BIBLIOGRAPHY
LEONORA BASALLO JAVONILLO, October 2006, Effectiveness of
Supervisory Functions of Accelerated Christian Education Schools in
Baguio City and Benguet. Benguet State University, La Trinidad,
Benguet
Adviser: Rosita G. Bawang, Ph. D.
ABSTRACT
This study determined the effectiveness of supervisory functions
in terms of motivating the interests of students , implementing the A.C.E
curriculum, applying disciplinary measures and measuring students’
achievements; and aimed to identify the attributes contributory to the
effectiveness of supervisory functions in terms of civil status, educational
attainment and length of service.
The respondents consisted of 70 educators from 16 different
schools using the Accelerated Christian Education curriculum in Baguio
City and Benguet.
The findings show that most respondents deem that supervisory
functions and the extent of difficulties encountered are significant.

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Educational attainment, civil status and length of service significantly
affect the respondents’ perception of their supervisory functions. The
result shows that the four functions indicated are very effective.
The respondents who are single, married, or widow/er perceive that
they perform all their supervisory functions very effectively. On the other
hand, those with bachelor’s degree or with master’s units deem that they
effectively perform their supervisory functions.
Those who have rendered service for 1-5 years, 6-10 years, 11-15
years, or 16-20 years perceive that they very effectively implement their
supervisory functions. Single and married supervisors sometime find
difficulty in performing their functions, but widow/er finds no difficulty in
performing them.
The respondents with bachelor’s degrees sometimes find difficulty
in performing their functions but those with master’s units do not find
difficulty in performing them.
The respondents who have been in service for 1-5 years
sometimes find difficulty in performing their functions. Conversely, those
who have been in service for 6-10 years, 11-15 years or 16-20 years
service do not find difficulty in performing them.


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TABLE OF CONTENTS


Page

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Scope and Delimitation of the Study . . .. . . . . . . . . . . . . . . . . . 6
REVIEW OF LITERATURE
Historical Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
ACE Supervisory Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Motivating the Interests of Students . . . . . . . . . . . . . . . . . . . . 13
Implementing A.C.E Curriculum . . . . . . . . . . . . . . . . . . . . . . . 15
Applying Disciplinary Measures . . . . . . . . . . . . . . . . . . . . . . . . 17
Measuring Students’ Achievements . . . . . . . . . . . . . . . . . . . . . 20
Differences in Civil Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Differences in Educational Attainment . . . . . . . . . . . . . . . . . . . 24
Differences in Length of Service . . . . . . . . . . . . . . . . . . . . . . . 25
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
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Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Hypotheses of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
METHODOLOGY
Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . .
33
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . .. . . . . . 33
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . 40
RESULTS AND DISCUSSION
Effectiveness of A.C.E Supervisory Functions
According to Civil Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Effectiveness of A.C.E Supervisory Functions
According to Educational Attainment . . . . . . . . . . . . . . . . . . . . . . 52


Effectiveness of A.C.E Supervisory Functions
According to Length of Service . . . . . . . . . . . . . . . . . . . . . . . . . 59

Extent of Difficulty Encountered by the
A.C.E Supervisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77





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APPENDICES

A. Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 81

B. Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

C. Plates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

D. Computation of Means of
Supervisory Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

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INTRODUCTION


Background of the Study
The main objective of education is to foster the discovery of
individual uniqueness and develop human personality which makes good
men and women act nobly. Education is considered one of the most
important investments in life. The essence of education is not to stuff the
head with knowledge but to apply knowledge intelligibly by living with the
principles of disciplines acquired. Most countries support education
programs for children, youth, and adults that aim to produce intelligent,
responsible, well-informed, skilled, and productive citizens.
The School of Tomorrow adopted a specialized discipline called
Accelerated Christian Education (ACE) program. It is dedicated to provide
Biblically-based, individualized educational materials and services to
promote character development and educational reform around the globe.
It is committed to produce responsible and successful citizens who can
make a difference in a changing and challenging society.
The Accelerated Christian Education’s worldwide team of
professional educators currently serves over 6,000 schools and thousands
of home educators in 135 countries. Many parents from all walks of life
around the world support this unique educational program and participate
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in the advancement of the institutions using the Accelerated Christian
Education curriculum.
The School of Tomorrow has published the individualized
Accelerated Christian Education curriculum and provided training in its
implementation for kindergarten, elementary, and high school levels since
1970. The curriculum is built on a theistic philosophical foundation.
Students learn to see the life from God’s point of view. Their personal
relationship with God and their personal responsibilities to family, church,
and community are of primary concern (Howard, 2000).
The School of Tomorrow became a worldwide endeavor, carrying
the banner of “Global Biblical Education Reform.” It is always a guiding
principle that with the phenomenal growth of this ministry and with the
change in each and every life, God is to be glorified.
The Accelerated Christian Education is individualized. A student can
learn to develop and work at his own initiative, within the limit of his own
unique capabilities. Through the controlled progress motivation, the
student accelerates his own success.
Accelerated Christian Education is Bible-centered. It is the basis of
all text materials, human relations and principles of teachings. The
Scriptures are designed for programming the mind to enable the child to
see life from God’s point of view. The School of Tomorrow-Philippines
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has a gleaming hope for the future. It is providing many students the
foundation of knowledge and understanding that will enable them to be the
leaders God intends them to be (Hooge, 2004).
A personal testimony of a graduate at the Harmony Christian
Education Foundation, Inc. is a proof of the effectiveness of the program
through the story lines below (Tan, 2005):
I have all my life to be thankful to the Accelerated Christian
Education program. Can you imagine being a college freshman at
14? Actually, when people stare open-mouthed at this statement, I
was surprised, but eventually I got used to these reactions. Not
only has ACE prepared me academically for college with its wide
range of quality education but the Biblical principles it taught me
from ABC class, along with a Godly family, helped me know how to
deal with life’s circumstances as a Christian.

In Accelerated Christian Education program, the student is central
and active. The teacher prescribes and guides self-directional materials,
the Packet of Accelerated Christian Education (PACE), which have been
prepared by Christian educators with proficiencies in the core-curricula
and many years of classroom experience. PACEs have been used
instead of textbooks. It is multi-grade and no academic failures. The
grade level of a student is determined by the ability or actual level of
achievement, not of age. Competition with oneself will engineer a
success-consciousness achievement and promotion.
School of Tomorrow is a unique educational system. For a school
to be really effective and to get the best result it must follow the system.
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The major functions of Accelerated Christian Education supervisors will
certainly affect the effectiveness of using the system. This is a challenge
to the researcher to undergo this study in order to find out the extent of
effectiveness of supervisory functions in the learning center. Considering
the civil status, educational attainment and length of service of the
respondents will help the researcher come up with proper evaluation and
be able to suggest some improvements in the system of implementing
procedures in the learning center.

Statement of the Problem

This study attempted to find out the effectiveness of supervisory
functions of Accelerated Christian Education Schools (A.C.E) in Baguio
City and La Trinidad, Benguet.

Specifically, this research study tried to answer the following
questions:

1. What is the degree of effectiveness of the supervisory functions
of A.C.E?

2. What are the attributes contributory to the effectiveness of
supervisory functions of A.C.E schools?
3. What is the extent of the difficulties encountered by the
supervisors in the performance of their functions?
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Objectives of the Study

The primary aim of this study was to find out the effectiveness of
the supervisory functions of A.C.E Schools in Baguio City and Benguet.

This had the following specific purposes:

1. To determine the effectiveness of the supervisory functions of
A.C.E schools along:

a. motivating the interests of students

b. implementing the A.C.E curriculum

c. applying disciplinary measures

d. measuring student achievements

2. To identify the attributes contributory to the effectiveness of
supervisory functions in terms of:
a. civil status
b. educational attainment
c. length of service

3. To find out the extent of the difficulties encountered by the
supervisors in the performance of their functions.



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Importance of the Study
The research findings can bring about changes to improve the
effectiveness in the implementation of the supervisory functions of A.C.E
schools in the different learning centers within the area.
It is expected that the outcomes of this study will contribute to
improve the performance of the ACE supervisors in the learning centers.
This is a great help to the schools and administrators to cope with the
prevailing problems about proper supervision in the learning center.
The findings could also contribute to better monitoring of individual
functions in the learning center even as they serve as a reference for the
other researchers who are planning to study more about the Accelerated
Christian Education program.


Scope and Delimitation of the Study

The main focus of the study was on the effectiveness of Accelerated
Christian Education supervisory functions in Baguio City and Benguet.
The study was confined to 16 private schools using Accelerated Christian
Education curriculum and to 70 Learning Center supervisors.
The main concern of the study was to find out the effectiveness in
motivating the interests of students and the extent of implementation of
the Accelerated Christian Education curriculum. It zeroed in on the
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frequency of applying disciplinary measures to students with offenses and
the degree of difficulties encountered by the supervisors in measuring
students’ achievements.
The study included personal variables of the respondents in terms
of civil status, educational attainment, and length of service to determine
the significant differences in the effectiveness of implementing the
Accelerated Christian Education supervisory functions by the respondents.











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REVIEW OF LITERATURE

Historical Background of School Of Tomorrow-
Accelerated Christian Education


The concept of individualized learning in the School of Tomorrow
was captured by Dr. Donald Howard in 1970. Together with his wife, he
experimented with various learning approaches in which children set
personal daily academic goals in five major subjects. Each student was
assigned a personal cubicle called an office, and received adult
assistance only as needed. A system of goals, controls, and incentives to
help students focus on academic and social responsibilities was
developed. The individualized concept was found to be excellent but there
was a need for a more carefully structured curriculum.
Researches were conducted on curriculum development including
the best techniques of learning. Consultations were made with Human
engineering laboratories and institutes of achievement of human potential
and basic youth conflicts. Thus, the need to combine an entirely new and
unique individualized learning curriculum with a system of controls and
incentives was seriously considered. The first edition of the Accelerated
Christian Education curriculum accompanied by a supervisor’s manual
that included guidelines, forms, and procedures for implementing the
unique School of Tomorrow program was produced. The second edition
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was a great improvement. However, the third edition was given careful
attention in terms of content. It included audio-visual and computer-related
enhancement materials. The curriculum was combined with electronic
additives to provide an advanced learning package proven effective in
over 6,000 schools in 135 countries. School of Tomorrow educational
system started as experimental projects in government schools in the
United States, Russia, and Central America. They have proven the
effectiveness and efficiency of individualized learning system. Likewise the
School of Tomorrow program in the Philippines has been found to be
effective since it started in 1978 at Mt. View Bible Baptist Academy in
Angeles, Pampanga. Now there are 450 schools in the country, most
of which are church-based and privately-owned using the ACE curriculum.



Functions of ACE Supervisors

Motivation is the prime function of the Accelerated Christian
Education (ACE) supervisor. It is considered as subjective but a positive
element since the superior initiates to inspire achievement. The
supervisor’s consistency, love, and interest build the student’s self-image
and confidence and inspire the student to have further success. A student
who is told someone has confidence in him will tend to act accordingly.
Praises, compliments, and encouragements to students build character.
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The supervisor must be a leader and an inspirer of learning. Most of the
time the pupil’s problem is lack of interest and confidence. The
supervisor’s responsibility is not to answer questions but to determine the
nature of the problem and help the student “find” the answer. Hence, the
supervisor’s greatest responsibility and most important function is
motivating students to maximize learning potentials (Procedures Manual,
1995).
Another function of the Accelerated Christian Education (ACE)
supervisor is to implement the Accelerated Christian Education curriculum
by heart. School of Tomorrow believes that the “philosophy of teaching” is
being supplemented by “philosophy of learning.” The main objective is to
implement the best techniques and procedures in light of the individual
learner and the academic results. After many years of development and
evaluation, the following five laws of learning sum up the School’s
academic philosophy.
The pupils must be on a “level” of curriculum where they can
perform. Diagnostic testing must be given to the incoming students from
conventional schools to determine their performance level. The pupils
must set reasonable “goals” that they can achieve in a prescribed period
of time. This law gives pupils the responsibility for learning by requiring
what they learn, how to plan their work, and set achievable daily goals.
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The pupils must be “controlled” and motivated to assimilate, use or
experience the material. The pupils’ learning must be “measurable” and
measurement involves long- and short-term assessments. Such
measurements aid in gauging the rate which a student can be expected to
progress through the Accelerated Christian Education curriculum, in
helping him set realistic goals, and setting his course of study toward
graduation. The pupils’ learning must be “rewarded.” An atmosphere of
trust can be enhanced through subtle expressions of confidence in a
student and appreciation when he shows good behavior (Procedures
Manual, 1995).
One of the Accelerated Christian Education supervisor’s important
functions is instilling discipline. Discipline is what is done “for a student,”
not what is done “to him.” It is a preventive action. Training a student for
leadership requires consistency, love and discipline. By nature he rebels
against controls which suppress his carnal desires. Unchecked by
discipline these desires will lead to a life of pleasurable activities but not
productive achievement. Students mature best when supervised and
trained by consistent tough-minded people who realize that true love for
youth is best manifested by controlling students’ carnal desires. Controls
must be placed on youth in the form of dress codes, conduct standards,
and activity restraints. To allow “freedom” to experiment with careless
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social behavior is not to love them. Love is seeing the consequences of
carelessness and placing the necessary controls to prevent harm from
wrongdoing; the supervisor’s tasks will not be complete without measuring
student achievements objectively. Since the curriculum is individualized
and sequentially organized, staff must determine at what level in each
subject every incoming student is in before promotion from one grade to
another. In order for a child to achieve higher test scores, the supervisor
should consider the general principles of the School which include proper
diagnostic procedure to determine the academic level of the student in
each subject. The basis of promotion to the next grade level is not age.
Instead, the student is given the prescribed PACE materials on the basis
of diagnosed levels of academic achievement. The student is to complete
each PACE materials within three weeks. Any longer time may allow
students to forget an important concept. The number of PACE materials
being worked on is limited at a time which has a normal number of five to
six subjects. The supervisor will spot-check the PACE materials regularly.
This practice will keep students alert to the material, increasing the
learning and improving their test scores. Correct score keys and test keys
will aid correct learning.
The supervisor checks student goals regularly and motivate
students to strive for immediate success. It is ascertained that slow
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learners take a minimum of one test per week. Demonstration of a
positive attitude, shown by facial expressions, word of greeting, and daily
encouragement from the supervisor is a must. Students with personal
problems such as demerits and detentions are dealt with accordingly.
Student daily progress is reflected in monitor charts and quarterly
progress reports are issued after parent-teacher conferences.

Motivating the Interests of Students
Words are powerful. Most people can recall words of wisdom from
a parent, teacher, friend, or even stranger who helped them overcome
rough spots in difficult times. Likewise, most people can remember a
moment when harsh words carelessly inflicted, generated pain, or shamed
or humiliated. Simply recalling that moment most likely renews pain.
Since words contain such power, it is simply vital that one should take
care what to say and write in order to lift people up rather than pull them
down (Parachin, 2000).
Furthermore, Chua (1994) cited that regardless of whether a child
is gifted, average or slow learner, there are factors that influence
achievement. These functions may be the product of motivation, of the
amount of energy that is thrown into the task at hand, of the emotional,
personal and social adjustment of the condition of work, and of the
background skills on how to work and think. These factors when combined
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accrue to functioning intelligence. It was suggested that consideration of
these factors may result to improved achievement.
In the Accelerated Christian Education system, recognizing student
achievement and communicating with parents are encouraged through the
use of “congratulations slips.” These are presented to students who have
successfully completed PACE tests. The PACE represents achievement
and identifies academic progress with tangible reward. Honor roll students
receive public recognition for their accomplishments and receive a
certificate presented by the administrator or principal in opening exercises
or a special ceremony. It is even more exciting to present awards like
privilege letters, honor roll certificates, or merits in front of the whole
student body. The School of Tomorrow believes that encouraged and
praised students are motivated students. Some students who have been
approved for at least “A” privilege status for the forthcoming week earn the
privilege of weekly special time through an educational field trip.
Individual factors usually affect the effectiveness of motivational
approaches. Interest, habit, attitude toward work, knowledge of and
capability on work, and the work environment were perceived as the
leading factors that affect the effectiveness of the approaches. The other
factors are comfortable working environment, amount of freedom on the
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job, fast and complete provision of resources and needed materials, and
presence of smooth relationship (Awingan, 2002).
In the School of Tomorrow program, academic achievements have
corresponding rewards. The supervisor must reinforce this principle with
enthusiasm, inspiration and a system of tangible rewards such as praise,
stars, privileges, field trips, and trophies.

Implementing Accelerated Christian
Education Curriculum

Accelerated Christian Education curriculum uses the PACE, a self-
instructional learning package, which is supplemented by cassette
lectures, resource books, checkups, self-tests, and PACE tests instead of
textbooks.
Each PACE represents a “step” in the learning process and can be
compared to one chapter in a textbook. In the School of Tomorrow
program students work in PACE materials from preschool through the
twelfth grade level. Some notable features basic to PACE materials are:
bite-sized units of instructional material in color, with specific
understandable goals; controlled vocabulary with pronunciations, parts of
speech and definitions; appropriate activities for drill, practice, and
mastery; checkups, self-tests, PACE tests; character story features for
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Biblical character patterning; scripture and wisdom encouragement and
guidance.
The program uses PACE materials instead of textbooks because
of the following reasons: students see tangible results of their progress; a
new PACE issued to students is tangible evidence that they have climbed
another rung on their academic ladder; the materials teach responsibility
in ways textbooks cannot; controls are built in; students complete
activities, checkups, and self-tests, and they do their own scoring and
make their own corrections; they know when and how to review and
prepare for teaching; and they experience success and sometimes
failure, feeling which helps them learn the importance of doing things
right.
PACE is geared towards learning not teaching. Children need to
have a new material introduced in bite-sized pieces; then they need to
practice the concepts and test themselves to see if they really understand
the new material. They provide self-instruction and individualization. Many
other programs require much lesson preparation on the part of the teacher
or parent but PACE has been written by teachers and includes all the
necessary lessons like teaching new concepts and giving examples,
activities and tests. Students learn in their own pace that suits them.
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Christian Education is the daily impartation of the principles of the
word of God into lives which is the hope of the individual, the home, the
nation, and the world. The School of Tomorrow is then a part of the hope
of the world. Christian Education aims to prepare the student for life.
Scoring is a character-building activity. When the scoring experience is
taken away from the student, so is the character process. Scoring is an
integrity issue and also a spiritual issue. A character component lacking in
society is integrity, which is linked to honesty. Scoring experience is used
and allowed to train young people to grow in Godly character. Patience is
needed to look at what the child can be in the future for Christ (Hooge,
2000).

Applying Disciplinary Measures
Punishment, to be an effective method of remediating individual
misbehavior and improving school order, must be commensurate to the
offense committed and perceived by the student as punishment.

Punishments can sometimes be too light or even unintentionally
reinforcing the students. Effective punishments frequently used include
depriving students of privileges, mobility, or the company of friends
(Cotton et al., 1982).
A personal testimony published by School of Tomorrow magazine
shows that Sausa (2005) admitted the School of Tomorrow procedures
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seem a bit unusual at first. But it is precisely the unique procedures that
work towards producing self-motivated, goal-oriented and upright
students. School of Tomorrow system prepares them for life, and not just
life, but for eternity as well. With regard to disciplinary measures,
correction employs inward motivation to help the student mature and
assume responsibility while preserving his dignity. The response is more
easily accomplished when correction is conveyed with loving expression in
one’s eyes and tone of voice. The student then feels the supervisor’s
concern rather than his frustration. Correcting a child’s behavior should
always have its ultimate object. Offenses equivalent to demerits include
turning around the office, any disturbances, running in the learning center,
chair left out, out of seat without permission, and other slight violations.
The punishment for any repeated offenses, which include throwing
dangerous objects, bringing deadly weapons, cheating, major scoring
violations, lying, fighting, being disrespectful, using foul language will
result to paddling. The supervisor will record all the demerits and
detentions in the “Goal Check Report.”
However, an experienced supervisor has to be creative in using
motivational techniques rather than relying basically on demerits to keep
children conform with school rules. A student is always informed
privately as soon as he is given a demerit, giving the reason why. When a
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student disobeys a rule, the supervisor should take the following steps:
curtailing the offensive behavior, conversation, or appearance in a spirit of
quiet authority; not responding in anger; not reprimanding publicly but, if
necessary the child is asked to go to another room where privacy is
available; determining the student’s intention and evaluating his motive,
not just action through discussion; and administering appropriate
discipline.
Demerits are for procedural violations; the paddle is for moral
violations. The scriptures provide excellent guidelines regarding
discipline: “Train up a child in the way he should go; and when he is old,
he will not depart from it” (Proverbs 22:6); “Correct thy son, and he shall
give thee rest; yea, he shall give delight unto thy soul” (Proverbs 29:15);
“The rod and reproof give wisdom; but a child left to himself bringeth his
mother to shame” (Proverbs 29:15); “Chasten thy son while there is hope,
and let not thy soul spare for his crying” (Proverbs 19:18).
The implication is simply to make children do right. The adult can
praise, encourage, reward, withhold privileges, or spank, depending on
the child’s behavior but to rule out spanking is to omit a key ingredient in
discipline. Proper spanking brings repentance and thus allow the child to
clear his conscience so he can start over. A wise principal will call the
child’s parents to explain the offense and to inform them that spanking is
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20
warranted. In administering the corporal correction, the guidelines of
School of Tomorrow must be strictly followed.
Castillo (1995) cited some steps on techniques involved in assertive
discipline, as follows: establishing clear rules in the classroom,
communicating these rules to the students, teaching the students to follow
these rules, and letting students know that the teacher is pleased when
these rules are followed.
Measuring Students’ Achievements
The Accelerated Christian Education curriculum is designed to
facilitate learning. The combination of quality academics and built-in
controls enables a student to attain the highest level of scholastic
achievement. These controls include checkups, self-tests, and packet of
Accelerated Christian Education (PACE) tests.
The student should be encouraged to work all checkup activities
without reference to the text. Once the checkup has been completed,
unanswered questions may be researched on and answered. Checkups
should be initialed by the supervisor after the student has been quizzed
over material covered in the checkup. This is the supervisor’s opportunity
to determine the student’s understanding of a bite-sized section of the
packet of Accelerated Christian Education (PACE). Each packet of
Accelerated Christian Education (PACE) ends with a self-test designed to
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help the student measure his comprehension of material in the
curriculum. When a student has completed all the activities in the PACE
and scored them completely, he gives the material to the supervisor who
checks it over carefully and initials the self-test, indicating that he feels the
student is ready to proceed. The student scores his self-test keeping in
mind that 90 percent is the minimum score. If he is not able to perform
that well, he should note his areas of weakness as determined by the self-
test material and refer to those sections in the PACE. When the
supervisor has received the self-test results of the student and both are
convinced he is ready to proceed, the student turns in his material and is
given the test the following day.
The PACE test is issued immediately after opening exercises at the
testing table. The test is pulled from the “to test” tray. Students are not
permitted to communicate with other students or have reference materials
while taking the test. Test is placed in the “tested” tray for scoring and
posting scores after students are dismissed. A test score of below 80
percent indicates weakness and inadequate learning or insufficient
mastery of skills. The supervisor should determine why the student fails.
The supervisor places the completed PACE in the “conference tray.” The
following day, the supervisor privately discusses the test result with the
student, helping him understand what he misses.
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The supervisor’s progress cards are retained at the supervisor’s
station. They are used daily to record PACE or disks inventory and test
scores. Periodically, the staff transfer the test results from the
supervisor’s progress cards to the student’s progress reports. Scores for
each subject are averaged so parents can have an objective evaluation of
their child’s work; his overall PACE test average for the quarter, the
semester, and the year are also recorded. At the end of the year the
student’s progress reports are retained in individual student cumulative
folders until the information is printed in the transcript. At the back page of
the progress reports are the desirable traits and habits that will help the
supervisor evaluate the students during the student conference at the end
of each progress reporting period (Procedures Manual, 2005).

Differences in Civil Status


The finding of Oddoc (2004) revealed that being single, married, or
widowed is not a guarantee that the use of different approaches is
effective. Single teachers have the same level of effectiveness of
classroom management approaches as married or widowed. Likewise,
married teachers have the same level of effectiveness as single or
widowed teachers.

The civil status of teachers does not tell whether they are effective
or not in the classroom since they have gone through with the same
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23
stages of education. In addition, when administrators send teachers for
trainings and seminars, they give the teachers equal opportunities,
regardless of their civil status.

A great majority of the respondents of Tokoyen (2002) are married
while only few are single or widowed. Meanwhile, all the administrators
are married. One reason shown in the study is that most of the teachers
marry first before they enter the field of teaching because they believe that
they have no time to look for partners in life due to the nature of their work.
Others could have considered establishing a family of their own before
entering the teaching world. These findings imply that most teachers know
how to establish rapport with their students since they have actual
experiences with their children. However, this could also hamper their
professional growth since they have families to attend to.

Landacan (2001) pointed out that married adults are physically and
emotionally healthier than their single counterparts. Furthermore, there
was a study conducted by Punzalan (1997), found out that married
personnel manifested a higher level of job performance than the single
and widowed. Civil status affects the level of job performance of the
the employees.


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Differences in Educational Attainment
Binay-an (2005) stated that persons who lack professional
qualifications entering occupations may have less knowledge. The study
revealed that the higher the educational attainment, the higher the level of
role performance. This is so because both knowledge and intelligence
which are correlated with educational attainment, may influence an
individual’s perception of his role performance. As the teacher’s
educational attainment goes higher, then he is more knowledgeable of
things that may change or help develop the quality of education.
Moreover, the higher the educational attainment of a teacher, the more he
should be learned and humbled.

Bucu (2000) found that when a teacher believes that education can
affect change and development, the more he is convinced that getting
advance studies or higher learning can enrich his teaching career, a
situation which eventually brings benefit to students, and that the teacher
with high educational attainment has a higher degree of commitment in
teaching compared with those who have attained lower educational
attainment.

Sameon (1999) affirmed that a higher proportion of faculty with
graduate degrees have rendered more extension services than non-
graduate faculty members.
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Aquino (1989) mentioned that a teacher with higher educational
attainment has greater knowledge and broader perspective on the
concepts, principles, models and approaches to classroom management.

Differences in Length of Service
The teacher who has been in the profession for a long time is
expected to have a higher rank and skill, and to have gained more
experiences, thus having a higher level of role performance than those
whose length of service is shorter. As assumed, experienced individuals
know the specific attitudes of the job in which he has been doing for a long
time. The way he views the job differs from that of the one who has
shorter experience (Binay-an, 2005).

Teaching effectiveness is not positively related to experience. That
is, instructors with little or no teaching experience are judged by students
to be better teachers than those with four or more years of teaching
experience. Moreover, Mangallab (1997) affirmed that length of service
provides lots of opportunity to learn from experience. Adjustment can be
made for the improvement of practices and thinking to make them relevant
to the needs of the times (Tallocoy, 2003).

Sinong (2003) stressed that the teachers who have longer length of
service have gained more experience in teaching. They manifest higher
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extent of application of the concepts, principles, models, and approaches
to classroom management.

Conceptual Framework

The vision of the School of Tomorrow National Curriculum
Department is to answer the challenge of globalization in education. The
introduction of Basic Education Curriculum in 2003 by Department of
Education Secretary Raul Roco signaled that the Philippine educational
system needed an overhaul. The major change in academic policy and
structure is proactive. It displayed that the changes in Department of
Education policy were steps toward individualization and a character-
based learning which the School of Tomorrow system has championed
since 1978.
The countries in the developing world show positive but mixed
results in terms of student achievement among those enrolled in the multi-
grade program. For example, students enrolled in Columbia’s multi-grade
schools called “Escuella Nueva,” attained higher achievement levels
compared to students in single-grade schools for Math and Spanish. More
significantly, they also showed more positive social-civic relationship
(Baon, 2001).

The number one strength of School of Tomorrow program is the
Accelerated Christian Education curriculum. A team of about 100
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“Christian humanists” was organized to produce what the world calls the
“driving force behind the church school movement.” From the very
foundation it identified Biblical goals and expressed them in academics
with a theistic (God-centered) philosophy. Principles of character and
illustrations of the character traits are sequenced in cartoon and
motivational form throughout each packet of Accelerated Christian
Education (PACE). The foundations of wisdom are carefully laid. The
nations in Asia are recognizing that the greatest need is not educational
excellence but character. No matter how intelligent or academically
brilliant a person is, if he is not filled with integrity and character, nothing
changes in society (Hooge, 2005).

According to the testimony of Araneta, Jr. (2003) Accelerated
Christian Education helped him become successful in his profession:
It was in February of 1991 when my parents pulled me out
from the public school and enrolled me at Grace Baptist Academy,
Baguio City. Although already Grade II at that time and a possible
honor student, I began from level I as indicated by the result of my
diagnostic tests. It was never an easy road…..there were
difficulties, good and bad experiences but God made a way. I
learned so much from this school. It was here where I grew up
physically and more spiritually. In 1989, I transferred and continued
my studies at the Risen Lord Academy. It was there that I was able
to finish my high school in 1991. I was also the first graduate of the
Risen Lord Academy. After graduation, I started working as the
ABC’s supervisor at Lighthouse Christian School while taking up
my Bachelor of Theology. In 1995, I enrolled at Baguio Colleges
Foundation taking up a course in teacher education. With God’s
help, I was able to go through college while working as a
Supervisor at Lighthouse Christian School and also as a part-time
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Consultant for School of Tomorrow in Northern Luzon. Despite the
hectic activities I had, I was able to maintain my academic
standings, I was a consistent scholar in college and in 1999, I
finished my Bachelor of Secondary Education graduating as Cum
Laude. The same year, I was also nominated and chosen as one
of the Ten Outstanding Students of the Philippines (TOSP) of the
Cordillera Region. I believed I made it thru because of God’s
grace. I had been clinging on to the verses in Proverbs 3:5-6
where it says “Trust in the Lord with all thine heart; and lean not
unto thine own understanding. In all thy ways acknowledge him,
and he shall direct thy paths.” Presently, I am working as a full-time
consultant for School of Tomorrow Philippines. I have shared my
victories with students, staff and even those who are planning to
start new schools. I say, “it can be done!” School of Tomorrow
has, through the years, changed the lives of thousands of young
people across the country. It worked for me I believe it can also
work for you. Just press on and don’t quit.

In Philippine setting, one indicative measure of effectiveness of
success of any teaching-learning process is the achievement or success
of the learners. Evaluating pupil’s performance is a useful process in
providing teachers and school administrators with data and information
upon which they may use to improve the quality of instruction and learning
(Binay-an, 2005).
The schematic diagram shows three major variables: the
independent variables, dependent variables, and intervening variables.
The independent variables include the effectiveness of supervisory
functions in A.C.E schools; attributes contributory to the effectiveness of
the supervisors functions, and the difficulties encountered by the
supervisors in the performance of their functions. The dependent variables
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INDEPENDENT
DEPENDENT
VARIABLES
VARIABLES




1. effectiveness of
effectiveness
supervisory functions of

A.C.E schools in terms of:
- very effective

- moderately effective
a. motivating the interests of
- sometimes effective
students
- not effective
b. implementing the A.C.E
curriculum

c. applying disciplinary

measures

d. measuring students’
extent of difficulties
achievements


- very difficult
2. attributes contributory to the
- moderately difficult
effectiveness of supervisory
- sometimes difficult
functions in terms of the

- not difficult
respondents’ profile



3. extent of the difficulties
encountered by the
supervisors in the
performance of their
functions


INTERVENING VARIABLES

Profile of A.C.E. Supervisors

* civil status
* educational attainment
* length of service


Figure 1. Conceptual paradigm showing the interrelationships of
the variables used in the study
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include the expected output after the research determined the following:
effectiveness of the supervisory functions of the respondents; attributes
contributory to the effectiveness of their functions; and extent of the
difficulties encountered by the supervisors.
To find out the differences among subjects along identified
variables, intervening variables are considered in terms of the
respondent’s civil status, educational attainment, and length of service.


Definition of Terms


The following terms are defined based on how they are used
in the study:
Supervisory functions refer to the functions or tasks of the
supervisors in the learning center such as motivating the interests of
students, implementing Accelerated Christian Education curriculum,
applying disciplinary measures, and measuring students’ achievements.
Accelerated Christian Education supervisors are professional staff
members who usually have earned at least a bachelor’s degree, can
answer academic questions, can administer diagnostic and achievement
tests, can inspire and motivate students to perform at their maximum
potential.
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Accelerated Christian Education curriculum is individualized, Bible-
centered, Christian in context and the system is multi-grade catering to
students from Levels I-VI confined in one learning center with the
assistance of supervisors and monitors.
Attributes refer to the factors contributory to the effectiveness of
supervisory functions in terms of civil status, educational attainment, and
length of service.
Difficulties refer to the problems met by the A.C.E supervisors in
the performance of their functions.
Effectiveness refers to the desired result of A.C.E supervisory
functions in terms of motivating the interests of students, implementing
A.C.E curriculum, applying disciplinary measures, and measuring
students’ achievements.
Motivation is considered as subjective but a positive element which
the supervisor initiates to inspire achievement.
Achievement refers to something carried out successfully by the
student such as being in the honor roll, passing the PACE tests, and
earning privileges and merits.
Disciplinary measures are measurements to correct the procedural
violations by giving the students demerits and detentions or paddling.

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Hypotheses of the Study
The following hypotheses were put forward for testing:
1. There are significant differences in the effectiveness of
supervisory functions of A.C.E schools along:
a. Motivating the interests of students
b. Implementing A.C.E curriculum
c. Applying disciplinary measures
d. measuring students’ achievements
2. There are significant differences in the attributes contributory to
the effectiveness of supervisory functions of the respondents in terms of :
a. Civil status
b. Educational attainment
c. Length of service
3. There are significant differences in the extent of the difficulties
encountered by the supervisors in the performance of their functions.
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METHODOLOGY


To determine the effectiveness of the Accelerated Christian
Education supervisory functions as implemented by the respondents, the
normative descriptive method was employed in this research study.

Locale and Time of the Study
The study was conducted in Baguio City and Benguet to determine
the effectiveness of Accelerated Christian Education (ACE) supervisory
functions.

Baguio City is the summer capital of the Philippines. Located in the
different barangays in Baguio City (Figure 2) were eleven institutions.
Three schools were established at the heart of La Trinidad valley, one
school in Tadiangan, Tuba, Benguet, and one school in Sinipsip, Buguias,
Benguet using the Accelerated Christian Education curriculum (Figure 3).
This study was conducted during the second semester of school
year 2005 - 2006.

Respondents
Educators are the key factors in the academic community because
they are responsible in implementing quality educational programs and
reforms in the classroom. The A.C.E supervisors employed at the 16
learning centers in Baguio City and Benguet served as respondents.
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34



















Fig. 2. Map showing the location of study:
Baguio City

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Figure 3. Map showing the location of the study:
Benguet Province
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36
A total enumeration was considered to determine the target population of

the study.

Table 1 shows the profile of respondents according to civil status,
educational attainment and length of service. It reflects that there are 70
respondents in the study.

Table 1. Population distribution according to the profile of the
respondents


PROFILE TOTAL PERCENTAGE
___________________________________________________________

Civil Status


Single

29 41.43
Married 39








55.71

Widow/er


2


2.86

Educational Attainment

Bachelor’s degree

53

75.71

With Master’s units
17 24.29





Length of Service (years)



1 - 5


57

81.43

6 - 10



9
12.86
11 - 15


3

4.29
16 - 20


1

1.42
___________________________________________________________

TOTAL


70

100.00


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The majority of the respondents are married A.C.E supervisors.
Twenty nine are single and only two are widows/widowers.

The great majority are bachelor’s degree holders and only 17 are
with master’s units.

Of the 70 A.C.E supervisors, 57 have been in the service between
1-5 years; nine, between 6-10 years; three, between 11-15 years; and
one, between 16-20 years.

Instrumentation

This investigative and descriptive study employed a survey
technique using a self-constructed questionnaire to gather the needed
data.

The questionnaire was divided into five parts. Part I consists of the
profile of the supervisors that includes the following variables: civil status,
educational attainment, and length of service.
Part II covers the Accelerated Christian Education supervisory
functions: motivating the interests of students, implementing the
Accelerated Christian Education curriculum, applying disciplinary
measures, and measuring students’ achievements. The respondents were
expected to determine the degree of effectiveness according to the
following scale:

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38
4 - very effective (VE)
3 - moderately effective (ME)
2 - sometimes effective (SE)
1 - not effective (NE)
Part III includes indicators to determine the extent of the difficulty
encountered by the supervisors in the performance of their functions.
4 - very difficult (VD)
3 - moderately difficult (MD)
2 - slightly difficult (SD)
1 - not difficult (ND)
The survey questionnaire was subjected to a validation process. To
determine the soundness and effectiveness of the tool, the questionnaire
was scrutinized by a panel of examiners to establish the validity and
reliability of the instrument. Suggestions were incorporated to improve it
before it was administered.

Data Collection

The researcher sought permission and endorsement from the
Regional Coordinator of School of Tomorrow and the
administrators/principals of the different learning centers before
distributing the copies of the questionnaire to the target respondents. The
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researcher personally administered the questionnaires and the collection
of the same.
The raw data gathered from the respondents were given the
following weights using a four-point rating system:
Relative Value Limits
Adjectival Rating
Legend Symbol

4
3.50 - 4.00
Very Effective

(VE)





Very Difficult

(VD)

3
2.50 - 3.49
Moderately Effective
(ME)
Moderately
Difficult


(MD)







2
1.50 - 2.49
Sometimes Effective
(SE)
Slightly
Difficult


(SD)

1
1.00 - 1.49
Not Effective

(NE)
Not
Difficult


(ND)






Data Analysis

The responses of the respondents were collected and tallied for
statistical analysis. The data were subjected to one-way classification
through the Analysis of Variance (ANOVA), which was used in comparing
the independent variables and the differences according to civil status,
educational attainment, and length of service.



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Statistical Treatment of Data
The gathered data were tabulated for analysis and interpretation.
Percentage, ranking, weighted mean, and correlation were the descriptive
statistical tools employed.



% = n x 100%
N




WM = f (category)
N

To test the hypotheses of the study, the t-test, chi-square,
Friedman’s test, and analysis of variance were used at 0.05 level of
significance.



tc = X1 – X2_________________________
√ (n1-1)(SD
2
1)2 +(n2-1)(SD2 )(1/n1+1n2)
n1+n2 – 2








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X2
= ∑ (0-E)2


E




where:



X2 = chi square test



∑ = summation

0 = observed frequency

E = expected frequency






Fr
= 12_____ ∑ ( ∑Rj)2 – 3N (K+1)
NK (K+1)



where:




N = number of rows




K = number of columns




∑Rj2= squared sum of ranks





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RESULTS AND DISCUSSION


Discussed in this section are the effectiveness of supervisory
functions of Accelerated Christian Education Schools in Baguio City and
Benguet and the attributes contributory to the effectiveness of
supervisory functions.

Effectiveness of Supervisory Functions
as Influenced by Selected Variables


Civil Status
Table 2 shows the effectiveness of the supervisory functions of the
A.C.E schools. The functions are motivating the interests of students,
implementing A.C.E curriculum, applying disciplinary measures, and
measuring students’ achievements. Among the functions, ranked first is
measuring students achievements with a weighted mean of 3.58.
Following in descending order of ranks are implementing A.C.E
curriculum, with a mean of 3.82; applying disciplinary measures, 3.78; and
motivating the interests of students, 3.77. The finding implies that the
instrument used in measuring students’ performance and achievements in
schools using A.C.E curriculum is research-based and well-designed.
Since the respondents are teaching multi-grade, the result agrees with

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Table 2. Effectiveness of the supervisory functions of Accelerated
Christian Education Schools



WEIGHTED
DESCRIPTION RANK
FUNCTION MEAN




Measuring students’ 3.85 VE 1
achievements

Implementing


A.C.E curriculum 3.82 VE 2

Applying disciplinary

measures 3.78 VE 3

Motivating the interests
of students 3.77 VE 4
___________________________________________________________
AVERAGE
3.79

VE

Legend:
Numerical Value
Statistical Limitation Description


4


3.50 – 4.00
Very Effective (VE)

3
2.50 – 3.49
Moderately Effective (ME)

2


1.50 – 2.49 Sometimes Effective (SE)
1


1.00 – 1.49 Not Effective (NE)


what Baon (2001) stated: that countries in developing world show positive
but mixed results in terms of students’ achievements among those
enrolled in the multi-grade program. More significantly, they also showed
more positive feeling about themselves, more confidence and more
positive social-civic relationship.

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44
Measuring
students’
achievements
ranks first because as stated in
the A.C.E procedures manual (1995), the A.C.E curriculum is designed to
facilitate learning. The combination of quality academics and built-in
controls enable a student to attain the highest level of scholastic
achievement. These controls include checkups, self-tests, and packet of
Accelerated Christian Education (PACE) tests.

Implementing A.C.E curriculum ranks second. Based on the
procedures manual (1995), PACE being used is geared to learning not
teaching. Children need to practice the concepts and test themselves to
see if they really understand the new materials. As stated by Abalos
(2006), to be effective in supervisory functions supervisors should
consider teaching as their ministry and should always follow the
procedures manual.

Applying disciplinary measures ranks third because based on the
researcher’s experience, disciplining students today is not easy. Students
today are being influenced by the high technologies that affect their
studies; behavior at home and school; and attitude towards their peer,
teachers and family. As cited by Castillo (1995), some steps in assertive
discipline are as follows: establishing clear rules in the classroom,
communicating these rules to the students, teaching them to follow these

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45
rules, and letting them know that the teacher is pleased when these rules
are followed.

Motivating the interests of students ranks fourth. As observed by
Madrid (2006), in order for the pupils to be motivated to learn and work,
their academic achievement should always have tangible rewards like
having a fieldtrip, merits, more privileges, congratulation slips and stars.
This jibes with what is stated in the procedures manual (1995): that in the
School of Tomorrow program, academic achievements have
corresponding rewards. The supervisor must reinforce this principle with
enthusiasm, inspiration, and a system of tangible rewards such as praise,
stars, privileges, field rips, and trophies.
Motivating the interests of students. Table 3 shows the
effectiveness of supervisory functions in terms of motivating the interests
of students according to civil status. The supervisors are either single,
married, or widowed. The result reveals that the widows/ers ranks first in
motivating the interests of students, as indicated by a weighted mean of
4.00. Following are the married with a weighted mean of 3.76, and; the
single, 3.56.
The chi-square computed value of 20.0 is higher than the tabular
value of 5.991 at 0.05 level of significance. Therefore the hypothesis, that
there are significant differences in the effectiveness of supervisory

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46
Table 3. Effectiveness of supervisory functions in terms of motivating the
interests of students according to civil status


CIVIL STATUS
WEIGHTED MEAN DESCRIPTION RANK

Widow/er 4.00

VE 1
Married


3.76

VE 2
Single
3.56






VE 3




Overall
Mean

3.77

VE

X2r = 20.0
X2.05 = 5.991

*significant


Legend:
Numerical Value
Statistical Limitation Description

4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.49
Not Effective (NE)

functions in terms of motivating the interests of students according to civil
status, is accepted.
The finding implies that respondents who are widowed could easily
motivate the interests of students by using different methods and
techniques in teaching. Interest is a fast stimulant of growth. The civil
status of teachers does not tell whether they are effective or not in the

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47
classroom since they have gone through with the same stages of
education. In addition, when administrators send teachers for trainings
and seminars, they give the teachers equal opportunities, regardless of
their civil status.
The result contradicts the finding of Oddoc (2004) that being single,
married, or widowed is not a guarantee that the use of different
approaches is effective. Single teachers have the same level of
effectiveness of the classroom management approaches with married or
widowed teachers.
Implementing A.C.E curriculum. Table 4 presents the effectiveness
of supervisory functions of A.C.E schools in terms of implementing A.C.E
curriculum according to civil status. As gleaned from Table 4, the overall
computed mean is 3.82. The widowed respondents rank first with a
weighted mean of 4.00. Following in descending order of ranks are the
married respondents, with a weighted mean of 3.83 and the single
respondents, 3.64.
The chi-square computed value of 20.0 is higher than the tabular
value of 5.991 at .05 level of significance; thus the hypothesis that there
are significant differences in the effectiveness of supervisory functions in
terms of implementing A.C.E curriculum according to civil status, is
accepted.

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48
Table 4. Effectiveness of supervisory functions in terms of implementing
A.C.E curriculum according to civil status.



CIVIL STATUS
WEIGHTED MEAN DESCRIPTION RANK

Widow/er 4.00 VE 1
Married 3.83 VE 2
Single

3.64


VE

3

Overall Mean

3.82

VE

X2r = 20.0
X2.05 = 5.991

*significant

Legend:
Numerical Value
Statistical Limitation Description

4


3.50 - 4.00
Very Effective (VE)
3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.49
Not Effective (NE)



The finding implies that widowed respondents are effective in
implementing Accelerated Christian Education curriculum because they
consistently follow the School of Tomorrow Procedures Manual.
Meanwhile, Scott (2001) added that single employees end to be ignored
and take advantage of work, which affects their job performance.

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49
Applying disciplinary measures. Table 5 shows the effectiveness of
supervisory functions of A.C.E schools in terms of applying disciplinary
measures according to civil status. As shown, the respondents who are
widowed rank first, with a weighted mean of 4.00. Following in
descending order of ranks are the married respondents with weighted
mean of 3.77 and single respondents, 3.56.
The computed value of 20.0 is higher than the tabular value of
5.991 at 0.05 level of significance. Thus the hypothesis, that there are
significant differences in the effectiveness of supervisory functions of
A.C.E schools in terms of applying disciplinary measures according to civil
status, is accepted.
The result implies that respondents who are widowed are very
effective in applying disciplinary measures to their students. This can be
in contrary with the finding of Bravo (2005) that teachers’ experience of
having responsibility to their children helps them understand their pupils
better. Single teachers have not experienced being mothers so they just
simply do their job. Those widowed have the lowest mean rating as
compared to married and single. Their rating indicates their emotional
disturbances of being alone. Dreikurs (1988), as cited by Aplaten (1999),
noted a disciplinary approach based on the need for acceptance and
maintained that acceptance by peers and teachers are the prerequisite for

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50
Table 5. Effectiveness of supervisory functions in terms of applying
disciplinary measures according to civil status


CIVIL STATUS WEIGHTED MEAN DESCRIPTION RANK

Widow/er
4.00




VE
1
Married


3.77

VE 2
Single
3.56




VE
3


Overall
Mean
3.78




VE

X2r = 20.0
X2.05 = 5.991

*significant

Legend:

Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.75
Not Effective (NE)

appropriate behavior and achievement in school. People try all kinds of
behavior to get status and recognition. If they are not successful in
receiving through socially acceptable methods, then they turn to mistaken
goals that result in anti-social behavior.
Measuring students’ achievements. Table 6 shows the
effectiveness of supervisory functions of A.C.E schools in terms of

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51
Table 6. Effectiveness of supervisory functions of A.C.E schools in terms
of measuring students’ achievements according to civil status


CIVIL STATUS
WEIGHTED MEAN DESCRIPTION RANK

Widow/er


4.00
VE 1
Married


3.85

VE 2
Single
3.69




VE
3


Overall Mean

3.85

VE

X2r = 20.0
X2.05 = 5.991

*significant

Legend:
Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.49
Not Effective (NE)


measuring students’ achievements according to civil status. As shown in
the table, widowed respondents rank first with a weighted mean of 4.00;
married respondents rank second with a weighted mean of 3.85; and
single respondents rank third, 3.69.
The computed value of 20.0 is higher than the tabular value of
5.991 at 0.05 level of significance. Therefore the hypothesis, that there

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52
are significant differences in the effectiveness of supervisory functions in
terms of measuring student achievements, is accepted.
The finding implies that respondents who are widowed are very
effective in terms of disciplinary measures and this is in relation with their
experiences in teaching in A.C.E schools for more years.
Landacan (2001) pointed out that married adults are physically and
emotionally healthier than their single counterparts. In contrary, the study
conducted by Punzalan (1997), found out that married personnel
manifested a higher level of job performance than the singles and widows.
Civil status affects the level of performance of the employees.

Educational Attainment

Motivating the interests of students. Table 7 presents the
effectiveness of supervisors in motivating the interests of students
according to educational attainment. Educational attainment relates to
having a bachelor’s degree or having master’s units. As seen in the
result, the respondents with master’s units’ rank first with a weighted mean
of 3.71 and respondents with bachelor’s degree, with 3.69.
The computed t-value of 0.346 is lower than the tabular t-value of 2.101 at
0.05 level of significance. Therefore the hypothesis, that there are
significant differences in the effectiveness of supervisory functions in
terms of motivating interests of students according to educational

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53
attainment, is rejected. It may be inferred that regardless of educational
attainment, the level of motivating interest is high. This is so because if a
person has attained a high education, he will gain additional knowledge
that will help him develop quality education. The result jibes with the
statement of Binay-an (2005) that both knowledge and intelligence, which
correlate with educational attainment, may influence an individual’s
perception of his role performance. Kassarjian and Stringer (1971), as
cited by Aplaten (1999), claimed that the training of teachers, skills and
knowledge are the important components to be acquired in the learning
process. Traditional education provides many models for the transfer of
knowledge, but the acquisition of managerial skills entails a new problem.
It is the management’s responsibility to allow the students to develop their
own potentials. The primary task of management is to provide the climate
and methods of technology in a way that makes it possible for students
to discover areas where they can satisfy their own learning needs at
the same time meet the goals of education.

According to Domerez (2005), workers who have earned higher
degrees such as master’s or doctorate perform better than those with a
bachelor’s degree because they have undergone advanced academic
training.

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54
Table 7. Effectiveness of supervisory functions in terms of motivating
the interests of students according to educational attainment

EDUCATIONAL WEIGHTED
ATTAINMENT MEAN DESCRIPTION RANK

With master’s units 3.71 VE 1
With a bachelor’s Degree 3.69

VE 2


Overall Mean

3.70
VE


tc = 0.346 t.05 = 2.101 not significant

Legend:
Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.75
Not Effective (NE)


Motivating interests of students. Table 8 shows the effectiveness of
supervisors in motivating the interests of students according to
educational attainment. The respondents with master’s units rank first
with a weighted mean of 3.81, followed by the respondents with master’s
units, with 3.76.

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55
Table 8. Effectiveness of supervisory functions in terms of implementing
A.C.E curriculum according to educational attainment

EDUCATIONAL WEIGHTED
ATTAINMENT MEAN DESCRIPTION RANK

With master’s units 3.81 VE 1
With a bachelor’s Degree 3.76 VE 2
___________________________________________________________

Overall Mean
3.77

VE


tc = 3.546 t.05 = 2.101 *significant


Legend:
Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.49 Not Effective (NE)



The computed t-value of 3.546 is higher than the tabular t-value of
2.101 at 0.05 level of significance. Therefore the hypothesis, that there
are significant differences in the effectiveness of supervisory functions of
A.C.E schools in terms of motivating interests of students according to
educational attainment, is accepted.

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56
The finding implies that supervisors with master’s units
demonstrate better a sense of responsibility and are very effective in their
school functions. The result agrees with the statement of Bastian
(1995) that managers with master’s degree including those with doctoral
units could have a very satisfactory effectiveness in management.
Applying disciplinary measures. Table 9 presents the effectiveness
of A.C.E supervisors in applying disciplinary measures according to
educational attainment. First in rank are the respondents with master’s
units with a weighted mean of 3.88, followed by the respondents with
bachelor’s degree, with 3.70.
The computed t-value of 1.148 is lower than the tabular value of
2.101 at 0.05 level of significance. Thus the hypothesis, that there are
significant differences in the effectiveness of supervisory functions of
A.C.E schools in terms of applying disciplinary measures according to the
educational attainment, is rejected. The finding implies that regardless of
educational attainment, the respondents can perform their supervisory
functions of applying disciplinary measures.
As mentioned by Aquino (1989), a teacher with higher educational
attainment has greater knowledge and broader perspective on the
concepts, principles, models and approaches to classroom management.

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57
Table 9. Effectiveness of supervisory functions in terms of applying
disciplinary measures according to educational attainment

EDUCATIONAL WEIGHTED
ATTAINMENT MEAN DESCRIPTION RANK

With master’s units 3.75 VE 1
With a bachelor’s Degree 3.68 VE 2
___________________________________________________________
Overall Mean

3.72

VE


tc = 1.148 t.05 = 2.101 not significant


Legend:
Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.49
Not Effective (NE)


Measuring students’ achievements. Table 10 presents the
effectiveness of A.C.E supervisors functions in measuring students’
achievements according to educational attainment.
There is a slight difference in this aspect, that is, the respondents
with master’s units is ranked first, as indicated by a weighted mean of

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58
3.83, and the respondents with bachelor’s degree is ranked second, as
indicated by a weighted mean of 3.80.

The computed t-value of 0.765 is lower than the tabular t-value of
2.101 at 0.05 level of significance. Hence the hypothesis, that there are
significant differences in the effectiveness of supervisory functions of
A.C.E schools in terms of measuring students achievements according to
educational attainment, is rejected.

This finding implies that regardless of educational attainment, the
supervisors should upgrade their teaching competencies by not just
pursuing higher education alone but also by attending seminars,
conferences, workshops and reading books and journals. The statement
corroborates with the suggestions of Tripp (1993), as cited by Aplaten
(1999), that teachers should upgrade their teaching competencies to the
maximum by utilizing instructional materials, attending in-service trainings
and attending seminars. According to Bravo (2005), the educational
attainment of teachers does not guarantee effective teaching if it is not
accompanied by knowledge and adequate teaching methodology. In
addition, there are also teachers who finish their post-graduate studies
but lack the ability to apply their accumulated knowledge in teaching
strategies and methodologies.

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59
Table 10. Effectiveness of supervisory functions in terms o measuring
students’ achievements according to educational attainment

EDUCATIONAL WEIGHTED DESCRIPTION RANK
ATTAINMENT MEAN

With master’s units 3.83 VE 1
With a bachelor’s Degree 3.80 VE 2
___________________________________________________________
Overall Mean
3.82

VE


tc = 0.765 t.05 = 2.101 not significant

Legend:
Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 – 1.75
Not Effective (NE)


Length of Service

Motivating the interests of students. Table 11 presents the
effectiveness of supervisory functions in motivating the interests of
students according to length of service. The length of service may be 1-5
years, 6-10 years, 11-15 years or 16-20 years. The respondents who
rendered service between 16-20 years are ranked first as indicated by a
weighted mean of 4.00. Ranked second are those who have served

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60
between 6-10 years, with 3.89; ranked third, those who have served
between 11-15 years with 3.87; and ranked fourth are those who have
served between 1-5 years.
The computed value, 48.67, which is higher than the tabular
value of 2.84 at 0.05 level of significance. Hence the hypothesis, that
there are significant differences in the effectiveness of supervisory
functions in motivating interests of students according to length of service,
is accepted.
The finding implies that the longer the years of service rendered,
the better is the motivating ability of the supervisor in getting the interests
of students. It jibes with the observation of Cawaon (1987) and Awas
(1993), as cited by Sameon (1999), that the number of years of teaching
experience is associated with teaching competence. Most were new and
young in experience but they showed interest and enthusiasm in teaching.
They were eager and willing to learn from the older and more
experienced teachers and are willing to upgrade their knowledge.
According to Bravo (2005), teachers who are new or old in teaching field
both give full attention to teaching. Either new or old teachers, as
expected, give emphasis to delivering their lessons.

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61
Table 11. Effectiveness of supervisory functions in terms of motivating
the interests of students according to length of service

LENGTH OF WEIGHTED DESCRIPTION RANK
SERVICE(year) MEAN

16 - 20
4.00 VE 1
6 - 10

3.89 VE 2
11 - 15 3.87 VE 3
1 - 5 3.65 VE 4
___________________________________________________________
Overall Mean
3.85

VE

Fc = 48.67 F.05 = 2.84 * significant


Legend:
Numerical Value
Statistical Limitation Description

4


3.50 - 4.00
Very Effective (VE)

3
2.50 – 3.49
Moderately Effective (ME)

2


1.50 – 2.49 Sometimes Effective (SE)
1


1.00 – 1.49
Not Effective (NE)

Implementing A.C.E curriculum. Table 12 shows the effectiveness
of supervisors in implementing the A.C.E curriculum according to length
of service. A great majority of the respondents have been teaching for
11-15 years or 16-20 years.

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62
The computed value of 7.244 is higher than the tabular value of
2.84 at 0.05 level of significance. Thus the hypothesis, that there are
significant differences in the supervisory functions of A.C.E schools in
terms of implementing A.C.E curriculum according to length of service, is
accepted.

The result implies that the longer the service in teaching in an
Accelerated Christian Education school, the better implementation of the
A.C.E curriculum. This is because a supervisor has mastered all
the necessary steps or procedures on how to implement the system.
According to Binay-an (2005), the teacher who has been in the
profession for a long time is expected to have a higher rank and skill, and
to have gained more experiences thus having a higher level of role of
performance than those whose length of service is shorter. As assumed,
experienced individuals know the specific attitudes of the job which they
have been doing for a long time. The way one views the job differs from
that of others who have a shorter experience.
As stressed by Sinong (2003), the teachers who have a longer
length of service have gained more experience in teaching. They manifest
higher extent of application of the concepts, principles, models, and
approaches to classroom management.

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63
Table 12. Effectiveness of supervisory functions in terms of implementing
A.C.E curriculum according to length of service

LENGTH OF WEIGHTED DESCRIPTION RANK
SERVICE(year) MEAN

11 - 15
4.00 VE 1.5
16 - 20 4.00 VE 1.5
6 - 10

3.97 VE 3
1 - 5 3.48 VE 4
___________________________________________________________
Overall Mean
3.86
VE


Fc = 7.244 F.05 = 2.84 * significant


Legend:
Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.49
Not Effective (NE)

.
Applying disciplinary measures. Table 13 presents the
effectiveness of supervisors in applying disciplinary measures according
to length of service. Ranked first are the respondents who have served

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64
for 11 -15 years or 16-20 years, as indicated by a weighted mean of
4.00.
The computed value of 230.396 is higher than the tabular value of
2.84 at 0.05 level of significance. Hence the hypothesis, that there are
significant differences in the effectiveness of supervisory functions of
A.C.E schools in terms of applying disciplinary measures according to
length of service, is accepted.
The result implies that the longer the years of service in teaching,
the more effective is applying disciplinary measures. According to
Redl and Wineman (1968), as cited by Aplaten (1999), to maintain good
discipline, the teacher must understand the group-its needs and interests-
and be able to manipulate its surface behavior. Thus, in analyzing a
disciplining situation, teachers must ask the extent of problems reflected
on the group, the teacher’s own behavior and the behavior of the student.
The findings of Potter (1978), as cited by Domerez (2005), are that
teaching effectiveness is not positively related to experience and that
instructors with little teaching experience are judged by students to be
better teachers that those with four years of teaching experience.

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65
Table13. Effectiveness of supervisory functions in terms of applying
disciplinary measures according to length of service

LENGTH OF WEIGHTED DESCRIPTION RANK
SERVICE(year) MEAN

11 - 15 4.00 VE 1.5
16 - 20 4.00 VE 1.5
6 - 10

3.83 VE 2
1 - 5 3.66 VE 3
___________________________________________________________
Overall Mean
3.87

VE

Fc = 230.396 F.05 = 2.84 * significant

Legend:
Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.49
Not Effective (NE)


Measuring students’ achievements. Table 14 shows the
effectiveness of supervisors in measuring students’ achievements
according to length of service. Ranked first are the respondents who
have been in service for 11-15 years or 16 – 20 years.
The computed value of 45.69 is higher than the tabular value of
2.84 at 0.05 level of significance. Thus the hypothesis, that there are

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66
Table 14. Effectiveness of supervisory functions in terms of measuring
students’ achievements according to length of service

LENGTH OF WEIGHTED
SERVICE(year) MEAN DESCRIPTION RANK

16 - 20 4.00 VE 1
6 - 10

3.97 VE 2.5
11 - 15 3.97 VE 2.5
1 - 5 3.76 VE 3
___________________________________________________________
Overall Mean
3.93

VE


Fc = 45.69 F.05 = 2.84 * significant

Legend:
Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Effective (VE)

3
2.50 - 3.49
Moderately Effective (ME)

2


1.50 - 2.49 Sometimes Effective (SE)
1


1.00 - 1.49 Not Effective (NE)


.
significant differences in the effectiveness of A.C.E supervisory functions
in terms of measuring students’ achievements according to length of
service, is accepted. The result implies that the longer the years of
service, the more effective in measuring students’ achievements. This is

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67
in contrast with the finding of Quipot (2005), that teachers who were
teaching for not less than eight years provided a better teaching because
of their mastery of the subject matter gained through the years. The result
agrees with the finding of Bocalan (1996), that a teacher who has been in
the profession for a long time is expected to have a higher rank or
skill, and to have gained more experiences, thus having a higher level of
role performance than those whose length of service is shorter. As
assumed, experienced individuals know the specific attitudes of the job in
which he has been doing for a long time. The way he views the job differs
from that of one who has shorter experience.

Extent of Difficulties Encountered by
the A.C.E Supervisors


Civil Status
Table 15 presents the extent of difficulties encountered by the
supervisors according to civil status. The respondents are either single,
married, or widowed.

The computed value of 11.725 is higher than the tabular value of
5.991 at 0.05 level of significance. Thus the hypothesis, that the extent of
difficulties encountered by the A.C.E supervisors according to civil status,
is accepted. The result implies that single respondents encounter more
problems because they have limited experience in child rearing.

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68
Table 15. Extent of difficulties encountered by the A.C.E supervisors
according to civil status

CIVIL WEIGHTED
STATUS MEAN DESCRIPTION RANK

Single

1.96

SD

1
Married

1.84


SD

2
Widow/er

1.73


ND 3

Overall Mean
1.84

SD



Fr = 11.725 X2.05 = 5.991 * significant

Legend:
Numerical Value
Statistical Limitation Description

4


3.50 - 4.00
Very Difficult (VD)

3
2.50 - 3.49 Moderately Difficult (MD)

2


1.50 - 2.49 Sometimes Difficult (SD)
1


1.00 - 1.49 Not Difficult (ND)


This jibes with the statement of Bravo (2005), that single teachers had
more problems than married and widowed teachers in self-improvement
and personal life.
On the other hand, married teachers had more economic problems.
As observed by most teachers, widowed respondents have more
emotional problems than the single and married ones. Gilmer (1961)

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69
stated that an employed woman who has to divide her energies between
the working world and her traditional role as a woman faces adjustment
problems peculiar to her sex. The social and psychological pressures on
the single woman complicate her attitudes toward marriage, toward her
job, and toward her associates

A major consideration of the young single woman is selecting a job
that may well be the opportunity that offers her to meet eligible men of
marriageable age.

Educational Attainment
Table 16 shows the extent of difficulties encountered by the A.C.E
supervisors according to educational attainment. The respondents either
have a bachelor’s degree or have taken master’s units.
The computed t-value of 2.92 is higher than the tabular t-value of
2.093 at 0.05 level of significance. Therefore the hypothesis, that the
extent of difficulties encountered by the supervisors according to
educational attainment, is accepted. Based on the findings, A.C.E
supervisors with bachelor’s degree perceive that problems encountered
are sometimes difficult. Conversely, the respondents with master’s units
perceive the problems as not difficult. Bucu (2000) found that when
teachers believe that education can affect change and development, the
that getting advance studies or higher learning can enrich their teaching

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70
Table 16. Extent of difficulties encountered by the A.C.E supervisors
according to educational attainment

EDUCATIONAL WEIGHTED
ATTAINMENT MEAN DESCRIPTION RANK

With a bachelor’s Degree 1.94

SD

1
With Master’s units 1.68 ND 2
___________________________________________________________
Overall Mean
1.81

SD


tc = 2.92 t.05 = 2.093 * significant

Legend:
Numerical Value
Statistical Limitation Description


4


3.50 - 4.00
Very Difficult (VD)

3
2.50 - 3.49
Moderately Difficult (MD)

2


1.50 - 2.49 Sometimes Difficult (SD)
1


1.00 -1.49
Not Difficult (ND)


career, a situation which eventually brings benefits to students and the
teacher; and that a teacher high educational attainment has a higher
degree of commitment in teaching compared with those who have attained
lower educational background.

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71
Length of service
Table 17 shows the extent of difficulties encountered by the
supervisors of A.C.E schools according to length of service. Respondents
who have served for 1-5 years experience difficulties sometimes. Those
who have served for 11-15 do not experience any difficulties.
The computed value of 10.665 is higher than the tabular value of
5.991 at 0.05 level of significance. Thus the hypothesis, that there are
significant differences in the extent of difficulties encountered by the
supervisors of A.C.E schools according to length of service, is accepted.
The result implies that the shorter the service, the more difficulties
being encountered. This is so because supervisors are still in the process
of studying and applying the system. According to Tallocoy (2003),
teaching effectiveness is not positively related to experience; thus,
instructor with little or no teaching experience are judged by students to be
better teachers than those with four or more years of teaching experience.
Adjustment can be made for the improvement of practices and thinking to
make them relevant to the needs of times. Moreover, Mangallab (1997)
affirmed that the length of service provides lots of opportunity to learn from
experiences.

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72
Table 17. Extent of difficulties encountered by the A.C.E supervisors
according to the length of service

LENGTH OF WEIGHTED
SERVICE (year) MEAN DESCRIPTION RANK

1 - 5
1.94 SD 1
11 - 15

1.68 ND 2
16 - 20 1.65 ND 3
6 - 10

1.63 ND 4
___________________________________________________________
Overall Mean
1.75
ND


Fr = 10.665 X2.05 = 5.991 * significant

Legend:
Numerical Value
Statistical Limitation Description

4


3.50 - 4.00
Very Difficult ( VD)

3
2.50 - 3.49
Moderately Difficult (MD)

2


1.50 - 2.49 Sometimes Difficult (SD)
1


1.00 - 1.49
Not Difficult (ND)

---

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This research study aimed to find out the effectiveness of
Accelerated Christian Education supervisory functions in Baguio city and
Benguet.

The study specifically determined the supervisory functions of
A.C.E schools in terms of motivating the interests of students,
implementing Accelerated Christian Education curriculum, applying
disciplinary measures and measuring students’ achievements.

It also aimed to identify the attributes contributory to the

effectiveness of Accelerated Christian Education supervisory functions in
terms of civil status, educational attainment and length of service; and to
find out the difficulties encountered by the Accelerated Christian Education
supervisors in the performance of their functions.

The study was conducted in Baguio City and the province of
Benguet with 70 Accelerated Christian Education educators as
respondents.

The descriptive type of research was used with a structured
questionnaire for gathering data. A questionnaire was administered to 70
supervisors from 11 schools of Baguio City using the Accelerated
Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

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74
Christian Education curriculum and five schools in Benguet. Collected
data were tabulated and analyzed using descriptive statistics. The
statistics tools used to evaluate the hypotheses were t-test, chi-square,
Friedman’s test, and Analysis of Variance (ANOVA). The level of
significance set was 0.05.
The salient findings are as follows:
1. Generally, the Accelerated Christian Education (A.C.E)
supervisors significantly differ in the effectiveness of their supervisory
functions. As a whole, they are very effective in motivating the interests
of students, implementing Accelerated Christian Education Curriculum,
applying disciplinary measures, and measuring student achievements.
2. Generally, based on the respondents’ civil status, educational
attainment, and length of service, the respondents very effectively
implement their functions.
3. The respondents who are single, married, with bachelor’s
degree, and who have rendered service from 1-5 years encountered
difficulties sometimes. In the performance of their functions. Conversely,
the respondents who are widowed, with master’s units, and have
rendered service for 6-10, 11-15 years or 16-20 do not find difficulty in
performing their functions.

Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

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75
Conclusions

Based on the foregoing findings, the following conclusions are
drawn:
1. The effectiveness of supervisory functions of A.C.E schools
differ significantly along motivating the interests of students, implementing
Accelerated Christian Education curriculum, applying disciplinary
measures and measuring student achievements.


2. The attributes contributory to the effectiveness of the
Accelerated Christian Education supervisory functions of the respondents
do not differ significantly in terms of motivating the interests of students,
implementing Accelerated Christian Education curriculum, applying
disciplinary measures and measuring student achievements according to
civil status and length of service.
3. The extent of difficulties encountered by the Accelerated
Christian Education supervisors differ significantly in the performance of
their functions.
Recommendations
Based on the findings and conclusions, these are the
recommendations:
1. To have uniformity in the effectiveness of supervisory functions,
the procedures manual should be followed strictly. The procedures
Effectiveness of Supervisory Functions of Accelerated Christian Education
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76
manual will serve as a guideline for all A.C.E supervisors wherein the
responsibilities of each staff, A.C.E procedures, learning center problems
and solutions, content of the whole curriculum are indicated.
2. For the A.C.E supervisors to be effective, they should continue
upgrading themselves by reading, participating in trainings, seminars and
conventions; and continuing their master’s or doctoral degree for their
professional growth.
3. For the A.C. E supervisors, to overcome the difficulties met in
the Learning Center, they should find time discussing their problems and
give solutions during the meeting with the administrator, principal and co-
teachers.
4. For future study, supervisors should evaluate the students who
have graduated from A.C.E schools especially in their discipline and
academic performance.
5. For A.C.E supervisors, to become effective, they should
consider their job as their ministry.



Effectiveness of Supervisory Functions of Accelerated Christian Education
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LITERATURE CITED


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ARANETA, J. C. 2003. It Can Be Done: School of Tomorrow Philippines
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AWINGAN, P. 2002. Motivational Approaches for Effective Management
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BASTIAN, M. A. 1995. Academic Performance in Elementary Science
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BAON, J. D. 2001. Comparative Reading Performance of Pupils in
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BINAY-AN, L. M. 2005. Academic Performance of Grades III and IV
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BOCALAN, R.M. 1996. Implementation of the Technology and Home
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doctoral dissertation. Benguet State University, La Trinidad,
Benguet. P. 20.
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BRAVO, M. Y. 2005. Performance of Grade VI Pupils in English in the
Division of Baguio City. Unpublished master’s thesis, Benguet
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Benguet P. 36.

CASTILLO, L. 1995. Innovation in the Classroom. The Philippine Journal
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COTTON and SAVARD 1982. Student Discipline and Motivation.
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DOMEREZ, W.D. 2005. Administrators and Teachers Working Practices;
their Effects on the Performance of the Teachers in the Top Ten
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GILMER, V. H. 1961. Industrial Psychology. The McGraw-Hill Book Co.
Inc. p. 93.

HOOGEE, D. L. 2000. Director’s Thought. School of Tomorrow
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______________. 2001. Combined Opening Exercises. School of
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_____________. 2004. Director’s Thought. School of Tomorrow
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_____________. 2005. High Standards for Christian Education. School
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HOWARD, E. 2000. School of Tomorrow, A Ministry for the Millinium.
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LANDACAN, J. S. 2001. Classroom Management Strategies of
Agriculture Teachers in the Cordillera Administrative Region,
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MADRID, D. B. 2006. Interview on Motivating the Students Interests.
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MANGALLAB, V. T. 1997. Administrative Practices that Affect Teachers
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ODDOC, E. V. 2004. Degree of Use of Effectiveness of Classroom
Management Approaches in Public Schools in Baguio City,
Unpublished master’s thesis. Benguet State University, La
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PARACHIN, V. M. 2000. Issue Words that Change Lives. Health and
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SAUSA, R. D.2005. Testimony of a Graduate. School of Tomorrow
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Appendix A

COMMUNICATION


January 3, 2006

REV. ALEX O. CELESTE
ACE Regional Consultant
Baguio Benguet Christian Colleges
Tadiangan, Tuba, Benguet


Sir:

I am a graduate student pursuing Master of Arts in Education major
in Educational Administration and Supervision at the Graduate School of
Benguet State University. May I request from your good office to allow me
to administer my questionnaires to all ACE supervisors in Baguio City and
Benguet. My research study is entitled “ Effectiveness of Supervisory
Functions of Accelerated Christian Education Schools in Baguio City and
Benguet.”

Your favorable response to this request will be very much
appreciated.

God bless and more power.

Very truly yours,

(Sgd.) LEONORA B. JAVONILLO
Researcher
Noted:

(Sgd.) ROSITA G. BAWANG, Ph.D.
Adviser

(Sgd.)TESSIE M. MERESTELA, D.Agr.
Dean Approved:


(Sgd.) ALEX O. CELESTE
A.C.E Regional Consultant
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82

Benguet State University
GRADUATE SCHOOL
La Trinidad, Benguet


January 3, 2006


MRS. DEBORAH RUTH B. MADRID
Principal
UCCP-Baguio Educational Center
West Burnham Park, Baguio City


Sir/Madam:

I am a graduate student of Benguet State University pursuing a
Master of Arts in Education major in Educational Administration and
Supervision. I would like to request from your good office to assist me in
administering my questionnaires to all your supervisors in your school. My
study is entitled “ Effectiveness of Supervisory Functions of Accelerated
Christian Education Schools in Baguio City and Benguet.”

Attached herewith is a letter of permission approved by the
Regional Consultant. I would be very grateful for sharing your time and
participation to this study.


Very respectfully yours,

(Sgd.) LEONORA B. JAVONILLO







Researcher
Noted:

(Sgd.) ROSITA G. BAWANG, Ph.D.
Adviser

(Sgd.) TESSIE M. MERESTELA, D.Agr.
Dean


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83
Letter to the Respondents


January 3, 2006



Dear Respondent:

The undersigned is conducting a study on the “ Effectiveness of
Supervisory Functions of Accelerated Christian Education Schools in
Baguio City and Benguet.” In this regard, may I request for your kind
assistance in the gathering of necessary data by accomplishing the
questionnaire hereto attached. Your responses will be very useful for the
success of the study and be treated with utmost confidentiality.

Thank you very much for your support and cooperation in this
study. May the good Lord continually bless you!



Very sincerely yours,


(Sgd.) LEONORA B. JAVONILLO











Researcher


Noted:


(Sgd.) ROSITA G. BAWANG, Ph.D.
Adviser


(sgd.) TESSIE M. MERESTELA, D.Agr.
Dean





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Appendix B

QUESTIONNAIRE

Direction:
Kindly put a check mark ( / ) on the necessary data and
fill in the information being asked for. Your HONEST and
SINCERE answers will determine the success of this study.

PART I. Academic Profile of A.C.E. Supervisors

1. Name (optional)






2. Name of School (please do not abbreviate)









3. Civil Status
____
Single
____
Widow/er
____ Married

____ Others (specify)
___________

4. Educational Attainment
(kindly write your course & major/minor fields)

Bachelor’s
degree:


Major
Field/s:


Minor
Field/s:



Master’s
degree:

Major
Field/s:


Minor
Field/s:





Doctoral degree:





Major
Field/s:


Minor
Field/s:



Others (Vocational and Seminary/Bible School Courses)




















5. Length of Service as ACE Supervisor
_______ years
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PART II. ACE Supervisory Functions


Kindly determine the effectiveness of the ACE supervisory
functions in your learning center base on the indicators and the
corresponding rating scale below by encircling the number.



4
- Very Effective

(VE)
3 -

Moderately
Effective
(ME)


2
- Sometimes Effective
(SE)


1
- Not Effective

(NE)
………………………………………………………………………………………
(VE)
(ME)
(SE)
(NE)

1. expressing confidence in the ability
of the student verbally



4
3
2
1

2. complimenting the student’s work
through words of encouragements

4
3
2
1

3. inspiring students by giving positive

responses on their tasks through
gestures and comments


4
3
2
1

4. accepting the weaknesses of the
students without offending remarks

4
3
2
1

5. listening to student’s queries and
facilitating to determine the nature
of the problem




4
3
2
1

6. giving incentives through the privilege
levels based on accomplishments of
academic tasks



4
3
2
1

7. recognizing student achievements and
communicating with parents about
student’s performance regularly

4
3
2
1

8. public recognition of honor roll students
by giving certificates quarterly during
awards programs



4
3
2
1

9. encouraging students to earn and
increase their merits daily


4
3
2
1

10. posting students’ achievement
performance in the bulletin board

4
3
2
1



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11. diagnosing and placing students
at proper levels in the curriculum

4
3
2
1

12. checking the student’s set goals
and achieving at a given period of time
4
3
2
1

13. always facilitating the accomplishments
of PACE works in all subject areas
ahead or on time



4
3
2
1

14. consistent monitoring of student’s
progress in finishing PACE works
everyday and those with academic gaps
4
3
2
1

15. helping students and discussing with
them patiently the repeat PACE works
4
3
2
1

16. encouraging students to memorize
verses everyday



4
3
2
1

17. discussing with students virtues,
values, and social ethics


4
3
2
1

18. setting a good example to the
students both in words and deeds

4
3
2
1

19. helping students develop independence,
self-discipline and responsibility

4
3
2
1

20. instilling in the students awareness of
God and letting them understand basic
Biblical principles



4
3
2
1

21. finding valid reasons and talks with the
students regarding demerits due to
incomplete tasks



4
3
2
1

22. issuing corrective action notice to students
and parents due to unacceptable behaviors
and keeps updated demerit records

4
3
2
1

23. taking appropriate steps in the spirit of quiet
quiet authority when a student disobeys
a rule





4
3
2
1

24. following the procedural disciplinary measures
applied to violations according to the degree
of offense




4
3
2
1

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87
25. administering corporal correction following
procedures strictly



4
3
2
1

26. issuing corrective action notice privately
without condemning the student

4
3
2
1

27. the offense is stated clearly and the
violation is based on written rules

4
3
2
1

28. conducting private conference with the
parents of the student subjected to detention 4
3
2
1

29. explaining to the student the severity of
offense and the corresponding punishment
4
3
2
1

30. applying detention as disciplinary
measure with fairness and firmness

4
3
2
1

31. evaluating student’s readiness to take
the checkup, self, and PACE tests

4
3
2
1

32. administering self tests individually and
orally to students after accomplishing
one PACE work



4
3
2
1

33. determining if a student accomplish
the checkup tests conscientiously &honestly
4
3
2
1

34. maintaining self-discipline among
students while taking PACE tests


with “dos” and “don’ts”


4
3
2
1


35. referring to score keys and evaluating
their PACE works daily


4
3
2
1




36. entering PACE test results daily in the
Supervisor’s Progress Card


4
3
2
1

37. filling up merits and demerits in the Goal
Check Reports daily for individual students
4
3
2
1

38. recording homeworks, attendance, and
memory verses in the Goal Check Reports
4
3
2
1

39. filling up of Progress Report Cards of
students quarterly



4
3
2
1


40. discussing the strengths and weaknesses
of individual student to parents before issuing
the Progress Report Card


4
3
2
1
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88
PART III. DIFFICULTIES ENCOUNTERED


Kindly determine the extent of the difficulties encountered by the
supervisors in the performance of their functions in your learning center
base on the indicators and the corresponding rating scale below by
encircling the number.

4
- Very Difficult

(VD)
3 -

Moderately
Difficult (MD)


2
- Slightly Difficult
(SD)
1 -

Not
Difficult (ND)
………………………………………………………………………………………










(VD)
(MD)
(SD)
(ND)
1. understanding the School of Tomorrow
educational system



4
3
2
1

2. motivating students to finish the
required PACEs



4
3
2
1

3. memorizing the ACE implementing
guidelines and procedures


4
3
2
1

4. facilitating student activities in the
learning center



4
3
2
1

5. controlling untoward behaviors of
the pupils




4
3
2
1

6. monitoring violations of pupils in
scoring PACE works



4
3
2
1

7. inspecting individual PACE works
of the children



4
3
2
1

8. training pupils to accomplish goals
on time




4
3
2
1

9. applying appropriate disciplinary
measures to pupils with violations

4
3
2
1

10. accomplishing goal check reports
everyday




4
3
2
1

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89
11. checking individual goals of
pupils everyday



4
3
2
1

12. dealing with pupils who do not
attain their goals daily


4
3
2
1


13. availability of curriculum
materials




4
3
2
1

14. checking individual homework
of pupils everyday



4
3
2
1

15. issuing homework slips daily
after checking their set goals

4
3
2
1


16. dealing with repeated violations
of pupils in the learning center

4
3
2
1

17. assessing student’s achievements
quarterly




4
3
2
1

18. recording the results of PACE tests
in the supervisor’s progress chart
4
3
2
1

19. dealing with the parents of
children with problems


4
3 2 1


20. doing many paper works daily
in the learning
center


4
3 2 1















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PLATES













































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Table 2. Effectiveness of supervisory functions of Accelerated Christian Education
Schools



FUNCTIONS
WEIGHTED
DESCRIPTION
MEAN



Motivating the interests of
3.77
VE
students



Implementing A.C.E.
3.82
VE
curriculum



Applying disciplinary
3.78
VE
measures



Measuring student
3.85
VE
achievements



Average
3.79
VE



Legend :

Numerical Value Statistical Limitation Description


4 3.50 - 4.00 Very Effective (VE)
Very Difficult (VD)


3 2.50 - 3.49 Moderately Effective (ME)
Moderately Difficult (MD)


2 1.50 – 2.49 Sometimes Effective (SE)


Sometimes Difficult


1 1.00 – 1.49 Not Effective (NE)


Not Difficult









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Table 3. Effectiveness of supervisory functions in terms of motivating the interests of
students according to civil status

MOTIVATING THE INTERESTS OF




STUDENTS
Single Married Widow/er MEAN
1. Expressing
confidence in the ability of the




student verbally
3.48
3.51
4.00
3.66
2. Complimenting the student’s work through




words of encouragement
3.55
3.85
4.00
3.8
3. Inspiring students by giving positive




responses on their tasks through gestures 3.69
3.77
4.00
3.82
and comments
4. Accepting the weaknesses of students




without offending remarks
3.31
3.69
4.00
3.67
5. Listening to student’s queries and




facilitating to determine the nature of the 3.48
3.80
4.00
3.76
problem
6. Giving incentives through the privilege




level based on accomplishments of 3.66
3.80
4.00
3.82
academic tasks
7. Recognizing student achievements and




communicating with parents about 3.66
3.85
4.00
3.84
student’s performance regularly
8. Public
recognition
of honor roll students by




giving certificates quarterly during awards 3.66
3.82
4.00
3.83
programs
9. Encouraging students to earn and increase




their merits daily
3.59
3.85
4.00
3.81
10.
Posting student’s achievement




performance in the bulletin board
3.55
3.62
4.00
3.72





Average
3.56
3.76
4.00
3.77



X2r = 20.0 X2.05= 5.991 *Significant













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Table 4. Effectiveness of supervisory functions in terms of implementing Accelerated
Christian Education curriculum according to civil status






IMPLEMENTING A.C.E CUIRRICULUM
Single
Married
Widow/er
MEAN

11. Diagnosing and placing students at




proper levels in the curriculum
3.66
3.77
4.00
3.81
12. Checking the students’ set goals




and achieving at a given period of
3.66
3.82
4.00
3.83
time
13. Always facilitating the




accomplishment of PACE works in
3.55
3.80
4.00
3.78
all subject areas ahead or on time
14. Consistent monitoring of student’s




progress in finishing PACE works
3.69
3.82
4.00
3.84
everyday and those with academic
gaps
15. Helping students and discussing




with them patiently the repeat
3.59
3.82
4.00
3.80
PACE works
16. Encouraging students to memorize




verses everyday
3.62
3.80
4.00
3.81
17. Discussing with students virtues,




values, and social ethics
3.59
3.85
4.00
3.81
18. Setting a good example to the




students both in words and in
3.66
3.87
4.00
3.84
deeds
19. Helping students develop




independence, self discipline and
3.59
3.80
4.00
3.80
responsibility
20. Instilling in the student’s




awareness of God and letting them
3.79
3.95
4.00
3.91
understand basic Biblical principles





AVERAGE
3.64
3.83
4.00
3.82



X2r = 20.0 X2.05= 5.991 *Significant









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Table 5. Effectiveness of supervisory functions in terms of applying disciplinary
measures according to civil status






APPLYING DISCIPLINARY MEASURES
Single
Married
Widow/er
MEAN

21. Finding valid reasons and talks with




the students regarding demerits due
3.52
3.74
4.00
3.75
to incomplete tasks
22. Issuing corrective action notice to




students and parents due to
3.52
3.62
4.00
3.71
unacceptable behaviors and keeps

updated demerit records
23. Taking appropriate steps in the spirit




of quiet authority when a student
3.48
3.80
4.00
3.76
disobeys a rule

24. Following the procedural disciplinary




measures applied to violations
3.55
3.82
4.00
3.79
according to the degree of offense

25. Administering corporal correction




following procedures strictly
3.52
3.62
4.00
3.71
26. Issuing corrective action notice




privately without condemning the
3.62
3.74
4.00
3.79
students
27. The offense is stated clearly and the




violation is based on written rules
3.59
3.77
4.00
3.79
28. Conducting private conference with




the parents of student subjected to
3.45
3.92
4.00
3.79
detention
29. Explaining to the students the




severity of offense and the
3.59
3.90
4.00
3.83
corresponding punishment
30. Applying detention as disciplinary




measure with fairness and firmness
3.76
3.77
4.00
3.84





AVERAGE
3.56
3.77
4.00
3.78



X2r = 20.0 X2.05= 5.991 *Significant










Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

99
Table 6. Effectiveness of supervisory functions in terms of measuring students’
achievements according to civil status

MEASURING STUDENTS’




ACHIEVEMENTS
Single
Married
Widow/er
MEAN
31. Evaluating student’s readiness to




take the check-ups, self and
3.79
3.82
4.00
3.87
PACE test
32.
Administering self tests



individually and orally to students
3.76
3.80
4.00
3.85
after accomplishing one PACE
work
33. Determining if a student




accomplish the check –up
3.45
3.87
4.00
3.77
conscientiously and honestly

34. Maintaining self-discipline among




students while taking PACE tests
3.48
3.85
4.00
3.78
with “do’s and “dont’s”

35. Referring to score keys and




evaluating their PACE works daily
3.66
3.77
4.00
3.81
36. Entering PACE test results daily




in the Supervisor’s Progress Card
3.72
3.87
4.00
3.86
37. Filling up merits and demerits in




the Goal Check Reports daily for
3.76
3.80
4.00
3.85
individual students
38. Recording homework,




attendance, and memory verses
3.76
3.82
4.00
3.86
in the Goal Check Reports
39. Filling up of Progress Report




Cards of students quarterly
3.83
3.92
4.00
3.92
40. Discussing the strengths and




weaknesses of individual student
3.72
3.95
4.00
3.89
to parents before issuing the
Progress Report Card





AVERAGE
3.69
3.85
4.00
3.85



X2r = 20.0 X2.05= 5.991 *Significant










Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

100
Table 7. Effectiveness of supervisory functions in terms of motivating the interests of
students according to educational attainment


With
With

MOTIVATING THE INTERESTS OF STUDENTS
Bachelor’s
Master’s
MEAN
Degree
Units
1. Expressing confidence in the ability of the



student verbally
3.51
3.53
3.52
2. Complimenting the student’s work through



words of encouragement
3.68
3.82
3.75
3. Inspiring students by giving positive



responses on their tasks through gestures
3.68
3.88
3.78
and comments
4. Accepting the weaknesses of the students



without offending remarks
3.59
3.65
3.63
5. Listening to students queries and facilitating



to determine the nature of the problem
3.66
3.77
3.72
6. Giving incentives through the privilege levels



based on accomplishments of academic
3.76
3.77
3.77
tasks
7. Recognizing student achievements and



communicating with parents about student’s
3.79
3.71
3.75
performance regularly
8. Public
recognition
of honor roll students by



giving certificates quarterly during awards
3.77
3.77
3.77
programs
9. Encouraging students to earn and increase



their merits daily
3.76
3.82
3.79
10. Posting student’s achievement performance



in the bulletin board
3.68
3.35
3.52




AVERAGE
3.69
3.71
3.70



tc = 0.346 t.05 = 2.101 not significant













Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

101
Table 8. Effectiveness of supervisory functions in terms of implementing A.C.E
curriculum according to educational attainment


With
With

IMPLEMENTING A.C.E CURRICULUM
Bachelor’s
Master’s
MEAN
Degree
Degree
11. Diagnosing and placing students at proper



levels in the curriculum
3.74
3.71
3.73
12. Checking the students set goals and



achieving at a given period of time
3.79
4.13
3.96
13. Always facilitating the accomplishments of



PACE works in all subject areas ahead of
3.72
3.71
3.72
time
14. consistent monitoring of student’s progress in



finishing PACE works everyday and those
3.79
3.71
3.75
with academic gaps
15. helping students and discussing with them



patiently the repeat Pace works
3.70
3.88
3.79
16. encouraging students to memorize verses



everyday
3.74
3.77
3.76
17. discussing with students virtues, values, and



social ethics
3.74
3.82
3.78
18. setting a good example to the students both



in words and deeds
3.79
3.82
3.81
19. helping students develop independence, self-



discipline and responsibility
3.74
3.71
3.73
20. instilling in the students awareness of God



and letting them understand basic Biblical
3.89
3.88
3.89
principles




AVERAGE
3.76 3.81 3.79



tc = 3.546 t.05 = 2.101 *significant














Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

102
Table 9. Effectiveness of supervisory functions in terms of applying disciplinary
measures according to educational attainment


With
With

APPLYING DISCIPLINARY MEASURES
Bachelor’s Master’s
MEAN
degree
degree
21. Finding valid reasons and talks with the



students regarding demerits due to
3.66
3.71
3.69
incomplete tasks
22. Issuing corrective action notice to students



and parents due to unacceptable behaviors
3.59
3.59
3.59
and keeps updated demerit records
23. Taking appropriate steps in the spirit of quiet



authority when a student disobeys a rule
3.68
3.71
3.70
24. Following the procedural disciplinary



measures applied to violations according to
3.70
3.77
3.74
the degree of offense
25. Administering corporal correction following



procedures strictly
3.64
3.41
3.53
26. Issuing corrective action notice privately



without condemning the student
3.72
3.71
3.72
27. The offense is stated clearly and the violation



is based on written rules
3.70
3.77
3.74
28. Conducting private conference with the



parents of the students subjected to detention
3.66
3.94
3.80
29. Explaining to the student the severity of



offense and the corresponding punishment
3.70
4.00
3.85
30. Applying detention as disciplinary measure



with fairness and firmness
3.70
3.88
3.79




Average
3.68
3.75
3.72



tc = 1.148 t.05 = 2.101 not significant














Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

103
Table 10. Effectiveness of supervisory functions in terms of measuring students’
achievements


Bachelor’s
With
MEAN
MEASURING STUDENT ACHIEVEMENT
Degree
Master’s
Degree
31. Evaluating student’s readiness to take the



check-up, self and PACE tests
3.83
3.88
3.86
32. Administering self tests individually and



orally to students after accomplishing one
3.91
3.71
3.81
PACE work
33. Determining if a student accomplish the



check –up and self tests conscientiously
3.68
3.71
3.70
and honestly
34. Maintaining self-discipline among students



while taking PACE tests with “do’s” and
3.74
3.82
3.78
“don’ts”
35. Referring to score keys and evaluating



their PACE works daily
3.76
3.65
3.71
36. Entering PACE tests results daily in the



Supervisor’s Progress Chart
3.83
3.88
3.86
37. Filling up merits and demerits in the Goal



Check Reports daily for individual students
3.76
3.88
3.82
38. Recording homework, attendance, and



memory verses in the Goal Check Reports
3.79
3.88
3.84
39. Filling up of Progress Report Cards of



students quarterly
3.89
3.94
3.92
40. Discussing the strengths and weaknesses



of individual student to parents before
3.83
3.94
3.89
issuing the Progress Report Card




AVERAGE
3.80
3.83
3.82



tc =0.765 t.05 =2.101 not significant














Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

104

Table 11. Effectiveness of supervisory functions in terms of motivating the interests of
students according to length of service







MOTIVATING THE INTEREST OF
1-5
6-10
11-15
16-20
MEAN
STUDENTS
years
years
years
years
1. Expressing confidence in he





ability of the student verbally
3.46
3.78
3.67
4.00
3.73
2. Complimenting the student’s





work through words of 3.68
4.00
3.67
4.00
3.84
encouragements
3. Inspiring students by giving





positive responses on their 3.68
4.00
4.00
4.00
3.92
tasks through gestures and
comments
4. Accepting the weaknesses of





the students without offending
3.53
4.00
3.67
4.00
3.80
remarks
5. Listening to student’s queries





and facilitating to determine the
3.63
3.89
4.00
4.00
3.88
nature of the problem
6. Giving incentives through the





privilege levels based on 3.74
3.89
3.67
4.00
3.82
accomplishments of academic
tasks
7. Recognizing
student





achievements and
3.72
4.00
4.00
4.00
3.93
communicating with parents
about student’s performance
regularly
8. Public recognition of honor roll





students by giving certificates
3.74
3.89
4.00
4.00
3.91
quarterly during awards
program
9. Encouraging students to earn





and increase their merits daily
3.75
3.78
4.00
4.00
3.88
10. Posting student’s achievement





performance in the bulletin 3.56
3.67
4.00
4.00
3.81
board






AVERAGE
3.65
3.89
3.87
4.00
3.85



Fc = 48.67 F.05 = 2.84 *Significant




Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

105

Table 12. Effectiveness of supervisory functions in terms of implementing A.C.E
curriculum according to length of service







IMPLEMENTING A.C.E
1-5
6-10
11-15
16-20
MEAN
CURRICULUM
years
years
years
year
11. Diagnosing and placing students





at proper levels in the curriculum
3.67
4.00
4.00
4.00
3.92
12. Checking the student’s set goals





and achieving at a given period
3.72
3.89
4.00
4.00
3.90
of time
13. Always
facilitating
the





accomplishments of PACE 3.67
3.89
4.00
4.00
3.89
works in all subject areas ahead
or on time
14.
Consistent monitoring of




student’s progress in finishing 1.75
4.00
4.00
4.00
3.44
PACE works everyday and those
with academic gaps
15. Helping students and discussing





with them patiently the repeat 3.65
4.00
4.00
4.00
3.91
PACE works
16.
Encouraging students to




memorize verses everyday
3.70
3.89
4.00
4.00
3.90
17. Discussing with students virtues,





values, and social ethics
3.68
4.00
4.00
4.00
3.92
18. Setting a good example to the





students both in words and 3.75
4.00
4.00
4.00
3.94
deeds
19. Helping
students
develop





independence, self-discipline 3.65
4.00
4.00
4.00
3.91
and responsibility
20.
Instilling in the students




awareness of God and letting 3.60
4.00
4.00
4.00
3.90
them basic Biblical principles






AVERAGE
3.48
3.97
4.00
4.00
3.86



Fc = 7.244 F.05 = 2.84 *Significant







Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

106

Table 13. Effectiveness of supervisory functions in terms of applying disciplinary
measures according to length of service







APPLYING DISCIPLINARY
1-5
6-10
11-15
16-20
MEAN
MEASURES
years
years
years
years
21. Finding valid reasons and talks





with the students regarding 3.63
3.78
4.00
4.00
3.85
demerits due to incomplete tasks
22. Issuing corrective action notice to





students and parents due to 3.47
3.78
4.00
4..00
3.81
unacceptable behaviors and keeps
updated demerit records
23. Taking appropriate steps in the





spirit of quiet authority when a 3.61
4.00
4.00
4.00
3.90
student disobeys a rule
24.
Following the procedural




disciplinary measures applied to 3.67
3.87
4.00
4.00
3.89
violations according to the degree
of offense
25. Administering corporal correction





following procedures strictly
3.54
3.67
4.00
4.00
3.80
26. Issuing corrective action notice





privately without condemning the 3.70
3.67
4.00
4.00
3.84
student
27. The offense is stated clearly and





the violation is based on written 3.63
3.87
4.00
4.00
3.88
rules
28. Conducting private conference with





the parents of the student 3.88
4.00
4.00
4.00
3.97
subjected to detention
29. Explaining to the student the





severity of offense and the 3.74
3.87
4.00
4.00
3.90
corresponding punishment
30. Applying detention as disciplinary





measure with fairness and 3.72
3.78
4.00
4.00
3.88
firmness






AVERAGE
3.66
3.83
4.00
4.00
3.87



Fc = 230.396 F.05 = 2.84 *Significant






Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

107

Table 14. Effectiveness of supervisory functions in terms of measuring students’
achievements

MEASURING STUDENTS’





ACHIEVEMENTS
1-5
6-10
11-15
16-20
MEAN
years
years
years
years
31. Evaluating student’s readiness





to take the check-up, self, and
3.81
4.00
4.00
4.00
3.95
PACE tests
32.
Administering self tests




individually and orally to 3.72
4.00
4.00
4.00
3.93
students after accomplishing
one PACE work
33.
Determining if a student





accomplish the check –up and
3.61
4.00
4.00
4.00
3.90
self tests conscientiously and
honestly.
34. Maintaining
self-discipline





among students while taking 3.72
3.87
4.00
4.00
3.90
PACE tests with “dos” and
“don’ts”
35. Referring to score keys and





evaluating their PACE works 3.70
4.00
4.00
4.00
3.93
daily
36. Entering PACE test results daily





in the Supervisor’s Progress 3.81
4.00
4.00
4.00
3.95
Chart
37. Filling up merits and demerits in





the Goal Check Reports daily for
3.75
3.87
4.00
4.00
3.91
individual students
38. Recording
homework,





attendance, and memory verses
3.79
4.00
3.67
4.00
3.87
in the Goal Check Reports
39. Filling up of Progress Report





Cards of students quarterly
3.88
4.00
4.00
4.00
3.97
40. Discussing the strengths and





weaknesses of individual 3.82
4.00
4.00
4.00
3.96
student to parents before issuing
the Progress Report Card






AVERAGE
3.76
3.97
3.97
4.00
3.93




Fc = 45.69 F.05 = 2.84 *Significant




Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

108
Table 15. Extent of difficulties encountered by the supervisors according to civil status






DIFFICULTIES ENCOUNTERED
Single
Married
Widow
MEAN
1. Understanding the School of Tomorrow




and educational system
1.76
1.64
1.50
1.63
2. Motivating students to finish the




required PACEs
2.41
2.20
1.50
2.04
3. Memorizing the A.C.E implementing




guidelines and procedures
2.21
2.36
1.50
2.02
4. Facilitating student activities in the




learning center
2.03
1.72
1.50
1.75
5. Controlling untoward behaviors of




pupils
2.38
2.10
2.00
2.16
6. Monitoring violations of pupils in




scoring PACE works
2.14
2.00
1.50
1.88
7. Inspecting the individual PACE works




of the children
2.03
1.74
1.50
1.76
8. Training pupils to accomplish goals on




time
2.03
1.82
2.00
1.95
9. Applying appropriate disciplinary




measures to pupils with violations
1.82
2.00
2.00
1.94
10. Accomplishing Goal Check Reports




everyday
1.69
1.67
1.50
1.62
11. Checking individual goals of pupils




everyday
1.59
1.64
1.50
1.58
12. Dealing with pupils who do not attain




their goals daily
2.31
2.07
2.00
2.13
13. Availability of curriculum materials




2.00
1.72
2.00
1.91
14. Checking individual homework of pupils




everyday
1.83
1.59
1.50
1.64
15. Issuing homework slips daily after




checking their set goals
1.55
1.44
1.50
1.50
16. Dealing with repeated violations of




pupils in the learning center
2.52
2.10
2.00
2.21
17.
Assessing student’s achievements




quarterly
1.79
1.67
2.00
1.82
18. Recording the result of PACE tests in




the Supervisor’s Progress Chart
1.55
1.36
1.50
1.47
19. Dealing with the parents of children




with problems
2.10
2.18
2.00
2.09
20. Doing many paper works daily in the




learning
1.45
1.80
2.00
1.75





AVERAGE
1.96
1.84
1.73
1.84



Fr = 11.725 X2.05 = 5.991 *Significant
Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

109
Table 16. Extent of difficulties encountered by the supervisors according to educational
attainment


Bachelor’s
With Master’s

DIFFICULTIES ENCOUNTERED
Degree
Units
MEAN
1. Understanding the School of



Tomorrow and educational system
1.79
1.47
1.63
2. Motivating students to finish the



required PACEs
2.24
2.06
2.15
3.
Memorizing the A.C.E


implementing guidelines and
2.09
1.77
1.93
procedures
4. Facilitating student activities in the



learning center
1.92
1.59
1.76
5. Controlling untoward behaviors of



pupils
2.30
1.94
2.12
6. Monitoring violations of pupils in



scoring PACE works
2.09
2.00
2.05
7. Inspecting the individual PACE



works of the children
1.91
1.77
1.84
8. Training pupils to accomplish goals



on time
1.98
1.88
1.93
9. Applying appropriate disciplinary



measures to pupils with violations
2.06
1.82
1.94
10. Accomplishing Goal Check Reports



everyday
1.77
1.41
1.59
11. Checking individual goals of pupils



everyday
1.68
1.35
1.52
12. Dealing with pupils who do not



attain their goals daily
2.21
1.88
2.05
13. Availability of curriculum materials



1.83
1.77
1.80
14. Checking individual homework of



pupils everyday
1.79
1.47
1.63
15. Issuing homework slips daily after



checking their set goals
1.57
1.29
1.43
16. Dealing with repeated violations of



pupils in the learning center
2.28
2.00
2.14
17. Assessing student’s achievements



quarterly
1.87
1.41
1.64
18. Recording the result of PACE tests



in the Supervisor’s Progress Chart
1.57
1.29
1.43
19. Dealing with the parents of children



with problems
2.11
2.06
2.09
20. Doing many paper works daily in



the learning
1.77
1.41
1.59




AVERAGE
1.94
1.68
1.81

Tc = 2.92 t.05 = 2.093 *Significant
Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

---

110
Table 17. Extent of difficulties encountered by the supervisors according to length of
service
DIFFICULTIES ENCOUNTERED
1-5
6-10
11-15
16-20
MEAN
1. Understanding the School of





Tomorrow system
1.75
1.11
1.33
2.00
1.55
2. Motivating students to finish the





required PACES
2.26
2.00
2.33
2.00
2.15
3.
Memorizing the A.C.E




implementing guidelines and 2.07
1.78
1.67
1.00
1.63
procedures
4. Facilitating student activities in





the learning center
1.91
1.56
1.33
2.00
1.70
5. Controlling untoward behaviors





of the pupils
2.32
1.89
2.00
1.00
1.80
6. Monitoring violations of pupils in





scoring PACE works
2.14
1.78
1.67
2.00
1.90
7. Inspecting individual PACE





works of the children
1.98
1.33
2.00
1.00
1.58
8. Training pupils to accomplish





goals on time
2.04
1.67
1.67
1.00
1.60
9. Applying
appropriate





disciplinary measures to pupils
1.98
2.00
1.67
2.00
1.91
with violations
10. Accomplishing Goal Check





Report everyday
1.90
1.56
1.67
2.00
1.78
11. Checking individual goals of





pupils everyday
1.67
1.44
2.00
1.00
1.53
12. Dealing with pupils who do not





attain their goals daily
2.26
1.78
1.67
2.00
1.93
13. Availability of curriculum





materials
1.90
1.44
1.67
2.00
1.75
14. Checking individual homework





of pupils everyday
1.75
1.44
2.00
1.00
1.55
15. Issuing homework slips daily





after checking their set goals
1.49
1.44
1.67
2.00
1.65
16. Dealing with repeated violations





of pupils in the learning center
2.37
2.11
1.33
2.00
1.95
17. Assessing students’





achievements quarterly
1.56
1.33
1.00
1.44
18. Recording the results of PACE





tests in the Supervisor’s
1.51
1.22
1.33
2.00
1.51
Progress Chart
19. Dealing with the parent’s





children with problems
2.18
2.00
2.00
2.00
2.05
20. Doing many paper works daily





in the learning center
1.74
1.56
1.33
2.00
1.66






AVERAGE
1.94
1.63
1.68
1.68
1.73
Fr = 10.665 X2.05 = 5.991 *Significant
Effectiveness of Supervisory Functions of Accelerated Christian Education
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Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

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BIOGRAPHICAL SKETCH

The author, Leonora Basallo Javonillo, was born at Garcia, Tubao,
La Union on November 11, 1965. She is the fourth child among ten
children. Her loving parents are Santiago Basallo and Josefina Asprer,
who both hail from Rosario, La Union.
She is from a low -income family whose main source of income is
farming. But in spite of hardships in life, her parents sacrificed a lot in
order to send their ten children to school. She completed her elementary
education at Tubao Central School with honors from Grade I to VI and her
secondary education at San Alberto Magno Academy (S.A.M.A), Tubao,
La Union. In first year high school, she had high grades and was in the
honor roll; however, from second to fourth year, she was dropped from
the honor roll. She was not disheartened. Instead, she took this event as
a challenge. She graduated with passing grades. She obtained her
degree of Bachelor of Science in Agricultural Education at Don Mariano
Marcos Memorial State University, Bacnotan, La Union in 1986. In
college, she was a scholar even as she was a working student to support
her studies. Although she had a poor situation in life she had supportive
parents who inspired her to reach her goal in life. Her parents implanted
in the minds of their children that education was the only inheritance they
could give to them.
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Just after graduation, she was hired as Vacation Bible School
teacher with Mrs. Isabel Licudine for one week. On June 1986, she was
accepted at UCCP Nursery-Kindergarten School, now UCCP Integrated
School, La Trinidad, Benguet, with Mrs. Evelyn Angiwan. She became a
Teacher Aide on probationary status. She enjoyed working with
Christians. She was granted a permanent status on June 1987 after
passing the Licensure Examination (LET) for teachers.
On.March 25, 1989 she decided to settle down with Mr. Enrico
Quiming Javonillo of Anonas East, Urdaneta, Pangasinan. They are
blessed with four children: Joash, Gamaliel, Ezekiel and Jochebed.
She obtained a Certificate in Early Childhood Education at Union
Christian College, San Fernando, La Union in Summer 1992. During the
closure of the school due to building renovations, she was hired as a staff
member at UCCP Highland Conference Office, La Trinidad, Benguet for
five months. In the same year she decided to teach as a substitute
teacher for Grade III for just one month at Baguio Central School, Baguio
City. From June 1992 to March 1993, she was employed at Young Men’s
Christian Association (Y.M.C.A) as a pre-school teacher. She returned
to UCCP Integrated School in June 1993 and continued teaching at the
pre-school. As part of her ministry, she volunteered as a Sunday School
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teacher helping the children understand the goodness and existence of
God and sharing with them God’s word.
Up to now, she works at UCCP Integrated School happily
serving the Lord by teaching the children. After 19 years of teaching, she
feels satisfied and contented with what the Lord has given her with the
unending support of her family.



Effectiveness of Supervisory Functions of Accelerated Christian Education
Schools in Baguio City and Benguet / Leonora B. Javonillo. 2006

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Document Outline

• Effectiveness of Supervisory Functions of Accelerated Christian Education Schools in Baguio City and Benguet
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF LITERATURE
    • Historical Background of School Of Tomorrow-Accelerated Christian Education
    • Functions of ACE Supervisors
    • Motivating the Interests of Students
    • Implementing Accelerated ChristianEducation Curriculum
    • Applying Disciplinary Measures
    • Measuring Students� Achievements
    • Differences in Civil Status
    • Differences in Educational Attainment
    • Differences in Length of Service
    • Conceptual Framework
    • Definition of Terms
    • Hypotheses of the Study
  • METHODOLOGY
    • Locale and Time of the Study
    • Respondents
    • Instrumentation
    • Data Collection
    • Data Analysis
    • Statistical Treatment of Data
  • RESULTS AND DISCUSSION
    • Effectiveness of Supervisory Functionsas Influenced by Selected Variables
    • Extent of Difficulties Encountered bythe A.C.E Supervisors
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    • Summary
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • APPENDICES
  • BIOGRAPHICAL SKETCH

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