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UPV Theses and Dissertations

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    Self-fulfilling prophecy and self-efficacy: Their effects on performance
    Beter, Cipriano; Bocala, Mary Ilyich (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 1999-03)
    Individuals’ performances in academics and in any task-related jobs are sometimes influenced by others’ or one’s own expectations. In addition, a person’s views of his competence and capability could similarly affect its achievement. These were the highlights of the study wherein the researchers sought to investigate the effect of self- efficacy on performance, self-fulfilling prophecy on performance, and the interaction effect of both on performance. Participants of this study consisted of eighty (80) Third Year High school students from two sections of Capiz National High School. A 2 (high and low levels of self-efficacy) x 2 (positive and negative self-fulfilling prophecy) between-subject factorial design was used in this study. The randomly selected participants were asked to answer the General Perceived Self-efficacy Scale. Arbitrarily, their scores were used as a basis for assigning them to either high or low self-efficacy group. There were two phases in the study. In the first phase, the predetermined high efficacious participants viewed a film depicting the successful performance of the student in solving a chemistry problem. Low efficacious participants on the other hand separately viewed a film which depicted the unsuccessful performance of the student. Verbal persuasion was given by the lecturer after each film was shown. In the second phase of the experiment, high efficacious participants were subdivided into two groups. One group was induced with a positive expectation by the confederate and the other group was induced with a negative one. The same procedure was administered with the low efficacious participants. The F-score for the effect of self-efficacy on performance was F(l,80) =0.597, p<05, indicating that the performance scores of students whether they belong in the high or low self-efficacy group had no significant difference. Results further showed that the effect of self-fulfilling prophecy was significant F(l,80)=19.947, p<.05, suggesting that the performance scores of participants regardless what level of self-efficacy group they were assigned had a significant difference. This result suggests that teacher’s expectation (positive or negative) strongly affect students’ performance. On the other hand, findings on the interaction effect of self-efficacy and self-fulfilling prophecy received no strong support.
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    Disorientation and queering action in distance education: The queer lived experiences of the queer Filipino teacher
    Balensoy, Timoteo C., III (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2022-05)
    Queer studies highlight that beyond the idea of gender and sexuality, queerness branches through a vast field of disciplines and focus, urging scholarly interest towards the queer phenomenological question regarding the peculiar and confusing experiences an individual acquires when occupying a particular space as well as the actions they do in a space. Utilizing Ahmed’s Queer Phenomenology (2006) as the theoretical anchor for this inquiry, this study explored queer lived experiences through the experiences of disorientation and the queering actions of queer Filipino teachers; specifically, the mechanisms, the experiences, and the outcomes as queer Filipino teachers become challenged by the normativity of distance education, and how they addressed the challenges they experienced from the disorientation. Through interviews with eight (8) self-identified queer DepEd High School teachers from the provinces of Antique and Capiz from ages 24 to 42, this study identified that in the context of distance education during the COVID-19 pandemic, queer Filipino teachers experience disorientation through the challenges brought about by norms in the learning setup that prescribes specific actions, practices and strategies to avoid and to prioritize. As they reflect on their disorienting experiences, the queer Filipino teacher recognizes a need to change their perspective and pedagogies to orient themselves in the space of distance education. This leads them to enact queering actions through a pedagogical performance of going beyond what are obligated and expected of them, as informed by their identities as queer people, as teachers, and as queer teachers.