This post is based on my field study that I did conduct for the three quarters of the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
This post is based on my field study that I did conduct for the three quarters of the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docxjack60216
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
A Research Proposal entitled “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
Developmental Process of Conceptual Understanding Through Reflective Journal ...AJHSSR Journal
ABSTRACT: The evolving educational landscape has made it more challenging to create 21st-century
learners who are prepared for the future and ready to take on the global competition. Furthermore, due to its
themes, goals, and objectives, social studies is mostly necessary in the current world. Additionally, it encourages
civic engagement and social interaction. Hence, this study investigated the effects of reflective journal writing
(RJW) in improving students' conceptual understanding. The study involved Grade-12 students of a
government-owned school in Olongapo, Philippines. The results revealed that the students' level of conceptual
understanding is at a developing level before the use of the intervention. After the application and use of RJW, it
has been observed that the level of conceptual understanding has improved. This research affirms the positive
effects of journal writing on the students’ enhancement of their conceptual understanding. Thus, teachers may
consider the strategy for students’ conceptual retention and enhancement. A parallel study may be conducted to
validate the effects of the intervention in other contexts.
Keywords -Conceptual Understanding, Social Studies, Reflective Writing, Transformative Learning
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docxmayank272369
Name: Chere’ Dove
Course: ELM 535 Strategies for Student Engagement
Date: 12/19/18
Instructor: Dr. Robbins
Learning Plan Template
Contents
2Part 1: Fostering Ownership of Learning
3Part 2: Learning Objectives Plan
4Part 3: Learning Objectives versus Educational Goals
6Part 4: Assessment Plan
7Part 5: Questioning and Feedback
Part 1: Fostering Ownership of Learning
Grade Level: Five
Math or ELA State Standard: Math Standard
Types of Instruction
Strategy Engaging Students in Learning
Strategy Guiding Students to Take Ownership of Their Learning
Strategy Tracking Data of Student Performance
References/Resources
Direct Instruction
Asking general questions during learning
Picking students randomly to answer the questions asked and helping each learner to correct mistakes
It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction.
Learners’ textbook
Teacher’s guide
Guided Practice
Grouping the learners and giving them group work
Helping and guiding learners in their respective groups
Answering the group questions effectively
Learners textbook
Chats
Teacher’s guide
Independent Practice
Giving the learner a homework assignment
Assessing how the learner answered the questions
Marking the homework assignment questions and giving feedback
Learners’ textbook
Teacher’s guidePart 2: Learning Objectives Plan
Grade Level: Five
Math or English Language Arts Standard: Math Standard
Learning Objective:
Solve different mathematical problems and make correct calculations using various math formula
Strategies to Communicate the Learning Objective (Collaborative Learning)
1. Listing various math formula on the board
2. Writing on the board some mathematical problems
3. Explaining methods of solving mathematical problems
Strategies to Check for Understanding (Self-Directed Learning)
1. Asking the learner to write any mathematical formula
2. Giving some mathematical questions to the learner
Strategies Summary
The strategies chosen can establish an environment of learning in different ways. Directly involving the learner during the discussion fosters a good learning by bringing close the attention of the learner. The learner would not divert his/her attention. This would establish a good teacher-learner relationship. Giving tasks and assignments helps to establish a favorable learning environment. The learner would be eager to learn different ways of answering a particular question. In this way, a leaning environment is established. (Jonassen & Land, 2012) highlights different ways in which a teacher can establish not just a learning environment but a favorable learning environment for a learner to be in a position to understand what he/she is being taught.
The process of sharing objectives with students can help to create a culture of self-directed learning. When a student gets to understand the objectives, he/she is able to set for himself/herself person.
LEARNING STYLES & ATTITUDES OF STUDENTS TOWARD MODULAR LEARNING IN MAYOYAO ...azolllboocan
This research delves into the challenges posed by the shift to modular learning at Mayoyao National High School during the pandemic, focusing on the learning styles and attitudes of Grade 11 HUMMS students. The study, employing a descriptive qualitative approach, explores the diverse approaches students employ in modular learning and their corresponding attitudes. Findings reveal sequential, verbal, and technology-dependent learning styles, emphasizing the importance of tailored and supportive approaches. Collaborative learning experiences, time management skills, and a spectrum of attitudinal responses are crucial aspects. The recommendations underscore the need for customizable learning paths, technology integration, and fostering collaborative environments. The study concludes that recognizing and addressing the intricate relationship between learning styles, attitudes, and modular learning experiences are key in optimizing academic outcomes for students. The impact on academic performance highlights the influence of tailoring instruction, promoting collaborative learning, emphasizing time management, and fostering a positive learning environment. Ultimately, the research provides valuable insights for educators, policymakers, and researchers aiming to enhance modular learning outcomes in the face of unprecedented educational challenges.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Learners’ Preferences and Teaching Strategies in Teaching Mathematics of Fourth Year High School at Mabitac, Laguna S. Y. 2010 – 2011
2. A Special Problem Presented to the Faculty of the College of Education Laguna State Polytechnic University Siniloan, Laguna In Partial Fulfillment of the Requirements for the Degree of Bachelor of Secondary Education Major in Mathematics Ariola, Aleli M. 2011
3. Chapter I THE PROBLEM AND ITS BACKGROUND Introduction Student has there own learning style in learning mathematics. A learning style is a student’ consistent way of responding to and using stimuli in the context of learning. Keefe (1979) defines learning style as the “composite of characteristics cognitive, affective, and psychological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment.’ Stewart and Felicetti (1992) define learning as those “education conditions under which a student is most likely to learn.” Thus, learning style is not really concerned with “what” learners learn, but rather “how’ they prefer to learn.
4. Background of the Study Education is one of the foundations of success. It is act or experience that has a formative effect on the mind, character or physical ability of an individual. Education has been one of the emphases of the government in the national struggle to meet the needs of society. In 1992, the DECS which governs both public and private education in all levels stated that its mission was “to provide quality basic education that is equitably accessible to all by the foundation for lifelong learning and service for the common good.” The department also stipulated its vision to “develop a highly competent, civic spirited, life-skilled, and God-loving Filipino youth who actively participate in and contribute towards the building of a humane, healthy and productive society.” All these are ambitions were embodied in the department strategy called Philippines 2000. (http://education.stateuniversity.com/pages/1199philippines-EDUCATION-SYSTEM-AN-OVERVIEW-html)
5. Teaching style or strategies is viewed as a broad dimension or personality type that enclose teacher stance, pattern of behavior, mode of performance, and attitude toward self and others. Penelope Peterson defines teacher style in terms of how teachers utilize space in the classroom, their choice of instructional activities and materials, and their method of student grouping. Student characteristics will influence sometimes greatly how a particular teaching strategy is employed and how successful it will be. Student characteristics will also enter into the selection of a teaching strategy.
6. Theoretical Framework This study will be guided by the different theories: Learning/Thinking Style, and Multiple Intelligences. A. Hilliard describes “learning style” as the sum of the patterns of how individuals develop habitual ways of responding to experience. Learning/Thinking Styles refers to the preferred way individual processes information. They describe a person’s typical mode of thinking, remembering or problem solving. According to Hilliard, there are several perspectives about learning-thinking style, the sensory perspective and global-analytic continuum. In sensory preferences, individuals tend to gravitate toward one or two types of several inputs and maintain dominance in visual, auditory and tactile/kinesthetic learners. Analytic thinkers tend toward the linear, step-by-step processes of learning while the global thinkers lean towards non-linear thought and tend to the whole pattern rather than particles elements.
7. The theory of multiple intelligences was first described by Howard Gardner in Frame of Mind (1983). Gardner defines intelligences as “an ability or set of abilities that allows a person to solve a problem or fashion a product that is valued in one or more cultures.” Gardner believes that different intelligences may be independent abilities ─ a person can be low in one domain area but high in another. All of us possess the intelligences but in varying degrees of strength and skills. It is important for teachers to use their knowledge about thinking/learning style and multiple intelligences in planning activities to help their students to effectively learn. The above theories will help the researcher to gather the necessary information needed in evaluating the relationship among the learners’ preferences and teaching strategies in teaching mathematics to the fourth year high school students.
8. Conceptual Framework The conceptual model as shown in figure 1 consists of two boxes. The left box shows the independent variable which includes the learners’ preferences such as visual learners, auditory learners, kinesthetic learners, analytic thinkers and global thinkers, and the teaching strategies such as lecture discussion, problem solving, cooperative learning, direct teaching and indirect teaching. The box in the right shows the dependent variable which is teaching strategies. The line that connects the independent variable and the dependent variable indicates the relationship between them.
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13. Significance of the Study The result of the study will help the following: Students. This will help them to be aware of their preferences in learning mathematics. They will understand and identify the teaching strategies employed by their teachers that may affect their performance. Teachers. They will able to identify their strengths and weaknesses in employing the strategies in teaching mathematics. This will serve as a guide to devise better methods that can be used in the learning process to have better quality of teaching. Parents. The parents who are greatly concerned in the education of their children will be aware of the styles on how their child learns. School Administrators. This study will help them to be aware of students learning and thinking styles in Mathematics even in other subjects, it will also serve as a guide to provide training and seminars for mathematics teachers regarding teaching strategies.
14. Researchers. The results of this study will serve as a guide for future studies pertaining to teaching-learning process, learners’ preferences and teaching strategies in mathematics or for other parallel researches. Scope and Limitation of the study The main concern of this study is to determine the learners’ preferences and teaching strategies in teaching mathematics. A questionnaire-checklist determine the learner’s preferences and teaching strategies will be used to gather the needed information in this research. This study is limited only to one hundred fifty-seven (157) selected students of fourth year high school students from all secondary schools at Mabitac, Laguna during the academic year 2010-2011.
15. Definition of Terms For clarify and understanding of the terms related to this study, the following terms are defined conceptually and operationally. Analytic Thinkers. This term refers to learners who tend toward the linear, step-by-step processes of learning. Auditory Thinkers. This term refers learners who learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Cooperative Learning. This refers to a group helping each other learn but keeping each individual member accountable for his/her learning. Direct Teaching. This refers to the teaching strategies begins with the abstract rule, generalization, principles, and ends with specific examples, and concrete details. Global Thinkers. This refers to learners who lean towards non-linear thought and tend to see the whole pattern rather than particle elements.
16. Indirect Teaching. This refers to teaching strategies begins with the specific details, concrete data and ends with an abstract generalization rule, or principle. Kinesthetic Learners. This term refers to person who benefits much more from a hands-on approach, actively exploring the physical world around them. Learning Style. This term refers to patterns of how individual develop habitual ways of responding to experience. Lecture Discussion. This refers to teaching strategy which presents information in ways that it can be attended to, easily processed, and remembered. Problem Solving . This refers to teaching strategy that employs the specific method in searching information. Teaching Strategy. This term refers to personality type that enclose teacher stance, pattern of behavior, mode of performance, and attitude toward self and others. Visual Learners. This refers to learners who must see their teacher’s actions and facial expression to fully understand the content of a lesson.
17. Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter shows the related literature and studies on the learner’s preferences and teaching strategies in teaching mathematics of fourth year high school student at Mabitac, Laguna as will be reviewed by the researcher. The following literature and studies related to this study were presented below. Related Literature Learning styles as described by Litzinger and Ozif (1992) refer to the different ways in which children and adults think and learn. Ellis (1985) described a learning style as the more or less consistent way in which a person perceives, conceptualizes, organizers, and recalls information.
18. Professor Richard Felder of North Carolina State University (1994) has described some of the varied learning preferences. Learning preferences can help an individual begin to understand and choose strategies which work best for him. Some learning inventors include preferences for learning visually, auditory, or kinesthetically when working in groups or individually. One consequence of studying learning styles is the recognition that teachers also have their own approaches to the classroom. While this may have become habitual and while he teacher may define the classroom according to theirs and not the students’ preferences, teachers have to acknowledge that their styles will not necessarily suit cluster of students in their classroom. As teachers attempt to modify their classrooms, they need it begin by exploring their own styles (http://web.instate.edu/ctl/style//learning.htm).
19. Related Studies Related studies on the learners’ preferences and teaching strategies in teaching mathematics of fourth year high school students will be conducted and there studies will be reviewed by the researcher. Those studies will be useful findings in determining the relationship of learners’ preferences in teaching mathematics. The study of Villamor (2008) found out that there is a significant functional relationship between gender, interest towards mathematics, teaching competencies, teaching strategies and techniques and library setting that there is no significant functional relationship between classroom setting and the students’ performance in mathematics.
20. The study of Sieddentop as cited by Javier (2002) revealed that for a teacher to be effective in instructional strategies that will help the students understand the concepts: the teachers must provide the student with diverse, creative and dynamic teaching techniques for the children to become interested in their own health conditions. Effective teachers engage student actively in learning. This implies that teachers must know that students should be brought to the learning experience and to know what they need to learn (Travers and Rebore 1995). The above mentioned studies and literatures are helpful to this study because they provide the researcher with the background information that may help for the development of the problem under study.
21. Chapter III METHODOLOGY This chapter presents the research design, subjects of the study, determination of sampling techniques, research instrument, research procedure, and statistical treatment that will be used to analyze the data to be gathered. Research Design This study will determine the relationship of learners’ preferences and teaching strategies in teaching mathematics to the fourth year high school students at all secondary schools at Mabitac, Laguna. The descriptive method is appropriate in this study. It is necessary to determine the relationship of the learners’ preferences and teaching strategies in teaching mathematics.
22. Gay defines descriptive research as involving collection of data in order to test hypotheses or to answer questions concerning the current status of the subject of the study. A descriptive study determines and reports the way things are. Descriptive research includes all of those studies that purport presents facts concerning the nature and status of anything. It is concerned with conditions of relationships that exist. Subjects of the Study Respondents in this study will be one hundred fifty-seven (157) selected fourth year high school students of all secondary schools at Mabitac, Laguna, school year 2010-2011 using the Slovin’s formula and stratified random sampling.
23. Table 1. Number of students in every school at Mabitac, Laguna 157 100 256 Total 20 12.5 32 3 24 15.6 40 2 26 16.8 43 1 Mabitac National High School 18 11.7 30 4 20 12.5 32 3 Paagahan National High School (Matalatala Extension) 20 12.9 33 2 20 12.5 32 1 Paagahan National High School 9 5.5 14 1 Blessed James Cusmano Academy Proportional Allocation Percentage No. of Students Section Schools
24. Determination of Sampling Techniques Stratified random sampling and convenient sampling techniques will be used to determine the number of the student-respondents involved in this study. Not all fourth year high school students at Mabitac, Laguna will serve as respondents in this study. However, the samples to be taken are expected to possess characteristics identical to those of the population. Research Instrument The main tool that will be used in the study is a questionnaire checklist. One set of questionnaire-checklist will be constructed for the student-respondents in terms of their preferences prepared in the classroom and the teaching strategies they observe from their mathematics teacher. The other set questionnaire-checklist is the students’ profile such as age, gender, section, and school.
25. Part I of the questionnaire-checklist contains the personal information about the student-respondents which includes the age, gender, section, and school. Part II pertains the learners’ preferences they prepared and teaching strategies the student observe from their mathematics teacher. This part is subdivided into two: Part II-A contains several situational statements in order to ascertain the students’ preferences in learning mathematics. Each statement will be rated following the scale:
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27. Research Procedure The original title of this study proposed by the researcher was checked, revised and rechecked by the researcher’s adviser to maintain conformity on the subject of research. Some parts of the questionnaire-checklists were adopted from the book of Maria Rita D. Lucas, Ph.D. and Brenda B. Corpuz, Ph.D. (2007) entitled “Facilitating Learning”. While the other parts of it were developed by the researcher with the assistance of the adviser in gathering the data needed in determining the relationship of the learners’ preferences and teaching strategies in teaching mathematics. A questionnaire-checklist that aims to draw out proper responses to the objectives of this study will be constructed. This questionnaire-checklist will be presented, analyzed and checked by the researcher’s adviser and experts on different fields of specialization to ensure the validity of responses it would elicit.
28. Permit to conduct research and study on the subject school will be secured from the Dean of the College of Education which is attach to another letter request that will be sent to the school administrators and advisers of the selected students to obtain their learners’ preferences in mathematics. The researcher will administer the questionnaire with the help of some friends in retrieving the accomplished questionnaire. Data gathered from the answered questionnaires will be checked, tabulated and analyzed according to the statistical tool described in this chapter and will be prepared for the final presentation to the experts of different fields of specialization. Statistical Treatment of Data The data to be gathered will be tabulated and interpreted using the following statistical tools.
29. Test of significance will interpret based on the threshold p-value of 0.05. Unpaired t-test, Regression Analysis 6. Significant relationship between the learners’ preferences and teaching strategies in teaching mathematics T-test, One-way ANOVA 5. Significant differences between the teaching strategies in mathematics of fourth year high school students in different schools at Mabitac, Laguna Unpaired t-test, Regression Analysis 4. Significant relationship between the students preferences in learning mathematics and the students’ profile Weighted Mean, Median, and Rank 3. The teaching strategies observed by the students in their mathematics teacher Weighted Mean, Median, and Rank 2. The learners’ preferences related to the teaching strategies employed by the teacher Frequency, Percentage, rank 1. Profile of student-respondents Statistical Tools Analysis
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33. LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011 I. PERSONAL INFORMATION Name: ______________________________Age: _______ Gender: _____Male _____Female Section: _____1 _____2 _____3 School:____________________________________________ II. LEARNERS’ PREFERENCES AND TEACHING STRATEGIES Direction: Please indicate your response in the following items by putting a check ( / ) in the appropriate column.
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35. (K) push hard on my pen or pencil and can feel the flow of the words or letters as I form them. (A) often say the letters and words to myself. (V) am concerned how neat and well spaced my letters and words appear. 2. When I write, I: (K) try to do it myself. (A) hear someone tell me how. (V) watch someone show me how. 1.If I have to learn how to do something, I learn best when I: 1 2 3 4 5 Sensory Preferences
36. (K) use my entire body or move objects to help me think. (A) talk myself trough it. (V) write or draw diagrams to see it. 5. When solving a problem, I: (K) I have to sit still for any length of time. (A) there is a lot of noise in the room. (V) there is a lot of clutter or movement in the room. 4. When trying to concentrate, I have a difficult time when: (K) moved around and used my fingers to name each items. (A) said them over and over to myself. (V) wrote them down. 3. If I had to remember a list of items, I would remember it best if I:
37. The second table pertains to the Analytic-Global Thinkers. The second table pertains to the Analytic-Global Thinkers. The second table pertains to the Analytic-Global Thinkers. 5. frequent mobility while studying. 4. sound/music background while studying. 3. responding to emotions. 2. information processing in varied order . 1. responding to tone of voice. I learn best through…… Global Thinkers 5. well-lighted room while studying. 4. formal study design. 3. responding to logic. 2. linearly information processing. 1. responding to word meaning. I learn best through……. Analytic Thinkers 1 2 3 4 5