PERCEPTION OF INSTRUCTIONAL COMPETENCIES RENDERED BY THE

CLINICAL INSTRUCTORS OF THE COLLEGE OF HEALTH SCIENCES AT

SAINT MARY`S UNIVERSITY (SMU) NUEVA VIZCAYA: BASIS
IN DEVELOPING TRAINING PROGRAM TOWARDS
THE EMPOWERMENT OF INSTRUCTIONAL
CLASSROOM TEACHING STRATEGIES




An Action Research Presented to
University oI La Salette
Graduate School




In Partial FulIillment oI the Requirements
Leading to the Degree Master oI Arts in Nursing



Submitted by:
Lilibeth S. Tanguilig, BSN, RN




Date submitted:

October 2011
ABSTRACT

The study identiIied the instructional competencies oI educators at the College oI Health
Sciences oI Saint Mary`s University. The descriptive design was used in the study which
is something more and beyond just data gathering. It involves classiIication oI data and
these are carried up into the level oI adequate interpretation. The data will be subjected to
the thinking process in terms oI ordered reasoning.
This study had been pursued with the help oI the one hundred (100) students oI the
College oI Health Sciences at Saint Mary`s University in their school, who were the
respondents, whose proIile are included in this study.
Permission was asked Irom the Dean College oI Health Sciences oI Saint Mary`s
University to allow the researcher to conduct the survey. The actual survey was started by
Iirst brieIing the respondents about the purpose oI the study. Final instructions were given
beIore distributing the survey questionnaire. Retrieval oI the questionnaires was done
aIter the respondents had completely answered the items. Personal interviews were
conducted to substantiate the views and opinions oI the respondents. The collected data
were tallied, analyzes and interpreted.

The result oI the study showed instructional competencies oI educators at the College oI
Health Sciences oI Saint Mary`s University has a total mean oI total mean oI 4.24 with a
qualitative description oI 'Outstanding.
The result oI the study may possibly beneIit the community with the eIIorts oI Clinical
Instructors, this will enable them to have a strong Ioundation and thorough grasp oI the
teaching learning theories and principles that would improve their competency and
update themselves on current trends, techniques and approaches in the teaching
proIession. To serve as a basis Ior School Administrators to Iormulate programs that
would enhance the competency oI clinical instructors and would equip them with up-to-
date materials on teaching methodology. For students to beneIit Irom the improved
competencies oI their instructors and make learning enjoyable.

CHAPTER I
INTRODUCTION

The competent teacher is very important in the teaching-learning process.
Through an eIIective teacher, educational objectives may transIorm learning into a
IruitIul experience. Since teaching is judged through results, it is thereIore imperative that
a teacher maximizes his eIIorts in order to make the learning process a rewarding
experience. This study was premised on some important theories and concepts that relate
on the topic.
Many authorities agree that the most important Iactor in the attainment oI
eIIective learning is the teacher. An eIIective teacher according to Acero (2000) is one
who has honed his skills in the art oI teaching. He allows himselI to grow proIessionally.
His eIIicient perIormance is always a result oI his educational preparation including
attendance at seminars and workshops. To be an aIIective teacher, one must proIess
proIessional and personal qualities. Aquino (1999) likewise asserted that competent
teacher is proIessionally interested in the students and his work.
An eIIective and competent teacher should possess highly developed skills not
only on the subject Iield but also in the art oI teaching. The teacher who keeps his own
scholarship and keeps abreast oI new knowledge and joins enthusiastically in the search
Ior truth and wisdom can reach the heights oI quality instruction. This theory was Iurther
reinIorced by Cuban (1984) when he pointed out that there is a craIt portion in teaching
to be learned as an apprentice and improved continually even while practicing teaching
techniques on a daily basis in the classroom.

Competencies are the speciIic items oI behavior that can be deIined with care
necessary Ior inclusion in manual or instruction or in a teacher appraisal system (Boiser,
2000). There are 13 instructional competencies needed by teachers according to Bucknell
2007. These are student teaching competencies: content mastery, lesson planning,
classroom management, organization, monitoring student progress, leadership sensitivity
to student`s needs, problem analysis, strategic and tactical decision making, oral and
written communication, proIessional standards and practice, mastery oI instructional
technology and instruction.
EIIective and target oriented education, is conceived as the most powerIul
medium and a source to eIIect required change in the social setup oI a country. This,
however, does not take place in isolation, but is accomplished by the teacher, who is
required to be major player oI change during the entire process. With this Iocal position,
the teacher has to be equipped to undertake this most important role and has to be
eIIectively prepared and trained proIessionally. This training process must be accorded
the highest priority by everyone concerned Ior improving the deliverance oI education. A
teacher`s proIession is very challenging Ior as he can play an eIIective role in nation
building. Teachers, who can shoulder this responsibility, have to be trained in the
proIessional knowledge and should be encouraged to adopt the proIession. The other real
aspect, would be inducting teachers through ProIessional Development. The adequacy oI
3 this training process, is dependent on required motivations, dedication and a will Ior
continuous proIessional development achievement in this proIession. It is a rather
continuous and liIe-long eIIort.

From the aIorementioned, it transpires that it is through eIIective teacher

education programs, that we can improve teaching, which is the gateway to knowing,
learning and teaching. These help teachers to develop as 'eIIective teachers. Teacher
education programmes are directed to equip the teachers with proIessional skills,
knowhow and motivation to encourage students to acquire knowledge and attitudes,
about society, wherein they live. This process is expected to result in teachers who
possess the required qualities oI an eIIective proIessional teacher Ior good education and
social achievements. With these requirements, teacher education assumes an essential
role in educational process dealing with acquisition oI eIIective teaching skills and
techniques.
To make teaching proIession more acceptable and proIessional, it is essential that
research in teacher education should assume a pivotal role. This must include a
transmission and acquisition oI knowledge, so that those who are trained are able to
realize the impact that the training, would have Ior the entire economy as well as the
society.
In addition to proIessional training, teachers should be trained in learning
practical ethics related to education and various models made Ior school eIIectiveness
and teacher education. These are open Ior Iurther research in this direction. Arguing
the need Ior an eIIective teacher education program, Lawal (2003) indicated that such
persons will be able to deliver eIIective teaching. They are expected to employ the use oI
teaching aids to improve their delivery process, and manage the students in the class,
through applications oI better methods and manage and control their classes Ior eIIective
learning.

The role oI teachers in making proIessional knowledge available to their

colleagues and students, with on motivation impact on teachers' job eIIectiveness, are
essential Ior educational development. Keeping in view the above established linkage
between teachers it is required to explore indicators and standards Ior an eIIective teacher
which may lead to improve school eIIectiveness.
ThereIore, the study will beneIit the Iollowing group/persons

Clinical Instructors. This will enable them to have a strong Ioundation and thorough
grasp oI the teaching learning theories and principles that
would improve their competency and update themselves on
current trends, techniques and approaches in the teaching
proIession.

School Administrators. It can serve as a basis Ior them to Iormulate programs that would
enhance the competency oI clinical instructors and would equip
them with up-to-date materials on teaching methodology.

Students. Students would beneIit Irom the improved competencies oI their
instructors and make learning enjoyable. They will also be able
to gain broader knowledge through quality education rendered by
the instructors.

Statement oI the Problem

This study aimed to identiIy the instructional competencies oI the college teachers
as perceived by school administrators, students and the teachers themselves oI the
College oI Health Sciences oI Saint Mary`s University Ior the School Year 2010-2011.
SpeciIically, this study sought to answer the Iollowing questions:
1. What is the proIile oI the teachers in terms oI the Iollowing variables?
O Age
O Sex
O Civil status
O Academic Rank
O Length oI Clinical and Teaching Experience

2. How do the school administrators, teachers, and the students perceive the
competencies oI teachers along the Iollowing?
O Commitment
O Knowledge oI the subject Matter
O Teaching Ior Independent Learning
O Management oI Learning
O Medium oI Instruction
O Mastery oI Art oI Questioning
O Instructional Aids and Materials

O Evaluation

3. How the school Administrators` perception, students` perception and the teachers`
perceptions relative to their instructional competencies compare?
4. How do the instructional competencies oI the teachers relate to their proIile variables?

Research Paradigm

The research paradigm below shows the interplay oI variables taken in to
consideration in the study

Independent Variables Dependent Variables Output Variables













Based Irom the research paradigm it shows that the Iirst box contains the
independent variables which is composed oI the respondents proIile such as sex, civil
status, age, year level and course/major .These variables may inIluence the dependent
Respondents ProIile:
O Sex
O Civil Status
O Age
O Year Level
O Course/Major

Recommendations to
improve the
instructional
competencies oI
clinical instructors
that will enable them
to provide quality
education.
Instructional Competencies
rendered by the Clinical
instructors oI the College
oI Health Sciences oI Saint
Mary`s University
O Methodological
Competencies
O Motivational
Competencies
O Instructional
Competencies

variables in the second box which is composed Instructional Competencies rendered by

the Clinical instructors oI the College oI Health Sciences oI Saint Mary`s University. The
third box contains the expected outcome oI the study which is composed oI the
Recommendations to improve the instructional competencies oI clinical instructors that
will enable them to provide quality education.

CHAPTER II
BACKGROUND OF THE STUDY

Saint Mary`s University

Saint Mary`s University traces its roots back to the dream and initiative oI the late
Msgr. Constant Jurgens, CICM, then Parish Priest oI Bayombong and one oI the earliest
CICM missionaries to arrive in the Philippines. He wanted to establish a school to give
the children oI his parishioners the beneIit oI a Christian education. He purchased a lot
and some materials Ior this purpose but then, he was recalled to Europe, thus, it was Rev.
Fr. Achilles de Gryse, CICM, his successor, who saw his dream through. Thus, St.
Mary`s Elementary School was inaugurated in June 1928. In 1934, with Fr. GodIrey
Lambrecht, the High School was opened and in 1947, the College Department, oIIering
A.A., B.S.E., A. B. and Jr. Normal course (ETC). Gradually, the course oIIerings
expanded with Bachelor oI Science in Commerce, (1951), Bachelor oI Science in Civil
Engineering, (1955) and the Graduate School, (1962). Through the years, many more
Departments, Colleges/Schools were opened with more degrees and title course
oIIerings.

The College`s physical expansion program started with the purchase and
development oI the campus by the Magat River in 1968. The College was transIerred to
its new site in 1969. First to rise on the new site was the academic building named
GodIrey Lambrecht Hall in memory oI the late Rev. GodIrey Lambrecht. This was
Iollowed by the construction oI the Science Building or Gomburza Hall in 1971 and the

Multi-purpose Marian Hall or D Building in 1972.

Over the years, imposing ediIices were put up, such as the Gym-Auditorium
(1981), Chapel- Library Building (1983), new Elementary Central Building (1985), High
School Science Building (1986), Elementary Central Annex (1990), new High School
Building (1992), University Building constructed in commemoration oI the College`s
elevation to University Status (1995), College oI Law Building (1996), Hantson Hall
(1998), Institute oI Science and Mathematics Building (1999), St. Joseph`s Inn (2001),
Sacred Heart Center (2002), High School Building (Phase I) 2003, and Balay na Alumni
(2003).

To rise up to the challenge oI maintaining quality education, the institution has
submitted itselI Ior accreditation by the PAASCU. Thus, the PAASCU granted Level I
accreditation to the Liberal Arts, Commerce and Education Programs in 1983, Level II in
1985, Level III in 1988 with Level III re-accreditation Ior the Liberal Arts, Education,
Commerce and Accountancy Programs in 2000. The Engineering Program was granted
Level I accreditation in l995 and Level II in 2001.The High School Department was
granted Level I accreditation in 1988, Level II in 1996 with Level II re-accreditation in
1999.The Grade School was granted Level I accreditation in 1985, Level II accreditation
in 1989 with Level II re-accreditation in 1999. For the Graduate School Programs in Arts
and Sciences, Education and Business Administration, Level I accreditation was granted
in 2000.

Some signiIicant dates/events are: 1967, when the CICM Congregation took over
the management and ownership oI the school Irom the Parish; 1969, the College was
transIerred to its new site; 1984, the St. Mary`s High School celebrated its 50th
Anniversary; 1978, the 50th Founding Anniversary oI St. Mary`s College; 1994, St.
Mary`s College was elevated to University Status with Rev. Fr. John Van Bauwel,
CICM, as the First University President; 1995, the 40th Founding Anniversary oI the
College oI Engineering; 1997, the 50th Founding Anniversary oI the College oI
Education; 1998, when Rev. Jessie M. Hechanova, CICM, was installed as SMU`s
Second University President and 2001, the 50th Founding Anniversary oI the College oI
Commerce (now, School oI Business); 2003, SMU Diamond Jubilee oI the Iounding oI
SMU.

Thus Irom its birth throes in 1928, Saint Mary's University has steadily grown
over the years and has metamorphosed into one oI the more developed and important
institutions in the Philippines, particularly in the Cagayan Valley Region.

'$

We envision Saint Mary's University as a caring CICM catholic educational
institution committed to nurturing competent, creative and community-supportive
Christian disciples in harmony with other believers.

$$

We commit ourselves to:
1. Relentlessly pursue quality and excellence Ior local and global relevance and
responsiveness
2. Persistently challenge one another to explore and pursue relevant, innovative and
breakthrough ideas
3. SteadIastly Iorm and develop community-supportive persons
4. JoyIully animate one another as inspired by Mother Mary to become IaithIul
witnesses oI Jesus Christ.

School oI Health Sciences


The College oI Health Sciences aims to produce nurses who are proIessionally
prepared and who are endowed with potentials Ior leadership and Ior higher studies.
Further, it aims to produce nurses imbued with the Christian spirit oI service, social
insight and commitment, and humanitarian dedication.

SpeciIic Objectives:

a. To prepare the young person Ior the eIIective practice oI nursing in various
settings by providing a broad basic education necessary Ior the proper
understanding oI the principles and methods oI modern scientiIic nursing;

b. To provide the broadest possible background oI cultural and proIessional

knowledge thus equipping the students with the proIessional discipline and
skill needed Ior Iuture leadership positions in nursing;

c. To provide enough opportunities Ior active in various programs in the health
care system, and Ior actual practice in real situations; and

d. To develop the personal qualities that would enable the students to live a
wholesome, satisIying liIe as proIessionals and as individuals and to Iully
contribute to the welIare and development oI the country and oI humanity.

CHAPTER III
OBJECTIVES OF THE STUDY

The study aimed to attain the Iollowing:

1. To put an emphasis on the competencies oI clinical instructors in order to
Iormulate development programs that will leave an impact on the eIIiciency oI
instructors that will Iurther hone them to become competitive educators.

2. To always conduct appraisal on the perIormance oI clinical instructors to
determine the areas that needs immediate development so that quality education
would be provided to students.


3. To give an opportunity Ior the students to voice out their comments on the
competencies oI their clinical instructors and to make suggestions on how to
improve their way oI teaching.

4. To inculcate into the mind oI educators that being teachers/clinical instructor is
not an ordinary proIession but a vocation which needs a sincere dedication to
import knowledge and that it entails several competencies.

5. To make clinical instructors realize that teaching is not a cliche way oI importing
knowledge but by becoming eIIicient mentors who molds persons to become
more than they can be.

CHAPTER IV
FINDINGS

This study had been pursued with the help oI the one hundred (100) students oI
the College oI Health Sciences at Saint Mary`s University in their school, who were the
respondents, whose proIile are included in this study, using the descriptive research
design which analyzes present conditions or existing phenomenon. SpeciIically, it made
use a survey questionnaire to gather the pertinent data needed in the study.
In an eIIort to arrive at the Iindings oI this study, the answers to the questionnaire
pursued were gathered through a questionnaire which was prepared as the main data
gathering instrument. It was presented to the research adviser and proIessor oI the
Nursing Service Education Ior careIul checking and content validation.
Permission was asked Irom the Dean College oI Health Sciences oI Saint Mary`s
University to allow the researcher to conduct the survey. The actual survey was started by
Iirst brieIing the respondents about the purpose oI the study. Final instructions were given
beIore distributing the survey questionnaire. Retrieval oI the questionnaires was done
aIter the respondents had completely answered the items. Personal interviews were
conducted to substantiate the views and opinions oI the respondents. The collected data
were tallied, analyzes and interpreted.

Frequency distribution, mean and rank were used as the basis Ior the analysis and
interpretation oI the results Iollowing the research questions posed in this study.

The Iollowing mean ranges were also used to determine the speciIic qualitative
description. For the instructional competencies oI the clinical instructor` oI College oI
Health Sciences at Saint Mary`s University the Iollowing are the mean ranges Ior
Methodological Competencies, Motivational Competencies, and Instructional
Competencies.
MEAN RANGES QUALITATIVE DESCRIPTION
1.00 1.50 Poor
1.51 2.50 Fair
2.51 3.50 SatisIactory
3.51 4.50 Very SatisIactory
4.51 5.00 Outstanding

Distribution oI the Respondent`s ProIile

Table 1.1 Distribution oI the Respondents According to Sex
SEX F rF P() RANK
Male 34 0.34 34 2
Female 66 0.66 66 1
N 100 100

Based on the table above, there are 55 Iemale respondents equivalent to 66
while there are 34 male respondents equivalent to 34. Majority oI the respondents are
Female.

Table 1.2 Distribution oI the Respondents According to Civil Status

CIVIL STATUS F rF P() RANK
Single 92 0.92 92 1
Married 8 0.98 8 2
N 100 100100

Based on the table above, there are 92 single respondents equivalent to 92 while
there are 8 married respondents equivalent to 8. Majority oI the respondents are single.

Table 1.3 Distribution oI the Respondents According to Age
AGE F rF P() RANK
15 17 48 0.48 48 1
18 20 30 0.30 30 2
21 23 18 0.18 18 3
24 and Above 4 0.04 4 4
N 100 100

As seen Irom the data, there are 48 respondents with the ages oI 15 to 17 which is
equivalent to 48; 30 respondents with the age range oI 18 20 which is equivalent to
30; 18 respondents with the age range oI 21 23 which is equivalent to 18 and 4
respondents with the age range oI 24 and above which is equivalent to 4. Majority oI
the respondents are within the age oI 15 17 years old.

Table 1.4 Distribution oI the Respondents According to Year Level

YEAR LEVEL F rF P() RANK
1
st
Year 24 0.24 24 2
2
nd
Year 37 0.37 37 1
3
rd
Year 21 0.21 21 3
4
th
Year 18 0.18 18 4
N 100 100

As seen Irom the data, there are 24 1
st
Year respondents which is equivalent to
24; 37 2
nd
Year respondents which is equivalent to 37; 21 3
rd
Year respondents which
is equivalent to 21 and 18 4
th
Year respondents which is equivalent to 18. Majority oI
the respondents are 2
nd
Year College Students.

Table 1.5 Distribution oI the Respondents According to Course/Major
COURSE/MAJOR F rF P() RANK
Nursing 76 0.76 76 1
MidwiIery 24 0.24 24 2
N 100 100

Based Irom the data, there are 76 respondents taking up Nursing equivalent to
76 and there 24respondetns taking up MidwiIery equivalent 24. Majority oI the
respondents are Nursing Students.

Instructional Competencies Rendered by the Clinical Instructors oI the College oI Health

Sciences oI Saint Mary`s University

Overall Mean oI Instructional Competencies

A. Methodological Competencies

METHODOLOGICAL
COMPETENCIES
1 2 3 4 5 MEAN RANK
1. Use Problem Solving
Methods in Teaching
48 52 4.52 1
2. Use individual teaching
methods keeping in view the
individual diIIerences.
7 53 24 6 2.99 3
3. Utilizes teaching situation
eIIectively
3 47 50 4.47 2
N 3.99

On Methodological Competencies, there is a total mean oI 3.99 with a qualitative
description oI 'Very SatisIactory.

B. Motivational Competencies

MOTIVATIONAL
COMPETENCIES
1 2 3 4 5 MEAN RANK
1. Appreciate students Ior
correct answers
10 64 26 4.16 2
2. Give hints to lead to the
correct answers
34 25 21 20 3.27 3
3. Give second chance to give
correct answers
8 45 32 15 4.47 1.5
4. Use reinIorcement
eIIectively
53 47 4.47 1.5
N 3.86

On Motivational Competencies, there is a total mean oI 3.86 with a qualitative
description oI 'Very SatisIactory.

C. Instructional Competencies

INSTRUCTIONAL
COMPETENCIES
1
P
2

3
S
4
VS
5
O
MEAN RANK
1. Apply contemporary
knowledge, new ideas in
teaching
26 74 4.74 3
2. Use diIIerent questioning
skills
27 40 33 4.06 7
3. Manage discipline in the
classroom
18 42 40 4.42 6
4. Use time management
techniques in teaching
12 30 58 4.46 5
5. Manage and arrange
classroom activities
22 78 4.78 2
6. Clearly state objectives 6 20 74 4.68 4
7. Develop course contents
properly
17 83 4.83 1
N 4.57

On Instructional Competencies, there is a total mean oI 4.57 with a qualitative
description oI 'Outstanding.

TOTAL MEAN: 4.24
On the Instructional Competencies oI Educators at the College oI Health Sciences
oI Saint Mary`s University there is a total mean oI 4.24 with a qualitative description oI
'Outstanding.

CHAPTER V
RECOMMENDATIONS

Based Irom the data collected Irom the respondents, the study would like to
recommend the II:

1. As seen Irom the collected data, it implied that the clinical instructors have the
lowest competency on motivating the students. ThereIore, they must know student
interests and previous experiences which they can utilize in motivating them.
Instructors must learn adjustments with children to awaken their love Ior learning.
They must also motivate the lessons and ask questions eIIectively to develop
critical thinking and creative thinking.

2. The teacher must be systematic in ways oI doing something especially with a
deIinite plan; an established way oI doing anything; or the means or manner in
which something is to be presented or taught. They must be progressive in terms
oI methodological competencies in order to accomplish the general and speciIic
aims oI the lesson.

Hence, the study recommends the Iollowing:
1. The teacher should continuously evaluate the eIIectiveness oI his teaching in
order to improve the procedures and techniques and to understand his pupils
better.

2. The school administrator should be able to determine the eIIectiveness as well as

the inadequacies oI the educational programs he has endeavored to set.

3. ThereIore, there should be evaluation programs measured by its eIIectiveness in
the operational control oI classroom activities.

QUESTIONNAIRE
PART I. Respondents ProIile
Instruction: Put a check ( ) on the choice that best applies to you

NAME:

SEX: Male Female
CIVIL STATUS: Single Married
COURSE: Nursing MidwiIery
YEAR LEVEL:
1
st
Year
2
nd
Year
3
rd
Year
4
th
Year
AGE
15 17
18 20
21 23
24 above

Part II. Instructional Competencies Rendered by the Clinical Instructors oI the College oI
Health Sciences oI Saint Mary`s University

Instruction: Rate the statements below using the Iollowing scores

SCORE QUALITATIVE
DESCRIPTION
1 Poor (P)
2 Fair (F)
3 SatisIactory (S)
4 Very SatisIactory (VS)
5 Outstanding (O)


A. Methodological Competencies

METHODOLOGICAL
COMPETENCIES
1
P
2
F
3
S
4
VS
5
O
1. Use Problem Solving Methods
in Teaching

2. Use individual teaching
methods keeping in view the
individual diIIerences.

3. Utilizes teaching situation
eIIectively




B. Motivational Competencies

MOTIVATIONAL COMPETENCIES 1
P
2
F
3
S
4
VS
5
O
1. Appreciate students Ior correct
answers

2. Give hints to lead to the correct
answers

3. Give second chance to give
correct answers

4. Use reinIorcement eIIectively

C. Instructional Competencies

INSTRUCTIONAL
COMPETENCIES
1
P
2
F
3
S
4
VS
5
O
1. Apply contemporary
knowledge, new ideas in
teaching

2. Use diIIerent questioning skills
3. Manage discipline in the
classroom

4. Use time management
techniques in teaching

5. Manage and arrange classroom
activities

6. Clearly state objectives
7. Develop course contents
properly

Students
College oI Health Sciences
Saint Mary`s University
Bayombong, Nueva Vizcaya

Dear Teachers:

Greetings oI peace. I am currently conducting a study entitled: 'The Instructional
Competencies oI Educators at the College oI Health Sciences oI Saint Mary`s University
as a partial requirement Ior my masteral at University oI La Sallete, Santiago city.

In connection with this, may I ask Ior your time and cooperation in answering my
survey questionnaire. Your participation in this study is highly appreciated.

I am hoping Ior your positive response regarding this matter. Thank you very
much.


RespectIully yours,

Lilibeth S. Tanguilig, BSN, RN

Dean
College oI Health Sciences
Saint Mary`s University
Bayombong, Nueva Vizcaya

Dear Sir:

Greetings oI peace. I am currently conducting a study entitled: 'The Instructional
Competencies oI Educators at the College oI Health Sciences oI Saint Mary`s University
as a partial requirement Ior my masteral at University oI La Sallete, Santiago city.

In connection with this, may I ask permission Irom your good oIIice to allow me
to conduct a survey to your teachers Ior me to gather inIormation pertinent to my study.

I am hoping Ior your positive response regarding this matter. Thank you very
much.


RespectIully yours,

Lilibeth S. Tanguilig, BSN, RN

REFERENCES

Amparo S. Lardizabal et. al. Principles and Methods oI Teaching (1997). Third Edition.
Phoenix Publisging House INC. Quezon City, Manila
http://prr.hec.gov.pk/Thesis/279S.pdI
http://prr.hec.gov.pk/Chapters/279S.pdI