Browsing by Author "Merza, Hartwell Norman M."

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    English grammar competence of Filipino college freshmen
    (Journal of Positive School Psychology, 2022) Merza, Hartwell Norman M.
    Instructional materials on fundamental English grammar are required to develop English proficiency among first-year technology students. The study is organized around Dewey and Kolb's active learning theories and knowledge construction. This study aimed to ascertain the basic English grammar proficiency of first-year technology students at Don Mariano Marcos Memorial State University and to produce a worktext as an output. The researcher collected data for analysis using the descriptive method and a validated Achievement Test. The study discovered that the subjects were moderately competent in basic English grammar but excelled in the correct use of conjunctions, prepositions, possessive forms of nouns, and verb tenses; they were weak in the pronoun-antecedent relationship, noun pluralization, subject-verb agreement, adverb, and pronoun types, adjectives and adverbs order, and adjectives' degree of comparison. A validated Worktext for Basic English Grammar was developed.
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    Narratives of learning:
    (International Journal on Culture, History, and Religion, 2025) Wakit, Linette T.; Budeng, Rinarose B.; Cagurangan, Pilipina; Castillo, Maricar M.; Agbayani, Janelyn I.; Merza, Hartwell Norman M.
    This study investigates the integration of AI tools in English and Philippine literature instruction, focusing on teachers' experiences, pedagogical shifts, and professional development. Utilizing a phenomenological approach, data were gathered through interviews, focus groups, and classroom observations to understand the impact of AI on teaching strategies and student engagement. The findings reveal that while AI tools enhance literature instruction by making texts more interactive and accessible, challenges such as technical issues and the digital divide persist. Teachers adapted their methods, blending traditional and AI-enhanced techniques to maintain critical thinking skills. The study underscores the necessity of continuous professional development and institutional support for effective AI integration in literature education.