Assessing reading comprehension difficulties in core science subjects of senior high school students in a private school in Calamba City, Philippines: Assessing reading comprehension difficulties

Reading Comprehension is the ability to define word by word and create a profound idea out of the talks given or read. It plays a significant role in the total functioning of a community. It is also one of the pillars of reading. A person may know how to read certain words, but Comprehension is something that is developed, practiced, learned, and experienced over time. This paper amin to assess the Reading Comprehension level of the Senior High School in their Core Science Subjects and determine different factors that affect one’s reading comprehension skills. This research involves 115 Senior High School Students from the academic and technical vocational strand from a private school in Calamba City, Philippines. This study used a descriptive-survey method of research. A descriptive survey attempts to establish the range and distribution of some social characteristics, such as education or training, occupation, and location, and to discover how these characteristics may be related to certain behavior patterns or attitudes. The instruments used to assess Reading Comprehension has three difficulty level; Upper beginner level story, Intermediate level story, and Upper Intermediate level story. These stories are in Life Science, Earth Science, and Disaster Risk Management as the core Science subjects for all the strands. For the upper beginner level story, the reading comprehension test entitled “GM Food” was used. For the intermediate level story, “The Most Amazing Structures on Earth” was used. Students with a 75% and above correct answer are categorized as "mastery level." Students with 50%-74% correct answers are categorized under "near mastery level." While the category "low mastery level" is for students with a score of 49% and below. The students were categorized based on the reader category of Imam (2014). In terms of reading comprehension skill result it shows that only 7% of the total respondents are classified as Mastery Level readers. The result is trifling compared to the 49% near mastery level and 44% poor mastery level. Teaching Science should be holistic. Aside from teaching the objectives of the subjects, instructors may include creative approaches to development different aspects of learning as well as the students’ self-esteem. Senior high school subjects should be interactive, and instructors may continue to collaborate their subjects with other subjects. Keywords: Core Science Subjects; Senior High School; Reading Comprehension in Science; DepEd Philippine

Training needs analysis of Great Pacific Life Assurance Corporation\u27s policy holders servicing operations division

The study focuses on the training needs of Grepalife\u27s (Great Pacific Life Assurance Corporation) employees under the Policyholders Servicing Operations (PSO) division. To properly determine the training needs of the division, a training needs analysis (TNA) is employed. Data are required through observations as well as interviews with key division personnel and surveys with PSO employees and company customers who interact directly with PSO. Having successfully administered the TNA, possible improvements for future training programs can be suggested. Moreover, further recommendations can be made to cater to the identified needs and concerns gathered from the TNA. An effective TNA can help the company better achieve its goals through aligning employee performance with customer expectations

The Influence of Gadget Dependency on the Academic Procrastination Levels of Grade 12 STEM Students

Excessive phone use has already impacted academic achievement and perceived sociability of students, but the intensity of screen time has worsened with the transition to online learning. Consequently, students tend to delay their tasks as they are easily distracted. This research examines the influence of gadget dependency on the academic procrastination levels of students. It employs a descriptive correlational research design and gathered data from Grade 12 STEM students. Overall, the degree of gadget dependency among students is high, whereas academic procrastination level is moderate, and these two measures have a significant relationship. Analysis shows that students from ROC are significantly higher in both areas. However, sex and screen time do not impact the extent of gadget dependency and academic procrastination. Saliently, learning modality induces gadget dependency and academic procrastination levels. In conclusion, gadget dependency directly affects academic procrastination levels. Findings also suggest further research on other related effects of online and distance learning