Studying the Bible in context Essay Example for Free

Studying the Bible in context Essay 1, a. In helping readers to understand the various meanings of passages in the scripture, and for purposes of categorizing the bible literature in various narratives, the bible authors have develop various techniques which include the use of exegesis, which is essentially a systematic process that is used by an author in order to arrive at a coherent and reasonable meaning of a certain passage in the bible. This technique helps a reader to know the historic setting and the original meaning that the passage gave to the original recipients of the message. The rhetorical and progression devices have also been applied. In a rhetoric device, the author puts a lot of emphasis on a point that a leader is intended to grasp, while the progression device creates a story by developing events from the background to the climax of the story. All these are meant to helps readers to understand the context clearly. The paradox technique has been applied where two contradictory statements are used for instance, when Jesus stated that whoever wants to save their life must lose it. These and many other techniques have been applied to help understand and categorize bible literature as well as making the bile interesting to read. In the interpretation of bible narratives, it is important to be cautious by ensuring that an alert and careful reading of the text is done to avoid misinterpretation. A reader is supposed to visualize the whole story, and look for the literal meaning of words in order to attain the correct meaning. 1, b. Genesis chapter 17 talks about the appearance of God to Abraham when he was 99 years old. It was at this time when God renewed his covenant with Abraham and made renewed his promises to him including the promise of a son and that Abraham would become a father of a great nation. God also that, Abraham and all his descendants must be circumcised. From a theological perspective, (2006) stated that, the appearance of God this time was in the person of Christ Jesus. Where God told Abraham that he was â€Å"the Almighty,† this was meant to portray the real character and nature of God, by the use of the name Elshadai. Various scholars have however given different meanings to the name Shadily including an all-sufficient God, abundantly, one who pours out blessings, one who is rich among other meanings. By God asking that Abraham appear before him blameless, it shows how God would want the people to appear before him wholly and with total commitment. God appeared to reaffirm the covenant he had made with Abraham close to 25 years ago, and proved that he was faithful to whatever promises he makes to the human nature. God made a change of names for both Abraham and Sara as a way of encouraging their faith and to show that he would indeed make a father and a mother of a great nation. Abraham was in turn supposed to get circumcised and to circumcise all his descendants, this portrays the need for Christians to make sacrifices and to keep holy if they are to realize the promises of God. 1, c. Theologians have argued that, just like other historical books, the book of Acts is predominantly descriptive other than normative. The argument is that most of the events that have been explained in the book of Acts may not necessarily take place today and that some of the things which happened to people during the time of writing the book of Act, may not happen today. Acts 5 explains the story of Sapphira and Ananias and how they were struck down to death because of lying to God, this however does not mean that if Christian lie to God today the same punishment will be applicable to them. If Acts would be viewed as normative, does it mean that Christians should take the example of Acts 8: 16? which stated that leaders were then elected by way of ballots, the statement is therefore better viewed in the descriptive manner other than in the normative form. Acts 28: 36 talks about the early Pentecostals who were snake handlers, if Christians were to view this statement as normative, it would therefore mean that such snake handling actions are justified. Theologians have approached the book of Acts from the literal meaning, they have interpreted word to word, and passage to passage, and have then applied the teachings to the modern time in order to determine whether the book should be viewed as normative or descriptive. The literal approach is good as it helps leaders to first understand the meaning of a passage in the scripture and then look at the applicability of the context in the present time. 2, a. Theologians have stated that, the gospels are to be accepted as the reliable historical source that explains about the birth and life of Jesus Christ. The gospels consist of four books in the new testament which are Luke, Matthew, John and Mark. The gospels are also referred to as the good news books, they talk about the birth and life of Jesus. The scholars of the new testament have agreed that, the gospels cannot be said to be biographies, because they are not presented in a way that a biography is set in the modern time, theologians have also stated that, the gospels only focus a little on any issues that are of significance to the theological studies. It is therefore proper to take the gospels as history. 2, b. Parables are interpreted as the allegories. Theologians have stated that, there is need to search into the hidden meaning that is to be found behind the words in a certain parable, so that a person may be able to get the right meaning of the passage and the intended teaching of the parable. This technique of interpretation has been referred to as the hardening theory. The first principle in the interpretation of parables states that, the parables should be looked at by the setting of the good example shown from Jesus life. This sets the point of view from which parables should be approached. Another principle states that, parables should be approached from the scenery point of view, where the interpretation should not be done on word to word or from line to line, but rather by looking at the whole story after which a reader can then be in a position to derive the hidden meaning. 2, c. Luke 16: 19-31 is a bible parable which tells the story of the rich man and Lazarus. The rich man lived in luxury while on earth while at the same time Lazarus lived in poverty and much suffering. When the two died Lazarus went to heaven where he rested in the chest of Abraham, while the rich man was tormented in hell. The rich man cried for help but could not be assisted because his time of repentance had gone. This parable explains what happened during that time, and closely relates the story to the events in the present day. In the interpretation of the parable, the rich Christians are supposed to take care of their poor brothers. When the rich man requested that Lazarus be sent on earth to warn his brothers, Abraham stated that, those who could not listen to Moses and Isaac would never listen to Lazarus if he was to come today to give a warning. This relates to the Christians who hear the word of God but do not pay any keen attention to it. The parable has therefore set the biblical teaching on the way of life which should be adopted by Christians. 3, a. The bible scholars have argued that, the moral standards of God did not change even after he gave the law to Moses. The Mosaic law is clearly studied as it states the laws that were given to the Israelites and the standards which God set for the Israelites to observe. The Mosaic law was delivered to the Israelites through Moses. The new covenant that was given to Abraham did not negate the moral standards that had been set earlier in the Mosaic law (Galatians 3:18-21). The only difference is that, in the mosaic covenant, the faithfulness of both parties was required where man was to be faithful to God and would in turn receive receive the promises of God, this is called a bilateral covenant, the Abraham covenant has only God who has promised to be faithful in fulfilling his promises, and is therefore called a unilateral covenant. The new covenant had Paul, James and Jesus emphasizing that Christians should keep and observe the whole law. Christians have therefore been urged to observe the Abraham law that has similar moral standards set by God in the Mosaic law. 3, b. Exodus 22:18, expresses how a witch and a sorcerer is viewed in the kingdom of God. The witch and the sorcerers may be representing all the evil people in the community who are not valued in the eye of God and in the Christian community, as their ambition is to confuse the faithful and to cause problems in the society. The meaning of exodus is not that the faithful should kill the witch and the sorcerer, but rather, they should pray for them and help them to repent and change their ways. 4, a. The epistles are the letters that were written to various individuals in the early church and their authorship is acknowledged to Paul. The epistles begin by mentioning the name Paul in their first wording. The epistles are to be read historically in that, they give a lot of descriptive details about the way the early church lived and how the church was conducted. On the bigger part, the epistles mostly have the theological studies, where the letters that were written to the various churches and to the various individuals addressed specific situations such as, a social wrong that needed people to correct or a poor interpretation of the scripture that needed to be corrected. The letters would also be written where there was a misunderstanding in the early church that needed to be resolved. The epistles contain a lot of theology that require proper interpretation, but at the same time of of the interpretations goes back to the historical settings in the church. 4,b. Collosians 1:13 can be interpretation from the historical sense in that, it takes about it talks a bout a historical past where human beings were living in the darkness, this period can be explained by looking at how it looked like, before human beings got to the grace period when Jesus Christ brought salvation. From the theological point, the verse calls for a lot of theological interpretation where the statement addresses the way in which Christians should live in the life of Christ Jesus. 4, c. Romans 14 together with 1 Corinthians 8, talks about the issue of Christian faith. Paul expressed to the Christians that, they had the liberty to eat anything including the food that was offered to the idols. In stating this, Paul explained that there was only one God and therefore, a Christian who examines their heart and felt it right to eat such food did not commit any sins. Drinking of wine is also not prohibited in the teaching of Paul and he even stated that a little wine for the stomach was good. Christians should always inquire into their conscience and mind to determine whether their faith allows them to do certain action. However, where an act done by a strong believer may ,mislead a weaker believer, it is good for the strong believer to avoid the action.

Fire on the Mountain by Anita Desai Summary

Fire on the Mountain by Anita Desai Summary The concern of psychological reality by Anita Desai is clearly reflected in one of her masterpieces Fire on the Mountain. The novel mainly deals with the loneliness and isolation as well as the resultant anguish and agony in the deserted life of an old widow. The novel narrates the story of Nanda Kaul who live in Carignano, a desolate and haunted house in Kasauli, away from the world of bags and letters, messages and demands, she had wanted to be left to the pines and cicadas aloneWhatever else came or happened would be an unwelcomed intrusion and distraction. Nanda Kauls happy isolation is threatened by the irritating letter from Asha, her daughter announcing the arrival of Raka, the grand-daughter of Asha and Nanda Kauls great grand-daughter. The unexpected arrival of Raka comes in the way of the desire to live like a recluse, far from the society. She does not want to involve herself in any responsibilities anymore, for all she wants is to be alone, to have Carignano to herself, stillness and calm are all that she wishes to entertain. But Ashas letter has made her apprehensive and she ponders painfully: Now, to bow again, to let that noose sleep once more round her neck that she had thought was freed fully, finally, Â ¦now to converse again when it was silence she wished. The novel deals with Nanda Kauls determined detachment and non-involvement which is brought about by the unhappy conjugal ties which is seen in Desais earlier novels like Cry, the Peacock, Voices in the City, Where Shall We Go This Summer, Bye Bye Blackbird, etc,. Her fierce desire to live alone is the result of her busy but, empty live as the wife of an ex Vice Chancellor of Punjab University. She played the role a dutiful wife and almost everyone envied her. But the inner reality of her life is revealed to us when we learned that her relationship with her husband was an unhappy one. She led her life as he wanted her to live out of a sense of duty. Her life as a Vice Chancellors wife though crowded and full of social activity was meaningless and unsatisfying. Although her busy schedule lacked warmth and understanding, she carried on because of her obligations to her husband and children. Once she discharged her duties she does not want any disturbances. Discharge me, she groaned, I have discharged all my duties. Discharge. She has done away with everyone and everything and becomes a recluse. Emotional deprivation is at the root of Nanda Kauls disillusionment with human bonds. Her husband did not love her as a wife and treated her as some decorative and useful instrument needed for the efficient running of his household. She enjoyed the comforts and social status of the wife of a dignitary but deep down she felt lonely and neglected. Her husband extra marital affair with Miss David had been a source of agony throughout her life. She now believes every attachment to be the preface of a new betrayal and all socialization as fake. Her bond with her husband did not involve her self. It was full on the surface but empty at the core. The painful memory of the days when her husband went to visit Miss Davids home haunts her even in the isolation at Carignano and on such occasions she lost her composition and harmony. Feelings of anguish and distrust of humanity also re veals itself as she learns the death of Ila Das, her friend who was brutally raped and murdered. The traumatic married life of Nanda Kaul is clearly sketched in the lines nor had her husband loved and cherished her and kept her like a queen-he had only done enough to keep her quiet while he carried on a life-long affair with Miss David. And her children were all alien to her nature. In her earlier novels, the incompatibility of temperaments or psychic complexes cause dissonance in the marital ties. But in Fire on the mountain an extra marital affairs disturb the conjugal relationship of Nanda Kaul and her husband. This deeply affects her outlook on life and makes her distrust all attachments and affairs. The conflict between the need to withdraw in order to preserve ones wholeness and sanity and the need to be involved in the painful process of life is shown vividly in the novel. This wavering between attachment and detachment reflects the need for a meaningful life. Nanda Kaul meets with a measure of success until she is drawn out of herself by Rakas effortless withdrawal who seem to be totally absorbed in a world of her own and ignores Nanda Kaul completely when compared with the latters flawed experiment. Raka only wants to be left alone to pursue her own secret life amongst the rocks and pines of Kasauli. Nanda Kaul wants to penetrate Rakas secret world as if Rakas total withdrawal is a challenge to her because withdrawal does not come naturally to her. In her desire to win Rakas affection and attention she builds an imaginary world around her father but this is of no avail. This action of Nanda Kaul also shows the unsatisfying condition of her own childhood and family life. Psychological experiment of the writer in the novel can also be seen on the portrayal of Rakas character. Psychologists attach great significance to the parent-child relationship, because, according to them the patterning of emotion takes place particularly during childhood. They argue that the prevailing quality of the experience the child has with his parents particularly the mother during early childhood is of paramount importance. Childhood is the most formative period of ones personality and socialization of the child begin in the family in the company of his parents who are the first individuals with whom the child interacts. Child learns the patterns of behavior which the parents set out to teach him in order to make him an acceptable member of the society. The emotion of the child depends largely on the quality of the emotional interaction that prevails between the child and his parents. Anita Desais characters have strange childhood, and their experiences and interactions du ring this formative period when combined with their congenital hypersensitivity contribute towards their inability to establish and maintain harmonious inter-personal relationship in later life. Commenting upon her solitary and introspective characters childhood, she observes I agree that the experiences of childhood are the most vivid and lasting ones. Based on this we shall study the parent-child relationship in Fire on the mountain and show how far the childhood interaction affects and moulds them in the ability to relate themselves with others. Another aspect of the novel deals with the result of a stifling home environment upon the tender psyche of Raka, the great grandchild of Nanda Kaul and the only child character in the novel. She is not a normal child and shuns all tenderness viciously. Unlike children of her age who gets attracted to fairy tales, adventure stories, the colorful and gay aspect of the world, Raka possesses a weird imagination and is drawn to uncanny places and things. After getting to know her character, we are not surprise when the care-taker of the burnt-house rightly thinks of her as the crazy one from Carignano. She as a child loves privacy and seclusion and her rejection of Nanda Kaul is complete when she feels restless to go out for her usual roaming in the presence of the former. Without informing her great grandmother she roams around all alone in the ravine or visits the lonely burnt house on the hill. She does not care for Nanda Kaul :She ignored her so calmly, so totally that it made Nanda K aul breathless. Raka is an abnormal child in comparison to other children. She never makes demand and seems to have no need of anything. The only thing she ever wanted was to be left alone and pursue her own secret life amongst the rocks and pines of Kasauli. Solitude never disturbs her and she is therefore happy during her stay in Carignano. One day while coming back from her daily excursions, she gets late and stumbles into the club building. Out of curiosity to know what is going on inside she inquires Ram Lal, the servant of Nanda Kaul, who told her about fancy dress balls. However, what Raka sees there is like a nightmare for her and therefore is disappointing. The perverted acts of the people dressed in the most bizarre fashion remind her of her own father and his wild behavior at home: Somewhere behind them was her father, home from a party, stumbling and crashing through the curtains of night beating her mother that made Raka cover under her bed clothes and wet the mattress in fright. The b ehavior of her parents in front of her has a deep influence on her tender mind. They have no time or inclination to cater the emotional needs of their child. Her father is a drunkard who always abuses and beats his wife. The mother is in such unhappy condition that she cannot do anything for her child. Consequently, Rakas traumatic experience deprived her of a childs trust and feelings of joy in the company of others. When Nanda Kaul tries to attract the child towards herself by narrating the stories of her childhood, Raka twists restlessly in her stool, her interest lost in this talk of belonging rather than happenings. Since in her parents home Raka has not been the center of attention like other normal children, she is not interested in stories about people and relations. She is, therefore happy in Kasauli with its charred house on the ridge, with its fire-blasted hilltop where nothing sounds good, but the creaking of the pines in the wind. The chaos in the life of her parents ma kes Raka averse to belongingness. From all the evidences we can get the impression that the seeds of neurotic drives are sown during ones childhood. The quality of interactions between Raka and her parents, and the disturbing home environment combined together to exert a lasting influence on her tender psyche. Anita Desai calls her a natural recluse and compares her with Nanda Kaul who was a recluse out of vengeance for a long-life of duty and obligation. However, we cannot say that Raka is a born recluse. She is a victim of a broken home. She becomes an introvert because of the abnormal circumstances around her. She has witnessed enough of the ambiguity of life and has seen bitterness, distrust and violence. Raka is a victim of emotional deprivation. Her embarrassing loveless childhood fills her heart with distrust and suspicion. As a result, she turns her back upon human beings and their so called safe, cozy and civilized world and develops a strong fascination for the ugly, lonely, rugged and desolate aspects of nature. Anita Desai though believing that childhood impressions shape the personality and attitude of the individual, she also states that even adult life contains many traumatic experiences. In this light we can explicate the inordinate desire for seclusion and non-involvement in the case of Nanda Kaul herself. Her love for privacy is not something inherent in her. In fact, her desire for seclusion is due to the unhappy relationship she has had with her husband and children. She initially, resent Rakas arrival because it reminds her of the past memories of her selfish children and faithless husband. Her relationship with her husband was nothing beyond the obligation they have for each other. After a long life of disorder, she has reached a state of elegant perfection. The thought of having a child around her at this stage is very undesirable for her. Even when Raka reaches Carignano she tries to keep aloof as the former arrival reminds her of her past life of duties and involvement. But Nan da Kauls strong resolution to be alone in Carignano begins to crumble in the presence of Raka. She once again looks for someone to care for her. Her inner self forced her to reach out to others, to love and be loved. In reality, she is filled with tenderness for Raka. All her life she has tried to feel wanted and be loved. Her efforts have been to get positive response from her family for her devotion, but all in vain. Despite all the betrayals and disappointments she received from her husband and children, she feels irresistibly drawn towards Raka as she longs for love. Fire on the mountain is largely concerned with the problems of being related. The psychological aspect of the novel is best portrayed in the relationship of the characters. Nanda Kaul and Rakas suffer at the hands of those who are related to them. They seem to develop hatred for all human contacts and cherish to live an unattached, uninvolved existence. In Nandas case the desire for seclusion is a mask to hide her intense longing for fulfilling emotional bond. Anita Desai has added a new dimension by writing a novel like Fire on the Mountain to the Indian fiction in English probing deep into the bottomless pit of human psyche, she brings the hidden contours into much sharper focus. She always emphasizes on character delineation and for exceptional characters in exceptional circumstances aiming at final essence of subjective life and consciousness. The charm of her art lies in her characters, independent, agonized frustrated and combating with angry defense. She has procured an important place for herself in the Indo-English fiction writings by shifting the refrain of her fiction from outer reality to inner reality and by carrying the flow of the mental experience of its characters she adds a new dimension to it. In a way she has presented the potentials of the post independent writers in English. It is true that Desai has her limits but she compensates her material in intensity what she lacks in variety. Desais unquestionable existential a nd psychological concerns have distinguished her from other novelist of her generation. We can say she unravels the subconscious of her highly sensitive protagonists.

Teacher Unions Effects Upon Education. Essay -- Education, Teachers T

When originally created, teacher unions were a noble cause meant to prevent teachers from being taken advantage of. Fight from the beginning, teachers unions and schools have been in conflict over several issues. Now though, as a result schools’ eagerness to cut costs, along with the union’s unwillingness to allow teachers to be fired, the student is becoming collateral damage. This conflict that exists between the teachers unions and school administration must be resolved through mediation, focus on students, and stronger laws to prevent teachers suing districts. At one point, America had schools that it was proud of. There are many areas where teachers and school unions will likely never see eye to eye; the school districts place the student as their primary concern, and the teachers unions place the teachers as their primary concern. Just as Joel Klein once said, â€Å"You can never appreciate how irrational the system is until you’ve lived it.† (Q td. in Brill, 30 ). Michelle Rhee, former chancellor of the Washington D.C. schools said â€Å"tenure is the holy grail of teachers unions† (Qtd. In Dillon, 1); teacher unions treat tenure as one of their most prized possessions because it is, tenure is and always will be vitally important towards the goal of the union. The tenure system offers teachers, who have been teachers for longer times (typically 2-3 years), the assurance that they will not unjustly lose their jobs. Why then, does the tenure system protect these teachers? The simple answer is that the tenure system protects the majority of teachers, and that is what the union wants. The tenure system is outdated; Michelle Rhee is a former chancellor of public schools in Washington. She made drastic changes to the schooling system... ... protecting these teachers and would not allow the school to rid of them. It appears that when a Union wished for a legal matter to be expedited, they have no problems expediting it, however when the school is in favor of the legal issue, â€Å"it takes between two and five years for cases to be heard by an arbitrator†¦Ã¢â‚¬  (Brill, 3). When you consider the thing that teachers are callable of doing with the protection of tenure, it is surprising that the number of fired tenured teachers is so small. Our public schooling system needs to develop a backbone; we need to stand up for what we know must be changed. No longer should teachers enjoy benefits and pensions limited only to the teaching profession. No other occupation offers tenure and benefits, and pensions as does teaching. That’s because the other occupations have long since eliminated those as a cost saving measure.

Disguise in Shakespeares Measure for Measure and Twelfth Night Essays

Disguise in Shakespeare's Measure for Measure and Twelfth Night      Ã‚  Ã‚  Ã‚   Disguise is a device Shakespeare employs frequently in both Measure for Measure and Twelfth Night. It allows a disguised character like the Duke of Vienna to glean information that would otherwise go unknown, and a character like Viola to take advantage of potentially beneficial situations. It gives these characters access to worlds that might otherwise be denied; for the Duke, he can now "haunt assemblies / Where youth and cost a witless bravery keeps" (1.4.9-10). For Viola, she might "serve the duke" (1.2.51) and thus hopefully keep company with Olivia, who also lost a brother. Disguise is especially appropriate in the worlds that exist in the two plays: they are characterized by excess and inversion of proper order. In Measure for Measure, the Duke leaves his kingdom unexpectedly in the hands of a deputy; the inversion is continued by the unprecedented harsh enforcement of the law, something that hasn't been done in fourteen years. In Twelfth Night, the title itself suggests a last hurrah, the end of the carnival, and Viola personifies this last wildness by taking on a role opposite in gender to her natural one: she plays a man.    Michael Margan in "Laughter and Elizabethan Society" glosses Mikhail Bakhtin, saying that the laughter of carnival is "an ambivalent laughter, simultaneously celebrating and mocking, sympathizing and deriding" (34). Laughter, comedy, and a world turned upside-down characterize Twelfth Night, Or What You Will, and allow Viola to successfully don her "masculine usurped attire" (5.1.248) and win Olivia's hear... ... city. Donning a disguise to suit the moment does not change the person, however adaptable and convenient it may be to achieve certain ends. The Duke of Vienna tells Isabella that though he removes his friar's robe he is "not changing heart with habit" (5.1.381), and Viola laments that "My state is desperate for my master's love" (2.2.37). Just as carnival and misrule only have a limited reign, so their disguises only alter Viola and Vienna temporarily. Works Cited Margan, Michael. "Laughter and Elizabethan Society," in Contexts of Comedy. Wells, Stanley, and Gary Taylor, eds. "Measure for Measure". William Shakespeare: The Complete Works. Oxford: Clarendon P, 1998. Wells, Stanley, and Gary Taylor, eds. "Twelfth Night, or What You Will". William Shakespeare: The Complete Works. Oxford: Clarendon P, 1998.

The Dawn Of Understanding: Three Years Later :: essays research papers

Throughout my life, the same scene in the television screen registered in different ways. The camera zooms in for the last shot of a lone hyena wheezing his way out of life. He may be dying of heat exhaustion or thirst or hunger, but his small eyes roll side to side slowly and then....just.....stop. Equally significant and striking is the close-up of the very violent death of a baby seal as a hyena simultaneously shakes him into submission and breaks his spine. The camera is always held steady; no one is shocked or upset yet the sense that something important has happened is always instilled in me. When I was younger I would cry during the sad moment in movies when someone died. The person or animal had a name and an identity which gave them a level of reality. My fascination for animals existed even then and I often followed with my eyes and imagination the lives of the documented animal. I turned away from the brashness of the lion tearing into the zebra because I turned away from all violence but I was too disgusted to feel any real compassion. Perhaps reality was harder to absorb than fiction. Perhaps these scenes weren't real to me because what I had seen of death in my own experience always involved sorrow and the cameramen felt none, the sun felt none and the narrator felt none. Later in my life I realized the zebra or coyote or prairie dog that was being forced to succumb to dehydration or starvation was real. I don't think that I had ever, consciously seen anything die before; watched the same close-up many times before but never really seen anything die. Insects perhaps; never a person, never a baby lemur, never a cat, never anything except within the confines of fiction. What my mind had seen as I sat there was the product of lighting and actors and a voice but unlike real fiction, this did not seem real. As I have lived in a city for most of my life and never truly experienced what wildlife was like, this was it; the cameras lent my alienated consciousness a sense of the reality experienced by the other inhabitants of this earth: the four legged (and sometimes two-legged) ones. I was being carried on the shoulders of Richard Nassau and Michael Drencher as they journeyed to the desserts of Africa and mountains of Peru.

financial accounting and the need for a conceptual framework

The Asiatic crisis exploded in July 1997 and raised frights of planetary economic recession. It has exposed an unresolved job in the manner of fiscal globalisation that local accounting criterions used to fix fiscal statement did non run into international criterions. The authoritiess have realized the essentialness to better the supervising, ordinance and transparence of fiscal systems under the forces of fiscal globalisation.[ 1 ] Since the origin, the FASB has recognized the importance of aims of fiscal statements based on different fiscal criterions and the demand for a coherent system of interconnected aims and basicss. In fact, the Board has realized the concern of the external users, the people who use the statements so produced, about the credibleness of fiscal coverage in the recent old ages, and has criticized the undermentioned state of affairs[ 2 ]: Several methods of accounting can be used to reflect the same fact. Less conservative accounting methods are more progressively utilizing than earlier. Militias are used to smooth the earning fluctuation. Form is relevant over substance. The direction has used an averment of immateriality to warrant nondisclosure of unfavourable information or goings from criterions. Off-balance-sheet funding is common. To work out the confusion between different criterions and correct the fiscal accounting state of affairs, a conceptual model was promoted. The chief intent of the model is to increase the comprehensibility of fiscal coverage and the assurance of fiscal statement users. A conceptual model can be defined as: ‘A fundamental law, a coherent system of interconnected aims and basicss that can take to consistent criterions and that prescribes the nature, the map, and bounds of fiscal accounting and fiscal statement. The aims indentify the ends and the intents of accounting. The basicss are the implicit in constructs of accounting constructs that guide the choice of events to be accounted for, the measuring of those events and the agencies of sum uping and pass oning to interested parties. Concepts of that type are cardinal in the sense that other constructs flow from them and mention from them will be necessary in set uping, construing and using accounting and coverage criterions. ‘[ 3 ] Figure 1[ 4 ]shows the eight major constituents of the undertaking. Aims Elementss Recognition Measurement Fiscal Statements and Fiscal Coverage Net incomes Fundss Flows and Liquid Accounting Coverage Qualitative FeaturesFigure 1Conceptual Framework for FinancialAccounting and CoverageExhibit 6.3 shows the range of the conceptual model and lists the related paperss issued to 1982 by the FASB.[ 5 ] At the first degree, the aims indentify the end, the intent, the information and the restrictions of accounting. Statement of Financial Accounting Concept No.1 ( Objective Financial Reporting by Business Enterprises ) and No.4 ( Objective Financial Reporting by Non-business Organization ) present these of import elements of accounting for concern endeavors and non-business organisations severally. At the 2nd degree, the qualitative features of fiscal information ( Statement of Financial Accounting Concepts No.2 ) and the elements of fiscal statements ( Statement of Financial Accounting Concepts No.3 ) are included in the basicss. The four chief qualitative features are relevancy, dependability, comparison and comprehensibility which are related to the content of information and how the information is presented. Assetss, liabilities, ownership involvement, additions, losingss, parts by the proprietors and distributions to proprietors are described as the elements of fiscal statements. At the 3rd degree, the accountant uses the operational guidelines in advancing and using accounting criterions which include the acknowledgment standards, fiscal statements versus fiscal coverage and measuring ( Statement of Financial Accounting Standards No.33 ) At the 4th degree, describing net incomes, describing financess flow and liquidness and describing fiscal place are included in the show mechanisms that accountant utilizations to show accounting information ( Elementss of Financial Statements No.3 ) .[ 6 ] In the followers, the chief degrees and constituents in the conceptual model for fiscal accounting will be briefly described.The Objective of fiscal statementsThe Statement of Principles follows the IASC Framework in the designation of seven user groups: Investors, Lenders, Suppliers, Employees, Customers, Government and other bureaus, and Public. The investor group is identified as the primary group for whom the fiscal statements are being prepared. The comptrollers have to make up one's mind the information demands of which group are to be dominant, because there is merely one set of fiscal statements. The in formation should be satisfied in four facets: fiscal public presentation, fiscal place, coevals and usage of hard currency, and fiscal adaptability.[ 7 ]The qualitative features of fiscal informationWhen sing about what makes fiscal information useful, the thought of materiality is the first coming into head. The materiality trial is regarded as a threshold quality for acknowl edgment because there is no demand to be considered farther if any point is non material. Actually, the Statement of Principles contains four qualitative features of fiscal information about the content of information and how the information is presented. The two primary features about the content are relevant and dependable ; the other two related to presentation are apprehensible and comparable.[ 8 ]Recognition and MeasurementHarmonizing to acknowledgment standards, the point is required to run into the definition of an component of fiscal statements and be relevant and dependable. With respect to measuring, the statement recognizes the five different properties of assets and liabilities presented in the treatment, historical cost, current replacing cost, current market value, net colony value and present value of future hard currency flows.[ 9 ]DecisionFrom the Asiatic crisis, it is necessary to work out the open job in the manner of fiscal globalisation due to miss of an account ing theory. Then we trace the development of a conceptual model undertaking of the FASB, the regulator of fiscal accounting and coverage, and why the undertaking is needed. In the followers, briefly introduce the construction of the undertaking and depict the chief constituents in the conceptual model of fiscal accounting.

Dimensions Affecting Learning Acquisition of Cte Students in Sdssu-Lianga Campus

DIMENSIONS AFFECTNG LEARNING ACQUISITION OF CTE STUDENTS IN SURIGAO DEL SURSTATE UNIVERSITY, LIANGA CAMPUS A. Y. 2013-2014 A Research Proposal Presented to The Faculty of the College of Teacher Education Surigao del Sur State University Lianga Campus In Partial Fulfillment of the Requirements for Research 1 By: Mark Jason M. Blaya Jonas Christian S. Estor March 2013 CHAPTER I THE PROBLEM: RATIONALE AND BACKGROUND INTRODUCTION The pattern of learning acquisition of a child happened in different instances.His intelligence, attitudes, interest and desires underlie the educative (teaching-learning) process. The acquisition of knowledge, formation of habits, skills and his development of abilities and attitudes are conditioned so that learning becomes more meaningful. The student’s capacity to learn varies, thus students can be classified into fast, average and slow learners. Some are high, moderate or slow achievers. The above mentioned types of learners need different conditions in acquiring learning.According to Gagne’s Condition of Learning, learning process is affected by two conditions, the internal and external conditions that both influenced the learning acquisition of a child (Lucas and Corpuz, 2007). Conditioning is a behavioral process whereby a response becomes more frequent or more predictable in a given environment as a result of reinforcement, with reinforcement typically being a stimulus or reward for a desired response (global. britannica. com) The dimensions that affect learning acquisition as determined by Kurt Lewin have inner and outer forces.Inner forces includes intrinsic motivation, feeling and attitude while the outer forces includes peers/classmates, classroom climate, and teacher’s behavior. Those forces play a vital role on generating learning on the part of the students, because it will determine the factors that influence most of the students in gaining knowledge. Learning is viewed as an experiential process result ing in a relatively permanent change in behavior that cannot be explained by temporary states, maturation, or innate response tendencies (Lefroncois, 2007).Learning is the most part in education. It is an indispensable design of every school wherein learning most occur and the one who is responsible for the process is the teacher. Learner agents are teachers; they conduct, guide and encourage pupils to learn. They can help motivate these pupils’ development and advancement in learning. Students in other hand would keep a stride to counterbalance the teacher’s role because learning is a-two way- process (Demasuay and Raza, 2013). The main goal of the teacher is to transfer learning.He should promote positive transfer of learning in classroom, guided with methods and techniques in teaching learning process. Transfer can be defined as a process of extending knowledge acquired in one context to other context. (Byrnes, 2001). It is the most complex part of the teaching lear ning process because there are varied types of learning in a single classroom that needs different attention and approaches just to acquire knowledge. Thus, it is a role of a teacher on how he will make adjustments to make the learning process more meaningful. The teacher plays a vital role in the transfer of learning.It is said that the aim of teaching is to promote and produced desirable changes in behavior which will carry over into new situations. If the teacher lacks knowledge, how could he facilitate learning? The teacher serves as foundation of learning; therefore, it is significant for him to know the character of techniques play in implementing and refining principles for effective deliberation of knowledge to his learners. The teacher may know many things and be ready to teach his pupils, but he will have little success on his profession unless he has knowledge of the mind of his pupils and knows what goes on there.Through this study, the factors that affect learning acqui sition of CTE students will be measured, and those measurements will serve as the baseline information for the faculty in the College of Teacher Education program on what teaching approaches suited to the varied learners in each program of study. STATEMENT OF THE PROBLEM The purpose of the study is to find out the dimensions affecting learning acquisition of CTE students in SDSSU-Lianga Campus. The study aimed to answer the following problems: 1.What is the profile of CTE students of SDSSU-Lianga Campus when grouped according to: 1. 1 Age 1. 2 Sex 1. 3 Civil Status 1. 4 Program of Study 2. To what extent do the College of Teacher Education students manifests the indicators along dimensions that affect learning acquisition. 2. 1 Self- motivation 2. 2 Feelings 2. 3 Attitude 2. 4 Peers/ classmates 2. 5 Classroom Climate 2. 6 Teacher Behavior 3. Is there a significant difference in the dimensions that affect learning acquisition of the College of Teacher Education student ofSDSSU-Lianga Campus when grouped according to question no. 1? NULL HYPOTHESIS There is no significant difference on the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus when grouped according to age, sex, civil status, and program of study. THEORETICAL FRAMEWORK OF THE STUDY This study is anchored on the following theories. 1. Theory of Conditioning * This theory states that the process of learning consist of the acquisition of the new ways of reacting to stimuli developed through attaching new stimuli to established modes of behavior. . 1. Classical Conditioning * This is based on the experiment conducted by Ivan Pavlov a Russian psychologist on the reaction of the dog, who postulated that conditioning consists of eliciting a response by means of a previously neutral or inadequate stimulus. Principles under Classical Conditioning 2. 2. 1. Adhesive Principle – a response it attached to every stimulus. For every stimulus there is always a response. 2. 2. 2. Excitation – also known as the law of acquisition. It occurs when a previously neutral stimulus gains the ability of eliciting the response. . 2. 3. Extinction – also known as unlearning and occurs when the conditioned response is no longer elicited by the conditioned stimulus because the conditioned stimulus is frequently presented without the paired stimulus. 2. 2. 4. Stimulus generalization – This happens when the Conditioned response is also elicited by other stimuli similar to the conditioned stimulus. 2. 2. 5. Spontaneous recovery – This happens when a conditioned response which does not appear for some time but re-occurs without need of further conditioning. . 2. Operant Conditioning – Theory based on the experiment conducted by Burrhus Frederick Skinner upon a hungry rat. He believed that since an organism tends in the future to do what it was doing at the time of reinforcement, one can train that organism either by presenting him a rewa rd or punishment as a consequence of his actions. Feedback Principle – states that an organism responses maybe reinforced by presentation or removal in other words, rewards and punishments. 2. Vector and topological Theory Basically, this is derived from the terms vector which means a quantity that has magnitude and direction and topology which is concerned with properties of geometric configuration which are unaltered by elastic deformations. As a Learning theory, it was advanced by Kurt Lewin and states that an individual’s exist on a field of forces within his environment that move, change and give him a degree of stability and substance or define his behavior. The behavior of an individual is a result of forces operating simultaneously within his environment and life space.CONCEPTUAL FRAMEWORK The focus of the study is to determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus. The variables that will be used on this study a re independent, moderator and dependent variables. The schematic diagram of this study is presented in figure 1. Dependent Variable Academic Achievement And Effective Instruction Independent Variable Dimensions affecting Learning Acquisition Inner Forces 1. Intrinsic /self-motivation 2. Feeling 3. Attitudes Outer Forces 1. Peers 2. Classroom Climate 3.Teacher’s Behavior Moderator Variable CTE STUDENTS PROFILE 1. Age 2. Sex 3. Civil Status 4. Program of study Fig. 1. 1. Paradigm of Independent, Dependent, and Moderator Variables on the Dimensions that affects learning acquisition of CTE students. Shown in figure 1 is the schematic diagram of the study. It is composed of the first box contains the independent variables of which it comprises the dimensions that affect learning acquisition of CTE students. As determined by Kurt Lewin, Learning acquisition of the students has inner and outer forces.Inner forces include intrinsic motivation/self-motivation, feelings and attitudes w hile the outer forces comprise the peers/classmates, classroom climate and teacher’s behavior. The above stated dimensions affects the learning the acquisition of a child, each forces trigger the child’s determination in acquiring knowledge. Intrinsic Motivation/self-motivation –. Internal motivation is a desire from within to obtain knowledge. Therefore, Artelt (2005:233) states that intrinsic learning incentives possibly reside within the learner. This can be attributed to striving towards self-actualization.According to Herington and Weaver (2008:124), their study showed that engaging in group projects suggested that intrinsic factors may have encouraged students to engage in activities at different times, indicating the possibility that personal factors and social styles affected adopted learning approaches. Feeling – in this dimension the learner is conditioned in accordance to what feeling he possess towards learning, it is influenced by the peers/c lassmates, teacher and classroom environment. Attitudes – in this dimension the learner himself generate knowledge through his behavior, experience and determination to learn.Peers/ classmates – in this dimension the learning acquisition of a child is being influenced by the people around him who has equal respects him as to year level, co-major, age, etc. or it is the assignment of students to help one another on a one-to-one basis in a small groups in a variety of situations. Classroom Climate – in this dimension the learner is being influenced by the classroom environment; such as the arrangement of the chairs, ventilation, lighting, pictures posted, cleanliness and room accommodation.Teacher’s Behavior – in this dimension the learning acquisition of a child is being influenced by the behavior of the teacher in facilitating the teaching learning process. The second box is the dependent variable which consider as response or the expected output o f this study. It comprises the academic achievement of CTE students and Effective instruction for the faculty assigned on the said program of study. The third box is the moderator variable. It contains the age, sex, civil status and program of study.The broken line that is attached to the arrow from independent to independent variable signifies it’s influenced in achieving the second variable. SIGNIFICANCE OF THE STUDY This study aimed to determine the dimensions that affect learning acquisitions of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. The result of this study hopes to benefit the following. School Administrator – the findings would help the administrators to innovate changes in line with the curriculum, instructional facilities and technological instructional availability.It may help also to evaluate whatever trainings, seminar and workshops needed to supplement the faculty’s development for effective construction of knowledge. For teac her – the study would help the teacher to raise their awareness of those teaching techniques and methods that would congruence to the different dimensions affecting learning acquisition of the students. Through this proposed study the teachers will be able to facilitate the learning in an appropriate manner in accordance to what specific dimension do the students preferred most.For students – the findings would help them to identify what dimensions of learning they excel in obtaining academic excellence and to determine how to cope up other dimensions to generate learning process faster resulting to the increase of their academic grades. Moreover, the findings would help the students modify their practiced attitudes towards learning into positive one, it is beneficial on their part because it will allow them to keep pace for whatever changes brought by the technology in the 21st century.For Librarian – the study will serve as a reference material for the future researchers on the different dimensions that affect learning acquisition of the students. For Future Researchers – the study would serve as the basis to conduct more researchers related to the proposed study. SCOPE AND LIMITATION The proposed study will be limited on the dimensions that affect learning acquisition of CTE students, first semester in the academic year 2013-2014. Definition of TermsFor the purpose of clarification the following terms are defined as they are used in this study. The following terms are arranged alphabetically. Attitudes – is a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols† (Hogg &Vaughan 2005, p. 150) Behavior – is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with their environment, which includes the other systems or organisms around as well as the physical environment.Dime nsions – as used in this study, the term is being referred to the factors that affect the learning acquisition of a child. Extrinsic motivation – it refers to a motivation that plays an indispensable function when a learner is not yet intrinsically motivated to learn. It includes several factors such as rewards, incentives, praise or words of encouragements, approval of significantothers like parents, teachers, peers, etc. Feelings – it refers to a natural  response of our thoughts and intentions. It is an affective state of consciousness, such as that esulting from emotions, sentiments, or desires. Peers/classmates – it refers to the people who are equal in such respects as age, education or social class etc. Intrinsic motivation – it refers to a motivation that is shown in the enjoyment of the activity itself and the inner convection of the learner that such things are the right things to do in order to realize a personal goal or a life dream. Learning Acquisition – it refers to a process by which a student gained knowledge in severalcontexts. Chapter II Review of Related LiteratureForeign Educational services are often not tangible and are difficult to measure because they result in the form of transformation of knowledge, life skills and behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon definition of quality that is applied to education field. The definition of quality of education varies from culture to culture (Michael, 1998). The environment and the personal characteristics of learners play an important role in their academic success.The school personnel, members of the families and communities provide help and support to students for the quality of their academic performance. This social assistance has a crucial role for the accomplishment of performance goals of students at school (Goddard, 2003). Besides the social structure, parents’ in volvement in their child’s education increases the rate of academic success of their child (Furstenberg & Hughes, 1995). A number of studies have been carried out to identify and analyze the numerous factors that affect academic performance in various centers of learning.Their findings identify students’ effort, previous schooling (Siegfried &Fels, 1979; Anderson &Benjamin, 1994), parents’ education, family income (Devadoss& Foltz, 1996), self-motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and entry qualifications as factors that have a significant effect on the students’ academic performance in various settings. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of students, specially in public funded institutions. The throughput of public-funded institutions is under scrutiny especially because of the curr ent global economic downturn which demands that governments improve efficiency in financial resource allocation and utilization. Although there has been considerable debate about the determinants of academic performance among educators, policymakers, academics, and other stakeholders, it is generally agreed that the impact of these determinants vary (in terms of extent and direction) with context, for example, culture, institution, course of study etc.Since not all factors are relevant for a particular context, it is imperative that formal studies be carried out to identify the context-specific determinants for sound decision making. According to the study conducted by Jacqueline Korir (2012) learning was affected by change of facilities, environment, psychological adaptation and socio-economically. Local According to the study of Melrose A. Sali-ot in his study entitled Competencies of Instructions: It’s Correlation to the Factors affecting Academic Performance of Students o n May 2011 he indicates five factors namely intellectual, physical, environmental, psychological and the teacher.He found out that the most prevailing factor is the intellectual and the least prevailing was the physical factor. CHAPTER III Methodology RESEARCH DESIGN Descriptive design particularly descriptive survey method will be used in this study. This survey method will determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. RESEARCH LOCALE This study will be conducted at SDSSU-Lianga Campus, Lianga, Surigao del Sur.It is 107 kilometers away from Butuan City, the heart of the Timber Corridor of the Philippines and 89 kilometers from Tandag, the Seat of Governance of the SDSSU System. DETERMINATION OF THE SAMPLE SIZE NV + [Se2 (1-p)] NSe + [V2p(1-p)] To determine the sample size, the researchers consider the entire population of the respondents (CTE Students) enrolled in the first semester of the academic year 20 13-2014. The total population of the respondents is 169 as shown in table 1. To compute for the sample size of this study the below written formula will be used. Ss. =Unrestricted random sampling will be used to get samples for the respondent’s population (CTE Students), wherein each CTE students has equal chance of inclusion in the sample. Lottery techniques will be used in getting samples. To draw a sample, each individual in the population will be given an assigned number which is written on a piece of paper that will be rolled thoroughly on the box once at a time. The computed sample size of the population is 130 out of 169 students in teacher education program. The researcher will select 130 papers on the box and those selected papers will consider as the respondents of this proposed study.The computation of the sample size is shown below. NV + [Se2 (1-p)] NSe + [V2p(1-p)] Ss. = Given: N = 169 V = 2. 58 Se = 0. 01 P = 0. 50 169 (2. 58) + [(0. 01)2 (1-0. 50)] 169 (0. 01) + [(2. 58)2 (0. 50) (1-0. 50)] Ss= 436. 02 + 0. 00005 1. 69 + 1. 6641 = 436. 02005 3. 3541 = = 129. 996 Ss = 130 SAMPLING DESIGN AND TECHNIQUE Unrestricted random sampling and lottery techniques will be used in this study. RESPONDENTS OF THE STUDY The students of the College of Teacher Education of SDSSU-Lianga Campus, Lianga, Surigao del Sur enrolled during first semester A. Y 2013-2014 will be the respondents of the study.The researchers will gather the master list of the students’ on the said semester and academic year from the SDSSU- Registrar wherein the study will be conducted and will be arrange according to year level. Distribution of the respondents is shown in table 1. Table 1 DISTRIBUTION OF RESPONDENTS YEAR LEVEL| FREQUENCY PERCENTAGE| PERCENTAGE| 1st Year| 45| 34. 615| 2nd Year| 35| 26. 923| 3rd Year| 30| 23. 077| 4th Year| 20| 15. 385| TOTAL| 130| 100| THE RESEARCH INSTRUMENT The researcher will use the questionnaire for gathering data to determine the dimension s that affect learning acquisition of CTE students in SDSSU-Lianga Campus.The questionnaire as designed by the researcher will include items from books, completed researches, and websites. The questionnaire consists of two parts. Part I will aim to gather information of the respondents profile as to age, sex, civil status and program of the study. Part II will deal on the dimensions that affect learning acquisition of CTE students along the following: Inner forces which comprises self-motivation, feeling, and attitude and for outer forces, it consist of peers/classmates, classroom climate and teacher’s behavior. VALIDATION OF THE INSTRUMENTThe first draft of the questionnaire will be submitted to the researcher’s adviser for correction and suggestions. Several changes will be made. The revised form will then undergo reliability test through split half method. The questionnaire will be divided into two (2) halves, odd and even items. The result is reliability coefficien t for a half test, the reliability coefficient of a whole test is estimated by using the Spearman – Brown formula. This formula is as follows. rwt = 2 (rht) 1 + rht Where: rwt = reliability of a whole test rht= reliability of the whole test. Table 2 RELIABILITY TEST COMPUTATIONStudents | Scores| Rank | D| D2| | Odd| Even| Ro| Re| | | 1| 80| 76| 2| 3| -1| 1| 2| 66| 60| 18. 5| 25. 5| -7| 49| 3| 68| 78| 15. 5| 5| 10. 5| 110. 25| 4| 73| 79| 6. 5| 1| 5. 5| 30. 25| 5| 69| 70| 13. 5| 13| 0. 5| 0. 25| 6| 72| 73| 9| 8| 1| 1| 7| 59| 54| 27| 28. 5| -1. 5| 2. 25| 8| 64| 70| 22. 5| 13| 9. 5| 90. 25| 9| 66| 73| 18. 5| 8| 10. 5| 110. 25| 10| 55| 55| 28| 27| 1| 1| 11| 50| 54| 29| 28. 5| 0. 5| 0. 25| 12| 75| 74| 3. 5| 5| -1. 5| 2. 25| 13| 68| 69| 15. 5| 15. 5| 0| 0| 14| 69| 68| 13. 5| 17. 5| -4| 16| 15| 81| 78| 1| 2| -1| 1| 16| 70| 73| 12| 8| 4| 16| 17| 73| 71| 6. 5| 10. 5| -4| 16| 8| 64| 65| 22. 5| 22. 5| 0| 0| 19| 64| 67| 22. 5| 20| 2. 5| 6. 25| 20| 64| 63| 22. 5| 24| -1. 5| 2. 25| 21| 63| 65| 25| 22. 5| 2. 5| 6. 25| 22| 75| 74| 3. 5| 5| -1. 5| 2. 25| 23| 61| 60| 26| 25. 5| 0. 5| 0. 25| 24| 72| 70| 9| 13| -4| 16| 25| 72| 67| 9| 20| -11| 121| 26| 65| 67| 20| 20| 0| 0| 27| 71| 69| 11| 15. 5| -4. 5| 20. 25| 28| 48| 52| 30| 30| 0| 0| 29| 67| 71| 17| 10. 5| 6. 5| 42. 25| 30| 74| 68| 5| 17. 5| -12. 5| 156. 25| Total| | | | | | 820| rht = 1- 6? D2 N3– N = 1 – 6(820) 303 – 30 = 1 – 4920 27,000 – 30 = 1- 4920 26970 = 1 – 0. 1824249 = 0. 82 rwt= 2 (rht) 1+ rht = 2 (0. 82) +0. 82 = 1. 64 1. 82 = 0. 90 The reliability coefficient of the whole test is 0. 90, the perfect coefficient for the test to become reliable is 1, thus the resulted computation which is 0. 90 is accepted reliable. DATA GATHERING PROCEDURE Having found the questionnaire valid and reliable the researcher will secure written permit from the Campus Director of SDSSU-Lianga Campus to allow researcher to conduct the study. Once the permit has been approved by the Campus Dire ctor, the researcher will administer the questionnaire to 130 CTE students. Data gathering will employ questionnaire.Descriptive survey method will be used in the study to determine the dimensions that affect learning acquisition of CTE students. The data that will be gathered will be tabulated, treated statistically, and subjected to analysis and interpretation. The interpreting the data the following measurements will be used. Mean ValuesDescription 3. 50 – 4. 00Always 2. 50 – 3. 49Sometimes 1. 50 – 2. 49Rarely 0. 05 – 1. 49 Never QUESTIONNAIRE PART I PERSONNAL DATA Name: _____________________________________________________ Sex:MaleFemale Age: 16-18 19-24 25-Above Civil Status:Single MarriedProgram of Study:BSEd BEEd PART II Direction: 1. Read each item carefully 2. At the end of each item are five choices, these choices are: 4 – Always 3 – Sometimes 2 – Rarely 1 – Never 3. Check the appropriate column to what extent each in dicators affects your learning acquisition. 4. Do not leave items unanswered. MOTIVATION| 4Always| 3Sometimes| 2Rarely| 1Never| 1. I learn best when I exert effort to find out why I need to do a particular task. | | | | | 2. I learn best when I reward myself when I worked. | | | | | 3. I learn best when I see to it that I give myself regular breaks from works. | | | | 4. I learn best when I am able to keep my concentration and does not let my mind â€Å"drift away† | | | | | 5. I learn best when I have ways of dealing with distractions. | | | | | 6. I learn best when I am willing to do the work that I do not enjoy because I see to it that it is important. | | | | | 7. I learn best when I go to tutorials to improve my school work. | | | | | FEELINGS| | | | | 1. I learn best when I feel to study with no worries. | | | | | 2. I learn best when I feel to read books with good valuable content. | | | | | 3. I learn best when I feel the ambiance inside the classroom discussion. | | | | 4. I learn best when I feel that my classmates cooperate well in the classroom discussion. | | | | | 5. I learn best when I feel that my teacher enjoy what she teaches and makes the discussion more lively. | | | | | 6. I learn best when I feel to relax my mind before working any task. | | | | | 7. I learn best when I feel that my classmates invest efforts in doing their works. | | | | | ATTITUDES| | | | | 1. I learn best when I ask assistance from my teacher when work is too difficult. | | | | | 2. I learn best when I observed my classmates working together with the task given by the teacher. | | | | | 3.I learn best when my teacher give comments to my work as feedback. | | | | | 4. I learn best when my teacher give me the topic in advance for the next session. | | | | | 5. I learn best when I make a list of valuable references with bibliographic details, page number of quotes and so on. | | | | | 6. I learn best when I re-write my notes and highlight it. | | | | | 7. I learn be st when my classmate re-explain the topic to me in a short generalized form. | | | | | Outer forces PEERS| | | | | 1. I learn best when I discuss work assignment. | | | | | 2. I learn best when I share resources with other students. | | | | 3. I learn best when I ask questions and generally take part in group discussion. | | | | | 4. I learn best when I listen out for key ideas when someone is talking. | | | | | 5. I learn best when I am listening to someone, and I try to anticipate what he will say next. | | | | | 6. I learn best when I study in a group. | | | | | 7. I learn best when my classmates teach me personally the lecture. | | | | | CLASSROOM CLIMATE| | | | | 1. I learn best when the chairs are arranged in such a way that I can easily move with-out unnecessary disruptions. | | | | | 2. I learn est when the room is well-lighted and ventilated. | | | | | 3. I learn best when I can see the teacher clearly in the front. | | | | | 4. I learn best when the classroom is wide enoug h to allow me to move during activities. | | | | | 5. I learn best when the seat arrangement is flexible. | | | | | 6. I learn best when there is no picture or any other fixture that distracts my attention. | | | | | 7. I learn best when the room is well cleaned and free from any sort of dirt. | | | | | TEACHER’S BEHAVIOR| | | | | 1. I learn best when my teacher approach me if I had understand the topic. | | | | 2. I learn best when my teacher talk with a lot of facial expressions. | | | | | 3. I learn best when my teacher gives me enough time to do my work. | | | | | 4. I learn best when my teacher give a quiz right after the discussion. | | | | | 5. I learn best when my teacher gives me new work to do when I am ready for it. | | | | | 6. I learn best when my teacher takes hard lessons in small steps. | | | | | 7. I learn best when my teacher tells me where I can find more information to help me learn about lesson. | | | | |