009-2010. It likewise looked into the profile of the respondents in terms of sex, course, type of high school graduated from, geographical location, parents’ educational attainment, parents’ work status, language used at home, and exposure to mass media, and how these variables are related to the respondents’ linguistic errors. Further, it determined the strategies used by the respondents in monitoring their linguistic errors and their relationship to the profile of the respondents. Moreover, it investigated the significant difference in the linguistic errors between and among the group of respondents.
Linguistic Errors in the Oral Expositions of Speech Communication Students 93 The respondents of the study who were chosen at random were the forty (40) students from the College of Teacher Education enrolled in Speech Communication during the First Semester of the Academic Year 2009-2010. Of the 40 respondents, ten (10) were enrolled in Bachelor in Secondary Education, 10 were taking up Bachelor in Elementary Education, 10 were earning Bachelor of Science in Industrial Education, and 10 were obtaining Bachelor in Library and Information Science.

The nature of the analysis of the data was taken into consideration in getting only 40 students as respondents to represent the four (4) curricular offerings of the college. The students were asked to deliver an extemporaneous speech for three minutes each. Their speeches were tape recorded, transcribed and analyzed. From their tape recorded oral expositions, their phonological errors were analyzed according to vowel quality and consonant quality. Then, the same taped oral expositions were listened for the second time to analyze their grammatical errors. For the third time, the same taped oral expositions were listened to analyze the strategies in monitoring their linguistic errors.

Review of Related Literature

Works of authorities and contributions of researches on subjects and topics related to the study that will enhance the understanding of the paper were reviewed.

The results of the study of Tabula (2010) on the oral exposition skills of Mass Communication students in the University of Northern Philippines stated that the respondents’ level of oral exposition skills is “Competent” in all areas of purpose, language, content, organization, and delivery. He also found out that there is a significant relationship between the student-related variables on type of school graduated from, parents’ educational attainment, language used at home, and exposure to mass media and their level of oral exposition skills. He, then, recommended that a research looking into the practices of teachers in teaching speaking and language as a whole be pursued to figure out the cause of the low oral exposition skills proficiency of the students.

When Torricer (2009) explored the English language proficiency of the Second Year college students of Ilocos Sur Community College, she discovered that the speaking ability of her respondents are significantly related with their sex, fathers’ occupation and educational attainment, availability of English newspapers and encyclopedia, exposure to radio programs in English and Iloko, and exposure to TV programs in English and Filipino.
94 UNP Research Journal Vol. XIX January-December 2010
In the same year, Fuentes et al (2009) determined the speaking proficiency level vis-à-vis motivation level of the AB-English Freshmen of Western Mindanao State University. Their study revealed that sex does not modify the relationship between the students’ English speaking proficiency and their levels of motivation.

But according to Bambico (2008), sex is significantly related to the grammar and reading comprehension components of the English language proficiency of the students. She also noted that place of origin has no significant relationship with the students’ English language proficiency. Similar findings were disclosed in the study of Bobila (2008) when she determined the learning styles and English language proficiency of her respondents. In 2004, Cadiz found out that the educational attainment of the parents did not have significant relationship with the oral communication skills of the respondents because, at home, in the neighborhood, and in the larger community, they interact, communicate, and socialize through their mother tongue. She said that although parents may have acquired college degrees, those educational attainments do not affect in any way the students’ proficiency in communicating English. The oral communication skills of students are confined to classroom situations and any other context where focus on grammar, pronunciation, diction, and fluency are generally observed.

The study of Altamirano (2002) revealed that there is no significant difference between the phonological errors of the students and the curriculum enrolled in, gender, and the type of high school graduated from. She also found out that ethnic affiliation and grade point average have significant effect to the grammatical errors of his respondents.

While Evasco (2000) found out that college entrance test, first language, television viewing and print media account for small variances in oral discourse competence of the student teachers, Yap-Aizon (2000) revealed that sex significantly influence the reading proficiency in English and Filipino poetry and essay among female students.

Finally, Bautista (1987) disclosed that the type of high school the subject students graduated from does not affect the level of English proficiency of the student teachers. She also found out that the grade point average affects the grammar structure and vocabulary usage of the respondents.

Conceptual Framework

In the conduct of the study, the researcher was guided by the paradigm in Figure 1 presented as follows:

Linguistic Errors in the Oral Expositions of Speech Communication Students 95 Independent Variables Dependent Variables
Linguistic Errors in the Oral Expositions of the Speech Communication Students

* Phonology * Grammar
Profile of the Respondents

* Sex, * Course, * Type of High School Graduated From, * Geographical Location * Parents’ Educational Attainment, * Parents’ Occupation, * Language Used at Home, and * Exposure to Mass Media

Strategies of the Students in Monitoring their Linguistic Errors

* Phonology * Grammar

Figure 1. Research Paradigm

As illustrated in the paradigm, the independent variables or the profile of the respondents such as sex, course, type of high school graduated from, geographical location, parents’ educational attainment, parents’ work status, language used at home and exposure to mass media are believed to influence their linguistic errors and their strategies in monitoring those errors.

Methodology

Research Design. The researcher employed the descriptive method of investigation in evaluating the linguistic errors of Speech Communication students of the College of Teacher Education in the University of Northern Philippines during the First Semester of the Academic Year 2009-2010. Statistical Treatment of the Data. The following statistical tools were utilized to analyze and interpret the data gathered: frequency and percentages, weighted mean, point biserial correlation, chi-square test, and analysis of variance.

96 UNP Research Journal Vol. XIX January-December 2010
Results and Discussion

The data gathered were presented in tabular form, analyzed and interpreted in this section. The frequency distribution on the profile of the respondents is summarized in Table 1. On Sex. Of the forty respondents, majority (28 or 70%) of them are female while only few (12 or 30%) are male. This means that students who wish to become teachers are predominantly females. This further supports the fact that teaching is a female dominated profession. On Course. The respondents who participated in the study shared equal numbers and percentages: 10 (25%) were enrolled in Bachelor in Secondary Education, 10 (25%) were taking up Bachelor in Elementary Education, 10 (25%) were earning Bachelor of Science in Industrial Education, and 10 (25%) were obtaining Bachelor in Library Information and Science. This means that the four curricular offerings of the college were well-represented by the respondents.

On Type of High School Graduated From. Majority (28 or 70%) of the respondents graduated from public high schools while few (12 or 30%) of them graduated from private secondary institutions. This could be due to the fact that public high schools collect minimal fees making them more affordable compared to private educational institutions which, in general, collect exorbitant fees. On Geographical Location. As can be gleaned from the table, only few (6 or 15%) of the respondents were found to be residing in the urban areas while the majority (34 or 85%) comes from the rural areas. The findings suggest that students from the rural areas usually resorted to study in nearby schools while some students from the urban areas are enrolled in Metro Manila or other prestigious schools.

On Father’s Educational Attainment. Biggest in percentage are those who are college graduate (12 or 30%) and those who finished some years in college with (12 or 30%); followed by those who are high school graduates (10 or 25%); then, by those who had the chance to go to high school (2 or 5%), and elementary level (2 or 5%); and finally, by a master’s degree holder (1 or 2.5%) and with some units in the master’s degree program at (1 or 2.5%). The findings show the importance of education as a need qualification in the occupational world.

Linguistic Errors in the Oral Expositions of Speech Communication Students 97
Table 1. Profile of the Respondents.

Profile | Frequency | Percentage | Sex | Male | 12 | 30 | | Female | 28 | 70 | | Total | 40 | 100 | Course | BSE | 10 | 25 | | BEED | 10 | 25 | | BSIE | 10 | 25 | | BLIS | 10 | 25 | | Total | 40 | 100 | Type of High School Graduated From | Private | 12 | 30 | | Public | 28 | 70 | | Total | 40 | 100 | Geographical Location | Urban | 6 | 15 | | Rural | 34 | 85 | | Total | 40 | 100.00 | Parents’ Educational Attainment | Father | Elementary Level | 2 | 5 | | Elementary Graduate | 0 | 0 | | High School Level | 2 | 5 | | High School Graduate | 10 | 25 | | College Level | 12 | 30 | | College Graduate | 12 | 30 | | With Master’s Units | 1 | 2.5 | | Master’s Graduate | 1 | 2.5 | | Total | 40 | 100 | Mother | Elementary Level | 2 | 5 | | Elementary Graduate | 0 | 0 | | High School Level | 2 | 5 | | High School Graduate | 12 | 30 | | College Level | 10 | 25 | | College Graduate | 13 | 32.5 | | With Master’s Units | 1 | 2.5 | | Master’s Graduate | 0 | 0 | | Total | 40 | 100 | Parents’ Occupation | Father | Unemployed | 3 | 7.5 | | Self-employed | 16 | 40 | | Employed | 15 | 37.5 | | Retired | 2 | 5 | | Deceased | 4 | 10 | | Total | 40 | 100 |

98 UNP Research Journal Vol. XIX January-December 2010
Table 1continued

Profile | Frequency | Percentage | Mother | Unemployed | 9 | 22.5 | | Self-employed | 15 | 37.5 | | Employed | 11 | 27.5 | | Retired | 2 | 5 | | Deceased | 3 | 7.5 | | Total | 40 | 100 | Language Used at Home | Iloko | 23 | 57.5 | | Iloko and Tagalog | 12 | 30 | | Iloko, Tagalog, and English | 3 | 7.5 | | Tagalog and English | 2 | 5 | | Total | 40 | 100 |

On Mother’s Educational Attainment. A great percentage (13 or 32.5%) finished college; comparably great in number finished high school (12 or 30%); followed by college level (10 or 25%); then, by high school level (2 or 5%) and elementary level (2 or 5%); and lastly, with master’s units (1 or 2.5%). The findings denote that mothers are given equal opportunities to enhance themselves professionally.

On Father’s Work Status. Most of the fathers of the respondents are self-employed (16 or 40%). A large number of the fathers are employed (15 or 37.5%) either in the government or private agencies; however, there are some who are deceased (4 or 10%); others are unemployed (3 or 7.5%) and retired (2 or 5%).

On Mother’s Work Status. Most of them are self-employed (15 or 37.5%). Out of the total population, 11 or 27.5% are employed; 9 or 22.5% are unemployed; 3 or 7.5% are deceased; and 2 or 5% are retired.

On Language Used at Home. The language most frequently used by the respondents at home is Iloko which registered at 57.5%. This is followed by Iloko and Tagalog at 30%; then Iloko, Tagalog and English at 7.5%; finally, Tagalog and English at 5%. This finding is not surprising since the respondents are pure Ilocanos; naturally, they use their mother tongue when communicating with their folks. It is interesting to note, however, that some respondents use Tagalog and English as auxiliary languages for communication.

Presented in Tables 2.a and 2.b is the extent of the respondents’ exposure to mass media. In this study, mass media is classified into print and electronic, the former presented in Table 2.a and the latter in Table 2.b. Under each category are specific types of mass media.
Linguistic Errors in the Oral Expositions of Speech Communication Students 99 Table 2.a. Extent of Exposure of the Respondents to Print Media

Level/Description | Print Media | | Books | Newspapers | Magazines/Journals | Tabloids | | f | % | f | % | f | % | f | % | (5) Always | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | (4) Often | 10 | 25 | 5 | 12.5 | 4 | 10 | 3 | 7.5 | (3) Sometimes | 25 | 62.5 | 17 | 42.5 | 19 | 47.5 | 16 | 40 | (2) Rarely | 5 | 12.5 | 17 | 42.5 | 14 | 35 | 18 | 45 | (1) Never | 0 | 0 | 1 | 2.5 | 3 | 7.5 | 3 | 7.5 | Total | 40 | 100 | 40 | 100 | 40 | 100 | 40 | 100 | Mean | 3.12 | 2.65 | 2.6 | 2.48 | Description | Moderate | Moderate | Low | Low | Overall | 2.71 (Moderate) | Legend:
4.21 – 5.00 Always Very High
3.41 – 4.20 Often High
2.61 – 3.40 Sometimes Moderate
1.81 – 2.60 Rarely Low
1.00 – 1.80 Never Very Low

The above table exhibits the extent of exposure of the respondents to print media. As manifested in the table, the respondents are moderately exposed to books and newspapers as evidenced by their means of 3.12 and 2.65, respectively. In terms of magazines and journals as well as tabloids, the respondents have low exposure with their mean ratings of 2.6 and 2.48, respectively. Taken as a whole, the respondents have “Moderate” exposure to print media with a mean of 2.71. This implies that the respondents have not developed yet their passion or love in reading.

The above table reveals the extent of exposure of the respondents to electronic media. As can be seen on the table, in terms of television, the respondents very highly exposed with a mean of 4.32. In the case of radio and computer or use of internet, they are highly exposed with their respective means of 3.7 and 3.6. As regards to motion pictures, they are moderately exposed with a mean of 2.78. Taking into account its overall mean of 3.6, it clearly manifests that the respondents are highly exposed to electronic media.

100 UNP Research Journal Vol. XIX January-December 2010
Table 2.b. Extent of Exposure of the Respondents to Electronic Media

Level/Description | Electronic Media | | Television | Radio | Computer/Internet | Motion Pictures | | F | % | f | % | f | % | f | % | (5) Always | 19 | 47.5 | 12 | 30 | 9 | 22.5 | 2 | 5 | (4) Often | 16 | 40 | 11 | 27.5 | 9 | 22.5 | 8 | 20 | (3) Sometimes | 4 | 10 | 10 | 25 | 19 | 47.5 | 9 | 22.5 | (2) Rarely | 1 | 2.5 | 7 | 17.5 | 3 | 7.5 | 21 | 52.5 | (1) Never | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | Total | 40 | 100 | 40 | 100 | 40 | 100 | 40 | 100 | Mean | 4.32 | 3.7 | 3.6 | 2.78 | Description | Very High | High | High | Moderate | Overall | 3.6 (High) | Legend:
4.21 – 5.00 Always Very High
3.41 – 4.20 Often High
2.61 – 3.40 Sometimes Moderate
1.81 – 2.60 Rarely Low
1.00 – 1.80 Never Very Low

Linguistic Errors Committed by Speech Communication Students

Linguistic errors refer to the errors of the students in phonology and grammar. The phonological errors of the students refer to the errors committed in the process of articulation of sounds, as in pronunciation of vowels and consonants of the sound system of the English language.

Presented in Table 3 is the frequency of linguistic errors of Speech Communication students of the College of Teacher Education in terms of phonology.

Linguistic Errors in the Oral Expositions of Speech Communication Students 101
Table 3. Linguistic Errors of Students in Terms of Phonology

Phonological Errors | Frequency of Errors | Percentage | Vowel | æ | 33 | 82.5 | | ɔ | 27 | 67.5 | | υ | 22 | 55 | | ɚ | 3 | 7.5 | Consonant | ð | 28 | 70 | | θ | 28 | 70 | | f | 6 | 15 | | p | 6 | 15 | | zh | 3 | 7.5 | | dz | 3 | 7.5 | | v | 3 | 7.5 | | b | 3 | 7.5 | | ft | 3 | 7.5 |

On Vowel Sounds. Out of the 11 vowel sounds, there were 4 vowels recorded as common errors of the students. The table manifests that 82.5% of the respondents committed error in [æ] sound as in [man] for [mæn] and [stand] for [stænd]. It also reveals that 67.5% of them have errors in [ɔ] sound as in [olweyz] for [ɔlweyz] and [pos] for [pɔs]. Further, an error in [υ] sound was noted from 55% respondents like saying [ʃud] instead of [ʃυd] and [god] instead of [gυd]. Moreover, an error in [ɚ] sound was evident from 7.5% respondents like saying [ənadεr] instead of [ənaðɚ] and [sεntεr] instead of [sεntɚ].

The abovementioned errors committed by the respondents under vowel quality can be attributed to the confusion of phonemes with other vowel phonemes during articulation which Richards (1978) as cited by Altamirano (2002) calls indigenization or nativization of the target language. Since these vowel sounds do not exist in the Philippine languages and even most of the world’s languages, the second language (L2) speakers find it difficult to master the sounds of English.

On Consonant Sounds. Of the 24 consonant sounds, there were 9 consonants registered as common errors of the students. In the above table, it was manifested that 70% of the respondents committed errors in [ð] sound as in [dat] for [ðæt] and [deyr] for [ðeyr]; and in [Ɵ] sound as in [tɪŋ] for [θɪŋ] and [tIk] for [θIk]. It was also revealed that 15% of them have errors in [f] sound like saying [plat] instead of [flæt] and [prεnd] instead [frεnd]; and in [p] sound like saying [fɚhæps] instead of [pɚhæps] and [fəzIʃən] instead of [pəzIʃən]. It was also shown that 7.5% of the respondents have errors in [zh] sound as in [measure, treasure, and leisure]; [dz] sound as in [college, pledge, and courage]; [v] sound as in [victory, vigor, very]; and [b] sound as in [bridge, bright, brother]; and consonant cluster [ft] sound as in [gIp] for [gIft] and [lεp] for [lεft].
102 UNP Research Journal Vol. XIX January-December 2010

The above findings are similar to the results of the study of Igno (2006) as cited by Enriquez (2008) that most of the Tagalog native speakers had a difficulty in pronouncing the English contrasted consonants like /p/ and /f/, /b/ and /v/, /θ/ and /ð/, /s/ and /ds/, and /s/ and /z/.

The grammatical errors of students were categorized using Hendrickson’s Model which are lexical, syntactic, and morphological. Lexical errors refer to the misuse or omission of any unbound morpheme of noun, verb, adjective, and adverb. Syntactic errors include deviations in the use of articles, prepositions, coordinators, subordinators, pronouns and word order. Morphological errors consist of deviations in verb form, subject-verb agreement, and plural markers.

Presented in Table 4 is the frequency of linguistic errors of Speech Communication students of the College of Teacher Education in terms of grammar.

Table 4. Linguistic Errors of Students in Terms of Grammar

Grammatical Errors | Frequency of Errors | Percentage | Lexical | Misused Verb | 22 | 55 | | Omitted Verb | 16 | 40 | | Misused Adjective | 2 | 5 | Syntactic | Misused Pronoun | 17 | 42.5 | | Misused Preposition | 5 | 12.5 | | Word Order | 11 | 27.5 | Morphological | Subject-Verb Agreement | 30 | 75 | | Verb Form | 22 | 55 | | Plural Marker | 22 | 55 |

On Lexical Errors. As reflected on the table, 55% of the respondents committed lexical errors through misused verb as in the following sentences:

1. I love teaching because I see fulfillment in it. (The sentence should be: I love teaching because I feel fulfillment in it.) 2. The personalities we see on television and the voices we hear over the radio make a journalistic approach in conveying their message. (The sentence should be: The personalities we see on television and the voices we hear over the radio do a journalistic approach in conveying their message.) Linguistic Errors in the Oral Expositions of Speech Communication Students 103
3. Every teacher should envision the highest possible standards of quality education. (The sentence should be: Every teacher shall uphold the highest possible standards of quality education.)

It was also shown that 40% of them committed lexical errors through omitted verb as in the following situations:

1. Having inspired by her words of wisdom, I became more persistent to reach my goals in life. (The sentence should be: Having been inspired by her words of wisdom, I became more persistent to reach my goals in life.)
2. She shares stories that related to our topic. (The sentence should be: She shares stories that are related to our topic.)
3. An example, the passage by William Shakespeare that goes, “A bit of a serpent is better than a thankless child.” (The sentence should be: An example is the passage by William Shakespeare that goes, “A bit of a serpent is better than a thankless child.”)

Further, it was revealed that 5% of them committed lexical errors through misused adjective as in the following cases:

1. It is bad to act on something without considering its consequences. (The sentence should be: It is dangerous to act on something without considering its consequences.)
2. The best measure of success is self-fulfillment. (The sentence should be: The real measure of success is self-fulfillment.)
3. His golden voice makes us attentive in listening to his lecture. (The sentence should be: His audible voice makes us attentive in listening to his lecture.)

On Syntactic Errors. As manifested on the table, 42.5% of the respondents committed syntactic errors through misused pronoun like in the following sentences:

1. The ultimate happiness of a teacher is to witness the success of their students. (The sentence should be: The ultimate happiness of a teacher is to witness the success of his/her students.)
2. The love that brings us pain should be the same love that would heal your hearts. (The sentence should be: The love that brings us pain should be the same love that would heal our hearts.)
3. Find your place in this world where we will feel that everything is going to be alright. (The sentence should be: Find your place in this world where you will feel that everything is going to be alright.)
104 UNP Research Journal Vol. XIX January-December 2010
It was also reflected that 12.5% of them have committed syntactic errors through misused preposition like in the following situations:

1. I felt a mother’s special kind of love in my teacher. (The sentence should be: I felt a mother’s special kind of love from my teacher.)
2. If you want to succeed in life, you must be contented of what you have. (The sentence should be: If you want to succeed in life, you must be contented with what you have.)
3. I love my career because people respect me in what I do. (The sentence should be: I love my career because people respect me for what I do.)

Further, it was noted that 27.5% of them committed syntactic errors in word order like in the following cases:

1. The child’s mind is a tabula rasa, that is, an empty sheet according to the English philosopher John Locke on which experience is imprinted. (The sentence should be: According to the English philosopher John Locke, the child’s mind is a tabula rasa or an empty sheet on which experience is imprinted.)
2. You know that we, Filipinos, I believe, are filled with hope that the next generation will be able to overcome the problems of the present and will also be able to fulfill the promise of the future. (The sentence should be: I believe that we, Filipinos, are filled with hope that the next generation will be able to overcome the problems of the present and fulfill the promise of the future.)
3. In the teaching-learning process, learning is assumed that it did not take place when the idea that was first learned was not used and internalized. (The sentence should be: In the teaching-learning process, it is assumed that learning did not take place when the idea that was first learned was not used and internalized.)

On Morphological Errors. As evidenced on the table, 75% of the respondents have committed errors in subject-verb agreement as in the following examples:

1. The idea of respect and understanding are the byproducts of wisdom. (The sentence should be: The idea of respect and understanding is the byproduct of wisdom.)
2. I believe that the pathways to success always begins at the foot of the cross. (The sentence should be: I believe that the pathways to success always begin at the foot of the cross.)
3. There are Filipinos, one way or another, who desires to visit or work in other countries. (The sentence should be: There are Filipinos, one way or another, who desire to visit or work in other countries.)

Linguistic Errors in the Oral Expositions of Speech Communication Students 105
It was also disclosed that 55% of them committed errors in verb form as in the following cases:

1. We watched the sunset before we go home. (The sentence should be: We watched the sunset before we went home.) 2. Today, the state of English language teaching in the Philippine education was at critical point. (The sentence should be: Today, the state of English language teaching in the Philippine education is at critical point.)
3. Teachers guide their students to become responsible citizens in an aspiring to be an industrialized and developing nation without compromising the earth because it was only borrowed from the future of the children. (The sentence should be: Teachers guide their students to become responsible citizens in an aspiring to be an industrialized and developing nation without compromising the earth because it is only borrowed from the future of the children.) Moreover, 55% of them have errors in plural markers as in the following sentences:

1. They are the symbol of our unrelenting grit and determination to succeed. (The sentence should be: They are the symbol of our unrelenting grit and determination to succeed.)
2. We were able to get all the number shown on TV. (The sentence should be: We were able to get all the numbers shown on TV.)
3. To build and strengthen our national identity, pride and dignity, we need to become defenders like soldier. (The sentence should be: To build and strengthen our national identity, pride and dignity, we need to become defenders like soldiers.)

Table 5. Monitoring Linguistic Errors in Terms of Phonology

Strategy | Frequency | Percentage | Self-correction | 14 | 35 |

As recorded from the students’ oral expositions, Table 5 clearly shows that 35% of the respondents used self-correction by repetition as a strategy in monitoring their phonological errors. They say the correct pronunciation of the mispronounced word when they repeat it as in the following illustrations:

1. You have to pight… fight for your rights as students.
2. The liblary… library is still better than the internet.

106 UNP Research Journal Vol. XIX January-December 2010 Table 6. Monitoring Linguistic Errors in Terms of Grammar

Strategy | Frequency | Percentage | Restructuring | 17 | 42.5 | Stammering | 20 | 50 | Verbosity | 12 | 30 |

It was reflected on Table 6 that 42.5% of the respondents monitor their grammatical errors through restructuring wherein they develop an alternative construction plan as in the following examples:

1. A good teacher does not only educate the learners, but, ahm, ah, but also inspires them to reach their dreams.
2. If a teacher imparted wrong information to students, he, ah, has, ah, he has poisoned thousand minds.

It was also revealed that 30% of them used verbosity wherein they provide information beyond that which is necessary to carry on the interaction which may include repetition as in the following situations:

1. The school needs competent and effective teachers in order to achieve its vision and mission, since the ultimate goal of the school is to provide quality education to the students, so a good competent and effective teacher, who has honed their skills in the art of teaching, is needed. (The speaker gave additional information to explain what he meant by “competent and effective teachers”.)
2. Teaching is a noble profession and especially important nation building because it is not only imparting knowledge and skills but also values, attitudes, good character or good manners and right conduct that mold the hearts and minds of the students. (The speaker provided additional information by giving an example which can actually be stated in a simple sentence.)

It was further manifested that 50% of them monitored their grammatical errors through stammering wherein they pause for a while because they know that the words they might say may be erroneous as in the following instances:

1. Teaching is a noble profession… many say… some people say, it is… it is more of a vocation rather than a profession.
2. Society is entering an era in which… in which the future will essentially be determined by… the people’s wise use of knowledge.

Linguistic Errors in the Oral Expositions of Speech Communication Students 107
Table 7. Correlation Coefficient Between Profile of Respondents and Phonological Errors

Variables | Correlation Coefficient | t-Value | Sex | .0458 | .282 | Type of High School Graduated from | -0.698* | -5.931 | Geographical Location | -0.524* | -3.792 | | Chi-Square Statistics | Critical Value | Course | 23.34* | 12.59 | Mothers’ Educational Attainment | 40.27* | 23.68 | Fathers’ Educational Attainment | 36.96* | 23.68 | Mothers’ Work Status | 27.07* | 15.51 | Fathers’ Work Status | 17.52* | 15.51 | Language Used at Home | 22.93* | 12.59 | Print Media | 16.83* | 9.49 | Electronic Media | 25.52* | 9.48 |
Legend:
*Significant at .05 probability level
**Significant at .01 probability level

It can be gleaned from the table that there exists a significant relationship on the phonological errors committed by the respondents with regard to type of high school graduated from, geographical location, course, parents’ educational attainment, parents’ work status, language used at home, and exposure to mass media. However, there is no significant relationship between the phonological errors of the respondents and sex.

The findings of this study conform to the findings of Altamirano (2002) that there is no significant difference on the phonological errors in consonant quality, vowel quality, and word stress with regard to gender. This is further supported by the finding of Cadiz (2004) that the educational attainment of the parents did not have significant relationship with the oral communication skills of the respondents. However, the findings are contrary to the results of the study of Yap-Aizon (2000) which reveal that sex significantly influence the reading proficiency in English and Filipino poetry and essay among female students.

108 UNP Research Journal Vol. XIX January-December 2010
Table 8. Correlation Coefficient Between Profile of Respondents and Grammatical Errors

Variables | Correlation Coefficient | t-Value | Sex | -0.256 | -1.633 | Type of High School Graduated from | -0.747 | -6.918 | Geographical Location | -0.514* | -3.694 | | Chi-Square Statistics | Critical Value | Course | 21.53* | 12.59 | Mothers’ Educational Attainment | 20.04 | 23.68 | Fathers’ Educational Attainment | 20.86 | 23.68 | Mothers’ Work Status | 19.11* | 15.51 | Fathers’ Work Status | 18.93* | 15.51 | Language Used at Home | 24.19* | 12.59 | Print Media | 4.19 | 9.49 | Electronic Media | 28.87* | 9.48 |
Legend:
*Significant at .05 probability level
**Significant at .01 probability level

It is reflected in the table that there exists a significant relationship on the grammatical errors committed by the respondents with regard to geographical location, course, parents’ work status, language used at home, and exposure to electronic media. However, there is no significant relationship between the grammatical errors of the respondents and sex, type of high school graduated from, parents’ educational attainment, and exposure to print media.

The findings of this study confirm the results of the study of Altamirano (2002) that the type of high school graduated from does not affect the lexical and morphological errors of the students but it affects their syntactic errors. These findings also support the findings of Bautista (1987) that the type of high school graduated from does not affect the level of English proficiency of the student teachers. Nevertheless, the above findings are contrary to the results of the study of Torricer (2009) that significant relationship exist between the speaking ability of the students and their sex, fathers’ educational attainment, availability of English newspapers and encyclopedia, exposure to radio programs in English and Iloko, and exposure to TV programs in English and Filipino.

Linguistic Errors in the Oral Expositions of Speech Communication Students 109
Table 9. Correlation Coefficient Between Profile of Respondents and Strategies in Monitoring Phonological Errors

Variables | Chi-Square Statistics | Critical Value | Sex | 5.03* | 3.84 | Course | 25.05* | 7.81 | Type of High School Graduated from | 9.23* | 3.84 | Geographical Location | 3.8 | 3.84 | Mothers’ Educational Attainment | 20.88* | 14.07 | Fathers’ Educational Attainment | 20.88* | 14.07 | Mothers’ Work Status | 20.27* | 11.07 | Fathers’ Work Status | 11.5* | 11.07 | Language Used at Home | 15.92* | 7.81 | Print Media | 7.77* | 5.99 | Electronic Media | 29.14* | 5.99 |
Legend:
*Significant at .05 probability level
**Significant at .01 probability level

Table 9 indicates that there exists a significant relationship between the strategy in monitoring phonological errors committed by the respondents with regard to sex, type of high school graduated from, course, parents’ educational attainment, parents’ work status, language used at home, and exposure to mass media. However, there is no significant relationship between the strategy in monitoring phonological errors of the respondents and geographical location.

The above finding validates the result of the earlier study of Tabula (2010) that the level of oral exposition skills of Mass Communication students in the University of Northern Philippines is not significantly related with their place of residence. Further, it affirms to the findings of Bambico (2008) and Bobila (2008) whereby no significant relationship was found between place of origin and language proficiency of the respondents. Nevertheless, the finding of Blanco (2004) that the type of residence is significantly related to the linguistic ability of the English Plus students in Divine Word College of Bangued do not conform to the above findings.

110 UNP Research Journal Vol. XIX January-December 2010
Table 10. Correlation Coefficient Between Profile of Respondents and Strategies in Monitoring Grammatical Errors

Variables | Chi-Square Statistics | Critical Value | Sex | 2.14 | 7.81 | Course | 25.58* | 16.92 | Type of High School Graduated from | 18.95* | 7.81 | Geographical Location | 7.8 | 7.81 | Mothers’ Educational Attainment | 50.26* | 32.67 | Fathers’ Educational Attainment | 35.53* | 32.67 | Mothers’ Work Status | 41.18* | 21.03 | Fathers’ Work Status | 28.72* | 21.03 | Language Used at Home | 27.31* | 16.92 | Print Media | 5.05 | 12.59 | Electronic Media | 31.13* | 12.59 |
Legend:
*Significant at .05 probability level
**Significant at .01 probability level

Table 10 shows that there exists a significant relationship between the strategies in monitoring grammatical errors committed by the respondents with regard to type of high school graduated from, course, parents’ educational attainment, parents’ work status, language used at home, and exposure to electronic media. However, there is no significant relationship between the strategies in monitoring grammatical errors of the respondents and sex, geographical location, and exposure to print media.

The above findings are similar to the results of the study of Evasco (2000) where she found out that college entrance test, first language, television viewing and print media account for small variances in oral discourse competence of the student teachers. These further support the finding of Fuentes et al (2009) that sex does not modify the relationship between the students’ English speaking proficiency and their levels of motivation. But this contradicts the finding of Bambico (2008) that sex is significantly related to the grammar and reading comprehension components of the English language proficiency of the respondents.

Linguistic Errors in the Oral Expositions of Speech Communication Students 111
Table 11. Result of ANOVA on the Significant Difference of Linguistic Errors Between and Among the Speech Communication Students of the College of Teacher Education

Source of Variation | Sum of Square | Df | Mean of Square | F | F crit | Between GroupsWithin GroupsTotal | 499.275793.11292.375 | 33639 | 166.42522.03056 | 7.55 | 2.87 |

As exhibited in Table 11, there exists a significant difference on the result of the ANOVA test on the linguistic errors between and among the Speech Communication students of the College of Teacher Education with 7.55 F-ratio at .05 level of significance.

Conclusions

Based on the aforementioned findings, the following conclusions were drawn:

1. Majority of the respondents are female, who are enrolled in the four curricular offerings of the college: BSE, BEED, BSIE, and BLIS. A great number of them graduated from the public high schools and are residents in the rural areas. Most of their parents have finished college and self-employed. The language they frequently use at home is Iloko. They are moderately exposed to print media but highly exposed to electronic media.

2. The linguistic errors committed by the respondents in their oral expositions are phonological and grammatical in nature. In terms of phonology, they committed errors in vowel sounds and consonant quality. While in grammar, their errors are mostly morphological and the least is lexical.

3. The strategy used by the respondents in monitoring their phonological errors is self-correction. In grammatical errors, the strategies used were stammering, restructuring, and verbosity.

4. In phonology, there exists a significant relationship with regard to type of high school graduated from, geographical location, course, parents’ educational attainment, parents’ work status, language used at home, and exposure to mass media. In Grammar, there exists a significant difference with regard to geographical location, course, parents’ work status, language used at home, and exposure to electronic media.

112 UNP Research Journal Vol. XIX January-December 2010
5. There is a significant relationship between the strategy in monitoring phonological errors and the variables on sex, type of high school graduated from, course, parents’ educational attainment, parents’ work status, language used at home, and exposure to mass media. There is also a significant difference between the strategies in monitoring grammatical errors and the type of high school graduated from, course, parents’ educational attainment, parents’ work status, language used at home, and exposure to electronic media.

6. There is a significant difference in the linguistic errors between and among the groups of respondents.

Recommendations

Based on the conclusions, the researcher forward the following recommendations:

1. Since learning a language is acquired in early years of schooling, school administrators should seriously consider the importance of hiring qualified teachers who could extraordinarily teach grammar and articulation of sounds.

2. School administrators should also assign the best teachers for Grade I and First Year High School so that the learners would acquire a better foundation for the collegiate level and could easily adapt to the challenges that they will face in multicultural settings.

3. The teachers are encouraged to attend seminars or conferences and other in-service trainings for them to be updated with the latest trends or innovations in language teaching, particularly on speaking.

4. The teachers should employ communicative approaches, methods and techniques to ensure the competent use of the English language among Teacher Education students.

5. The language curriculum of the college should be reviewed and revised to conform with relevant theories exposed in communicative competence.

6. The contents of English subjects should be made relevant to the needs of the students.

7. Similar studies should be undertaken to include other variables not used in the study.

Linguistic Errors in the Oral Expositions of Speech Communication Students 113
References
A. Books
Castillo, Emma S. and Virginia M Lorenzo. (2002). Experiencing Powerful English Worktext. Quezon City, Philippines: Sibs Publishing House, Inc.

Murphy, Herta A. and Herbert W. Hildebrandt. (1991). Effective Business Communications. Chicago, U.S.A.: McGraw-Hill, Co.

B. Journals

Altamirano, Jeannette S. (2002). “Linguistic Errors of Public Speaking Students of the College of Education in their Oral Expositions.” SLU Research Journal, 33(2), Saint Louis University, Baguio City, pp. 161-175.

Evasco, Nora C. (2000). “Correlate Variables, Status, Common Errors of Oral Discourse Among Student Teachers.” The WMSU Research Journal, 20(2), Western Mindanao State University, Zamboanga City, pp. 50-55.

Fuentes, Iris Carol T. et al. (2009). “Speaking Proficiency Level Vis-à-vis Motivation Level of the AB-English Freshmen of Western Mindanao State University.” WMSU Research Journal, 28(2), Western Mindanao State University, Zamboanga City, pp.25-36.

Yap-Aizon, Jose Genaro R. (2000). “Dimensions of the Receptive and Productive Skills of WMSU College Students in English and Filipino Languages.” The WMSU Research Journal, 20(2), Western Mindanao State University, Zamboanga City, pp. 17-27.

C. Unpublished Theses and Dissertation

Bambico, Lilia Angela G. (2008). English Language Proficiency of First Year College Students of Ilocos Sur Polytechnic State College. Unpublished Master’s Thesis, University of Northern Philippines, Vigan City.

Bautista, Agnes T. (1987). Motivations in English Proficiency Level of Student Teacher Training Institutions in the Cordillera Administrative Region. Unpublished Dissertation, University of Baguio, Baguio City.

Blanco, Elsa S. (2004). Linguistic Ability of English plus Students in Divine Word College of Bangued. Unpublished Master’s Thesis, University of Northern Philippines, Vigan City.

Bobila, Isabel F. (2008). Learning Styles and English Language Proficiency of the Grade V of Divine Word College of Bangued. Unpublished Master’s Thesis, University of Northern
Philippines, Vigan City.
114 UNP Research Journal Vol. XIX January-December 2010
Cadiz, Lenaida A. (2004). Oral Communication Skills of the Second Year College Students of Abra Valley Colleges. Unpublished Master’s Thesis, University of Northern, Vigan City.

Enriquez, Alexis A. (2008). Pronunciation Skills of the Second Year Laboratory High School of the Abra State Institute of Science and Technology. Unpublished Master’s Thesis, University of Northern Philippines, Vigan City.

Tabula, Rommel V. (2010). Oral Exposition Skills of Mass Communication Students of the College of Arts and Sciences in the University of Northern Philippine. Unpublished Master’s Thesis, University of Northern Philippines, Vigan City.

Torricer, Cheryl Pilita T. (2009). English Language Proficiency of the Second Year College Students of Ilocos Sur Community College. Unpublished Master’s Thesis, University of Northern Philippines, Vigan City.

D. Webliography

Ruth, Amanda and Allen Wysocki. (2004). Effective oral communication for sales presentation. University of Florida. Retrieved on February 04, 2010 at http://www.ruf.rice.edu/~riceowl/oralpres.html.

UNP Research Journal Vol. XIX January-December 2010 115
Self-Concept of the Bachelor of Science in Social Work Students of the University of Northern Philippines

Aurora R. Quero, MAEd

Abstract

This study endeavored to determine the level of self-concept of the social work students of the University of Northern Philippines. It utilized the descriptive method of research with a questionnaire as the main data gathering instrument.

The research involved 73 social work students from first year to fourth year, during the second semester of school year 2007-2008.

The respondents who mostly studied at public high schools reside in the rural areas. They come from low income families comprising of 3-4 children. Their parents have a low level of educational attainment.

The self-concept of the students was found out to be at a “high” level. Year level and mothers’ education were noted to significantly contribute to the self-concept of the students.

Majority of the social work students who completed their secondary education at public high schools belong to low income families comprising of 3-4 children where both parents had low level of educational attainment. Furthermore, social work students who are mostly from the rural areas belong to closely knit families. Social work students have high regards of themselves. They have strong faith in the Almighty, are more or less contented with themselves and show concern for the welfare of others. However, as normal beings just like anyone else they sometimes fall short of expected conduct. The social work students’ self-concept is highly influenced by their year level and their mother’s education. Indeed moving on to a higher level of learning is vital and instrumental to self development. Mothers on the other hand, remain to be the most influential figure in the person’s life. 116 UNP Research Journal Vol. XIX January-December 2010
The following recommendations are forwarded: 1) In order to further enhance the social work students’ self-concept, the college of social work in cooperation with the university guidance center and the social work students’ organization should plan for appropriate student development activities; 2) Faculty advisers in cooperation with subject teachers should continuously monitor the development of the students. This way, appropriate measure can be undertaken to ward off the existence of more serious student problems; and 3) A study on the relationship between self concept and emotional quotient be made as an offshoot of this investigation.

Introduction

Background of the Study

Self concept represents the person’s beliefs about himself. It is how one describes oneself which includes one’s values, goals, traits, interest and motivations. Gradually, it comes into being with the person’s experiences with significant people. Thus, wholesome interaction with people is vital to the development of healthy and stable self concept. However, as an individual advances in age, he encounters varied situations which may validate or invalidate his conceived notions of himself.

Time and again, the family is always looked up to as the most influential in the development of children’s self concept. The emotional atmosphere of the home provides children with feelings of security or insecurity, acceptance or of hostility and defiance of authority.

Also playing an important role in self concept development is the school. The school’s major task is to ensure that the curriculum is conducive to the well rounded development of students. It should provide for various opportunities for students to develop their unique talents and potentialities.

Nowadays, with the effects of the fast changing world brought about by media exposure and other uncompromising events young people often times become confused. They fail to achieve a truly congruent picture of themselves resulting to their inability or even failure to meet the demands and challenges of daily life.

Whenever the developed self-concept of an individual does not parallel with his actual experiences involving himself and others he is said to be psychologically in trouble. Such a person faces the danger of not knowing who and what he is. Consequently, not only his social relationship is affected but more so of his capacity to function at an adequate level.
Self-Concept of the BSSW Students of UNP 117
In the University of Northern Philippines particularly in the College of Social Work where students are prepared to become social work practitioners, the personal and professional use of self has become the core of social work education. As always stressed in most of the professional subjects, on top of all the knowledge, attitudes and skills that must be acquired by a social worker is a deep and through knowledge, understanding and acceptance of the self giving way to a better use of the self in a professional manner.

As stressed by De Guzman (1992), the underlying purpose of social work effort is to release all human power in individuals for personal fulfillment and social good, in order to create a kind of society which will make self-realization possible for all men.

In simple terms the purpose of social work is the enhancement of a person’s social functioning, that is, the improvement of his interaction between himself and his environment. The realization of this very noble purpose, however, withholding all other factors, is largely dependent upon the kind and quality of the social worker as a person and as a professional.

It is with this perspective that the researcher has been motivated to know the level of self-concept of the social work students. Results of this study can provide the College of Social Work with the baseline data to further improve or enhance its curricular and extracurricular programs and activities to help students prepare themselves for their chosen profession. It can also be used by faculty adviser and subject teachers to be more understanding and sensitive so that they can better help students especially those special personal concerns. Results can also be a good resource material for the guidance counselor in the formulation of programs and activities geared towards the development of healthy self-concept among students. Lastly, results can also serve as cues for students in better understanding themselves so as to enable them become increasingly more self-reliant.

Objectives of the Study

This study attempted to determine the level of self-concept of the Bachelor of Science in Social Work students of the University of Northern Philippines during the second semester of school year 2007-2008.

Specifically, this study sought to answer the following questions:

1. What is the profile of the Social Work students in terms of the following socio demographic factors;

a. 118 UNP Research Journal Vol. XIX January-December 2010 curriculum year; b. type of high school attended; c. number of children in the family; d. family status; e. honors received; f. membership in organization; g. place of residence; h. parents’ educational attainment; i. family income; and j. exposure to mass media?

2. What is the level of self-concept of the respondents in terms of the following components, taken singly and as a whole?
a. spirituality;
b. self-acceptance; and
c. social relations?

3. Is there a significant relationship between the profile of the respondents and their level of self-concept?

Review of Related Literature This section presents a review of some theories, concepts and related studies which can be used as valuable guide in the formulation of the direction of this present investigation. A healthy self-concept is man’s greatest source of strength. His success and failure in any undertaking, be it a productive endeavor or along social relations, depends on the extent of how well he views himself. According to Rogers (1993) self concept plays an important role in personality development because it influences one’s behavior, feelings and thoughts, A positive self concept enables one to act, feel and think optimistically and constructively. A negative self-concept on the other hand, results in one to think pessimistically and destructively. William James, a noted American psychologist explained that the self is constructed around three basic components, they are the “material me” which includes one’s body, the clothes that one wears, the member of one’s immediate family; the “social me” which refers to the recognition that one receives from his fellow human beings and finally the “spiritual me” the central nucleus of one’s inner or subjective being, the entire collection of the person’s status of consciousness. Self-Concept of the BSSW Students of UNP 119
On the other hand E. Higgins (1993) had set forth a recent view of the self. He considers the relationship between three selves namely: the actual self, the ideal self and the ought self. Incongruence between the actual self and the ideal self will make a person feel depressed. Incongruence between the actual self and the ought self will make a person feel anxious. Naomi Brill in her book Working with People had explained that self-acceptance and liking involves a continuous process of awareness, assessment and flexibility. Those who aspire therefore to use the self in a disciplined and knowledgeable way in relationships with other people must have a personal objectivity based on: (1) awareness of self and personal needs, (2) ability to deal with their own patterns of personality, and (3) resultant freedom from placing limitations on their individual ability to perceive with clarity and relate with honesty. In the study of Ricon (1983) or the Factors Related with the self-concept of high school students in Palawan, she found out that the educational attainment of parents is a significant factor in the development of the students’ self-concept. More recent studies show that family conditions are important factors in the development of children’s self-concept affecting their ways of coping or adjusting to the demands of daily living. In Baroch’s study as cited by Gaerlan et al (2008), a strong relationship is found between children’s personality adjustment and marital relationships of their parents. Children who grew in homes marked by family discord are inferior in personal adjustment as compared to children from homes characterized by confidence, affection and companionability. Finally, with the above discussions, the researcher finds some theoretical guide in so far as the direction of the study is concerned. The present study then is anchored on the proposition that the self concept of the social work students is significantly related with their socio demographic profile.

Methodology This study made use of the descriptive survey design. According to Best, descriptive research describes and interprets data. It is concerned with conditions that exist, opinions that are held and trends that are developing. As applied in this study, the data were generated through the use of a questionnaire, analyzed and interpreted them in order to answer the questions raised earlier stated. 120 UNP Research Journal Vol. XIX January-December 2010
A total enumeration of all the BSSW students who were enrolled for the second semester of school year 2007-2008 were taken as respondents. In this study, the researcher made use of a Self-Concept Rating Scale. Said instrument was formulated was formulated by the researcher with the help of three social work educators. Divided into two parts, the questionnaire includes: Part I, the profile of the respondents and Part II, the level of the respondents self-concept. The data gathered used the following statistical tools; frequency counts, percentages, weighted mean and (x2) chi square test.

Results and Discussion Socio-Demographic Profile of the Respondents On Year Level. As reflected in the table a great number (21 or 29.2%) of the respondents are in their third year while the least (14 or 19.4%) are in their fourth year. The data tend to show that there are more social work students who are in their third year.

Table 1. Profile of the BSSW Students. Socio-Demographic Profile | F | % | Year Level I
II
III
IV | 20 17 21 14 | 27.8 23.6 29.2 19.4 | Total | 72 | 100 | Type of High School Attended Private Public | 20 52 | 27.8 72.2 | Total | 72 | 100 | No. of Children in the Family 1 – 2 3 – 4 5 – 6 7 – 8 9 – 10 | 9 30 22 8 3 | 12.5 41.7 30.5 11.1 4.2 | Total | 72 | 100 |

Self-Concept of the BSSW Students of UNP 121
Table 1 continued

Socio-Demographic Profile | F | % | Family Status Parents living together Separated Widowed | 61 8 3 | 84.7 11.1 4.2 | Total | 72 | 100 | Membership in Organization School based Community based Church based | 42 10 20 | 58.3 13.8 27.9 | Total | 72 | 100 | Place of Residence Rural Poblacion | 59 13 | 81.9 18.1 | Total | 72 | 100 | Parents’ Educational Attainment | Father | Mother | | No. | % | No. | % | No formal schooling | | | 1 | 1.4 | Elementary level | 6 | 8.3 | 7 | 9.7 | Elementary graduate | 9 | 12.5 | 11 | 15.3 | High school level | 32 | 44.4 | 22 | 33.3 | High school graduate | 6 | 8.3 | 5 | 6.9 | College level | 17 | 23.6 | 17 | 23.6 | College graduate | 2 | 2.8 | 7 | 9.7 | Total | 72 | 100 | 72 | 100 | Family Income | F | % | P3,000 and below P3,001 - P6,000 P6,001 – 9,000 P9,001 – 12,000 P12,001 and above | 12 19 20 14 7 | 16.7 26.4 27.8 19.4 9.7 | Total | 72 | 100 | Exposure to Mass Media Television Radio Newspaper | 50 37 25 | 44.64 33.03 22.32 | Total | 112 | 100 | Honors Received Academic Co-curricular Religious Socio-civic Not applicable | 21 14 8 3 26 | 29.17 19.44 11.11 4.17 36.11 | Total | 72 | 100 |
122 UNP Research Journal Vol. XIX January-December 2010
On Type of High School Attended. The table clearly shows that majority (52 or 72.2%) of the respondents had their secondary educational completed at public high schools while the least (20 or 27.8%) came from private high schools. The data suggest that most social work students come from public high schools where there are no fees to be paid. On Number of Children in the Family. It appears on the table that most (30 or 41.7%) of the respondents come from families with 3-4 children while the least (3 or 4.2%) come from families with 9-10 children. The data tend to show that there are more social work students coming from families with more or less ideal size.

On Family Status. The table shows that majority (61 or 84.7%) of the respondents belong to intact families where parents live together. This observation could be attributed to the fact that Filipino families are closely knitted.

Membership in Organization. As glimpsed from the table, majority (42 or 58.3%) of the respondents are members of school based organization while the least (10 or 13.8%) are members of organizations in the community. The data tend to show that the respondents are social beings and as such they seek membership in organizations that would satisfy their belongingness and affiliation needs.

On Place of Residence. It is shown on the table that majority (59 or 81.9%) of the respondents are from the barrio while the least (13 or 18.05%) reside in the poblacion. The data tend to show that there are more social work students who come from the rural areas.

On Parents’ Educational Attainment. It is reflected on the table that most (32 or 44.4%) of the respondents’ fathers did not complete their secondary education while the least (2 or 2.8%) are college graduates. The data tend to imply that most of the respondents’ fathers have low level of education.

The table also reflects that most (24 or 33.3%) of the respondents’ mothers are high school undergraduates while the least (1 or 1.4%) did not even have a formal schooling. It is interesting to note however that there are 7 or 9.7% who are college graduates. The data tend to show that the respondents’ mothers just like their fathers have a low level of educational attainment.

On Monthly Family Income. As glimpsed from the table most (20 or 27.8%) of the respondents have a family income of P6,001-9,000 while the least (7 or 9.7%) have 12,001 and above. The data tend to show that most of the respondents come from low income families.
Self-Concept of the BSSW Students of UNP 123
On Exposure to Mass Media. It can be seen from the table that majority (50 or 44.64%) of the respondents have access to television while the least (25 or 22.32%) claimed to be exposed to newspapers.

The data suggest that most of the social work students are watching the television. This could be attributed to the entertainment value of TV viewing can provide. As such TV viewing seems to be the most convenient or easiest way of getting information compared to newspaper reading.

On Honors Received. The table clearly shows that most (26 or 36.11%) of the respondents did not receive any honor while the least (3 or 4.17%) had been recipients of socio-civic awards or honors. It is interesting to note however, that there were 21 or 29.17% who had been given academic honors.

Table 2. Item Mean Responses of Spirituality Dimension of Self-Concept of the Social Work Students.

Items | Mean | Descriptive Rating | 1. God has a purpose in creating me. | 4.6 | Very High | 2. God loves me despite my imperfections | 4.5 | Very High | 3. I am confident that God will always protect me. | 4.8 | Very High | 4. God is my number one counselor | 4.3 | Very High | 5. I am careful not to hurt others because God tells us to love one another | 4.0 | High | 6. I love God that I wish to preserve everything He created. | 4.0 | High | 7. I usually blame God for my tribulations such as loss of loved ones and family problems. | 3.9 | High | 8. I pray only in times of crisis. | 3.8 | High | 9. God makes Himself felt through our possession and enjoyment of material things | 3.1 | Moderate | 10. If God truly loves me, He will not allow me to fail. | 4.0 | High | Overall | 4.0 | High |

As illustrated on Table 2, the respondents had a “High” level of spirituality dimension of their self-concept. This is backed up by a mean score of 4.0. On a specific item analysis, the item “I am confident that God will always protect me” got the highest mean score of 4.8 (Very High) while the item “If God truly loves me He will not allow me to fail” got the lowest mean score of 3.0 (Moderate). The data tend to suggest that while the respondents seem to have faith in God there could probably be times that their faith is challenged by experiences of failures and frustrations.
124 UNP Research Journal Vol. XIX January-December 2010
Table 3. Item Mean Responses of Self-Acceptance Dimension of Self-Concept of the Social Work Students

Items | Mean | Descriptive Rating | 1. I am contented with my physical appearance. | 4.1 | High | 2. Whenever I make wrong decisions I can always forgive myself. | 3.9 | High | 3. I have confidence in my abilities. | 3.8 | High | 4. I can accept criticisms and treat them as inputs for my own personal growth. | 3.7 | High | 5. No matter who they are I am still proud of my family | 3.8 | High | 6. Whenever I experience failure I blame myself and feel so frustrated. | | | 7. I know I have limitations but I make it a point to achieve my goal in due time. | 3.6 | High | 8. At times I feel stubborn and do something wrong but I can quickly rectify my mistakes. | 3.3 | Moderate | 9. When provoked I lose my composure and get confused. | 2.8 | Moderate | 10. There are a lot of things in myself that I can not accept. | 2.6 | Moderate | Overall | 3.53 | High |

As shown on Table 3, the respondents had a “high” level of self-acceptance dimension of their self-concept. This is backed up by a mean score of 3.53. However, a closer examination of the table reveals that the item “I am contented with my physical appearance” got the highest mean score of 4.1 (high) while the item “There are a lot of things in myself which I cannot accept” got the lowest mean score of 2.6 (moderate).

The data tend to imply that while the respondents have a high level of self acceptance especially in terms of their physical appearance there could still be some other details of themselves which they can not accept. This could be possibly explained by the fact that humans as complicated beings rarely attain complete satisfaction in all aspects of life.

Self-Concept of the BSSW Students of UNP 125
Table 4. Item Mean Responses of Social Relation Dimension of Self-Concept of the Social Work Students

Items | Mean | Descriptive Rating | 1. I always get back at anyone who maligns me | 3.03 | Moderate | 2. I entertain gossips and character assassination | 3.07 | Moderate | 3. I don’t care if I hurt others so long as I enjoy what I am doing | 3.0 | Moderate | 4. I would like to be at peace rather than in conflict with my friends. | 3.9 | High | 5. I encourage my friends to realize their dreams and be successful | 3.64 | High | 6. I am happy with the achievement of others | 4.0 | High | 7. Its alright for me to put down people if only I shall go ahead of them | 2.60 | Low | 8. My friends can trust and depend on me. | 3.72 | High | 9. I find it easy adjusting myself to anybody | 3.4 | Moderate | 10. My friends enjoy my company | 3.6 | High | Overall | 3.40 | Moderate |
Legend:
4.21 - 5.0 Very high
3.41 - 4.20 High
2.61 - 3.40 Moderate
1.81 - 2.60 Low
1.00 - 1.8 Very low

As shown in the table, the respondents had a moderate level of social relation dimension of their self-concept. This is supported by an overall mean score of 3.40. On a per item analysis, the table clearly shows that the item “I am happy with the achievement of others got the highest mean score of 4.0 while the item “Its alright for me to put down people if only I shall go ahead of them” got the lowest mean of 2.60.

The data tend to show that even when the respondents’ level of social relation is only moderate, they seem to be socially sensitive in that they find happiness in their friends’ achievement and would do the least of putting down others as a means of elevating oneself.

126 UNP Research Journal Vol. XIX January-December 2010
Table 5. Level of Self Concept of the Social Work Students

Dimension of Self Concept | Mean | Descriptive Rating | 1. Spirituality | 4.0 | High | 2. Self Acceptance | 3.53 | High | 3. Social Relation | 3.40 | Moderate | Overall | 3.64 | High |

The table clearly shows that on the over all the respondents level of self-concept is high (=3.64). The data tend to imply that the respondents have positive view of themselves. This runs parallel with what is expected that students in social work should have favorable attitude of themselves as they will be making use of a great deal about themselves in helping others, an essential in the social work profession.

Table 6. Relationship Between the Profile of the Social Work Students and their Level of Self-Concept

Profile | Spirituality | Self-Acceptance | Social Relations | Overall | Year level | 0.78 | 5.59 | 6.13 | 5.79* | Type of high school attended | 3.97 | 0.002 | 0.60 | 0.26 | No. of children | 3.29 | 1.52 | 0.54 | 0.48 | Family status | 1.16 | 0.72 | 2.80 | 0.13 | Membership in organization | 1.30 | 2.83 | 1.18 | 1.11 | Place of residence | 0.25 | 0.02 | 0.60 | 0.16 | Parents’ Educational Attainment | | | | | Father | 1.92 | 3.38 | 6.42 | 7.23 | Mother | 0.82 | 3.40 | 4.24 | 7.53* | Family income | 3.09 | 5.78 | 7.02 | 1.87 | Exposure to mass media | 0.44 | 1.55 | 4.06 | 1.90 | Honors received | 0.58 | 0.76 | 0.56 | 0.47 |
*Significant at 0.05

Table 5 clearly shows that on the overall year level (5.79) and mother’s educational attainment (7.53) are significantly related with the respondents’ level of self-concept.

Self-Concept of the BSSW Students of UNP 127
The manifested relationship between year level and self-concept of the student could be possibly explained by the effect of increasing levels of awareness, exposure and learning one gets as he progresses from one year level to another.

On the other hand, the noted relationship between mothers’ education and self-concept of the respondents tend to validate the established belief that mothers play very significant roles in the personality development of their children.

Conclusions

1. Majority of the social work students who completed their secondary education at public high schools belong to low income families comprising of 3-4 children where both parents had low level of educational attainment. Furthermore, social work students who are mostly from the barrios come from closely knit families.

2. Social work students have high regards of themselves. They have strong faith in the Almighty, are more or less contented with themselves and show concern for the welfare of others. However, as normal beings just like anyone else they sometimes fall short of expected conduct.

3. The social work students’ concept of themselves is highly influenced by their year level and their mother’s education. Indeed, moving on to a higher level of learning is vital and instrumental to self-development. Mothers on the other hand remain to be the most influential figure in the person’s life.

Recommendations

1. In order to further enhance the social work students’ self-concept, the College of Social Work in cooperation with the university guidance program and the social work students’ organization should plan for appropriate student development activities. 2. Faculty advisers in cooperation with subject teachers should continuously monitor the development of the students. This way, appropriate measures can be undertaken to word off the existence of more serious student problems. 3. A study on the relationship between self-concept and emotional quotient be made as an offshoot of this investigation. 128 UNP Research Journal Vol. XIX January-December 2010
References

Books Brill, Noemi I. 1978. Working with People: The Helping Process. 2nd edition. London: Longman. Plotnik, Rod. 1993. Introduction to Psychology. 3rd edition. California: Brooks/Cole Publishing Company. De Guzman, Leonora. 1992. Introduction to Social Work. New Day Publishers, Quezon City Gaerlan, Josefina E., Delia A Limpingco,. and Geraldine E. Tria. 2008. Mental Hygiene. 5th edition, Quezon City:

Unpublished Materials Ricon, Fe V. 1983, Factors Related with the Self-concept of High School Students in Palawan, Unpublished Masters Thesis, University of the Philippines, Diliman, Quezon City.

UNP Research Journal Vol. XIX January-December 2010 129
Self-Concept of Physically Handicapped Students

Aurelia T. Vitamog, Ed.D.
Rolando B. Navarro, Ed.D.
Remedios R. Navarro, Ph.D.

Abstract

It is a common knowledge that knowing oneself has become a great concern among the youth which includes the physically handicapped individuals. A physical handicap is considered as a drawback in attaining maximum achievement in school. For this reason, the study aimed to determine the level of self-concept of the 56 physically challenged students in nine secondary schools in the Province of Ilocos Sur both public and private institutions.

This study utilized a descriptive correlational method of research. The researchers made use of a three way process in which a survey was initially employed to reach out the potential respondents of the investigation. After having been identified the respondents, an interview was conducted, then, followed by the administration of the instrument.

The interview was done at the Principal’s and Guidance Counselor’s Offices. The primary data gathering tool used in the study was adopted from the instrument employed by Tobia (1992) in her study, the Pasao’s Self-Concept Rating Scale. The said Rating Scale measured ten indicators: “not-me”, emotionality, goal directedness, accepting attitudes, family relations, peer relations, identity, self-feeling, personal worth and self-confidence

The overall scores obtained by the respondents in the Rating Scale were interpreted as either positive or negative using the norm set by Pasao with a reference mean of 334.

Findings of the study showed that females have higher incidence of physical abnormalities than males. Most of them are Roman Catholics, the eldest children, enrolled as second-year students and with three siblings in the family. They considered themselves as sports minded individuals.

130 UNP Research Journal Vol. XIX January-December 2010 Majority of the respondents have visual irregularities. They also claimed that such abnormalities are congenital in nature.

Results, likewise, revealed that all the ten indicators of self-concept taken singly and as a whole yielded mean score below the norm. This means that the respondents have a negative impression or project a poor self-concept about themselves.

Introduction

Background of the Study

The lack of knowledge and evaluation about oneself has long been a problem among the youth. Psychologically, the absence of this concern may consequently lead to a poor understanding of the individuals about their best selves. People may also possibly loss self-direction and have the difficulty of achieving optimum self-development. Their self-image becomes distorted and their self-esteem is affected. Hence, there is really a great need to know “thyself”, the famous dictum of Socrates.

The “self” is associated with self-concept and identity. Weiten and Lloyd (1997) defined self-concept as a collection of beliefs about one’s basic nature, unique qualities, and typical behavior. Feldman (1998) referred self-concept as an individual’s sense of identity, the set of beliefs about what he or she is like as an individual. His self-concept includes many separate but interrelated dimensions. He refers his self-concept as a single entity but there are a number of specifics self-concepts that operate in various situations.

Weiten and Lloyd (1997) explain that people have separate concepts of their physical, social, emotional, and intellectual selves. Apruebo (2005) maintains self-concept as the product of experience and as a result of the individual growth process and his personal-social development. It evolves from the culture he deals with and the individual situations and experiences that comprise his day-to-day dispositions. Self-concept is the total of individual past experiences, decision-makings, and future plans.

According to Feldman (1998) as cited by Apruebo (2009), the knowledge that individual separates from others and develops self-concept emerges by the age of 18 months. Child development experts explain that children feel totally merged with their caregivers, unable to distinguish themselves from caregivers, and other significant people. As they get older, children soon develop a sense of themselves as separate individuals, ultimately developing a self-concept.

Self-Concept of Physically Handicapped Students 131
The insights of Feldman conform to the idea of Fabella (1999) as cited by Apruebo (2009) when he said that the foundation of the individual’s self-concept is laid during the first six years of his life. Psychiatrists say that approximately 85 percent of the adult personality (in which self-concept is the core) is already formed by the time the individual is six years old.

When the individual reaches adolescence, characterized as a period of crucial adjustment and development, his social horizons broaden and new factors begin to influence the development of his personality. His association with his peers, classmates, and teachers becomes interesting and his self-concept which is the core of his personality is being shaped. His philosophy of life, virtues, and values are likewise formed.

Along this premise, the study primarily focuses on knowing the self-concept of the physically handicapped students. Just like any other normal individuals, they wish to explore and discover more about the many facets of their lives.

Through this undertaking, educators in the different field of specializations may help these students enhance their psychological make-up and natural potentialities and support them in the realization of their life goals.

Significance of the Study

In the province of Ilocos Sur, there are no established special schools for physically handicapped high school students for them to enroll and at the same time to address their immediate needs. The ultimate aim of education is to provide optimum development to the learners for them to have a meaningful existence in the society. To realize this objective, the school and its guidance program will complement and support each other to maximize their growth and development. This becomes then an essential part of the total educational program to help assess the self-concept of the students for them to be properly guided in accordance with their interests, aptitudes and skills. Therefore, the need for this study is being desired to forego.

Findings of this study will serve as baseline information for the school personnel including the teaching staff and guidance counselors in planning and organizing wholesome activities for the physically handicapped students in order to boost their morale as they continue to finish their secondary schooling.

To the physically handicapped students, results of this study may provide them hints on how they will understand themselves better and be more equipped with strong self-confidence in the pursuit of their life’s aspirations.

132 UNP Research Journal Vol. XIX January-December 2010 To the parents, for them to continuously encourage and support the educational needs of their children in spite of their physical difficulties. Their love, patience, sympathy and understanding should be more extended to them.

Objectives of the Study

This study aimed to determine the level of self-concept of the physically handicapped students in selected secondary schools in the province of Ilocos Sur for the School Year 2007-2008.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of the following socio-economic factors: age, sex, year level, religion, number of siblings, ordinal position, parents’ occupation, special talents, nature of abnormality, and causes of abnormality? 2. What is the level of self concept of the respondents in terms of the following components: not me, emotionality, goal directedness, accepting attitudes, family relations, peer relations, identity, self-feeling, personal worth, and self-confidence? 3. Is there a significant relationship between the socio-economic profile of the respondents and their level of concept?

Review of Related Literature

The William James’ self theory outlined the dimensions of the mature self, and contented that things become part of the self via emotional identification. The subjective “I” is the self as the passing thought. The objective “me” is the self as an object of awareness consisting of the three regions: spiritual me, social me and material me. On the other hand, Mead’s self theory emphasized how the self develops and contented that it was largely a cognitive process brought about through symbolic interaction and role-taking.

However, in most recent views, Myers (2005) considered the self-concept, self knowledge, self esteem and social self as the elements of the self. A person observes and interprets whoever he/she encounters will be examined by the self and is formed by the self concept. The specific beliefs and the elements of the self refer to self-schema. Self schema provides an organizing framework for understanding a concept, an event, a situation, an object, or a person. Self-Concept of Physically Handicapped Students 133
According to Lord (1997) self schema summarizes the personality traits, attitudes, values, interests, and other characteristics that people attribute to themselves. It also includes actions and interpersonal relationships. Perceiving oneself like aggressive, overweight, smart, or whatever would affect how a person processes social information. Social information influences how a person perceives, thinks or evaluates in both oneself and others.

Tobia (1992) conducted a study entitled “Values and Self-Concept of the University of Northern Philippines Laboratory High School Students”. In her study, she found that the students displayed a positive impression in their self-concept. Her finding provides a good picture of the students’ view and regard for themselves in their goal-directedness, accepting attitudes, family relations, peer relations, self-feeling, personal worth and self-confidence.

Molina (2004) in her study on Career Motivation and Self-Concept of the First Year College Students in the University of Northern Philippines found out that the respondents assess themselves positively in all the ten factors of their self-concept. This shows that they have a good disposition in life.

Methodology

This study utilized a descriptive correlational method of research. The researchers made use of a three way process in which a survey was initially employed to reach out the potential respondents of the investigation. After having been identified the respondents, an interview was conducted then followed by the administration of the instrument.

The interview was done at the Principal’s and Guidance Counselor’s Offices. The primary data gathering tool used in the study was adopted from the instrument employed by Tobia (1992) in her study, the Pasao’s Self-Concept Rating Scale. The said Rating Scale measured ten indicators: “not-me”, emotionality, goal directedness, accepting attitudes, family relations, peer relations, identity, self-feeling, personal worth and self-confidence

The overall scores obtained by the respondents in the Rating Scale were interpreted as either positive or negative using the norm set by Pasao with a reference mean of 334.

For the interpretation of each factor, the following norms were used to indicate negative and positive description.

134 UNP Research Journal Vol. XIX January-December 2010
Factors | Highest Scores | Norm | 1. “Not Me” | 115 | 77 | 2. Emotionality | 55 | 37 | 3. Goal Directedness | 60 | 40 | 4. Accepting Attitudes | 50 | 33 | 5. Family Relations | 40 | 27 | 6. Peer-Relations | 70 | 47 | 7. Identity | 65 | 45 | 8. Self-Feeling | 55 | 37 | 9. Personal Worth | 50 | 33 | 10. Self-Confidence | 15 | 10 | For the interpretation of each item, the following frequency scales were used: Positive Statements | Descriptive Rating | Negative Statements | 1.00 – 1.80 | Never | 4.21 – 5:00 | 1.81 – 2.60 | Rarely | 3.41 – 4.20 | 2.61 – 3.40 | Sometimes | 2.61 – 3.40 | 3.41 – 4.20 | Often | 1.81 – 2.60 | 4.21 – 5:00 | Always | 1:00 – 1.80 | The population of the study consisted of 56 physically handicapped students from the selected secondary schools in the province of Ilocos Sur both public and private institutions. The respondents were distributed as reflected in Table 1.

Table 1. Distribution of the Respondents of the Study

Name of Secondary Schools | n | First District | | UNP-Laboratory High School | 3 | Ilocos Sur National High School | 13 | Benito Soliven Academy | 2 | Bacsil National High School | 5 | San Juan Institute | 7 | Sinait National High School | 4 | Second District | | Sta Maria National High school | 3 | Dili National High School | 3 | Tagudin National High School | 8 | Total | 56 |

The data gathered were treated statistically through the use of frequency count and percentages, weighted mean and simple linear correlation analysis.
Self-Concept of Physically Handicapped Students 135
Results and Discussions

Table 2 presents the profile of the physically handicapped students in the selected secondary high schools in the Province of Ilocos Sur.

Table 2. The Profile of the Physically Handicapped High School Students

Variables | f | % | Age | | | 21 | 1 | 1.8 | 19 | 1 | 1.8 | 18 | 1 | 1.8 | 17 | 3 | 5.4 | 16 | 12 | 21.4 | 15 | 8 | 14.3 | 14 | 13 | 23.2 | 13 | 11 | 19.6 | 12 | 6 | 10.7 | Total | 56 | 100.00 | Sex | | | Male | 24 | 42.9 | Female | 32 | 57.2 | Total | 56 | 100.00 | Year Level | | | First Year | 25 | 44.6 | Second Year | 13 | 23.2 | Third Year | 9 | 16.1 | Fourth Year | 9 | 16.1 | Total | 56 | 100.00 | Religion | | | Roman Catholic | 45 | 80.40 | Born Again Christian | 1 | 1.80 | Jehova’s Witness | 2 | 3.60 | Iglesia ni Cristo | 2 | 3.60 | Aglipayan | 3 | 5.40 | Pentecostal | 1 | 1.80 | Baptist | 1 | 1.80 | Muslim | 1 | 1.80 | Total | 56 | 100.00 |

136 UNP Research Journal Vol. XIX January-December 2010
Table 2 continued

Variables | f | % | Number of Siblings | | | 10 | 1 | 1.80 | 9 | 3 | 5.4 | 8 | 1 | 1.8 | 7 | 5 | 8.9 | 6 | 6 | 10.7 | 5 | 9 | 16.1 | 4 | 7 | 12.5 | 3 | 14 | 25.0 | 2 | 6 | 10.7 | 1 | 4 | 7.1 | Total | 56 | 100.00 | Ordinal Position | | | Eldest | 26 | 46.4 | Middle | 11 | 19.6 | Youngest | 13 | 23.2 | Only Child | 6 | 10.7 | Total | 56 | 100.00 | Parents’ Occupation | | | Father | | | Skilled | 10 | 17.9 | Semi-skilled | 6 | 10.7 | Unskilled | 40 | 71.4 | Total | 56 | 100.00 | Mother | | | Skilled | 5 | 8.9 | Semi-skilled | 3 | 5.4 | Unskilled | 48 | 85.7 | Total | 56 | 100.00 | Special Talents | | | Drawing | 12 | 21.4 | Singing | 10 | 17.9 | Sports | 16 | 28.50 | Math | 8 | 14.3 | Literary Works | 1 | 1.8 | Dancing | 4 | 7.1 | Spelling | 3 | 5.4 | Self-Concept of Physically Handicapped Students 137 Table 2 continued

Variables | f | % | Strumming Guitar | 1 | 1.8 | Gardening | 1 | 1.8 | Total | 56 | 100.00 | Nature of Abnormality | | | Visual Defect | 15 | 26.8 | Cleft Palate | 8 | 14.3 | Polio | 9 | 16.11 | Hearing Defect | 3 | 5.4 | Stub Fingers | 5 | 8.9 | Deformed Arms | 3 | 5.4 | Amputated Hand | 1 | 1.8 | Others: Dwarfism, tilted head, deformed face | 12 | 21.4 | Total | 56 | 100.00 | Causes of Abnormality | | | Inborn | 33 | 58.9 | Use of Drugs | 3 | 5.4 | Accident | 8 | 14.3 | Severe Diseases | 9 | 16.1 | Medical Malpractice/s | 3 | 5.4 | Total | 56 | 100.00 |

On Age. As observed in the table, out of 56 respondents, 13 (23.0) are 14 years old while only one (1.8%) is 18 years old, another one (1.8%) is 19 years old and another one (1.8%) is 21 years old. The figures show that many of the physically handicapped - respondents are enrolled in the second year level.

On Sex. Among the total respondents, majority (32 or 57.1%) are females and 24 (42.9%) are males. This indicates that females have higher incidence of physical abnormalities than males.

On Year Level. Out of 56, there are 25 (44.6%) first year respondents have physical disabilities while nine (16.1%) are in the third year and another nine (16.1%) are in the fourth year level with the same physical concerns.

On Religion. The same table reveals that majority of the respondents are Catholics (45 or 80.40%) while there is only one (1.80%) Born Again Christian, one (1.80%) Pentecostal, one (1.80%) Baptist and one (1.80%) Muslim. This implies that many victims of physical abnormalities are from the catholic denomination.
138 UNP Research Journal Vol. XIX January-December 2010
On Number of Siblings. Most respondents (14 or 25.0%) have 3 siblings while one (1.8%) has 8 and another one (1.8%) has 10 siblings in the family. The findings connote that the respondents have small size family.

On Ordinal Position. Most of the respondents (26 or 46.4%) are the eldest children and six (10.7%) of them are the only child in the family. This implies that many of the first born children have become victims of physical disabilities.

On Occupation. Majority of the respondents’ fathers (40 or 71.4%) and mothers (48 or 85.7%) are unskilled in their occupations. Meanwhile, only 6 (10.7%) of their father’s occupations are semi-skilled and 3 (5.4%) of them whose mother’s occupations are semi-skilled too. The findings show that perhaps their parents are not college graduates and are not qualified to employ in a better or higher position in the work place.

On Special Talents. Among the 56 respondents, 16 (28.50%) of them are sports minded while one (1.8%) is gifted with journalistic ability, another one (1.8%) has skill in strumming the guitar and another one (1.8%) is a gardening lover. This indicates that though they are physically handicapped, they have also something to be proud of.

On Nature of Abnormality. Most of the respondents (15 or 26.8%) claim to have visual defects while only one (1.8%) has an amputated hand. This shows that their abnormality is virtually focused more on their visual sensation.

On Causes of Abnormality. Majority of the respondents (33 or 58.9%) profess that their physical abnormalities are primarily inborn or congenital in nature. On the other hand, there are three (5.4%) who acknowledge through the use of drugs and another three (5.4%) claim they are due to medical malpractices. The findings implied that such abnormalities are perhaps being formed during the pregnancy stage.

As presented in Table 3, the level of self-concept of the respondents along “Not Me” factor is interpreted as negative as backed up by the mean rating of 48.97.

Looking closely at the table, item 99 “I am bad-tempered and curse others” is rated by the respondents always with a mean rating 1.77. On the other hand, all items were answered often by the respondents. Item 80 “I like to see others suffer” as supported by the mean rating of 1.84.

On the overall, the respondents have a negative impression about themselves along “Not Me” with the mean rating of 48.97. This means that many of the items in this factor describe them having unfavorable traits.

Self-Concept of Physically Handicapped Students 139
Table 3. Item Mean Ratings Showing the Level of Self-Concept of the Respondents along “Not Me” Factor

NOT ME |  | DR | 4. I am wasteful | 2.46 | O | 5. I am disliked by other people | 2.09 | O | 17. I disobey my parents | 2.32 | O | 18. I am lazy | 2.32 | O | 32. I am arrogant | 2.02 | O | 37. I have poor study habits | 2.09 | O | 39. I am impatient | 2.32 | O | 40. I hurt others unintentionally | 2.23 | O | 46. I am distrustful of others | 2.09 | O | 54. I want to be flattered | 2.50 | O | 56. I find fault in others | 1.91 | O | 67. I am quarrelsome | 2.02 | O | 70. I make a habit of criticizing others | 1.86 | O | 76. I keep grudges | 2.11 | O | 77. I gossip | 1.93 | O | 78. I do things without thinking them over | 2.11 | O | 79. I am easily discouraged | 2.48 | O | 80. I like to see others suffer | 1.84 | O | 84. I am unruly | 2.04 | O | 94. I am disappointed over failures in small tasks | 2.25 | O | 98. I am prejudiced against others | 2.05 | O | 99. I am bad-tempered and curse others | 1.77 | A | 100. I am envious of others’ achievement | 2.16 | O | Average Mean Rating | 48.97 | Negative |

As seen in Table 4, the level of self-concept along “Emotionality” of the respondents is on the negative level as reflected by the mean scores of 28.72.

From the table, the respondents answered sometimes in item 22 “I am shy” ( = 3.29). This item obtained the highest mean rating. The finding means that they have ambivalent feeling of shyness depending upon the occasion or circumstance they may get involve.

140 UNP Research Journal Vol. XIX January-December 2010
Table 4. Item mean ratings showing the level of Self-concepts of the respondents in terms of “Emotionality.

EMOTIONALITY |  | DR | 22. I am shy | 3.29 | S | 27. I am moody | 2.50 | O | 35. I tend to worry too much | 2.80 | S | 36. I hide real feelings | 2.93 | S | 41. I am satisfied with my looks | 2.91 | S | 47. I am slow in making decisions | 2.77 | S | 49. I am easily hurt and upset | 2.57 | O | 50. I am unsympathetic to others’ problem | 2.16 | O | 71. I am unable to express myself well | 2.50 | O | 76. I keep grudges | 2.04 | O | 79. I am easily discouraged | 2.25 | O | Average Mean Rating | 28.72 | Negative |

On the other hand, item 76 “I keep grudges” is rarely experienced by them and got the lowest mean rating of 2.04. This means that keeping grudges from anyone of their social environment is also one of their concerns.

As revealed in Table 5, the overall mean of self-concept along Goal Directedness of the respondents is 28.5 which is interpreted as negative in level.

Table 5. Item mean ratings showing the level of Self-concept of the respondents in terms of “Goal Directedness”.

GOAL DIRECTEDNESS |  | DR | 3. I lack a goal | 2.32 | O | 4. I am wasteful | 2.18 | O | 10. I am careless | 2.39 | O | 12. I am unable to see positive points in myself | 2.30 | O | 13. I cannot concentrate well | 2.55 | O | 18. I am lazy | 2.11 | O | 21. I have a good memory | 2.82 | S | 28. I exhibit behavior inappropriate to myself | 2.52 | O | 37. I have poor study habits | 2.05 | O | 53. I like to perform assigned tasks in school | 2.55 | R | 63. I am dependent on my parents | 2.16 | O | 75. I am conscientious | 2.55 | R | Average Mean Rating | 28.5 | Negative |
Self-Concept of Physically Handicapped Students 141
Item 21 “I have a good memory” ( = 2.82) is rated sometimes by the respondents. This item received the highest mean score. The finding means that their capacity to remember things, events, dates, persons, and places is within their average range of knowledge and awareness.

Meanwhile, all the rest of the items are assessed often by them. Item 37 “I have poor study habits” received the lowest mean rating of 2.05. This means that being physically handicapped in one or more parts in their physical bodies made them lazy in the pursuit of their academic life.

As reflected in Table 6, the level of self-concept of the respondents along Accepting Attitudes is interpreted as negative (=29.01) in nature.

Table 6. Item mean ratings showing the level of Self-concept of the respondents in terms of “Accepting Attitudes”

ACCEPTING ATTITUDES |  | DR | 20. I exercise self-control | 2.73 | S | 34. I am a good sport | 2.89 | S | 43. I view failures as challenges to be met | 3.29 | S | 66. I accept occasional awkward movements as unavoidable. | 3.71 | S | 68. I fail to accept personal inadequacies | 2.64 | R | 73. I am considerate and understanding of others | 2.46 | S | 85. I accept constructive criticisms | 2.89 | S | 86. I consider others welfare before my own | 2.80 | S | 91. I treat others as I like to be treated in turn | 2.89 | S | 95. I pretend to be smarter than what I really am. | 2.77 | S | Average Mean Rating | 29.07 | Negative | Item 66 “I accept occasional awkward movement as unavoidable” ( = 3.71) is often experienced by the respondents. This item obtained the highest mean rating. This means that it is normal for them to be awkward in their behaviors at times. This could be attributed to their acceptance of being students with disabilities. Moreover, item 73 “I am considerate and understanding of others” ( = 2.46) is rarely felt by them. This item got the lowest rating. This indicates that a feeling of considerateness and understanding could be typical characteristics of early adolescents. Though they have physical abnormalities they could still know how to deal with people in all walks of life.

142 UNP Research Journal Vol. XIX January-December 2010
As viewed in Table 7, the level of self-concept of the respondents along family relations is interpreted as negative ( = 17.14).

Table 7. Item mean ratings showing the level of self-concept of the respondents in terms of “Family Relations”

FAMILY RELATIONS |  | DR | 6 . My family has harmonious relationships | 2.71 | S | 17. I disobey my parents | 2.50 | O | 31. I am proud to be a student in my school. | 1.68 | N | 34. I feel loved by my family and friends | 1.64 | N | 51. I am proud of my family | 1.73 | N | 63. I am trusted by my family | 2.04 | R | 92. I feel that I will face better in life if I were to remain as myself | 2.70 | S | 96. I enjoy time spent with my family | 2.14 | R | Average Mean Rating | 17.14 | Negative |

Item 6 “My family has harmonious relationships” ( = 2.71) is rated sometimes by the respondents. This item received the highest mean rating. The finding shows that they are not so much happy mingling with their family members. This could be attributed to the presence of pressures, challenges and difficulties that every day could bring to them.

On the other hand, item 34 “I feel loved by my family and friends” ( = 1.64) is assessed never by them. This item got the lowest mean rating. This means that they are treated differently from among the siblings of the family. This may be due to the fact that they are considered special children. These respondents perhaps feel alienated because of their abnormality.

As seen in Table 8, the mean score of the self-concept of the respondents along Peer Relations of the respondents is 35.26 which interpreted as negative in level.

Item 84 “I can deal with the opposite sex” (= 3.23) is responded sometimes by the respondents. This item obtained the highest mean rating. The finding implies that they may not fully find themselves anyone in the opposite sex. This could be attributed to the kind of misfortune they have. Hence, they may be inferior in socializing themselves with others.

Self-Concept of Physically Handicapped Students 143
Table 8. Item mean ratings showing the level of Self-concept of the respondents terms of “Peer Relations”

PEER RELATIONS |  | DR | 5. I am disliked by other people | 2.41 | O | 9. I had no real close friend | 2.30 | O | 11. I make friends and adjust to people easily | 2.75 | S | 26. I like to be with friends | 1.88 | R | 30. I share things with friends | 2.00 | R | 42. I show sense of humor | 2.68 | S | 44. I enjoy the company of my classmate | 2.11 | R | 48. I am cheerful | 2.46 | R | 58. I am popular with members of my sex | 2.91 | S | 60. I am accepted by my friends as I am | 1.79 | N | 69. I can depend on friends in time of need | 2.61 | S | 87. I can deal with the opposite sex | 3.23 | S | 93. I find it hard to stay with a permanent group of friends | 3.09 | S | 97. I talk things over with friends without inhibitions | 3.04 | S | Average Mean Rating | 35.26 | Negative |

Moreover, item 60 “I am accepted by my friends as I am” ( = 1.79) is rated never by them. This item got the lowest mean rating. This shows that they are physically discriminated. With the kind of abnormalities they have, they make themselves feel that they do not belong to their peer group and age mates.

As shown in Table 9, the level of self-concept of the respondents along Identity is interpreted as negative ( = 30.54) in nature.

Item 23 “I borrow from friends” ( = 3.07) is rated sometimes by the respondents. This item has the highest mean rating. This shows that they have their own inadequacies in life which materially they needed the services and assistance of their peers or classmates.

On the other hand, item 25 “I pay attention to personal grooming and cleanliness” ( = 2.14) and item 52 “I am loyal to friends” ( = 2.14) are observed rarely by the respondents. These two items got the lowest mean ratings. These mean that they are not very particular with hygienic practices to keep their personality appealing. Their poor or lack of appreciation to grooming is anchored perhaps in their feelings that “nobody loves and cares them.” Eventually this may lead them to have unstable and temporary friends.

144 UNP Research Journal Vol. XIX January-December 2010
Table 9. Item Mean Ratings Showing the Level of Self-concept of the Respondent in terms of “Identity”

IDENTITY |  | DR | 1. I am healthy | 2.27 | R | 2. I dress up well | 2.16 | R | 7. I am courteous | 2.34 | R | 8. I am trusted by others | 2.27 | R | 15. I cooperate with others | 2.20 | R | 16. My friends value my ideas | 2.68 | S | 23. I borrow from friends | 3.07 | S | 25. I pay attention to personal grooming and cleanliness | 2.14 | R | 33. I am honest in dealing with others | 2.27 | R | 52. I am loyal to friends | 2.14 | R | 59. I am helpful and accommodating | 2.27 | R | 64. I am responsible | 2.21 | R | 89. I am childish | 2.52 | O | Average Mean Rating | 30.54 | Negative |

Presented in Table 10 is the level of self-feeling as factor of self-concept of the respondents. This factor is interpreted as negative with the mean rating of 28.76.

Table 10. Item Mean Ratings Showing the Level of Self-Concept of the Respondents in terms of “Self-Feeling”

SELF-FEELING |  | DR | 14. I believe that success is the result of personal efforts exerted | 2.46 | R | 29. I cannot defend my position in an argument | 2.71 | S | 41. I am not satisfied with my looks | 2.50 | O | 57. I am easily influenced and persuaded by others | 2.52 | O | 62. I allow myself to be bullied around | 2.16 | O | 65. I am free to worship according to my wishes | 3.05 | S | 71. I am unable to express myself well | 3.25 | S | 72. I allow myself to be taken advantage of by others | 2.54 | R | 90. I am unable to keep secrets | 2.46 | R | 95. I pretend to be smarter than what I really am | 2.38 | S | 97. I talk things over with friends without inhibitions | 2.73 | S | Average Mean Rating | 28.7662 | Negative |

Self-Concept of Physically Handicapped Students 145
In details, Item 71 “I am unable to express myself well” ( = 3.25) is rated sometimes by the respondents. This item obtained the highest mean rating. The finding means that due to their disabilities, they tend to be inferior in relating themselves in school, neighbors and in public places.

Further, item 62 “I allow myself to be bullied around” ( = 2.16) is rated rarely by them. This statement got the lowest mean rating. This connotes that in spite of being physically handicapped, they try themselves not to be teased and ridiculed by people around them.

As reflected in Table 11, the level of Self-concept of the respondents along Personal Worth is interpreted as negative (29.4).

Table 11. Item Mean Ratings Showing the Level of Self-concept of the Respondents in terms of Personal Worth

PERSONAL WORTH |  | DR | 55. I like a lot of things in myself | 2.75 | R | 58 . I am popular with members of my sex | 3.25 | S | 61. I think intelligently | 2.80 | S | 64. I am responsible | 3.68 | O | 74. I have a good personal taste | 2.54 | R | 75. I am conscientious | 3.21 | S | 81. I would like to become more intelligent | 2.23 | R | 82. I am able to cope with problems | 2.82 | S | 88. I want to be born again as myself if given the chance | 3.23 | S | 95. I pretend to be smarter than what I really am | 2.89 | S | Average Mean Rating | 29.4 | Negative |

It is further noted in the table that item 64 “I am responsible” ( = 3.68) is rated often by the respondents. This item received the highest mean rating. The finding means that they are somehow industrious in their assigned work to do at home and in school.

Item 81 “I would like to become more intelligent” ( = 2.73) is assessed rarely by them. This item has the lowest mean rating. This means that they may or may not aspire to become intelligent as they are already contented with their mental capacities given them.

As gleaned in Table 12, the level of self-concept of the respondents along Self-Confidence is interpreted as negative ( = 7.68) in nature.

146 UNP Research Journal Vol. XIX January-December 2010
Table 12. Item Mean Ratings Showing the Level of Self-concept of the Respondents in terms of Self-Confidence

SELF-CONFIDENCE |  | DR | 46. I am confident of myself | 2.41 | R | 86. I consider others welfare before my own | 3.23 | S | 89. I am childish | 2.04 | O | Average Mean Rating | 7.68 | Negative |

Item 86 “I consider others welfare before my own” ( = 3.23) is rated sometimes by the respondents. This item obtained the highest mean rating. This implies that they have ambivalent feelings to sacrifice themselves for others. This maybe attributed to their many limitations as physically handicapped individuals.

On the other hand, item 89 “I am childish” ( = 2.04) is rated often by them. This item perceived the lowest rating which implies that regardless of their actual ages and curriculum year levels, they tend to be immature in their behaviors.

Table 13. The Summary on the Level of Self-concept of the Respondents.

Factors | Mean | Level | 1. “Not me” | 48.97 | Negative | 2. Emotionality | 21.27 | Negative | 3. Goal directedness | 28.5 | Negative | 4. Accepting attitudes | 29.07 | Negative | 5. Family relations | 17.14 | Negative | 6. Peer relations | 35.26 | Negative | 7. Identity | 30.54 | Negative | 8. Self-feeling | 28.76 | Negative | 9. Personal worth | 29.4 | Negative | 10. Self-confidence | 7.68 | Negative | Overall Mean Score | 283.59 | Negative |

Table 13 illustrates the mean scores of the ten factors that constitute the self-concept of the respondents. It is saddening to note that taken singly by factor and as a whole yielded a mean rating below the norm. The findings show that the respondents carry a negative projection of their personality or have poor impressions about themselves. Further, the results contradict the findings of Tobia (1992) and Molina (2004) in their studies conducted. Both of them found out that their respondents revealed a positive outlook in all the ten factors of the self-concept. However, the findings of the present study explained by Lord (1997) that their self-schema is influenced by the social information on how they evaluate themselves and others as physically handicapped individuals.
Self-Concept of Physically Handicapped Students 147

Based form the table, sex of the respondents is significantly correlated with their emotionality and self-confidence as components of their self-concept. This manifests that male respondents tend to have higher sense of sensibility and higher level of self-belief than females.

Year level is significantly related to the emotionality component of the self-concept of the respondents. This means that generally, the respondents at the higher level tend to have higher emotionality. However, respondents who are in the lower year levels most likely to have higher family relations, peer relations, identity and personal worth. This further indicates that they are in harmony with their parents, siblings and associates that give them better status, acceptance, approval and importance.

Further, number of siblings of the respondents is significantly related to family relations. This explains that the greater number of siblings, the respondents tend to have higher family relations. Their attachment as children is very intimate and that they have mutual understanding and become more compassionate with each other.

In addition, there exists a significant relationship between the ordinal positions with the components of self-concept: peer relations and identity of the respondents. This indicates that the higher position occupied by them in the family, most likely they have higher peer relations and identity. This further means that the respondents experience a wholesome and friendly atmosphere dealing with their acquaintances in which their individuality is established and recognized in their social groups.

Moreover, mother’s occupation is significantly related to the accepting attitudes of the respondents. This agrees that the higher the job classification of their mothers, the respondents tend to have higher accepting attitudes. This further connotes that respondents are most likely become patient, accommodating, generous and posses other good social qualities.

Table 14. Correlation Coefficient Showing the Relationship between the Level of Self-Concept and Profile of the Physically Handicapped Students

Profile / Self Concept | Not Me | Emotion-ality | Goal Directed-ness | Accepting Attitudes | Family Relations | Peer Relations | Identity | Self Feeling | Personal Worth | Self Confidence | Age | .058 | .084 | .076 | -.082 | -.008 | .081 | .007 | .193 | -.040 | -.079 | Sex | .045 | -.271* | .040 | .204 | -.137 | .095 | .063 | .068 | -.247 | -.264* | Year Level | .180 | .325* | .038 | -.206 | -.304* | -.368** | -.360** | -.083 | -.335* | .099 | Religion | ..011 | -.054 | -.056 | .111 | -.087 | -.193 | -.150 | -.174 | -.143 | .093 | No. of Siblings | -.273 | -.014 | .021 | .176 | .313* | .192 | .191 | .142 | .005 | .120 | Ordinal Position | -.079 | -.201 | .077 | -.085 | .232 | .364** | .307* | .058 | .191 | -.113 | Father’s Occupation | .205 | -.106 | .221 | .205 | .014 | .113 | .005 | .045 | -.090 | -.115 | Mother’s Occupation | .113 | .203 | .121 | .268* | .072 | .032 | .205 | .151 | .030 | -.233 | Special Talents | .093 | -.142 | .114 | -.028 | -.016 | .136 | .197 | -.075 | .110 | -.259 | Nature of abnormality | -.197 | -.058 | .016 | .018 | -.064 | -.107 | -.015 | .180 | .049 | .148 | Causes of abnormality | -.174 | .061 | .073 | .255 | -.063 | -.008 | -.014 | .228 | .0111 | -.116 |

Self-Concept of Physically Handicapped Students 149
Conclusions

Profile of the Respondents

Of the 56 respondents, most of them are aged 14, females, enrolled as sophomore students, professing a Catholic faith, the eldest children, with three siblings in the family, and both their parents are unskilled workers. Likewise, they are endowed with special skills in drawing, singing and inclined in sports.

Further, most of the respondents have visual defects, cleft palate and leg deformity. With these kinds of physical abnormalities, they claimed that such bodily handicaps are present at birth though other defects were due to the use of drugs, accidents, severe illnesses and relatively to medical malpractices.

The Level of Self- Concept of the Respondents

The level of self-concept of the respondents taken singly and as a whole yielded mean scores below the norm. This shows that respondents have a negative impression about their self-concept or have poor perception about them.

The Relationship between the Socio-Economic Profile of the Respondents and their Level of Self-Concept

Sex of the respondents is significantly correlated with their emotionality and self-confidence as components of their self-concept. Their year level is also significantly related to their emotionality component of the self-concept.

Further, number of siblings of the respondents is significantly related to family relations. There exists a significant relationship between the ordinal position with the components of their self-concept: peer relations and identity. Moreover, mother’s occupation is significantly related to their accepting attitudes.

Recommendations

Since the students have developed a negative impression or project a poor self-concept about themselves, the teaching staff should incessantly manifest their role as second parents in school by helping them boost up their morale both in their co-curricular and extracurricular programs.
150 UNP Research Journal Vol. XIX January-December 2010 The home and school as partners in the holistic development of the students should continuously cooperate with one other by providing them wholesome, sensible, and varied activities to make their self-concept positive and healthy.

The guidance personnel should design special programs/services that could be more responsive and relevant to address the specific needs and concerns of the physically challenged students by integrating those undertakings in their guidance action plan so that they would not feel inferior dealing with the school personnel and normal students, hence, they could perform satisfactory if not very satisfactory in their studies. The researchers would like to propose the establishment of a learning institution exclusively for the physically challenged students of Ilocos Sur through the immense help of the Department of Education by allocating adequate budget for the putting up of a center and its educational operations.

References

A. Books

Apruebo, Roxel A. 2009. Introduction of Social Psychology. First Edition-Revised. Manila: Educational Publishing House, Inc.

Feldman, Robert S. 1998. Social Psychology. Second Edition. New Jersey: Prentice-Hall, Inc.

Lord, Charles G. 1997. Social Psychology. USA: Harcourt Brace College Publishers.

Myers, David G. 2005. Social Psychology. Eight Edition. New York: The McGraw-Hill Companies, Inc.

Weiten, Wayne and Margaret A. Lloyd. 1997. Psychology Applied to Modern Life: Adjustment in the 90s. USA: Brooks/Cole Publishing Company.

B. Unpublished Theses

Molina, Mariquit L. 2004. Career Motivation and Self-Concept of College Students in the University of Northern Philippines. Unpublished Master’s Thesis. UNP Vigan City.

Tobia, Aurelia T. 1992. Values and Self-Concept of the University of Northern Philippines Laboratory High School Students. Unpublished Master’s Thesis. UNP, Vigan City.

UNP Research Journal Vol. XIX January-December 2010 151
The Effectiveness of the Extension Programs of the
University of Northern Philippines
School Year 2005–2008

Lauro B. Tacbas, Ph.D.
Mariana P. De Vera, Ed.D.
Necy Cesaria V. Romo, Ed.D.

Abstract

This study aimed to assess the effectiveness of the extension programs of the University of Northern Philippines in the different adopted schools and communities in the First and Second Districts of the Province of Ilocos Sur.

The respondents of the study were the administrators and clientele of the different communities where programs and projects of the UNP Extension Services Office were being implemented during the School Year 2005 – 2008, namely: Teppeng, Sinait; Guimod, San Juan; Manzante, Magsingal; Lao-ingen, Lussoc and Sived, Sto. Domingo; San Vicente; Sta. Catalina; Lidlidda; San Emilio; and Suyo in the Province of Ilocos Sur.

The study made used of the descriptive survey method of research to describe and analyze the existing situation about the effectiveness of the extension programs of the university.

In order to attain the objectives of the study, the following statistical tools were used: mean, frequency count and percentages, standard deviation, and Pearson Product Moment of Correlation.

On the basis of the findings, the researchers forwarded the following conclusions: The administrative capability of the UNP Extension Services Office in terms of executive leadership, personnel capability, and financial capability is “High.” The extent of participation of the development partners in extension services and the extent of implementation of the extension programs of the UNP Extension Services Office in terms of mission, goals and objectives and execution of the criteria in the selection of service area for Extension Services Program (Adopt-a-Community and School Program) are also “High.” Moreover, the program outputs of the UNP Extension Services Office in terms of Skills Training, Information Drive, Medical/Dental Mission and Livelihood Organizations are “High” 152 UNP Research Journal Vol. XIX January-December 2010

In terms of the economic and social impacts of the programs of the UNP Extension Services Office, out of 188 respondents, 114 or 60.64 percent believed that they were not employed as a result of the skills learned, only 74 or 39.36 percent believed to be employed. Most (123 or 65.42%) of them perceived that their houses were not improved as a result of the income derived from the income generated after the training. It can also be traced that 112 or 59.57 percent of the respondents believed that they were not able to buy appliances as a result of the income generated from the employment as a result of the skills learned. On the contrary, the respondents perceived that their social status have improved in terms of self-esteem, health and nutrition, and environment.

There is a significant relationship between the extent of implementation of the program of the UNP Extension Services Office and administrative capability and participation of development partners; level of program outputs and impact of the program except for house and appliances.

Based on the findings and conclusions, the following recommendations were presented by the researchers: The “high” level of administrative capability of the UNP Extension Services Office in terms of executive leadership, personnel capability, and financial capability; the extent of participation of the development partners in extension services; of the extent of implementation of the extension programs of the UNP Extension Services Office in terms of mission, goals and objectives and execution of the criteria in the selection of service area for Extension Services Program (Adopt-a-Community and School Program); of program outputs of the UNP Extension Services Office in terms of Skills Training, Information Drive, Medical/Dental Mission and Livelihood Organizations should still be sustained or improved. The economic and social impacts of the programs of the UNP Extension Services should also be improved. For an intent periodic assessment of the effectiveness of the Extension Program of the University of Northern Philippines, another study on the status of the Extension Program focusing on the improvement of its role as development partners of the community should be conducted.

The Effectiveness of the Extension Program of UNP, SY 2005-2008 153
Introduction

Background of the Study

“Reaching out for a better living,” is the motto of the Extension Services Office of the University of Northern Philippines. This portrays its mission and vision that is to get in touch to those less fortunate through provision of skills training; technology transfer and information drive that they could live better and become partners of development.

All universities engage in research and teaching, but the nation's more than 100 land-grant colleges and universities have a third critical mission—extension. "Extension" means "reaching out," and—along with teaching and research—land-grant institutions "extend" their resources, solving public needs with college or university resources through non-formal, non-credit programs.

The 5th agenda of the Tacbas administration is the intensification of the extension services programs and activities bringing about total human development through the extension programs geared towards the empowerment of the university clientele making them self-reliant, independent and capacitated in the form of technology transfer such as trainings, workshops and seminars.

The UNP extension services cover a more comprehensive technology-based that leads towards the “total approach” in its delivery system. Total Approach is an extensive delivery of services which brings about the required knowledge, skills and when necessary the best practices and material resources to the rural folk in their quest for an improved quality life.

Alongside with this package content in the implementation and delivery of extension services, UNP give emphasis on three major components, namely: 1) research/technology component; 2) change component; and 3) clientele/recipient component. These are essential components that really spell an effective change in the economic productivity of the rural folk (Soria, 2006).

154 UNP Research Journal Vol. XIX January-December 2010
The extension programs of the university spearheaded by the Extension Office started its noble vision by building, forming and organizing communities from the different municipalities of Ilocos Sur and adjacent province like Abra. These are being accomplished through skills training and technology transfer like: auto-mechanics trouble shooting, refrigeration and air conditioning, building wiring and trouble shooting, basic welding and metal-craft, basic pottery and ceramics making, carpentry, radio mechanics and cellphone repair, cosmetology and hair science, plumbing, dressmaking and cloth bag making, food processing, baking and cooking, silk screen and streamer printing, arts training, and basic and decorative candle making.

The University of Northern Philippines has been committed to pursue sustainable extension programs through community development programs for the people of the Local Government Units (LGUs) to improve their living conditions. The university appreciates the support of the LGU to this endeavor though a collaborative partnership to bring a unified direction to improve the quality of life in the depressed and underserved barangays. This is continuously implemented through the coordination and collaboration with the LGU partner which is usually done through the Memorandum of Agreement for the Adopt-A-Community and School Program.

The Extension Services Office has been offering and implementing different programs and projects in the First and Second District of the Province of Ilocos Sur and neighboring provinces. It is for this reason that the researchers wish to assess the effectiveness of the extension programs and projects being implemented to adjust to the needs of the community people and in order to improve them if found out to be poor or needs improvement.

Statement of the Problem

This study aimed to assess the effectiveness of the extension program of the University of Northern Philippines in the different adopted schools and communities in the First and Second Districts of the Province of Ilocos Sur.

Specifically, it sought to answer the following questions:

1. What is the level of administrative capability of the UNP Extension Services Office in terms of: a. leadership capability, b. personnel and staff capability, and c. financial capability? 2. What is the extent of participation of the following development partners in extension services: d. The Effectiveness of the Extension Program of UNP, SY 2005-2008 155 local/barangay officials, e. government agencies, and f. community people? 3. What is the extent of implementation of the extension program of UNP, as perceived by the administrators and clients in terms of: g. level of attainment of objectives, h. level of execution of the criteria in the selection of service area for extension services program (adopt-a-community and school program) 4. What is the level of the program outputs of the UNP Extension Office in terms of: i. Skills training, j. Information drive, k. Medical/Dental, l. Supplemental Feeding, and m. Livelihood organizations? 5. What are the economic and social impacts of the programs of the UNP Extension Office? 6. Is the implementation of the program of the UNP Extension Office significantly influenced by the following: n. administrative capability o. participation of development partners? 7. Is there a significant relationship between the level of program outputs and impact of the program?

Scope and Delimitation

This research dealt with the assessment of the effectiveness of the extension program of the University of Northern Philippines in the different adopted communities in the Province of Ilocos Sur, School Year 2005-2008.

This study also looked into the level of administrative capability of the UNP Extension Office in terms of leadership capability, personnel and staff capability, and financial capability.

It further gazed into the extent of participation of the following development partners in extension services like local/barangay officials, government agencies, and community people. The extent of implementation of the extension program of UNP, as perceived by the administrators, unit coordinators, extensionists, and clients was also studied. The level of the program outputs of the UNP Extension Services Office were based on the Skills training, Information drive, Medical/Dental, Supplemental Feeding and Livelihood organizations implemented. The economic and social impacts of the programs of the UNP Extension Office were also determined.
156 UNP Research Journal Vol. XIX January-December 2010

The influence of administrative capability, participation of development partners, and administrators, unit coordinators, extensionists, and clients and implementation of the program were determined.

The study made used of the descriptive survey method of research to describe and analyze the existing situation about the effectiveness of the extension programs of the university.

In order to attain the objectives of the study, the following statistical tools were used: mean, frequency count and percentages, standard deviation, and Pearson Product Moment of Correlation.

Review of Related Literature

Studies related to the research work were the researchers’ guideposts in undertaking this investigation. These were reviewed from unpublished theses, books and journals.

Contaoi (2003) studied the effectiveness of the extension program of the University of Northern Philippines. Based on his findings, the level of executive leadership is very high due to the ability of incumbent President to steer and influence the other officials under him. Personnel capability is perceived at a “high” level only because there were times when some coordinators and extensionists appear lukewarm in their job. Financial capability is also perceived to be at a “high” level only because there is just enough budget for implementation. Among the programs, skills training appear to be the most relevant as evidenced by a “very high” rating. On the other hand, the relevance of information drive and livelihood organizations was only high because they seemed not to be as productive and functional. Only a few clientele have been employed using the skills they learned.

Buemio (2006) studied the Community Extension Program of Saint Paul College of Ilocos Sur. The salient findings include the following: SPCIS is an institutional headed by an administrator with a “Very High” Leadership capability; along executive leadership, the respondents, as evidence by the, mean rating of 4.44, showed a “Very High” perception. Based on the findings, she concluded that the school has a remarkable agenda along extension services as shown in the administrative capability, the professional and personal characteristics of implementors, and in the participation of development partners. The overall implementation of the program was significantly influenced by administrative capability and executive leadership of having remarkable agenda along extension services, clear goals and objectives, effective planning, implementation, monitoring and evaluation of the program. The economic, socio-cultural, and personal aspects are significant factors in the overall impact of the extension programs.
The Effectiveness of the Extension Program of UNP, SY 2005-2008 157

According to Duncan, et al (2000), reaching out has evolved into urban development. Truly, neighborhood service today goes beyond merely giving dole-outs as what is practiced in some parts of the world. A model for neighborhood social service has many more characteristics than “localness”. Neighborhood service often respects and uses race and ethnicity as instrument for delivery. It does not select among social classes, just like the school, it does not discriminate people who would like to avail of the services.

Diem (2001) believed that a program that addresses the needs identified by the people themselves tends to be more effective in eliciting people’s participation. It follows that any program must recognize the value of the people’s participation starting from the conceptualization phase. This is done by undertaking a community study that would explore the actual concerns of the people. These in turn must be translated into a workable program or project responsive to the identified needs or concerns.

The study is quite similar to the theses of Contaoi (2003) and Buemio (2006) in that the two researches studied the effectiveness of the Extension Program. However, it will go deeper into the program output.

From the different studies, with their many shade and tones primarily about the effectiveness of the extension program, the present study shaped into its final form.

Methodology

This section includes the research design, population of the study, data gathering instrument, and statistical treatment.

Research Design. The study made used of the descriptive survey method of research. This was used to describe and analyze the existing situation about the effectiveness of the extension programs of the university.

Population and Sample. Different municipalities/communities were given questionnaires. For all these communities, they were given the same numbers of questionnaires. Only the retrieved questionnaires were used in this study. The following table shows the distribution of the questionnaires to each respondent:

158 UNP Research Journal Vol. XIX January-December 2010
Table 1. Distribution of the Respondents

Communities | Administrators | Clientele | Overall | | N | n | N | n | N | n | Teppeng, Sinait | 10 | 5 | 20 | 15 | 30 | 20 | Guimod, San Juan | 10 | 5 | 20 | 10 | 30 | 15 | Manzante, Magsingal | 10 | 5 | 20 | 12 | 30 | 17 | Lao-ingen, Sto. Domingo | 5 | 5 | 20 | 15 | 25 | 20 | Lussoc, Sto, Domingo | 5 | 5 | 20 | 13 | 25 | 18 | Sived, Sto. Domingo | 5 | 5 | 20 | 12 | 25 | 17 | San Ildefonso | 10 | 5 | 20 | 18 | 30 | 23 | San Vicente | 10 | 0 | 20 | 10 | 30 | 10 | Sta. Catalina | 10 | 5 | 20 | 15 | 30 | 20 | Lidlidda | 10 | 10 | 20 | 15 | 30 | 25 | San Emilio | 10 | 0 | 20 | 0 | 30 | 0 | Suyo | 10 | 10 | 20 | 16 | 30 | 26 | Overall | 105 | 60 | 240 | 151 | 345 | 211 |

Data Gathering Instrument. The principal device that was used by the researchers in this study is a survey questionnaire which was adopted from the studies of Contaoi (2003) and Buemio (2004). A slight revision and modification of these instruments were made.

The questionnaire used in gathering the information needed in this study made up of four parts. The respondents were required to answer on a five-point scale.

The information regarding the participation of development partners, the level of administrative capability of the program implementers and the extent of implementation of the programs were gathered also. The following five-point rating scale was used.

5 - Very High 4 - High 3 - Moderate 2 - Low 1 - Very Low

To determine the level of participation of development partners, the level of administrative capability of the program implementers and the extent of implementation of the programs were gathered also. The following norms were used

The Effectiveness of the Extension Program of UNP, SY 2005-2008 159
Range of Scores Descriptive Rating

4.20 – 5.00 Very High
3.40 – 4.19 High
2.60 – 3.39 Moderate
1.80 – 2.59 Low
1.00 – 2.59 Very Low

Statistical Treatment. Mean and standard deviation were used to describe the level of administrative capability, extent of participation, and level of program outputs of the UNP Extension services.

Pearson Product Moment of Correlation was used to determine the relationship between administrative capability and program outputs.

Results and Discussion

The data gathered were presented in tabular form, analyzed and interpreted in this section.

Level of Administrative Capability of the UNP Extension Office in terms of Leadership Capability, Personnel and Staff Capability, and Financial Capability

Table 2 shows the item mean ratings and standard deviation showing the administrative capability of the UNP Extension Services Office in terms of executive leadership.

It can be traced on the table that the overall mean rating is 4.02 (SD= 0.95) and described as “High” by the respondents. This could only mean that the respondents regarded the UNP Extension Services Office as “High” in terms of executive leadership.

The item “The University has a remarkable agenda along extension,” got the highest mean rating of 4.26 (SD=0.87) and interpreted as “Very High.” On the other hand, item “The officials initiate the organization of the graduates into functional associations and their registration with the SEC,” with a mean rating of 3.90 (SD=0.98) and still fell on a “High” rating tend to be the lowest among the indicators. This implies that, some of the organizations formed were not registered in the Securities and Exchange Commission (SEC) and maybe these organizations did not materialize.

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Table 2. Item Mean Ratings Showing the Level of Administrative Capability of the UNP Extension Services Office in Terms of Executive Leadership

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | 1. The University has a remarkable agenda along extension. | 4.24 | 0.82 | VH | 4.28 | 0.92 | VH | 4.26 | 0.87 | VH | 2. The goals and objectives of extension are clearly stated and understood. | 4.13 | 0.92 | H | 4.02 | 0.94 | H | 4.07 | 0.93 | H | 3. The Extension officials supervise the implementation of the plans and programs. | 4.07 | 1.05 | H | 3.93 | 1.02 | H | 4.02 | 1.03 | H | 4. The Extension officials monitor and evaluate the conduct of the extension programs to the clientele. | 3.98 | 1.05 | H | 3.95 | 0.93 | H | 3.96 | 0.99 | H | 5. The extension office is able to implement its plans and programs. | 4.07 | 0.90 | H | 3.99 | 1.01 | H | 4.03 | 0.95 | H | 6. The administration has remarkable ability to forge linkages with the LGU’s national line agencies and civil society. | 4.04 | 0.94 | H | 3.86 | 0.96 | H | 3.95 | 0.95 | H | 7. The officials initiate the organization of the graduates into functional associations and their registration with the SEC. | 3.87 | 0.98 | H | 3.93 | 0.98 | H | 3.90 | 0.98 | H | 8. The officials look for ways and means with which to secure seed capital for the associations. | 3.85 | 1.04 | H | 4.17 | 0.87 | H | 4.01 | 0.95 | H | Overall | 4.04 | 0.96 | H | 4.01 | 0.95 | H | 4.02 | 0.95 | H |
Legend: VH = Very High H = High

Table 3 depicts item mean ratings and standard deviation showing the administrative capability of the UNP Extension Services Office in terms of personnel capability.

It can be gleaned from the table that the overall mean rating is 4.02 (SD= 0.99) and described as “High” by the administrators and clientele. This signifies that the respondents perceived the level of administrative capability of the UNP Extension Services Office as high in terms of personnel capability.

The Effectiveness of the Extension Program of UNP, SY 2005-2008 161
Table 3. Item Mean Ratings Showing the Level of Administrative Capability of the UNP Extension Services Office in Terms of Personnel Capability

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | 1. The extensionists possess required educational attainment and training fit for the job | 4.11 | 0.94 | H | 4.17 | 0.87 | H | 4.14 | 0.90 | H | 2. They establish good rapport wit the clientele. | 4.07 | 1.05 | H | 4.01 | 0.93 | H | 4.04 | 0.99 | H | 3. They initiate new ideas for the development of the associations. | 4.04 | 1.04 | H | 4.00 | 0.98 | H | 4.02 | 1.01 | H | 4. They have good and facilitation skills. | 4.05 | 1.04 | H | 3.93 | 1.00 | H | 3.99 | 1.02 | H | 5. They meet their classes regularly. | 4.05 | 1.11 | H | 3.91 | 0.99 | H | 3.98 | 1.05 | H | 6. They monitor and evaluate their classes. | 4.00 | 1.00 | H | 3.98 | 1.01 | H | 3.99 | 1.00 | H | Overall | 4.05 | 1.03 | H | 4.00 | 0.96 | H | 4.02 | 0.99 | H |
Legend:
H = High

The item “The extensionists possess required educational attainment and training fit for the job,” got the highest mean rating of 4.14 (SD=0.90) and interpreted as “High.” This means that the trainors who are sent for the skills training are well-trained and have mastered the skills and that they can teach their trainees very well because they possess the quality of an effective trainer. On the other hand, item “They meet their classes regularly,” with a mean rating of 3.98 (SD=1.05) and still fell on a “High” rating. This implies that, there are days where in the trainors could not meet their official time due to some unavoidable circumstances. This maybe the reason why the respondents rated this item to be the lowest among the items in this indicator.

Table 4 represents item mean ratings and standard deviation showing the administrative capability of the UNP Extension Services Office in terms of financial capability.
It can be observed on the table that the level of administrative capability of the UNP Extension Services Office in terms of financial capability is “High” as supported by the overall mean rating of 3.85.

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Table 4. Item Mean Ratings Showing the Level of Administrative Capability of the UNP Extension Services Office in Terms of Financial Capability

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | 1. The budget for the extension programs is adequate | 4.05 | 0.98 | H | 3.81 | 1.05 | H | 3.93 | 1.01 | H | 2. Training funds for the clientele are sufficient | 3.78 | 0.90 | H | 3.71 | 1.01 | H | 3.74 | 0.95 | H | 3. The funds are properly utilized. | 3.82 | 0.98 | H | 3.95 | 1.01 | H | 3.88 | 0.99 | H | Overall | 3.88 | 0.95 | H | 3.82 | 1.02 | H | 3.85 | 0.98 | H |
Legend:
H = High

The item “The budget for the extension programs is adequate,” obtained the highest mean rating of 3.93 (SD=1.01) and interpreted as “High.” This means that there is a sufficient budget for the programs being implemented. Nevertheless, item “Training funds for the clientele are sufficient,” with a mean rating of 3.74 (SD=0.95) and still fell on a “High” rating. This implies that, sometimes the clientele/trainees have no enough budgets for the training especially if they are required to have their return demonstration. It is their task to buy their own ingredients or materials used for the demonstration. This maybe the reason why the respondents perceived this item to be the lowest among the items in this indicator.

Table 5 signifies the summary of the item mean ratings and standard deviation showing the extent of participation of the development partners in extension services.
Table 5. Summary of Item Mean Ratings Showing the Level of Administrative Capability of the UNP Extension Services Office

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | Leadership Capability | 4.03 | 0.96 | H | 4.01 | 0.95 | H | 4.02 | 0.95 | H | Personnel Capability | 4.05 | 1.03 | H | 4.00 | 0.96 | H | 4.02 | 0.99 | H | Financial Capability | 3.88 | 0.95 | H | 3.82 | 1.01 | H | 3.85 | 0.98 | H | Overall | 3.99 | 0.98 | H | 3.94 | 0.97 | H | 3.96 | 0.97 | H |
Legend:
H = High

It can be traced in the table that the overall administrative capability of the UNP Extension Services Office as perceived by the respondents is high as backed –up by the overall mean rating of 3.96 (SD=0.97). This means that the UNP Extension Services Office’s administrative capability when programs and projects are being initiated and implemented tend to be useful and functional as rated by the respondents.
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The Extent of Participation of the Local/Barangay Officials, and Government Agencies Development Partners in Extension Services

Table 6. Item Mean Ratings Showing the Level of Participation of the Development Partners in the Implementation of the UNP Extension Program

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | A. Barangay Officials 1. They enter into Memorandum of Agreement with the UNP-Extension Services Office. | 4.27 | 0.91 | VH | 4.13 | 1.00 | H | 4.20 | 0.95 | H | 2. They attend orientation seminars and related programs and activities conducted by extension staff. | 4.00 | 0.98 | H | 3.87 | 1.03 | H | 3.93 | 1.00 | H | 3. They help facilitate extension services by informing residents about meetings and other extension related activities. | 4.07 | 0.98 | H | 3.87 | 1.12 | H | 3.97 | 1.05 | H | B. Government 1. Government agencies enter into an agreement with the UNP-Extension Services Office. | 3.95 | 0.97 | H | 3.84 | 0.99 | H | 3.89 | 0.98 | H | 2. They help for extension services by providing manpower when needed to discharge extension services. | 3.80 | 1.06 | H | 3.83 | 0.95 | H | 3.81 | 1.00 | H | 3. They provide the extension office pertinent documents needed to facilitate better extension service. | 3.87 | 1.00 | H | 3.75 | 0.96 | H | 3.81 | 0.98 | H | C. Nongovernment Agencies. 1. Non-government organizations and agencies enter into an agreement with the UNP-Extension Services Office. | 3.84 | 0.98 | H | 3.57 | 1.08 | H | 3.70 | 1.03 | H | 2. They help for extension services by providing manpower when needed to discharge extension service. | 3.80 | 1.01 | H | 3.54 | 1.11 | H | 3.67 | 1.06 | H | 3. They provide the extension office pertinent documents needed to facilitate better extension services. | 3.89 | 0.99 | H | 3.59 | 1.13 | H | 3.74 | 1.06 | H | D. Community People 1. UNP-Extension Services Office conducts information seminars and other forms of extension related programs and activities. | 4.16 | 0.83 | H | 3.81 | 0.95 | H | 3.98 | 0.89 | H | 2. They provide an amount or any materials for extension services. | 3.96 | 0.94 | H | 3.75 | 0.96 | H | 3.85 | 0.95 | H | 3. They participate in seminars, programs and activities conducted by extension staff. | 4.00 | 0.90 | H | 4.35 | 0.55 | H | 4.17 | 0.72 | H | Overall | 3.97 | 0.96 | H | 3.82 | 0.98 | H | 3.89 | 0.97 | H |
Legend:
VH = Very High H = High
164 UNP Research Journal Vol. XIX January-December 2010
It can be examined on the table that the overall mean rating of the extent of participation of the different partners in extension services is 3.89 (SD= 0.97) and described as “High” by the respondents. They understand that there are also agencies which helped the university in managing the programs.

The item “They enter into Memorandum of Agreement with the UNP-Extension Services Office,” obtained the highest mean rating of 4.20 (SD=0.95) and interpreted as “High.” This means that the respondents are aware that before the program is being administered in the locality, they come into a Memorandum of Agreement. However, item “They help for extension services by providing manpower when needed to discharge extension service,” with a mean rating of 3.67 (SD=1.06) and still fell on a “High” rating is the lowest. This implies that, sometimes the development partners do not offer manpower or assistance when there are extension projects being administered. This could be the reason why the respondents perceived this item to be the lowest among the items in this table.

Table 7 presents the item mean ratings and standard deviation showing the extent of implementation of the extension programs of the UNP Extension Services Office.

It can be traced on the table that the overall mean rating of this indicator is 3.93 (SD= 0.93) and described as “High” by the respondents. This could only mean that the respondents perceived the UNP Extension Services Office’ programs are being implemented highly.

The item “Conducts extension program for the Adopt-A-Community and School Program in the areas of skills training, technology transfer, information drive, consultancy services and capability building program that are responsive to the needs of the community,” got the highest mean rating of 4.05 (SD=0.86) and interpreted as “High.” This implies that the mission, goals, and objectives of the Extension Services Office are being implemented properly. On the other hand, item “Initiates the conduct of training needs assessment survey to determine the needs of the community,” and “Provides technical assistance in the implementation of Micro-Enterprise Development Programs to LGUs, NGOs, GOs and the civil society” with a mean rating of 3.89 (SD=0.97 and0.98 respectively) and still fell on a “High” rating. This means that, the respondents perceived this item differently.

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Table 7. Item Mean Ratings Showing the Level of Administrative Capability of the UNP Extension Services Office in Terms of Financial Capability

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | A. Mission, Goals and Objectives 1. Conducts extension program for the Adopt-A-Community and School Program in the areas of skills training, technology transfer, information drive, consultancy services and capability building program that are responsive to the needs of the community. | 4.16 | 0.83 | H | 3.95 | 0.90 | H | 4.05 | 0.86 | H | 2. Strengthens the socio-economic, educational and technological support of the target clientele through collaboration and linkages with the Municipal Government, Non-Government Organization and Government Agencies. | 3.96 | 0.94 | H | 3.85 | 0.91 | H | 3.90 | 0.92 | H | 3. Sustains the extension programs of municipal government in order to generate socio-economic benefits and improve the quality of life of the clienteles. | 4.00 | 0.90 | H | 3.90 | 0.92 | H | 3.95 | 0.91 | H | 4. Provides pool of experts for training and consultancy services in the implemented university extension programs. | 3.93 | 1.02 | H | 3.88 | 0.93 | H | 3.90 | 0.97 | H | 5. Initiates the conduct of training needs assessment survey to determine the needs of the community. | 3.96 | 0.98 | H | 3.83 | 0.97 | H | 3.89 | 0.97 | H | 6. Provides technical assistance in the implementation of Micro-Enterprise Development Programs to LGUs, NGOs, GOs and the civil society. | 3.95 | 0.95 | H | 3.83 | 1.02 | H | 3.89 | 0.98 | H | Overall | 3.99 | 0.94 | H | 3.87 | 0.94 | H | 3.93 | 0.93 | H |
Legend:
H = High

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The Extent of Implementation of the Extension Program of UNP, as Perceived by the Administrators and Clients in terms of Level of Attainment of Objectives, Level of Execution of the Criteria in the Selection of Service Area for Extension Services Program (Adopt-a-Community and School Program)

Table 8 depicts item mean ratings and standard deviation showing the level of execution of the criteria in the selection of service area for extension services program.

Table 8. Item Mean Ratings Showing the Level of Execution of the Criteria in the Selection of Service Area for Extension Services Program Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | Execution of the Criteria in the Selection of Service Area for Extension Services Program 1. People’s initiative and interest | 3.98 | 0.95 | H | 3.85 | 1.00 | H | 3.91 | 0.97 | H | 2. Socio-economic situation | 3.85 | 0.95 | H | 3.83 | 0.97 | H | 3.84 | 0.96 | H | 3. Support of Local Government | 3.91 | 0.99 | H | 3.87 | 1.03 | H | 3.89 | 1.01 | H | 4. Acceptability of Projects/Services-Availability of human and non-human resources in the area | 3.93 | 1.05 | H | 3.91 | 0.96 | H | 3.92 | 1.00 | H | 5. Prospects of sustainability | 3.89 | 1.01 | H | 3.79 | 1.03 | H | 3.84 | 1.02 | H | 6. Geographical location | 3.91 | 1.04 | H | 3.86 | 1.06 | H | 3.88 | 1.05 | H | Overall | 3.91 | 1.00 | H | 3.85 | 0.89 | H | 3.88 | 1.00 | H |
Legend:
H = High

It can be observed on the table that the level of execution of the criteria in the selection of service area for the extension services program as evaluated by the respondents is “High” as manifested by the overall mean rating of 3.88.

The item “People’s initiative and interest,” obtained the highest mean rating of 3.91 (SD=0.97) and interpreted as “High.” This means that the extension services focus on the community which needs most of the program. On the other hand, item “Prospects of sustainability,” and “Socio-economic situation” with a mean rating of 3.84 (SD=1.02 and 0.96 respectively) but still fell on a “High” rating got the lowest mean rating score . This implies that, sustainability and socio-economic situation are one some of the problems of the respondents in administering a certain extension programs. This could be the reason why the respondents perceived this item to be the lowest among the items in this indicator.

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Level of Program Outputs of the UNP Extension Services Office in Terms of Skills Training, Information Drive, Medical/Dental Mission, and Livelihood Organizations
Table 9 signifies item mean ratings and standard deviation showing the level of program outputs of the UNP Extension Services Office in terms of Skills Training.

It can be depicted on the table that the overall mean rating of the program outputs of the UNP Extension Services Office in terms of Skills Training is 4.08 (SD = 0.95) which fell on a ”High” rating. This could only mean that the skills training being offered to the respondents are a great help for them.

Table 9. Item Mean Ratings Showing the Level of Program Outputs of the UNP Extension Services Office in Terms of Skills Training

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | 1. The skills I learned are functional. | 4.09 | 0.91 | H | 4.32 | 0.85 | VH | 4.20 | 0.88 | VH | 2. The skills taught me helped me in increase my income. | 3.91 | 1.04 | H | 4.07 | 0.97 | H | 3.99 | 1.00 | H | 3. The skills I learned improved my self-esteem | 4.02 | 1.01 | H | 4.23 | 1.08 | H | 4.12 | 1.04 | H | 4. I have taught other people the skills I learned. | 3.93 | 1.02 | H | 4.08 | 0.94 | H | 4.00 | 0.98 | H | Overall | 3.99 | 0.99 | H | 4.17 | 0.93 | H | 4.08 | 0.95 | H |
Legend:
VH = Very High H = High

The item “The skills I learned are functional” tend to have the highest mean rating of 4.20 (SD=0.88) which described as “Very High.” This implies that skills training being administered in the community are very useful to the respondents. On the other hand, the item “The skills taught me helped me in increasing my income,” got the lowest mean rating of 3.99 (SD=1.00). It can be said that the respondents have common responses or perception on this item as depicted by the standard deviation. Maybe most of them haven’t used the skills they have learned in producing an extra income maybe due to lack of financial assistance. Table 10 presents the mean ratings and standard deviation of the level of the program outputs of the UNP Extension Services Office in terms of Information Drive.

168 UNP Research Journal Vol. XIX January-December 2010
Table 10. Item Mean Ratings Showing the Level of Program Outputs of the UNP Extension Services Office in Terms of Information Drive

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | 1. The knowledge and attitude I learned are relevant and functional. | 4.16 | 0.92 | H | 3.98 | 1.01 | H | 4.07 | 0.96 | H | 2. The concepts and skills taught me are timely . | 3.98 | 1.08 | H | 4.00 | 0.95 | H | 3.99 | 1.01 | H | 3. The knowledge I learned improved my self-esteem | 4.05 | 1.11 | H | 3.88 | 0.91 | H | 3.96 | 1.01 | H | 4. I have taught other people the knowledge I learned. | 4.02 | 1.11 | H | 3.80 | 0.97 | H | 3.91 | 1.04 | H | Overall | 4.05 | 1.03 | H | 3.91 | 0.84 | H | 3.98 | 0.93 | H |
Legend:
H = High

It can be examined on the table that as a whole, the level of the program outputs of the UNP Extension Services Office in terms of information drive is “High” as perceived by the administrators and clientele. They understand that the information drive given to them is also necessary in their daily lives.

The item “The knowledge and attitude I learned are relevant and functional” obtained the highest as depicted by the mean rating of 4.07 (SD=0.96) and interpreted as “High.” This means that the respondents are aware that the knowledge or information they have learned is very much useful to them. Contrary to this, the item, “I have taught other people the knowledge I have learned,” with a mean rating of 3.67 (SD=1.06) and still fell on a “High” rating tend to be the lowest. This implies that the some of the respondents do not share on what they have learned/ acquired during the information drive campaign. This could be the reason why the respondents perceived this item to be the lowest among the items in this table.

Table 11 presents the item mean ratings and standard deviation showing the level of the program outputs of the UNP Extension Services Office in terms of Medical/Dental Mission.

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Table 11. Item Mean Ratings Showing the Level of Program Outputs of the UNP Extension Services Office in Terms of Medical/Dental Mission

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | 1. The programs being offered are relevant and functional. | 4.15 | 0.87 | H | 3.95 | 1.01 | H | 4.05 | 0.94 | H | 2. The programs being rendered are timely. | 3.98 | 1.05 | H | 3.80 | 0.94 | H | 3.89 | 0.99 | H | 3. The programs being administered improved my health. | 4.00 | 1.14 | H | 3.88 | 0.98 | H | 3.94 | 1.06 | H | 4. I have shared other people the knowledge I learned. | 3.98 | 1.15 | H | 3.84 | 0.99 | H | 3.91 | 1.07 | H | Overall | 4.03 | 1.03 | H | 3.87 | 0.90 | H | 3.95 | 1.01 | H |
Legend:
H = High

It can be traced on the table that the overall mean rating of this indicator is 3.95 (SD= 1.01) and described as “High” by the respondents. This could only mean that the respondents perceived the UNP Extension Services Office’ programs are being implemented highly.

The item “The programs being offered are relevant and functional,” got the highest mean rating of 4.05 (SD=0.94) and interpreted as “High.” This implies that the medical/dental mission being administered to the respondents are very useful to them. On the other hand, item “The programs being offered re very timely” with a mean rating of 3.89 (SD=0.99) and still fell on a “High” rating tend to be the lowest. This means that, the medical/dental mission given is timely still but the respondents need more in some other time maybe.

Table 12 presents the item mean ratings and standard deviation showing the level of the program outputs of the UNP Extension Services Office in terms of Livelihood Organizations.

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Table 12. Item Mean Ratings Showing the Level of Program Outputs of the UNP Extension Services Office in Terms of Livelihood Organization

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | 1. The livelihood organizations formed in our locality is productive | 4.07 | 0.94 | H | 3.77 | 1.01 | H | 3.92 | 0.97 | H | 2. It has helped us augment our income. | 4.05 | 0.99 | H | 3.78 | 1.04 | H | 3.91 | 1.01 | H | 3. It has improved the quality of our lives. | 4.00 | 1.05 | H | 3.73 | 1.07 | H | 3.86 | 1.06 | H | 4. It has made us more cohesive as a community. | 4.02 | 1.11 | H | 3.77 | 1.00 | H | 3.89 | 1.05 | H | Overall | 4.03 | 1.02 | H | 3.76 | 0.95 | H | 3.89 | 1.02 | H |
Legend:
H = High

It can be reflected on the table that the overall mean rating of this indicator is 3.89 (SD= 1.02) and described as “High” by the respondents. This could only mean that the respondents perceived the UNP Extension Services Office’ programs specifically in Livelihood Organizations are being implemented highly.

The item “The livelihood organizations formed in the locality is productive,” obtained the highest mean rating of 3.92 (SD=0.97) and interpreted as “High.” This means that the livelihood organizations being organized materialized. It tends to be very useful and helpful to the officers and members of the organization. On the other hand, item “It has improved the quality of lives” with a mean rating of 3.86 (SD=1.06) but still fell on a “High” rating got the lowest mean rating score . This implies that though the livelihood organizations formed are productive, it doesn’t mean that the lives of these individuals were improved. This could be the reason why the respondents perceived this item to be the lowest among the items in this indicator.

Table 13 depicts the summary of the item mean ratings of program outputs on the UNP Extension Services Office.

It can be gleaned from the table that the overall level of program outputs of the UNP Extension Services Office as rated by the respondents is “High” as shown by the overall mean rating of 3.98 (SD=0.98). This means that the UNP Extension Services Office’s programs and projects which are being initiated and implemented tend to be helpful and functional as rated by the respondents.

The Effectiveness of the Extension Program of UNP, SY 2005-2008 171
Table 13. Summary of Item Mean Ratings Showing the Level of Program Outputs of the UNP Extension Services Office

Indicators | Administrators | Clientele | Overall | |  | SD | DR |  | SD | DR |  | SD | DR | Skills Training | 3.99 | 0.99 | H | 4.17 | 0.93 | H | 4.08 | 0.95 | H | Information Drive | 4.05 | 1.03 | H | 3.91 | 0.84 | H | 3.98 | 0.93 | H | Medical/Dental Mission | 4.03 | 1.05 | H | 3.87 | 0.98 | H | 3.95 | 1.01 | H | Livelihood Organizations | 4.03 | 1.02 | H | 3.76 | 1.03 | H | 3.89 | 1.02 | H | Overall | 4.03 | 1.02 | H | 3.93 | 0.95 | H | 3.98 | 0.98 | H |
Legend:
H = High

It is also observed in the table that “skills training” were given a highest mean rating of 4.08 (SD=0.95) among the program outputs and “livelihood organizations” was rated to be the lowest as depicted by its mean rating of 3.89 (SD=1.02) but still interpreted to be “High.” The respondents believed that skills training are more important than establishing livelihood organizations.

The Economic and Social Impacts of the Programs of the UNP Extension
Services Office

Table 14 presents economic and social impacts of the programs of the UNP Extension Services Office.

It can be depicted on the table that out of 188 respondents, 114 or 60.64 per cent believed that they were not employed as a result of the skills learned, only 74 or 39.36 per cent believed to be employed. This means that most of the respondents were not able to use the skills learned in the training in seeking or finding a job. In other words, their economic status did not improve.

Most of the respondents perceived that their houses were not improved as a result of the income derived from the income generated after the training as perceived by its frequency of 123 or 65.42 per cent. This could only mean that the training being administered did not help them in their daily lives. It can also be traced on the table that 112 or 59.57 per cent out of 188 respondents believed that they were not able to buy appliances as a result of the income generated from the employment as a result of the skills learned. On the contrary, the respondents to perceived that their social status have improved in terms of self-esteem, health and nutrition, and environment. This means that the trainings being offered in their locality have improved their social aspects in terms of the aforementioned aspects.

172 UNP Research Journal Vol. XIX January-December 2010
Table 14. Economic and Social Impacts of the Programs of the UNP Extension Services Office

Indicators | Administrators | Clientele | Overall | | f | % | f | % | f | % | 1. Economic Employed as a result of the skills learned Yes | 20 | 36.36 | 54 | 40.60 | 74 | 39.36 | No | 35 | 63.64 | 79 | 59.40 | 114 | 60.64 | Total | 55 | 100 | 133 | 100 | 188 | 100 | 2. Social 2.1 House Able to improve their house as a result of the income derived from the income generated after the trainingYes | 23 | 41.82 | 42 | 31.58 | 65 | 34.57 | No | 32 | 58.18 | 91 | 68.42 | 123 | 65.43 | Total | 55 | 100 | 133 | 100 | 188 | 100 | 3.2 AppliancesAble to buy appliances as a result of the income generated from the employment as a result of the skills learned Yes | 27 | 49.09 | 49 | 36.84 | 76 | 40.43 | No | 28 | 50.91 | 84 | 63.16 | 112 | 59.57 | Total | 55 | 100 | 133 | 100 | 188 | 100 | 2.2 Self – Esteem Has your self-esteem improved as a result of the skills you learned? Yes | 40 | 72.73 | 104 | 78.20 | 144 | 76.60 | No | 15 | 27.27 | 29 | 21.80 | 44 | 23.40 | Total | 55 | 100 | 133 | 100 | 188 | 100 | 3.3 Health and Nutrition Health has improved as a result of the information received Yes | 45 | 81.82 | 71 | 53.38 | 116 | 61.70 | No | 10 | 18.18 | 62 | 46.62 | 72 | 38.30 | Total | 55 | 100 | 133 | 100 | 188 | 100 | 3.4 Environment Backyard has improved as a result of the information drive on environmental management Yes | 45 | 81.82 | 87 | 65.41 | 132 | 70.21 | No | 10 | 18.18 | 46 | 34.59 | 56 | 29.79 | Total | 55 | 100 | 133 | 100 | 188 | 100 |

The Effectiveness of the Extension Program of UNP, SY 2005-2008 173
Significant relationship Between the Implementation of the Program of the UNP Extension Office and Administrative Capability and Participation of Development Partners

Table 15 shows the correlation between the implementation of the program and administrative capability.
Table 15. Correlation Coefficients Showing the Relationship Between the Implementation of the Program and Administrative Capability

Indicators | Leadership Capability | Personnel Capability | Financial Capability | Overall | Skills Training | *.7497 | *.7424 | *.6519 | *.7146 | Information Drive | *.7403 | *.7030 | *.5998 | *.6812 | Medical/Dental Mission | *.6675 | *.6100 | *.5099 | *.5958 | Livelihood Organizations | *.6590 | *.6215 | *.5435 | *.6080 | Overall | *.7041 | *.6694 | *.5762 | *.6499 |
Legend:
r required at .05 level = .2673
* significant at .05 level

As manifested in the table, on administrative capability, the perception of the respondents on the implementation of the program yielded a significant relationship (.6449). In all the indicators of the programs being implemented, .2673 at .05 level of significant was reached by these indicators, hence the null hypothesis which states that there is no significant relationship between the implementation of the programs and administrative capability is rejected. This means that the implementation of the programs ( skills training, information drive, medical/ dental mission and livelihood associations) is affected by the administrative capability in terms of leadership, personnel and financial aspects. There is a common perception between their assessment on the implementation of the programs and the administrative capability being offered in the community.

Table 16 shows the correlation between the program outputs and administrative capability.

As seen in the table, the relationship between the program outputs and administrative capability yielded significantly. The overall correlation coefficient is .2753 which is greater than the critical value of .2673 at .05 level of significance. This holds true with leadership capability (.3487) and personnel capability (.2889). This means that the null hypothesis stating that the implementation of the program of the UNP Extension Office is not significantly influenced by the administrative capability is rejected. The results of the study imply that administrative capabilities (leadership and financial) influenced the implementation of the different extension programs of the university..
174 UNP Research Journal Vol. XIX January-December 2010

Table 16. Correlation Coefficients Showing the Relationship Between the Implementation of Program Outputs and Administrative Capability

Indicators | Leadership Capability | Personnel Capability | Financial Capability | Overall | Economic | *.2793 | .1692 | .1333 | .1939 | House | *.2877 | .2016 | .1703 | .2198 | Appliances | *.2860 | .2449 | .2200 | .2503 | Self-Esteem | *.4790 | *.4771 | *.2949 | *.4170 | Health & Nutrition | *.3777 | *.3209 | .1562 | *.2849 | Environment | *.3828 | *.3200 | .1559 | *.2862 | Overall | *.3487 | *.2889 | .1884 | *.2753 |
Legend:
r required at .05 level = .2673
* significant at .05 level

On the other hand, financial capability (.1884) tends to be insignificant with the implementation of the program outputs. This is also true to economic and social (house = .1939; appliances =.2198; and self-esteem=.2503) aspects. They failed to reach the critical value of .2673, thus, the null hypothesis stating that the implementation of the program of the UNP Extension Office significantly influenced by the administrative capability is accepted.. This means that the financial capability has no significant effects on the economic and social aspects, particularly on house, appliances, and self-esteem.

Table 17. Correlation Coefficients Showing the Relationship Between the Implementation of the Program and Development Partners

Indicators | Barangay Officials | Government | Non-government Agencies | Community People | Overall | Skills Training | *.6686 | *.6201 | *.5553 | *.5733 | *.6043 | Information Drive | *.6305 | *.6835 | *.6435 | *.6478 | *.6513 | Medical/Dental Mission | *.5310 | *.6643 | *.6171 | *.5677 | *.5950 | Livelihood Organizations | *.6022 | *.6607 | *.6476 | *.5754 | *.6214 | Overall | *.6080 | *.6571 | *.6158 | *.5910 | *.6179 |

The Effectiveness of the Extension Program of UNP, SY 2005-2008 175
Table 17 shows the correlation between the implementation of the program and development partners.

As manifested in the table, the implementation of the program and development partner yielded a significant relationship (.6179). In all the indicators of the programs being implemented (skills training, information drive, medical/ dental mission and livelihood organization, the r required surpassed the tabular value at 0.05 level of significance, hence, the null hypothesis which states that there is no significant relationship between the implementation of the programs and development partners is rejected. This means that the development partners do affect the implementation of the programs.

Significant Relationship Between the Level of Program Outputs and Impact of the Program

Table 18 presents the significant relationship between the level of program outputs and impact of the program.
Table 18. Correlation Coefficients Showing the Relationship Between the Level of Program Outputs and Impact of the Program

Indicators | Economic | House | Appli-ances | Self-Esteem | Health & Nutrition | Enviro-nment | Overall | Skills Training | .2442 | .1862 | .2273 | *.4705 | .2550 | *.2795 | *.2771 | Information Drive | *.2875 | .2276 | .2389 | *.4590 | *.3008 | *.3659 | *.3132 | Medical/Dental Mission | *.3240 | .2396 | **.2751 | *.4037 | *.3916 | *.4873 | *.3535 | Livelihood Organizations | *.3214 | **.3135 | **.3264 | *.3525 | *.3941 | *.4052 | *.3521 | Overall | *.2942 | .2417 | .2669 | *.4214 | *.3353 | *.3844 | *.3239 |
Legend:
r required at .05 level = .2673
* significant at .05 level

As shown in the table, the level of program outputs and impact of the program tend to have a significant relationship (.3239), as a whole, except for house (.2417) and appliances (.2669). All the other indicators of the programs and its impact yielded a significant relationship; hence the null hypothesis which states that there is no significant relationship between the level of program outputs and impact of the program is rejected. This means that the level of program outputs do affect the impact of the program. This proves that the programs are very much effective.
176 UNP Research Journal Vol. XIX January-December 2010
Conclusions

On the basis of these findings, the researchers forwarded the following conclusions: 1. The administrative capability of the UNP Extension Services Office in terms of executive leadership, personnel capability, and financial capability is “High.” 2. The extent of participation of the development partners in extension services is also “High.” 3. The extent of implementation of the extension programs of the UNP Extension Services Office in terms of mission, goals and objectives and execution of the criteria in the selection of service area for Extension Services Program (Adopt-a-Community and School Program) is “High.” 4. The program outputs of the UNP Extension Services Office in terms of Skills Training, Information Drive, Medical/Dental Mission and Livelihood Organizations are “High.” 5. In terms of the economic and social impacts of the programs of the UNP Extension Services Office, a greater percentage of the respondents believed that they were not employed as a result of the skills learned, their houses were not improved as a result of the income derived from the income generated after the training and they were not able to buy appliances as a result of the income generated from the employment as a result of the skills learned. On the contrary, the respondents perceived that their social status have improved in terms of self-esteem, health and nutrition, and environment. 6. There is a significant relationship between the extent of implementation of the program of the UNP Extension Office and administrative capability and participation of development partners 7. There is a significant relationship between the level of program outputs and impact of the program except for house and appliances.

Recommendations

Based on the findings and conclusions, the following recommendations are presented by the researchers: 1. The high level of administrative capability of the UNP Extension Services Office in terms of executive leadership, personnel capability, and financial capability should be maintained or better be improved. 2. The high level of the extent of participation of the development partners in extension services should also be retained or developed. 3. The high level of the extent of implementation of the extension programs of the UNP Extension Services Office in terms of mission, goals and objectives and execution of the criteria in the selection of service area for Extension Services Program (Adopt-a-Community and School Program) should still be sustained or improved. 4. The Effectiveness of the Extension Program of UNP, SY 2005-2008 177
The high level of program outputs of the UNP Extension Services Office in terms of Skills Training, Information Drive, Medical/Dental Mission and Livelihood Organizations are commended also to be upheld or developed. 5. The economic and social impacts of the programs of the UNP Extension Services should also be improved. 6. A n intent periodic assessment of the effectiveness of the Extension Program of the University of Northern Philippines, 7. Another study on the status of the Extension Program focusing on the improvement of its role as development partners of the community.

References

Barcena, Alejandro T. 2002. The Nonformal Education Program in Sto. Domingo and Magsingal Districts, Division of Ilocos Sur. Unpublished Master’s Thesis, University of Northern Philippines, Vigan City.

Carino, Materno Marcos Maria G. 2003. The Non-Formal Education Program of Dolores, Lagangilag, San Juan, and Tayum Districts, Division of Abra. Unpublished Master’s Thesis, University of Northern Philippines, Vigan City.

Cheong, J. W. 1973. University Extension Program and their Impact. The Cases of UPCA. Unpublished Doctor’s Dissertation, University of the Philippines, Los Baños, Laguna

Contaoi, Mario R. 2003, The Effectiveness of the Extension Program of UNP. Unpublished Master’s Thesis, University of Northern Philippines, Vigan City.

Diem, Keith 2001, Using Research Methods to Evaluate Your Extension Program Educational Design Rutgers, The State University of New Jersey

Hustedde, Cathy and Satish Verna. 1996, Extension Education Evaluation: An Evolutionary Perspective with Implications for Theory and Practice. Paper Presentation, Extension Education Evaluation Topical Interest Group American Evaluation Association Annual Meeting, Atlanta, Georgia, November 6- 9, 1996.

www.extension services.com.ph.