Masajo standard of living in these countries, the

Masajo (2017) states in herresearch that “ This learning environment in the Philippines is probably similarto that of most developing nations.

Unlike developed countries, students areprovided with adequate, if not very sufficient and varied, instructionaldevices for classroom use to accommodate students with diverse learning styles.” It was stated in the books, particularly in the 2003 TIMSS report (IEA 2004), it was revealed that students, which includes 31% Australian, 17% Japanese, and24% in American, have over two hundred books at home comparing to the 3% findingsin the Philippines. Eighty-three percent (83%) of the Australian students, 55% Japanesestudents, and 79% American students make use of computers at home and in schoolto strengthen schoolroom orders, compared to the  11% in the Philippines, in a research thathas of 39% as international average. Because of wider benefits and higher reparations, it is no doubt that industrialized countries don’t have a hard time in lookingfor potentially capable workers.

Mehrotra & Buckland (1998) stated that “ Filipinoteachers’ salary can hardly compare to that in most developed countries.” Asproof, the 1998 UNICEF data specify Philippine based teachers obtain only anannual income of $2, 066, while the equivalents in Japan, $28, 770, and in theUS, $24, 780. “ Partaking-out consideration of the standard of living in thesecountries, the average teacher’s salary in the Philippines can hardly comparewith that of leadership in developed nations.” (The Conditions of SecondarySchool Physics, n. d.

) In the past times, “ constructivist ideas were not widelyvalued due to the perception that children’s play was seen as aimless and oflittle importance. Jean Piaget did not agree with these traditional views, however.” (Chapter 2 – Review of Related Literature, n.

d.) “ He saw plays animportant and necessary part of the student’s cognitive development andprovided scientific evidence for his views.” (Wikipedia, 2017) Currently, constructivist theories are evidently seen in the informal teaching program thesociety has. “ Here visitors are encouraged to explore a collection of realnatural history specimens, to practice some scientific skills and make discoveriesfor themselves.” (Chapter 2 – Review of Related Literature, n.

d.) Educationalreforms are necessarily done to keep up with the pace of the dynamic society wehave and the heart of learning can also be seen at our environment. Upon rereadingthe research literature on the effects of query education on student accomplishments, it is important to focus on three correlated areas: instructional materials, instructional strategies and professional development to formulate educators touse inquiry-dependent materials and/or approaches. (A Randomized Study, 2007)