American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
The Mathematics Syllabus that has been adopted worldwideDavid Yeng
Primary level Mathematics by Singapore has been adopted worldwide, including more than 300,000 students in the United States. Singapore Mathematics is well-known for its Part & Whole model, which is unique to Singapore. Singaporean students are also known to achieve very level of proficiency in Mathematics, according to various International surveys (TIMSS, PISA).
At JA International Education, we are committed to bringing you the best education, easily implementable with low replacement costs, and can be used within US, UK, Australian, NZ education systems. Contact us to find out why and how.
Face To Face and Blended Learning as Strategy in Teaching MathematicsAJHSSR Journal
ABSTRACT: This study aimed to determine the effectiveness of Blended Learning in improving the
Performance of the grade 2 learners in Mathematics at Otavi Elementary SchoolDision of Sorsogon
Province for the School Year 2022-2023.
The quasi experimental method of research was employed in the study. The main instrument
that was used is a teacher-made test to gather the needed data. The respondents of the study were the
50 grade 2 pupils that were grouped into control and experimental groups. The data gathered were
analyzed and interpreted by the use of appropriate statistical tools and measures.
The findings of the study were: the computed Mean Performance Level (MPL) of the control group in
the pre-test in the operations along whole numbers, Ordinal numbers, Money, addition of whole
numbers and, addition of money were 42, 44.8, 46.8, 50.4 and 44.4 respectively with an average MPL
of 45.68 and were all described as Did Not Meet the Expectations (DNME). On the other hand, the
computed Mean Performance Level (MPL) of the experimental group in each of the said topics are
71.2, 34, 47, 52.4 and 36.8 accordingly with an average MPL of 48.58and were also described as Did
Not Meet the Expectations (DNME).
Singapore GCE O Level Mathematics SyllabusDavid Yeng
The Singapore Mathematics is the world's best, adopted by thousands of schools around the world. It has been verified to be 2 years ahead of UK and US standards. However, it is also aligned to the UK system. Thus, you can be assured that when you use the Singapore Mathematics syllabus, your students will be more than prepared for the IGCSE!
The Mathematics Syllabus that has been adopted worldwideDavid Yeng
Primary level Mathematics by Singapore has been adopted worldwide, including more than 300,000 students in the United States. Singapore Mathematics is well-known for its Part & Whole model, which is unique to Singapore. Singaporean students are also known to achieve very level of proficiency in Mathematics, according to various International surveys (TIMSS, PISA).
At JA International Education, we are committed to bringing you the best education, easily implementable with low replacement costs, and can be used within US, UK, Australian, NZ education systems. Contact us to find out why and how.
Face To Face and Blended Learning as Strategy in Teaching MathematicsAJHSSR Journal
ABSTRACT: This study aimed to determine the effectiveness of Blended Learning in improving the
Performance of the grade 2 learners in Mathematics at Otavi Elementary SchoolDision of Sorsogon
Province for the School Year 2022-2023.
The quasi experimental method of research was employed in the study. The main instrument
that was used is a teacher-made test to gather the needed data. The respondents of the study were the
50 grade 2 pupils that were grouped into control and experimental groups. The data gathered were
analyzed and interpreted by the use of appropriate statistical tools and measures.
The findings of the study were: the computed Mean Performance Level (MPL) of the control group in
the pre-test in the operations along whole numbers, Ordinal numbers, Money, addition of whole
numbers and, addition of money were 42, 44.8, 46.8, 50.4 and 44.4 respectively with an average MPL
of 45.68 and were all described as Did Not Meet the Expectations (DNME). On the other hand, the
computed Mean Performance Level (MPL) of the experimental group in each of the said topics are
71.2, 34, 47, 52.4 and 36.8 accordingly with an average MPL of 48.58and were also described as Did
Not Meet the Expectations (DNME).
Singapore GCE O Level Mathematics SyllabusDavid Yeng
The Singapore Mathematics is the world's best, adopted by thousands of schools around the world. It has been verified to be 2 years ahead of UK and US standards. However, it is also aligned to the UK system. Thus, you can be assured that when you use the Singapore Mathematics syllabus, your students will be more than prepared for the IGCSE!
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docxglendar3
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docxtodd581
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docxjeanettehully
Running head: PROGRAM EVALUATION PLAN1
PROGRAM EVALUATION PLAN10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculators ...
Evaluating Effectiveness of Training Program in Eastern Samar State Universit...ijtsrd
The accountability issue of training and development among employees is evaluating the effectiveness of a training program in order to determine whether it accomplishes its goals and objectives, appraise the value of training, identify training gaps and to get rid of any training that isnt necessary. In this descriptive study, the effectiveness of training program of this university campus is evaluated in terms of faculty participants and the department heads viewpoints. Using an adapted and modified training effectiveness questionnaire, the faculty’s perceived learning right after the activity, application of knowledge and skill acquired three months later, and the department head’s evaluation of the faculty’s demonstrated learning in terms of its impact on job behavior and job performance were taken into account. Results show faculty participants “agree” that the activity courses have achieved their individual objectives, they have acquired deeper understanding about the subjects of the training program, and their performance level will rise as a result of their attendance to the training. Further, they “agree” that the TSPs have the full readiness to perform the activity courses, the resource persons are experts within the area of competence, the facilities were equipped with the highest quality standards. In terms of impact on their job performance and their application of learning three months after the conclusion of the activity courses, faculty participants “somewhat agree” they had the chance to make the best use of the skills they have learned from the activity courses and their job performance level have increased as a result of their attendance to the activity courses. Meanwhile, the department heads “somewhat agree” they have noticed an increase in the faculty’s performance in the workplace since their attendance to the training and they have noticed indicators that proved faculty participants benefited from the acquired skills in the training. The top two reasons why faculty failed to apply the knowledge and skills learned in the capability trainings are “they havent had the opportunity” and “they are very busy”. Dr. Bernadette R. Barro | Aldrin B. Golondrina "Evaluating Effectiveness of Training Program in Eastern Samar State University - Can-Avid: Strengthening its Commitment to Continuous Improvement" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49628.pdf Paper URL: https://www.ijtsrd.com/management/strategic-management/49628/evaluating-effectiveness-of-training-program-in-eastern-samar-state-university---canavid-strengthening-its-commitment-to-continuous-improvement/dr-bernadette-r-barro
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docxglendar3
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docxtodd581
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docxjeanettehully
Running head: PROGRAM EVALUATION PLAN1
PROGRAM EVALUATION PLAN10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculators ...
Evaluating Effectiveness of Training Program in Eastern Samar State Universit...ijtsrd
The accountability issue of training and development among employees is evaluating the effectiveness of a training program in order to determine whether it accomplishes its goals and objectives, appraise the value of training, identify training gaps and to get rid of any training that isnt necessary. In this descriptive study, the effectiveness of training program of this university campus is evaluated in terms of faculty participants and the department heads viewpoints. Using an adapted and modified training effectiveness questionnaire, the faculty’s perceived learning right after the activity, application of knowledge and skill acquired three months later, and the department head’s evaluation of the faculty’s demonstrated learning in terms of its impact on job behavior and job performance were taken into account. Results show faculty participants “agree” that the activity courses have achieved their individual objectives, they have acquired deeper understanding about the subjects of the training program, and their performance level will rise as a result of their attendance to the training. Further, they “agree” that the TSPs have the full readiness to perform the activity courses, the resource persons are experts within the area of competence, the facilities were equipped with the highest quality standards. In terms of impact on their job performance and their application of learning three months after the conclusion of the activity courses, faculty participants “somewhat agree” they had the chance to make the best use of the skills they have learned from the activity courses and their job performance level have increased as a result of their attendance to the activity courses. Meanwhile, the department heads “somewhat agree” they have noticed an increase in the faculty’s performance in the workplace since their attendance to the training and they have noticed indicators that proved faculty participants benefited from the acquired skills in the training. The top two reasons why faculty failed to apply the knowledge and skills learned in the capability trainings are “they havent had the opportunity” and “they are very busy”. Dr. Bernadette R. Barro | Aldrin B. Golondrina "Evaluating Effectiveness of Training Program in Eastern Samar State University - Can-Avid: Strengthening its Commitment to Continuous Improvement" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49628.pdf Paper URL: https://www.ijtsrd.com/management/strategic-management/49628/evaluating-effectiveness-of-training-program-in-eastern-samar-state-university---canavid-strengthening-its-commitment-to-continuous-improvement/dr-bernadette-r-barro
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
1. American Journal of Multidisciplinary Research & Development (AJMRD)
Volume 03, Issue 06 (June- 2021), PP 49-59
ISSN: 2360-821X
www.ajmrd.com
Multidisciplinary Journal www.ajmrd.com Page | 49
Research Paper Open Access
COACHING STRATEGIES OF MATHEMATICS BASIC
EDUCATION TEACHERS
JERRY G. FIRMANES
Sorsogon State University
Abstract. This study aimed to determine the profile and coaching strategies of elementary and secondary
mathematics teachers in the Province of Sorsogon. The data was gathered through the use of survey questionnaire
and interview guide formulated by the researcher. This study used the quantitative and qualitative method of
research. This method is also called the mixed method of research which provides strengths that offset the
weakness of both quantitative and qualitative research. The respondents of this study were the coaches of
mathematics competitions both in elementary and secondary schools in the different schools in the Division of
Sorsogon. The profile of the elementary and secondary Mathematics coaches varies in terms of highest educational
attainment, length of experience and trainings attended on coaching. These differ also in terms of the level of
competition attended by the coaches such as school level, district level, division level and regional level. There
were varied coaching strategies employed by the teachers in coaching their contestants. These strategies affect the
performance of the students in the competitions. The predictors to successful coaching depend on the skills,
coaching strategies, techniques and pedagogy used by the coaches. These predictors are indicators which show
how coaches affect their contestants’ performance in Math competitions. There were different challenges met by
the teachers in coaching Mathematics contestants. These challenges hinder the success of coaching as well as the
performance of the contestants. Further. The proposed coaching handbook in Mathematics was developed to
improve the coaching skills of the teachers and the performance of the contestants.
Keywords: Coaching Strategies, Coach, Mathematics, Basic Education Teachers, Predictors
I. INTRODUCTION
Coaching, like teaching is a process which intends to help individuals improve their performance in various
domains. It enhances their personal effectiveness, personal development, and personal growth (Hamlin et.al).
Indeed, coaching as a strategy improves teaching and learning across overall system.
The change in our curriculum and educational system requires a shift as well as on the strategy used for
quality learning. With the implementation of the K-to-12 Curriculum, changes and enhancements were made in the
delivery of instruction along the various subject areas. And foremost among these subjects were Science and
Mathematics. These are now taught in a spiral progression where complexity increases as grade level progresses. In
Mathematics for instance, the framework dwells on the twin goals which are critical thinking and problem solving
being a subject that pervades life at any age and in any circumstance. As a subject, its value goes beyond the
classroom and school and, therefore must be learned comprehensively and with much depth.
Learning Mathematics is perceived several times as the hardest subject in school. It seems to be very hard
for students. To many, the subject has become the weakness of the learners who don’t excel or perform well when it
comes to those activities which involve numbers or arithmetic. Meanwhile, those who are blessed naturally with
numerical skills, they consider the challenges inside the circle of Mathematics as a piece of cake.
One of the Mathematics competitions which is done up to the National level is the Mathematics
Association of the Philippines (MTAP) competition, The Metrobank-MTAP-DepEd Math Challenge which comes
with the aim of developing mathematical skills among students. Participated in by a variety of students with
different capabilities of winning the challenge, this competition creates excellence in the numerical skills of the
participants.
Joining a competition requires a skilled individual who shows abilities, talents and passion. In addition, a
participant should be well trained and taught by professional educators called coaches. On the other hand, a coach is
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the one who does teaching, instructing, coaching, mentoring and facilitating. Overall, coaches' contributions may
lead to the success of the participant.
As Chris Confer (2006) stated, "our goal as Math coaches is not to add a little spice, salt, or pepper to the
stew of Mathematics instruction, but instead to alter the menu entirely". A coach doesn't only require students to
memorize formulas and skills about Math. A good coach will let the student incorporate those skills and formulas in
the real life situation.
The Division of Sorsogon has met challenges in terms of excelling in Mathematics competitions. These are
manifested in the experiences of the Mathematics coaches and their perceptions on the challenges met. A concrete
example of this is in joining the Metrobank-MTAP-DepEd Math Challenge. For many years of joining the
competitions, few made it to the top. Some reached the regional level, however, some did not achieve the required
score.
As shown in the previous results, the highest scores obtained for grades 6 and 10 during the School Year
2017-2018 were 31 and 35. School Year 2018-2019 recorded 32 and 28 while the record for School Year 2019-2020
showed 32 and 47. These scores are noticeably low, though these scores qualified for the regional competition since
the cut off score is fifty percent of the perfect score which is 60 points. Notice however that in the School Year
2018-2019, Grade 10 top scorer did not qualify in the regional competition since the cut off score is 30 points. Grade
10 top scorer is only 28 points which is below fifty percent of the perfect score of 60 points.
With the above mentioned scenario and situation, it is the main objective of the researcher to determine
profile and predictors to successful Mathematics coaching in the Division of Sorsogon. This aimed to formulate
policy that will help improve the performance of the participants as well as their coaches.
II. OBJECTIVES OF THE STUDY
Generally, this study aimed to determine the profile and coaching strategies of Mathematics teachers.
Specifically, it determined the profile of the elementary and secondary Mathematics coaches in terms of Highest
educational qualification, Length of experience as coach, and trainings attended on coaching. In addition, it also
determined the coaching strategies the elementary and secondary Mathematics coaches and the predictors to
successful coaching. Moreover, this identified the challenges met by elementary and secondary Mathematics
coaches in coaching Mathematics contestants.
III. METHODS
This study used the quantitative and qualitative method of research to determine the profile of elementary
and secondary Mathematics coaches in terms of highest educational attainment, length of experience as coach and
the trainings attended on coaching. Furthermore, the coaching strategies and the predictors to successful coaching
were also determined. Likewise, it also determined the challenges met in coaching mathematics contestants. An
interview guide and a survey questionnaire were used to gather the needed data. The data gathered was subjected to
different measures such as frequency count, percentage and ranking. Frequency count and percentage were used to
determine the profile of the respondents along the identified variables. The challenges met by the coaches and the
strategies were analyzed through the use of ranking. To determine the significance of the profile of the respondents,
the number coaching strategies used and the trainings attended by the respondents to the predictors to successful
coaching, logistic regression analysis was used.
IV. RESULTS AND DISCUSSION
Profile of the Elementary and Secondary Mathematics Coaches.
Table 2.1
Profile of Elementary Mathematics Coaches
Profile
Highest Level of Competition Participated
Over-all
School District Division Regional
f % f % f % f % f %
Educational Attainment
Doctorate Degree 0 0 0 0 0 0 0 0 0 0
Doctoral Units 0 0 0 0 3 1.4 0 0 3 1.4
Master’s degree 0 0 9 4.1 6 2.8 2 0.9 17 7.8
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Masteral Units 19 8.7 72 33.0 45 20.6 2 0.9 138 63.3
Bachelor Degree 10 4.6 36 16.5 13 5.9 1 0.5 60 27.5
Total 29 13.3 117 53.7 67 30.7 5 2.3 218 100
Number of Years as Coach
Less than 1 6 2.8 0 0 0 0 0 0 6 2.8
1 year 4 1.8 5 2.3 0 0 0 0 9 4.1
2 years 0 0 7 3.2 2 2.3 0 0 9 4.1
3 years 5 2.3 20 9.2 2 2.3 0 0 27 12.4
4 years 4 1.8 10 4.6 4 1.4 0 0 18 8.3
5years and above 10 4.6 75 34.4 59 27.1 5 2.3 149 68.3
Total 29 13.3 117 53.7 67 30.7 5 2.3 218 100
Number of Trainings Attended
None 26 11.9 101 46.3 52 23.8 5 2.3 184 84.4
1 -2 trainings 3 1.4 13 6.0 14 6.4 0 0 30 13.8
3-4 trainings 0 0 3 1.4 1 0.5 0 0 4 1.8
5 -6 trainings 0 0 0 0 0 0 0 0 0 0
More than 6
trainings
0 0 0 0 0 0 0 0 0 0
Total 29 13.3 117 53.7 67 3.7 5 2.3 218 100
The data revealed that in terms of educational attainment, 138 (63.3%) have masteral units, 60 (27.5%)
have bachelor degree and 12 (7.8%) have master’s degree out of 218 elementary Mathematics coaches. On the other
hand, as to the number of years as coach, 144 (68.3%) have rendered 5 years and above, 27 (12.4 have 3-year
experience as coach, 18 (8.3%) have 4 years, 9 (4.1%) have less than 1 year and 2-year experience and 6 (2.8%)
have less than 1 year. Also, in terms of trainings attended, 184 (84.4) have not attended trainings related to coaching
and 30(13.8%) have attended 1-2 trainings.
This implied that educational attainment, length of experience and training attended by the coaches affect
the number of winning in Mathematics competitions. Moreover, obtaining post graduate degree help teachers for
their professional growth, as they indulge themselves in higher education they can acquire skills and upgrade
themselves with the new trends in education through the help of experts and even their colleagues. Likewise,
attending trainings especially on coaching can improve their abilities to train contestants and transfer their skills for
them to win in Mathematics competitions. These implications are supported by the statements of the respondents
who are coaches in Mathematics competitions.
“Trainings about content and pedagogy as well as coaching strategies can be of great help in improving
the performance of the pupils in Mathematics competition”, mentioned by Teacher A.She also added that “the
length of experience and the expertise of the coach is one of the factors that affect the performance of the pupil in
Mathematics competition”.
For secondary mathematics coaches, in terms of educational attainment 166 (65.4%) have masteral units,
63 (24.8%) have bachelor’s degree (14 (5.5%) have obtained master’s degree and 11 (4.3%) have doctoral units. In
terms of the number of years as coach, 125(49.2%) have 5 years and above experience, 32 (12.6%) have 2 years and
3 years, 28(11%) have rendered less than 1 year, 22 (8.7) have 4-year experience and 15 (5.9%) have 1-year
experience as coach. As to the number of trainings attended, 230 (90.5%) out of 254 respondents have not attended
trainings, 17 (6.7%) have 1-2 trainings and 7 (2.8%) have attended 3-4 trainings.
The findings implied that some of the factors which impact the success in Mathematics competitions are
the educational attainment of the coaches, the length of experience and the trainings attended. These definitely
influence the number winning in a contest and affect the competencies of the teachers to coach their contestants.
Although majority of them have 5 years and above experience as coach, they did not attend trainings in the regional
or national level. Equipping the coaches with the necessary skills and pedagogy in coaching is vital in achieving
higher level of winning. Furthermore, having the initiative from the coaches to pursue their graduate studies is also
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helpful and an indication that they are willing to upgrade themselves with the new skills, strategies and coaching
techniques.
Table 2.2
Profile of the Secondary Mathematics Coaches
Profile
Highest Level of Competition Participated
Over-all
School District Division Regional
f % f % F % f % f %
Educational Attainment
Doctorate Degree 0 0 0 0 0 0 0 0 0 0
Doctoral Units 1 0.4 1 0.4 7 2.8 2 0.8 11 4.3
Master’s degree 0 0 5 2.0 5 2.0 4 1.6 14 5.5
Masteral Units 25 9.8 68 26.7 58 22.8 15 5.9 166 65.4
Bachelor Degree 19 7.5 31 12.2 12 4.7 1 0.4 63 24.8
Total 45 17.7 105 41.3 82 32.3 22 8.7 254 100
Number of Years as Coach
Less than 1 17 6.7 11 4.3 0 0 0 0 28 11.0
1 year 6 2.4 8 3.1 1 0.4 0 0 15 5.9
2 years 5 2.0 19 7.5 8 3.1 0 0 32 12.6
3 years 5 2.0 14 5.5 13 5.1 0 0 32 12.6
4 years 3 1.1 9 3.5 9 3.5 1 0.4 22 8.7
5years and above 9 3.5 44 17.3 51 20.1 21 8.3 125 49.2
Total 45 17.7 105 41.3 82 32.3 22 8.7 254 100
Number of Trainings Attended
None 43 16.9 88 34.6 79 31.1 20 7.9 230 90.5
1 -2 trainings 1 0.4 13 5.1 2 0.8 1 0.4 17 6.7
3-4 trainings 1 0.4 4 1.6 1 0.4 1 0.4 7 2.8
5 -6 trainings 0 0 0 0 0 0 0 0 0
More than 6
trainings
0 0 0 0 0 0 0 0 0
Total 45 17.7 105 41.3 82 32.3 22 8.7 254 100
Coaching Strategies
The data revealed that the top five strategies mostly utilized by the elementary Mathematics teachers are
asking questions to test the student’s understanding which has a frequency of 138 in rank 1 followed by the
scheduling practice with a frequency of 114 that is ranked 2. Similarly, there are 112 teachers using the strategy of
focusing the review on topics in which the students are weak in rank 3 and show and tell with 110 teachers using
this strategy in rank 4. Then, in rank 5, the use of exchange of ideas strategy by 103 teachers came out as ranked 5.
Table 3.1
Coaching Strategies of Elementary Mathematics Teachers
Strategies
Highest Level of Competition Participated
Over-all
School District Division Regional
f Rank f Rank f Rank f Rank f Rank
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Concept
Attainment
Strategy
10 6.5 43 8.5 43 3 2 10.5 98 8
Concept
Formation
Strategy
10 6.5 53 5 36 9 2 10.5 101 7
Conducting Speed
Test
13 4 45 7 41 4.5 3 3.5 102 6
Show and Tell 14 3 57 2.5 37 7.5 2 10.5 110 4
Leverage prior
knowledge
5 12 35 10 24 13 1 13 65 13
Scheduling
Practice
15 1.5 56 4 41 4.5 2 10.5 114 2
Ask question to
test
understanding
15 1.5 74 1 47 1 2 10.5 138 1
Focusing on
weaker topics
9 8 57 2.5 44 2 2 10.5 112 3
Instill cooperation 12 5 31 12.5 32 10 2 10.5 77 10
Exchange of Ideas 8 9.5 52 6 39 6 4 1 103 5
Sharing
responsibilities
4 13 31 12.5 37 7.5 3 3.5 75 11
Talk time 6 11 33 11 28 11 3 3.5 70 12
Providing
feedback
8 9.5 43 8.5 27 12 3 3.5 81 9
This implied that employing the appropriate strategies is beneficial to the performance of the students in the
competitions. Coaching strategies can produce positive outcomes and can help develop the skills of the contestants.
Choosing what to employ will depend on the level of capacity and needs of the students. If the students have
mastered some topics, they have to focus on a weaker one. Focusing on the least learned competencies based on the
result of the test can improve their performance for the next competitions.
“I believe that there is no better way to learn and remember Math topics than to know their significance in
real-life situations. Also, since most Mathematics competitions are time-pressured, it is important to train students
to answer questions quickly but carefully. It is also very important that the students learn and practice the concept
of repetitive learning since encountering a specific topic repetitively helps them remember how to solve it”, Teacher
I said.
Table 3.2
Coaching Strategies of the Secondary Mathematics Teachers
Strategies
Highest Level of Competition Participated
Over-all
School District Division Regional
f Rank f Rank f Rank f Rank f Rank
Concept
Attainment
Strategy
14 8.5 35 9 44 7 14 6.5 107 7.5
Concept
Formation
Strategy
14 8.5 46 6 33 10 14 6.5 107 7.5
Conducting
Speed Test
15 7 45 7 53 2 14 6.5 127 5
Show and Tell 17 5.5 36 8 35 9 15 4 103 9
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Leverage prior
knowledge
10 11.5 27 12.5 23 13 8 13 68 13
Scheduling
Practice
21 2.5 67 2 53 2 14 6.5 155 2
Ask question to
test
understanding
24 1 68 1 52 4 18 1 162 1
Focusing on
weaker topics
21 2.5 52 3 46 5 16 3 135 4
Instill
cooperation
10 11.5 27 12.5 36 8 12 11 85 10
Exchange of
Ideas
19 4 51 4 53 2 17 2 140 3
Sharing
responsibilities
9 13 31 11 30 11 13 9 83 12
Talk time 13 10 33 10 26 12 12 11 84 11
Providing
feedback
17 5.5 48 5 45 6 12 11 122 6
From the table presented, the secondary Mathematics teachers used varied strategies in coaching. Among
them, the top 5 are the following; Rank 1 is asking questions to test understanding with a total number of 162, rank 2
with a frequency of 155 is the scheduling practice strategy and exchange of ideas in rank 3 which has 140
frequencies. Rank 4 is focusing on weaker topics with 135 and rank 5 is conducting speed test with a total of 127.
The results implied that utilizing effective strategies can both improve the performance of the contestants
and coaches. Coaches should employ strategies which they know are best for their students. By testing the ability of
the contestants, they will know where to start and what to give. Moreover, rigid review and appropriate planning on
the coaching mechanism can make them succeed in a competition. Winning cannot be achieved easily in just one
phase, rather it is a long and challenging endeavor that needs ample time to prepare, coupled with determination and
the application of various strategies.
“To improve the performance of participants in Math competitions, they must be given longer time to
prepare. Coaches must be able to provide varied review materials. Aside from the support of the school, the
guidance of the contestant’s family can influence the students to strive harder”, added by Teacher D.
Predictors to Successful Coaching
Table 4.1
Predictors to successful coaching (Elementary coaches)
Level of Competition School District Division Regional
Constant
Baseline Data
-1.316
(0.887)
-5.631
(1.113)
-78.511
(11590.281)
Educational Attainment 0.479
(0.391)
* 0.221
0.423
(0.280)
* 0.131
0.844
(0.701)
* 0.228
No. of years as coach 0.529
(0.151)
* 0.000
0.751
(0.211)
*0.000
14.636
(2318.056)
* 0.995
Trainings Attended 0.114
(0.392)
* 0.771
0.012
(0.212)
* 0.954
-16.582
(4282.193)
*0.997
No. of Coaching
strategies Used
-0.008
(0.080)
*0.922
0.119
(0.048)
* 0.014
0.075
(0.131)
* 0.567
Coefficient Of
Determination (R2
)
0.159 0.230 0.193
No. of Observations 146 213 218
Legend: ( )- Significant Error*- Significant Value
7. COACHING STRATEGIES OF MATHEMATICS BASIC EDUCATION …
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It shows that there were 146 total observations from the respondents that have coached the school up to the
district level. The computed value for educational attainment, number of years as coach, trainings attended and
number of coaching strategies used were 0.479, 0.529, 0.114 and -.0008 respectively. The coefficient of
determination was 0.159 or 15.9%. For the division level, a total of 213 total observations from the respondents that
have coached the school, district and up to the division level were all included. The computed value for educational
attainment is 0.423, 0.751 for the number of years as coach, 0.012 for the trainings attended and 0.119 for the
number of coaching strategies used. The coefficient of determination for this level was 0.230 or 23.0%. In the
regional level, the computed values were 0.844, 14.636, -16.582 and 0.075 for educational attainment, number of
years as coach, trainings attended and number of coaching strategies used respectively. The coefficient of
determination is 0.193 or 19.3%.
The data means, that the predictor that mainly contributes to successful coaching in the district level which
has a value of 0.529 or 52.9% was the number of years as a coach. This model has a coefficient of determination of
0.159 or 15.9% of the observations was attributed to the predictor. For the division level the predictors for
successful coaching at this level were number of years as a coach and the number of coaching strategies used with
the p-value of 0.000 and 0.014, respectively. This model has a coefficient of determination of 0.230 or 23.0% of the
observations attributes to these predictors. There were no predictors identified among the respondents who
successfully coached the regional level since there were only 5 participants at this level from a total of 218
participants. The sample size at this level will results to over-fitting of model.
The results implied that not all of the profile of coaches contributes to successful coaching. This can be
seen in the district level coaches where only their number of years as coaches contributes to successful coaching.
There are other factors that influence the educational attainment of coaches in this level. Therefore, a single profile
of coaches may result to successful coaching in the different levels of competitions.
Table 4.2
Predictors to successful coaching (Secondary coaches)
Level of Competition School District Division Regional
Constant
Baseline Data
-1.426
(0.704)
-4.387
(0.712)
-15.940
(5.416)
Educational Attainment 0.468
(0.371)
* 0.207
0.896
(0.275)
* 0.001
0.941
(0.357)
* 0.008
No. of years as coach 0.334
(0.120)
* 0.005
0.459
(0.110)
*0.000
2.215
(1.026)
* 0.031
Trainings Attended 0.154
(0.232)
* 0.507
0.607
(0.287)
* 0.035
-0.086
(0.307)
*0.079
No. of Coaching
strategies Used
-0.098
(0.064)
*0.124
0.087
(0.046)
* 0.057
0.180
(0.068)
* 0.008
Coefficient Of
Determination (R2
)
0.152 0.271 0.340
No. of Observations 150 232 254
Legend: ( )- Significant Error*- Significant Value
The table shows that there are 150 total observations from the respondents that have coached the school and
district level. The computed value for educational attainment, number of years as coach, trainings attended, and
number of coaching strategies used were 0.468, 0.334, 0.154 and -.0098 respectively. The coefficient of
determination is 0.152 or 15.2%. For the division level, a total of 232 total observations from the respondents that
have coached the school, district and the division level. The computed value for educational attainment is 0.896,
0.459 for the number of years as coach, -0.67 for the trainings attended and 0.087 for the number of coaching
strategies used. The coefficient of determination for this level is 0.271 or 27.1%. In the regional level, the computed
values were 0.941, 2.215, -0.086 and 0.180 for educational attainment, number of years as coach, trainings attended
and number of coaching strategies used respectively. The coefficient of determination is 0.340 or 34.0%.
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The results implied that the number of years as coach attributed to the predictors of successful coaching.
The experience of the teachers in coaching greatly influences the success of the mathematics contestants thus, enable
them to become successful coach as well.
Table 4.3
Predictors to successful coaching
(Combined Elementary and Secondary coaches)
Level of Competition School District Division Regional
Constant
Baseline Data
-1.298
(0.537)
-4.50669
(0.54615)
-14.711
(4.735)
Educational Attainment 0.426
(0.261)
* 0.103
0.67425
(0.18627)
* 0.00029
0.908
(0.301)
* 0.003
No. of years as coach 0.425
(0.089)
* 0.000
0.50021
(0.091)
*0.000
1.917
(1.923)
* 0.038
Trainings Attended 0.148
(0.197)
* 0.453
-0.291
(0.155)
* 0.059
-0.331
(-0.383)
*-0.388
No. of Coaching
strategies Used
0.057
(0.049)
*0.241
0.101
(0.033)
* 0.002
0.148
(0.058)
* 0.010
Coefficient Of
Determination (R2
)
0.161 0.224 0.247
No. of Observations 296 445 472
Legend: ( )- Significant Error*- Significant Value
The table for combined elementary and secondary coaches shows that a total 296 observations for the
respondents that have coached the school and district level. The computed value for educational attainment, number
of years as coach, trainings attended, and number of coaching strategies used are 0.426, 0.425, 0.148 and 0.057
respectively. The coefficient of determination is 0.161 or 16.1%. For the division level, a total of 445 total
observations from the respondents that have coached the school, district and the division level. The computed value
for educational attainment is 0.67425, 0.50021 for the number of years as coach, -0.291 for the trainings attended
and 0.101 for the number of coaching strategies used. The coefficient of determination for this level is 0.224 or
24.4%. In the regional level, the computed values are 0.908, 1.917, 0.331 and 0.148 for educational attainment,
number of years as coach, trainings attended and number of coaching strategies used respectively. There were 472
total observations were observed and the coefficient of determination in this level is 0.247 or 24.7%.
The results implied that both in elementary and secondary level, the number of years as coach is the main
predictor to successful coaching. Experience matters and it has a huge impact on the performance of the contestants
particularly in improving skills and students’ capacity.
In addition, the respondents identified the attitudes, habits and skills developed among the coachee. From
the data gathered it can be inferred that improving the skills and students’ capacity emerged as the top predictor to
successful coaching which was identified by 350 teachers in rank 1. The development of independent learning
among contestants was picked by 341 coaches ranked 2. Likewise, the 302 teachers chose the changing the student
behavior or attitudes towards competition in rank 3.The development of student’s habit in learning which has a
frequency of 288 which is ranked 4 while improving the performance in the contest was identified by 273 teachers
in rank 5. Then, in rank 6 was the increasing the level of performance in National Standardized test with frequency
of 176.
The findings implied that coaches should possess the skills in coaching and capacitate themselves in order
to improve the performance of the students in competitions. Possessing the appropriate skills and pedagogy in
coaching can develop students to become competitive as well as increase the level of performance in contests and
even the national standardized test.
Moreover, the attitude of the students is also influenced by the coaching skills of the teachers. The changed
in student behavior or attitudes towards competition is indeed an indicator of successful coaching.
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Challenges met in Coaching Mathematics Contestants by Elementary and Secondary Teachers
The data revealed that the five most challenges met are the lack of training with a frequency of 156 in rank
1 followed by the time constraint/insufficient time for coaching with frequency of 137 ranked 2. Then, study habits
of the contestants were met by 132 coaches in rank 3. In addition, insufficient materials became a challenge by 121
coaches in rank 4. Also, the heavy teaching load of the coaches has a frequency of 119 which is rank 5.
This implied that without proper trainings, coaches could hardly develop competitive students. It is a fact
that trainings can effectively capacitate and upgrade the knowledge, pedagogy and techniques of the teachers in
coaching. The result has also an implication, that contestants should be provided with review materials for them to
be motivated and will have a variety of learning resources. Coaches may also be given lesser teaching loads and
other designations so that they can focus and will have enough time to coach their contestants.
Table 5.1
Table 5. Challenges Encountered by the Mathematics Coaches (Elementary)
Challenges
Highest Level of Competition Participated
Over-all
School District Division Regional
f Ran
k
f Rank f Rank f Rank F Rank
Lack of training 19 2 88 1 44 2 5 1 156 1
Lack of long term
program in Mathematics
5 8 46 6 27 6 2 6.5 80 6
Insufficient materials
for review
17 3.5 68 3 34 5 2 6.5 121 4
Budget and resourcing
constraints
7 6 41 7 19 7 3 3.5 70 7
Lack of support from
school
2 9.5 6 10 2 10 0 10 10 10
Time
constraint/insufficient
time for coaching
21 1 67 4 45 1 4 2.5 137 2
Teaching load of the
coaches
14 5 65 5 37 4 3 3.5 119 5
Personal motivation 6 7 13 9 7 8 1 8.5 27 8
Study habits of the
contestants
17 3.5 73 2 38 3 4 2.5 132 3
Criticisms after the
contests
2 9.5 14 8 6 9 1 8.5 23 9
According to Teacher I, “the fact that I have other duties as a teacher and that the students have other
academic requirements to accomplish makes it challenging for us to conduct reviewsessions. There is also
significantly lesser time and opportunities for us to prepare for the competition”. On the other hand, Teacher C said
that “the challenges met in coaching were the attitude of the contestant, lack of time and lack of review materials”.
It can be gleaned from the data below, that in the secondary level, the top 5 challenges met are the
following; Lack of training with 191 frequencies ranked 1, followed by time constraints/ insufficient time for
coaching with a frequency of 190, and rank 3 is insufficient materials with 165. Another challenge encountered is
the teaching loads of the coaches in rank 4 with a frequency of 132 and rank 5 is the study habits of the contestants
with 129 frequencies.
This is an implication that coaches and contestants should be both willing to be trained. In addition, parents
should also be involved in terms of students’ activities at home. They have to guide them on their school tasks so
that even at home, there will be continuous review and practice. This factor can help them survive or win on the
competitions. In doing so, the process of coaching will become effective because both of them are motivated to learn
and re-learn.
10. COACHING STRATEGIES OF MATHEMATICS BASIC EDUCATION …
Multidisciplinary Journal www.ajmrd.com Page | 58
Table 5.1
Challenges Encountered by the Mathematics Coaches (secondary)
Challenges
Highest Level of Competition Participated
Over-all
School District Division Regional
f Rank f Rank f Rank f Rank F Rank
Lack of training 35 1 79 1 60 2.5 17 2 191 1
Lack of long term
program in Mathematics
14 7 38 6.5 37 7 14 4 103 7
Insufficient materials
for review
30 2 60 3 61 1 14 4 165 3
Budget and resourcing
constraints
21 4 38 6.5 56 4 13 6 128 6
Lack of support from
school
2 10 9 10 13 9.5 5 10 29 10
Time
constraint/insufficient
time for coaching
26 3 75 2 60 2.5 29 1 190 2
Teaching load of the
coaches
16 6 50 5 52 5 14 4 132 4
Personal motivation 9 8.5 19 8 13 9.5 7 8 48 8
Study habits of the
contestants
20 5 51 4 47 6 11 7 129 5
Criticisms after the
contests
9 8.5 11 9 15 8 6 9 41 9
“To improve the performance of participants in Mathematics competitions, they must be given longer time
to prepare. Coaches must be able to provide varied review materials. Aside from the support of the school, the
guidance of the contestant’s family can influence the students to strive harder”, added by Teacher D.
V. CONCLUSIONS AND RECOMMENDATIONS
Based on the findings of the study, these conclusions were formulated. The profile of the elementary and
secondary Mathematics coaches varies in terms of highest educational attainment, length of experience and trainings
attended on coaching. These differ also in terms of the level of competition attended by the coaches such as school
level, district level, division level and regional level. There were varied coaching strategies employed by the
teachers in coaching their contestants. These strategies affect the performance of the students in the competitions.
The predictors to successful coaching depend on the number of years as coach, educational attainment, and trainings
attended by coaches. Likewise, attitudes, skills, coaching strategies, techniques and pedagogy used by the coaches
are indicators which show how coaches affect their contestants’ performance in Mathematics competitions. There
were different challenges met by the teachers in coaching Mathematics contestants. These challenges hinder the
success of coaching as well the performance of the contestants. Proposed coaching handbook in Mathematics was
developed to improve the coaching skills of the teachers and the performance of the contestants.
In the light of the forgoing conclusions, the following recommendations were offered: The coaches may
initiate to finish their post graduate studies to upgrade their skills and for professional growth as well. The school or
division may conduct trainings on coaching to capacitate the teachers. Coaches should upgrade their coaching
strategies based on the needs of the contestant and manner of competitions. Coaches should employ techniques in
order to achieve desired results in a competition. Review materials may be supplied so that they can use these in
coaching and training the contestants. Distribution and utilization of the coaching handbook for mathematics
coaches may be done to improve coaching skills.
11. COACHING STRATEGIES OF MATHEMATICS BASIC EDUCATION …
Multidisciplinary Journal www.ajmrd.com Page | 59
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