RELATED LITERATURE

Foreign

Journalism is a form of writing that tells people about things that really happened,

but that they might not have known about already (Niles, 2007). Nonetheless, campus

journalism helps student become more aware of what's happening around them. They

learn how to become responsive and proactive citizens at a young age. Additionally, it

helps and trains students to become responsible. Student journalists are taught and

trained to practice fairness, balance, and truthfulness (PressReader, 2017).

One of the lacking aspects of many journalism classes in many schools is the

ability to provide students with real-world experience. This is where a school newspaper

can come in. A school newspaper allows students to experience a variety of journalism

types and to gain real experience that not only looks good on a resume, but can build

confidence for any journalistic career. There are two classes of journalism that a

newspaper club can aid your students in learning: print journalism and photojournalism.

Within these classes, there are specific areas of specialty that can be incorporated into a

school newspaper club: investigative, news, reviews, columns, and feature

([Link], 2020).

According to Suycano (2016), Campus papers should instill among the student

writers’ fearless expression of opinion, comments, or feelings about practices of the

school administration, faculty, the local government, or any organization or individual,

which are unfavorable to the students, to the local community, or to the nation. However,

in doing so, ethics, responsibility, and limitations of freedom of press should guide them.
Related Studies

Functions of schools in Journalism is highly instructed by Republic Act No. 7079,

also known as the Campus Journalism Act of 1991. The law protects freedom of the press

at the campus level and promotes the growth and development of campus journalism as

a means of developing moral character, encouraging critical thinking, and strengthening

ethical values.

According to Binoya (1999), Journalism is the art and science of writing for

newspapers, periodicals, radio, television, and online publications, enfolds timely and

factual reports of unusual or unexpected events, opinions, or situations that affect man

and his environment. These reports are gathered, evaluated, and published, broadcasted,

or posted on the Web to inform, to entertain, or to influence a large number of readers.

The effective and efficient management of a school paper is measured not solely or the

merit of a written master plan that predetermines a course of action to be pursued for

optimum results. It should likewise place a high premium on how the adviser assumes

the role as a mentor to budding journalists. Mentoring is a challenging endeavor that is

truly regarding to both the teacher and the student. The mentor finds fulfillment in

discovery and development an eager learner and potential champion.

3 Reasons Why Campus Journalism is Important. [Link] (2017)

asserts that campus journalism gives student journalists the opportunity to practice their

craft and share their thoughts and insights about certain issues, there are also other

reasons why it is important. The Campus Journalism Act of 1999 is An Act Providing for

the Development and Promotion of Campus Journalism and for other purposes.
 The act is also meant to help students improve technical skills in journalism,

understand and practice the responsibilities of a journalist, learn how to be responsible,

and promote social awareness. It is also a good venue for advocating educational

development, as well as for voicing out students’ rights and promoting their welfare.

Here are three important reasons why it should be implemented in schools and

educational institutions.

1. Campus journalism helps student become more aware of what’s happening

around them. They learn how to become responsive and proactive citizens at a young

age. Additionally, it helps and trains students to become responsible. Student journalists

are taught and trained to practice fairness, balance, and truthfulness.

2. Campus journalism provides students a voice. Student journalists can act as the

messengers of the student body. They can talk about issues, policies, and events that

are essential to both the student and the school administration. School publications serve

as a venue for students so their message can reach the proper school authorities.

Likewise, it is a way of bringing together and uniting the students, the faculty, and the

administration. Also, campus journalism helps students to practice their freedom of

expression.

3. Campus journalism helps students improve their skills in communication arts.

The student journalists are each given regular tasks – editing, writing, proofreading, and

headline writing, among others. As such, they are trained in various fields. Aside from

communication arts, these student journalists are also trained to manage the school

paper; something that they can put to good use after they graduate. The young journalists
also learn to delegate and to value teamwork. So, campus journalism actually trains them

to become well-rounded individuals and members of society.

Building the journalists of tomorrow. Given that journalism is one of the most

vital professions in any society, campus journalism is one of the most significant

endeavors in the country. It is where students get a taste of what it is like to write for their

school, their neighborhoods, their dreams and their hopes. It is, hopefully, what sparks

the want to serve the public through these acquired skills.

Journalists enable people to be aware of what happens around them, understand

what these events mean, and make informed decisions. They also serve as watchdogs

of the government, keeping us honest and interpreting what we do for every Filipino. For

this, they are aptly dubbed the “fourth estate.”

Handling this role is surely a gargantuan task, one that I believe every campus

journalist must understand from Day 1, despite the pressure it might put on them. I believe

these competitions must not remain as mere contests of skill and honor, but rather a

catalyst for the younger generation to appreciate what journalism is and make the media

better in the future. (Clavite, 2019)

A Very Special Task Called School Paper Advising. School paper advising is a

tough job, most of the time stressful and toilsome. More than these are the many concerns

of a school paper adviser such as trainings for writers, funds for school paper, and the

need to be in good terms with the school administrator. Beating deadlines also serve as

the sublime doze for insomnia.

 But why the desire for coming up with a good school paper remain in sight? The

reason is this: buried inside the ribs of a school paper adviser beats a passionate heart

for journalism.

A school paper adviser is responsible for establishing an enjoyable activity for all

the members of his/her editorial board such as collecting, organizing and presenting news

in a manner that will likely teach a child the principles of journalism, which when taught

with the heart can be his guiding principles for life. And then there’s another reason: a

heart for journalism that beats for what is just and fair.

An adviser is a determined person with multiple functions: to inform, to interpret,

to educate and to provide the writers an opportunity to serve as the voice of the student

council. In here, he or she has that tough job of doing all these tasks on top of being a

teacher, a coach and a mediator between the school administrator and the first line of

warriors the student-writers. She/he is a model of ethics in writing and leads the editorial

board in planning the school paper. This includes idea generation from each of the writers

and beating deadlines to meet the goals set within the timeframe. He/she puts the team

together and designs the nitty-gritty of the campus paper, and then drafts the operational

plan. Once operational, he or she then leads and checks the staff whether they are on

the right track or not. A draft of the timeline may best help the writers and the adviser in

coming up with better results.

School paper management may seem too difficult and idealistic, but love for

journalism speaks and works for itself. After all the hard work is a rewarding masterpiece

of a school paper and a fulfilling relationship with the young writers. Challenging as it is,
but if we will be able to instill a sense of responsible spirits in the writers’ heart, then we

will fulfill our noble aspirations as school paper adviser (Galindo, 2016).

Teachers as Coaches and School Paper Advisers. Pingol (2018) The Campus

Journalism Act of 1991 had given birth to the much-anticipated competitions among

student writers which is the National Schools Press Conference.

The district/ sectoral levels are a qualifying level for student journalists who would

like to compete in the division level of the conference which is a yearly competition in the

rudiments of journalism writing from news, feature and sports writing among others.

It is the enormous task of teacher coaches and school paper advisers to hone the

writing talents of the students in journalism as well as their creative and speaking skills in

the collaborative desktop publishing and radio broadcasting categories. It is in these

training levels that teachers are in fact also honing their own skills. Journalism is a

different discipline. Teachers would need to browse upon materials as well as undergo

regular training to be able to re-echo journalism principles and hone the needed skills

among their pupils. All of which is daunting task not for the faint-hearted.

In the public schools, teachers are always faced by the problem of resources and

training to be fully able to equip the pupils. The need also to manage the school paper to

come up with regular issues is another matter entirely. But in an overall sense, the task

of managing and training are essential tasks to actually make students learn.

While there are now incentives for winners and trainers, the biggest boost are not

the rewards but the overall support of the school and the community. Training pupils and
managing a school paper is not just the task of one or two teachers but the responsibility

of stakeholders.

To meet the educational needs of the 21st century the teachers as trainers and

coaches of student writers must play a more dynamic role and become far more than an

administrator of top-down rules and regulations. Schools and their governing structures

must let school leaders lead in a systematic fashion and focus on the instructional and

learning processes and outcomes of their schools. Teachers could only be competent in

their teaching and training duties if all the needed support are given them.

One must not also forget that teachers and pupils should receive the same training

from experts in the field to be able refresh and add to their skill sets every year. Training,

like education, is a never-ending process. There will always be opportunities to learn

every step of the way.

Teachers as School Paper Advisers. Mindanaw (2009), School administrators,

teachers, and other educators are ought to give campus journalism a lift. The schools

could be a very good training ground or pool for future journalists or at least writers.

Some paper advisers, however, complained against carrying academic overloads.

The advisory role is viewed as an additional load that does not pay. In return, some of

them do not give their all in working with the paper. Many of them concern themselves

only on coming out with a single issue of the school paper with minimum or no coaching

contacts anymore.
 This is indeed a problem, which will especially surface if there are pupils and

students who wanted to learn how to write or be part of the school paper. There is a gap

between the clamor for learning and the available opportunities to inspire young writers.

I have this opportunity to deal with school teachers whose job descriptions include

advising the school paper staff. According to them, their greatest problem is time

management and also unit over load.

But the way I see it, skills development is at the core of the problem. While the

public expects the teachers to mentor the kids on campus journalism, some if not most of

them lack the skills to write even the most basic form of journalistic practice, news writing.

The Philippines’ Department of Education must be able to integrate journalism in

classes in a practical way, that is, by selecting and training the mentors so they, too,

would be equipped.

RELATED STUDIES

Foreign

Not only do journalism improve student to student and students to teacher

or administrative relationships, “the school newspaper staff can help influence and

improve public feelings by being aware of potential problems and responsibility explaining

school events and student opinions” (Adams, 1975)

A Study of the Status of School Newspapers in Virginia Public Schools. Gibson (1961).
 National press associations (National Scholastic Press Association, Columbia

Scholastic Press Association, Quill and Scroll) in addition to regional associations and

clinics (Southern Interscholastic Press Association, Virginia High School League, and

University of Richmond leigh School Newspaper Clinic), have given guidance and

encouragement to high school journalists. The press associations not only offer critical

services and ratings, but they also provide meeting places where advisers and staff

members can exchange ideas and seek professional advice.

There is a wide range of difference in the status of new&- paper advisers in the

various schools of the state.

There is a wide range of difference in the status of newspaper advisers in the

various schools of the state. Generally, in Groups I-A and I-B, the newspaper advisers

are teachers of ' English and journalism, while in Groups II and III. many of them ' ' ' - . - .

. teach subjects in the field of business education. . The reason -for the latter fact seems

to be that since the smaller schools have ... . ~ - mimeographed or duplicated publications,

teachers who are in a position to supervise typewriting are chosen as sponsors. In Group

I-A schools there is the greater incidence of extra pay for duties of sponsorship and

released time provided during the day for work on the newspaper.

Two major problems facing high school journalism today are the need for

journalism to be taught in more high schools and the need for well-trained journalism

teachers and newspaper sponsors. This situation is not unique in Virginia. Recent

research has indicated that the same problem exists throughout the United States.
 II. CONCLUSIONS Based on research and study of the problem; the investigator

has arrived at the following conclusions: 1. The high school newspaper is a worthwhile

endeavor. 2. National, state, regional, and local press associations render valuable

services to high school newspaper staffs. 3. Newspaper ~sponsors in Group I-A and

Group I-B schools generally receive more recognition from administrators in that they are

given more time during the school day to supervise journalistic activities than the

sponsors in Group II and Group III schools. 4, Instruction in journalism is necessary in

order to have a good high school newspaper. s. The majority of high school newspaper

sponsors in Virginia feel that they are not qualified for the responsibility. 6. The percentage

of circulation, based on enrollment, is · indicative of the popularity of a high school paper.

7. Staff members selected by the sponsor are usually better qualified and will do better

work than those elected by vote of the student body.

Local

Laya et al. (2016) in Campus Journalism Related Factors and Journalistic Merits

of Student Publications in Selected Tertiary Schools in Davao City, stated that Campus

journalism plays an important role in the academe. It trains students to be responsible

members of the society. Thus, they should be continually trained to produce a paper that

is fair, balanced and investigative. The study was conceptualized to identify the level of

journalistic merits of student publications and the level of campus journalism factors and

their relationship. The editorial board members of the thirteen colleges and universities in

Davao City were involved in the study. Results showed that the level of journalistic merits

is moderate and journalism proficiency of writers is high. Journalism proficiency of writers

significantly influence relevance of issue and volume of relevant article. Writer’s

journalistic freedom influence the volume of relevant articles and extent of implementation

of RA 7079 influence the recognition received by the student publication or its staff.

Tanodra (1992) revealed in her study that the greatest number of high school

paper advisers in Metro Manila ere not adequately prepared and trained in information

disseminating work. A disgruntled and inept adviser is the primary source of

disenchantment among young workers. Campus journalist, to succeed in their craft need

to find an adviser who is determined to make jobs to make his work a happy growing

experience. School paper advising is a real challenge where problems encountered every

adviser must be handed systematically.

Tanodra further revealed that because of their paper advisers’ encountered

problems with their students’ staff, their fellow teachers and school administrator or

principal. Binoya (1999) indicates that the adviser’s number one mission is to inspire

young writers to give the school publication their best effort. These could be realized by

pursuing these goals. 1. Make school paper advising a more challenging task and perform

the job at high level of excellence. 2. Don’t make our staff for granted. Recognize that

work achievement. 3. Consider the staff as a team. Show our concern.

Binoya (1999) listed duties and responsibilities of the school paper adviser as

follows: 1. Organize at the beginning of the school year and handle journalism classes

with above average intelligence and inclination to writing. 2. Organize the school paper

tasks. 3. Undertake the structuring, cleanliness maintenance of the staff room. 4.

Administer division test in journalism, correct and report of such tests. 5. Read

memoranda, bulletins, circulars, information, etc. or the implementation and

dissemination of pertinent ones in the school paper. 6. Attend journalism in-service

meetings, seminar-workshops demonstration, lessons, city-wide and regional contests.

7. Prepare daily lesson plans. 8. Prepare journalism exercises and instructional aids

materials. 9. Evaluate and record pupil performance in the journalism aids and materials.

10. Train contestants for decision, regional, and national contest in journalism.

11. Set up timetable for the production and distribution of the school paper. 12.

Copy read article for the publications. 13. Type corrected articles submitted by the staff

members. 14. Work with the staff and layout of the school paper. 15. Submit articles and

pictures with the corresponding picture to the printer. 16. Proof-read typeset materials

and follow up production of school paper at the press until its completed. 17. Take picture

of significant activities in the school and in the community. 18. Accompany the staff

members in the survey of the school and community resources and activities in joining

journalism contests and conferences, and in going to and from the press and in awarding

ceremonies. 9. Prepare with the staff the dummy and headlines of the school paper. 20.

Prepare pictures for the publication, cropping, caption writing, indicating printers’

directions.

21. Verify through research and interview facts reported in articles submitted by

the staffers. 22. Prepare financial reports on expenditures from paper subscription funds

after every issue. 23. Keep and update school morgue and file of exchanges. 24. Prepare

financial reports on expenditures from paper subscription funds after every issue. 25.

Take charge of and be responsible for all books, property and equipment issued for the

use of journalism classes. 26. Keep and update school paper morgue and file exchanges.

27. Execute and submit a clearance form issued by the Journalism and School Paper

services at the end of the school year and upon going maternity leave, sabbatical leave,
study leave, resignation, retirement, and transfer to other office, school, division or

change of assignment. 28. Submit file copies of every issue of the school paper to the

office of the Journalism and School Paper Services 29. Executive and submit

performance rating together with the worksheet. 30. Exert all effort and implement all

possible means to improve instruction, develop right values, and accelerate performance.

31. Any change in assignment, all books and other staff property should be turned over

to this new advisers and critic.

Pan (1990) in Incompetence of Newspapers Advisers, has listed down the major

characteristics of teacher, Advisers such as: credibility, trustworthiness, and expertise

among those that affect the teachers of journalism and advising of school paper.

Pan also mentioned administrative support, lack of facilities and equipment, in

teaching load as some of the problems encountered by the teacher adviser. Oliva (1999)

mentioned that campus journalism should be included in the public secondary curriculum.

He also suggested that school administrators should give their full support in promoting

campus journalism because it is where our future writers will get motivated. He also

suggested that school paper advisers should start to educate students abut consequence

of media and students should realize the importance of responsible journalism.

The lack and the needs to have better (trained) advisers Consequently, Roque

(1972) stated that the task of putting out a school publication requires not only the ability

to write effectively but also the ability to plan, finance, and manage the campus paper. He

believes that one who undertakes the writing of a guide for teaching journalism should

include the various details that go into managing a school paper as well as offer helpful
editorial tips in ranging from the development of the papers format to writing and

illustrating news on feature story.

He believes that a good school newspaper of journalism could take up the choice

and training of the staff, how to prepare the budget, how to plan and layout, copy read,

developing and printing pictures, style books production and relationship between the

press and the administration.

Sicat (1988) believes that responsible leadership is naturally developed among the

students as they come to know their duties and responsibilities to themselves and others.

He added that like any other teacher in the school, the school paper adviser must

know the many behaviors of students in the organization that affect the daily climate He

should be the one who helps the students move toward self-direction. While assisting the

needs and problems of the students, good rapport and empathy are stimulating

characteristics of a school paper adviser. School newspaper adviser’s attainment and

preparation are factors contributive to the acquisition of knowledge and information,

development of desirable habits, skills and display of favorable attitudes and appreciation.

Complimentary to educational attainment are the fruits of competence and

creativity but dedication is one’s commitment. Attitude and values towards work are the

story factors on how to measure the performance of a school paper adviser. Important

Writing Skills Considering that the teachers play a vital role in bringing along the language

arts to the mind of the learners, the teacher according Vile (2008:1) should involve setting

the conditions for learning by understanding how a learner learns.

 The teacher has to determine the teaching style, the approach to be used, the

method and the classroom techniques, procedures and activities to be used in the

classroom. The classroom then must create a conducive atmosphere that is geared

towards teaching students how to communicate genuinely, spontaneously and

meaningfully in the second or foreign language. Thus, implying the use for communicative

competence. (Novilen A. Bendebel 1996)

Kinsella (1981) stated that the inability to spell correctly and confidently is one of

the most serious problems in writing for many people. If language is incorrect, then what

is said is not meant. If what is said is not meant, then what ought to be done remains

undone (Jean Wrynick, 1986) Velmonte (1980) pointed out to attain success in speaking

or writing in any language, one most first have something to say; one has to know how to

express what he wants to say correctly and effectively.

Synthesis of Related Literature and Studies

Theoretical Framework

The developmental advising model holds that the academic advisor and the

advisee are partners in educational discovery in which responsibility is shared between

the participants. As in all endeavors that are primarily human relations, there are

numerous discussions that attempt to define developmental advising in the literature.

 Here is one definition developed by David S. Crockett (1995): Advising is a

developmental process that assists students in the clarification of their life/career goals

and in the development of educational plans for the realization of these goals. It is a

decision-making process which assists students in realizing their maximum educational

potential through communication and information exchanges with an advisor; it is

ongoing, multi-faceted, and the responsibility of both student and advisor. The advisor

serves as a facilitator of communication, a coordinator of learning experiences through

course and career planning and program progress review, and an agent of referral to

other campus services as necessary.

Burton and Wellington (1998) epitomize developmental advising when they say,

“A developmental model of advising permits the advisor to help the advisee focus, through

self-reflection, on interests and goals.” This allows the advisor and the advisee to work

together in a collaborative effort to achieve commonly understood goals.

Advising as teaching is yet another approach to advisement. Advising as teaching

shares many virtues with developmental advising and yet takes developmental

advisement one step farther. While developmental advising has the broad goal of

personal growth, teaching as advising specifically focuses on enhancing student learning

(Lowenstein, 2005).

Developmental Advising provides information about workshops and seminars in

areas such as career planning and study skills, in addition to courses and class schedules

(Crookston, 1972).
 Effective teachers and effective advisors exhibit many of the same characteristics,

knowledge and skills. C.C. Ryan (1992) and Drew Appleby (2001) compares the two:

Effective Teachers teach students how to evaluate information and provide regular

feedback, reinforcement and encouragement. Effective Advisors Help advisees evaluate

their progress toward personal, educational and career goals and provide timely

feedback, reinforce learning that has taken place and applaud student successes

While instructors are responsible for individual courses, an advisor’s domain is the

overall curriculum from general education and degree requirements to major/minor

coursework (Lowenstein, 2005). In the paradigm of advising as teaching the advisor is

responsible for an important part of student learning.

Just as teaching has learning outcomes, so should advisement. Lifelong skills such

as decision-making, critical thinking, responsibility and appreciation for education in

addition to learning academic regulations should be learning outcomes of advisement.

"Advising is the intersection of the teaching/learning experience" (Miller & Alberts, 1994,

p. 44).

Crookston’s (1972) theory focuses on the relationship between the student and

advisor and also the roles for each. Bloom’s (2008) Appreciative Advising approach also

emphasizes the importance of relationships and seeking holistic understandings of

students. These can be complemented nicely by an understanding of Vygotsky’s (1978)

“Zone of Proximal Development” theory, as well as by Dewey’s (1938) emphasis on

personal experience.
 Vygotsky (1978) believed that each student operates within a range of ability and

that educators would best facilitate learning by presenting students with work that

challenges without overwhelming them. If work is too easy the student will be bored, while

if the work is too difficult the student will not have the intellectual tools necessary to learn

anything from attempting the work. Vygotsky’s work focused on learning and cognitive

development in children; however, his insights can be successfully adapted and applied

to both traditional and non-traditional college students.

John Dewey (1938), in his work Experience and Education, emphasized the

importance that previous experience and prior knowledge play in the development of new

understanding. Kincanon (2009) advocated an approach to advising that accounted for

cultural as well as personal experiences. This model can be complemented by a reading

of Dewey. Advisors should consider a student’s previous coursework as well as life

experiences when providing academic guidance. Taking the time to understand the life

experiences of adult learners is particularly important (Bohonos, 2013).

Stress is described as a sense of being overwhelmed, worry, destruction, press,

exhaustion, and lethargy. Therefore, stress can influence people in every age, sex, race,

and situation and can result in both physical and psychological health (American

Psychiatric Association, 2014).

Stress is a situation in which individual is forced to act, and cannot bear the

received mental tension. In other words, stress means readjustment of individual with new

situations and conditions. Whenever a change occur in life, individual is confronting with

stress. Behnoudi (2005)

 Stress is an individual’s reaction to an external demand or the absence of means

(Seyle, 1956). This reaction occurs through the interaction of a stressor, an external

demand, and individual’s situation (Smith, 1987).

Conceptual Framework

Being able to train campus journalists appropriately is vital in preparing students

for campus journalism. Its premise answers why the researcher is motivated to conduct

a study pertaining success indicators needed by secondary campus journalists.

Determining proper ways to manage campus journalism led the researchers to intensify

the value of the study as it resembles a huge part of their concurrent lives.

The variables that will be used in the study will be reflected in the research

paradigm wherein the first box presents the profile of the respondents. The second box

contained the perception to journalistic workload, the activities, programs and projects

provided, materials used and problems encountered in training campus journalist.

Research Paradigm

Perception to journalistic
Profile of the Respondents
workload

a. Age

b. Sex Activities, Programs and

c. Teaching Position Projects provided for Campus
 Factors Contributory to the Success of
Campus Journalists

Fig.1. A schematic paradigm showing the variables used in the study.

Bibliography
 A. Books
[Link]

B. Journals, Periodicals, Reports and other Documents

Best articles of Campus Journalism – John Michael Suycano, August, 2016
[Link]

Robert Niles, [Link] For McKinley Elementary, Pasadena, Calif., March 2007
Building the journalists of tomorrow - Harold E. Clavite [Link]

Laya, Mona & Aleria, John Rey & Laroya, Jan. (2016). Campus Journalism Related Factors and
Journalistic Merits of Student Publications in Selected Tertiary Schools in Davao City. UIC
Research Journal. 19. 10.17158/473.
January 2016

C. Unpublished Materials

D. Electronic Sources
[Link]

“Chapter Ii: Review of Related Literature.”

Free Essays – [Link], 4 Jan 2017,
[Link]

Theoretical framework:
[Link]

[Link]
[Link]