Anxiety in Second Language in Relation to Students’ Speaking Performance

Language anxiety is thought to hinder language learning, and if the learners are truly anxious in class, they are probably not fully engaged, if at all. With the help of the Foreign Language Speaking Anxiety Scale (FLSAS) and a free-speaking exercise, this study intends to ascertain the association between language anxiety and speaking performance among undergraduate and graduate students. Frequency count, percent, mean, and Kruskal Wallis were used as statistical techniques to total, tabulate, and further analyze and interpret scores. An extensive, unstructured phenomenological interview with the students was undertaken to ascertain the causes of their language anxiety, and the thematic analysis was carried out using Giorgi's phenomenological method. Students did less satisfactorily in speaking performances and were found to be moderately worried. Language anxiety and speaking abilities, particularly in vocabulary and comprehension, are significantly correlated. This is ascribed to error-causing factors such as the impact of the native language on the second language, lack of confidence, anxiety about communicating, and fear of being evaluated. This study concluded that speaking performance could be predicted using linguistic anxiety. Particularly in understanding and vocabulary, the worried learner frequently performed worse than the native speaker when speaking in English. According to this study, students who are really worried about language should receive training. Teachers can provide straightforward, captivating, varied, and entertaining oral tasks that will give pupils the chance to speak English freely

Anxiety in Second Language in Relation to Students’ Speaking Performance

Language anxiety is thought to hinder language learning, and if the learners are truly anxious in class, they are probably not fully engaged, if at all. With the help of the Foreign Language Speaking Anxiety Scale (FLSAS) and a free-speaking exercise, this study intends to ascertain the association between language anxiety and speaking performance among undergraduate and graduate students. Frequency count, percent, mean, and Kruskal Wallis were used as statistical techniques to total, tabulate, and further analyze and interpret scores. An extensive, unstructured phenomenological interview with the students was undertaken to ascertain the causes of their language anxiety, and the thematic analysis was carried out using Giorgi's phenomenological method. Students did less satisfactorily in speaking performances and were found to be moderately worried. Language anxiety and speaking abilities, particularly in vocabulary and comprehension, are significantly correlated. This is ascribed to error-causing factors such as the impact of the native language on the second language, lack of confidence, anxiety about communicating, and fear of being evaluated. This study concluded that speaking performance could be predicted using linguistic anxiety. Particularly in understanding and vocabulary, the worried learner frequently performed worse than the native speaker when speaking in English. According to this study, students who are really worried about language should receive training. Teachers can provide straightforward, captivating, varied, and entertaining oral tasks that will give pupils the chance to speak English freely

GENDER EQUITY LANDSCAPE IN HIGHER EDUCATION DURING PANDEMIC YEARS: LINKING ORGANIZATIONAL PRACTICES TO TEACHERS’ MORALE AND PRODUCTIVITY

This study sought to ascertain how organizational strategies affected gender equity in a teacher’s morale and productivity among male, female, and nonbinary faculty at Jose Rizal Memorial State University, utilizing a descriptive correlational research design with the use of standardized tests. The frequency count, percent, mean, Chi-square, and Pearson R statistical tests were used to total, tabulate, and further analyze and interpret the results. The findings showed a substantial association, demonstrating how organizational practices have an effect on a teacher's level of morale. The organization may implement leadership development programs to prepare upcoming deans or associate deans for their positions. Organizational practices and faculty production in research were not significantly correlated, however there was a strong correlation between organizational practices and faculty productivity in instruction and community services. Gender equity within an organization can stimulate improvements in instruction and performance in extension but does not lead to research productivity among the faculty of the university. Thus, the deans and associate deans may include in their PPMP the purchase of classroom supplies, equipment, and other audio-visual aids and projection equipment. Furthermore, a staff may be hired in the college to assist the faculty with encoding, designing, and developing instructional materials. On the other hand, gender equality among university teachers does not result in increased productivity in research. The college may conduct action research to explore the factors that may affect the research productivity of the male, female, and nonbinary faculty. Furthermore, the proposed "Action Plan for Monitoring and Evaluating Gender Equity in Institutional Work Plans and Activities" may be utilized to sustain gender equity in educational institutions

Factors Influencing Crime Commission among College Graduate Prisoners

The goal of the study was to look into the factors that influence crime commission among college graduate inmates in the Dipolog and Dapitan City jails. The outcomes of the investigation were carried out using a quantitative approach. The required data was gathered using a purposive sampling strategy. The data was presented, analyzed, and interpreted using descriptive statistics. Highest number of college graduate incarcerated in Dipolog City Jail are graduate from Bachelor of Science in Criminology while in Dapitan City jail are graduate from Bachelor of Science in Education. Most of the college graduate prisoners in both city jails committed non-index crimes or non-violent crimes like violation of RA 9165, otherwise known as Comprehensive Dangerous Drugs Act of 2002 and less prone of committing index crimes or violent crimes like murder, homicide, rape, robbery and other violent crimes. Enmeshment in financial problems is the primary factors influencing crime commission among college graduate prisoners and followed by distrust in perceived support from family and friends. It is concluded that crimes can be committed by individuals regardless of his/her educational status