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Research Desk

    The Research Desk, in keeping with the school’s vision-mission, was introduced in school year 2006-2007.  It seeks to promote a culture of research where inquiry is at the heart of the school, its outlook, systems and activities, and where school-related practices and policies are investigated using the principles and methods of systematic investigation.

    The Research Desk works hand in hand with all sectors of the Basic Education Division (BEd) – students and alumnae, faculty and staff, parents and administration.  It also works closely with the academic departments as a service arm for curricular evaluation, innovations and changes.

    Inspired by the creativity and passion with which we carry out our tasks, the Research Desk introduces this maiden issue of the Basic Education Research Journal (BERJ).  BERJ underscores the importance of continually looking at ourselves and evaluating what we have accomplished to further the school’s charism for a transformative education.  It urges us to direct our efforts towards improving programs, projects and activities; with the end of helping provide an education that will transform our youth into Filipino citizens who are rooted in Christ and committed to academic excellence and social responsibility.

    For this first issue, we present the studies undertaken in school year 2006-2007.  The first article is an evaluation of the Math Back-to-Back Program.  The program was introduced in 1997 in response to the need for a differentiated instruction to address individual differences of students in learning mathematical concepts and skills.  How the program has fared in meeting its objectives is the focus of the study.

    The Service Learning Activity (SLA), an innovation introduced by the Center for Social Involvement (CSI) in 2002, is the subject of the next article.  Introduced in the same year that the revised curriculum was first implemented, it was hoped that the use of the SLA as an alternative method of teaching would help in the integration of subject matter content and co-curricular activities, and hence make learning both relevant and meaningful.

    The third is an action research on the usefulness of the working portfolio in helping students express their faith-life experience.  It is also meant to redirect students’ value system or attitude towards learning, and help them become more interested in their schoolwork.  The methodology used is descriptive and data was gathered through the use of an evaluation form constructed for the purpose mentioned herein.

    The fourth article deals with the academic challenges that new students face in first year high school. The study aims to determine the factors that affect the change in the academic performance of students as they move on to high school; and proposes a solution that the school can do to help them face the transition with greater success and lesser stress.

    Next is on the perennial debate as to how much of students’ intellectual ability affects their academic success.  It seeks to assess students’ intellectual abilities vis-à-vis their scholastic performance.  The findings of this study should be able to help both teachers and parents remove old myths and instead help students move towards greater success.

    The last article is based on the findings of the “How Catholic is your school” survey.  Respondents to the survey included the students, faculty and staff of the Basic Education Division of Assumption College.  The findings serve to remind us of our mission as Catholic educators and provide direction for the school in the coming years.

    All these studies serve to celebrate our efforts in continuously pursuing academic excellence; and to effectively facilitate the growth and development of the youth placed under our care.  The introduction of the journal’s maiden issue especially in this year of Marie Eugenie’s canonization, is a testament to the call we in Assumption have all received – “to shape the people and the society to come, in partnership with God” (Sr. Cristina Gonzalez, 1998).