Master of Arts in Sociology
https://hdl.handle.net/20.500.12852/81
2024-03-28T21:38:37ZCPU core values: Knowledge and application of students, faculty and staff
https://hdl.handle.net/20.500.12852/1547
CPU core values: Knowledge and application of students, faculty and staff
Equiña, Ashere Nisseth S.
General Objectives
This study was conducted to determine the level of knowledge and extent of application of the CPU Core Values by the students, faculty, and staff. This study also aimed to determine the relationship between certain factors and the level of knowledge and extent of application of the CPU Core Values of the students, faculty and staff.
Specific Objectives
Specifically, this study aimed to:
1. describe socio-demographic characteristics of the students, such as gender, religious affiliation, college department, high school graduated from, educational attainment of parents, and number of academic years spent in the university;
2. describe socio-demographic characteristics of the faculty such as gender, civil status, number of years at CPU, college/department, educational attainment, and religious affiliation;
3. describe socio-demographic characteristics of the staff such as gender, civil status, number of years at CPU, position, educational attainment, and religious affiliation;
4. describe the level of knowledge about the CPU Core Values among students, faculty, and staff;
5. compare the level of knowledge about the CPU Core Values among students, faculty and staff;
6. describe the extent of application of the CPU Core Values of the students, faculty and staff;
7. compare the extent of application of the CPU Core Values among students, faculty and staff;
8. determine if the level of knowledge of the students, faculty, and staff of the CPU Core Values differ when grouped according to their socio-demographic characteristics;
9. determine if the extent of application of the students, faculty, and staff of the CPU Core Values differ when grouped according to their socio-demographic characteristics; and,
10. determine if there is a relationship between the level of knowledge and extent of application of the students, faculty, and staff of the CPU Core Values.
Introduction and statement of the problem
2014-01-01T00:00:00ZThe relationship between mass media exposure and attitude toward selected sexual activities and intention to engage in these activities
https://hdl.handle.net/20.500.12852/1546
The relationship between mass media exposure and attitude toward selected sexual activities and intention to engage in these activities
Toledo, Velte Casuyon
Statement of the Problem
This study has two general objectives. First, to describe the extent of exposure to sex—related media; and to ascertain their attitudes toward and intention to engage in sexual activities in their premarital state.
Second, to determine whether mass media exposure is related to adolescents’ attitudes toward and intention to engage in sexual activities in their premarital state.
Introduction and statement of the problem
1989-01-01T00:00:00ZFactors associated with the writing skills of college campus paper writers of selected schools in Iloilo City and Bacolod
https://hdl.handle.net/20.500.12852/1289
Factors associated with the writing skills of college campus paper writers of selected schools in Iloilo City and Bacolod
Subong, Elsa Solas
The study was conducted to determine the relationship between selected factors and the writing skills of college campus paper writers in Iloilo City and Bacolod City. This descriptive study used a one-shot survey. The study’s sample population consisted of 102 college campus paper writers from 12 schools who were taken in complete enumeration. A structured questionnaire was used for data collection.
Major Findings of the Study
Most of the respondents were females who completed their secondary education from either a sectarian high school or a public high school, and whose parents were engaged in some professions or business as main sources of income. More than half of them were neither journalism nor mass communication students but they had basic journalism trainings, exposure to journalistic writing and had participated in several writing activities like seminars, press conferences and writing contests.
Majority of them had low exposure to print media within the period of four weeks prior to the survey. The Philippine Daily Inquirer was the most preferred newspaper by three-fourths of the respondents while the Time magazine was preferred by about thirty percent of the respondents.
Most of the campus paper writers said that they liked to write mostly when they were inspired, as often as they could and when the deadline for some writing activity were catching up with them.
Half of them had “very good” writing practices as to the frequency of practice of desirable writing practices such as making an outline, reading about the chosen topic first, making a draft, not letting the deadline catch up with them and letting others read their manuscripts first.
The respondents’ levels of interest in writing and other related activities varied. More than half were “very interested” in reading while a little more than one fourth were “moderately interested.” More than a half also, but lower in percentage than those who were “very interested” in reading, were “very interested” in writing articles for publication, while more than one fourth were “very interested” and “moderately interested” in participating in writing competitions.
Only about ten percent of the respondents said that they were influenced by both their parents in joining the school paper, by telling them that writing was a noble task besides it being a status symbol. Further, their parents wanted them to be journalists someday and a few were told that they should join to get a scholarship. More than half of them said that they were influenced by their friends in joining the publication by openly convincing them, by telling them that they had the talent and also through the exposure they got from the writing experiences of their peers. About one third of the student writers said that nobody influenced their decision to join.
The college campus paper writers were “good” in writing skills as far as grammar was concerned, with more than half of them having only from one to three average number of errors in spelling, punctuation, tenses while less than half of them had from three to six errors in a writing test. As far as content was concerned, only one of the 102 respondents got an average rating of ninety percent and above as far as substance was concerned, less than half were in the 80-84 average rating bracket. A little more than three fourths were in the 70-74 and 75-79 brackets for contribution to development communication and for values promoted, one third were in the 70-74 and 75-79 brackets.
The respondents’ writing skills, far as grammar and content were concerned were not significantly influenced by age, sex, occupation of parents, household learning facilities, parents and peers and print media exposure. Both grammar and content, however, were significantly influenced by high school graduated from and journalism background.
There was a significant relationship between writing practices and writing skills as far as grammar was concerned. Respondents with “good” and “very good” writing practices tend to have lesser number of errors in grammar. Content and writing practices did not influence each other. Writing practices were not significantly influenced by age, sex, high school graduated from, occupation of parents, exposure to print media, parental and peer influence, journalism background, but there was a significant relationship between writing practices and household learning facilities.
Level of interest was not influenced by age, sex, high school graduated from, household learning facilities, occupation of parents, exposure to print media, parents and peers, and journalism background, but there was a significant relationship between writing practices and level of interest. Most of the respondents were in the “moderately interested’ level and more than half of them had “very good” writing practices.
The multiple regression analysis showed that the more learning facilities the respondents have, the lesser were their number of errors in grammar. While the grammar errors of those who were aged 17-20 were lesser as shown by the regression results, they also had lower rating in content than those who were 21 years old and above. Respondents whose fathers were into business as major economic activity and whose mothers were into agriculture and business had lower grammar errors as shown by the regression results, while those whose mothers were professionals had higher ratings as far as content was concerned.
Respondents who were either mass communication or journalism students and with journalism training had lower errors in grammar as well as higher ratings in content. Furthermore, graduates of public schools outside the city and from private sectarian schools had better writing skills in grammar as well as higher ratings in content.
Conclusions
1. Writing skills are associated with the high school from where the campus paper writers graduated. This supports Sarah Lightfoot’s statements that schools do make a difference in learning for all groups and that the kind of school influence a person’s ability and development of skills.
2. Writing skills are associated with the student writers’ background on journalism. This supports the necessity of journalism trainings, the rise of many journalism schools or institutions in the country and the existing provisions of the Journalism Act of 1991 which promotes the growth of Campus Journalism.
3. Parental and peer influence are not associated with the writers’ skills in writing or their decision to join the publication. This strengthens the contentions of many authors that while parents and peers influence academic performance and learning abilities of students, this may not necessarily be true to writing skills.
4. Writing practices are associated with writing skills as far as grammar and content are concerned. This finding validates the need for developing desirable writing practices which are espoused by many grammar, English composition authors as well as by authorities on writing in general and journalistic writing in particular.
5. College campus paper writers who were from 17 to 20 years old, graduated from either public schools or private sectarian schools, whose fathers were into business and whose mothers were either into agricultural activities or business, who were either mass communication or journalism students with training, who have a number of household learning facilities and influenced by their peers tended to commit lesser number of errors in grammar in their writing.
6. College campus paper writers who were 21 years old and above, graduated from either public schools or private sectarian schools, whose fathers were into labor and business, whose mothers were into services, who were either mass communication or journalism students with training and neither mass communication nor journalism students with training, and those who had household learning facilities tended to have higher ratings in content in a writing test.
Recommendations
Based on the major findings and conclusions of the study the following recommendations are given:
1. Writing skills development should begin in high school and mentors should already be keen on this, by harnessing the skills of high school student writers or potential writers.
2. Student paper advisers should encourage exposure of student writers to journalistic writing, development communication to enhance their understanding of issues through community forums and assemblies. They should, likewise, help them form desirable writing habits, not only through imposition of deadlines, but regular meetings and sharing sessions.
3. School publication advisers should also encourage parental support and encouragement to their sons or daughters who are members of the school publications by taking interest in what they write.
4. The Commission on Higher Education (CHED) should look closely into the implementation of the Journalism Act of 1991 (RA 7029) in various colleges and universities and survey the policies, programs and projects which the schools undertake, aimed at improving the journalistic skills of their students involved in the college papers. The CHED, should, likewise, determine how school publications are utilized to support national development and to collaborate with the Philippine Information Agency for resource sharing in basic journalism trainings.
5. The Philippine Information Agency, as a prime provider of basic journalism seminar workshops for college campus paper writers, should continuously enrich its modules to be more relevant and responsive to the need of college campus writers. The PIA should also hold regular consultations with the CHED on the policies which can best enhance the quality of college writers and college publications.
6. Further studies such as the following can be conducted: a) content analysis of the major publications of universities and colleges in Western Visayas; b) consideration of other variables which are not included in this study; c) comparative study of the writing skills of campus paper writers in all provinces of Western Visayas, or all departmental papers of different colleges and universities in Iloilo and Bacolod.
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2001-01-01T00:00:00ZThe incarcerated mothers in Iloilo City: Their profile, support systems, needs, aspirations, and coping strategies
https://hdl.handle.net/20.500.12852/1049
The incarcerated mothers in Iloilo City: Their profile, support systems, needs, aspirations, and coping strategies
Dela Cruz, Emily A.
This study utilized the one-shot survey design and aimed to describe the incarcerated mothers at the Iloilo City Jail as to age, marital status, educational attainment, occupational status, occupational status of husband/ partner, number of children, reason for incarceration, length of stay in prison, and status of imprisonment. Furthermore, this endeavored to explain how mothers cope with the situation behind bars and how their characteristics, support systems, needs, and aspirations influence the coping strategies they employ during their incarceration. Fifty-one mothers constituting 94 percent of the total number of incarcerated mothers who expressed their willingness to be interviewed served as the respondents of this research. The interview was done from December 2006 to February 2007. The strategies mentioned by the mothers were later classified according to COPE scales: positive reinterpretation and growth, mental disengagement, focus on and venting of emotions, use of instrumental social support, active coping, denial, religious coping, humor, behavioral disengagement, restraint, acceptance, and planning. Most mothers were less than 45 years old. They were legally married and a number of them were separated even before their incarceration Mothers were high school educated and have more than two children They were engaged in retail activities such as selling cosmetics, rice, processed foods, and RTW prior to their incarceration.
The incarcerated mothers had committed drug-related offenses. Most have stayed in prison for not more than two years while a considerable number had stayed longer. Cases of the majority of mothers were still being heard in court. Mothers had been provided material and non-material support by their families and by the correctional institution. However, community support was non-existent to an overwhelming majority of the incarcerated mothers. The incarceration of mothers had brought a great economic problem to their families that resorted to the mothers’ intense need for money to be extended to their children.
The uncertainty of how their children live their lives strengthened the incarcerated mothers’ desire to be reunited with them. To survive the prison life, mothers had employed mental disengagement, venting of emotions, and religious coping strategies. The mothers’ length of stay in prison is associated with the support extended to them by their families. The longer the stay of mothers in prison the less support they receive from their families. The reason for incarceration has a significant influence on the needs of the mothers in prison. Mothers who are detained for drug-related offenses had more economic needs compared to mothers whose offenses were not related to drugs. The aspiration of the incarcerated mothers is influenced by her age. As incarcerated mothers grow old, their aspirations shift from family-focused to self-focused aspirations. The coping strategies employed by the incarcerated mothers vary with age. As mothers become older, they tend to use a more passive form of coping like mental disengagement and religious coping.
Government and non-government organizations as well as people’s organizations who have the responsibility of looking into the welfare of the incarcerated mothers and their families are recommended to extend livelihood programs to the families of the mothers. It is recommended that the institution and other concerned organizations help maintain if not restore relationships through a more flexible visitation programs and intensive counseling both to the incarcerated mothers and their families. It is also recommended that activities aimed for personal satisfaction, such as reading materials and board games, be extended to them that will enable them to pass the time allows for distraction. A speedy processing of the cases is recommended to the Department of Justice. This could prevent the long wait of both the mother and the children to be reunited.
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2007-01-01T00:00:00Z