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Abstract-Using the descriptive-correlational research design, this study aimed to determine and analyze the correlation of the levels of oral communication apprehensions (CA) in English and academic performance of the teacher education students of Mariano Marcos State University, Laoag City, Philippines. The study used James McCroskey's Personal Report of Communication Apprehension (PRCA-24) to gather the needed data for the levels of CA. The general weighted average (GWA) of the respondents in subjects using English as medium of instruction were taken as data for their academic performance. Frequency counts, percentage, means, one-way analysis of variance (ANOVA), and t-test of difference between means of two independent samples were used to treat the data sets gathered. Findings show that the teacher education students have average levels of oral communication apprehensions in English in the different communication situations and that their academic performance has a mean described as Very Good. Additionally, the test of differences between the students' academic performance and their levels of oral CA indicate that for small group and public speaking situations, the grade averages have no significant differences, whether the students have low, average or high CA level in such situation. However, for classes, dyads and overall oral CA, the results indicate that those with low CA on those mentioned communication situations have significantly higher grade averages than their counterparts with average and high oral CA levels.Index Terms-Academic performance, English language, oral communication apprehensions, teacher education students. I. INTRODUCTIONEducation has been regarded as the groundwork for progress and development in an increasingly diverse, complex, and globalized society.Traditionally, the goal of schooling is to help students be prepared for full participation in society. However, the impact of globalization paves way for educational reforms that continually change and challenge the classrooms to be responsive to 21 st century education. With this, as the classrooms become globalized, critical elements of 21 st century education have to be integrated to the teaching-learning process in order to adequately prepare learners for their expected roles in society. Two of these elements include the use of the English language and effective communication. Both aim for global participation and competitiveness. Manuscript received February 20, 2016; revised June 15, 2016. The authors are with the Mariano Marcos State University, College of Teacher Education (MMSU CTE), Laoag City, 2900, Philippines (e-mail: mark,juan@ymail.com, ronaldcandylasaten@yahoo.com.ph).First, English language has been continuously promoted as a world-leading medium for communication that links parts of the world. The use of English language along various fields like that of business, travel, academics, and international politics has changed the ways in which people participate in society [1], [2]. Likewise, English is considered as th...

Using the descriptive research design, this study aimed to determine and analyze the assessment methods, problems and training needs of public high school teachers in English. The study involved 93 Grade 9 public high school teachers in English. A survey-questionnaire was used to gather the needed data. The data were statistically treated using frequency, rank and mean. Findings reveal that multiple choice ranks first among the assessment methods used by the teachers. In terms of assessment problems along testing-and test item-related problems, the teachers indicate that time for checking is their greatest concern. Meanwhile, it is found out that attitude and behavior of students are the greatest problems of the teachers along student-related problems. As regards problems on tests in general, quality of tests, particularly on the authenticity, reliability and validity of tests, emerge to be their greatest concern. As regards the teachers' training needs, assessment in general, encompassing assessment, measurement, testing and evaluation, emerge as their priority. Index Terms-Assessment methods, assessment problems, assessment training needs, public high school teachers in English.

The study aimed to explore the instructional and assessment challenges experienced by social science teachers in higher education institutions in the new normal, particularly in the Cordillera Administrative Region (CAR) in the Philippines. The study used the research and development (R&D) methodology and underwent three stages, namely the planning, design, and analysis stages. The researcher utilized one research instrument in the form of a survey checklist as a tool for gathering data for the study. The majority of respondents were young, with one to five years of teaching experience, and the number of years in service was a determinant of having designations. Teachers experienced instructional challenges due to the pandemic, such as the delivery of content and the use of technology. To address these challenges, schools need to improve their learning management system (LMS) and assess performance tasks. Assessment challenges include preparing assessment tasks and identifying assessment criteria. It is in the implementation and authenticity of assessment results that teachers find it difficult to decide on the final grade. Age is negatively correlated with instructional challenges, while age is positively correlated with difficulty in time management and adjusting to the demands of students with special needs. The number of years in service and academic rank are linked to difficulty finding activities that fit the student's level, while academic rank is associated with faster assessment forms. This research shows how important it is to give teachers the right training and opportunities for professional growth, as well as the technical infrastructure and support they need to use technology effectively for instructional delivery and assessment purposes.

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