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1. Description of Our Community
Touted as the Gateway to Western Mindanao, Dipolog City is the Orchid City of the Zamboanga Peninsula. It has 13,628 hectares of verdant hills with vast lowlands nestled in the northwest face of Zamboanga del Norte. The Dipolog seen rises where the provinces of Cebu and Negros could be sighted and sits with the salty spray at the Sulu Sea. A growing metropolis, it is a classified as a second class city with an Internal Revenue Allocation pegged at Php 204,000,000.00 and has an income of Php 348,327,300.00. It is liked to the other islands of Visayas and Luzon by regular Philippine AirLines (PAL) flights and scheduled voyages of different ferry companies. Mobility within the neighboring provinces and cities of Mindanao is through buses plying different routes. It's more than 99,862 residents with 63,783 voters are predominantly Christian Catholics, although other religions denominations are sparsely interspersed. Ethnic diversity of the city exist and cohabitate peacefully leading to its tranquil ambiance and rustic charm. 'Binisaya' is the language of choice, spoken in a soothing manner that mimics birds chirping during mornings. Taking pride of its high literacy, Dipolog 27,516 schooling population is catered to by the Department of Education's Dipolog City Division. Out of this number, 10,072 represent secondary students being serviced by 10 legislated national high schools and 8 privately-run secondary institution. Zamboanga del Norte National High School (ZNNHS), the most esteemed public secondary school of the city boasts as the region's 'Most Effective School' for the past two years and the unchallenged 'Best Values Implementer' of the division. With its ever-growing students population, the school now have 2 campuses, one at General Luna Street where administration sits. Another at Barangay Turno, billeting the 'creme de la creme' of the school. These 3,722 Zamboanguenians, bona fide students of ZNNHS, serves as our most immediate community.
2. Summary of Our Project
Science had always been the bane of many a high school student's life. And dealing with Sciencephobes becomes the nightmare of many science mentors. If science could be cater to the play-loving nature of the students and invest on their solid peer groups, the myth of seeing Science as a monster would be erased. Our project was geared towards the creation of a science community. Zamboanga del Norte National High School Order of Science Enthusiasts (ZOSE) is composed of science enthusiasts, grouped to promote not only Science, but Technology and Environment (ST&E). Throwing the youth as change-receptive, they serve as best catalyst for our country's scientific advancement. While science clubbing do not aim in replacing classroom procedures, it provides a venue for hands-on, interactive and fun way of learning, understanding and applying ST&E. Thus complementing and supplementing the lessons learned in the classroom. The primary goal of a youth science club is to promote the public understanding of science, technology, and the environment (PUSTE). It achieves this by pursuing at least one of the following specific objectives: • To promote and strengthen interest in science, technology, and environment among its members through the conduct of relevant, educational, and fun projects and activities; • To provide a venue for the exchange of ideas and sharing of interest among many science enthusiasts and to foster camaraderie and friendship among science clubbers; • To link with other clubs and societies and, in a concerted and united effort, advance the cause of promoting PUSTE and the institutionalization of the science club movement.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:less than 20
B. Number of workstations with Internet access in the classroom:more than 6
C. Connection speed used in the classroom:dial-up modem
D. Number of years our classroom has been connected to the Internet:2-3
E. Additional comments concerning your computer and/or Internet access (Optional):
Only 2% of our classmate used Internet access at home. In the classroom however, 39% of workstations are with Internet access with a connection speed of 56 bps. Our classroom was connected to the Internet only last school year 2003-2004. With only 1 transformer catering the electrical needs of the school, low voltage was the most prevalent problem. If as much as seven units were used simultaneously, computers will get 'hanged'. One time, we had to request the adjacent canteen to unplug their freezer as well as the next Guidance Office so that we could have fuel use of the computers as we beat the deadline for the release of ZOSE's gazette.
4. Problems We Had To Overcome
Time is gold. This was the only resource that was scarce. With the full academic load of a special science class, we had to wprk on the project only after lunch. As we were pressed with time, we often pray that our teachers will have seminars or conventions to attend to. Thus, when our Math teacher attended the English Proficiency Training at Davao, it was like manna from heaven! The late submission of compilations and the costly internet access in cyber cafes outside pales in comparison to our thirst for time.
5. Our Project Sound Bite
Although Science had been taken as a subject from elementary up to college, and literally it had been interwoven as part of our day to day living, undeniably we still have a very limited understanding of its principles that governs our existence. Realizing the FUN side of science, far from its rigidities and technicalities, the iceberg of SCIENCE PHOBIA could now be thawed and entice more worshippers to the discipline. As students, we become the precursors for a positive attitude towards science as we brought in fun to the subject. We have shown to our school that we can be a force to reckon with when we are united towards a beneficial goal. We had shown our might when we initiated tree plantings and coastal clean-up activities to better preserve this world we live in.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
The Philippine Secondary Schools Learning Competencies for Physics required students to 'realize the impact of modern communications technology in society' included in Unit VI-Energy in communication and Information Technology. In Values Education, team building and cooperative efforts are thoroughly discussed and inspired. Respecting individual differences while at the same time practicing group dynamism. Which also happens to be driving force of the CAT—component of Music, Art, Physical Education and Health (MAPEH). Adhering to the school's mission of developing students that are 'environment friendly' this project will surely make the school proud as a part of its mantra was instilled in us. Having done this, we came to realize that we must take a personal stake on our education. We must be empowered to get involved in our own learning process. While traditional methods had been tested with time, we must not be hesitant to adapt new technologies that could enhance both the teaching and learning. The internet, diminishes the work load of the teacher and it abolishes the notion of the teacher as the well spring of information.
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