A CASE STUDY ON THE DIFFICULTIES ENCOUNTERED BY PRIVATE
SCHOOL GRADUATES OF SELECTED GRADE VII STUDENTS
FROM CALAMBA CITY SCIENCE HIGH SCHOOL
A Case Study Presented to the Faculty of Calamba City Science High School In Partial Fulfillment of the Requirements in Technical Writing
Submitted by: Dwayne Brennan A. Asprec Jenniel A. Morales Jericho T. Naga Ralph Lawrence R. Silaya
Submitted to: Mrs. Gina A. Verano
S.Y. 2013-2014
INTRODUCTION In education, one advances further and higher in level every year, and tend to encounter different changes. Starting from pre-school, elementary, high school and then college. In terms of academics, every lesson becomes harder and harder. But not every time do students only experience changes in academic level. With two types of school private and public, one may also encounter different issues like environmental and social changes. Especially in graduating from a private elementary school to a public high school. Such changes like shift in school curriculum may be encountered by students. Private high schools offer premium and serviced administers plus miscellaneous fees. Public schools may have more levelled education than in private schools. However, there are qualities present in private schools that might be amiss to public schools. Henceforth, such shift into scholar curriculum can be a dilemma that a student will have time to cope with these. The difficulties encountered by private school graduates must be studied. This led the researchers to conduct a study focusing on the difficulties encountered by private school graduates. They aim to identify the actions that must be taken to degrade the difficulties encountered by selected Grade VII private school graduates of Calamba City Science High School. And also, to gather information and practices that will be effective as reference to future private school graduates that will help and guide them in moving to a public high school.
BODY Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship. Schools are places of learning, where teachers meet with students who have come for instruction in reading, writing, mathematics, science, and much more. Many schools also provide day care and health care services in the community. Educational options in which coming to a private or in public schools can be a serious task, which manipulate the paths that you will take in the future. Upgrading from elementary to high school is a major shift in the education level. Private Schools Some students (and parents) automatically assume that private schools are better than their public counterparts because they cost more and have higher name recognition. Where did this theory come from? What almost all knew is that there are pros and cons to both public and private schools and the decision to transfer from one to the other should be made on a case-by-case basis. It doesnt matter if it was the right choice for your roommates sisters cousin; unless their situation mirrors yours exactly, you have some serious research ahead. One thing is certain, though: If youre not getting the education you feel you need to succeed in your field of choice, transferring is a great way to change that. In the Philippines, private schools were always associated with good impressions because of the payment that the students are paying to. Though education quality isnt that much assured to be of much use. Premium administers and high-quality facilities may be assured at hand but the number of achievers in private schools couldnt compare much more than those in public. These schools can only provide the most comfortable environment, classrooms, facilities and adjacent to that of those in public which can satisfy every student who has the privilege to pay. Many educational alternatives, such as independent schools, are also privately financed. Private schools often avoid some state regulations, although in the name of educational quality, most comply with regulations relating to the educational content of classes. Religious private schools often simply add religious instruction to the courses provided by local public schools. In the Philippines, the private sector has been a major provider of educational services, accounting for about 7.5% of primary enrollment, 32% of secondary enrollment and about 80% of tertiary enrollment. Private schools have proven to be efficient in resource utilization. Per unit costs in private schools are generally lower when compared to public schools. This situation is more evident at the tertiary level. Government regulations have given private education more flexibility and autonomy in recent years, notably by lifting the moratorium on applications for new courses, new schools and conversions, by liberalizing tuition fee policy for private schools, by replacing values education for third and fourth years with English, mathematics and natural science at the option of the school, and by issuing the revised Manual of Regulations for Private Schools in August 1992. Private schools' curriculum is usually unique to the school itself. Though it may seem that they have a less diverse organization. Rest assured to those who has the privilege to pay a price just to let their children stay and study in a comfortable while unjust academic interest environment for them to maintain proper esteem and formal behaviour in such ways. They may have less intrigued class hours and may not focus on academics as much as theyd focus on vocational studies. Lastly, students here are much more disciplined and made to grow into fine citizens of the society.
Public Schools While public schools werent that much associated with good impressions because of the low-quality of the facilities and the unjust behavioural issues with the students. Public schools are then linked to bad impressions, for public schools are open to every people living on the locale. Because of this, students in the public schools contain different kinds of students students that truly understand what education is, those that find school as a home of friendship and allies, students that are rude to his/her fellow student, and those who doesnt care at all. There is a huge difference between the intervention of public and private schools. Differs in the environment, between premium facilities and government facilities. Same goes in the education quality. Not all times that a private school with higher cost and better facilities provide better education. They say that public schools are worth the sacrifice of being in a fair focalized environment, though some pushes through but takes longer adjustment to the surroundings. Besides from having high-class administers in Private School, flaws arent even out of the question. Like how the Government funds for Public Schooling and the benefit of getting a scholarship for better quality education. There are many advantages to public schooling. According to the University of Michigan, public schools have a uniform curriculum district-wide, and sometimes even state-wide. Public schools usually have a more diverse student body than private schools. Public school is free. However, the public school may suffer from funding issues that private schools generally do not have. The non-profit organization Face the Facts stated that public school teachers are more highly qualified than private school teachers. Facilities Many public school facilities are impressive; others are mediocre. The same is true of private schools. In the public school system, the twin engines of political support and economic revenue base are critical. In private schools the ability to attract endowments and other forms of financial support are just as critical. Private school facilities reflect the success of the school's development team and that of the school to continue to generate alumni support. Some private schools have facilities and amenities which surpass those found at many colleges and universities. For example, some have libraries and athletic facilities on a par with those in high-class places. They also offer academic and sports programs which make full use of all those resources. It is hard to find comparable facilities in the public sector. They are few and far between. Public schools also reflect the economic realities of their location. Wealthy suburban schools will have more amenities than inner city schools as a rule. Class Size
In Philippines, most private schools have small class sizes. One of the key points of private education is individual attention. Usually, it needs student to teacher ratios of 15:1 or better to achieve that goal of individual attention. On the other hand a public system has to take almost anyone who lives within its boundaries. In public schools you will generally find much larger class sizes, sometimes exceeding 35-40 students in some inner city schools. At that point teaching rapidly degenerates into babysitting. Teaching Public sector teachers are generally better paid. Naturally compensation varies widely depending on the local economic situation. Unfortunately low starting salaries and small annual salary increases result in low teacher retention in many public school districts. Public sector benefits have historically been excellent; however, health and pension costs have risen so dramatically since 2000 that public educators will be forced to pay or pay more for their benefits. Private school compensation tends to be somewhat lower than public. Again, much depends on the school and its financial resources. One private school benefit found especially in boarding schools is housing and meals. Private school pension schemes vary widely. Both public and private schools require their teachers to be credentialed. This usually means a degree and a teaching certificate. Private schools tend to hire teachers with advanced degrees in their subject over teachers who have an education degree. Administrative Support
The bigger the bureaucracy, the harder it is to get decisions made at all, much less get them made quickly. The public education system is notorious for having antiquated work rules and bloated bureaucracies. This is as a result of union contracts and host of political considerations. Private schools on the other hand generally have a lean management structure. Every peso spent has to come from operating income and endowment income. Those resources are finite. The other difference is that private schools rarely have teacher unions to deal with. Elementary Schools Elementary school, sometimes called primary school or grade school, is the first part of the educational system, and it includes the first six years of compulsory education (Grades 16). These grades are further grouped (informally) accordingly into: primary level, which includes the first three grades (Grades 13), and intermediate level, which includes the last three grades (Grades 46). Elementary school level education covers a smaller but wider than the junior and senior high school because of the spiral approach educational technique. In public schools, the core/major subjects that are introduced starting at Grade 1 include mathematics, Filipino, and Makabayan. English is only introduced after the second semester of Grade 1. Science is only introduced starting Grade 3. Heograpiya, kasaysayan (history), and sibika (civics) (abbreviated as HEKASI), is only introduced starting Grade 4. Minor subjects then include music, arts, physical education, and health (abbreviated as MAPEH). In private schools, subjects in public schools also include those of the public schools, with the additional subjects including: computer education and HELE (stands for home economics and livelihood education; while in Christian schools or in Catholic schools, religious education. Secondary Education Secondary school in the Philippines, more commonly known as "high school" (Filipino: paaralang sekundarya, sometimes mataas na paaralan), consists of four levels largely based on the US school system as it existed until the advent of the comprehensive high schools in the US in the middle of 20th century. The Philippine high school system has not significantly evolved from where it was when the Philippines achieved independence from the United States in 1946. The Department of Education specifies a compulsory curriculum for all high schooling, public and private. The first year of high school has five core subjects, Algebra I, Integrated Science, English I, Filipino I, and Philippine History I. The second year curriculum has Algebra II, Biology, English II, Filipino II, and Asian History. The third year has Geometry, Trigonometry, Chemistry, Filipino III, and World History and Geography. The final fourth year curriculum has Calculus, Advanced Algebra, Physics, Filipino IV, Literature, and Economics. Minor subjects may include Health, Music, Arts, Technology and Home Economics, and Physical Education. Moving from a Private Elementary to a Public High School These two types of school may have a proper distinction and individual uniqueness between administers and student bodies, but theres always a point in life where breaking the barriers between is essential. One may not always be a public student, and the same goes to one may not always be a private student. There always comes a time when a student must change paths. Hard must it be, but education quality always comes first. Adjusting may seem to take long, especially in moving between two types of schools. A new environment to set in, new classmates to look at, new teachers to listen to, and a whole lot more to see for just a change of year. A new school year can be an exciting time full of new possibilities, new experiences and new goals. But a new school year can also be a time of new challenges. Several changes can take place at the beginning of the school year, and those changes can sometimes be difficult to navigate and manage for all children. The road can be especially difficult for children with special needs. Anxiety in social situations is very common for school-aged children. Ask or observe someone who he or she talks to at school and what activities he or she participates in and likes. There are different distinctions between Private Schools and Public Schools. Hence, moreover for a Private elementary school and a Public High School. Shifts in the academic level is unavoidable, moving from elementary to secondary education. Though there are changes encountered and may be difficult for a Private School Graduate, as such in the financial means of administers, educational quality, methods of teaching, utility workers, facilities, administrative support, classmates who graduated from public schools and environmental change or surroundings. These may be the difficulties encountered by Private School Graduates from Calamba City Science High School.
TABULAR PRESENTATION OF DATA Table 1 Frequency and Percentage of Respondents Who Find Moving From Private Elementary School to Public High School Satisfying
Response Frequency Percentage Yes 30 86 % No 5 14 % Total 35 100 %
Table 1 shows the frequency and percentage of respondents who find moving from private elementary school to private high school satisfying. Out of thirty-five (35) respondents, thirty (30) or eighty-six percent (86%) find transferring satisfying while five (5) or fourteen percent (14%) find it unsatisfying. Therefore, majority of the respondents find moving from private elementary school to private high school satisfying yet there are some who find it unsatisfying.
Table 2 Frequency and Percentage of the Services Lost When the Respondents Transferred From a Private Elementary School to Public High School
Table 2 shows the frequency and percentage of the services lost when the respondents transferred from a private elementary school to private high school. Out of thirty-five (35) respondents, seventeen (17) or forty-nine percent (49 %) said that utility is the service lost; seven (7) or twenty percent (20 %) said that good facilities lost; two (2) or six percent (6 %) said that education focus lost; fourteen (14) or forty percent (40 %) said that books lost; two (2) or six percent (6 %) said that clinic lost; four (4) or eleven percent (11 %) said that court lost; three (3) or nine percent (9 %) said that air-conditioner is lost; two (2) or six percent (6 %) said that canteen service lost; and two (2) or six percent (6 %) said that theres nothing that is lost. Therefore, majority of the respondents said that utility is the service lost when they transferred from private elementary school to public high school.
Table 3 Frequency and Percentage of Respondents Who Experienced Difficulties in Studies Due to Environmental Change
Response Frequency Percentage Yes 7 20 % No 28 80 % Total 35 100 %
Table 3 shows the frequency and percentage of respondents who experienced difficulties in studies due to environmental change. Out of thirty-five (35) respondents, seven (7) or twenty percent (20 %) experienced difficulties while twenty-eight (28) or eighty percent (80 %) dont experienced difficulties. Therefore, majority of the respondents dont experienced difficulties in studies due to environmental change yet there are still some who experienced difficulties.
Table 3.1 Frequency and Percentage of Respondents Difficulties Encountered in Studies Due to Environmental Change
Response Frequency Percentage Environment 3 43 % Curriculum 2 28.5 % School Materials 2 28.5 % Total 7 100 %
Table 3.1 shows the frequency and percentage of respondents difficulties encountered in studies due to environmental change. Out of seven (7) respondents who experienced difficulties, three (3) or forty-three percent (43 %) encountered difficulties in environment; two (2) or twenty-eight point five percent (28.5 %) encountered difficulties in curriculum; and two (2) or twenty-eight point five percent (28.5 %) encountered difficulties in school materials. Therefore, majority of the respondents encountered difficulty in environment in studies due to environmental change.
Table 4 Frequency and Percentage of Respondents Who Feel Shy in Communicating with New Students
Response Frequency Percentage Yes 22 63 % No 13 37 % Total 35 100 %
Table 4 shows the frequency and percentage of respondents who feel shy in communicating with new students. Out of thirty-five (35) respondents, twenty- two (22) or sixty-three percent (63 %) feel shy while thirteen (13) or thirty-seven percent (37 %) dont feel shy. Therefore, majority of the respondents feel shy in communicating with new students yet there are some who dont feel shy.
Table 5 Frequency and Percentage of Respondents Who Consider Having Greater Peers Who Graduated From Private Schools than in Public Schools
Response Frequency Percentage Yes 23 63 % No 12 37 % Total 35 100 %
Table 5 shows the frequency and percentage of respondents who consider having greater peers who graduated from private schools than in public schools. Out of thirty-five (35) respondents, twenty-three (23) or sixty-three percent (63 %) consider to have greater peers from private schools while twelve (12) or thirty-seven percent (37 %) dont consider to have greater peers from private schools. Therefore, majority of the respondents consider to have greater peers from private schools than in public schools yet there are still some who dont consider it.
Table 6 Frequency and Percentage of Respondents Who Experienced Changes between the Academic Practices of Private and Public Schools
Response Frequency Percentage Yes 33 94 % No 2 6 % Total 35 100 %
Table 6 shows the frequency and percentage of respondents who experienced changes between the academic practices of private and public schools. Out of thirty-five (35) respondents, thirty-three (33) or ninety-four percent (94 %) experienced changes while two (2) or six percent (6 %) didnt experienced changes. Therefore, majority of the respondents experienced changes between the academic practices of private and public schools yet there are some who didnt experienced changes.
Table 6.1 Frequency and Percentage of the Changes Encountered by the Respondents between the Academic Practices of Private and Public Schools
Table 6.1 shows the frequency and percentage of the changes encountered by the respondents between the academic practices of private and public schools. Out of thirty-three (33) respondents, nine (9) or twenty-seven percent (27 %) encountered the change in educational focus; twenty-five (25) or seventy-six percent (76 %) encountered the change in methods of teaching; and twenty (20) or sixty-one percent (61 %) encountered change in books. Therefore, majority of the respondents encountered the change in methods of teaching between the academic practices of private and public schools yet there are still some other changes they encountered.
Table 7 Frequency and Percentage of Respondents Who Experienced Not Good Treatment by Classmate/s Who Graduated from Public Schools
Response Frequency Percentage Yes 29 83 % No 6 17 % Total 35 100 %
Table 6 shows the frequency and percentage of respondents who experienced not good treatment by classmate/s who graduated from public schools. Out of thirty-five (35) respondents, twenty-nine (29) or eighty-three percent (83 %) experienced not good treatment while six (6) or seventeen percent (17 %) didnt experienced not good treatment. Therefore, majority of the respondents experienced not good treatment by classmate/s who graduated from public schools yet there are some who didnt experienced not good treatment.
Table 8 Frequency and Percentage of How the Respondents Manage to Adjust from Private Elementary School to Public High School
Response Frequency Percentage Socialization 21 60 % Management 2 6 % Self-adjustment 12 34 % Total 35 100 %
Table 8 shows the frequency and percentage of how the respondents manage to adjust from private elementary school to public high school. Out of thirty-five (35) respondents, twenty-one (21) or sixty percent (60 %) socialize with other students to adjust; two (2) or six percent (6 %) manage in different things to adjust; and twelve (12) or thirty-four percent (34 %) adjust by themselves. Therefore, majority of the respondents socialize with other students to adjust from private elementary school to public high school yet there are some other things they do to adjust.
Table 9 Frequency and Percentage of How Long the Respondents Managed to Adjust on the Changes from Private Elementary School to Public High School
Response Frequency Percentage 1 2 days 4 11 % 1 3 weeks 12 34 % 1 3 months 16 46 % More than 6 months 3 9 % Total 35 100 %
Table 1 shows the frequency and percentage of how long the respondents managed to adjust on the changes from private elementary school to private high school. Out of thirty-five (35) respondents, four (4) or eleven percent (11 %) manage to adjust on the changes for 1 2 days; twelve (12) or thirty-four percent (34 %) for 1 3 weeks; sixteen (16) or forty-six percent (46 %) for 1 3 months; and three (3) or nine percent (9 %) for more than 6 months. Therefore, majority of the respondents managed to adjust on the changes from private elementary school to private high school for 1 3 months.
FINDINGS In education, one advances further and higher in level every year, and tend to encounter different changes. In terms of academics, every lesson becomes harder and harder. But not every time do students only experience changes in academic level. With two types of school private and public, such changes like shift in curriculum are encountered by students, that a student will have time to cope with such changes. This case study is about the difficulties encountered by private school graduates of selected Grade VII students from Calamba City Science High School. The researchers aim to identify the actions that must be taken to degrade the difficulties encountered by selected students. And also, to gather information and practices that will be effective as reference to future private school graduates, that will help and guide them in moving to a public high school. This case studys population is composed of thirty-five (35) selected Grade VII students from Calamba City Science High School who graduated from private elementary school and transferred to public high school. The researchers chose them because newest batch who experienced transferring from private elementary schools to public high school and that made them fit to be the respondents in the case study. The technique used was purposive sampling. The researchers used one method of gathering data which is questionnaire. The researchers prepared and distributed 10-item questionnaires for each of the students who graduated from private elementary schools. The questions are about the difficulties of the students and how did they adjust. From the data gathered, most of the respondents answered that they find moving from private elementary school to public high school satisfying yet there are still some who find it unsatisfying. Meanwhile, there are services lost when the respondents transferred from private to public school such as utility. Also, most of the respondents didnt experienced difficulties in studies due to environmental change yet there are some who experienced difficulties such as in environment. Majority of the respondents feel shy in communicating with new students yet there are still some who dont feel shy and they prefer having greater peers who graduated from private schools than in public schools. Meanwhile, most of the respondents experienced changes between the academic practices of private and public schools such as in the methods of teaching. Based on the gathered data, majority of the respondents experienced not good treatment by their classmate/s who graduated from public schools yet there are some who didnt experienced not good treatment. Aside from it, most of them manage to adjust from private elementary school to public high school through socializing with other students yet there are still some other ways on how they will manage to adjust. Also, majority of the respondents managed to adjust on the changes from private elementary school to private high school for 1 3 months.
CONCLUSIONS This case study is about the difficulties encountered by Private School Graduates of selected Grade VII students from Calamba City Science High School. Students who transferred from private elementary school to public high school encountered such changes like shift in curriculum that a student will have time to cope with such changes. The case study aims to identify the actions that must be taken to degrade the difficulties encountered by selected students. And also, to gather information and practices that will be effective as reference to future private school graduates, that will help and guide them in moving to a public high school. Based on the findings, it can be concluded that majority of the respondents are satisfied in moving from a private elementary school to public high school. Meanwhile, there are services lost when the respondents transferred from private to public school such as books and utilities. Also, it can be concluded that the environmental change didnt give the respondents any difficulties in their studies. Also, the selected Grade VII students encountered difficulties in communicating with other students. It can also be concluded that most of the respondents experienced changes between the academic practices of private and public schools such as in the methods of teaching and the utility. The respondents also had difficulties in terms of socialization and self-adjustment. It can also be concluded that the majority of the respondents experienced not good treatment by their classmate/s who graduated from public schools. Also, most of them manage to adjust from private elementary school to public high school through socializing with other students and self-adjustment. Also, majority of the respondents managed to adjust on the changes from private elementary school to private high school for 1 3 months. It can be concluded that the private school graduates did not took long enough to adjust in a public high school. The researchers therefore conclude that the difficulties encountered by majority of the Private School Graduates in Calamba City Science High School are such educational materials, utilities, environmental change, methods of teaching, socialization and the treatment from their classmates who graduated from public schools. Each of them practiced their own methods to adjust in these changes like self-adjustment, management and socialization. Majority took months to adjust on such shifts and changes.
RECOMMENDATIONS This case study is about the difficulties encountered by private school graduates of selected Grade VII students from Calamba City Science High School. The study aims to identify the actions that must be taken to degrade the difficulties encountered by selected students. And also, to gather information and practices that will be effective as reference to future private school graduates, that will help and guide them in moving to a public high school. The researchers concluded that the difficulties encountered by majority of the Private School Graduates in Calamba City Science High School are such educational materials, utilities, environmental change, methods of teaching, socialization and the treatment from their classmates who graduated from public schools. Each of them practiced their own methods to adjust in these changes like self-adjustment, management and socialization and took months to adjust on such shifts and changes. The researchers recommend to the parents of the respondents as well as the parents of students who experience the studied situation to help their child/children to adjust with the experienced difficulties. The teachers may as well be added to the scope, to help their students to adjust the shift in the type of school. The researchers recommend to the private elementary school graduates to help themselves adjusting with the change they experience. If students experience difficulties when it comes to different things regarding the school, the researchers recommend to seek for the guidance of the adviser, guidance counselor, teacher or any other faculty workers, parents and friends. In this way, the student might be able to face the difficulties easier. And with the conclusion of the study, the student shall be able to point and aim for the solution to his/her difficulties. The researchers recommend to the future researchers to add more respondents to be more efficient to the data. The researchers might as well get respondents from different schools.
BIBLIOGRAPHY
Human Communication: Third Edition. Judy C. Pearson, Scott Titsworth, McGraw-Hill. New York, NY 10020 Compaies Inc. 1221. 2008, 2006, 2003. Pp. 136-138 The New Book of Knowledge (Volume 15). Scholastic Library Publishing, Incorporated.Danbury, Connecticut. 2005. pp. 60, 61, 75-76, 87, 88, 473. http://en.wikipedia.org/wiki/Education http://everydaylife.globalpost.com/advantages-disadvantages-private-public- secondary-schools-19337.html http://www.edline.com/uploads/pdf/PrivateSchoolsReport.pdf http://www.bostonmagazine.com/2006/05/public-vs-private-the-best-high- schools/ http://privateschool.about.com/cs/employment/a/teachingcond.htm http://en.wikipedia.org/wiki/Education_in_the_Philippines
A CASE STUDY ON THE DIFFICULTIES ENCOUNTERED BY PRIVATE SCHOOL GRADUATES OF SELECTED GRADE VII STUDENTS FROM CALAMBA CITY SCIENCE HIGH SCHOOL QUESTIONNAIRE Name (optional): Previous Elementary School: Section: Instructions: Check the box that corresponds to your answer. Spaces will be provided for questions that needs objective answers. Please provide the information honestly. 1. Do you find moving from a private elementary school to a public high school satisfying? Yes No 2. What are the services lost when you transferred from private to public school? (You may check more than one.) Utility Workers Education Focus Others (pls. specify): Good Facilities Books/School Tools _________________ 3. Do you experience difficulties in your studies due to the environmental change? Yes No 4. If your answer in number 3 is yes, what issues do you encounter? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5. Do you feel shy communicating with new students? Yes No 6. Do you consider having greater peers who graduated from private schools than in public schools? Yes No 7. Are there any changes between the academic practices of private and public schools you encountered? If yes, what are they? Education Focus Books/School Tools Others (pls. specify): Methods of Teaching ___________________
8. Do you experience not good treatment by your classmate/s who graduated from public school? Yes No 9. How did you manage on adjusting from a private to public school? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 10. How long did it took you to adjust on the changes? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Prepared by: Dwayne Asprec, Jenniel Morales, Jericho Naga and Ralph Silaya
Problems of Educational Administration: Challenges, Coping Mechanisms, and Innovative Strategies of Non-Teaching Personnel To Improve The Administrative Management System of Public Secondary Schools
Psychology and Education: A Multidisciplinary Journal
A Study On The Perception of The Grade 12 Students of Saint Mary's University Senior High School On Experiencing Communication Barriers During Distance Education
Psychology and Education: A Multidisciplinary Journal