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Instructional Materials Development: A Worktext in Science, Technology

and Society

MARY CORINNE R. [email protected]

Don Mariano Marcos Memorial State UniversitySan Fernando City, La Union, Philippines

Abstract

The study focused on the development and validation of a worktext in Science, Technology and Society assessing the availability, adequacy of instructional materials, and the needed topics in the course; and the level of validity of the activities along content, format, and readability. The content of the worktext was subjected to the scrutiny of competent science teachers; the format was validated by experts in educational media and a professor in Statistics validated its readability. The study identified that there is a deficiency in the availability and adequacy of the instructional materials in Science, Technology and Society; hence, there is a need to develop a work text in the said discipline. The study also concludes that the developed work text is valid. This means that it contributes to the achievement of specific objectives of the subject, provides for the development of higher cognitive skills, is well-organized and well-designed, and it is suitable to the vocabulary level and ability of the students. The policy implications of the study are that instructional materials must be properly allocated and if to be constructed, they should be made correctly and suitably to their intended users, and instructional materials should be efficiently used with the standard quantity and quality.

Keywords: Science Education, science, technology and society (STS), instructional materials, worktext development and validation, Northern Philippines

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Instructional Materials Development: A Worktext in Science, Technology and Society

M. Selga

Introduction

Excellence in Science education has long been considered as an indicator of global competitiveness. As stated by Gordon (2007), based on reports from the National Academies, the Electronics Industries Alliance and the Council on Competitiveness agree that the basis for future success of the United States of America in the economic competition of the 21st century is a learned workforce and the essential step for any agenda in competitiveness is to advance science and mathematics education. Likewise, Starodubov, et.al. (2012) indicated that the Innovative Development Strategy of the Russian Federation (Ratified by Resolution no. 2227p, of December 8, 2011) are the following chief priorities: a) Attain leadership in the world leading science and technology sectors and basic research areas; b) achieving leadership in the world, leading science and technology sectors and basic research areas; and c) Russia's return to the club of the world leaders in science.

In the order to determine the achievement of students in Mathematics and Science education worldwide, the Trends in International Mathematics and Science Study (TIMSS) was established and is administered every four years by the International Association for the Evaluation of Education Achievement (IEA). TIMSS 2011, like the four other cycles (conducted in 1995, 1999, 2003 and 2007), collected data about the learning background for mathematics and science from each participating country as regards with the students, teachers, and school principals, along with data about their mathematics and science curricula.

In relation to this, Martin, et.al. (2012) reports on the TIMSS 2011 International Results in Science offer information that describes the educational backgrounds for science, including learning and instruction among others. He found out that students who were most successful in the TIMSS are probable to have better

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Development Education Journal of Multidisciplinary Research

instructional materials such as books, technological support and supplies.

Specifically, Martin, et.al. (2012) studied the relationship of the students' achievement in science with the degree to which school resources are available to provide science instruction. The study asked the school principals about the degree of shortages or inadequacies generally targeted to support science instruction such as instructional materials, supplies and others. It was found out that on average across countries, there were similar results for fourth and eighth graders where those who were much affected by inadequacies in student resources fared low in science achievement.

Figure 1 shows the fourth and eighth grade students in schools that were “Affected a Lot” by science resource shortages had lower science achievement with 460 points and 464 points respectively. The fourth and eighth grade students in schools that were “Not Affected” had points of 495 and 494 while those who were “Somewhat Affected” by the inadequacies had the corresponding points of 485 and 474.

Figure 1 shows the relationship of the shortage of science resources and science achievement of the fourth and eighth grader participants in the TIMSS 2011.

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Figure 1. The Relationship of the Shortage of Science Resources and Science Achievement of the Fourth and Eighth Grader Participants in the TIMSS 2011

Source: TIMMS 2011 International Results in Science; IEA website

Other studies revealed that resources are vital for improving the teaching and learning process, all the more in developing countries than in industrialized countries, where sufficient school structures and material resources can be taken for granted (Lee & Zuze, 2011). Hence, the extent and quality of school resources can have an important impact on the quality of classroom instruction and student achievement.

The Philippines as a developing country participated in the TIMSS but performed fairly low in the first three cycles where the fourth graders ranked second from the bottom among 25 countries in 2003.The country no longer participated in the last two assessment rounds(2007 and 2011).Based on the studies of Lee & Zuze (2011) and Martin, et.al. (2012), the country as well, may have limited instructional materials. Hence, there is the poor student performance in the TIMSS.

Additionally, the feeble performance of Filipino students in science and mathematics was earlier validated

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by previous national achievement tests for both public elementary and secondary school children. The National Educational Testing and Research Center of the Department of Education (DepEd) aims to study the accomplishment of students in various subjects, including Science, to serve as a guide in providing quality education. According to Brother Armin A. Luistro, DepEd Secretary, NAT is just one of the indicators of the performance of the whole education system. Results will help in the formulation of suitable interventions for the improvement of the system (Ronda, 2013).The DepEd interprets the scores as 96-100% (Mastered), 86-95% (Closely Approximating Mastery), 66-85% (Moving towards Mastery), 35-65% (Average),15-34% (Low), 5-14% (Very Low) and 0-4% (Absolutely No Mastery) (DepEd 2013).

As indicated in Figure 2, the achievement rate of the elementary students goes beyond the performance of the secondary students. In 2008-2009, the elementary students fared at 67.37%, then decreased at 63.36% in the succeeding school year, then in 2010-2011 it increased at 68.43% and finally in 2011-2012, it slightly decreased to 66.47%. On the other hand, the secondary students coped with an achievement rating of 42.11% during the academic year 2008-2009, then increased slightly to 43.80% in the next school year, then dipped to 39.35% in the year 2010-2011 and finally increased marginally to 40.53% in 2011-2012.

Figure 2 displays the NAT Achievement Rate of Elementary and Secondary Students from AY 2008-2009 to 2011-2012.

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Figure 2. NAT Achievement Rate of Elementary and Secondary Students from AY 2008-2009 to 2011-2012

Note: National Achievement Test (NAT), for elementary level was given in Grade VI from AY 2008-2009 to AY 2011-2012. For secondary level, NAT was administered to YearII in AY 2008-2009 to AY 2010-2011 and Year IV in AY 2011-2012.

Source: National Education Testing and Research Center (NETRC).

According to Morella (2004), the low performance of Filipino students in national exams such as the National Elementary Achievement Test and National Secondary Achievement Test is caused by several factors and some of these is the inadequate and inappropriate instructional materials. The problem of poor quality of education in the country is attributed to many factors, one of which is the deficiency of instructional materials like textbooks, manuals, science equipment and materials (Samonte, 2008).

Instructional materials perform a crucial role in the educational process because it enhances the academic skills of the students. In a study performed by Dahar and Faize (2011) that aimed to determine the effect of the

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Availability and the Use of Instructional Material on Academic Performance of Students in Punjab (Pakistan), they concluded that less availability, misallocation and the deficiency in the use of instructional material lead to the wastage of resources, the less effectiveness of instructional material and lower academic performance. Additionally, Andersen (2002) studied the effects of instructional material and learning style preference on test performance of undergraduate nursing students. She found out that students using both the auditory and visual instructional material and the visual-only material achieved significantly higher posttest scores than students using the auditory-only material.

At present, education has evolved relatively, and the plain chalk and talk method of teaching can no longer be the key to successful pedagogy; therefore, the teacher has to use instructional materials to make the teaching-learning process interesting (Nicholls, 2000; Raw, 2003).Likewise, these should be chosen according to their suitability for the students, the subject matter, and the technique being employed since according to Zimmer (2008), students respond to information differently.

Science, Technology and Society (STS), is a discipline that introduces to students the significant intertwining relationships of the three components and how they contribute to global development.

The researcher, a teacher of STS to second year college students of the Institute of Community Health and Allied Medical Sciences, Don Mariano Marcos Memorial State University – South La Union Campus, found difficulty in looking for the perfect book that could effectively facilitate in the learning-teaching process of this subject.

It is with this foregoing circumstances, that the researcher conceptualized the idea of coming up with a worktext, which is a combination of a textbook and a workbook that may serve as an instructional material in STS.

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Objectives of the Study

This study focused on the development and validation of a worktext in Science, Technology and Society.

Specifically, it sought to determine the following: (1) the status of instructional materials in STS in terms of: a) availability, b) adequacy, c) topics; (2) the level of validity of the tasks and activities in the developed work text in STS along a) content, b) format, and c) readability.

Framework

The study is guided by Ausubel's Subsumption Theory, Scaffold Learning Theory of Lev Vygotsky and the Constructivist Approach by John Dewey.

First is David Paul Ausubel'sSubsumption Theory. According to Ausubel (1978), learning of new knowledge relies on what is already known, and we learn by constructing a network of concepts and adding to them. Given these assumptions, he proposed the use of advance organizers in order to help the learners to link new learning material with existing related ideas.

This study is based on Ausubel's theory wherein the activities which are incorporated in the work text are in the form of graphic organizers at every end of each lesson to develop the higher order thinking skills of the students.

Another is the Scaffold Learning Theory of Lev Vygotsky. He postulates that one's acquiring of knowledge may be more successful when a scaffold assists it (Hung, et.al., 2008). He says that once a student masters a given task with the help of a scaffolding, he will then be able to complete the task again once the scaffolding has been removed. Based on this underlying theory, it is believed that the instructional material will provide as scaffold to support for the teaching and learning process (Berk & Winsler, 1995).

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Needs Assessment on the status of IM in STS along:

Topics

1. STS: An Overview

2. The Nature of Science

3. The Nature of Technology

4. Selected Environmental

Problems: Their Causes,

Effects & Possible

Solutions

5. STS in the Philippines

6. The Impact of STS

1. Needs Analysis on the status of IM in STS along: a. Availability b. Adequacy

2. Development of the Worktext in STS a. Reviewing the syllabus b. Collecting data and information c. Planning and Organizing d. Writing the draft of the lessons

3. Validation of the worktext a. content b. format c. readability

4. Revision

5. Final draft

A Work Text in Science,

Technology and Society

Finally, the Constructivist Approach by John Dewey encompasses the theories mentioned as a guide in this study because according to Chopra and Gupta (2011), this approach implies direct experience with science as a process of acquiring knowledge in which prior concepts are explained and changed on the basis of fresh meaning from peers and teachers. They say that constructivist approach is based on the idea that the learner forms his or her own knowledge through experiences.

The Research Paradigm

Figure 3 reflects the arrangement and succession of activities of the study.

Figure 3.The paradigm of the study

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MATERIALS AND METHODS

This study made use of the descriptive research and the development method. It was performed at the Don Mariano Marcos Memorial State University – South La Union Campus, Institute of Community Health and Allied Medical Sciences. The total enumeration was utilized including three instructors handling STS 101 and 75 students enrolled in the subject.

The data gathering tool included a Needs Assessment Checklist for availability and adequacy of STS instructional materials and the needed topics in STS. Informal interviews were also done to establish the additional comments written by the teacher participants in the said checklist. The Department of Education (DepEd) Rating Sheet for Print Supplementary Materials Validity of the Content & Format of the Worktext was used as the tool for evaluating the worktext's validity of content and format. Due to the transition of the country's educational system into the K-12 Curriculum, the researcher utilized the said validating tool since the first two year levels of the college level will have been converted into grades 11 and 12 of the said curriculum. Also, the rating sheet was already considered as a valid and reliable tool for its purpose and the researcher found no biases with respect to the factors used in the tool. This means that the factors were stated in general and were not age specific.

As to the validation of the material, eight experts served as validators: four validators for content, two for its format, one for grammar, and one for its readability. The four validators along content are professors who have handled the STS subject for five years or so: one is a Graduate College Professor and also the Curriculum Adviser for Science Education; another is a professor who had been handling Strategies in Science Teaching under the College of Education in the university; another is a Clinical Instructor who has taught STS in the Health

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Sciences; and another was a former professor at the Panpacific University North Philippines and is now employed as a secondary school teacher in New Mexico. The format of the work text was assessed by two of the professors teaching Educational Technology to undergraduate students in the College of Education. The former chairman of the Languages Department and presently the Dean of the College of Graduate Studies competently validated the grammar of the material and finally, a professor in Statistics in both undergraduate and graduate courses, and is presently the Head of the Campus Research Unit evaluated its readability.

Furthermore, the following statistical tools were used in determining the results of the study:

The Average Weighted Means (AWM) for the Needs Analysis on the Availability and Adequacy of instructional materials in STS and the Topics needed for the subject with a rating scale of 1-5 was used. The interval of 0.8 was established by computing the range of the scale (maximum less the minimum) then divided by five. Verbal Descriptions were assigned to each of this interval in increasing values. On the other hand, The Validity of its Content and Format also used the AWM and a rating scale of 1-4 where an interval of 0.75 was established by calculating the range of the scale then divided by four. Appropriate Verbal Descriptions were also assigned to each of the intervals.

The Flesch Formula was computed using the computer software to determine its Flesch Reading Ease and Flesch-Kincaid Grade Level.

Finally, the following steps were performed in developing the STS worktext: (1) Needs Analysis on the Status of IM in STS along availability, adequacy and topics needed for the worktext. A questionnaire checklist was given to the teacher and student respondents to determine these factors.(2) Development of the STS Worktext which includes: a) Reviewing and revising the syllabus; b)

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Collecting data and information; c) Planning and Organizing; and d) Writing the draft of the lessons, activities and chapter tests. (3) Validation of the worktext by the chosen experts along: a) Content; b) Format; and c) Readability. (4) Revision of the worktext; and (5) Writing the Final Draft.

RESULTS AND DISCUSSION

The following are the results of this study:

Availability of Instructional Materials in Science, Technology and Society

Table 1 shows the availability of instructional materials in Science, Technology and Society.

Based on the data, the teachers use textbooks which they own or borrow from the library. The rest of the instructional materials were rated by the teachers as “not available.”

Table 1.The Availability of Instructional Materials

Like their teachers, the students use textbooks in Science, Technology and Society wherein they rated it as “Moderately Available”. This shows that the teachers assessed the availability of textbook with a slightly higher

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rate, and this further implies the teachers may have borrowed the textbooks for their own personal use throughout the semester since there are no other available instructional materials in STS. Hence, only a few textbooks are left in the library for the students to borrow.

Moreover, according to Dahar and Faize (2011), for students in third world countries, textbooks play an important role in conveying knowledge. Furthermore, there is no choice other than textbook in many developing countries which means it is one and the only source of information.

Aside from textbook, the students' ratings for worksheet, workbook, module, worktext and manual imply that the said instructional materials were “not available”. However, described as not available, the student's ratings were higher than those of the teachers. Through informal interviews, the researcher learned from the teachers that once-in-a-while, the teachers provide teacher–made worksheets to their students. The students rated the “Worksheet” next to textbook which is higher than the rest of the other instructional materials because their teachers provided them worksheets during their lessons. Because these instructional materials are not available for their classroom use, the teachers try to augment the lack of these materials.

Adequacy of Instructional Materials in Science, Technology and Society

There are 3 different textbooks in the library, with 7 copies each. With the number of students and faculty catered by the total number of books, both teacher and student research participants rated the IM's in STS as moderately adequate. Being rated as not available, all the other IM's are likewise, not adequate.

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Table 2 presents the result of the Needs Assessment on the adequacy of instructional materials.

Table 2. The Adequacy of Instructional Materials

This further implies that the teachers and the students are in dire need of an instructional material in Science, Technology and Society that suits their level. These findings substantiate the World Data on Education (2006) that states that various problems are affecting the educational system in the Philippines. Among these are teachers who are poorly-trained and inefficient, insufficient facilities and equipment, and inadequate materials for instruction like textbooks and teacher's manuals.

Assessment of the Topics in Science, Technology and Society

Table 3 reflects the topics that the two groups of research participants perceived to be very important to be included in the Science, Technology and Society course. The student participants were asked on this matter after the researcher had explained to them the course description, as well as the objectives of STS, during the orientation of the said subject in their class. Both teacher

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and student participants were also asked to include other topics they deemed vital in the course; however, only two added “Issues of Genetically Modified Organisms” which the researcher included as a sub-topic under Chapter 6: The Impact of Science, Technology and Society.

The research participants find the topics in every chapter as Highly Needed.

This finding implies that the teacher and student respondents are aware that Science, Technology, and Society courses explore the connections between the sciences and other parts of the human endeavor.

Table 3. The Assessment of the Topics in Science, Technology and Society

Based on the preceding findings, there is a need to develop a work text on STS that will focus on the topics as deemed needed and based on the description of the course.

Validity of the Work Text along Content and Presentation and Organization

Table 4 presents the evaluators' rating on the validity of the worktext along Content and its Presentation and Organization.

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The experts generally find the content of the worktext as “Very Highly Valid.” This means that the content is suitable to the students' level of development; contributes to the achievement of specific objective of the subject area and level for which it is intended; and it enhances the development of the higher cognitive skills as well as the desirable values and traits of the students.

Factor 2 covers the Presentation and Organization of the worktext as a whole. Based on the data, the validators find the worktext presentation as engaging, interesting, and comprehensible. Moreover, there is also logical and smooth flow of ideas.

The over–all weighted mean of the indicators under Factor 2 is 3.81 which describe the material as “very highly valid.”

Table 4. The Validity of the Worktext along Content and Presentation and Organization

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Validity of the Worktext along Content specifically on Accuracy and Up-to-datedness

Table 5 displays the validity of the worktext along content specifically on accuracy and up-to-datedness.

The scoring of the indicators was reversed along Accuracy and its Up-to-datedness because the items were negatively stated. The highest score was 1.00 while 4.00 became the lowest.

Along this factor, the indicator “computational errors” was marked not applicable to the worktext because it did not use any computations in the content.

A closer look at the table reveals that the experts have not identified any the illustration or diagram that need to be revised in the worktext.

The conceptual error listed by two of the experts is the changing of the term “within” to “which in” under the topic “environmental technologies.”

Overall, the worktext was rated in general as “very highly valid” along content. This indicates that facts with regard to the topic were not present, grammatical errors were minimized, the information in the various topics are also up-to-date. This also further implies that the illustrations were appropriate to the concepts presented, pictures were in place and charts accompanying presented data were truthful. The experts also commented that the worktext is 'very comprehensive' and they recommended for the approval of the material for possible use in public schools.

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Table 5. The Validity of the Worktext along Content specifically on Accuracy and Up-to-datedness

Validity of the Worktext along Format

Table 6 summarizes the evaluation of the three competent teachers on the validity of the worktext along format.

As shown in the ratings given, the indicator on “prints” was described as “very highly valid.” One of the experts commented that some of the illustrations have uneven density. This refers to the uneven shading of tints in the pictures. To remedy this, the researcher adjusted the quality of the pictures' color in the printing.

As to the indicators on illustrations, it is described as “very highly valid”. All the experts agreed that the worktext is attractive and pleasant-looking. However, two common comments under this indicator are: “Illustrations are too stretched so the quality of the image was degraded” and “Some captions of the illustrations are too long”. To address these comments, the researcher shortened the captions of the illustrations and incorporated them into the text. Likewise, the color printing was adjusted so that the images became clearer and more even in terms of quality.

The design and layout of the worktext is described as very highly valid. Positive comments were given such as

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“The design is catchy” and “The illustrations are related to the text and not distracting.”

It is along the indicator “paper and binding” where the experts commented that the binding should be more durable. Because of this, the worktext has to be presented in soft-bound copies.

The indicator on size and weight also received a rating equivalent to “highly valid.” Indeed, the worktext is a little heavy because of the single-page printing in order to give enough space for additional concepts or suggestions from the validators since it was still undergoing the process of validation. The original copies were not easy to handle because of the spiral binding. The experts suggested the worktext to be presented in soft-bound copies. The researcher elicited all the comments and suggestions of the evaluators in improving the worktext.

Generally, the worktext was “very highly valid” along format whereas the highest factor along its prints got the highest mean while the Size and Weight attained the lowest. The printing as regards to the font size, style and spaces are of good quality and may need less enhancements. However, the size and weight was meant to be improved.

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Table 6. The Validity of the Worktext along Format

Validity of the Worktext along Readability

Finally, the worktext was also subjected to validation along readability which ensures how understandable it is to the reader such as controlling the level of vocabulary of the document to improve its readability.

Table 7 shows the result of the readability of the worktext.

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Originally, Chapters 1, 5, and 6 had very low scores in terms of their readability. The validator informed the researcher that some reasons for its poor readability may have been the use of long words, sentences, and paragraphs, including the utilization of unfamiliar words. Medical terms that are too technical could have also contributed to the difficulty. Upon the recommendation of the expert, these were revised and again subjected to a readability test. The second result was better, bringing the readability to the present score and grade level.

As reflected in the table, Chapter 4, (Selected Environmental Problems) has the highest readability with a verbal description of fairly difficult. The grade level is equivalent to more or less, 11 years of education which falls along first year college in the Philippine educational system. This finding implies that chapter 4 is easily understood by the student participants of this study who are second year college students.

Chapters 2 and 3 with the topics, “The Nature of Science and The Nature of Technology” have reading ease scores of 33.80 and 32.72 respectively and corresponds to grade levels of 12 to 13 years of education. These two levels fall along 2nd or 3rd year college in the Philippine educational system. This means that the readability of the abovementioned topics is understandable to the student respondents of the study.

The result of the readability level of this study conforms to the result of Facun's (1992) study were the readability level content validity was one of the bases for revising her worktext.

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Table 7. The Readability of the Work Text

CONCLUSIONS

The study identified that there is a deficiency in the availability and adequacy of the instructional materials in Science, Technology and Society; hence, there is a need to develop to more instructional materials in the said discipline. The study concludes that the developed worktext is valid. This means that teachers of Science, Technology and Society can use it as their teaching-learning material in the said subject. Furthermore, the findings imply that the topics and concepts of each chapter are suitable to the ability and vocabulary level of the students.

RECOMMENDATIONS

The policy implications of the study are that instructional materials must be properly allocated and if to be constructed, they should be made correctly and suitably to their intended users, and instructional materials should be efficiently used with the standard quantity and quality.

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LITERATURE CITED

Andersen, D. (2002). Effects of Instructional Material and Learning Style Preference on Test Performance of Undergraduate Nursing Students. Retrieved from ETD Co l l e c t i on f o r Un i v e r s i t y o f Neb raska : digitalcommons.unl.edu/dissertations/AAI3045505 on February 22, 2013.

Ausubel, D. (1978). In Defense of Advance Organizers: A Reply to the Critics. Review of Educational Research, 48, 251-257.

Berk, L. E., & A. Winsler (1995). Retrieved from Eric Education Resources Information Center: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED384443&ERICExtSearch_SearchType_0=no&accno=ED384443 on July 15, 2013.

Chopra, R. & Gupta (2011). Impact of Constructivis Approach on Science Achievement of 8th Grade Standard Students. International Journal of Education a n d A l l i e d S c i e n c e s . R e t r i e v e d f r o m : http://search.proquest.com/docview/1221535923?accountid=141440 on

Dahar, M. & Faize. (2011). Effect of the Availbility and the Use of Instructional Material on Academic Performance of Students in Punjab (Pakistan) . Euro Journals, 3-6.

DepEd. (2013). NETRC. Retrieved from NETRC. sysportal.net/: http://netrc.sysportal.net/ on July 17, 2013

Facun, R. (1992). The Development and Validation of a Work Text in Analytic Geometry. Doctoral Dissertation. Dagupan: Pangasinan State University.

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Gordon, B. (2007). U.S. Competitiveness: The Education I m p e r a t i v e . R e t r i e v e d f r o m P r o q u e s t : http://search.proquest.com/docview/195926077?accountid=141440 on July 15, 2013.

Hung, D., et.al. (2008). Learning Within the Worlds of Reifications, Selves, and Phenomena: Expanding on the Thinking of Vygotsky and Popper. Learning I n q u i r y : R e t r i e v e d f r o m : http://dx.doi.org/10.1007/s11519-008-0030-8 on February 22, 2013.

Lee, V. & Zuze (2011). School Resources and Academic Performance in Subsaharan Africa. Comparative Education Review, 369-397.

Martin, et.al. (2012). TIMSS International Results in Science. Retrieved from TIMSS and PIRLS: http://timssandpirls.bc.edu/timss2011/international-results-science.html on July 17, 2013.

Morella, C. (2004). Philippine Educational System in Crisis. Manila: National Bookstore.

Nicholls, G. (2000). Learning to Teach. Glasgow: Bell and Bain LTD.

Raw, V. K. (2003). Quality Teaching. New Delhi: APH Publishing Corp.

Ronda, R. A. (2013, January 19). DepEd sets Nat for students on March 13. The Philippine Star, p. 4.

Samonte, H. D. (2008). Hindrance in the Attainment of Quality Education. The Modern Teacher, Vol. LVII, No. 10, 10-11.

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Starodubov, V., et.al. (2012). The Problems Associated with the Evaluation of World-class Competitiveness of Russia's Science as Illustrated by Clinical Medicine. Scientific and Technical Information Processing Retrieved from :http://dx.doi.org/10.3103/ S0147688212030069 on July 15, 2013.

World Data on Education (2006). Education in the P h i l i p p i n e s . R e t r i e v e d f r o m : http://www.scribd.com/doc/22641691/Education-in-the-Philippines on February 2, 2013.

Zimmer, C. (2008). Sociable and Smart. The New York T i m e s R e t r i e v e d f r o m : http://www.nytimes.com/2013/18/7/science/04hyen.html on February 2, 2013.

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