Article Per Year (5 Year)
p-Index From 2019 - 2024
0
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Voltaire Q. Oyzon
Leyte Normal University
Humanities Education Library & Information Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Validation Study of Waray Text Readability Instrument Voltaire Q. Oyzon; Juven B. Corrales; Wilfredo M. Estardo, Jr.
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (141.075 KB) | DOI: 10.11591/ijere.v4i2.4491

Abstract

In 2012 the Leyte Normal University developed a computer software—modelled after the Spache Readability Formula (1953) made for English—made to help rank texts that can is used by teachers or research groups on selecting appropriate reading materials to support the DepEd’s MTB-MLE program in Region VIII, in the Philippines. However, “several experiments have already established that existing readability measures in English cannot directly be used to compute readability of other languages.” To validate the Waray Text Readability Instrument (WTRI) formula, 15 stories were rated by 24 randomly selected teachers from two elementary schools in Tacloban City. The WTRI software uses two factors in determining readability, namely: (a) sentence length and (b) frequency of commonly occurring words. The teachers’ task is to read the given text and rate the grade level of each text by considering these three factors: (1) frequency of commonly used words; (2) sentence length; and, (3) total number of words. The data gathered was compared with the WTRI’s ratings of the same texts. Statistical testing was done to determine if there is a significant difference between the teachers’ rating of the texts and the WTRI’s ratings. As a result, there was no significant difference between the software’s grade level ratings and that of the teachers’. It implied that the WTRI’s calculation is valid.
Mother-Tongue Based Multilingual Education (MTBMLE) Initiatives in Region 8 Voltaire Q. Oyzon; John Mark Fullmer
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3562.389 KB)

Abstract

With the implementation of Mother-Tongue Based Multilingual Education (MTBMLE) under the Enhanced Basic Education Act of 2013, this study set out to examine Region 8’s readiness and extant educational materials.  On the one hand, “L1 to L2 Bridge Instruction” has been shown by Hovens (2002) to engender the most substantive language acquisition, while the “Pure L2 immersion” approach displays the lowest results. Despite this, Region 8 (like other non-Tagalog speaking Regions) lacks primary texts in the mother tongue, vocabulary lists, grammar lessons and, more fundamentally, the references needed for educators to create these materials. To fill this void, the researchers created a 377,930-word language corpus generated from 419 distinct Waray texts, which led to frequency word lists, a five-language classified dictionary, a 1,000-word reference dictionary with pioneering part-of-speech tagging, and software for determining the grade level of Waray texts. These outputs are intended to be “best practices” models for other Regions. Accordingly, the researchers also created open-source, customizable software for compiling and grade-leveling texts, analyzing the grammatical nuances of each local language, and producing vocabulary lists and other materials for the Grade 1-3 classroom.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5862
Teaching Geometrical Figures in Waray: The LNU-ILS Experience Voltaire Q. Oyzon; Cyrene C. Lubio; Jose Ismael Salamia; Lorena M. Ripalda
Journal of Education and Learning (EduLearn) Vol 8, No 2: May 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (42.215 KB) | DOI: 10.11591/edulearn.v8i2.213

Abstract

Waray children are “unconsciously shifting from their mother language to English and/or Tagalog in their vocabulary use”. English vocabularies are more familiar to Waray educands of today than are the indigenous Waray terms, for instance, for geometrical figures, colors, numbers, etc. Still, “it is an ongoing debate of what type of language should be used in the implementation of MTBMLE.” Should educators use a Waray that borrows heavily from English and other languages or a Waray that uses exclusively its own indigenous terms and concepts? The researchers formulate a single lesson plan using an inductive method incorporating the Montessori Approach. We have two types of pupils at LNU-ILS: Waray pupils whose language at home is Waray, and Waray pupils who are exposed to English at home.
Co-Authors Cyrene C. Lubio John Mark Fullmer Jose Ismael Salamia Juven B. Corrales Lorena M. Ripalda Wilfredo M. Estardo, Jr.