Understanding Library Users' Needs and Preferences of Selected

State Universities and Colleges in National Capital Region:

Basis For Designing Learning Commons

Jan Vincent M. Sabroso 1

1 Polytechnic University of the Philippines, Sta. Mesa, Manila 1016, Philippines

ABSTRACT

         This study investigated the needs and preferences of library users in selected state universities and colleges in the National Capital Region. The study focuses on creating and designing effective learning commons spaces. It aims to provide insights for developing learning environments that enhance users learning experiences and promote academic success by exploring specific user requirements and desires. By conducting a thorough analysis of user response and engagement, this study provides valuable insights for designing learning commons that effectively meet the diverse needs of library users in selected higher education institutions within the NCR. It employs the quantitative method and descriptive method of research as the primary design for this study. The stratified random sampling was used as the primary approach to determine the target respondents within the selected schools. It was revealed that the students and faculty of the selected state universities and colleges have different study/work styles inside the library and that there is a certain level of openness to trying out different collaboration approaches. It clearly states that libraries serve as multipurpose venues for individual and group learning and should be designed to be flexible and adaptable to cater to the evolving needs of library users. They considered all elements, including environmental factors, interior design, safety, and security, essential for creating a positive holistic environment and effective study/work space. With these findings, the researcher came up with a recommendation for creating a mutual design for the library learning commons.

Keywords: learning commons, library design, learning space, library space, library innovation

I. INTRODUCTION

   State Universities and Colleges (SUCs) in the Philippines have a dynamic role in offering quality education to Filipinos. One of the essential components of this access is the presence of well-equipped and operational libraries. These libraries function as places for learning, research, and the dissemination of information, providing support for the academic endeavors of students, faculty, and researchers. According to Delos Santos (2013) while some SUC libraries were well-equipped with collection and modern technology, others lacked adequate resources, infrastructure, and renovation. Every education agency, university administration, and also the librarian seeks to optimize library environments, and support patrons’ learning success in modern society.  To be able to adapt to the new evolving era, the Commission on Higher Education (CHED) issued a Memorandum No. 22 Series 2021, according to section 5 which pertains to services and  utilization, the Higher Education Institution’s (HEI) library is required to offer library services that are both innovative and flexible, and they must be designed to consistently give library users with a satisfactory experience together with  Section 6, which is about the physical facilities, stated that library should have a dedicated learning spaces for discussion, creation, and innovation, which suggests that all of these things will be able to take place and accommodated. By this memorandum, the HEI libraries especially the State Universities and Colleges owned by the government requires renovation or making a library alive in terms of new innovation in their physical facilities that are equipped with new technologies needed in order to accommodate ⁠ the changing demands of today's learners. This ensures that the library remains a relevant, well-equipped and valuable place for library users.

        The existing literature and studies often focus on specific aspects of library learning commons, such as the physical design or technology integration but without thoroughly exploring the overall perceptions and understanding of user’s needs in terms of what information, services, and resources they need and user’s preferences that refers to the individual choices and inclinations or “user's like” which facilitate growth, learning and enhance knowledge sharing among library users. This research will help the selected State Universities and Colleges (SUC) determine the common user needs and preferences of the library users in conceptualizing learning commons and library renovations. The university administration of every State Universities and Colleges (SUC) will be able to create the ideal library learning commons to fulfill students' and faculty's changing needs by knowing their difficulties and expectations. By adopting this, it symbolizes the institution's dedication and commitment to the accrediting agency in creating a lively, engaging environment that promotes academic achievement, enhances productivity, creates collaborative learning, and user growth, and will show up the current status of our SUC’s library environment that requires attention from the government administration for improvement, and to conduct further studies

 II. METHODOLOGY

           The study employed the quantitative method and used the descriptive method of research as the primary design. Shuttleworth, M. (2019) defines descriptive research as an activity of gathering information that aims to provide a detailed and accurate description of a particular phenomenon, situation, or group. It involves collecting and analyzing data to answer research questions or test hypotheses about the topic under investigation. This approach is useful for understanding the current status of a study and can provide insights into potential areas for future research. By gathering descriptive data, the study aimed to pool together and describe the general feedback of the respondents regarding their needs and preferences.

           The results of the study served as the basis for the proposed holistic design of the learning commons for selected State Universities and Colleges (SUC) libraries in the National Capital Region, aiming to provide satisfying and world-class quality services to library users. The researcher used a survey technique through an online platform via Google Forms. The initial phase of the conducting a research involved expert validation, where four (4) selected experts from the field of librarianship, architecture, and interior designer were provided with the survey questionnaire to seek their approval and suggestions for improvement. Subsequently, a pilot testing, comprising thirty-four (34) randomly selected students was conducted using Google Forms as per instruction of the researcher's Statistical Adviser. The survey questionnaire got a reliability test result value of Cronbach’s alpha is greater than 0.70, which indicates an acceptable reliability of the questionnaire.  The next process is the application of ethics clearance by submitting all necessary documentation, including the validated survey questionnaire to the PUP Research Ethics Committee (REC) for approval before commencing the data-gathering process.

      After all of the initial interim requirements, a written letter was sent to the library administrator/directors requesting permission to conduct the study and administer the questionnaires to the target respondents. Upon approval, the research questionnaires was disseminated to the respondents' email addresses or by group email domain using the official email address of the researcher through the use of the Google Forms platform or by the endorsement of the school administration or by self-initiative way of the researcher. The informed consent form, process of answering the questionnaire, and purpose of the study will be provided. The researcher indicates to the platform that participation is voluntary and that each respondent has the right to decline, and they ensures that the data obtained will be held confidential. Then, respondents were given one month to answer the online questionnaire to allow them sufficient time to respond to the questions. The data gathered were compiled, tallied, tabulated, and summarized separately. Lastly, a statistician and advisor were consulted for data processing, analysis, and interpretation

III. RESULTS AND DISCUSSION

Based on the findings of the study,

1.   Most respondents, both faculty and students, have a significant preference for studying/working alone. Respondents prefer to work by themselves most of the time over studying/working collaboratively and studying/working alone but in a group. The study highlighted that there is a certain level of willingness among respondents to try out different study/work styles and collaboration approaches, indicating that they are open to various methods to achieve their academic and work requirements.

2.   Respondents perceive that going to the library mainly serves as an ideal place for studying to achieve their academic pursuits, despite their study/work preferences. It also highlights that respondents go to the library for studying because library learning commons typically offer a wide range of resources essential for studying, such as book and journal collections, academic databases, and multimedia resources. Respondents visit these spaces to access these resources for research and academic purposes.

3. Respondents recognize that various amenities like Wi-Fi connectivity and different types of spaces such as computer/laptop areas within the library will enhance and inspire productivity by providing them with the tools, resources, and different kinds of spaces they need to study and work effectively based on their preferences.

4. Respondents highly consider all the elements in terms of environmental factors like cleanliness, interior design such as pleasant wall color, and safety and security measures like an emergency alarm for creating a positive holistic environment and effective study/work space. A well-designed, safe, hazard-free, and comfortable library environment enhances productivity and supports academic learning

IV. CONCLUSION

Based on the foregoing findings and conclusions, it is then recommended that:

1. In order to make the best use of the learning environment and encourage academic focus, SUC libraries should prioritize studying and collaborative work over recreational activities such as board games. While leisure activities have their place, it's important to ensure that their use does not detract from the core purpose of the space. Although this is unlikely based on the findings, it is recommended to have a dedicated space for creating a learning commons.

2. SUC libraries should refrain from incorporating a café station within the library. While cafés can be lovely social spaces, their presence may unintentionally divert attention away from academic and scholarly pursuits.

3. SUC libraries should consider providing a separate space outside the library for worship, prayer, or meditation. This would better accommodate these practices without disrupting the main focus on study, work, research, and collaboration within the library.

4. It is recommended to lessen background noise, avoid the use of plastic barriers, and maintain a spacious setting and environment to guarantee a quiet, comfortable, and conducive space for study, work, research, and collaboration. These methods help create an atmosphere that supports focused academic work and improves the overall learning experience for all library users.

5. Based on the results of this study, In the appendices presents the proposed design for a learning commons that is suitable for an SUC academic library and a framework based on Fred Kent's (2003) hierarchy of learning space attributes, demonstrating the different components present in each learning commons as per the study's findings. The researchers proposed a design for the areas and components that should be present in a model learning commons. The proposed designs were further specified by describing each component of the learning commons.

V. REFERENCES

• 2021 CHED Memorandum Orders | Commission on Higher Education. (2022, March 17). Commission on Higher Education.
    https://ched.gov.ph/2021-ched-memorandum-orders/

• ALA 2023 Library Design Showcase slideshow depicting AGATI Manifest Computer stations. (2021). Pinterest; Pinterest.
    https://ph.pinterest.com/pin/1034350239407235635/

• Cochran, William G. "The estimation of the number of components in a class of discrete distributions." Biometrika (1970): 275-
    280.

• Homestyler - Free 3D Home Design Software & Floor Planner Online. (2023). Homestyler. https://www.homestyler.com/

• Kent, F., & Myrick, P. (2003). How to become a great public space. American Libraries, 34(4), 72-76.

• Malabunga, J. R., & Nacario, J. N. (2019). Transforming Academic Libraries into  Learning Commons: Trends, Benefits, and   
    Challenges. Journal of Advances in Librarianship, 7(3), 153-157.

• Shuttleworth, M. (2019). Descriptive research methods. In Research methods in  education (pp. 25-30). Author Publishing.

The classroom environment greatly affects the academic performance and attitudes of students, especially those in the Bachelor of Secondary Education (BSED) Filipino program at the College of Teacher Education, Jose Rizal Memorial State University (JRMSU) Dapitan Campus. Important factors like the physical setup of the classroom, teaching methods, relationships with peers, and access to resources all shape the learning experience and influence students' motivation and success.

The physical setup of a classroom plays a big role in creating a good learning environment. Proper lighting, ventilation, seating, and enough space help students focus and stay engaged. A comfortable and well-organized classroom encourages active participation, which is essential for future teachers. When students feel comfortable, they can concentrate better on learning key concepts, which prepares them for their future teaching careers.

Teaching methods also have a major impact on how well students learn. When teachers use a variety of techniques like group discussions, hands-on activities, and multimedia presentations, learning becomes more interesting and engaging. This variety keeps students interested and helps them understand the material better. Methods like role-playing and cooperative learning are particularly helpful for education students, as they offer practical ways to apply what they learn. Personalized feedback from teachers also helps students improve, boosts their confidence, and makes them more positive about learning.

Relationships with classmates are another important factor. Positive peer interactions create a supportive environment, making students feel they belong and are comfortable in group activities. Working together in groups helps students develop teamwork and communication skills, which are crucial for their future roles as teachers. On the other hand, negative interactions, like conflicts or too much competition, can cause stress and lower motivation, which can hurt both academic performance and attitudes.

Access to learning resources is crucial for enhancing the educational experience. In today’s world, having access to technology, textbooks, and support services helps students explore their field more deeply. For future teachers, resources on pedagogy, classroom management, and educational technology are vital. JRMSU Dapitan Campus provides these resources, helping students understand their coursework better and prepare for their teaching careers.

In summary, classroom factors like the physical setup, teaching methods, peer relationships, and access to resources play a key role in the academic performance and attitudes of BSED-Filipino students at JRMSU Dapitan Campus. By focusing on these factors, the university can create a supportive environment that helps students reach their full potential and prepare for successful teaching careers.

ETIMOLOHIYA, SIMBOLO, SITWASYON, AT IMPLIKASYONG SOSYOLOHIKAL NG MOST SHARED MEMES  SA FACEBOOK: ISANG PAGSUSURI

INA PHILOMINA S. ABAD1, FERDINAND R. DIZON1, APRIL 

JOY TABAGO1, MARRY CHRIS G. TUPAS1, 

RODELEE C. CANILLO, PhD1

1Sultan Kudarat State University, ACCESS Campus, EJC Montilla, 

Tacurong City, Sultan Kudarat 

apriljoytabago@sksu.edu.ph

ABSTRAK

Nilalayon ng pag-aaral na ito na suriin ang mga most shared memes sa facebook, hinahangad na mabatid at maihambing ang mga memes ayon sa orihinal na etimolohiya, simbolismo, sitwasyon, at implikasyong sosyolohikal ng mg ito. Ang mga mananaliksik ay gumamit ng purposive sampling teknik kung saan labinlimang porsiyento (15%) lamang ang pinili sa nalikom na mga memes mula sa facebook. Ginamit ang nalikom na memes upang makuha ang mga datos na kinakailangan sa pagbuo ng isang katotohanan na hango sa pananaliksik. Sinuri ang mga memes alinsunod sa mga teoryang semiotika, hermenyutiks, visual rhetoric, at sosyolohikal. Batay sa resulta ng isinagawang pagsusuri, natuklasan na karamihan sa etimolohiya ng mga nalikom na most shared memes ay mula sa mga animated na palabas, pelikula, at vlog. Sa pagsusuri ng simbolo at sitwasyon, natuklasan na iilan lamang ang nakitang simbolismo subalit kakikitaan ito ng mga sitwasyong sumasalamin sa mga pangyayari sa lipunan. Lumaganap ang mga most shared memes hindi lamang magpatawa, bagkus naglalaman din ng mga makabuluhang mensahe.  Natuklasan na sumasalamin sa kulturang Pilipino, maging ang mga isyu at sitwasyong makikita sa lipunan ang mga nakapaloob na mensahe sa memes. Ito ay naglalaman ng mga mahahalagang impormasyon na naiuugnay sa totoong pangyayari na naging lunsaran sa malawakang interaksyon at pakikipag-ugnayan ng mga indibiduwal sa online platform lalo na sa facebook.

Mahalagang isaalang-alang ng mga tagapagtaguyod ng digital na literasiya, edukador, at mga content creator ang mas masusing pag-unawa at paggamit ng mga memes bilang makapangyarihang kasangkapan para sa edukasyon at pagpapalaganap ng kamalayan sa mga isyung panlipunan. Iminumungkahi ng mga mananaliksik na magsagawa ng mga workshop at pagsasanay sa kritikal na pag-unawa sa media, partikular na ang pag-aaral ng simbolismo at sosyolohikal na implikasyon ng mga memes. Bukod dito, maaari ring isama sa mga programang pang-edukasyon ang pag-aaral ng semiotika at visual rhetoric upang mahikayat ang mga kabataan na maging mapanuri at may malay na mamamayan sa digital na mundo. Ang mga hakbang na ito ay hindi lamang magpapalawak ng kaalaman kundi magpapalakas sa kakayahan ng mga indibidwal na gamitin ang memes bilang makabuluhang kasangkapan sa pagbibigay-tinig sa mga isyung pambansa at sa pagbuo ng mas responsableng online na komunidad.

Mga Susing Salita: Etimolohiya, Facebook, Most Shared Memes, Simbolo, Sitwasyon, Sosyolohikal

ACTION RESEARCH

Name: SANDRA EVA F. BULABOG

Grade: One

Current Position: Master Teacher 1

School/Department: Rizal Elementary School

Topic: The Marungko Approach

Proposed Action Research Title

Marungko Approach: An Intervention in Addressing Non-Readers

Research Focus

The specialized teaching of reading or reading remediation is the application of teaching strategies designed to assist struggling readers in developing the skills, competencies, or behaviors that they need in order to improve their performance. It is instruction undertaken to enable children experiencing reading difficulties to catch up or develop in appropriate ways. Reading remediation is underpinned by the principle that literacy is a fundamental human right (EFA Global Monitoring Report, 2006), and that every person should enjoy fair and equal access to literacy education and have opportunities for personal growth and development. It is therefore important to provide instruction that is tailored to the students' needs and abilities in order to develop their ability to construct meaning when reading and to heighten engagement in the task itself (Snow et al., 1998).

Relation of the Research Problem with One’s Professional Practice

The Marungko Approach is designed to improve students’ reading skills using the modern Filipino alphabet. Instead of introducing letters arranged traditionally, letters are arranged based on the sound of the letters. The letters are then introduced in localized and contextualized songs and poems for the students to remember and learn them better.

Main Purpose/Problem of the Research

*43% of learners in grade one-B are identified as low emerging readers.

*Demographic variability.

*Instructional Gaps.

*Limited access to resources.

Proposed Innovation or Intervention

In Using Marungko Approach, the steps below should be followed:

1.The first 5 lessons are as follows: m, s, a, i, o

Teach each sound and form until mastery before a new sound is introduced:

a) Ask a question to which the response will elicit the target sound. You can use pictures of words beginning with m, s, a etc. depending on the current lesson.

b) Show the target letter and tell the children to sound it again as they look at the letter.

c) Show them how to write it. Ask them to write it, with the fingers in the air, on their palm, on their desks, and on paper as they give the sound.

e) Mastery means they know the sound and the form of the target letter. They can give the sound and write the symbol.

2. After the first 3 sounds have been mastered, these can be combined to form words, phrases, or sentences. Start blending of sounds. Every new sound is introduced with previous sounds already learned and in various combinations into words. Start blending of sounds.

3. Introduce function words that cannot be taught through the phono syllabic method as whole words e.g., ang, ng, mga, ay.

4. After the first 5 sounds have been mastered, any other sound can be taught in relation to sounds already learned.  Suggested sequence is as follows: b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w. Remember to blend only the sounds that were taught and mastered.

The teacher conducted first a review drill on letter names and letter sounds. Then after assessing that the pupils showed mastery of the letter names and letter sounds already, the teacher proceeded to connecting of letter sounds to form syllables using the teacher-made module as the lesson guide for remedial instruction. The module was taught by Aralin/topic of concentration for the day.

Reading session was then followed on reading syllables and words formed out from the syllables which was introduced and read/drill for mastery by Aralin.

The teacher had also initiate flashcards and charts for variation of instruction, showing videos. Also, she used paper-pencil for spelling drills of syllables and words with two-three syllable utterance such as Ama, masa, masama, etc.

Research Questions

This study aims to answer the following questions:

*How many learners that belongs to non-reader level before and after the intervention?

*Is there a significant difference of the number of the recipients before and after the project is implemented?

Participants/Sources of Data and Information

This study use random sampling of Grade I  pupils in terms of solving non-readers based on the result of FLAT/CRLA.