Chapter II

Review of Related Literature and Studies

This Chapter presents the related literature and studies that is

connected to this research. This will also present the theoretical and conceptual

framework to fully understand how the researcher will conduct the research

study.

REVIEW OF RELATED LITERATURE

LOCAL LITERATURE

According to Sir Paul B. Polintan (2013), The Principal of Colegio

de San Bartolome de Novaliches, “More Learning with less talking, no

tutoring, and less homework”, The Dynamic Learning Program works

in this way to the students, with more learning means to students

focuses more in academic studies, less talking and no tutoring applies

to the teacher who discusses in front of the class in just 20 minutes

and lets the students go through Individual Cooperative Learning. Less

homework applies to the students as well as to their family. They have

more time to review, relax and have quality time for their family,

because one of DLP’s targets is to strengthen the relationship between

students and their own families.

 According to Gil Araneta, ASNHS principal, Angeles Sisters

National High School (ASNHS) in Barangay Consolacion — one of the

worst hit among 25 barangays affected — was knee-deep in mud after

the flashfloods last month so that when classes resumed on January 3,

they only had a 44% attendance. But in a span of two weeks,

attendance had reached 90 percent.

Furthermore, they gave their students a series of Psycho-Social

sessions when they started the classes for a week. He said the

Dynamic Learning Program (DLP), a teaching method that takes into

consideration the latest result from the fields of neuroscience, has

enabled the program’s students to cope with their traumatic

experience during the flood and at the same time revive their fervor

for learning. “The program is innovative in that it lets the students

learn by discovering through activities,” he said. He added that since

they applied DLP in their school, performance indicators of their

students showed stark improvements. Gil Araneta (ASNHS Principal).

In addition, under the new teaching method, students are given

activity sheets instead of textbooks. A session begins with the students

working on activities on their own, while the teacher comes in to

discuss the concept for 15 to 20 minutes to reinforce the day’s lesson.

“With this, the teacher will just facilitate the learning and because they

only facilitate. We can now handle three classes at the same time on
any given concept, for example Math. The program has resolved the

problem of lack of teachers since a single teacher can now handle

more sections”. Gil Araneta (ASNHS Principal).

Therefore, DLP is 70 to 80 percent student activities and only 20

to 30 percent lecture. It is designed to solve existing problems

plaguing the academe like the dearth of qualified teachers, few or

error-filled textbooks and the large number of students per classes in

public schools. The activity sheets form part of a student’s portfolio

which will be the basis for grading a student’s performance. Students

cannot take their activity sheets home “so that the students can really

rest and relax when they get home,” Gil Araneta (ASNHS Principal).

According to Myrna Motoomull, Division Superintendent of the

Department of Education (DepEd) said DLP has been applied to all 35

public High Schools (except Regional Science High School) in the city

starting the school year 2011-2012 and “will continue for five years so

that the maximum results of the program can be seen.” She welcomed

the application of DLP in 34 High Schools in the city division’s two High

School Districts since its Secondary level’s performance indicators are

far below the Education for All (EFA) Goals set by the United Nations

Educational, Scientific and Cultural Organization. In school-year 2010-

11, the city’s secondary level Drop-Out Rate was 7.17 per cent. This

means that for every 10 high school student, at least seven dropped-
out. Its National Achievement Test average, in school-year 2009-10

was 45.24 per cent. She said they have introduced “a number of

innovations and interventions done by individual schools to address

the situation, and yet the increase has been minimal.”

Previously, with the advent of the internet in the 1990s,

physicist-researcher-educator couple, Dr. Christopher Bernido and Dr.

Maria Victoria Carpio-Bernido, decided to leave the University of the

Philippines’ National Institute of Physics in Diliman, Quezon City and

moved back to their hometown—municipality of Jagna, Bohol. There,

the couple managed the Central Visayan Institute Foundation (CVIF)

where the Dynamic Learning Program was born. they wanted to

develop a teaching process that could both revive the new generation

of students’ attitude towards learning and the lack of qualified teachers

in the disciplines of Science, Technology, Engineering and

Mathematics. Myrna Motoomull (Division Superintendent of the

Department of Education).

Consequently, Smart Communications, Inc. in partnership with

the Philippine Business for Social Progress, sponsored an on-site

program application observation trip for 36 public school principals of

Cagayan de Oro to CVIF in Bohol, where DLP started, and met the

Bernidos. The CVIF is home to the Research Center for Theoretical

Physics and has been hosting physics workshops every three years,
usually featuring experts from all over the world. Their High School

Department pioneered the DLP through the couple’s innovative

“Learning Physics as One Nation” (LPON). After eight years, the

program’s graduates now have a 10% passing rate in the UP College

Admissions Test (UPCAT), one of the toughest collegiate entrance

exams in the country. The Bernidos garnered the Ramon Magsaysay

Award in 2010 for “their purposeful commitment to both science and

nation, ensuring innovative, low-cost, and effective basic education

even under Philippine conditions of great scarcity and daunting

poverty.”

Therefore, established in 1957, the Ramon Magsaysay Award

has long been regarded as Asia’s equivalent of the Nobel Prize.

Recently, the couple received the UP and Meralco’s Gawad Haydee

Yorac. Whenever asked about the DLP, the Bernidos always readily

reply: “We focus on the mind, the spirit and the heart of each child,

and there we see untapped capabilities and incredible resiliency.” Cong

Corrales, MindaNews.

FOREIGN LITERATURE

According to Dr. Magdy M. Hussein, the following statements

reasons the effectiveness of the dynamic learning approach as an

alternative to teachercontrolled or pre-designed instructional systems.

It also outlines what might be the most successful way to store

knowledge in students’ minds through developing critical thinking and

new skills of gathering information. Teachers who adapt the dynamic

learning approach are usually concerned about sharing the

responsibility of the educational process between the teacher and the

student. Between teaching and learning, educators and students must

communicate out-of-the-box ideas which evolve creativity and

innovation in sharing of new knowledge, generating flexible learning

activities, and creating new classroom environment. The bottom-line of

dynamic learning is that students learn how to think, observe, and

reflect. As for the content, it simply changes every day.

Unlike traditional educational system where a teacher comes to a

class and starts his magic performance of pouring information into,

presumed, receiving minds, dynamic learning comes as a result of

students’ efforts to gain knowledge without much of resistance or

struggle. This process lets the brains massage the knowledge before

sending them to the storing memories. The teacher role in this process

is critical and vital. A teacher balances students’ interests of the

subject matter, guides them to available and appropriate resources,

and finally evaluates their efforts based on their learning capacity.

 Similarly, many students usually have difficulties to present their

wonderful ideas and many cannot imagine themselves addressing any

number of audience. There has to be another methodology to measure

their learning performance. Teachers normally have to check on

regular basis how his/her approach is appealing to students. A

strategic mix between homework, presentation, and quizzes gives

students a fair chance to collect good grade somehow.

Further, the concept of dynamic learning reached beyond

training students to become self-determined learners. It is a new

philosophy of purposeful teaching. Dynamic learning relies mainly on

new mechanism of transferring information and knowledge through

the indirect process of studying, observing, reflecting, researching, and

concluding. This mechanism has a set of disciplinary rules of how

students would independently seek knowledge, what tools and

technology they are going to use in their research, and what manner

they would adapt to reach their goal of learning. Shirley McCune

(1984) summed up the Dynamic learning approach affirming that: “the

overall purpose of education - to provide students with the skills

needed for effective living, learning and working activities - remains

constant. But the knowledge, attitudes and skills needed for effective

living, learning and working in today's world have changed

dramatically.”
 Following these rules will result in developing new

characteristics of these young researches such patience, dedication,

and commitments. The most astonishing result of following this

approach is that it introduces new product of a learning student in a

very competitive global environment. Rivera (1999) summarized his

personal experience with the proposed approach stating: “The

Dynamic Learning Program takes learning and teaching to a deeper

level, with real-world applications and stresses, above all else, the

success of all students. It is this philosophy that has inspired me to

achieve high academic standards, not for myself but my fellow

colleagues, mycommunity, and students I may teach in the future.” An

independent learner with no doubt presents a great member to the

workforce.

Accordingly, it is a method of teaching like no other. By moving

away from the traditional classroom of boring lectures and pointless

tests, these classrooms are full of group discussions and

thoughtprovoking, real-life situations. Also, the students run the

classroom. They develop a set of rules and consequences for the

classroom, and they create a club for the future teachers. However,

the best part of Dynamic Learning is the wonderful learning

experiences.
 Moreover, teaching the dynamic learning approach to students

from the far East culture is sort of swimming against the current.

International students from China and neighboring countries like

Taiwan, Vietnam, and other Asian countries are coming from cultures

that are teacher-centered due to the influence of Confucian traditions

(Lee, 2005).

Therefore, those students who spent thousands of dollars

deserve no trial period to prove that no matter what culture a student

comes from, the dynamic learning fits all cultures. The culture in the

Middle-East is no different from the Far-East except for the fact that

the most significant purpose for students is to earn their degree as fast

as they possibly can with good grade. The great burden on students

communicating with the dynamic learning is due to the tremendous

load of the course work they have allowed to take. The approach

requires students to spend time at home or at the library to study, surf

the net, and read researches to come to the class will prepared. The

focus in the Middle-East culture is how to solve the challenge of how to

fit the dynamic learning approach within the traditional grading

system. When schools comprehensively adapt the approach and

provide suitable administrative and academic environment, students

will enjoy the implementation of the approach.

 One could also say that institutions of higher education are

forced one way or the other to adapt the dynamic learning approach.

The hi-tech age has enforced its attributes over teaching and learning

methodology. Technology has played great role in digitalizing

information and make them available on the web, or publishing

electronic books, or making online surveys, or online discussion, and

other facilitations. The above popular methodologies have driven

online learning far enough to penetrate well-known intuitions and force

their way for recognition with U.S. and international accreditation

agencies. The dynamic learning in class is sort of onsite training for

the coming dominating online learning approach where students’ share

of the learning process is much bigger. Kim and Bonk (2004)

underlined that developing students’ collaboration and evaluation skills

is number one priority in the online learning. One cannot agree more

with that conclusion and the credit goes to the dynamic learning

approach. Dr. Magdy M. Hussein

Related Studies

 Local Studies

Dr. Lorna E. Rances, Ph. D. CESO VI School Division Superintendent

Division of Bohol. “Dynamic Learning Program (DLP)”. Public Secondary

Schools in Bohol face a dilemma of having low achievement test result alongside
other performance indicators such as participation rate, cohort survival rate,

completion rate and drop-out rate for quite a time already similar to that of the

whole country. Table below shows that for the past five years, National

Achievement Test Result of all secondary school students in the country are

quite far from the planning standard of 75%. Of the five learning are tested,

none got a mean performance score higher than 60% or meeting the desired

standard set. Similarly the test result of the public secondary students in bohol

are identical.

Realities informed us that the vicious cycle of poverty, lack of quality

human and physical resources and low quality education are the obvious

reasons of the current status of our educational system particularly in the

secondary level. Moreover, we are facing with the new pedagogical perspectives

like; the brains of the new generation of learners are wired differently,

information now are readily accessible to learners and worldwide, we lack

qualified teachers to teach Science, Technology, English and mathematics.

Based on observations, teachers tend to use more often the lecture method that

fosters passive learning and dependency on teacher abilities. Thus, when Dr.

Christopher Bernido and Dr. Ma. Victoria Bernido introduced the Dynamic

Learning Program, both political and implementing the program immediately

this SY 2011-2012.

Dynamic Learning Program (DLP) is a program centered on activity based

multi-domain learning that requires students to work independently, to

discover and understand the lesson on their own by reading the concept notes

and by doing the exercises before the lesson is discussed and explained. After
about forty minute exercises, the teacher starts discussing the lesson. It is only

during this time that the students are encouraged to ask questions to help

them further understand the lesson. The idea is that, students learn more by

doing rather than by merely listening. The students are not given any

assignments for by them to work at home giving them ample time to rest and to

spend time with their family members especially on a weekend. All activities are

done in school, facilitated and supervised by the teacher making sure that all

activities are done by the student themselves. Parents on the other hand are

very much guided on every detail of the activities through the portfolios of the

students. (Hidalgo, Harlene)

“Effects of the implementation of dynamic learning program to the

academic performance of grade 12 students of southwestern university-PHINMA

(SWU-PHINMA) school year 2017-2018”. Educational institutions like schools,

colleges and universities are nothing without the students. Students are the

most vital component, the bread and oxygen of these institutions. Apart from

the contributions of its employed citizens, the social and economic development

of the county is directly mirror to the academic performance of the students.

The student’s performance (academic achievement) plays an important role in

producing the best quality graduates who will become great leader and

manpower for the country thus responsible for the country’s economic and

social development(Ali et.al, 2009). Student’s academic performances had been

a concern to many and a challenging aspect to the academic world and are

affecting through various factors. Might be psychological, financial, social,

environment, and personal or even what program a particular institution

promotes as a strategy in nurturing their students.

 The students are capable of seeking and enrolling themselves in an

institution, which for them aims to offer a training ground that would help them

improve their lives or even achieve the best that they can be. Upon opening a

Senior High Department, Southwestern University PHINMA a private school in

Cebu City happens to run a different type of learning program in which aims to

promote active learning and train students to be independent in their own.

The same program introduced and developed by Dr. Chris Bernido and

Dr. Ma. Victoria Bernido to improve the performance of the students of Central

Visayan Institute Foundation (CVIF-DLP), a family owned school in Jagna,

Bohol that according to a study really did works for the school based on the

improvement of the performance of its students. The teaching framework has

been gaining popularity among schools for its parallel learning groups, activity-

based multi-domain learning, in-school comprehensive student’s portfolio, and

strategic study and rest periods. DLP has a strong program for building STEM

skills among students

Nevertheless, let us put into consideration that students, which happen

to enroll themselves in Southwestern University, came from different places of

Cebu or even from different regions of the Philippines. By then, a lot are use to

experience diverse ways of educational methods. Upon adapting to this another

different learning strategy of Southwestern University, the Dynamic Learning

Program, the purpose of this research is to find out the effects of Dynamic

Learning Program to the students of Southwestern University in their academic

performance. This will help the students as well as the teachers gain knowledge
upon the relationship of their academic performance based on the program.

(Pungayan, Karleen)

“The Effects of Dynamic Learning Program on the performance of the

Students and Teachers of Colegio de San Bartolome de Novaliches”. The

Dynamic Learning Program is a new teaching method that has been implied in

all catholic schools under the Roman Catholic Bishop of Novaliches Educational

System (RCBN-ES) since 2013. DLP was developed by spouses Dr. Christopher

Bernido and Dr. Ma. Victoria Carpio Bernido who owns the Central Visayan

Institute Foundation (CVIF). DLP is a teaching method that is geared towards

developing each child to his or her fullest potential. Using the same Department

of Education (Dep-Ed) curriculum. It is designed to improve basic education

given by the country’s multiple socioeconomic and cultural constraints

And thus, DLP has been implied also to Colegio de San Bartolome de

Novaliches because it is a part of RCBN-ES. Since it is a new learning program,

students of CSBN had some problems to cope with and also in the case of the

teachers in the way on how to teach their students. Because students are used

to conventional teaching method. And the DLP brought various advantages and

disadvantages to the students and teachers of CSBN that will be named later in

this research.

The general purpose of this study is to know that if students and

teachers of Colegio de San Bartolome de Novaliches, finds DLP essential and

effective to their learning and teaching approach and to also look if there are

improvements in their skills.

 There are a lot of advantages and disadvantages when Dynamic Learning

program (DLP) was implemented in Colegio de San Bartolome before DLP, CSBN

was already an academe that aims for quality learning and education, but

CSBN holds on to the word “innovation”. Every year CSBN aims for

improvements not only on their rankings nationwide but in the progress of the

students and teachers as well. CSBN has been using DLP for almost three

years. Some students have coped with this learning program. As for teachers,

their work have been doubled other than checking the students Learning

Activity Sheets (LAS)

“Mathematics Teacher’s and Student’s Perception on the Implementation

of the Dynamic Learning Program (DLP)”. The study aims to determine

mathematics teacher’s and student’s perceptions on the implementation of the

Dynamic Learning Program. To determine the perceptions of the mathematics

teachers and students, the researcher utilized the descriptive method of

research using the developed research instrument used to measure

mathematics teachers and student’s perceptions on the implementation of the

DLP to the 16 mathematic teachers and 783 high school students. Statistical

tools such as the mean. Standard deviations, and t-test for independent means

were used to answer problems of the study. Results show that mathematics

teachers and students were positive towards the implementation of DLP.

Mathematics teachers strongly agree that learning materials are available and

help raise tha achievement level of the students. Results also show that

mathematics teachers are well prepared in writing plans that are congruent to

the lesson objectives. Likewise, they are prepared in the implementation of the

learning plan. Furthermore, mathematics teachers and students agree that high
school student class attendance was improved during their DLP classes.

Considering significant differences in the perceptions of mathematics teachers

and students on the implementation of DLP, results reveal that mathematics

teachers and students do not differ significantly in their perceptions. This

means that mathematics teachers and students were almost the same in their

perceptions toward the implementation of the DLP. They both agree that the

DLP improves mathematics performance of the students. Likewise, students

have developed positive attitude towards the subjects students have developed

positive attitude towards the subjects when DLP was used in the mathematics

classes. In this regard, teachers are encouraged to continue and strengthen the

delivery of DLP in the mathematics class. Likewise, the use of the DLP should

be given more attention but teachers are likewise encouraged to vary their

approaches because different subject matter requires different approaches.

“Student Preference to Teacher’s Teaching Strategy”-Gerald Paul

Sumagpao. Students preference to teacher’s teaching strategies is a study to

learn the importance of teaching strategies towards the needs of the students.

One of the areas that have been studied in the past to evaluate a number of

these factors in relationship to teaching effectiveness is teaching styles.

Teaching style, as defined in this study, includes a teacher’s way of

communicating with the students, the choices s/he makes to create a desired

classroom climate, the level of directive taken, and the choices s/he makes in

tools, methods, strategies, and evaluation techniques. In other words, teaching

style refers to the beliefs of a teacher that translate into their classroom

behavior ad choices. Different teachers also have different teaching strategies,

and that is the main reason why several students won’t participate during class
recitation and activities. The study is important to help teachers to learn what

students need to do in order to create relationship or connection towards each

other.

Student nowadays really need enough attention in the teaching-

learning. It can affect the performance of a student if his/her desired learning

style will not meet with the teacher’s way of teaching. Misunderstanding will

happen and can cause low performance rate of the students because of

disappointments, discouragement and lack of concentrations and connection

with the teacher.

The purpose of this study is to assist the teachers in

understanding the various learning styles favored by students and to help

teachers recognize the important relationship between instructional strategies

they utilize and the success their student may experience. Second is to

understand the side of the students regarding their needs or desired strategies

to their teacher and to then give their right actions towards students. Lastly, to

help them realize how to improve their teaching strategies and to apply it to the

real teaching- learning situation in the classroom.

 Foreign Studies

According to U. Rutishauser, et al. (2010) “When memory-related

neurons fire in sync with certain brain waves, the resulting image

recognition and memories are stronger than if this synchronization does

not occur.” Synchronization is influenced by "theta waves" – associated

with relaxation, daydreaming and drowsiness, but also with learning and

memory formation. This study explains on how the DLP is helping the

maturing process of neural connections to our brain. Writing the

Activities activates both brain and psychomotor and visual faculties of

the brain, and while the students write their topic.

In contrast, Dr. Magdy M. Hussein said that the entire dynamic

learning process never excluded the recognized traditional teaching as

part of the dynamic learning. The only difference is the amount of

teacher’s participation. In reality, dynamic learning gives a teacher an

opportunity to learn about students’ psychology, try new techniques, and

listen to feedbacks. In such environment, everyone is learning from each

other. So why it is dynamic? The nature of this approach has to change

frequently to fulfil different levels of the desire to learn. A class of twenty

students means one thing in the dynamic learning, there has must been

twenty different levels of capacity and therefore there has to be twenty

different approaches of learning. This blend of approaches triggers

students’ attention during class attendance and at home when they do

their homework. Bloom (1956) demonstrated in his research that

learning increases when varieties of learning approaches are used.

Presenting favorite section of the due chapter by students, answering,

and asking question are all forms of dynamic learning.

 However, the cooperation and mutual interest of making a possible

successful academic term should present a delightful experience to all

parties involved. It is great to see students’ relatives attending the final

project presentation as a way of support. Yes, this might be the case in a

PhD defense session but in an undergraduate final exam, that was an

outstanding achievement. Students must take the dynamic learning

seriously enough to share their efforts with their family members who on

the other side recognized something different going other what they used

to know in traditional teaching approach. One has to realize that

dynamic learning is quite challenging for teachers or instructors who

want to have students finish their course with something in their pockets

for the rest of their lives, may be one or two things at the most is quite

enough.

To conclude, teachers cannot escape the fact that at the end of the

semester, they have to post grades no matter what approach they are

following. The challenge here is to creating a measurable grading system

of the dynamic. School administration helps the dynamic learning

approach by giving the teacher the liberty to design his/her grading

distribution system between participation, homework, and exams. Dr.

Munk (2007) believes that the most efficient grading system is the one

which provides an opportunity for high grades to be earned, provides

meaningful grades that reflect a student's experience in the classroom,

and includes flexibility as needed to meet individual needs of students.