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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2643-9123
Vol. 6 Issue 4, April - 2022, Pages:1-7
www.ijeais.org/ijapr 1
Reading Enhancement Advocacy in Dep Ed (R.E.A.D):
Teachers’ Life-Changing Task
Sherill A. Gilbas
School Of Graduate Studies, Sorsogon State University, Sorsogon City, Philippines
sheriillgilbas@gmail.com
Abstract: Reading is a skill that indirectly determines the future of a young individual while literacy is the legacy of the teacher to
their learners. This study employed the qualitative research design with the use of phenomenological approach and grounded theory
as a tool. It was found out that family orientation and background played a big and important role in the reading ability of the
learners. It was also identified that the multilingualism of the learners affects their ability to read. It also creates their word confusion
among the mother tongue, the Filipino and English languages. The non-readers may be concluded as a result of public educational
system which employs policy on mass promotion and a learning scenario with a challenging ratio between a teacher and numerous
students in one class. The said situation produces the non-readers in the higher grades. The intervention of the teachers proved to
be effective which uses reading materials that ranges from alphabet chart, words, phrases, short paragraphs to short stories. The
frequency of session ranges from two, three and the most is five hours per week. This paper recommends providing exigency of
service of the academicians, to help battle the phenomenal illiteracy of learners through an extension program for a more literate
society.
Keywords—Reading Enhancement, Literacy Advocacy, Phenomenological Approach, Grounded Theory, DepEd Philippines
1. INTRODUCTION
Reading is one of the most essential factors in learning.
It is also one of the four basic skills which needs to be
developed in every learner. Through the years, several
programs were launched to cater the reading needs of the
learners. They include, Every Child a Reader Program
(ECARP), an institutionalized program by Dep Ed which
enforce the policy that every child a reader by Grade 3;
Philippine Informal Reading Inventory (PhilIRI), a national
assessment tool to determine the reading level of pupils from
Grades I-VI; Bright Minds Read (BMR)Program, a regional
initiative fund by MCDonald’s House of Charities focused on
Teaching Beginning Reading in consonance with ECARP;
Read-A Thon, A reading enrichment skills via contests on best
reader, best storyteller, best oral reading interpretative and
vocabulary reading test; and Reading Recovery Program
(RRP), a central office funded program to present literacy
difficulties at an early stage before they begin to affect a
child’s education progress.
All of the abovementioned programs intend to enhance
the reading skills and comprehension abilities of the learners.
It is important to note that it is the comprehension level that
defines the level of understanding of the reader. Reading
Comprehension is a complex process that requires different
building-block skills. These processes include the first three
levels such as literal, inferential, and evaluative before
attaining the main goal of understanding which is application
of the idea learned through reading.
Reading comprehension should be given a priority status
in the academic community because it is the backbone of
learning. Former Department of Education Secretary Br.
Armin A. Luistro said in 2012 that it is important to assess the
reading capability of students because reading is the
foundation of all academic learning. He added that if a pupil
fails to master basic reading skills at the outset, it will be a
constant struggle for them to get through other disciplines
successfully, thus depriving them of the chance to become
literate and productive individual.
The abovementioned statement has still the same bearing
at present, after 7 years. It was revealed in the study of Paz
(2018) on reading comprehension level of students in Grade
7, that some levels of reading comprehensions are weak. They
include interpretative, critical, and application that require
desirable intervention program.
Furthermore, the article of Maliot in Manila Bulletin
online platform titled, DepEd Strives to Enhance Reading
Skills of Students, published on January 01, 2018 stressed that
the Department of Education (DepEd) urged teachers to
continue exerting efforts that will help instill the value of
learning among their pupils and students. In the same article,
it was mentioned that Angelika Jabines, Senior Education
Program Specialist from DepEd-Bureau of Learning
Delivery-Teaching and Learning Division (BLD-TLD),
encouraged everyone to give books and other reading
materials as gift to people who have yet to experience the joy
of reading.
Hence, this paper focuses on how the teachers’ initiative
in conducting reading intervention sessions as their personal
innovations may change the lives of their learners. This also
forms part of their legacy as a teacher. Specifically, this study
aims to identify the issues or problems related to reading of
the identified learners. It also described the interventions
made by the teachers taking up MAED program at Sorsogon
State College School of Graduate Studies. The study 1
focuses on the reader and their problems in reading, study 2
highlights the reading teacher and the reading material; while
International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2643-9123
Vol. 6 Issue 4, April - 2022, Pages:1-7
www.ijeais.org/ijapr 2
the last phase, the study 3 deals on the reading remediation
and intervention programs designed by the teacher.
As an output of this paper, the MAED program may also
provide curriculum enhancement or review and extension
program for literacy. In addition, this research also expects
that policy on award shall be drafted to acknowledge the effort
of the teacher and to come up with copyrighted compilation
of reading materials that may be utilized in the said extension
program.
II. Objectives of the Study
This research intends to identify the experiences of
teachers in English who are enrolled in MAED English
program during the first semester of AY 2018-2019, in
dealing with reading issues/problems of their learners.
Likewise, it aims to document their innovations and designed
reading strategies to help the various cases of their students.
Specifically, it aims to describe the background of
the students who have reading problems; (2) enumerate the
issues or problems in reading of the identified students; (3)
identify the types of reading materials that the teacher may
use in various reading situations and come up with possible
interventions and strategies that may be employed in each
identified problem in reading; and (4) propose literacy
extension program through the MAED English students as an
advocacy to help the learners with reading problems.
III. Materials and Methods
This study employed the qualitative research design
with the use of phenomenological approach and grounded
theory as a tool. The use of phenomenological approach shall
determine the experiences of the Teachers in English in
dealing with their learners who have reading problems. It
follows four steps such as bracketing, intuition, analysis and
description. In collecting information, simple one on one
interview was applied and FGD was conducted to validate the
individual‘s responses. Narration is one of the important
factors applied in the gathering of information where the
researcher considered the saturation of details. Furthermore,
in terms of the IM’s effectiveness, the English teachers’
solicited stories and feedbacks from the immediate family and
school community about the performance of the reader were
considered.
For in-depth discussion, the use of grounded theory
as a tool was considered. It enabled the researcher to seek out
and conceptualise the latent social patterns and structures
pertaining to the identified issues in the reading ability of the
learners. In this study, the reading situations and the reading
materials were initially considered using an inductive
approach. It then generated substantive codes, and later
developed the theory on the use of schema in understanding
the essence of reading per se and reading difficulties of the
learner. Furthermore, it can be theorized that knowledge and
reading are indeed interactive factors in the life of the learners.
Theoretical Framework
The schema theory identifies that the
comprehension of the text is an interactive process between
the reader’s background knowledge and the text. The
understanding requires the ability of the reader to relate the
textual material to one’s knowledge. According to Barlett
(1932:201) “people have schemata, or unconscious mental
structures that represent an individual’s generic knowledge
about the world. It is through schemata that old knowledge
influences new information”. The three basic types of this
theory, (Urquhart and Weir, 1998: 71) are content, formal and
linguistic. The content deals with the cultural knowledge,
familiarity of the topic and prior experience of the subject.
The formal type is also known as the textual schema where it
is more concerned on the knowledge of discourse such as the
rhetoric on myths, narratives, poetry, expository writing,
research reports and the like. The third type, the linguistic
mainly focuses on the skills and knowledge needed for precise
decoding of the linguistic units of a text including grammar,
syntax vocabulary and other discourse types.
Fig. I. Factors Involved in Reading
Carrel, (1987:476) claimed that when either form or
content are unfamiliar, reading is relatively difficult. His
study involved high intermediate English as a Second
Language (ESL) students which also resulted to the reverse
idea that when both form and content are familiar, the reading
is relatively easy. The same idea is supported by Chall (1996)
on the stages of reading development that discussed the
expected ability of the reader based on age.
Along with the schema theory, this study is also
anchored on the interrelationship between knowledge and
reading. As shown on the diagram, the individual
experiences, oral language, the written/printed symbols, and
the teacher’s intervention are interconnected factors in
reading.
IV. Results and Discussion
This paper discusses various cases of learners with reading
difficulties. It focuses on specific learner with an interesting
case/issue on reading who was chosen by his/her teacher. For
Reading
&
Schemata
Experience
Written/Pri
nted
Symbols
Teacher's
interventio
n
Oral
language
International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2643-9123
Vol. 6 Issue 4, April - 2022, Pages:1-7
www.ijeais.org/ijapr 3
the purpose of confidentiality, the teachers and the students
were coded. For geographical representation, the specific
name of the schools were not mentioned, but the location was
identified in the form of municipality.
1. The Learners with reading problems
The learners whom the teachers conducted reading
remediation and strategies vary in terms of age, level and
specific municipality where they come from. In terms of age,
there are three 12 years old, the youngest age among the
learners; while the oldest is 17, in the grade 9 level. There is
also a 43 year-old non-reader, but not anymore attending
school.
Out of nine learners with reading problems, eight learners are
all in the middle school, six belong to grade 7, one in grade 8,
and one in grade 9. In terms of gender, there are 5 male and 4
female with problems in reading. The table below presents the
simple profile of the learners with reading problems.
Table 1. The Profile of the Learners with Problems in
Reading
Learner
Code
Age
Sex
Grad
e
Municipalit
y
L01
14
M
7
Barcelona
L02
17
M
9
Gubat
L03
12
F
7
Prieto Diaz
L04
13
M
7
Magallanes
L05
12
F
7
Sor City
L06
15
F
8
Bacon Dist.
L07
12
M
7
Casiguran
L08
14
M
7
Castilla
L09
43
F
OS
Bulan
*OS –Out of School
The abovementioned learners with reading problems or
difficulties are all residents of the Sorsogon Province. They
came from the different municipalities of the first and second
districts. The average age of the learners is 14. The said age is
under the stage 4, described as multiple viewpoints,
considering Chall’s (1999) stages of reading development.
Accordingly in the said stage, the learners are expected to
have the ability to deal with layers of facts and concepts added
to those acquired earlier. It must be considered however, that
without the basic knowledge acquired in stage 3, the reading
materials with multiple viewpoints would be difficult. The
stage 3 is described as reading for learning the new: a first
step. In this paper, the participants have identified their
subjects, as under the frustration level, and the average age is
14. Based from the Philippine Informal Reading Inventory
(Phil- IRI) 2018 Manual, the learners in the frustration level
are considered as non –readers. The program was an initiative
of the Department of Education (DepEd) designed as
teachers’ tool in the three types of reading assessment; oral
reading comprehension, listening comprehension and silent
reading comprehension. The main objective is to let the
teachers identify the level of reading materials that the
students can read and understand as well as the reading
readiness of the student.
Out of the nine learners as subject of this paper, 5 are
males and 4 are females. It is safe to conclude that the sex
does not play a significant part in the reading ability of the
learners. This is quite in contrary to the study of Remanente
(2015) which identifies that the male participants in her
research, Factors affecting academic reading among students,
generally spend more time reading print and online news
articles than the female students.
Most of the non-readers are in Grade 7, where they
are supposed to have gained the reading ability from Grade 1
to Grade 6. It is also alarming to note that there are two
learners who are in the higher grades that are also non-readers.
In addition, one of the subjects in this paper is not anymore
attending school, being the oldest in the group who benefited
advocacy work of a teacher in Dep Ed.
The concern on the reading crisis in the Philippines was
also reported in the online article of Albano recently
published last April 10, 2019 in The Philippine Star titled,
Non-readers a growing population. It highlights the issue that
the media is also paying attention to the literacy problem as
evident in the March 18 episode of GMA network, Bawal ang
Pasaway titled kalidad ng Edukasyon sa Pilipinas, lumalala
ba? hosted by Winnie Monsod. As mentioned, it is ironic
that the said issue was not in consonance with the problem on
the learning material production and procurement process of
the Dep Ed. As stated further in the same article, the growing
population of the non-readers seems not a priority of the
department even if Secretary Briones considered to conduct
review of the textbooks. The article pointed out that what the
department should give more focus is the consequence of the
thoughtless textbook and learning material production which
has for instance mis spelled Banaue Rice Terraces to Banana
Rice Tereces.
2. The Issues /problems on reading
There are nine learners who were chosen by the teachers with
very alarming reading problem. They are specifically chosen
by the teachers to conduct reading remediation/intervention.
They are all identified as non-reader being in the frustration
level based from the PHIL IRI evaluation.
Nolasco (2008) emphasized the difficulty in learning
the second language of the multilingual learners in his paper
titled, The prospects of multilingual education and literacy in
the Philippines. The idea holds true in the acquisition of the
four skills, speaking, listening writing and particularly,
reading.
The preceding table shows the respective reading problem of
the learners.
Table 2. The Issues/Problems in Reading of the Learners
Learner
Code
Problems in Reading
L01
Cannot totally recognize words, letters only
but cannot blend vowels with consonants.
International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2643-9123
Vol. 6 Issue 4, April - 2022, Pages:1-7
www.ijeais.org/ijapr 4
L02
Difficulty in word recognition, fluency in
oral reading and low comprehension
L03
Very low vocabulary, struggles with phonics
and exhibits poor comprehension skills.
L04
Difficulty in reading words, cannot read even
simple sentences, poor pronunciation and
comprehension.
L05
Limited vocabulary words,
mispronunciation and bad spelling, low
comprehension in the second to the fourth
level.
L06
Poor vocabulary, low comprehension in all
levels.
L07
Low comprehension skills due to limited
vocabulary
L08
Cannot recognize words, letter sounds and
no comprehension.
L09
Cannot recognize words; letters only. Can
comprehend if the material (Filipino only)
will be read for her.
It can be noted that the basic requirement in reading,
the letter and word recognition is the common problem among
the learners. Some of them cannot even identify the sound of
the letters of the alphabet, despite the completion of the
elementary level. When the learner has low comprehension
skills, it is obviously based from the foundation in reading, on
the letter and word recognition problem that also results to
limited vocabulary that leads to poor comprehension.
The problem on pronunciation is another issue in the
oral reading, and its counterpart, the spelling problem in the
written words. The said issues can also be traced back from
the familiarity of the learner to their second language which
is English. In the case of one of the recipients of the teacher’s
advocacy, the 43-year-old non-reader female who does not
anymore attend school, she shows comprehension if the
words are in the native language. She was only able to attend
the first grade because of her health problem. Nevertheless,
just like other learners, she is considered illiterate in terms of
writing and reading, and low in comprehension whenever
English language is concerned.
In the interviews with the Dep Ed teachers, they were
asked on their opinion how the learners were able to graduate
despite being a non-reader. They were also asked on what
could have been the reason why those learners are under the
frustration level. These are their replies;
Kasi po may mass promotion, ipinasa na
lang dahil naka tatlong ulit na ang bata sa
grade 6; Kasama po ang bata sa isang pamilya
na talagang mahihina ang ulo; Galing po sa
mahirap na pamilya, nagtartrabaho pa daw po
pagdating ng bahay at bihirang makapasok ng
school lalo na pag walang pamasahe o baon.
The above verbatim responses of the teachers can be
translated to the reasons such as; to put the blame to the
promotion policy in the Dep Ed for K to 12, based on Dep Ed
Order No. 13, s 2018, where they have to pass the learner if
he/she has been a repeater more than once; the learner belongs
to a family who is noted having a low IQ; or from a very poor
family where the learner needs to help in the family provision
to the extent of not attending school from time to time
especially during tougher times without money for food or
fare expenses.
The identified problems in reading are quite the same
with the research work of Imam, Mastura, Jamil and Ismail
(2014) conducted in Cotabato City among the 666 first year
student respondents from 18 identified public and private high
schools. The general results showed four out of six reading
skills such as understanding vocabulary in context, noting
details, predicting outcome and making inference were
indexed at a low mastery level.
Another study on the effectiveness of reading with
remedial reading students in a Philippine secondary school
confirms the family background as a contributory factor in the
learning process. In the said study, ninety percent of the
students at the school come from low-income homes where
there is scarcity of the reading materials. The same thing
holds true in the present study that the learners belong to the
frustration level as what the teachers commented about their
family background.
Others say that most learners are anxious to the types
of questions particularly the “how’s” and “why’s. The said
types of questions need the learner’s further explanations,
rather than simply stating the answers directly lifted from the
material. One teacher revealed that she really translates the
questions to Filipino and even allow the learner to answer in
Filipino due to limited vocabulary in the English language.
The abovementioned language problem find ally in
the article of Bernardo in the book, Philippine English,
Bautista and Bolton eds. (2009). It is titled, English in
Philippine education: solution or problem? which discussed
the history of criticism and debate in English in Philippine
Education. Accordingly, there is the overwhelming majority
of Filipino children who find their limited proficiency in
English a major stumbling block in their efforts to learn in the
various domains of knowledge. The following are Bernardo’s
words: They are likely to be alienated by a classroom
learning environment which requires them to
communicate, to know, and to think in English.
They are also likely to fail in examinations and
writing requirements in English, to perceive much
of formal education as irrelevant, and to drop out
of school altogether. (p. 36)
Hence, the problems or issues in reading of the identified
learners are the results of the various factors that accumulate
from the early foundation years of their education. Their being
non-readers may result to further problems in the near future
and the big possibility of dropping from school.
3. Materials, strategies and reading interventions
designed by the teachers to advocate remediation
among the learners with problems in reading.
International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2643-9123
Vol. 6 Issue 4, April - 2022, Pages:1-7
www.ijeais.org/ijapr 5
There are various materials that were utilized by the
teachers in their advocacy to provide remediation to the
learners with problems in reading. Their choice of a particular
learner to whom they extend personal advocacy on reading
enhancement was anchored on their own observation aside
from the result of the reading evaluation tool used by the
CHED. Rasinski (1999) in his study, identified that the
availability of reading level rate norms can assist reading
diagnosticians in evaluating the performance of children who
are having trouble in reading. In this paper, the common
assessment tool used in the reading evaluation is the Dep Ed’s
Phil IRI.
In the study of Rolstad, Mahoney and Glass (2005), it is
shown that bilingual education is consistently superior to all
English approaches and concluded that bilingual education
programs are effective in promoting academic achievement.
In the Philippine setting, it may be considered similar in
perspective to this study. The teachers considered advocacy
in their reading intervention session to help the bilingual
learners adapt the learning process through enhanced letter to
word recognition, increased vocabulary thereby result to
increased comprehension.
The preceding table provides summary of the materials,
strategies and interventions designed by the teachers in their
advocacy in the enhancement of reading among specific
learners.
Table 3. Teachers’ Materials, Strategies and Reading
Interventions
Materials and
Methods
Frequency of
Reading
Intervention
T01
Use of sight words from
youtube with focus on CVC
and spelling activity and
IM’s for kindergarten.
One hour
session every
day
T02
Use of colourful fairy tales
and bed time stories
One hour
session, three
times a week
T03
Use of video clips of the
alphabet with focus on
sounds and pictures
One hour
session every
day
T04
Use of big books with
pictures and nursery rhymes
30 minutes per
session, 2x a
day- 3x a week
T05
Use short paragraphs with
comprehension questions
and spelling drills
One hour every
day
T06
Use of stories from the
internet with pictures to
improve the vocabulary
words
Twice a week
only
T07
Short stories and questions
on the literal level
One hour
session per day
T08
Children’s storybooks with
sounds
(Battery operated)
One hour
session per day
T09
Alphabet chart in English
and Short stories in Filipino
Once a week,
every Sunday
The strategies and the reading enhancement
materials of the teachers vary among the respective learners
with reading problems. They range from alphabet chart to
short paragraphs and short stories. The frequency of session
ranges from two, three and the most is five hours per week
which may equate the schedule of a regular subject. It can be
noted from the table that the materials as well as the strategies
of the teachers in grade 7-9 are similar to the materials of the
pre-school and the teachers teaching in elementary grades. In
the study of Ehri, Nunes , Stahl and Willows ( 2001) The
Systematic phonics instruction helps students learn to read:
Evidence from the national Reading panel’s meta-analysis, it
revealed that systematic phonics instruction helped children
to read better than all forms of control group instruction,
including whole language.
The said teachers’ initiative of conducting the
reading interventions had a big impact on the part of the
learners. Based on the interviews with the teachers, they
honestly commented that the task was sacrificial on both
parties, them and the learners. Both must devote their vacant
time for the reading session.
The teachers had to improvise materials which they
do not necessarily use anymore in the grade level they are
International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2643-9123
Vol. 6 Issue 4, April - 2022, Pages:1-7
www.ijeais.org/ijapr 6
handling. They further commented that they are aware that no
reward will be given yet the thought of helping a learner in
their own little way is enough prize. The one-hour time they
allot in reading intervention may result to a milestone, as they
claim. This is the exact words of Teacher 4: Ang sarap sa
pakiramdam na marinig na kaya na nyang basahin ang isang
word, tapos naging phrase at sentence pagkalipas ng
dalawang buwan.
This teacher refers to the overwhelming feeling of
satisfaction when the learner can read the word which turn to
phrases and sentences after the sessions in two months. This
personal comment of Teacher 4 is almost the same with the
other teachers, who have pronounced that there is indeed the
feeling of accomplishment after seeing that the learner has
progressed from frustration to instructional level. In the study
of Collie, Shapka and Perry (2012), it investigated whether
and how teachers’ perception of social-emotional learning
and climate in their schools influenced three outcome
variable, the sense of stress, efficacy and job satisfaction. The
study concluded that job satisfaction in terms of the students’
performance and behavior is a considerable factor to lessen
the teachers’ stress.
The teachers also met some difficulties in persuading
the learner with reading problem to attend the reading
intervention sessions. One says, “nahihiya ang bata kaya ayaw
sana mag isang magpa turo na bumasa” (the child feels
embarrass and anxious to attend one on one or tutorial type of
reading), while the other teacher recalled, “na bu bully ng mga
kaklase dahil hindi marunong magbasa”, (the classmates bully
the non-reader) and another said, “ hindi pinapayagan ng
magulang at baka tumatambay lang, nagpapalibre sa gawaing
bahay” , ( the parents do not permit because of the thought
that it is one way of avoiding the chores by not coming home
on time).
The above cited reasons that cause difficult
situations for the teachers to convince the learner in attending
reading intervention sessions finds ally in the study published
in Reading Psychology. The paper of Lazarus and Callahan
(2000) described that attitude toward reading affects students’
achievement. The idea is the same in the present study where
the learners with problems in reading have various
considerable emotional, psychological, and environmental
(home) factors.
4. Proposed SGS extension program with MAED
English majors- Literacy campaign
This study proposes an extension program, Let us READ
(Raise, Empower and Develop) the Learners in Sorsogon, of
the School of Graduate Studies along with the students,
preferably those in the MAED English and PHD Language
English programs. The proposal does not limit, however the
involvement of the other programs. The main intention of the
extension program is to help enhance the literacy rate of the
pupils in the elementary level encourage the learners to
develop the love for reading to prepare them in the higher
grades, anchored on the theme, Every Learner is a Reader in
Sorsogon.
V. Conclusion and Recommendation
This paper contends that although the economic
status of the learners was not part of the profile, it can be
easily interpreted that the family orientation and background
play a big and important role in the reading ability of the
learners. Most of the non-readers may be concluded as victims
of public educational system that caters to the numerous
learners all in one class, with a ratio of 1:50-60 In addition,
the mass promotion also plays a role where even a nonreader
may pass the subject due to the type of grading system
including the type of examinations.
Morover, it can be concluded that the learners in the
Philippines are multilingual which basically affects the
reading and learning process. This paper deals more on the
reading of English materials, thus the difficulty encountered
on the part of the learners who are considered slow and needs
additional support. The support may come from teachers or
any adult who is an advocate of literate society. One single
step of the learner may lead to a milestone, once the reading
blocks are unlocked.
The role of the teachers is indeed life-changing. It is
true that the teacher may make or unmake the child. The
reading advocacy of the teacher is a program that helps not
only the individual learner but the entire family towards the
whole society in general. If there will only at least one teacher
to stand up and care to at least one of his/her nonreader
learner, it may paved a long way to a whole new perspective
and world of that learner. It was also discussed in the
International Handbook of Teachers and teaching by Biddle,
Good and Goodson (2013), which covers the traditions of
work and the newest perspectives, concepts, insights, and
research-based knowledge concerned with teachers and
teaching.
References
[1] Albano, E. C. Jr (2019) Non-readers a growing
population. Online article published in The
Philippine Star on April 10, 2019, accessed from
https://www.philstar.com/other-sections/letters-to-
the-editor/2019/04/10/1908732/non-readers-
growing-population/amp/ retrieved on September 3,
2019.
[2] Barlett F. C. (1932) Remembering: A study in
experimental and social psychology: New
Psychological Linguistics. Shanghai. Shanghai
Foreign Education Publication.
[3] Biddle B.J., Good T.L., Goodson, I. (2013)
International handbook of teachers and teaching.
retrieved from
https://scholar.google.com/scholarhl=en&as_sdt=0,
5&qsp=2&q=life+and+work+of accessed on
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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2643-9123
Vol. 6 Issue 4, April - 2022, Pages:1-7
www.ijeais.org/ijapr 7
[4] Carrel, P.L. (1987) Content and formal schemata in
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ACKNOWLEDGMENT
The author is grateful to the support of the Sorsogon State
University, School of Graduate Studies for the support in the
conduct of this paper.
