THE EFFECT OF TECHNOLOGY RESOURCES ON COLLEGE SOPHOMORES' READING HABITS IN ILOCOS SUR POLYTECHNIC STATE COLLEGE PHILIPPINES

Imbibing reading habits is an essential skill necessary in the acquisition of knowledge, which is highly demanding in the life of every student in the academic environment. However, as modern technological resources keep on advancing, the reading habits of students are also changing with reading on screen. This study examined the reading habits of college sophomore students as affected by technological resources. The survey instruments, distributed to 254 college sophomore students at the Ilocos Sur Polytechnic State College, allowed the respondents to assess their reading habits in terms of reading hours, reading purposes, reading content, and reading attitude, with the technological resources as their tool. The data gathered in the study was analyzed statistically using the simple frequency count and percentage, mean, and Pearson correlation. The findings revealed that the college sophomores achieved an average level in their English subjects. In addition, it was found that the technology resources were moderately adequate to be used for reading among the college sophomores. Despite this, the results still showed that college sophomore students spent 2-3 hours a day reading, primarily in preparation for their exams. In addition, they read the available reading content moderately often, and they perceive a positive attitude towards the use of technological resources for reading. Furthermore, it was revealed that there is a significant relationship between reading habits and academic achievements. The study's findings will be used to improve instructional approaches and to launch e-reading initiatives in colleges.

Teachers Emotional Social Intelligence and its Relationship With Classroom Learning Environment

The purpose of the study was to investigate teachers’ emotional social intelligence and its relationship with classroom learning environment. The main objectives of the study were to; investigate emotional social intelligence of university teachers, find classroom learning environment at university level, measure the relationship of teachers’ emotional social intelligence with the classroom learning environment, investigate gender-wise, sector-wise and discipline-wise differences in emotional social intelligence (ESI) of teachers at university level. Research questions were formulated. Sequential explanatory mixed method design were adopted. All teachers and students of the twenty nine public and private sector universities of khyber Pakhtonkhwa- Pakistan constituted the targeted population of the study. While the actual population of the study was nine (9) universities teachers and students. Propotional stratified random sampling techniques and Purposive sampling techniques were adopted for selection of representative sample group from population. Questionnaires and interviews were used as research instruments to collect data from the concerned participants. Self-developed questionnaire was used to measure teachers’ emotional social intelligence at university level. Interviews were conducted to measure student’s perception about teachers’ emotional social intelligence. WIHIC (What is hapning in this classroom) questionnaire was adopted to investigate classroom learning environment. The collected data were analyzed through Statistical techniques like mean, standard deviation, independent sample t-test, Cohen’s D calculater, ANOVA, Pearson correlation and thematic analysis. In conclusion a moderate significant correlation were noted between emotional social intelligence of university teachers and classroom learning environment. Male emotional social intelligence was higher than female, while no significant differences were noted in public and private sector university teachers’ emotional social intelligence. For future researchers, it was recommended to design a study to investigate those factors that directly contribute and affect into the development of emotional social intelligence of teachers and students. It is recommended that future researchers may conduct research studies with different research designs and approaches at higher secondary, secondary and primary level. Further it was recommended to investiage CLE in relation to the emerging qulity concerns on the academic acheivement of students at university level.