BIBLIOGRAPHY

LEONORA BASALLO JAVONILLO, October 2006, Effectiveness of

Supervisory Functions of Accelerated Christian Education Schools in

Baguio City and Benguet. Benguet State University, La Trinidad,

Benguet

Adviser: Rosita G. Bawang, Ph. D.

ABSTRACT

This study determined the effectiveness of supervisory functions

in terms of motivating the interests of students , implementing the A.C.E

curriculum, applying disciplinary measures and measuring students’

achievements; and aimed to identify the attributes contributory to the

effectiveness of supervisory functions in terms of civil status, educational

attainment and length of service.

The respondents consisted of 70 educators from 16 different

schools using the Accelerated Christian Education curriculum in Baguio

City and Benguet.

The findings show that most respondents deem that supervisory

functions and the extent of difficulties encountered are significant.

Educational attainment, civil status and length of service significantly

affect the respondents’ perception of their supervisory functions. The

result shows that the four functions indicated are very effective.

The respondents who are single, married, or widow/er perceive that

they perform all their supervisory functions very effectively. On the other

hand, those with bachelor’s degree or with master’s units deem that they

effectively perform their supervisory functions.

Those who have rendered service for 1-5 years, 6-10 years, 11-15

years, or 16-20 years perceive that they very effectively implement their

supervisory functions. Single and married supervisors sometime find

difficulty in performing their functions, but widow/er finds no difficulty in

performing them.

The respondents with bachelor’s degrees sometimes find difficulty

in performing their functions but those with master’s units do not find

difficulty in performing them.

The respondents who have been in service for 1-5 years

sometimes find difficulty in performing their functions. Conversely, those

who have been in service for 6-10 years, 11-15 years or 16-20 years

service do not find difficulty in performing them.

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 TABLE OF CONTENTS

Page

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Table of Contents ................................... iii

INTRODUCTION

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Scope and Delimitation of the Study . . .. . . . . . . . . . . . . . . . . . 6

REVIEW OF LITERATURE

Historical Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

ACE Supervisory Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Motivating the Interests of Students . . . . . . . . . . . . . . . . . . . . 13

Implementing A.C.E Curriculum . . . . . . . . . . . . . . . . . . . . . . . 15

Applying Disciplinary Measures . . . . . . . . . . . . . . . . . . . . . . . . 17

Measuring Students’ Achievements . . . . . . . . . . . . . . . . . . . . . 20

Differences in Civil Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Differences in Educational Attainment . . . . . . . . . . . . . . . . . . . 24

Differences in Length of Service . . . . . . . . . . . . . . . . . . . . . . . 25

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

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 Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Hypotheses of the Study ....................... ... . 32

METHODOLOGY

Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . . 33

Respondents of the Study . . . . . . . . . . . . . . . . . . . . . .. . . . . . 33

Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . 40

RESULTS AND DISCUSSION

Effectiveness of A.C.E Supervisory Functions

According to Civil Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Effectiveness of A.C.E Supervisory Functions

According to Educational Attainment . . . . . . . . . . . . . . . . . . . . . . 52

Effectiveness of A.C.E Supervisory Functions

According to Length of Service . . . . . . . . . . . . . . . . . . . . . . . . . 59

Extent of Difficulty Encountered by the

A.C.E Supervisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

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APPENDICES

A. Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 81

B. Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

C. Plates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

D. Computation of Means of
Supervisory Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

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INTRODUCTION

Background of the Study

The main objective of education is to foster the discovery of

individual uniqueness and develop human personality which makes good

men and women act nobly. Education is considered one of the most

important investments in life. The essence of education is not to stuff the

head with knowledge but to apply knowledge intelligibly by living with the

principles of disciplines acquired. Most countries support education

programs for children, youth, and adults that aim to produce intelligent,

responsible, well-informed, skilled, and productive citizens.

The School of Tomorrow adopted a specialized discipline called

Accelerated Christian Education (ACE) program. It is dedicated to provide

Biblically-based, individualized educational materials and services to

promote character development and educational reform around the globe.

It is committed to produce responsible and successful citizens who can

make a difference in a changing and challenging society.

The Accelerated Christian Education’s worldwide team of

professional educators currently serves over 6,000 schools and thousands

of home educators in 135 countries. Many parents from all walks of life

around the world support this unique educational program and participate

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in the advancement of the institutions using the Accelerated Christian

Education curriculum.

The School of Tomorrow has published the individualized

Accelerated Christian Education curriculum and provided training in its

implementation for kindergarten, elementary, and high school levels since

1970. The curriculum is built on a theistic philosophical foundation.

Students learn to see the life from God’s point of view. Their personal

relationship with God and their personal responsibilities to family, church,

and community are of primary concern (Howard, 2000).

The School of Tomorrow became a worldwide endeavor, carrying

the banner of “Global Biblical Education Reform.” It is always a guiding

principle that with the phenomenal growth of this ministry and with the

change in each and every life, God is to be glorified.

The Accelerated Christian Education is individualized. A student can

learn to develop and work at his own initiative, within the limit of his own

unique capabilities. Through the controlled progress motivation, the

student accelerates his own success.

Accelerated Christian Education is Bible-centered. It is the basis of

all text materials, human relations and principles of teachings. The

Scriptures are designed for programming the mind to enable the child to

see life from God’s point of view. The School of Tomorrow-Philippines

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has a gleaming hope for the future. It is providing many students the

foundation of knowledge and understanding that will enable them to be the

leaders God intends them to be (Hooge, 2004).

A personal testimony of a graduate at the Harmony Christian

Education Foundation, Inc. is a proof of the effectiveness of the program

through the story lines below (Tan, 2005):

I have all my life to be thankful to the Accelerated Christian

Education program. Can you imagine being a college freshman at
14? Actually, when people stare open-mouthed at this statement, I
was surprised, but eventually I got used to these reactions. Not
only has ACE prepared me academically for college with its wide
range of quality education but the Biblical principles it taught me
from ABC class, along with a Godly family, helped me know how to
deal with life’s circumstances as a Christian.

In Accelerated Christian Education program, the student is central

and active. The teacher prescribes and guides self-directional materials,

the Packet of Accelerated Christian Education (PACE), which have been

prepared by Christian educators with proficiencies in the core-curricula

and many years of classroom experience. PACEs have been used

instead of textbooks. It is multi-grade and no academic failures. The

grade level of a student is determined by the ability or actual level of

achievement, not of age. Competition with oneself will engineer a

success-consciousness achievement and promotion.

School of Tomorrow is a unique educational system. For a school

to be really effective and to get the best result it must follow the system.

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The major functions of Accelerated Christian Education supervisors will

certainly affect the effectiveness of using the system. This is a challenge

to the researcher to undergo this study in order to find out the extent of

effectiveness of supervisory functions in the learning center. Considering

the civil status, educational attainment and length of service of the

respondents will help the researcher come up with proper evaluation and

be able to suggest some improvements in the system of implementing

procedures in the learning center.

Statement of the Problem

This study attempted to find out the effectiveness of supervisory

functions of Accelerated Christian Education Schools (A.C.E) in Baguio

City and La Trinidad, Benguet.

Specifically, this research study tried to answer the following

questions:

1. What is the degree of effectiveness of the supervisory functions

of A.C.E?

2. What are the attributes contributory to the effectiveness of

supervisory functions of A.C.E schools?

3. What is the extent of the difficulties encountered by the

supervisors in the performance of their functions?

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Objectives of the Study

The primary aim of this study was to find out the effectiveness of

the supervisory functions of A.C.E Schools in Baguio City and Benguet.

This had the following specific purposes:

1. To determine the effectiveness of the supervisory functions of

A.C.E schools along:

a. motivating the interests of students

b. implementing the A.C.E curriculum

c. applying disciplinary measures

d. measuring student achievements

2. To identify the attributes contributory to the effectiveness of

supervisory functions in terms of:

a. civil status

b. educational attainment

c. length of service

3. To find out the extent of the difficulties encountered by the

supervisors in the performance of their functions.

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Importance of the Study

The research findings can bring about changes to improve the

effectiveness in the implementation of the supervisory functions of A.C.E

schools in the different learning centers within the area.

It is expected that the outcomes of this study will contribute to

improve the performance of the ACE supervisors in the learning centers.

This is a great help to the schools and administrators to cope with the

prevailing problems about proper supervision in the learning center.

The findings could also contribute to better monitoring of individual

functions in the learning center even as they serve as a reference for the

other researchers who are planning to study more about the Accelerated

Christian Education program.

Scope and Delimitation of the Study

The main focus of the study was on the effectiveness of Accelerated

Christian Education supervisory functions in Baguio City and Benguet.

The study was confined to 16 private schools using Accelerated Christian

Education curriculum and to 70 Learning Center supervisors.

The main concern of the study was to find out the effectiveness in

motivating the interests of students and the extent of implementation of

the Accelerated Christian Education curriculum. It zeroed in on the

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frequency of applying disciplinary measures to students with offenses and

the degree of difficulties encountered by the supervisors in measuring

students’ achievements.

The study included personal variables of the respondents in terms

of civil status, educational attainment, and length of service to determine

the significant differences in the effectiveness of implementing the

Accelerated Christian Education supervisory functions by the respondents.

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REVIEW OF LITERATURE

Historical Background of School Of Tomorrow-

Accelerated Christian Education

The concept of individualized learning in the School of Tomorrow

was captured by Dr. Donald Howard in 1970. Together with his wife, he

experimented with various learning approaches in which children set

personal daily academic goals in five major subjects. Each student was

assigned a personal cubicle called an office, and received adult

assistance only as needed. A system of goals, controls, and incentives to

help students focus on academic and social responsibilities was

developed. The individualized concept was found to be excellent but there

was a need for a more carefully structured curriculum.

Researches were conducted on curriculum development including

the best techniques of learning. Consultations were made with Human

engineering laboratories and institutes of achievement of human potential

and basic youth conflicts. Thus, the need to combine an entirely new and

unique individualized learning curriculum with a system of controls and

incentives was seriously considered. The first edition of the Accelerated

Christian Education curriculum accompanied by a supervisor’s manual

that included guidelines, forms, and procedures for implementing the

unique School of Tomorrow program was produced. The second edition

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was a great improvement. However, the third edition was given careful

attention in terms of content. It included audio-visual and computer-related

enhancement materials. The curriculum was combined with electronic

additives to provide an advanced learning package proven effective in

over 6,000 schools in 135 countries. School of Tomorrow educational

system started as experimental projects in government schools in the

United States, Russia, and Central America. They have proven the

effectiveness and efficiency of individualized learning system. Likewise the

School of Tomorrow program in the Philippines has been found to be

effective since it started in 1978 at Mt. View Bible Baptist Academy in

Angeles, Pampanga. Now there are 450 schools in the country, most

of which are church-based and privately-owned using the ACE curriculum.

Functions of ACE Supervisors

Motivation is the prime function of the Accelerated Christian

Education (ACE) supervisor. It is considered as subjective but a positive

element since the superior initiates to inspire achievement. The

supervisor’s consistency, love, and interest build the student’s self-image

and confidence and inspire the student to have further success. A student

who is told someone has confidence in him will tend to act accordingly.

Praises, compliments, and encouragements to students build character.

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The supervisor must be a leader and an inspirer of learning. Most of the

time the pupil’s problem is lack of interest and confidence. The

supervisor’s responsibility is not to answer questions but to determine the

nature of the problem and help the student “find” the answer. Hence, the

supervisor’s greatest responsibility and most important function is

motivating students to maximize learning potentials (Procedures Manual,

1995).

Another function of the Accelerated Christian Education (ACE)

supervisor is to implement the Accelerated Christian Education curriculum

by heart. School of Tomorrow believes that the “philosophy of teaching” is

being supplemented by “philosophy of learning.” The main objective is to

implement the best techniques and procedures in light of the individual

learner and the academic results. After many years of development and

evaluation, the following five laws of learning sum up the School’s

academic philosophy.

The pupils must be on a “level” of curriculum where they can

perform. Diagnostic testing must be given to the incoming students from

conventional schools to determine their performance level. The pupils

must set reasonable “goals” that they can achieve in a prescribed period

of time. This law gives pupils the responsibility for learning by requiring

what they learn, how to plan their work, and set achievable daily goals.

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The pupils must be “controlled” and motivated to assimilate, use or

experience the material. The pupils’ learning must be “measurable” and

measurement involves long- and short-term assessments. Such

measurements aid in gauging the rate which a student can be expected to

progress through the Accelerated Christian Education curriculum, in

helping him set realistic goals, and setting his course of study toward

graduation. The pupils’ learning must be “rewarded.” An atmosphere of

trust can be enhanced through subtle expressions of confidence in a

student and appreciation when he shows good behavior (Procedures

Manual, 1995).

One of the Accelerated Christian Education supervisor’s important

functions is instilling discipline. Discipline is what is done “for a student,”

not what is done “to him.” It is a preventive action. Training a student for

leadership requires consistency, love and discipline. By nature he rebels

against controls which suppress his carnal desires. Unchecked by

discipline these desires will lead to a life of pleasurable activities but not

productive achievement. Students mature best when supervised and

trained by consistent tough-minded people who realize that true love for

youth is best manifested by controlling students’ carnal desires. Controls

must be placed on youth in the form of dress codes, conduct standards,

and activity restraints. To allow “freedom” to experiment with careless

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social behavior is not to love them. Love is seeing the consequences of

carelessness and placing the necessary controls to prevent harm from

wrongdoing; the supervisor’s tasks will not be complete without measuring

student achievements objectively. Since the curriculum is individualized

and sequentially organized, staff must determine at what level in each

subject every incoming student is in before promotion from one grade to

another. In order for a child to achieve higher test scores, the supervisor

should consider the general principles of the School which include proper

diagnostic procedure to determine the academic level of the student in

each subject. The basis of promotion to the next grade level is not age.

Instead, the student is given the prescribed PACE materials on the basis

of diagnosed levels of academic achievement. The student is to complete

each PACE materials within three weeks. Any longer time may allow

students to forget an important concept. The number of PACE materials

being worked on is limited at a time which has a normal number of five to

six subjects. The supervisor will spot-check the PACE materials regularly.

This practice will keep students alert to the material, increasing the

learning and improving their test scores. Correct score keys and test keys

will aid correct learning.

The supervisor checks student goals regularly and motivate

students to strive for immediate success. It is ascertained that slow

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learners take a minimum of one test per week. Demonstration of a

positive attitude, shown by facial expressions, word of greeting, and daily

encouragement from the supervisor is a must. Students with personal

problems such as demerits and detentions are dealt with accordingly.

Student daily progress is reflected in monitor charts and quarterly

progress reports are issued after parent-teacher conferences.

Motivating the Interests of Students

Words are powerful. Most people can recall words of wisdom from

a parent, teacher, friend, or even stranger who helped them overcome

rough spots in difficult times. Likewise, most people can remember a

moment when harsh words carelessly inflicted, generated pain, or shamed

or humiliated. Simply recalling that moment most likely renews pain.

Since words contain such power, it is simply vital that one should take

care what to say and write in order to lift people up rather than pull them

down (Parachin, 2000).

Furthermore, Chua (1994) cited that regardless of whether a child

is gifted, average or slow learner, there are factors that influence

achievement. These functions may be the product of motivation, of the

amount of energy that is thrown into the task at hand, of the emotional,

personal and social adjustment of the condition of work, and of the

background skills on how to work and think. These factors when combined

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accrue to functioning intelligence. It was suggested that consideration of

these factors may result to improved achievement.

In the Accelerated Christian Education system, recognizing student

achievement and communicating with parents are encouraged through the

use of “congratulations slips.” These are presented to students who have

successfully completed PACE tests. The PACE represents achievement

and identifies academic progress with tangible reward. Honor roll students

receive public recognition for their accomplishments and receive a

certificate presented by the administrator or principal in opening exercises

or a special ceremony. It is even more exciting to present awards like

privilege letters, honor roll certificates, or merits in front of the whole

student body. The School of Tomorrow believes that encouraged and

praised students are motivated students. Some students who have been

approved for at least “A” privilege status for the forthcoming week earn the

privilege of weekly special time through an educational field trip.

Individual factors usually affect the effectiveness of motivational

approaches. Interest, habit, attitude toward work, knowledge of and

capability on work, and the work environment were perceived as the

leading factors that affect the effectiveness of the approaches. The other

factors are comfortable working environment, amount of freedom on the

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job, fast and complete provision of resources and needed materials, and

presence of smooth relationship (Awingan, 2002).

In the School of Tomorrow program, academic achievements have

corresponding rewards. The supervisor must reinforce this principle with

enthusiasm, inspiration and a system of tangible rewards such as praise,

stars, privileges, field trips, and trophies.

Implementing Accelerated Christian

Education Curriculum

Accelerated Christian Education curriculum uses the PACE, a self-

instructional learning package, which is supplemented by cassette

lectures, resource books, checkups, self-tests, and PACE tests instead of

textbooks.

Each PACE represents a “step” in the learning process and can be

compared to one chapter in a textbook. In the School of Tomorrow

program students work in PACE materials from preschool through the

twelfth grade level. Some notable features basic to PACE materials are:

bite-sized units of instructional material in color, with specific

understandable goals; controlled vocabulary with pronunciations, parts of

speech and definitions; appropriate activities for drill, practice, and

mastery; checkups, self-tests, PACE tests; character story features for

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Biblical character patterning; scripture and wisdom encouragement and

guidance.

The program uses PACE materials instead of textbooks because

of the following reasons: students see tangible results of their progress; a

new PACE issued to students is tangible evidence that they have climbed

another rung on their academic ladder; the materials teach responsibility

in ways textbooks cannot; controls are built in; students complete

activities, checkups, and self-tests, and they do their own scoring and

make their own corrections; they know when and how to review and

prepare for teaching; and they experience success and sometimes

failure, feeling which helps them learn the importance of doing things

right.

PACE is geared towards learning not teaching. Children need to

have a new material introduced in bite-sized pieces; then they need to

practice the concepts and test themselves to see if they really understand

the new material. They provide self-instruction and individualization. Many

other programs require much lesson preparation on the part of the teacher

or parent but PACE has been written by teachers and includes all the

necessary lessons like teaching new concepts and giving examples,

activities and tests. Students learn in their own pace that suits them.

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Christian Education is the daily impartation of the principles of the

word of God into lives which is the hope of the individual, the home, the

nation, and the world. The School of Tomorrow is then a part of the hope

of the world. Christian Education aims to prepare the student for life.

Scoring is a character-building activity. When the scoring experience is

taken away from the student, so is the character process. Scoring is an

integrity issue and also a spiritual issue. A character component lacking in

society is integrity, which is linked to honesty. Scoring experience is used

and allowed to train young people to grow in Godly character. Patience is

needed to look at what the child can be in the future for Christ (Hooge,

2000).

Applying Disciplinary Measures

Punishment, to be an effective method of remediating individual

misbehavior and improving school order, must be commensurate to the

offense committed and perceived by the student as punishment.

Punishments can sometimes be too light or even unintentionally

reinforcing the students. Effective punishments frequently used include

depriving students of privileges, mobility, or the company of friends

(Cotton et al., 1982).

A personal testimony published by School of Tomorrow magazine

shows that Sausa (2005) admitted the School of Tomorrow procedures

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seem a bit unusual at first. But it is precisely the unique procedures that

work towards producing self-motivated, goal-oriented and upright

students. School of Tomorrow system prepares them for life, and not just

life, but for eternity as well. With regard to disciplinary measures,

correction employs inward motivation to help the student mature and

assume responsibility while preserving his dignity. The response is more

easily accomplished when correction is conveyed with loving expression in

one’s eyes and tone of voice. The student then feels the supervisor’s

concern rather than his frustration. Correcting a child’s behavior should

always have its ultimate object. Offenses equivalent to demerits include

turning around the office, any disturbances, running in the learning center,

chair left out, out of seat without permission, and other slight violations.

The punishment for any repeated offenses, which include throwing

dangerous objects, bringing deadly weapons, cheating, major scoring

violations, lying, fighting, being disrespectful, using foul language will

result to paddling. The supervisor will record all the demerits and

detentions in the “Goal Check Report.”

However, an experienced supervisor has to be creative in using

motivational techniques rather than relying basically on demerits to keep

children conform with school rules. A student is always informed

privately as soon as he is given a demerit, giving the reason why. When a

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student disobeys a rule, the supervisor should take the following steps:

curtailing the offensive behavior, conversation, or appearance in a spirit of

quiet authority; not responding in anger; not reprimanding publicly but, if

necessary the child is asked to go to another room where privacy is

available; determining the student’s intention and evaluating his motive,

not just action through discussion; and administering appropriate

discipline.

Demerits are for procedural violations; the paddle is for moral

violations. The scriptures provide excellent guidelines regarding

discipline: “Train up a child in the way he should go; and when he is old,

he will not depart from it” (Proverbs 22:6); “Correct thy son, and he shall

give thee rest; yea, he shall give delight unto thy soul” (Proverbs 29:15);

“The rod and reproof give wisdom; but a child left to himself bringeth his

mother to shame” (Proverbs 29:15); “Chasten thy son while there is hope,

and let not thy soul spare for his crying” (Proverbs 19:18).

The implication is simply to make children do right. The adult can

praise, encourage, reward, withhold privileges, or spank, depending on

the child’s behavior but to rule out spanking is to omit a key ingredient in

discipline. Proper spanking brings repentance and thus allow the child to

clear his conscience so he can start over. A wise principal will call the

child’s parents to explain the offense and to inform them that spanking is

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 20

warranted. In administering the corporal correction, the guidelines of

School of Tomorrow must be strictly followed.

Castillo (1995) cited some steps on techniques involved in assertive

discipline, as follows: establishing clear rules in the classroom,

communicating these rules to the students, teaching the students to follow

these rules, and letting students know that the teacher is pleased when

these rules are followed.

Measuring Students’ Achievements

The Accelerated Christian Education curriculum is designed to

facilitate learning. The combination of quality academics and built-in

controls enables a student to attain the highest level of scholastic

achievement. These controls include checkups, self-tests, and packet of

Accelerated Christian Education (PACE) tests.

The student should be encouraged to work all checkup activities

without reference to the text. Once the checkup has been completed,

unanswered questions may be researched on and answered. Checkups

should be initialed by the supervisor after the student has been quizzed

over material covered in the checkup. This is the supervisor’s opportunity

to determine the student’s understanding of a bite-sized section of the

packet of Accelerated Christian Education (PACE). Each packet of

Accelerated Christian Education (PACE) ends with a self-test designed to

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 21

help the student measure his comprehension of material in the

curriculum. When a student has completed all the activities in the PACE

and scored them completely, he gives the material to the supervisor who

checks it over carefully and initials the self-test, indicating that he feels the

student is ready to proceed. The student scores his self-test keeping in

mind that 90 percent is the minimum score. If he is not able to perform

that well, he should note his areas of weakness as determined by the self-

test material and refer to those sections in the PACE. When the

supervisor has received the self-test results of the student and both are

convinced he is ready to proceed, the student turns in his material and is

given the test the following day.

The PACE test is issued immediately after opening exercises at the

testing table. The test is pulled from the “to test” tray. Students are not

permitted to communicate with other students or have reference materials

while taking the test. Test is placed in the “tested” tray for scoring and

posting scores after students are dismissed. A test score of below 80

percent indicates weakness and inadequate learning or insufficient

mastery of skills. The supervisor should determine why the student fails.

The supervisor places the completed PACE in the “conference tray.” The

following day, the supervisor privately discusses the test result with the

student, helping him understand what he misses.

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 22

The supervisor’s progress cards are retained at the supervisor’s

station. They are used daily to record PACE or disks inventory and test

scores. Periodically, the staff transfer the test results from the

supervisor’s progress cards to the student’s progress reports. Scores for

each subject are averaged so parents can have an objective evaluation of

their child’s work; his overall PACE test average for the quarter, the

semester, and the year are also recorded. At the end of the year the

student’s progress reports are retained in individual student cumulative

folders until the information is printed in the transcript. At the back page of

the progress reports are the desirable traits and habits that will help the

supervisor evaluate the students during the student conference at the end

of each progress reporting period (Procedures Manual, 2005).

Differences in Civil Status

The finding of Oddoc (2004) revealed that being single, married, or

widowed is not a guarantee that the use of different approaches is

effective. Single teachers have the same level of effectiveness of

classroom management approaches as married or widowed. Likewise,

married teachers have the same level of effectiveness as single or

widowed teachers.

The civil status of teachers does not tell whether they are effective

or not in the classroom since they have gone through with the same

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 23

stages of education. In addition, when administrators send teachers for

trainings and seminars, they give the teachers equal opportunities,

regardless of their civil status.

A great majority of the respondents of Tokoyen (2002) are married

while only few are single or widowed. Meanwhile, all the administrators

are married. One reason shown in the study is that most of the teachers

marry first before they enter the field of teaching because they believe that

they have no time to look for partners in life due to the nature of their work.

Others could have considered establishing a family of their own before

entering the teaching world. These findings imply that most teachers know

how to establish rapport with their students since they have actual

experiences with their children. However, this could also hamper their

professional growth since they have families to attend to.

Landacan (2001) pointed out that married adults are physically and

emotionally healthier than their single counterparts. Furthermore, there

was a study conducted by Punzalan (1997), found out that married

personnel manifested a higher level of job performance than the single

and widowed. Civil status affects the level of job performance of the

the employees.

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 24

Differences in Educational Attainment

Binay-an (2005) stated that persons who lack professional

qualifications entering occupations may have less knowledge. The study

revealed that the higher the educational attainment, the higher the level of

role performance. This is so because both knowledge and intelligence

which are correlated with educational attainment, may influence an

individual’s perception of his role performance. As the teacher’s

educational attainment goes higher, then he is more knowledgeable of

things that may change or help develop the quality of education.

Moreover, the higher the educational attainment of a teacher, the more he

should be learned and humbled.

Bucu (2000) found that when a teacher believes that education can

affect change and development, the more he is convinced that getting

advance studies or higher learning can enrich his teaching career, a

situation which eventually brings benefit to students, and that the teacher

with high educational attainment has a higher degree of commitment in

teaching compared with those who have attained lower educational

attainment.

Sameon (1999) affirmed that a higher proportion of faculty with

graduate degrees have rendered more extension services than non-

graduate faculty members.

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 25

Aquino (1989) mentioned that a teacher with higher educational

attainment has greater knowledge and broader perspective on the

concepts, principles, models and approaches to classroom management.

Differences in Length of Service

The teacher who has been in the profession for a long time is

expected to have a higher rank and skill, and to have gained more

experiences, thus having a higher level of role performance than those

whose length of service is shorter. As assumed, experienced individuals

know the specific attitudes of the job in which he has been doing for a long

time. The way he views the job differs from that of the one who has

shorter experience (Binay-an, 2005).

Teaching effectiveness is not positively related to experience. That

is, instructors with little or no teaching experience are judged by students

to be better teachers than those with four or more years of teaching

experience. Moreover, Mangallab (1997) affirmed that length of service

provides lots of opportunity to learn from experience. Adjustment can be

made for the improvement of practices and thinking to make them relevant

to the needs of the times (Tallocoy, 2003).

Sinong (2003) stressed that the teachers who have longer length of

service have gained more experience in teaching. They manifest higher

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 26

extent of application of the concepts, principles, models, and approaches

to classroom management.

Conceptual Framework

The vision of the School of Tomorrow National Curriculum

Department is to answer the challenge of globalization in education. The

introduction of Basic Education Curriculum in 2003 by Department of

Education Secretary Raul Roco signaled that the Philippine educational

system needed an overhaul. The major change in academic policy and

structure is proactive. It displayed that the changes in Department of

Education policy were steps toward individualization and a character-

based learning which the School of Tomorrow system has championed

since 1978.

The countries in the developing world show positive but mixed

results in terms of student achievement among those enrolled in the multi-

grade program. For example, students enrolled in Columbia’s multi-grade

schools called “Escuella Nueva,” attained higher achievement levels

compared to students in single-grade schools for Math and Spanish. More

significantly, they also showed more positive social-civic relationship

(Baon, 2001).

The number one strength of School of Tomorrow program is the

Accelerated Christian Education curriculum. A team of about 100

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 27

“Christian humanists” was organized to produce what the world calls the

“driving force behind the church school movement.” From the very

foundation it identified Biblical goals and expressed them in academics

with a theistic (God-centered) philosophy. Principles of character and

illustrations of the character traits are sequenced in cartoon and

motivational form throughout each packet of Accelerated Christian

Education (PACE). The foundations of wisdom are carefully laid. The

nations in Asia are recognizing that the greatest need is not educational

excellence but character. No matter how intelligent or academically

brilliant a person is, if he is not filled with integrity and character, nothing

changes in society (Hooge, 2005).

According to the testimony of Araneta, Jr. (2003) Accelerated

Christian Education helped him become successful in his profession:

It was in February of 1991 when my parents pulled me out

from the public school and enrolled me at Grace Baptist Academy,
Baguio City. Although already Grade II at that time and a possible
honor student, I began from level I as indicated by the result of my
diagnostic tests. It was never an easy road…..there were
difficulties, good and bad experiences but God made a way. I
learned so much from this school. It was here where I grew up
physically and more spiritually. In 1989, I transferred and continued
my studies at the Risen Lord Academy. It was there that I was able
to finish my high school in 1991. I was also the first graduate of the
Risen Lord Academy. After graduation, I started working as the
ABC’s supervisor at Lighthouse Christian School while taking up
my Bachelor of Theology. In 1995, I enrolled at Baguio Colleges
Foundation taking up a course in teacher education. With God’s
help, I was able to go through college while working as a
Supervisor at Lighthouse Christian School and also as a part-time

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 28

Consultant for School of Tomorrow in Northern Luzon. Despite the

hectic activities I had, I was able to maintain my academic
standings, I was a consistent scholar in college and in 1999, I
finished my Bachelor of Secondary Education graduating as Cum
Laude. The same year, I was also nominated and chosen as one
of the Ten Outstanding Students of the Philippines (TOSP) of the
Cordillera Region. I believed I made it thru because of God’s
grace. I had been clinging on to the verses in Proverbs 3:5-6
where it says “Trust in the Lord with all thine heart; and lean not
unto thine own understanding. In all thy ways acknowledge him,
and he shall direct thy paths.” Presently, I am working as a full-time
consultant for School of Tomorrow Philippines. I have shared my
victories with students, staff and even those who are planning to
start new schools. I say, “it can be done!” School of Tomorrow
has, through the years, changed the lives of thousands of young
people across the country. It worked for me I believe it can also
work for you. Just press on and don’t quit.

In Philippine setting, one indicative measure of effectiveness of

success of any teaching-learning process is the achievement or success

of the learners. Evaluating pupil’s performance is a useful process in

providing teachers and school administrators with data and information

upon which they may use to improve the quality of instruction and learning

(Binay-an, 2005).

The schematic diagram shows three major variables: the

independent variables, dependent variables, and intervening variables.

The independent variables include the effectiveness of supervisory

functions in A.C.E schools; attributes contributory to the effectiveness of

the supervisors functions, and the difficulties encountered by the

supervisors in the performance of their functions. The dependent variables

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 29

INDEPENDENT DEPENDENT
VARIABLES VARIABLES

1. effectiveness of effectiveness
supervisory functions of
A.C.E schools in terms of: - very effective
- moderately effective
a. motivating the interests of - sometimes effective
students
b. implementing the A.C.E
- not effective
curriculum
c. applying disciplinary
measures
d. measuring students’ extent of difficulties
achievements
- very difficult
2. attributes contributory to the - moderately difficult
effectiveness of supervisory - sometimes difficult
functions in terms of the - not difficult
respondents’ profile

3. extent of the difficulties

encountered by the
supervisors in the
performance of their
functions

INTERVENING VARIABLES

Profile of A.C.E. Supervisors

* civil status
* educational attainment
* length of service

Figure 1. Conceptual paradigm showing the interrelationships of

the variables used in the study

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 30

include the expected output after the research determined the following:

effectiveness of the supervisory functions of the respondents; attributes

contributory to the effectiveness of their functions; and extent of the

difficulties encountered by the supervisors.

To find out the differences among subjects along identified

variables, intervening variables are considered in terms of the

respondent’s civil status, educational attainment, and length of service.

Definition of Terms

The following terms are defined based on how they are used

in the study:

Supervisory functions refer to the functions or tasks of the

supervisors in the learning center such as motivating the interests of

students, implementing Accelerated Christian Education curriculum,

applying disciplinary measures, and measuring students’ achievements.

Accelerated Christian Education supervisors are professional staff

members who usually have earned at least a bachelor’s degree, can

answer academic questions, can administer diagnostic and achievement

tests, can inspire and motivate students to perform at their maximum

potential.

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Accelerated Christian Education curriculum is individualized, Bible-

centered, Christian in context and the system is multi-grade catering to

students from Levels I-VI confined in one learning center with the

assistance of supervisors and monitors.

Attributes refer to the factors contributory to the effectiveness of

supervisory functions in terms of civil status, educational attainment, and

length of service.

Difficulties refer to the problems met by the A.C.E supervisors in

the performance of their functions.

Effectiveness refers to the desired result of A.C.E supervisory

functions in terms of motivating the interests of students, implementing

A.C.E curriculum, applying disciplinary measures, and measuring

students’ achievements.

Motivation is considered as subjective but a positive element which

the supervisor initiates to inspire achievement.

Achievement refers to something carried out successfully by the

student such as being in the honor roll, passing the PACE tests, and

earning privileges and merits.

Disciplinary measures are measurements to correct the procedural

violations by giving the students demerits and detentions or paddling.

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 32

Hypotheses of the Study

The following hypotheses were put forward for testing:

1. There are significant differences in the effectiveness of

supervisory functions of A.C.E schools along:

a. Motivating the interests of students

b. Implementing A.C.E curriculum

c. Applying disciplinary measures

d. measuring students’ achievements

2. There are significant differences in the attributes contributory to

the effectiveness of supervisory functions of the respondents in terms of :

a. Civil status

b. Educational attainment

c. Length of service

3. There are significant differences in the extent of the difficulties

encountered by the supervisors in the performance of their functions.

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METHODOLOGY

To determine the effectiveness of the Accelerated Christian

Education supervisory functions as implemented by the respondents, the

normative descriptive method was employed in this research study.

Locale and Time of the Study

The study was conducted in Baguio City and Benguet to determine

the effectiveness of Accelerated Christian Education (ACE) supervisory

functions.

Baguio City is the summer capital of the Philippines. Located in the

different barangays in Baguio City (Figure 2) were eleven institutions.

Three schools were established at the heart of La Trinidad valley, one

school in Tadiangan, Tuba, Benguet, and one school in Sinipsip, Buguias,

Benguet using the Accelerated Christian Education curriculum (Figure 3).

This study was conducted during the second semester of school

year 2005 - 2006.

Respondents

Educators are the key factors in the academic community because

they are responsible in implementing quality educational programs and

reforms in the classroom. The A.C.E supervisors employed at the 16

learning centers in Baguio City and Benguet served as respondents.

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 34

Fig. 2. Map showing the location of study:

Baguio City

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 35

Figure 3. Map showing the location of the study:

Benguet Province

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 36

A total enumeration was considered to determine the target population of

the study.

Table 1 shows the profile of respondents according to civil status,

educational attainment and length of service. It reflects that there are 70

respondents in the study.

Table 1. Population distribution according to the profile of the

respondents

PROFILE TOTAL PERCENTAGE

___________________________________________________________

Civil Status

Single 29 41.43
Married 39 55.71
Widow/er 2 2.86

Educational Attainment

Bachelor’s degree 53 75.71

With Master’s units 17 24.29

Length of Service (years)

1-5 57 81.43
6 - 10 9 12.86
11 - 15 3 4.29
16 - 20 1 1.42
___________________________________________________________

TOTAL 70 100.00

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 37

The majority of the respondents are married A.C.E supervisors.

Twenty nine are single and only two are widows/widowers.

The great majority are bachelor’s degree holders and only 17 are

with master’s units.

Of the 70 A.C.E supervisors, 57 have been in the service between

1-5 years; nine, between 6-10 years; three, between 11-15 years; and

one, between 16-20 years.

Instrumentation

This investigative and descriptive study employed a survey

technique using a self-constructed questionnaire to gather the needed

data.

The questionnaire was divided into five parts. Part I consists of the

profile of the supervisors that includes the following variables: civil status,

educational attainment, and length of service.

Part II covers the Accelerated Christian Education supervisory

functions: motivating the interests of students, implementing the

Accelerated Christian Education curriculum, applying disciplinary

measures, and measuring students’ achievements. The respondents were

expected to determine the degree of effectiveness according to the

following scale:

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 38

4 - very effective (VE)

3 - moderately effective (ME)

2 - sometimes effective (SE)

1 - not effective (NE)

Part III includes indicators to determine the extent of the difficulty

encountered by the supervisors in the performance of their functions.

4 - very difficult (VD)

3 - moderately difficult (MD)

2 - slightly difficult (SD)

1 - not difficult (ND)

The survey questionnaire was subjected to a validation process. To

determine the soundness and effectiveness of the tool, the questionnaire

was scrutinized by a panel of examiners to establish the validity and

reliability of the instrument. Suggestions were incorporated to improve it

before it was administered.

Data Collection

The researcher sought permission and endorsement from the

Regional Coordinator of School of Tomorrow and the

administrators/principals of the different learning centers before

distributing the copies of the questionnaire to the target respondents. The

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 39

researcher personally administered the questionnaires and the collection

of the same.

The raw data gathered from the respondents were given the

following weights using a four-point rating system:

Relative Value Limits Adjectival Rating Legend Symbol

4 3.50 - 4.00 Very Effective (VE)

Very Difficult (VD)

3 2.50 - 3.49 Moderately Effective (ME)

Moderately Difficult (MD)

2 1.50 - 2.49 Sometimes Effective (SE)

Slightly Difficult (SD)

1 1.00 - 1.49 Not Effective (NE)

Not Difficult (ND)

Data Analysis

The responses of the respondents were collected and tallied for

statistical analysis. The data were subjected to one-way classification

through the Analysis of Variance (ANOVA), which was used in comparing

the independent variables and the differences according to civil status,

educational attainment, and length of service.

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 40

Statistical Treatment of Data

The gathered data were tabulated for analysis and interpretation.

Percentage, ranking, weighted mean, and correlation were the descriptive

statistical tools employed.

% = n x 100%
N

WM = f (category)
N

To test the hypotheses of the study, the t-test, chi-square,

Friedman’s test, and analysis of variance were used at 0.05 level of

significance.

tc = X1 – X2_________________________
√ (n1-1)(SD1)2 +(n2-1)(SD22)(1/n1+1n2)
n1+n2 – 2

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 41

X2 = ∑ (0-E)2
E

where:

X2 = chi square test

∑ = summation

0 = observed frequency

E = expected frequency

Fr = 12_____ ∑ ( ∑Rj)2 – 3N (K+1)

NK (K+1)

where:

N = number of rows

K = number of columns

∑Rj2= squared sum of ranks

Effectiveness of Supervisory Functions of Accelerated Christian Education

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RESULTS AND DISCUSSION

Discussed in this section are the effectiveness of supervisory

functions of Accelerated Christian Education Schools in Baguio City and

Benguet and the attributes contributory to the effectiveness of

supervisory functions.

Effectiveness of Supervisory Functions

as Influenced by Selected Variables

Civil Status

Table 2 shows the effectiveness of the supervisory functions of the

A.C.E schools. The functions are motivating the interests of students,

implementing A.C.E curriculum, applying disciplinary measures, and

measuring students’ achievements. Among the functions, ranked first is

measuring students achievements with a weighted mean of 3.58.

Following in descending order of ranks are implementing A.C.E

curriculum, with a mean of 3.82; applying disciplinary measures, 3.78; and

motivating the interests of students, 3.77. The finding implies that the

instrument used in measuring students’ performance and achievements in

schools using A.C.E curriculum is research-based and well-designed.

Since the respondents are teaching multi-grade, the result agrees with

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 43

Table 2. Effectiveness of the supervisory functions of Accelerated

Christian Education Schools

WEIGHTED DESCRIPTION RANK

FUNCTION MEAN

Measuring students’ 3.85 VE 1

achievements

Implementing
A.C.E curriculum 3.82 VE 2

Applying disciplinary
measures 3.78 VE 3

Motivating the interests

of students 3.77 VE 4
___________________________________________________________

AVERAGE 3.79 VE

Legend:

Numerical Value Statistical Limitation Description

4 3.50 – 4.00 Very Effective (VE)
3 2.50 – 3.49 Moderately Effective (ME)
2 1.50 – 2.49 Sometimes Effective (SE)
1 1.00 – 1.49 Not Effective (NE)

what Baon (2001) stated: that countries in developing world show positive

but mixed results in terms of students’ achievements among those

enrolled in the multi-grade program. More significantly, they also showed

more positive feeling about themselves, more confidence and more

positive social-civic relationship.

 44

Measuring students’ achievements ranks first because as stated in

the A.C.E procedures manual (1995), the A.C.E curriculum is designed to

facilitate learning. The combination of quality academics and built-in

controls enable a student to attain the highest level of scholastic

achievement. These controls include checkups, self-tests, and packet of

Accelerated Christian Education (PACE) tests.

Implementing A.C.E curriculum ranks second. Based on the

procedures manual (1995), PACE being used is geared to learning not

teaching. Children need to practice the concepts and test themselves to

see if they really understand the new materials. As stated by Abalos

(2006), to be effective in supervisory functions supervisors should

consider teaching as their ministry and should always follow the

procedures manual.

Applying disciplinary measures ranks third because based on the

researcher’s experience, disciplining students today is not easy. Students

today are being influenced by the high technologies that affect their

studies; behavior at home and school; and attitude towards their peer,

teachers and family. As cited by Castillo (1995), some steps in assertive

discipline are as follows: establishing clear rules in the classroom,

communicating these rules to the students, teaching them to follow these

 45

rules, and letting them know that the teacher is pleased when these rules

are followed.

Motivating the interests of students ranks fourth. As observed by

Madrid (2006), in order for the pupils to be motivated to learn and work,

their academic achievement should always have tangible rewards like

having a fieldtrip, merits, more privileges, congratulation slips and stars.

This jibes with what is stated in the procedures manual (1995): that in the

School of Tomorrow program, academic achievements have

corresponding rewards. The supervisor must reinforce this principle with

enthusiasm, inspiration, and a system of tangible rewards such as praise,

stars, privileges, field rips, and trophies.

Motivating the interests of students. Table 3 shows the

effectiveness of supervisory functions in terms of motivating the interests

of students according to civil status. The supervisors are either single,

married, or widowed. The result reveals that the widows/ers ranks first in

motivating the interests of students, as indicated by a weighted mean of

4.00. Following are the married with a weighted mean of 3.76, and; the

single, 3.56.

The chi-square computed value of 20.0 is higher than the tabular

value of 5.991 at 0.05 level of significance. Therefore the hypothesis, that

there are significant differences in the effectiveness of supervisory

 46

Table 3. Effectiveness of supervisory functions in terms of motivating the

interests of students according to civil status

CIVIL STATUS WEIGHTED MEAN DESCRIPTION RANK

Widow/er 4.00 VE 1

Married 3.76 VE 2

Single 3.56 VE 3

Overall
Mean 3.77 VE

X2r = 20.0 X2.05 = 5.991 *significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)
3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.49 Not Effective (NE)

functions in terms of motivating the interests of students according to civil

status, is accepted.

The finding implies that respondents who are widowed could easily

motivate the interests of students by using different methods and

techniques in teaching. Interest is a fast stimulant of growth. The civil

status of teachers does not tell whether they are effective or not in the
 47

classroom since they have gone through with the same stages of

education. In addition, when administrators send teachers for trainings

and seminars, they give the teachers equal opportunities, regardless of

their civil status.

The result contradicts the finding of Oddoc (2004) that being single,

married, or widowed is not a guarantee that the use of different

approaches is effective. Single teachers have the same level of

effectiveness of the classroom management approaches with married or

widowed teachers.

Implementing A.C.E curriculum. Table 4 presents the effectiveness

of supervisory functions of A.C.E schools in terms of implementing A.C.E

curriculum according to civil status. As gleaned from Table 4, the overall

computed mean is 3.82. The widowed respondents rank first with a

weighted mean of 4.00. Following in descending order of ranks are the

married respondents, with a weighted mean of 3.83 and the single

respondents, 3.64.

The chi-square computed value of 20.0 is higher than the tabular

value of 5.991 at .05 level of significance; thus the hypothesis that there

are significant differences in the effectiveness of supervisory functions in

terms of implementing A.C.E curriculum according to civil status, is

accepted.
 48

Table 4. Effectiveness of supervisory functions in terms of implementing

A.C.E curriculum according to civil status.

CIVIL STATUS WEIGHTED MEAN DESCRIPTION RANK

Widow/er 4.00 VE 1

Married 3.83 VE 2

Single 3.64 VE 3

Overall Mean 3.82 VE

X2r = 20.0 X2.05 = 5.991 *significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.49 Not Effective (NE)

The finding implies that widowed respondents are effective in

implementing Accelerated Christian Education curriculum because they

consistently follow the School of Tomorrow Procedures Manual.

Meanwhile, Scott (2001) added that single employees end to be ignored

and take advantage of work, which affects their job performance.

 49

Applying disciplinary measures. Table 5 shows the effectiveness of

supervisory functions of A.C.E schools in terms of applying disciplinary

measures according to civil status. As shown, the respondents who are

widowed rank first, with a weighted mean of 4.00. Following in

descending order of ranks are the married respondents with weighted

mean of 3.77 and single respondents, 3.56.

The computed value of 20.0 is higher than the tabular value of

5.991 at 0.05 level of significance. Thus the hypothesis, that there are

significant differences in the effectiveness of supervisory functions of

A.C.E schools in terms of applying disciplinary measures according to civil

status, is accepted.

The result implies that respondents who are widowed are very

effective in applying disciplinary measures to their students. This can be

in contrary with the finding of Bravo (2005) that teachers’ experience of

having responsibility to their children helps them understand their pupils

better. Single teachers have not experienced being mothers so they just

simply do their job. Those widowed have the lowest mean rating as

compared to married and single. Their rating indicates their emotional

disturbances of being alone. Dreikurs (1988), as cited by Aplaten (1999),

noted a disciplinary approach based on the need for acceptance and

maintained that acceptance by peers and teachers are the prerequisite for
 50

Table 5. Effectiveness of supervisory functions in terms of applying

disciplinary measures according to civil status

CIVIL STATUS WEIGHTED MEAN DESCRIPTION RANK

Widow/er 4.00 VE 1

Married 3.77 VE 2

Single 3.56 VE 3

Overall Mean 3.78 VE

X2r = 20.0 X2.05 = 5.991 *significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.75 Not Effective (NE)

appropriate behavior and achievement in school. People try all kinds of

behavior to get status and recognition. If they are not successful in

receiving through socially acceptable methods, then they turn to mistaken

goals that result in anti-social behavior.

Measuring students’ achievements. Table 6 shows the

effectiveness of supervisory functions of A.C.E schools in terms of

 51

Table 6. Effectiveness of supervisory functions of A.C.E schools in terms

of measuring students’ achievements according to civil status

CIVIL STATUS WEIGHTED MEAN DESCRIPTION RANK

Widow/er 4.00 VE 1

Married 3.85 VE 2

Single 3.69 VE 3

Overall Mean 3.85 VE

X2r = 20.0 X2.05 = 5.991 *significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.49 Not Effective (NE)

measuring students’ achievements according to civil status. As shown in

the table, widowed respondents rank first with a weighted mean of 4.00;

married respondents rank second with a weighted mean of 3.85; and

single respondents rank third, 3.69.

The computed value of 20.0 is higher than the tabular value of

5.991 at 0.05 level of significance. Therefore the hypothesis, that there

 52

are significant differences in the effectiveness of supervisory functions in

terms of measuring student achievements, is accepted.

The finding implies that respondents who are widowed are very

effective in terms of disciplinary measures and this is in relation with their

experiences in teaching in A.C.E schools for more years.

Landacan (2001) pointed out that married adults are physically and

emotionally healthier than their single counterparts. In contrary, the study

conducted by Punzalan (1997), found out that married personnel

manifested a higher level of job performance than the singles and widows.

Civil status affects the level of performance of the employees.

Educational Attainment

Motivating the interests of students. Table 7 presents the

effectiveness of supervisors in motivating the interests of students

according to educational attainment. Educational attainment relates to

having a bachelor’s degree or having master’s units. As seen in the

result, the respondents with master’s units’ rank first with a weighted mean

of 3.71 and respondents with bachelor’s degree, with 3.69.

The computed t-value of 0.346 is lower than the tabular t-value of 2.101 at

0.05 level of significance. Therefore the hypothesis, that there are

significant differences in the effectiveness of supervisory functions in

terms of motivating interests of students according to educational

 53

attainment, is rejected. It may be inferred that regardless of educational

attainment, the level of motivating interest is high. This is so because if a

person has attained a high education, he will gain additional knowledge

that will help him develop quality education. The result jibes with the

statement of Binay-an (2005) that both knowledge and intelligence, which

correlate with educational attainment, may influence an individual’s

perception of his role performance. Kassarjian and Stringer (1971), as

cited by Aplaten (1999), claimed that the training of teachers, skills and

knowledge are the important components to be acquired in the learning

process. Traditional education provides many models for the transfer of

knowledge, but the acquisition of managerial skills entails a new problem.

It is the management’s responsibility to allow the students to develop their

own potentials. The primary task of management is to provide the climate

and methods of technology in a way that makes it possible for students

to discover areas where they can satisfy their own learning needs at

the same time meet the goals of education.

According to Domerez (2005), workers who have earned higher

degrees such as master’s or doctorate perform better than those with a

bachelor’s degree because they have undergone advanced academic

training.
 54

Table 7. Effectiveness of supervisory functions in terms of motivating

the interests of students according to educational attainment

EDUCATIONAL WEIGHTED
ATTAINMENT MEAN DESCRIPTION RANK

With master’s units 3.71 VE 1

With a bachelor’s Degree 3.69 VE 2

Overall Mean 3.70 VE

tc = 0.346 t.05 = 2.101 not significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.75 Not Effective (NE)

Motivating interests of students. Table 8 shows the effectiveness of

supervisors in motivating the interests of students according to

educational attainment. The respondents with master’s units rank first

with a weighted mean of 3.81, followed by the respondents with master’s

units, with 3.76.

 55

Table 8. Effectiveness of supervisory functions in terms of implementing

A.C.E curriculum according to educational attainment

EDUCATIONAL WEIGHTED
ATTAINMENT MEAN DESCRIPTION RANK

With master’s units 3.81 VE 1

With a bachelor’s Degree 3.76 VE 2

___________________________________________________________

Overall Mean 3.77 VE

tc = 3.546 t.05 = 2.101 *significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.49 Not Effective (NE)

The computed t-value of 3.546 is higher than the tabular t-value of

2.101 at 0.05 level of significance. Therefore the hypothesis, that there

are significant differences in the effectiveness of supervisory functions of

A.C.E schools in terms of motivating interests of students according to

educational attainment, is accepted.

 56

The finding implies that supervisors with master’s units

demonstrate better a sense of responsibility and are very effective in their

school functions. The result agrees with the statement of Bastian

(1995) that managers with master’s degree including those with doctoral

units could have a very satisfactory effectiveness in management.

Applying disciplinary measures. Table 9 presents the effectiveness

of A.C.E supervisors in applying disciplinary measures according to

educational attainment. First in rank are the respondents with master’s

units with a weighted mean of 3.88, followed by the respondents with

bachelor’s degree, with 3.70.

The computed t-value of 1.148 is lower than the tabular value of

2.101 at 0.05 level of significance. Thus the hypothesis, that there are

significant differences in the effectiveness of supervisory functions of

A.C.E schools in terms of applying disciplinary measures according to the

educational attainment, is rejected. The finding implies that regardless of

educational attainment, the respondents can perform their supervisory

functions of applying disciplinary measures.

As mentioned by Aquino (1989), a teacher with higher educational

attainment has greater knowledge and broader perspective on the

concepts, principles, models and approaches to classroom management.

 57

Table 9. Effectiveness of supervisory functions in terms of applying

disciplinary measures according to educational attainment

EDUCATIONAL WEIGHTED
ATTAINMENT MEAN DESCRIPTION RANK

With master’s units 3.75 VE 1

With a bachelor’s Degree 3.68 VE 2

___________________________________________________________

Overall Mean 3.72 VE

tc = 1.148 t.05 = 2.101 not significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.49 Not Effective (NE)

Measuring students’ achievements. Table 10 presents the

effectiveness of A.C.E supervisors functions in measuring students’

achievements according to educational attainment.

There is a slight difference in this aspect, that is, the respondents

with master’s units is ranked first, as indicated by a weighted mean of

 58

3.83, and the respondents with bachelor’s degree is ranked second, as

indicated by a weighted mean of 3.80.

The computed t-value of 0.765 is lower than the tabular t-value of

2.101 at 0.05 level of significance. Hence the hypothesis, that there are

significant differences in the effectiveness of supervisory functions of

A.C.E schools in terms of measuring students achievements according to

educational attainment, is rejected.

This finding implies that regardless of educational attainment, the

supervisors should upgrade their teaching competencies by not just

pursuing higher education alone but also by attending seminars,

conferences, workshops and reading books and journals. The statement

corroborates with the suggestions of Tripp (1993), as cited by Aplaten

(1999), that teachers should upgrade their teaching competencies to the

maximum by utilizing instructional materials, attending in-service trainings

and attending seminars. According to Bravo (2005), the educational

attainment of teachers does not guarantee effective teaching if it is not

accompanied by knowledge and adequate teaching methodology. In

addition, there are also teachers who finish their post-graduate studies

but lack the ability to apply their accumulated knowledge in teaching

strategies and methodologies.

 59

Table 10. Effectiveness of supervisory functions in terms o measuring

students’ achievements according to educational attainment

EDUCATIONAL WEIGHTED DESCRIPTION RANK

ATTAINMENT MEAN

With master’s units 3.83 VE 1

With a bachelor’s Degree 3.80 VE 2

___________________________________________________________

Overall Mean 3.82 VE

tc = 0.765 t.05 = 2.101 not significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 – 1.75 Not Effective (NE)

Length of Service

Motivating the interests of students. Table 11 presents the

effectiveness of supervisory functions in motivating the interests of

students according to length of service. The length of service may be 1-5

years, 6-10 years, 11-15 years or 16-20 years. The respondents who

rendered service between 16-20 years are ranked first as indicated by a

weighted mean of 4.00. Ranked second are those who have served
 60

between 6-10 years, with 3.89; ranked third, those who have served

between 11-15 years with 3.87; and ranked fourth are those who have

served between 1-5 years.

The computed value, 48.67, which is higher than the tabular

value of 2.84 at 0.05 level of significance. Hence the hypothesis, that

there are significant differences in the effectiveness of supervisory

functions in motivating interests of students according to length of service,

is accepted.

The finding implies that the longer the years of service rendered,

the better is the motivating ability of the supervisor in getting the interests

of students. It jibes with the observation of Cawaon (1987) and Awas

(1993), as cited by Sameon (1999), that the number of years of teaching

experience is associated with teaching competence. Most were new and

young in experience but they showed interest and enthusiasm in teaching.

They were eager and willing to learn from the older and more

experienced teachers and are willing to upgrade their knowledge.

According to Bravo (2005), teachers who are new or old in teaching field

both give full attention to teaching. Either new or old teachers, as

expected, give emphasis to delivering their lessons.

 61

Table 11. Effectiveness of supervisory functions in terms of motivating

the interests of students according to length of service

LENGTH OF WEIGHTED DESCRIPTION RANK

SERVICE(year) MEAN

16 - 20 4.00 VE 1

6 - 10 3.89 VE 2

11 - 15 3.87 VE 3

1-5 3.65 VE 4

___________________________________________________________

Overall Mean 3.85 VE

Fc = 48.67 F.05 = 2.84 * significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 – 3.49 Moderately Effective (ME)
2 1.50 – 2.49 Sometimes Effective (SE)
1 1.00 – 1.49 Not Effective (NE)

Implementing A.C.E curriculum. Table 12 shows the effectiveness

of supervisors in implementing the A.C.E curriculum according to length

of service. A great majority of the respondents have been teaching for

11-15 years or 16-20 years.

 62

The computed value of 7.244 is higher than the tabular value of

2.84 at 0.05 level of significance. Thus the hypothesis, that there are

significant differences in the supervisory functions of A.C.E schools in

terms of implementing A.C.E curriculum according to length of service, is

accepted.

The result implies that the longer the service in teaching in an

Accelerated Christian Education school, the better implementation of the

A.C.E curriculum. This is because a supervisor has mastered all

the necessary steps or procedures on how to implement the system.

According to Binay-an (2005), the teacher who has been in the

profession for a long time is expected to have a higher rank and skill, and

to have gained more experiences thus having a higher level of role of

performance than those whose length of service is shorter. As assumed,

experienced individuals know the specific attitudes of the job which they

have been doing for a long time. The way one views the job differs from

that of others who have a shorter experience.

As stressed by Sinong (2003), the teachers who have a longer

length of service have gained more experience in teaching. They manifest

higher extent of application of the concepts, principles, models, and

approaches to classroom management.

 63

Table 12. Effectiveness of supervisory functions in terms of implementing

A.C.E curriculum according to length of service

LENGTH OF WEIGHTED DESCRIPTION RANK

SERVICE(year) MEAN

11 - 15 4.00 VE 1.5

16 - 20 4.00 VE 1.5

6 - 10 3.97 VE 3

1-5 3.48 VE 4

___________________________________________________________

Overall Mean 3.86 VE

Fc = 7.244 F.05 = 2.84 * significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.49 Not Effective (NE)

. Applying disciplinary measures. Table 13 presents the

effectiveness of supervisors in applying disciplinary measures according

to length of service. Ranked first are the respondents who have served
 64

for 11 -15 years or 16-20 years, as indicated by a weighted mean of

4.00.

The computed value of 230.396 is higher than the tabular value of

2.84 at 0.05 level of significance. Hence the hypothesis, that there are

significant differences in the effectiveness of supervisory functions of

A.C.E schools in terms of applying disciplinary measures according to

length of service, is accepted.

The result implies that the longer the years of service in teaching,

the more effective is applying disciplinary measures. According to

Redl and Wineman (1968), as cited by Aplaten (1999), to maintain good

discipline, the teacher must understand the group-its needs and interests-

and be able to manipulate its surface behavior. Thus, in analyzing a

disciplining situation, teachers must ask the extent of problems reflected

on the group, the teacher’s own behavior and the behavior of the student.

The findings of Potter (1978), as cited by Domerez (2005), are that

teaching effectiveness is not positively related to experience and that

instructors with little teaching experience are judged by students to be

better teachers that those with four years of teaching experience.

 65

Table13. Effectiveness of supervisory functions in terms of applying

disciplinary measures according to length of service

LENGTH OF WEIGHTED DESCRIPTION RANK

SERVICE(year) MEAN

11 - 15 4.00 VE 1.5

16 - 20 4.00 VE 1.5

6 - 10 3.83 VE 2

1-5 3.66 VE 3

___________________________________________________________

Overall Mean 3.87 VE

Fc = 230.396 F.05 = 2.84 * significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.49 Not Effective (NE)

Measuring students’ achievements. Table 14 shows the

effectiveness of supervisors in measuring students’ achievements

according to length of service. Ranked first are the respondents who

have been in service for 11-15 years or 16 – 20 years.

The computed value of 45.69 is higher than the tabular value of

2.84 at 0.05 level of significance. Thus the hypothesis, that there are
 66

Table 14. Effectiveness of supervisory functions in terms of measuring

students’ achievements according to length of service

LENGTH OF WEIGHTED
SERVICE(year) MEAN DESCRIPTION RANK

16 - 20 4.00 VE 1

6 - 10 3.97 VE 2.5

11 - 15 3.97 VE 2.5

1-5 3.76 VE 3

___________________________________________________________

Overall Mean 3.93 VE

Fc = 45.69 F.05 = 2.84 * significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

3 2.50 - 3.49 Moderately Effective (ME)
2 1.50 - 2.49 Sometimes Effective (SE)
1 1.00 - 1.49 Not Effective (NE)

significant differences in the effectiveness of A.C.E supervisory functions

in terms of measuring students’ achievements according to length of

service, is accepted. The result implies that the longer the years of

service, the more effective in measuring students’ achievements. This is

 67

in contrast with the finding of Quipot (2005), that teachers who were

teaching for not less than eight years provided a better teaching because

of their mastery of the subject matter gained through the years. The result

agrees with the finding of Bocalan (1996), that a teacher who has been in

the profession for a long time is expected to have a higher rank or

skill, and to have gained more experiences, thus having a higher level of

role performance than those whose length of service is shorter. As

assumed, experienced individuals know the specific attitudes of the job in

which he has been doing for a long time. The way he views the job differs

from that of one who has shorter experience.

Extent of Difficulties Encountered by

the A.C.E Supervisors

Civil Status

Table 15 presents the extent of difficulties encountered by the

supervisors according to civil status. The respondents are either single,

married, or widowed.

The computed value of 11.725 is higher than the tabular value of

5.991 at 0.05 level of significance. Thus the hypothesis, that the extent of

difficulties encountered by the A.C.E supervisors according to civil status,

is accepted. The result implies that single respondents encounter more

problems because they have limited experience in child rearing.

 68

Table 15. Extent of difficulties encountered by the A.C.E supervisors

according to civil status

CIVIL WEIGHTED
STATUS MEAN DESCRIPTION RANK

Single 1.96 SD 1

Married 1.84 SD 2

Widow/er 1.73 ND 3

Overall Mean 1.84 SD

Fr = 11.725 X2.05 = 5.991 * significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Difficult (VD)

3 2.50 - 3.49 Moderately Difficult (MD)
2 1.50 - 2.49 Sometimes Difficult (SD)
1 1.00 - 1.49 Not Difficult (ND)

This jibes with the statement of Bravo (2005), that single teachers had

more problems than married and widowed teachers in self-improvement

and personal life.

On the other hand, married teachers had more economic problems.

As observed by most teachers, widowed respondents have more

emotional problems than the single and married ones. Gilmer (1961)
 69

stated that an employed woman who has to divide her energies between

the working world and her traditional role as a woman faces adjustment

problems peculiar to her sex. The social and psychological pressures on

the single woman complicate her attitudes toward marriage, toward her

job, and toward her associates

A major consideration of the young single woman is selecting a job

that may well be the opportunity that offers her to meet eligible men of

marriageable age.

Educational Attainment

Table 16 shows the extent of difficulties encountered by the A.C.E

supervisors according to educational attainment. The respondents either

have a bachelor’s degree or have taken master’s units.

The computed t-value of 2.92 is higher than the tabular t-value of

2.093 at 0.05 level of significance. Therefore the hypothesis, that the

extent of difficulties encountered by the supervisors according to

educational attainment, is accepted. Based on the findings, A.C.E

supervisors with bachelor’s degree perceive that problems encountered

are sometimes difficult. Conversely, the respondents with master’s units

perceive the problems as not difficult. Bucu (2000) found that when

teachers believe that education can affect change and development, the

that getting advance studies or higher learning can enrich their teaching
 70

Table 16. Extent of difficulties encountered by the A.C.E supervisors

according to educational attainment

EDUCATIONAL WEIGHTED
ATTAINMENT MEAN DESCRIPTION RANK

With a bachelor’s Degree 1.94 SD 1

With Master’s units 1.68 ND 2

___________________________________________________________

Overall Mean 1.81 SD

tc = 2.92 t.05 = 2.093 * significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Difficult (VD)

3 2.50 - 3.49 Moderately Difficult (MD)
2 1.50 - 2.49 Sometimes Difficult (SD)
1 1.00 -1.49 Not Difficult (ND)

career, a situation which eventually brings benefits to students and the

teacher; and that a teacher high educational attainment has a higher

degree of commitment in teaching compared with those who have attained

lower educational background.

 71

Length of service

Table 17 shows the extent of difficulties encountered by the

supervisors of A.C.E schools according to length of service. Respondents

who have served for 1-5 years experience difficulties sometimes. Those

who have served for 11-15 do not experience any difficulties.

The computed value of 10.665 is higher than the tabular value of

5.991 at 0.05 level of significance. Thus the hypothesis, that there are

significant differences in the extent of difficulties encountered by the

supervisors of A.C.E schools according to length of service, is accepted.

The result implies that the shorter the service, the more difficulties

being encountered. This is so because supervisors are still in the process

of studying and applying the system. According to Tallocoy (2003),

teaching effectiveness is not positively related to experience; thus,

instructor with little or no teaching experience are judged by students to be

better teachers than those with four or more years of teaching experience.

Adjustment can be made for the improvement of practices and thinking to

make them relevant to the needs of times. Moreover, Mangallab (1997)

affirmed that the length of service provides lots of opportunity to learn from

experiences.
 72

Table 17. Extent of difficulties encountered by the A.C.E supervisors

according to the length of service

LENGTH OF WEIGHTED
SERVICE (year) MEAN DESCRIPTION RANK

1-5 1.94 SD 1

11 - 15 1.68 ND 2

16 - 20 1.65 ND 3

6 - 10 1.63 ND 4

___________________________________________________________

Overall Mean 1.75 ND

Fr = 10.665 X2.05 = 5.991 * significant

Legend:

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Difficult ( VD)

3 2.50 - 3.49 Moderately Difficult (MD)
2 1.50 - 2.49 Sometimes Difficult (SD)
1 1.00 - 1.49 Not Difficult (ND)
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This research study aimed to find out the effectiveness of

Accelerated Christian Education supervisory functions in Baguio city and

Benguet.

The study specifically determined the supervisory functions of

A.C.E schools in terms of motivating the interests of students,

implementing Accelerated Christian Education curriculum, applying

disciplinary measures and measuring students’ achievements.

It also aimed to identify the attributes contributory to the

effectiveness of Accelerated Christian Education supervisory functions in

terms of civil status, educational attainment and length of service; and to

find out the difficulties encountered by the Accelerated Christian Education

supervisors in the performance of their functions.

The study was conducted in Baguio City and the province of

Benguet with 70 Accelerated Christian Education educators as

respondents.

The descriptive type of research was used with a structured

questionnaire for gathering data. A questionnaire was administered to 70

supervisors from 11 schools of Baguio City using the Accelerated

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
 74

Christian Education curriculum and five schools in Benguet. Collected

data were tabulated and analyzed using descriptive statistics. The

statistics tools used to evaluate the hypotheses were t-test, chi-square,

Friedman’s test, and Analysis of Variance (ANOVA). The level of

significance set was 0.05.

The salient findings are as follows:

1. Generally, the Accelerated Christian Education (A.C.E)

supervisors significantly differ in the effectiveness of their supervisory

functions. As a whole, they are very effective in motivating the interests

of students, implementing Accelerated Christian Education Curriculum,

applying disciplinary measures, and measuring student achievements.

2. Generally, based on the respondents’ civil status, educational

attainment, and length of service, the respondents very effectively

implement their functions.

3. The respondents who are single, married, with bachelor’s

degree, and who have rendered service from 1-5 years encountered

difficulties sometimes. In the performance of their functions. Conversely,

the respondents who are widowed, with master’s units, and have

rendered service for 6-10, 11-15 years or 16-20 do not find difficulty in

performing their functions.

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
 75

Conclusions

Based on the foregoing findings, the following conclusions are

drawn:

1. The effectiveness of supervisory functions of A.C.E schools

differ significantly along motivating the interests of students, implementing

Accelerated Christian Education curriculum, applying disciplinary

measures and measuring student achievements.

2. The attributes contributory to the effectiveness of the

Accelerated Christian Education supervisory functions of the respondents

do not differ significantly in terms of motivating the interests of students,

implementing Accelerated Christian Education curriculum, applying

disciplinary measures and measuring student achievements according to

civil status and length of service.

3. The extent of difficulties encountered by the Accelerated

Christian Education supervisors differ significantly in the performance of

their functions.

Recommendations

Based on the findings and conclusions, these are the

recommendations:

1. To have uniformity in the effectiveness of supervisory functions,

the procedures manual should be followed strictly. The procedures

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
 76

manual will serve as a guideline for all A.C.E supervisors wherein the

responsibilities of each staff, A.C.E procedures, learning center problems

and solutions, content of the whole curriculum are indicated.

2. For the A.C.E supervisors to be effective, they should continue

upgrading themselves by reading, participating in trainings, seminars and

conventions; and continuing their master’s or doctoral degree for their

professional growth.

3. For the A.C. E supervisors, to overcome the difficulties met in

the Learning Center, they should find time discussing their problems and

give solutions during the meeting with the administrator, principal and co-

teachers.

4. For future study, supervisors should evaluate the students who

have graduated from A.C.E schools especially in their discipline and

academic performance.

5. For A.C.E supervisors, to become effective, they should

consider their job as their ministry.

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
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APLATEN, M. C. 1999. Classroom Management Approaches and

Practices in the Public High Schools of Bauko, Mountain Province
Unpublished master’s thesis. Benguet State University, La
Trinidad, Benguet. Pp. 46-48.

ARANETA, J. C. 2003. It Can Be Done: School of Tomorrow Philippines

Pioneer. Vol. No. XXIV. Issue No. 2. pp. 2-4.

AQUINO, G. V. 1989. Principles and Methods of Effective Teaching.

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AWINGAN, P. 2002. Motivational Approaches for Effective Management

In Governor Bado Dangwa Agro-Industrial School. An Assessment
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 81

Appendix A

COMMUNICATION

January 3, 2006

REV. ALEX O. CELESTE

ACE Regional Consultant
Baguio Benguet Christian Colleges
Tadiangan, Tuba, Benguet

Sir:

I am a graduate student pursuing Master of Arts in Education major

in Educational Administration and Supervision at the Graduate School of
Benguet State University. May I request from your good office to allow me
to administer my questionnaires to all ACE supervisors in Baguio City and
Benguet. My research study is entitled “ Effectiveness of Supervisory
Functions of Accelerated Christian Education Schools in Baguio City and
Benguet.”

Your favorable response to this request will be very much

appreciated.

God bless and more power.

Very truly yours,

(Sgd.) LEONORA B. JAVONILLO

Researcher
Noted:

(Sgd.) ROSITA G. BAWANG, Ph.D.

Adviser

(Sgd.)TESSIE M. MERESTELA, D.Agr.

Dean Approved:

(Sgd.) ALEX O. CELESTE

A.C.E Regional Consultant

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 82

Benguet State University

GRADUATE SCHOOL
La Trinidad, Benguet

January 3, 2006

MRS. DEBORAH RUTH B. MADRID

Principal
UCCP-Baguio Educational Center
West Burnham Park, Baguio City

Sir/Madam:

I am a graduate student of Benguet State University pursuing a

Master of Arts in Education major in Educational Administration and
Supervision. I would like to request from your good office to assist me in
administering my questionnaires to all your supervisors in your school. My
study is entitled “ Effectiveness of Supervisory Functions of Accelerated
Christian Education Schools in Baguio City and Benguet.”

Attached herewith is a letter of permission approved by the

Regional Consultant. I would be very grateful for sharing your time and
participation to this study.

Very respectfully yours,

(Sgd.) LEONORA B. JAVONILLO

Researcher
Noted:

(Sgd.) ROSITA G. BAWANG, Ph.D.

Adviser

(Sgd.) TESSIE M. MERESTELA, D.Agr.

Dean

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 83

Letter to the Respondents

January 3, 2006

Dear Respondent:

The undersigned is conducting a study on the “ Effectiveness of

Supervisory Functions of Accelerated Christian Education Schools in
Baguio City and Benguet.” In this regard, may I request for your kind
assistance in the gathering of necessary data by accomplishing the
questionnaire hereto attached. Your responses will be very useful for the
success of the study and be treated with utmost confidentiality.

Thank you very much for your support and cooperation in this
study. May the good Lord continually bless you!

Very sincerely yours,

(Sgd.) LEONORA B. JAVONILLO

Researcher

Noted:

(Sgd.) ROSITA G. BAWANG, Ph.D.

Adviser

(sgd.) TESSIE M. MERESTELA, D.Agr.

Dean

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 84

Effectiveness of Supervisory Functions of Accelerated Christian Education

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 84

Appendix B

QUESTIONNAIRE

Direction: Kindly put a check mark ( / ) on the necessary data and

fill in the information being asked for. Your HONEST and
SINCERE answers will determine the success of this study.

PART I. Academic Profile of A.C.E. Supervisors

1. Name (optional)

2. Name of School (please do not abbreviate)

3. Civil Status
____ Single ____ Widow/er
____ Married ____ Others (specify)
___________

4. Educational Attainment
(kindly write your course & major/minor fields)

Bachelor’s degree:
Major Field/s:
Minor Field/s:

Master’s degree:
Major Field/s:
Minor Field/s:

Doctoral degree:
Major Field/s:
Minor Field/s:

Others (Vocational and Seminary/Bible School Courses)

5. Length of Service as ACE Supervisor

_______ years

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 85

PART II. ACE Supervisory Functions

Kindly determine the effectiveness of the ACE supervisory
functions in your learning center base on the indicators and the
corresponding rating scale below by encircling the number.
4 - Very Effective (VE)
3 - Moderately Effective (ME)
2 - Sometimes Effective (SE)
1 - Not Effective (NE)
………………………………………………………………………………………
(VE) (ME) (SE) (NE)
1. expressing confidence in the ability
of the student verbally 4 3 2 1
2. complimenting the student’s work
through words of encouragements 4 3 2 1
3. inspiring students by giving positive
responses on their tasks through
gestures and comments 4 3 2 1
4. accepting the weaknesses of the
students without offending remarks 4 3 2 1
5. listening to student’s queries and
facilitating to determine the nature
of the problem 4 3 2 1
6. giving incentives through the privilege
levels based on accomplishments of
academic tasks 4 3 2 1
7. recognizing student achievements and
communicating with parents about
student’s performance regularly 4 3 2 1
8. public recognition of honor roll students
by giving certificates quarterly during
awards programs 4 3 2 1
9. encouraging students to earn and
increase their merits daily 4 3 2 1
10. posting students’ achievement
performance in the bulletin board 4 3 2 1

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 86

11. diagnosing and placing students

at proper levels in the curriculum 4 3 2 1

12. checking the student’s set goals

and achieving at a given period of time 4 3 2 1
13. always facilitating the accomplishments
of PACE works in all subject areas
ahead or on time 4 3 2 1
14. consistent monitoring of student’s
progress in finishing PACE works
everyday and those with academic gaps 4 3 2 1
15. helping students and discussing with
them patiently the repeat PACE works 4 3 2 1

16. encouraging students to memorize

verses everyday 4 3 2 1
17. discussing with students virtues,
values, and social ethics 4 3 2 1
18. setting a good example to the
students both in words and deeds 4 3 2 1
19. helping students develop independence,
self-discipline and responsibility 4 3 2 1
20. instilling in the students awareness of
God and letting them understand basic
Biblical principles 4 3 2 1

21. finding valid reasons and talks with the

students regarding demerits due to
incomplete tasks 4 3 2 1
22. issuing corrective action notice to students
and parents due to unacceptable behaviors
and keeps updated demerit records 4 3 2 1
23. taking appropriate steps in the spirit of quiet
quiet authority when a student disobeys
a rule 4 3 2 1
24. following the procedural disciplinary measures
applied to violations according to the degree
of offense 4 3 2 1

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 87

25. administering corporal correction following

procedures strictly 4 3 2 1
26. issuing corrective action notice privately
without condemning the student 4 3 2 1
27. the offense is stated clearly and the
violation is based on written rules 4 3 2 1
28. conducting private conference with the
parents of the student subjected to detention 4 3 2 1
29. explaining to the student the severity of
offense and the corresponding punishment 4 3 2 1
30. applying detention as disciplinary
measure with fairness and firmness 4 3 2 1
31. evaluating student’s readiness to take
the checkup, self, and PACE tests 4 3 2 1
32. administering self tests individually and
orally to students after accomplishing
one PACE work 4 3 2 1
33. determining if a student accomplish
the checkup tests conscientiously &honestly 4 3 2 1
34. maintaining self-discipline among
students while taking PACE tests
with “dos” and “don’ts” 4 3 2 1
35. referring to score keys and evaluating
their PACE works daily 4 3 2 1

36. entering PACE test results daily in the

Supervisor’s Progress Card 4 3 2 1
37. filling up merits and demerits in the Goal
Check Reports daily for individual students 4 3 2 1
38. recording homeworks, attendance, and
memory verses in the Goal Check Reports 4 3 2 1
39. filling up of Progress Report Cards of
students quarterly 4 3 2 1
40. discussing the strengths and weaknesses
of individual student to parents before issuing
the Progress Report Card 4 3 2 1

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 88

PART III. DIFFICULTIES ENCOUNTERED

Kindly determine the extent of the difficulties encountered by the
supervisors in the performance of their functions in your learning center
base on the indicators and the corresponding rating scale below by
encircling the number.

4 - Very Difficult (VD)

3 - Moderately Difficult (MD)
2 - Slightly Difficult (SD)
1 - Not Difficult (ND)
………………………………………………………………………………………
(VD) (MD) (SD) (ND)
1. understanding the School of Tomorrow
educational system 4 3 2 1

2. motivating students to finish the

required PACEs 4 3 2 1

3. memorizing the ACE implementing

guidelines and procedures 4 3 2 1

4. facilitating student activities in the

learning center 4 3 2 1

5. controlling untoward behaviors of

the pupils 4 3 2 1

6. monitoring violations of pupils in

scoring PACE works 4 3 2 1

7. inspecting individual PACE works

of the children 4 3 2 1

8. training pupils to accomplish goals

on time 4 3 2 1

9. applying appropriate disciplinary

measures to pupils with violations 4 3 2 1

10. accomplishing goal check reports

everyday 4 3 2 1

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 89

11. checking individual goals of

pupils everyday 4 3 2 1

12. dealing with pupils who do not

attain their goals daily 4 3 2 1

13. availability of curriculum

materials 4 3 2 1

14. checking individual homework

of pupils everyday 4 3 2 1

15. issuing homework slips daily

after checking their set goals 4 3 2 1

16. dealing with repeated violations

of pupils in the learning center 4 3 2 1

17. assessing student’s achievements

quarterly 4 3 2 1

18. recording the results of PACE tests

in the supervisor’s progress chart 4 3 2 1

19. dealing with the parents of

children with problems 4 3 2 1

20. doing many paper works daily

in the learning center 4 3 2 1

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 90

PLATES

Effectiveness of Supervisory Functions of Accelerated Christian Education

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 91

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
 92

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
 93

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
 94

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
 95

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
 95

Table 2. Effectiveness of supervisory functions of Accelerated Christian Education

Schools

FUNCTIONS WEIGHTED DESCRIPTION

MEAN

Motivating the interests of 3.77 VE

students

Implementing A.C.E. 3.82 VE

curriculum

Applying disciplinary 3.78 VE

measures

Measuring student 3.85 VE

achievements

Average 3.79 VE

Legend :

Numerical Value Statistical Limitation Description

4 3.50 - 4.00 Very Effective (VE)

Very Difficult (VD)

3 2.50 - 3.49 Moderately Effective (ME)

Moderately Difficult (MD)

2 1.50 – 2.49 Sometimes Effective (SE)

Sometimes Difficult

1 1.00 – 1.49 Not Effective (NE)

Not Difficult

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 96

Table 3. Effectiveness of supervisory functions in terms of motivating the interests of

students according to civil status

MOTIVATING THE INTERESTS OF

STUDENTS Single Married Widow/er MEAN
1. Expressing confidence in the ability of the
student verbally 3.48 3.51 4.00 3.66
2. Complimenting the student’s work through
words of encouragement 3.55 3.85 4.00 3.8
3. Inspiring students by giving positive
responses on their tasks through gestures 3.69 3.77 4.00 3.82
and comments
4. Accepting the weaknesses of students
without offending remarks 3.31 3.69 4.00 3.67
5. Listening to student’s queries and
facilitating to determine the nature of the 3.48 3.80 4.00 3.76
problem
6. Giving incentives through the privilege
level based on accomplishments of 3.66 3.80 4.00 3.82
academic tasks
7. Recognizing student achievements and
communicating with parents about 3.66 3.85 4.00 3.84
student’s performance regularly
8. Public recognition of honor roll students by
giving certificates quarterly during awards 3.66 3.82 4.00 3.83
programs
9. Encouraging students to earn and increase
their merits daily 3.59 3.85 4.00 3.81
10. Posting student’s achievement
performance in the bulletin board 3.55 3.62 4.00 3.72

Average 3.56 3.76 4.00 3.77

X2r = 20.0 X2.05= 5.991 *Significant

Effectiveness of Supervisory Functions of Accelerated Christian Education

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 97

Table 4. Effectiveness of supervisory functions in terms of implementing Accelerated

Christian Education curriculum according to civil status

IMPLEMENTING A.C.E CUIRRICULUM Single Married Widow/er MEAN

11. Diagnosing and placing students at

proper levels in the curriculum 3.66 3.77 4.00 3.81
12. Checking the students’ set goals
and achieving at a given period of 3.66 3.82 4.00 3.83
time
13. Always facilitating the
accomplishment of PACE works in 3.55 3.80 4.00 3.78
all subject areas ahead or on time
14. Consistent monitoring of student’s
progress in finishing PACE works 3.69 3.82 4.00 3.84
everyday and those with academic
gaps
15. Helping students and discussing
with them patiently the repeat 3.59 3.82 4.00 3.80
PACE works
16. Encouraging students to memorize
verses everyday 3.62 3.80 4.00 3.81
17. Discussing with students virtues,
values, and social ethics 3.59 3.85 4.00 3.81
18. Setting a good example to the
students both in words and in 3.66 3.87 4.00 3.84
deeds
19. Helping students develop
independence, self discipline and 3.59 3.80 4.00 3.80
responsibility
20. Instilling in the student’s
awareness of God and letting them 3.79 3.95 4.00 3.91
understand basic Biblical principles

AVERAGE 3.64 3.83 4.00 3.82

X2r = 20.0 X2.05= 5.991 *Significant

Effectiveness of Supervisory Functions of Accelerated Christian Education

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 98

Table 5. Effectiveness of supervisory functions in terms of applying disciplinary

measures according to civil status

APPLYING DISCIPLINARY MEASURES Single Married Widow/er MEAN

21. Finding valid reasons and talks with

the students regarding demerits due 3.52 3.74 4.00 3.75
to incomplete tasks
22. Issuing corrective action notice to
students and parents due to 3.52 3.62 4.00 3.71
unacceptable behaviors and keeps
updated demerit records
23. Taking appropriate steps in the spirit
of quiet authority when a student 3.48 3.80 4.00 3.76
disobeys a rule
24. Following the procedural disciplinary
measures applied to violations 3.55 3.82 4.00 3.79
according to the degree of offense
25. Administering corporal correction
following procedures strictly 3.52 3.62 4.00 3.71
26. Issuing corrective action notice
privately without condemning the 3.62 3.74 4.00 3.79
students
27. The offense is stated clearly and the
violation is based on written rules 3.59 3.77 4.00 3.79
28. Conducting private conference with
the parents of student subjected to 3.45 3.92 4.00 3.79
detention
29. Explaining to the students the
severity of offense and the 3.59 3.90 4.00 3.83
corresponding punishment
30. Applying detention as disciplinary
measure with fairness and firmness 3.76 3.77 4.00 3.84

AVERAGE 3.56 3.77 4.00 3.78

X2r = 20.0 X2.05= 5.991 *Significant

Effectiveness of Supervisory Functions of Accelerated Christian Education

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 99

Table 6. Effectiveness of supervisory functions in terms of measuring students’

achievements according to civil status

MEASURING STUDENTS’
ACHIEVEMENTS Single Married Widow/er MEAN
31. Evaluating student’s readiness to
take the check-ups, self and 3.79 3.82 4.00 3.87
PACE test
32. Administering self tests
individually and orally to students 3.76 3.80 4.00 3.85
after accomplishing one PACE
work
33. Determining if a student
accomplish the check –up 3.45 3.87 4.00 3.77
conscientiously and honestly
34. Maintaining self-discipline among
students while taking PACE tests 3.48 3.85 4.00 3.78
with “do’s and “dont’s”
35. Referring to score keys and
evaluating their PACE works daily 3.66 3.77 4.00 3.81
36. Entering PACE test results daily
in the Supervisor’s Progress Card 3.72 3.87 4.00 3.86
37. Filling up merits and demerits in
the Goal Check Reports daily for 3.76 3.80 4.00 3.85
individual students
38. Recording homework,
attendance, and memory verses 3.76 3.82 4.00 3.86
in the Goal Check Reports
39. Filling up of Progress Report
Cards of students quarterly 3.83 3.92 4.00 3.92
40. Discussing the strengths and
weaknesses of individual student 3.72 3.95 4.00 3.89
to parents before issuing the
Progress Report Card

AVERAGE 3.69 3.85 4.00 3.85

X2r = 20.0 X2.05= 5.991 *Significant

Effectiveness of Supervisory Functions of Accelerated Christian Education

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 100

Table 7. Effectiveness of supervisory functions in terms of motivating the interests of

students according to educational attainment

With With
MOTIVATING THE INTERESTS OF STUDENTS Bachelor’s Master’s MEAN
Degree Units
1. Expressing confidence in the ability of the
student verbally 3.51 3.53 3.52
2. Complimenting the student’s work through
words of encouragement 3.68 3.82 3.75
3. Inspiring students by giving positive
responses on their tasks through gestures 3.68 3.88 3.78
and comments
4. Accepting the weaknesses of the students
without offending remarks 3.59 3.65 3.63
5. Listening to students queries and facilitating
to determine the nature of the problem 3.66 3.77 3.72
6. Giving incentives through the privilege levels
based on accomplishments of academic 3.76 3.77 3.77
tasks
7. Recognizing student achievements and
communicating with parents about student’s 3.79 3.71 3.75
performance regularly
8. Public recognition of honor roll students by
giving certificates quarterly during awards 3.77 3.77 3.77
programs
9. Encouraging students to earn and increase
their merits daily 3.76 3.82 3.79
10. Posting student’s achievement performance
in the bulletin board 3.68 3.35 3.52

AVERAGE 3.69 3.71 3.70

tc = 0.346 t.05 = 2.101 not significant

Effectiveness of Supervisory Functions of Accelerated Christian Education

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 101

Table 8. Effectiveness of supervisory functions in terms of implementing A.C.E

curriculum according to educational attainment

With With
IMPLEMENTING A.C.E CURRICULUM Bachelor’s Master’s MEAN
Degree Degree
11. Diagnosing and placing students at proper
levels in the curriculum 3.74 3.71 3.73
12. Checking the students set goals and
achieving at a given period of time 3.79 4.13 3.96
13. Always facilitating the accomplishments of
PACE works in all subject areas ahead of 3.72 3.71 3.72
time
14. consistent monitoring of student’s progress in
finishing PACE works everyday and those 3.79 3.71 3.75
with academic gaps
15. helping students and discussing with them
patiently the repeat Pace works 3.70 3.88 3.79
16. encouraging students to memorize verses
everyday 3.74 3.77 3.76
17. discussing with students virtues, values, and
social ethics 3.74 3.82 3.78
18. setting a good example to the students both
in words and deeds 3.79 3.82 3.81
19. helping students develop independence, self-
discipline and responsibility 3.74 3.71 3.73
20. instilling in the students awareness of God
and letting them understand basic Biblical 3.89 3.88 3.89
principles

AVERAGE 3.76 3.81 3.79

tc = 3.546 t.05 = 2.101 *significant

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Table 9. Effectiveness of supervisory functions in terms of applying disciplinary

measures according to educational attainment

With With
APPLYING DISCIPLINARY MEASURES Bachelor’s Master’s MEAN
degree degree
21. Finding valid reasons and talks with the
students regarding demerits due to 3.66 3.71 3.69
incomplete tasks
22. Issuing corrective action notice to students
and parents due to unacceptable behaviors 3.59 3.59 3.59
and keeps updated demerit records
23. Taking appropriate steps in the spirit of quiet
authority when a student disobeys a rule 3.68 3.71 3.70
24. Following the procedural disciplinary
measures applied to violations according to 3.70 3.77 3.74
the degree of offense
25. Administering corporal correction following
procedures strictly 3.64 3.41 3.53
26. Issuing corrective action notice privately
without condemning the student 3.72 3.71 3.72
27. The offense is stated clearly and the violation
is based on written rules 3.70 3.77 3.74
28. Conducting private conference with the
parents of the students subjected to detention 3.66 3.94 3.80
29. Explaining to the student the severity of
offense and the corresponding punishment 3.70 4.00 3.85
30. Applying detention as disciplinary measure
with fairness and firmness 3.70 3.88 3.79

Average 3.68 3.75 3.72

tc = 1.148 t.05 = 2.101 not significant

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Table 10. Effectiveness of supervisory functions in terms of measuring students’

achievements

Bachelor’s With MEAN

MEASURING STUDENT ACHIEVEMENT Degree Master’s
Degree
31. Evaluating student’s readiness to take the
check-up, self and PACE tests 3.83 3.88 3.86
32. Administering self tests individually and
orally to students after accomplishing one 3.91 3.71 3.81
PACE work
33. Determining if a student accomplish the
check –up and self tests conscientiously 3.68 3.71 3.70
and honestly
34. Maintaining self-discipline among students
while taking PACE tests with “do’s” and 3.74 3.82 3.78
“don’ts”
35. Referring to score keys and evaluating
their PACE works daily 3.76 3.65 3.71
36. Entering PACE tests results daily in the
Supervisor’s Progress Chart 3.83 3.88 3.86
37. Filling up merits and demerits in the Goal
Check Reports daily for individual students 3.76 3.88 3.82
38. Recording homework, attendance, and
memory verses in the Goal Check Reports 3.79 3.88 3.84
39. Filling up of Progress Report Cards of
students quarterly 3.89 3.94 3.92
40. Discussing the strengths and weaknesses
of individual student to parents before 3.83 3.94 3.89
issuing the Progress Report Card

AVERAGE 3.80 3.83 3.82

tc =0.765 t.05 =2.101 not significant

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Table 11. Effectiveness of supervisory functions in terms of motivating the interests of

students according to length of service

MOTIVATING THE INTEREST OF 1-5 6-10 11-15 16-20 MEAN

STUDENTS years years years years
1. Expressing confidence in he
ability of the student verbally 3.46 3.78 3.67 4.00 3.73
2. Complimenting the student’s
work through words of 3.68 4.00 3.67 4.00 3.84
encouragements
3. Inspiring students by giving
positive responses on their 3.68 4.00 4.00 4.00 3.92
tasks through gestures and
comments
4. Accepting the weaknesses of
the students without offending 3.53 4.00 3.67 4.00 3.80
remarks
5. Listening to student’s queries
and facilitating to determine the 3.63 3.89 4.00 4.00 3.88
nature of the problem
6. Giving incentives through the
privilege levels based on 3.74 3.89 3.67 4.00 3.82
accomplishments of academic
tasks
7. Recognizing student
achievements and 3.72 4.00 4.00 4.00 3.93
communicating with parents
about student’s performance
regularly
8. Public recognition of honor roll
students by giving certificates 3.74 3.89 4.00 4.00 3.91
quarterly during awards
program
9. Encouraging students to earn
and increase their merits daily 3.75 3.78 4.00 4.00 3.88
10. Posting student’s achievement
performance in the bulletin 3.56 3.67 4.00 4.00 3.81
board

AVERAGE 3.65 3.89 3.87 4.00 3.85

Fc = 48.67 F.05 = 2.84 *Significant

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Table 12. Effectiveness of supervisory functions in terms of implementing A.C.E

curriculum according to length of service

IMPLEMENTING A.C.E 1-5 6-10 11-15 16-20 MEAN

CURRICULUM years years years year
11. Diagnosing and placing students
at proper levels in the curriculum 3.67 4.00 4.00 4.00 3.92
12. Checking the student’s set goals
and achieving at a given period 3.72 3.89 4.00 4.00 3.90
of time
13. Always facilitating the
accomplishments of PACE 3.67 3.89 4.00 4.00 3.89
works in all subject areas ahead
or on time
14. Consistent monitoring of
student’s progress in finishing 1.75 4.00 4.00 4.00 3.44
PACE works everyday and those
with academic gaps
15. Helping students and discussing
with them patiently the repeat 3.65 4.00 4.00 4.00 3.91
PACE works
16. Encouraging students to
memorize verses everyday 3.70 3.89 4.00 4.00 3.90
17. Discussing with students virtues,
values, and social ethics 3.68 4.00 4.00 4.00 3.92
18. Setting a good example to the
students both in words and 3.75 4.00 4.00 4.00 3.94
deeds
19. Helping students develop
independence, self-discipline 3.65 4.00 4.00 4.00 3.91
and responsibility
20. Instilling in the students
awareness of God and letting 3.60 4.00 4.00 4.00 3.90
them basic Biblical principles

AVERAGE 3.48 3.97 4.00 4.00 3.86

Fc = 7.244 F.05 = 2.84 *Significant

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Table 13. Effectiveness of supervisory functions in terms of applying disciplinary

measures according to length of service

APPLYING DISCIPLINARY 1-5 6-10 11-15 16-20 MEAN

MEASURES years years years years
21. Finding valid reasons and talks
with the students regarding 3.63 3.78 4.00 4.00 3.85
demerits due to incomplete tasks
22. Issuing corrective action notice to
students and parents due to 3.47 3.78 4.00 4..00 3.81
unacceptable behaviors and keeps
updated demerit records
23. Taking appropriate steps in the
spirit of quiet authority when a 3.61 4.00 4.00 4.00 3.90
student disobeys a rule
24. Following the procedural
disciplinary measures applied to 3.67 3.87 4.00 4.00 3.89
violations according to the degree
of offense
25. Administering corporal correction
following procedures strictly 3.54 3.67 4.00 4.00 3.80
26. Issuing corrective action notice
privately without condemning the 3.70 3.67 4.00 4.00 3.84
student
27. The offense is stated clearly and
the violation is based on written 3.63 3.87 4.00 4.00 3.88
rules
28. Conducting private conference with
the parents of the student 3.88 4.00 4.00 4.00 3.97
subjected to detention
29. Explaining to the student the
severity of offense and the 3.74 3.87 4.00 4.00 3.90
corresponding punishment
30. Applying detention as disciplinary
measure with fairness and 3.72 3.78 4.00 4.00 3.88
firmness

AVERAGE 3.66 3.83 4.00 4.00 3.87

Fc = 230.396 F.05 = 2.84 *Significant

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Table 14. Effectiveness of supervisory functions in terms of measuring students’

achievements

MEASURING STUDENTS’
ACHIEVEMENTS 1-5 6-10 11-15 16-20 MEAN
years years years years
31. Evaluating student’s readiness
to take the check-up, self, and 3.81 4.00 4.00 4.00 3.95
PACE tests
32. Administering self tests
individually and orally to 3.72 4.00 4.00 4.00 3.93
students after accomplishing
one PACE work
33. Determining if a student
accomplish the check –up and 3.61 4.00 4.00 4.00 3.90
self tests conscientiously and
honestly.
34. Maintaining self-discipline
among students while taking 3.72 3.87 4.00 4.00 3.90
PACE tests with “dos” and
“don’ts”
35. Referring to score keys and
evaluating their PACE works 3.70 4.00 4.00 4.00 3.93
daily
36. Entering PACE test results daily
in the Supervisor’s Progress 3.81 4.00 4.00 4.00 3.95
Chart
37. Filling up merits and demerits in
the Goal Check Reports daily for 3.75 3.87 4.00 4.00 3.91
individual students
38. Recording homework,
attendance, and memory verses 3.79 4.00 3.67 4.00 3.87
in the Goal Check Reports
39. Filling up of Progress Report
Cards of students quarterly 3.88 4.00 4.00 4.00 3.97
40. Discussing the strengths and
weaknesses of individual 3.82 4.00 4.00 4.00 3.96
student to parents before issuing
the Progress Report Card

AVERAGE 3.76 3.97 3.97 4.00 3.93

Fc = 45.69 F.05 = 2.84 *Significant

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Table 15. Extent of difficulties encountered by the supervisors according to civil status

DIFFICULTIES ENCOUNTERED Single Married Widow MEAN

1. Understanding the School of Tomorrow
and educational system 1.76 1.64 1.50 1.63
2. Motivating students to finish the
required PACEs 2.41 2.20 1.50 2.04
3. Memorizing the A.C.E implementing
guidelines and procedures 2.21 2.36 1.50 2.02
4. Facilitating student activities in the
learning center 2.03 1.72 1.50 1.75
5. Controlling untoward behaviors of
pupils 2.38 2.10 2.00 2.16
6. Monitoring violations of pupils in
scoring PACE works 2.14 2.00 1.50 1.88
7. Inspecting the individual PACE works
of the children 2.03 1.74 1.50 1.76
8. Training pupils to accomplish goals on
time 2.03 1.82 2.00 1.95
9. Applying appropriate disciplinary
measures to pupils with violations 1.82 2.00 2.00 1.94
10. Accomplishing Goal Check Reports
everyday 1.69 1.67 1.50 1.62
11. Checking individual goals of pupils
everyday 1.59 1.64 1.50 1.58
12. Dealing with pupils who do not attain
their goals daily 2.31 2.07 2.00 2.13
13. Availability of curriculum materials
2.00 1.72 2.00 1.91
14. Checking individual homework of pupils
everyday 1.83 1.59 1.50 1.64
15. Issuing homework slips daily after
checking their set goals 1.55 1.44 1.50 1.50
16. Dealing with repeated violations of
pupils in the learning center 2.52 2.10 2.00 2.21
17. Assessing student’s achievements
quarterly 1.79 1.67 2.00 1.82
18. Recording the result of PACE tests in
the Supervisor’s Progress Chart 1.55 1.36 1.50 1.47
19. Dealing with the parents of children
with problems 2.10 2.18 2.00 2.09
20. Doing many paper works daily in the
learning 1.45 1.80 2.00 1.75

AVERAGE 1.96 1.84 1.73 1.84

Fr = 11.725 X2.05 = 5.991 *Significant

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Table 16. Extent of difficulties encountered by the supervisors according to educational

attainment

Bachelor’s With Master’s

DIFFICULTIES ENCOUNTERED Degree Units MEAN
1. Understanding the School of
Tomorrow and educational system 1.79 1.47 1.63
2. Motivating students to finish the
required PACEs 2.24 2.06 2.15
3. Memorizing the A.C.E
implementing guidelines and 2.09 1.77 1.93
procedures
4. Facilitating student activities in the
learning center 1.92 1.59 1.76
5. Controlling untoward behaviors of
pupils 2.30 1.94 2.12
6. Monitoring violations of pupils in
scoring PACE works 2.09 2.00 2.05
7. Inspecting the individual PACE
works of the children 1.91 1.77 1.84
8. Training pupils to accomplish goals
on time 1.98 1.88 1.93
9. Applying appropriate disciplinary
measures to pupils with violations 2.06 1.82 1.94
10. Accomplishing Goal Check Reports
everyday 1.77 1.41 1.59
11. Checking individual goals of pupils
everyday 1.68 1.35 1.52
12. Dealing with pupils who do not
attain their goals daily 2.21 1.88 2.05
13. Availability of curriculum materials
1.83 1.77 1.80
14. Checking individual homework of
pupils everyday 1.79 1.47 1.63
15. Issuing homework slips daily after
checking their set goals 1.57 1.29 1.43
16. Dealing with repeated violations of
pupils in the learning center 2.28 2.00 2.14
17. Assessing student’s achievements
quarterly 1.87 1.41 1.64
18. Recording the result of PACE tests
in the Supervisor’s Progress Chart 1.57 1.29 1.43
19. Dealing with the parents of children
with problems 2.11 2.06 2.09
20. Doing many paper works daily in
the learning 1.77 1.41 1.59

AVERAGE 1.94 1.68 1.81

Tc = 2.92 t.05 = 2.093 *Significant

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Table 17. Extent of difficulties encountered by the supervisors according to length of

service
DIFFICULTIES ENCOUNTERED 1-5 6-10 11-15 16-20 MEAN
1. Understanding the School of
Tomorrow system 1.75 1.11 1.33 2.00 1.55
2. Motivating students to finish the
required PACES 2.26 2.00 2.33 2.00 2.15
3. Memorizing the A.C.E
implementing guidelines and 2.07 1.78 1.67 1.00 1.63
procedures
4. Facilitating student activities in
the learning center 1.91 1.56 1.33 2.00 1.70
5. Controlling untoward behaviors
of the pupils 2.32 1.89 2.00 1.00 1.80
6. Monitoring violations of pupils in
scoring PACE works 2.14 1.78 1.67 2.00 1.90
7. Inspecting individual PACE
works of the children 1.98 1.33 2.00 1.00 1.58
8. Training pupils to accomplish
goals on time 2.04 1.67 1.67 1.00 1.60
9. Applying appropriate
disciplinary measures to pupils 1.98 2.00 1.67 2.00 1.91
with violations
10. Accomplishing Goal Check
Report everyday 1.90 1.56 1.67 2.00 1.78
11. Checking individual goals of
pupils everyday 1.67 1.44 2.00 1.00 1.53
12. Dealing with pupils who do not
attain their goals daily 2.26 1.78 1.67 2.00 1.93
13. Availability of curriculum
materials 1.90 1.44 1.67 2.00 1.75
14. Checking individual homework
of pupils everyday 1.75 1.44 2.00 1.00 1.55
15. Issuing homework slips daily
after checking their set goals 1.49 1.44 1.67 2.00 1.65
16. Dealing with repeated violations
of pupils in the learning center 2.37 2.11 1.33 2.00 1.95
17. Assessing students’
achievements quarterly 1.56 1.33 1.00 1.44
18. Recording the results of PACE
tests in the Supervisor’s 1.51 1.22 1.33 2.00 1.51
Progress Chart
19. Dealing with the parent’s
children with problems 2.18 2.00 2.00 2.00 2.05
20. Doing many paper works daily
in the learning center 1.74 1.56 1.33 2.00 1.66

AVERAGE 1.94 1.63 1.68 1.68 1.73

Fr = 10.665 X2.05 = 5.991 *Significant

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Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006
 BIOGRAPHICAL SKETCH

The author, Leonora Basallo Javonillo, was born at Garcia, Tubao,

La Union on November 11, 1965. She is the fourth child among ten

children. Her loving parents are Santiago Basallo and Josefina Asprer,

who both hail from Rosario, La Union.

She is from a low -income family whose main source of income is

farming. But in spite of hardships in life, her parents sacrificed a lot in

order to send their ten children to school. She completed her elementary

education at Tubao Central School with honors from Grade I to VI and her

secondary education at San Alberto Magno Academy (S.A.M.A), Tubao,

La Union. In first year high school, she had high grades and was in the

honor roll; however, from second to fourth year, she was dropped from

the honor roll. She was not disheartened. Instead, she took this event as

a challenge. She graduated with passing grades. She obtained her

degree of Bachelor of Science in Agricultural Education at Don Mariano

Marcos Memorial State University, Bacnotan, La Union in 1986. In

college, she was a scholar even as she was a working student to support

her studies. Although she had a poor situation in life she had supportive

parents who inspired her to reach her goal in life. Her parents implanted

in the minds of their children that education was the only inheritance they

could give to them.

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 112

Just after graduation, she was hired as Vacation Bible School

teacher with Mrs. Isabel Licudine for one week. On June 1986, she was

accepted at UCCP Nursery-Kindergarten School, now UCCP Integrated

School, La Trinidad, Benguet, with Mrs. Evelyn Angiwan. She became a

Teacher Aide on probationary status. She enjoyed working with

Christians. She was granted a permanent status on June 1987 after

passing the Licensure Examination (LET) for teachers.

On.March 25, 1989 she decided to settle down with Mr. Enrico

Quiming Javonillo of Anonas East, Urdaneta, Pangasinan. They are

blessed with four children: Joash, Gamaliel, Ezekiel and Jochebed.

She obtained a Certificate in Early Childhood Education at Union

Christian College, San Fernando, La Union in Summer 1992. During the

closure of the school due to building renovations, she was hired as a staff

member at UCCP Highland Conference Office, La Trinidad, Benguet for

five months. In the same year she decided to teach as a substitute

teacher for Grade III for just one month at Baguio Central School, Baguio

City. From June 1992 to March 1993, she was employed at Young Men’s

Christian Association (Y.M.C.A) as a pre-school teacher. She returned

to UCCP Integrated School in June 1993 and continued teaching at the

pre-school. As part of her ministry, she volunteered as a Sunday School

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 113

teacher helping the children understand the goodness and existence of

God and sharing with them God’s word.

Up to now, she works at UCCP Integrated School happily

serving the Lord by teaching the children. After 19 years of teaching, she

feels satisfied and contented with what the Lord has given her with the

unending support of her family.

Effectiveness of Supervisory Functions of Accelerated Christian Education

Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006