ACADEMIC RESISTANCE OF THE GRADE 9 LEARNERS SPECIALIZING IN DRESSMAKING AT DAPDAP HIGH SCHOOL
This study was conducted on the belief that better understanding the academic resistance of the Grade 9 learners specializing in Dressmaking at Dapdap High School may help learners, educators and administrators come up with some solutions to improve their learners’ performance.
The study found out that majority of the students with academic resistance in dressmaking were males and most of them were motivated by their peers. This implies that dressmaking is not a male-oriented course and students’ do not really perform well because it is not their cup of tea. Thus, there is a need for administrators and teachers to consider the interest of the learners before allowing them to enroll in a certain specialization and have them take qualifying examinations to minimize peer influence in enrolling the specialization.
As regards the reasons of learners’resistance to learning dressmaking, one of the reasons of the students is that equipment and materials are not sufficient for the students. We know that learning by doing is very effective in the academic and skill performance of the students. This implies that as we move forward with the K to 12 curriculum, the Department of Education must see to it that institution can offer good number of equipment and materials for the learners that they cater.
The study also found out that the teachers’strategies to academic resistance management were: teachers make an effort to get to know each learner who shows signs of resistance, teachers build a safe, supportive classroom climate, teachers share some of their life experiences and how they learn from it, teachers encourage learners to ask questions and acknowledge feedbacks, teachers include rules regarding classroom eating drinking, using cell phones, walking in and out of the classroom, teachers set good examples in the class and teachers encourage class participation during discussion. The other strategies should be given importance also in considering individual differences of the learners. There may be strategies effective to some learners and not to other learners.
So as to classroom management program is concern there is also a need to really know the learners personally in order to give learners the appropriate program suited for them.
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The author is Master in Education Major in THE (2015)