Dr. Richard DLC Gonzales is an International Development Consultant for Education and Human Resources Development. He is the President of the Philippine Educational Measurement and Evaluation Association and a Professorial Lecturer of Psychology and Educational Measurement at University of Santo Tomas Graduate School. He holds a PhD in Research and Evaluation, cognates in Psychology from University of the Philippines.
Abstract: The goal of this present study is to develop a self-report questionnaire on classroom assessment practices of teachers that is psychometrically sound. The term âpracticesâ is defined in this study as activities that teachers do in relation to conducting classroom assessment â from test planning to reporting to utilization of test results. In order to conceptualize teachersâ classroom assessment practices, an 89-item questionnaire was designed and administered to a group of primary school teachers from the Philippines, Nepal, and the Kyrgyz Republic. Using IBM SPSS Version 19, item descriptive statistics and psychometric properties of the questionnaire were determined. The factor structure was assessed using exploratory factor analysis with principal component analysis as the extraction method and variance-maximization with the Kaiser Normalization as the rotation method. Cronbachâs alpha coefficient was calculated to examine internal consistency reliability for the total scale and for each identified factor. The factor analysis supported a five-factor structure accounting for 70.71% of the variance of the questionnaire. Fifty-six items were retained and included in the final form of the test. The questionnaire showed satisfactory internal consistency yielding Cronbach ï¡ = .98 for the total test. Item-total correlation in the factors ranges from r = .41 to r = .89. The paper ends with a discussion of the five factors and some suggestions for further development and validation of the questionnaire including implications for effective classroom assessment practices.
Abstract: The primary purpose of this study is to find out the degree of which motivational orientation differentiates learners in a foreign language (FL) learning context, particularly in the Philippines. The secondary purpose of this study is to determine differences in the motivational orientation of Filipino FL learners using the Foreign Language Learning Motivation Questionnaire and to investigate variables such as age group, gender, FL being learned and length of study of FL could influence differentiation in the motivational orientation of FL learning among Filipino students. Accordingly, it was hypothesized that the variables included in this study could differentiate motivational orientation of FL learners. The participants of this study included 150 students who had elected to study FL from three major universities in Metro Manila. Eighty of the participants are females (53.3%), while 70 are males (46.7%). The data were cross- sectional in nature with 26 learning Chinese (17.3%), 40 learning French (26.7%), 50 learning Japanese (33.3%) and 34 learning Spanish (22.7%). Results revealed motivational differences between younger and older FL learners, between male and female learners, and among learners of different FL. Younger learners were found to be more motivated towards cultural understanding, cultural integration and self-satisfaction. Females are more motivationally oriented than males in communication and affiliation and self-efficacy. Japanese language learners are more motivationally oriented toward career and economic enhancement, French language learners towards affiliation with foreigners, and Spanish language learners towards self-efficacy. The study recommends some instructional and pedagogical strategies for teaching language subjects.
Notes: Richard DLC Gonzales (2010) Motivation Orientation in Foreign Language Learning: The Case of Filipino Students Learning Foreign Languages TESOL Journal 3: 3-28 December
Abstract: Age, gender, and cross-national differences among children ages 9 through 16 in Samoa and the United States are examined on four bipolar temperament styles: extroversion-introversion, practical-imaginative, thinking-feeling, and organized-flexible. Samoan children generally prefer extroverted to introverted, practical to imaginative, thinking to feeling, and organized to flexible styles. Gender differences are found on practical-imaginative styles. Compared to males, relatively more females prefer a practical style. Age differences are found on extroversion-introversion and thinking-feeling styles. While Samoan children in all age groups generally prefer an extroverted style, an increased preference for an introverted style is seen at each older age. On the other hand, younger children display a somewhat balanced preference for thinking and feeling styles while older children generally prefer a thinking style. Cross-national differences are found on extroversion-introversion, practical-imaginative, and organized-flexible styles. In contrast to children in the U.S., those in Samoa are more likely to prefer extroverted, practical, and organized styles.
Abstract: The study assessed impact of community-based interventions (CBI) that the Second Education Development Project in Lao PDRâs poorest districts employed. Interventions include community-based contracting, community grants, and teacher training. Being quasi-experimental, qualitative and quantitative approaches were used. Results showed that the CBI package led to positive and improved education outcomes, significant positive changes in social capital, community development, gender participation, and built capacities in village school management. More significantly, CBI was not only cost-effective but ensured collective ownership as well. The evaluation concludes that effectiveness of one intervention increases in combination with others, making the CBI approach more appropriate.
Abstract: The main purpose of this research is to determine the extent of which motivation differentiates foreign language (FL) learners. The secondary purpose of this study is to compare motivation of Filipino FL learners using the Foreign Language Learning Motivation Questionnaire and to investigate whether age group, sex, FL being learned and length of studying of FL could influence differentiation in the motivation of FL learning among Filipino students. Thus, it was hypothesized that the variables included in this study could differentiate motivation of FL learners. The participants of this study were 150 students who had elected to study foreign languages from three universities in Metro Manila. Eighty of the participants are females (53.3%), while 70 are males (46.7%). Data were cross-sectional in nature with 26 learning Chinese (17.3%), 40 learning French (26.7%), 50 learning Japanese (33.3%) and 34 learning Spanish (22.7%). Results show that younger learners motivational orientation is towards cultural understanding, cultural integration and self-satisfaction. Females are more motivationally oriented than males towards communication and affiliation and self-efficacy. Japanese language learners are more motivationally oriented towards career and economic enhancement, French language learners towards affiliation with foreigners, and Spanish language learners towards self-efficacy. The study recommends some instructional and pedagogical strategies for teaching foreign languages.
Abstract: This report is the summary of the âEvaluation Study On Japanâs ODA to the Education Sector in the Philippinesâ conducted as a joint evaluation by NGOs and the Ministry of Foreign Affairs (MOFA).
Japan has been one of the top donor countries of ODA (Official Development Assistance) and there have been domestic and international calls for more effective and efficient implementation of assistance. The Ministry of Foreign Affairs, as the responsible ministry of ODA, has been conducting ODA evaluation mainly at the policy and program level with two main objectives; to support the implementation and management of ODA and to ensure its accountability.
The objectives of this evaluation study are: to improve the effectiveness and efficiency of the Japanese assistance to the education sector in the Philippines by examining objectives, planning and implementation process and results, and to ensure accountability by announcing the results of the study.
Enormous contributions were made by the Government of the Philippines, stakeholders of recipient schools of Japanese assistance, international donors and NGOs working in the Philippines. Likewise, useful comments and opinions were received from the MOFA, Japan International Cooperation Agency (JICA), Japan Bank for International Cooperation (JBIC). We would like to take this opportunity to express our sincere gratitude to all those who were involved in this evaluation.
The Aid Planning Division of the Economic Cooperation Bureau of the MOFA was in charge of coordination. All other supportive work was carried out by Nomura Research Institute, Ltd. under the commission of the MOFA.
