2021

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https://lakasa.dmmmsu.edu.ph/handle/123456789/81

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Browsing 2021 by Title

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    CAS stakeholders’ awareness and acceptabilityon the university philosophy, vision, mission, goal, college goal andprogram objectives
    (DMMMSU, 2021-12-01) Macato, Dannilyn U.
    This descriptive study determined the awareness and acceptability of the various stakeholders of the College of Arts and Sciences on the University’s PVMG, college goal and the objectives of the four programs it offered. Survey questionnaires were administered to a total of 615 respondents including faculty member, students, parents, cooperating agencies, and service barangays. Results of the study revealed that stakeholders generally had high awareness of the DMMMSU Philosophy, Vision, Mission, and Goal, as well as the college goal and program objectives. CAS faculty members had the highest awareness while the service barangay had a relatively lower awareness, among the other stakeholder groups. Moreover, the CAS faculty members and students, as internal stakeholders, gave the highest acceptance of the DMMMSU Philosophy, Vision, Mission, and Goal, as well as the college goal and program objectives which signified that they fully understood and accepted the PVMGO statements.
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    Level of proficiency on the utilization of gender fair language among College of Arts and Sciences students in DMMMSU MLUC
    (DMMMSU, 2021-12-01) Ramirez, Elizabeth C.
    One way to promote gender equality is to mitigate gender stereotyping and discrimination and one strategy is to start inside the classroom; thus, the conceptualization of this study. This study aimed to assess and interpret the proficiency of the first year CAS students on gender fair language as basis for a validated learning guide. Specifically, it looked into level of proficiency in using gender fair language as to occupational references, role references, group references, genderless words and genderless phrases. This descriptive study collected data using a researcher-made gender fair language test. The respondents were 192 first year students of the College of Arts and Sciences during the second semester of School Year 2020-2021. The data gathered were treated statistically using mean. It was found out that the respondents were poorly proficient. The use of occupation references, group references, and genderless words displayed their poor proficiency; however, they were moderately proficient in the use of role references and genderless phrases. It was recommended that the validated gender fair language learning guide should be considered for adoption in learning and instruction to further hone the students’ utilization of gender fair language.