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  The Relationship between student religiosity, integration of faith and learning, and selected congregational and family factors

  (Adventist International Institute of Advanced Studies, 2007-06) Biscaro, Ricardo D.

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  This study investigated the relationships among student perception of selected congregational and family factors of adolescent religiosity, integration of faith and learning (IFL), and student religiosity. The respondents were 374 students in Seventh-day Adventist (SDA) tertiary schools in North Philippines. Respondents answered the Student Perception on Integration of Faith and Learning Practices (SPIP) and Valuegenesis 2 (VG2). Results of the study showed that students perceived moderately positive influences on their student religiosity from each of the four major variables of the study. Significant differences are revealed between congregational and family factors, and student religiosity when grouped with selected background variables. Female college students were significantly higher than their male counterparts in their perception of the quality of religious education of their local churches. Freshman students significantly differ with the sophomores in perceiving their local churches as warm and friendly and encouraged thinking. Female students also rated the religiosity and caring of their fathers significantly higher than male students. SDA students perceived the religiosity of their fathers, parental control, and caring father significantly different than other religious groups. No significant difference is noted between Integration of Faith and Learning (IFL) when grouped with selected background variables. Significant relationships were noted between (a) congregational and family factors, (b) congregational factors and student religiosity, (c) family factors and student religiosity, (d) IFL and congregational factors, (e) IFL and family factors, and (f) IFL and faith maturity. Predictive models of faith maturity, grace orientation, works orientation, belief orthodoxy, personal endorsement of Adventist standards on drugs, personal endorsement of Adventist standards on popular culture, popular standards of Adventist lifestyle, intrinsic religious orientation, and extrinsic religious orientation were also established. Six strong positive predictors for faith maturity included congregational warmth climate, congregational thinking climate, religiosity of mother, BTh (Bachelor of Theology) student, quality of religious education, and IFL. Six variables also predict grace orientation: quality of religious education, caring father, family climate, religiosity of father, BTh, and senior student. The following variables weakly predict work orientation: IFL, congregational warmth climate, overprotective father, parental control, SDA, and BTh student. The predictive model for belief orthodoxy is seen in being SDA, caring father, IFL, and thinking churches. The predictive model for personal endorsement for Adventist standards on drugs includes caring father, friendly churches, IFL, senior students, and BTh student. Three variables also predict students’ endorsement of Adventist standards on popular culture: meaningful religious education, thinking church, and senior student. The predictive model for personal endorsement of Adventist lifestyle is made up of being SDA, quality religious education, IFL, and family climate. Six variables also predict intrinsic religious orientation: quality religious education, warm family climate, friendly churches, IFL, SDA, and senior student. Four variables weakly predict extrinsic religious orientation: family climate, caring father, overprotective father, and quality of religious education.

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  Differentiation of self and beliefs in learning theories as predictors of teaching style among teachers of private secondary schools in Cavite

  (Adventist International Institute of Advanced Studies, 2007-08) Abordo, Ian C.

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  Teachers who have suitable teaching style were hypothesized as a need in the Philippine education due to the dwindling school performance of secondary and elementary school learners (Dumlao, 2006). Such teaching style is an essential teacher-profile when teaching diverse learners. Theoretically, factors contributing to teaching style development depend on either the learners' characteristics or the teachers' personal characteristics (Heimlich & Norland, 1994). This study focused on exploring the relationships between teachers' beliefs in learning theories and their differentiation of self as personal characteristics predicting teaching style. The respondents were 301 teachers from 30 private secondary schools in Dasmarifias, Cavite, Philippines. Respondents answered the Teachers' Beliefs in Learning Theories Questionnaire, Differentiation of Self Inventory-Revised edition, and the My Teaching Style Profile. Results indicated that teachers showed adequate beliefs in learning theories, but their differentiation of self levels were at the medium level. Teachers also indicated low preference on both teaching style behaviors and teaching style verbal behaviors. Teachers' beliefs in behaviorism and in Erickson's psychosocial development predicted teaching style behaviors, and being male predicted teaching style verbal behaviors. Compared to having majors in languages (Filipino and English), having majors in social sciences and values education predicted correct classification of teachers who had teaching style preferences. Significant relationships were found between particular subscales of teaching style, differentiation of self, and beliefs in learning theories. Compared to the languages (English and Filipino) teachers, the MAPEH/TECH/HE teachers showed higher tendencies to be emotionally cutoff. This study established the contribution of individual and personal teacher characteristics which showed relationships with teaching style. It is recommended in this study that (a) teacher education curriculum emphasize the value of a comprehensive understanding of learning theories, teachers' increased differentiation of self, and the development of suitable teaching style; (b) school administrators where this study was conducted develop a training program with strong emphasis on the development of pertinent teaching style; and (c) curriculum experts of secondary schools, college teacher-education programs, and graduate studies in education in the Philippines study the impact of the current teacher-education curriculum and the Basic Education Curriculum (BEC) on the development of the pre-service teachers' teaching style.

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