REPUBLIC OF THE PHILIPPINES

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

SUMACAB ESTE MAIN CAMPUS, CABANATUAN CITY
COLLEGE OF EDUCATION

THE EVALUATION OF COED 1-M

STUDENTS AT SEMINAR OF
INDIGENOUS PEOPLE
EDUCATION

RESEARCHERS;

ALEXANDRIA JOY CARDENAS

PATRICIA GAIL NICHOLAS

CHERRIDAE VALMONTE

GIVEN GRACE MARTIN

JANELLE BARTOLOME

JESSICA PANTE

PIOLO ACKOY
INTRODUCTION

Public speaking may be hard for some students, sometimes public speaking is the weakness

of the student. But how can you say that you are good enough or skilled in that particular task.

During the process of being a success educator, there are many and different tasks that involve in

public speaking. One of that is performing a seminar. This activity practice the students to

overcome their fear and weakness, it involves many skills such as enhancing their Interpersonal

relationship, adaptability, verbal communication and many more.

According to Marjorie North's tips for public speaking, a public speaker should practice,

know your audience, organize your material in the most effective manner, watch for feedback and

adapt it, Let your personality come through, use humor, avoid reading unless you have to, use your

voice and hands effectively, Grab attention in the beginning and close a dynamic end, and lastly

use Audiovisual aids wisely. She also state that "Good communication is never perfect, and nobody

expects you to be perfect. However, putting in the requisite time to prepare will help you deliver a

better speech. You may not be able to shake your nerves entirely, but you can learn to minimize

them." This study will show the evaluation of the CoEd - 1M students in performing a seminar

about Indigenous People Education.

In line with its thrust to promote culture-based education, the Department of Education

(DepEd), through its Indigenous Peoples Education (IPEd) Program, continues to strengthen its

engagement with Indigenous Peoples (IP) communities, especially in the contextualization of the

K to 12 basic education curriculum.

 This effort seeks to institutionalize sustained dialogue and collaboration with IP elders and

other community representatives to ensure education programs are truly inclusive, culture sensitive

and relevant to the aspirations of the IP community.

All regions with IP communities are rolling out the initiative to prepare indigenized lesson

plans, starting with early grades, in the various IP communities all over the country.

Recognizing the need to continuously build the capacity of its teachers, school heads and

other field personnel in competently engaging with IP communities in the kind of curriculum

contextualization required by IPEd, the DepEd continues to support capacity-building activities,

and consultative and curriculum-development workshops with key IP elders.

To date, a total of 7,767 public-school teachers and school heads nationwide have

undergone basic retooling on IPEd, which is the first phase of progressive capacity-building for its

school personnel.

To continuously support the implementation of plans and priorities on IPEd, especially at

the field level, the DepEd has instituted a system of providing support to its regional and school

division offices through the IPEd Program Support Fund (PSF), which is provided on an annual

basis. Consistent with the DepEd’s mandate to provide quality basic education for all Filipinos,

Education Secretary Leonor M. Briones issued Department Order (DO) 3, Series of 2017, or the

Multiyear Implementing Guidelines on the Allocation and Utilization of the Indigenous Peoples

Education Program Support Fund on January 18, 2017.

The IPEd PSF enables its DepEd field offices to plan for and implement various activities

aligned with the thrust of the IPEd Program to support our public schools and other education
programs implemented by the DepEd in making the curriculum culturally responsive and

developing culturally appropriate learning resources. For FY 2017, the following regions are to be

provided with PSF: I, Cordillera Administrative Region (CAR), II, III, IV-A, MIMAROPA, V,

VI, VII, Negros Island Region (NIR), VIII, IX, X, XI, XII and Caraga. The PSF shall be used for

activities related to the following three thematic focus areas:

1. Curriculum and learning resources development that include, but are not limited to, the

following activities: 1) curriculum contextualization and learning resources development

sessions, consultations and workshops of school and division personnel with IP elders,

leaders, culture bearers, community representatives and other relevant stakeholders; and 2)

production of learning materials with content duly validated with concerned IP

communities and that have undergone quality assurance;

2. Capacity-building that includes, but is not limited to, the following activities: 1)

training/retooling of teachers and school heads for IPEd implementation; 2) workshop

sessions on Indigenous Learning Systems (ILS); 3) workshop session on community

engagement and partnership-building for IPEd; 4) technical assistance training for

supervisors of schools and implementing IPEd; and

3. Education planning for IPEd at the division and school levels that includes, but is not

limited to, the following activities: 1) training of school heads and supervisors on culture-

responsive/ancestral domain-based School Improvement Plan (SIP); 2) Training of

supervisors for technical assistance on culture-responsive/ancestral domain-based SIP; 3)

Orientation/training of the school planning team and other stakeholders on culture-

responsive/ancestral domain-based SIP and 4) IPEd planning activities of schools division

offices and schools with IP learners.

The IPEd Program is the DepEd’s response to the right of IP to basic education that is responsive

to their context, respects their identities and promotes their indigenous knowledge, competencies

and other aspects of their cultural heritage.

 METHODOLOGY

This chapter presents the method of research used by the researchers for the development

of the study. It includes the Research Design, Selection of the respondents, Data Gathering

Procedures and Instruments used in gathering the data.

RESEARCH DESIGN

The researchers used Descriptive method because it describes the current phenomena and

condition with regards to impacts or effectiveness of the IP Education seminar to the first year

college students of NEUST who experienced the said seminar.

According to Manuel and Medel (2013) descriptive research describes what is. It involves

the description, recordings, analysis, and interpretation of the present nature, composition or

processes of phenomena. The focus is on prevailing conditions, or how a person, group, or thing

behaves or function in the present.

SELECTION OF RESPONDENTS

The respondents of this research were the selected first year college students of Nueva

Ecija University of Science and Technology as respondents and will serve as their interviewees,

who experienced the seminar. Each of the respondents is asked about personal information which

is needed in the present study being conducted. Also, the respondents are asked about the things

regarding the seminar. Cluster sampling was used in the study where in the population was divided

into groups the, randomly select groups and interview everyone in that group.
INSTRUMENT USED

The researchers use survey questionnaire in gathering the data and information that is vital

to the study.

The instruments used were a research made Questionnaire to gather the needed data from

the students. The draft of the questionnaire was drawn out based on the research reading, Previous

studies, unpublished relevant to the study. There requirement in the designing of good data

collection were considered for insane, statement describing the situation or issues pertaining was

toned down to accommodate the knowledge of the respondents. Open ended option were provided

accommodate to free formatted views related to the topics or issues. In this way, the instrument is

authorized to obtain the said responses of the students. Avoidance of personal bias, and less

pressure for immediate response, and giving the respondents a greater feeling of anonymity. In the

end it encourage open responses to sensitive issues at hand.

POPULATION AND SAMPLING

This study used simple random sampling as a sampling design. Simple random sampling

design is a sampling technique where the researchers select a group of subjects for study from a

larger group (a population) in which each member of the subset has an equal probability to be

chosen.
Survey Questionnaire – It consist of a series of well-planned questions it is used for the purpose

of gathering information from the respondents about the impacts and insight about the seminar

about Indigenous People Education. Where

5- Excellent

4-Good

3-Somewhat good

2-Need for improvement

1-Failed

STATISTICAL TREATMENT

The following statistical tests were utilized to interpret the acquired data from the study:

PERCENTAGE

𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
%= 𝑥 100
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑅𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠

Formula of Percentage

The percentage was used to be the basis to determine the answers of the respondents in the

questions.
RESULTS

There are 34 respondents. The researchers created a tabular presentation in order to clearly

understand the answers of the respondents in the questions.

The survey let the participants to assess the qualifications and characteristics of the

speakers in the seminar. They let the respondents to rate the speakers on a scale of 1 to 5, with 5

being the highest, and 1 being the lowest.

TABLE 1. (DISPLAYED ADEQUATE KNOWLEDGE AND CLEARLY
COMMUNICATEDTHE CORE MESSAGES TO ASSIGNED TOPIC.)

RATE FREQUANCY PERCENTAGE RANKING

0/34 0% 4

0/34 0% 4

9/34 26.5% 2

21/34 61.8% 1

5 4/34 11.8% 3
TABLE 2. (PROVIDED RELEVANT EXAMPLES IN RELATION TO ASSIGNED
TOPIC)

RATE FREQUANCY PERCENTAGE RANKING

0/34 0% 4

1/34 3% 4

3/34 9% 3

21/34 62% 1

5 9/34 26% 2
TABLE 3. (CORRECTLY AND ADEQUATE RESPONDED TO QUESTION AND
CLARIFICATION)

RATE FREQUANCY PERCENTAGE RANKING

0/34 0% 3

0/34 0% 3

8/34 23.5% 2

18/34 53% 1

5 8/34 23.5% 2
TABLE 4. (EXHIBITED CONFIDENCE DURING THE PESENTATION)

RATE FREQUANCY PERCENTAGE RANKING

0/34 0% 4

0/35 0% 4

8/35 24% 3

17/35 50% 1

5 9/35 26% 2
TABLE 5. (ABLE TO BUILD RAPPORT WITH THE PARTICIPANTS)

RATE FREQUANCY PERCENTAGE RANKING

0/34 0% 4

0/34 0% 4

9/34 26% 2

18/34 53% 1

5 7/34 21% 3
TABLE 6. (TRAINING METHODS AND MATERIALS WERE APPROPRIATE TO
THE TOPIC)

RATE FREQUANCY PERCENTAGE RANKING

0/34 0% 4

0/34 0% 4

10/34 29.4% 2

16/34 47.1% 1

5 8/34 23.5% 3
TABLE 7. (TOPICS COVERED WERE STRUCTURED AND ENABLEB
PARTICIPANTS TO FOLLOW THE DISCUSSION)

RATE FREQUANCY PERCENTAGE RANKING

0/34 0% 3

0/34 0% 3

6/34 17.6% 2

22/34 64.7% 1

5 6/34 17.6% 2
TABLE 8. (ABLE TO MANAGE HIS/HER TIME WELL

RATE FREQUANCY PERCENTAGE RANKING

0/34 0% 4

0/34 0% 4

5/34 14.7% 3

17/34 50% 1

5 12/34 35.3% 2
DISCUSSION

As the result of evaluation, there are two categories, first is the mastery of the topic and the

content and methodology of deliver. Under the mastery of the topic, 62% of the evaluators rate the

presenter with the score of four, it means that the presenters are good in displaying adequate

knowledge and clearly communicated the core message to the topic. While the 26% rate the

presenter were somewhat good and the 11% of evaluators rate them as excellent. In providing

relevant examples in relation to assigned topic. 62% of the evaluators rate the presenter as good

while the 26% of the evaluators rate them as excellent and the 9% of the evaluators rate them as

somewhat good. And the remaining 3% of the evaluators rate them as they need to improve. The

last criteria under the Mastery of the topic, correctly and adequate respondent to question and

clarification. The 53% of the evaluators rate them as they are good, while the 24% rate them as

excellent and the 24% of the evaluators rate them as they are somewhat good.

The second category is about content methodology of delivery. The first one, was the

presenters exhibited confidence during the presentation? According to the result the 50% of the

evaluators rate them as Good. While the 26% of the evaluators rate them as excellent and the 24%

of evaluators rate them as they are somewhat good. The second criteria was the presenter able to

build rapport with the participants? A cording to the findings, 50% of the evaluator’s rate them as

Good. While the 26% of the evaluators rate them as somewhat good and the remaining 21% of the

evaluators rate them as excellent. The third criteria, was the training methods and materials were

appropriate to the topic? According to the result, 47% of the evaluators rate them as good while

the 24% of the evaluators rate them as excellent and the 29% of the evaluators rate them as

somewhat good. The fourth criteria, was the topics covered were structured and enabled
participants to follow the discussion? According to the findings, 65% of the evaluators rate them

as good while the 18% of the evaluators rate them as excellent and the other 18% of evaluators

rate them as somewhat good. And the last criteria under the content methodology of delivery, was

the presenter able to manage their time well? According to the findings, 50% of the evaluators rate

them as Good and the 35% of the evaluators rate them as excellent and the remaining 15% of the

evaluators rate them as somewhat good.

CONCLUSION

First, indigenous peoples are entitled to maintain and develop their distinct cultural

identity, their spirituality, their language, and their traditional ways of life. Second, they hold the

right to political, economic and social self-determination, including a wide range of autonomy and

the maintenance and strengthening of their own system of justice. Third, indigenous peoples have

a right to demarcation, ownership, development, control and use of the lands they have

traditionally owned or otherwise occupied and used. Fourth, governments are to honor and

faithfully observe their treaty commitments to indigenous nations.

RECOMMENDATION

Ultimately, it is up to each indigenous community, and its members, to decide whether they

wish to continue their inherited ways of life, modify, or abandon them. Governments should not

create living museums of peoples. As culture is in constant flux, the only recommendation would

be that such changes, by both indigenous communities and individuals, be voluntary and informed

by knowledge about the various alternatives available, as well as the provision of government aid

to support the option of living the traditional ways of life on one's traditional lands.

REFFERENCES
https://businessmirror.com.ph/2017/02/05/deped-sustains-support-for-culture-based-education-
for-ip-learners/

https://www.verywellmind.com/public-speaking-skills-3024308

https://www.extension.harvard.edu/professional-development/blog/10-tips-improving-your-
public-speaking-skills