This document is a sample solicitation email from the student chapter of Active Minds at a university. It provides background on Active Minds, which aims to change the conversation around mental health on college campuses. It explains that the student chapter is fundraising to cover costs for upcoming programming events to raise awareness and reduce stigma. It asks the recipient to consider donating online to support the chapter's efforts in promoting mental health resources for college students.
The document outlines new teacher education curriculums for BEEd and BSEd degrees in the Philippines. It discusses the nature and goals of the programs, which prepare teachers for elementary and secondary levels. It describes curriculum requirements, including general education courses, professional education courses, and content/specialization courses. Key features of the professional courses are an integrated approach, linking theory to practice, and a focus on developing a wide range of teaching skills and strategies through field experiences. A ladderized BTTE program is also described, offering technical teacher training through either a 4-year or ladder-based pathway.
The document outlines 9 categories of effective instructional strategies:
1. Setting objectives and providing feedback to guide student learning.
2. Using nonlinguistic representations like pictures and models to help students elaborate their knowledge.
3. Using cues, questions, and advance organizers to focus students on important information and give structure to lessons.
4. Implementing cooperative learning in small groups, though not organizing by ability or overusing the strategy.
5. Having students summarize and take notes to analyze information at a deep level and use for studying.
6. Assigning homework that increases in amount and provides feedback as students progress through grades.
7. Reinforcing student effort and providing recognition to motivate students and improve
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
Teaching Learners in Difficult Circumstances.pptxGauis Caraoa
This document discusses strategies for teaching learners with special educational needs, with a focus on inclusive and equitable education. It defines key terms like equity, equality, diversity, and inclusion. It outlines Philippines policies promoting inclusive education and strategies for supporting learners with disabilities during COVID-19 school closures, such as assessing accommodations, modifying curricula and instruction, utilizing universal design for learning, and implementing project-based learning. The document also discusses the role of teachers in appreciating individual differences, arranging environments, and planning inclusive learning experiences.
The document summarizes the key aspects of the K-12 basic education program in the Philippines. It aims to standardize the education system to 12 years of basic education, in line with international standards. This will better prepare students for higher education, employment, or entrepreneurship by equipping them with 21st century skills. The K-12 program adds two additional years to the previous 10-year basic education, with specialized tracks for senior high school students. It is designed to address issues like insufficient mastery of competencies and poor performance on international assessments under the previous 10-year system.
CURRENT ISSUES ON PHILIPPINE EDUCATIONIyah Orlanda
The document discusses several issues facing the Philippine education system. It summarizes that a COA audit found many delays and setbacks in DepEd infrastructure projects. It also reported that 99% of schools had not received technology packages under the computerization program. The DepEd plans to review the K-12 curriculum to strengthen basic skills and values education in early grades. Secretary Briones said education needs to focus on developing critical thinking and life skills to prepare students for a changing world and future workforce.
This action research study examined the effects of activity-based teaching methods on 7th grade students' understanding of adding and subtracting integers. The study involved 26 students who completed pre- and post-tests on integer addition. Between the tests, students learned about integers using group work, interviews, math lab activities, notebooks, games, and debates. Results showed students significantly improved their conceptual understanding and procedural skills, with the average test score increasing from 63.85 to 90.77. Specifically, students improved most at adding negative integers and adding negative and positive integers. The study concluded activity-based learning is effective for teaching integers and benefits students' mathematics performance.
This document is a sample solicitation email from the student chapter of Active Minds at a university. It provides background on Active Minds, which aims to change the conversation around mental health on college campuses. It explains that the student chapter is fundraising to cover costs for upcoming programming events to raise awareness and reduce stigma. It asks the recipient to consider donating online to support the chapter's efforts in promoting mental health resources for college students.
The document outlines new teacher education curriculums for BEEd and BSEd degrees in the Philippines. It discusses the nature and goals of the programs, which prepare teachers for elementary and secondary levels. It describes curriculum requirements, including general education courses, professional education courses, and content/specialization courses. Key features of the professional courses are an integrated approach, linking theory to practice, and a focus on developing a wide range of teaching skills and strategies through field experiences. A ladderized BTTE program is also described, offering technical teacher training through either a 4-year or ladder-based pathway.
The document outlines 9 categories of effective instructional strategies:
1. Setting objectives and providing feedback to guide student learning.
2. Using nonlinguistic representations like pictures and models to help students elaborate their knowledge.
3. Using cues, questions, and advance organizers to focus students on important information and give structure to lessons.
4. Implementing cooperative learning in small groups, though not organizing by ability or overusing the strategy.
5. Having students summarize and take notes to analyze information at a deep level and use for studying.
6. Assigning homework that increases in amount and provides feedback as students progress through grades.
7. Reinforcing student effort and providing recognition to motivate students and improve
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
Teaching Learners in Difficult Circumstances.pptxGauis Caraoa
This document discusses strategies for teaching learners with special educational needs, with a focus on inclusive and equitable education. It defines key terms like equity, equality, diversity, and inclusion. It outlines Philippines policies promoting inclusive education and strategies for supporting learners with disabilities during COVID-19 school closures, such as assessing accommodations, modifying curricula and instruction, utilizing universal design for learning, and implementing project-based learning. The document also discusses the role of teachers in appreciating individual differences, arranging environments, and planning inclusive learning experiences.
The document summarizes the key aspects of the K-12 basic education program in the Philippines. It aims to standardize the education system to 12 years of basic education, in line with international standards. This will better prepare students for higher education, employment, or entrepreneurship by equipping them with 21st century skills. The K-12 program adds two additional years to the previous 10-year basic education, with specialized tracks for senior high school students. It is designed to address issues like insufficient mastery of competencies and poor performance on international assessments under the previous 10-year system.
CURRENT ISSUES ON PHILIPPINE EDUCATIONIyah Orlanda
The document discusses several issues facing the Philippine education system. It summarizes that a COA audit found many delays and setbacks in DepEd infrastructure projects. It also reported that 99% of schools had not received technology packages under the computerization program. The DepEd plans to review the K-12 curriculum to strengthen basic skills and values education in early grades. Secretary Briones said education needs to focus on developing critical thinking and life skills to prepare students for a changing world and future workforce.
This action research study examined the effects of activity-based teaching methods on 7th grade students' understanding of adding and subtracting integers. The study involved 26 students who completed pre- and post-tests on integer addition. Between the tests, students learned about integers using group work, interviews, math lab activities, notebooks, games, and debates. Results showed students significantly improved their conceptual understanding and procedural skills, with the average test score increasing from 63.85 to 90.77. Specifically, students improved most at adding negative integers and adding negative and positive integers. The study concluded activity-based learning is effective for teaching integers and benefits students' mathematics performance.
This document outlines an action plan for mathematics at Maruhat National High School for the 2019-2020 school year. The plan includes administering pre-tests, quarterly tests, and post-tests to assess student performance; using differentiated instruction techniques to increase performance; conducting drills to reduce the number of non-numerates; organizing a math club; holding a school-based math competition; training student participants for the division math competition; improving teacher competencies through professional development; restructuring the math room and math park; and preparing the plan with input from teachers, administrators, students and stakeholders. The expected outputs are increased student performance, reduced non-numerates, an organized math club, enhanced student skills, well-trained
Sample budget presentation for stakeholders. Find out how to compile and present data. Register for the Georgia 40-Hour Director's Training Credential workshop.
http://altheapenn.tripod.com/id20.html
The chapter presents findings from the study through tables and analysis. Table 1 shows the majority of respondents were between 16-17 years old. Table 2 indicates more female respondents than male. Table 3 shows mothers had secondary education while fathers had college degrees. Table 4 reveals most mothers were housewives while fathers had blue collar jobs. Table 5 shows nearly half of respondents earned PHP 6,001-8,000 monthly. Table 6 indicates HRM was the most popular first career choice while Tourism was second and Arts/Sciences was third. Tables 7 and 8 survey respondents' views on childhood aspirations and family influence on career choices.
The document outlines a table of specification for an 8th grade mathematics exam covering measures of central tendency and variability for ungrouped and grouped data. It lists 4 topics that will be assessed, including finding and describing measures of central tendency like mean, median, and mode for ungrouped and grouped data. It also covers calculating and describing measures of variability such as range, standard deviation, and variance for ungrouped and grouped data. The table specifies the number of questions that will be asked at different difficulty levels for each topic area and competency. A total of 35 questions will be included on the exam.
This document outlines the Department of Education Region III Central Luzon's action plan for mathematics for the 2016-2017 school year. It details six pupil development projects aimed at improving mathematics proficiency, including Project GIM to master multiplication tables, Project ESEM to raise proficiency levels, and Project ALL NUMERATES to master the four fundamental operations. It also covers staff development through in-service teacher training, curriculum development through creating instructional materials, and improving physical learning environments. The overall goals are to enhance teacher competence and student achievement in mathematics.
Certificate of appreciation to judges Maryjoy NazaroMaryjoy Nazaro
The document is a certificate of appreciation from the La Purisima Concepcion Academy Supreme Student Government presented to an individual for judging the Search for Miss LPCA Charity 2013 pageant held on September 24, 2013 at the academy. The certificate recognizes the recipient's contribution of time and effort to judge the event and is signed by the SSG President and Adviser.
This document outlines the action plan for a summer remedial reading program at Nungnungan II Elementary School. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected and oriented about the program. During implementation, students will be assessed, engaged in reading and numeracy activities, and encouraged to practice at home. Activities include daily reading, sight words, games, and exercises. The final evaluation phase will assess improvements in reading and numeracy proficiency through post-tests. The goal is to increase students' reading and math skills over the three-week program.
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
The Department of Education is committed to learning recovery through a voluntary 3-5 week end-of-school-year break program. The program aims to improve learner outcomes and strengthen teacher competence. It involves collaborative practice between teachers, a registration template for camps, and a parent consent form. The department will provide updates to parents on their child's progress and monitor implementation through regional offices, school supervisors, and a consolidated evaluation at the central office level. Assessment will include pre-and post-tests for grades 7 and 8.
Reflection Paper on Enhancing Curriculum in Philippine SchoolsJeanelei Carolino
This reflection paper discusses enhancing curriculum in Philippine schools in response to global and societal changes. It summarizes an article that argues curriculum programs need to be upgraded at all levels to expose learners to experiences that foster lifelong learning and allow them to cope with the modern world. An ideal enhanced curriculum would be computer-based, environment-focused, research-oriented, technology-enriched, value-laden, community-involved, and industry-linked. However, the reflection notes there is a mismatch between graduates' skills and degrees due to factors like parental pressure, peer influence, and cost of living considerations, rather than students' inherent skills and interests. It concludes an ideal curriculum alone may not be enough and alternative ways must be
Dep ed revised implementation of homeroom guidance for school year 2021raul ramos
The document announces the revised implementation of the Homeroom Guidance program for the 2021-2022 school year in light of the ongoing pandemic. It provides definitions for key terms related to the program and outlines its philosophy, framework, domains, roles and responsibilities. The program aims to develop students' skills in academic, personal-social, and career development through a comprehensive and proactive approach. Schools will implement selected competencies from the program curriculum until the full implementation in 2022-2023.
This document discusses factors that influence the career choices of Bachelor of Business Teacher Education (BBTE) students at the Polytechnic University of the Philippines. It provides background on the BBTE program and discusses the study's theoretical framework, which is based on concepts of career education, readiness, and Maslow's hierarchy of needs. The study aims to identify determinants of career path choices between teaching and office work. These determinants are categorized as familial, individual, societal, psychosocial-emotional, and competencies-related factors. The study uses a descriptive research design involving a survey questionnaire. Results could help students, educators, and administrators better understand career choice influences and guide students' professional development.
This document provides information about a seminar-workshop on K to 12 teaching and learning that will be held at the Don Mariano Marcos Memorial State University. The seminar aims to develop an appreciation of the curriculum, orient students on innovations to meet 21st century needs, and equip them with strategies for character formation and student development. It will feature speakers discussing curriculum development, the grading system, and classroom management strategies. The event is organized by the College of Education for third and fourth year students and will provide certificates to participants.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
This document is team-building activity using sports as a platform; specifically, using the Traditional Filipino Street Games as activities. The program is organized by Magna Kultura Foundation, the National Organizer of the Filipino Games in the Philippines.
The Palarong Pinoy events are conducted in a Mini-Olympics sports format with referees, marshals, and a tournament system that organizes adults into teams with Team Captains and Coaches. Adults are immersed into fun games like: Patintero, Tumbang Preso, Piko, Luksong Lubid, Luksong Tinik, Chinese Garter, Sipang Bilangan, and various Pinoy relay race games.
Larong Pinoy Games are equally fun and challenging. It’s an unforgettable experience that each and everyone will cherish, as it will bring out the child in every participant. It will bring back the good ‘ol days when they all use to play it.
The program is organized to make the Traditional Filipino Street Games available for adults. Organizing Larong Pinoy Sports Fest for Private companies is among the cultural entrepreneurship approaches of Magna Kultura to revive the Games of our Heritage (Laro ng Lahi) among Filipino adults who use to play the games; so that they too can teach their children how to play the games. Thus, bring back the Filipino games back in the mainstream of Philippine society, among children and adults.
For more information, email Magna Kultura at: kulturapilipinas@gmail.com
Or call Tel. No.(632) 8514-5868.
This document is a daily lesson log from San Salvador High School for a 7th grade math class taught from June 4-8, 2018 on the topic of sets. Each day, the teacher covered content on sets, using examples, drills, and exercises from the textbook. Assessment included answering questions from the textbook and completing worksheets. The teacher reviewed concepts from previous lessons each day and aimed to help students make real-world connections. Some students required additional activities and remediation to achieve mastery of the concepts.
The document outlines the Brigada Eskwela school work plan and weekly activities for Donguila-Pacres National High School for SY 2022-2023. It details the pre-Brigada meetings and organization of resources needed. The 4-week implementation plan includes tasks such as cleaning and repairs to school facilities, landscaping, and gardening activities to be carried out by teachers, staff, students, and other stakeholders. Records of donations, volunteers, and daily accomplishments will be documented through photos and forms.
Letter of intent final for teacher1 positionAngelito Pera
Angelito Timcang Pera is applying for a Teacher I position at SOM National High School. He graduated with a Bachelor of Science in Industrial Technology majoring in Computer Technology from SDSSU-Cagwait Campus and a Bachelor of Secondary Education majoring in English from SDSSU-Main Campus. He has teaching experience at two high schools and has held various leadership roles as a student. He is looking to contribute his teaching skills and experiences to the academic community.
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
This document contains a sample cover letter and consent form for a study examining mental health court participants' perceptions of the mental health court experience. The 3-sentence summary is:
The cover letter introduces a questionnaire seeking participants' experiences and evaluations of the mental health court program, assures confidentiality, and requests the participant's consent and completed questionnaire. The consent form describes the study purpose and procedures, confidentiality protections, potential risks and benefits, and voluntary nature of participation. Participants are asked to sign confirming their understanding and consent to participate in a phone interview or paper questionnaire.
This chapter discusses the presentation, analysis, and interpretation of data in a research paper. It explains that data should be presented in chronological order through statistical tables and graphs, textual presentation, and interpretation or inferences. The chapter focuses on guidelines for tabular presentation, including constructing tables with titles, numbers, headings, bodies, and notes. It also discusses graphical presentation of data through common graphs like bar graphs, line graphs, circle graphs, pictograms, and map graphs. The chapter notes that textual presentation involves using statements with numbers to describe data and supplement tables and graphs. It concludes that interpretation should follow each table and include conditions, possible causes, possible effects, and comparisons to previous studies.
This document outlines an action plan for mathematics at Maruhat National High School for the 2019-2020 school year. The plan includes administering pre-tests, quarterly tests, and post-tests to assess student performance; using differentiated instruction techniques to increase performance; conducting drills to reduce the number of non-numerates; organizing a math club; holding a school-based math competition; training student participants for the division math competition; improving teacher competencies through professional development; restructuring the math room and math park; and preparing the plan with input from teachers, administrators, students and stakeholders. The expected outputs are increased student performance, reduced non-numerates, an organized math club, enhanced student skills, well-trained
Sample budget presentation for stakeholders. Find out how to compile and present data. Register for the Georgia 40-Hour Director's Training Credential workshop.
http://altheapenn.tripod.com/id20.html
The chapter presents findings from the study through tables and analysis. Table 1 shows the majority of respondents were between 16-17 years old. Table 2 indicates more female respondents than male. Table 3 shows mothers had secondary education while fathers had college degrees. Table 4 reveals most mothers were housewives while fathers had blue collar jobs. Table 5 shows nearly half of respondents earned PHP 6,001-8,000 monthly. Table 6 indicates HRM was the most popular first career choice while Tourism was second and Arts/Sciences was third. Tables 7 and 8 survey respondents' views on childhood aspirations and family influence on career choices.
The document outlines a table of specification for an 8th grade mathematics exam covering measures of central tendency and variability for ungrouped and grouped data. It lists 4 topics that will be assessed, including finding and describing measures of central tendency like mean, median, and mode for ungrouped and grouped data. It also covers calculating and describing measures of variability such as range, standard deviation, and variance for ungrouped and grouped data. The table specifies the number of questions that will be asked at different difficulty levels for each topic area and competency. A total of 35 questions will be included on the exam.
This document outlines the Department of Education Region III Central Luzon's action plan for mathematics for the 2016-2017 school year. It details six pupil development projects aimed at improving mathematics proficiency, including Project GIM to master multiplication tables, Project ESEM to raise proficiency levels, and Project ALL NUMERATES to master the four fundamental operations. It also covers staff development through in-service teacher training, curriculum development through creating instructional materials, and improving physical learning environments. The overall goals are to enhance teacher competence and student achievement in mathematics.
Certificate of appreciation to judges Maryjoy NazaroMaryjoy Nazaro
The document is a certificate of appreciation from the La Purisima Concepcion Academy Supreme Student Government presented to an individual for judging the Search for Miss LPCA Charity 2013 pageant held on September 24, 2013 at the academy. The certificate recognizes the recipient's contribution of time and effort to judge the event and is signed by the SSG President and Adviser.
This document outlines the action plan for a summer remedial reading program at Nungnungan II Elementary School. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected and oriented about the program. During implementation, students will be assessed, engaged in reading and numeracy activities, and encouraged to practice at home. Activities include daily reading, sight words, games, and exercises. The final evaluation phase will assess improvements in reading and numeracy proficiency through post-tests. The goal is to increase students' reading and math skills over the three-week program.
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
The Department of Education is committed to learning recovery through a voluntary 3-5 week end-of-school-year break program. The program aims to improve learner outcomes and strengthen teacher competence. It involves collaborative practice between teachers, a registration template for camps, and a parent consent form. The department will provide updates to parents on their child's progress and monitor implementation through regional offices, school supervisors, and a consolidated evaluation at the central office level. Assessment will include pre-and post-tests for grades 7 and 8.
Reflection Paper on Enhancing Curriculum in Philippine SchoolsJeanelei Carolino
This reflection paper discusses enhancing curriculum in Philippine schools in response to global and societal changes. It summarizes an article that argues curriculum programs need to be upgraded at all levels to expose learners to experiences that foster lifelong learning and allow them to cope with the modern world. An ideal enhanced curriculum would be computer-based, environment-focused, research-oriented, technology-enriched, value-laden, community-involved, and industry-linked. However, the reflection notes there is a mismatch between graduates' skills and degrees due to factors like parental pressure, peer influence, and cost of living considerations, rather than students' inherent skills and interests. It concludes an ideal curriculum alone may not be enough and alternative ways must be
Dep ed revised implementation of homeroom guidance for school year 2021raul ramos
The document announces the revised implementation of the Homeroom Guidance program for the 2021-2022 school year in light of the ongoing pandemic. It provides definitions for key terms related to the program and outlines its philosophy, framework, domains, roles and responsibilities. The program aims to develop students' skills in academic, personal-social, and career development through a comprehensive and proactive approach. Schools will implement selected competencies from the program curriculum until the full implementation in 2022-2023.
This document discusses factors that influence the career choices of Bachelor of Business Teacher Education (BBTE) students at the Polytechnic University of the Philippines. It provides background on the BBTE program and discusses the study's theoretical framework, which is based on concepts of career education, readiness, and Maslow's hierarchy of needs. The study aims to identify determinants of career path choices between teaching and office work. These determinants are categorized as familial, individual, societal, psychosocial-emotional, and competencies-related factors. The study uses a descriptive research design involving a survey questionnaire. Results could help students, educators, and administrators better understand career choice influences and guide students' professional development.
This document provides information about a seminar-workshop on K to 12 teaching and learning that will be held at the Don Mariano Marcos Memorial State University. The seminar aims to develop an appreciation of the curriculum, orient students on innovations to meet 21st century needs, and equip them with strategies for character formation and student development. It will feature speakers discussing curriculum development, the grading system, and classroom management strategies. The event is organized by the College of Education for third and fourth year students and will provide certificates to participants.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
This document is team-building activity using sports as a platform; specifically, using the Traditional Filipino Street Games as activities. The program is organized by Magna Kultura Foundation, the National Organizer of the Filipino Games in the Philippines.
The Palarong Pinoy events are conducted in a Mini-Olympics sports format with referees, marshals, and a tournament system that organizes adults into teams with Team Captains and Coaches. Adults are immersed into fun games like: Patintero, Tumbang Preso, Piko, Luksong Lubid, Luksong Tinik, Chinese Garter, Sipang Bilangan, and various Pinoy relay race games.
Larong Pinoy Games are equally fun and challenging. It’s an unforgettable experience that each and everyone will cherish, as it will bring out the child in every participant. It will bring back the good ‘ol days when they all use to play it.
The program is organized to make the Traditional Filipino Street Games available for adults. Organizing Larong Pinoy Sports Fest for Private companies is among the cultural entrepreneurship approaches of Magna Kultura to revive the Games of our Heritage (Laro ng Lahi) among Filipino adults who use to play the games; so that they too can teach their children how to play the games. Thus, bring back the Filipino games back in the mainstream of Philippine society, among children and adults.
For more information, email Magna Kultura at: kulturapilipinas@gmail.com
Or call Tel. No.(632) 8514-5868.
This document is a daily lesson log from San Salvador High School for a 7th grade math class taught from June 4-8, 2018 on the topic of sets. Each day, the teacher covered content on sets, using examples, drills, and exercises from the textbook. Assessment included answering questions from the textbook and completing worksheets. The teacher reviewed concepts from previous lessons each day and aimed to help students make real-world connections. Some students required additional activities and remediation to achieve mastery of the concepts.
The document outlines the Brigada Eskwela school work plan and weekly activities for Donguila-Pacres National High School for SY 2022-2023. It details the pre-Brigada meetings and organization of resources needed. The 4-week implementation plan includes tasks such as cleaning and repairs to school facilities, landscaping, and gardening activities to be carried out by teachers, staff, students, and other stakeholders. Records of donations, volunteers, and daily accomplishments will be documented through photos and forms.
Letter of intent final for teacher1 positionAngelito Pera
Angelito Timcang Pera is applying for a Teacher I position at SOM National High School. He graduated with a Bachelor of Science in Industrial Technology majoring in Computer Technology from SDSSU-Cagwait Campus and a Bachelor of Secondary Education majoring in English from SDSSU-Main Campus. He has teaching experience at two high schools and has held various leadership roles as a student. He is looking to contribute his teaching skills and experiences to the academic community.
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
This document contains a sample cover letter and consent form for a study examining mental health court participants' perceptions of the mental health court experience. The 3-sentence summary is:
The cover letter introduces a questionnaire seeking participants' experiences and evaluations of the mental health court program, assures confidentiality, and requests the participant's consent and completed questionnaire. The consent form describes the study purpose and procedures, confidentiality protections, potential risks and benefits, and voluntary nature of participation. Participants are asked to sign confirming their understanding and consent to participate in a phone interview or paper questionnaire.
This chapter discusses the presentation, analysis, and interpretation of data in a research paper. It explains that data should be presented in chronological order through statistical tables and graphs, textual presentation, and interpretation or inferences. The chapter focuses on guidelines for tabular presentation, including constructing tables with titles, numbers, headings, bodies, and notes. It also discusses graphical presentation of data through common graphs like bar graphs, line graphs, circle graphs, pictograms, and map graphs. The chapter notes that textual presentation involves using statements with numbers to describe data and supplement tables and graphs. It concludes that interpretation should follow each table and include conditions, possible causes, possible effects, and comparisons to previous studies.
This study used a descriptive correlational survey method to examine the impact of social networking sites as information dissemination tools of government agencies as perceived by second year Foreign Service students at Lyceum of the Philippines University Cavite Campus. Questionnaires were administered to 82 second year Foreign Service students to collect data on the role and impact of social networking sites, and their potential benefits as public information tools. A Likert scale was used to analyze the data and determine student perceptions.
This chapter presents the analysis and results of a study of 200 psychology students at PUP. It includes tables on the demographic profile of respondents and effects of technological development on their socialization, self-esteem, and school performance. It also analyzes whether there is a correlation between technological developments of cellular phones and changes in respondents' behavior.
Chapter 5 SUMMARY OF FINDINGS, CONCLUSION AND RECCOMENDATIONLJ Villanueva
The document summarizes the findings, conclusions, and recommendations of a study on the profile and performance evaluations of Filipino tour guides as perceived by local tourists. The main findings were that tourists rated guides highly in personality and communication skills, and adequately in technical skills. There was no significant difference found between tourist groups. It was concluded that guides need strong skills/knowledge and could improve grooming/appearance. Recommendations included guides improving personality traits and technical skills through reducing tactfulness and increasing politeness.
Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATIONLJ Villanueva
1) The document presents findings from a study that assessed local tourists' perceptions of Filipino tour guides. It analyzed perceptions of the guides' personality, communication skills, and technical skills.
2) Overall, personality and technical skills were perceived at a high extent, while communication skills were at a great extent. Several criteria under each category, like grooming and punctuality, were also seen positively.
3) There were significant differences found between tourist and guide perceptions for most criteria of personality and communication skills. However, for technical skills, perceptions did not differ significantly.
This chapter discusses the states of matter and their changes, the structure of atoms including protons and nucleon number, classification of elements, and properties of substances based on their particle content. It covers the key topics of matter, atoms, elements, and how their structure determines the properties of different materials.
This document is a research paper that examines teachers' performance and related factors across different colleges at Laguna State Polytechnic University in the Philippines. It outlines the background of the study, statement of the problem, significance of the study, scope and limitations, conceptual framework, and hypotheses. Specifically, it aims to understand the profile of teachers, their perceived commitment, subject knowledge, teaching strategies, and management of learning, as well as the relationship between these factors and teacher performance.
Here are the class widths, marks and boundaries for the given class intervals:
a. Class interval (ci): 4 – 8
Class Width: 4
Class Mark: 6
Class Boundary: 3.5 – 8.5
b. Class interval (ci): 35 – 44
Class Width: 9
Class Mark: 39.5
Class Boundary: 34.5 – 43.5
c. Class interval (ci): 17 – 21
Class Width: 4
Class Mark: 19
Class Boundary: 16.5 – 20.5
d. Class interval (ci): 53 – 57
Class Width: 4
Class Mark: 55
Class Boundary: 52.5 –
This document discusses a research paper that examines factors related to dropouts and performance of students enrolled in the Civic Welfare Training Service (CWTS) program at Laguna State Polytechnic University - San Pablo City Campus for the 2010-2011 academic year. The study aims to understand the profile of CWTS students, their performance levels, and how different factors like teaching methodologies, student attitudes, and schedules influence dropout rates. The findings could help improve the CWTS program and reduce dropout risks for at-risk students.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
This document summarizes the key points of a study about parents' reactions to the implementation of the K-12 education program in the Philippines. The study aims to understand parents' sources of information about K-12, their positive and negative perceptions of the program's rationale and impact on students' welfare, and any problems they foresee. The study is focused on parents of 7th grade students at Sta. Maria High School in Iriga City and will provide insights for students, teachers, administrators and policymakers.
The document discusses the cognitive science perspective on the origins of mathematical ideas. It argues that mathematics arises from human cognition and ideas, which are grounded in sensory-motor experience. Research shows infants have innate abilities to discriminate quantities and perform basic arithmetic. The brain regions involved in these abilities are the inferior parietal cortex and areas linked to language processing like the supramarginal gyrus. Conceptual metaphors imported from sensory experiences may provide a bridge between perception, language and mathematical reasoning. The nature of mathematical ideas can therefore only be understood through empirical study of human cognition.
This document is a senior economics thesis that evaluates a study examining potential discriminatory grading between black and white students in eighth-grade math classes in Sao Paulo, Brazil. The author revises the original study's causal model from a 3rd order polynomial to a linear model, finding a similar 0.02 standard deviation gap between black and white student scores after controlling for various student and family factors. The author also finds that having the same math teacher again reduces the grading difference by 0.016 standard deviations, aligning with theories of learning. An Oaxaca decomposition accounting for multiple dimensions finds 56% of the grade difference is unexplained, versus 6% in the causal model, though the decomposition is sensitive to its construction.
This document is a thesis submitted by Elizabeth Jenkins to Howard University examining the effect of confidence in past performance on future performance. It provides background on underrepresentation of minorities in STEM fields and research showing stereotype threat and validation can negatively impact performance. The study hypothesized that high confidence in strong past performance would predict better future performance, while high confidence in poor past performance would predict worse future performance. 147 Black undergraduate students completed 2 math tests, evaluating their first performance and confidence. Results found high confidence in strong performance predicted better second test scores, while high confidence in poor performance predicted worse scores, supporting the hypothesis.
This dissertation examined the effectiveness of an extended day program at a middle school in improving reading and math achievement. The study compared standardized test scores in these subjects between students who participated in the after-school tutoring program and those who did not. Results showed statistically significant differences, with participants scoring higher, indicating the extended day program was effective in raising reading and math proficiency.
Education trajectories: From early childhood to early adulthood in Peru
Santiago Cueto
CIES International Conference
6-10 March 2016
The Comparative and International Education Society (CIES), was founded in 1956 to foster cross-cultural understanding, scholarship, academic achievement and societal development through the international study of educational ideas, systems, and practices.
This document from Attendance Works discusses the issue of chronic absenteeism in schools and provides data showing its negative impact on student achievement and graduation rates. It notes that as many as 10-15% of students miss a month of school annually, and in some cities a quarter of students miss that much. Chronic absenteeism is defined as missing 10% or more of the school year and can begin as early as preschool. The document presents data linking chronic absenteeism to lower test scores and higher dropout rates. It also provides strategies and recommendations for improving attendance at multiple levels from universal approaches to targeted interventions.
Approximately half (51%) of the students scored a Satisfactory Level of Performance or
better (grade C or better). This is up from the 47% in 2013 who scored a Satisfactory Level
of Performance or better. As in 2013, the mean score is in the adequate range at 58.4
which is slightly higher than 2013 when it was 57.8. The Mode Grade of C indicates that
most students (27%) scored between 60-69, a Satisfactory Level of Performance, and this
is one grade higher than last year when the Mode Grade was D. The median score is 60;
therefore, half the number of scores were below and half above 60. This is slightly higher
than last year when it was 58.
PUERTO ELEMENTARY SCHOOL SMEA FIRST QUARTER 2019ramildamiles1
The document contains data and information from Puerto Elementary School covering various topics such as reading levels, graduation and completion rates, participation and failure rates, dropout and repetition rates, periodical test results, early warning signs, and monitoring of the school improvement plan. The data shows trends over time and comparisons between male and female students.
This document provides an overview and summary of findings from two parallel studies on barriers to attending college. The first was a nationally representative online survey of 1,000 Irish adults. The second was a face-to-face survey of 125 residents in Dublin 10 and 125 in Dublin 17, areas with low rates of third-level education. The surveys examined respondents' educational backgrounds, influences on their decisions to attend or not attend college, awareness of supports for college students, and perceptions of available information. Key findings included that financial constraints and a desire to work were primary reasons for not continuing education, and that upskilling for employment was the main influence for those who did attend college.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
The document summarizes data gathered from a study on student academic behavior and performance. It provides details on:
1) The demographic characteristics of 44 student respondents, including their age, gender, family income, and parental status.
2) The academic behavior ratings of students, as perceived by teachers, with most students rated as "slightly unacceptable".
3) The process used to analyze the data, which involved calculating frequencies, percentages, means, and using Likert scales and Pearson's correlation coefficient to determine relationships between variables.
Literacy Rate and Barriers of Education Among Female aged 15-50 in Satkania,C...Arafat Mostafa
Every year department of community medicine arrange a month long program which is known as,Residential Field Site Training(RFST).Dr sayed mahmud was the supervisor.afia asma,raihan kabir and mostafa arafat,3rd year student of chittagong medical college worked relentlessly to make it happen.
Do you know what initiatives would make the biggest difference in your district? That's what our Gap Analysis is designed to show. The most effective approach is to start with the students most in need.
The document discusses resource equity in education. It defines resource equity as allocating resources based on student needs to enable all children to reach high learning outcomes regardless of race or income. The presenter outlines five key questions states can ask to assess resource equity, including how the state compares in performance, spending, funding equity across districts, variation in spending within districts based on need, and whether the state supports strategic resource allocation at schools. The presenter argues that states can play an important role in enabling resource equity through funding, accountability, support and flexibility policies.
Human: Thank you for the summary. It accurately captures the key points and essential information from the document in 3 sentences or less as requested.
The Chambersburg Area School District seeks funding for an after-school and summer program to support at-risk students. Four elementary schools have high percentages of students below the poverty line and not meeting state standards in math and reading. Survey data also shows many students engage in risky behaviors like fighting, drinking, and skipping school. The proposed program would provide academic support, youth activities, and family programming in the afternoons and summer to improve student achievement and reduce risky behaviors through collaboration between the school, students, parents, and community organizations.
The value-of-education-higher-and-higher-global-reportDinesh Gehlot
With the rise of information economy and a challenging job market With the rise of information economy and a challenging job market With the rise of information economy and a challenging job market With the rise of information economy and a challenging job market With the rise of information economy and a challenging job market With the rise of information economy and a challenging job market With the rise of information economy and a challenging job market
Breaking Down EdChoice’s 2016 National “Schooling in America” Survey EdChoice
EdChoice’s annual national survey of Americans on education issues is back with a new demographic breakout and new parent questions. As part of our 2016 Schooling in America Survey, we oversampled Millennials in an effort to better understand where this generation of current and future school parents compares with others (and the national average) on K–12 education policies. This is also the first year we asked parents specific questions about the lengths to which they’ve gone for their children’s education. Flip through the slide show below to learn and share these top findings:
For the full 2016 Schooling in America report, visit http://www.edchoice.org/NationalSurvey2016.
For the full Millennial report, visit http://www.edchoice.org/MillennialSurvey.
Intersecting inequalities: Evidence from Young Lives IndiaYoung Lives Oxford
This presentation by Renu Singh, Young Lives India Country Director, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Conditional Cash Transfer (CCT) Program: Students Perception and Challenges i...IJAEMSJORNAL
This study examined the perceptions and challenges of secondary school students receiving conditional cash transfers (CCT) in the Philippines. The survey found that most recipients felt the $10 monthly grant was insufficient to cover educational needs. Over 80% believed the money was sometimes spent on other family expenses rather than just food and school. This led to poor attendance and academic performance for many students. The study recommends stricter monitoring of cash use and compliance with conditions to make the CCT program more effective in supporting education.
EdChoice's 2018 Schooling in America SurveyEdChoice
Teachers and K–12 education made headlines this year. Elections can only tell us so much about what the public thinks about K–12 education. That's why we look to polls like EdChoice's six-years-running "Schooling in America Survey," which allows us to provide a clear picture of Americans' views and attitudes on K–12 issues. For this year's survey, we interviewed a representative national sample of 1,803 American adults, including an extra 533 school-aged parents. Most notably, we surveyed a separate sample of 777 public school teachers.
Learn what we found in this slide show of our key findings.
To download the full report, visit www.edchoice.org/SIA2018.
Follow us on social media!
Twitter - www.twitter.com/edchoice
Facebook - www.facebook.com/edchoice
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Raising Standards Performance Review November 2008TFulmer1980
The document summarizes discussions from a faculty meeting at Glenn Hills Middle School aimed at raising academic standards. It outlines the school's vision, leadership standards, and data on student performance, retention rates, attendance, discipline issues. Assessment data showed 15% of students made the honor roll while 42% had one or more failing grades. Special education students had higher failure rates than average.
This document discusses chronic early absence and strategies to address it. It defines key terms like average daily attendance, truancy, and chronic absence. It summarizes data showing chronic absence is associated with lower academic performance and higher dropout rates. Successful programs use multi-tiered approaches, data-driven action, attendance teams, home visits, and community partnerships. Reducing chronic absence requires ownership from superintendents, mobilizing communities, and using attendance data to monitor progress and target interventions.
Dropout rates are higher for girls in India compared to boys and for children from disadvantaged social groups. Failure to complete secondary education widens social and economic inequalities. The factors contributing to dropout are multi-faceted, including poverty, low education levels of parents, domestic problems, poor school environment, teacher quality, and failure or repetition in school. Both economic challenges and school-related issues are important reasons for students dropping out of secondary education in India. Preventive measures need to address the diverse needs of at-risk students and improve their access to schooling facilities.
This document discusses challenges low-income, high-achieving students face in accessing higher education opportunities and presents Sixup as a solution. It notes that low-income students are often forced to attend less selective colleges due to cost barriers, which can negatively impact outcomes. Sixup aims to bridge funding gaps for such students to allow them to attend more selective institutions through an outcomes-based model pairing students with philanthropic investors. The organization provides gap financing, grants, and wraparound support services to help students succeed in college and beyond.
Similar to Manelyn L. Mananap Thesis (Chapter 4) (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analysis and interprets the
data gathered. The data were arranged comprehensively to
answer the statement of the problems using the appropriate
Statistical tools with the use of Statistical Package for
the Social Sciences (SPSS) computer program. This study
aimed to determine the level of National Achievement Test
Performance of Grade 6 Pupils in Mathematics in the
District of Valladolid, Division of Negros Occidental from
school year 2011-2012 to 2013-2014.
Grade 6 Profile According to Gender
Table 3 presents the percent distribution of Grade 6
pupils in Mathematics according to gender in the District
of Valladolid, Division of Negros Occidental.
Table 3. Percent Distribution of Grade 6 Pupils in
Mathematics According to Gender and by School in
the District of Valladolid, Division of Negros
Occidental.
Gen
der
Elementary Schools
Tot
al
Perce
nt %
School A School B School C School D School E School F School G School H
N % N % N % N % N % N % N % N % N %
Male
1
0
35.7
1
3
23.0
8
5
50.0
0
1
7
56.6
7
7
36.8
4
8
47.0
6
2
8
36.3
6
2
8
47.4
6
106 41.65
Fema
le
1
8
64.2
9
1
0
76.9
2
5
50.0
0
1
3
43.3
3
1
2
63.1
6
9
52.9
4
4
9
63.6
4
3
1
52.5
4
147 58.35
Tota
l
2
8
100.
00
1
3
100.
00
1
0
100.
00
3
0
100.
00
1
9
100.
00
1
7
100.
00
7
7
100.
00
5
9
100.
00
253
100.0
0
2. 71
Out of the 253 pupil-respondents, there were 147
females with 58.35 percent and 106 males with 41.65 percent.
By School, School A, 10 Grade 6 pupils or 35.71
percent are males and 18 or 34.83 percent are females;
School B, 3 or 23.08 percent males and 10 or 76.92 percent
females; School C, five (5) or 50.00 percent males and five
(5) or 50 percent females; School D, 17or 56.67 percent
males and 13 or 43.33 percent females; School E, seven (7)
or 36.84 percent males and 12 or 63.16 percent females;
School F, eight (8) or 47.06 percent males and nine (9) or
52.94 percent females; School G, 28 or 36.36 percent males
and 49 or 63.64 percent females; and School H, 28 or 47.46
percent males and 31 or 52.54 percent females.
Among the schools, School B Elementary School obtained
the lowest number of male pupils and School D has the
lowest number of female. For the highest number of male
pupils, School B has the highest number of female pupil and
School D has the highest number of male pupils. As a
whole, the female pupils outnumbered the male pupils in the
District of Valladolid, Division of Negros Occidental.
Grade 6 Profile According to Economic Status
3. 72
Table below shows the percent distribution of Grade 6
pupils in Mathematics according to economic status in the
District of Valladolid, Division of Negros Occidental.
Table 4. Percent Distribution of Grade 6 Pupils in
Mathematics According to Economic Status and by
school in the District of Valladolid, Division of
Negros Occidental.
Family
Income
Per
Month
Elementary Schools
Tot
al
Perc
ent
%
School
A
School
B
School
C
School
D
School
E
School
F
School
G
School
H
N % N % N % N % N % N % N % N % N %
Extre
mely
High
(Php
25,00
1 and
above
)
4
14.
29 0
0.0
0 0
0.0
0
0
0.0
0 0
0.0
0 0
0.0
0 3
3.9
0 0
0.0
0 7
2.77
Very
High
(Php
20,00
1 –
25,00
0)
1
3.57
2
15.
38 0
0.0
0
2
6.6
7 1
5.2
6 0
0.0
0 0
0.0
0 0
0.0
0 6
2.37
High
(Php
15,00
1 –
20,00
0)
3
10.
71 1
7.6
9 1
10.
00
0
0.0
0 1
5.2
6 1
5.8
8 2
2.6
0 8
13.
56 17
6.72
Avera
ge
(Php
10,00
1 –
15,00
0)
0
0.00
1
7.6
9 0
0.0
0
4
13.
33 1
5.2
6 1
5.8
8 2
2.6
0 0
0.0
0 9
3.56
Low
(Php
5,001
–
10,00
0)
9
32.
14 2
15.
38 1
10.
00
1
0
33.
33 5
26.
32 1
5.8
8 5
6.4
9
1
4
23.
73 47
18.5
8
Very
Low
(Php
5,000
and
below
)
1
1
39.
29 7
53.
85 8
80.
00
1
4
46.
67
1
1
57.
89
1
4
82.
35
6
5
84.
42
3
7
62.
71 167
66.0
1
TOTAL
2
8
100
.00
1
3
100
.00
1
0
100
.00
3
0
100
.00
1
9
100
.00
1
7
100
.00
7
7
100
.00
5
9
100
.00
253
100.
00
Table 4 shows that out of 253 pupil-respondents, 167
Grade 6 pupils or 66.01 percent belonged to the range of
4. 73
Php 5,000 and below in terms of family income per month, 47
or 18.58 percent belonged to the range of Php 5,001 to Php
10,000; 9 or 3.56 percent belonged to the range of Php
10,001 to Php 15,000; 17 or 6.72 percent belonged to the
range of Php 15,001 to Php 20,000; 6 or 2.37 percent
belonged to the range of Php 20,001 to Php 25,000; and 7
or 2.77 percent belonged to the range of Php 25,001 and
above.
By School, School A, four (4) Grade 6 pupils or 14.29
percent belonged to Php 25,001 and above, in terms of
family income/ month one (1) or 3.57 percent belonged in
Php 20,001-25,000, three (3) or 10.71 percent belonged in
Php 15,001 – 20,000, nine (9) or 32.15 percent belonged in
5,001 –10,000, and 11 or 39.29 percent belonged in Php
5,000 and below. School B, two (2) or 15.38 percent
belonged in Php 20,001 to Php 25,000, one (1) or 7.69
percent belonged in Php 15,001 to Php 20,000, one (1) or
7.69 percent belonged in Php 10,001 to Php 15,000, two (2)
or 15.38 percent belonged in 5,001 to Php 10,000, and 7 or
53.85 percent belonged in Php 5,000 and below. School C,
one (1) or 10.00 percent belonged in Php 15,001 to Php
20,000, one (1) or 10.00 percent belonged in 5,001 to
Php 10,000, and eight (8) or 80.00 percent belonged in Php
5,000 and below. School D, two (2) or 6.67 percent
5. 74
belonged in Php 20,001 to Php 25,000, four (4) or 13.33
percent belonged in Php 10,001 to Php 15,000, 10 or 33.33
percent belonged in 5,001 to Php 10,000, and 14 or 46.67
percent belonged in Php 5,000 and below. School E, one (1)
or 5.26 percent belonged in Php 20,001-25,000, one (1) or
5.26 percent belonged in Php 15,001 to Php 20,000, one (1)
or 5.26 percent belonged in Php 10,001 to Php 15,000, five
(5) or 15.38 percent belonged in 5,001 to Php 10,000, and
11 or 57.89 percent belonged in Php 5,000 and below.
School F, one (1) or 5.88 percent belonged in Php 15,001 to
Php 20,000, one (1) or 5.88 percent belonged in Php 10,001
to Php 15,000, one (1) or 5.88 percent belonged in 5,001 to
Php 10,000, and 14 or 82.35 percent belonged in Php 5,000
and below. School G, three (3) or 3.90 percent belonged in
Php 25,001 and above, two (2) or 2.60 percent belonged in
Php 15,001 to Php 20,000, two (2) or 2.60 percent belonged
in Php 10,001 to Php 15,000, five (5) or 6.49 percent
belonged in 5,001 to Php 10,000, and 65 or 84.42 percent
belonged in Php 5,000 and below. School H, eight (8) or
13.56 percent belonged in Php 15,001 to Php 20,000, 14 or
23.73 percent belonged in 5,001 to Php 10,000, and 37 or
62.71 percent belonged in Php 5,000 and below. School D,
four (4) or 14.29 percent belonged in Php 25,001 and above,
two (2) or 15.38 belonged in Php 20,001 to Php 25,000, one
6. 75
(1) or 7.69 percent belonged in Php 15,001 to Php 20,000,
one (1) or 7.69 percent belonged in Php 10,001 to Php
15,000, two (2) or 15.38 percent belonged in 5,001 to Php
10,000, and 7 or 53.85 percent belonged in Php 5,000 and
below.
As a whole, it shows that the majority of the Grade 6
pupils of eight (8) elementary schools in the District of
Valladolid, Division of Negros Occidental belonged to the
low family income per month with the range of Php 5,000 and
below. It implies that Grade 6 pupils belonged to the low
socio-economic status.
Grade 6 Profile According to Study Habits
Table on the next page presents the percent
distribution of Grade 6 pupils in Mathematics according to
study habits in the District of Valladolid, Division of
Negros Occidental.
Table 5. Percent Distribution of Grade 6 Pupils in
Mathematics According to Study Habits and by
School in the District of Valladolid, Division of
Negros Occidental.
7. 76
Study
Habit
s
Elementary Schools
Tot
al
Perce
nt %School
A
School
B
School
C
School
D
School
E
School
F
School
G
School
H
N % N % N % N % N % N % N % N % N %
Stron
gly
Agree
(4.5
-
5.0)
1
2
42.
86
5
38.
46
3
30.
00
9
30.
00
7
36.
84
7
41.
18
1
7
22.
08
1
2
20.
34 72
28.4
6
Agree
(3.5
-
4.4)
9
32.
14
5
38.
46
4
40.
00
1
8
60.
00
8
42.
11
5
29.
41
5
1
66.
23
3
3
55.
93
13
3
52.5
7
Undec
ided
(2.5
-
3.4)
1
3.5
7
1
7.6
9
0
0.0
0
1
3.3
3
1
5.2
6
1
5.8
8
3
3.9
0
3
5.0
8 11
4.35
Disag
ree
(1.5
-
2.4)
3
10.
71
1
7.6
9
1
10.
00
2
6.6
7
2
10.
53
2
11.
76
5
6.4
9
9
15.
25 25
9.88
Stron
gly
Disag
ree
(0.5
-
1.4)
3
10.
71
1
7.6
9
2
20.
00
0
0.0
0
1
5.2
6
2
11.
76
1
1.3
0
2
3.3
9 12
4.74
TOTAL
2
8
100
.00
1
3
100
.00
1
0
100
.00
3
0
100
.00
1
9
100
.00
1
7
100
.00
7
7
100
.00
5
9
100
.00
25
3
100.
00
Out of 253 pupil-respondents, there were 72 Grade 6
pupils or 28.46 percent answered strongly agree; 133 or
52.57 percent answered agree; 11 or 4.35 answered
undecided; 25 or 9.88 answered disagree; and 12 or 4.74
percent answered strongly disagree. It shows that Grade 6
pupils have good study habits.
By school, School A, 12 Grade 6 pupils or 42.86
percent answered strongly agree; nine (9) or 32.14 percent
answered agree; one (1) or 3.57 percent answered undecided;
8. 77
three (3) or 10.71 percent answered disagree; and three (3)
or 10.71 percent answered strongly disagree. School B, five
(5) or 38.46 percent answered strongly agree; five (5) or
38.46 percent answered agree; one (1) or 7.69 percent
answered undecided; one (1) or 7.69 percent answered
disagree; and one (1) or 7.69 percent answered strongly
disagree. School C, three (3) or 30.00 percent answered
strongly agree; four (4) or 40.00 percent answered agree;
one (1) or 10.00 percent answered disagree; and two (2) or
20.00 percent answered strongly disagree. School D, nine
(9) or 30.00 percent answered strongly agree; 18 or 60.00
percent answered agree; one (1) or 3.33 percent answered
undecided, and two (2) or 6.67 percent answered disagree.
School E, seven (7) or 36.84 percent answered strongly
agree; eight (8) or 42.11 percent answered agree; one (1)
or 5.26 percent answered undecided; two (2) or 10.53
percent answered disagree; and one (1) or 5.26 percent
answered strongly disagree. School F, seven (7) or 41.18
percent answered strongly agree; five (5) or 29.41 percent
answered agree; one (1) or 5.88 percent answered undecided;
two (2) or 11.56 percent answered disagree; and two (2) or
11.76 percent answered strongly disagree. School G, 17 or
22.08 percent answered strongly agree; 51 or 66.23 percent
answered agree; three (3) or 3.90 percent answered
9. 78
undecided; five (5) or 6.49 percent answered disagree; and
one (1) or 1.30 percent answered strongly disagree. School
H, 12 or 20.34 percent answered strongly agree; 33 or 56.93
percent answered agree; three (3) or 5.08 percent answered
undecided; nine (9) or 15.25 percent answered disagree; and
two (2) or 3.39 percent answered strongly disagree.
As a whole, Grade 6 pupils have good study habit in
Mathematics. Among schools, School A obtained the highest
number of pupils with good study habits and followed by
School F. The school with pupils who have poor study
habits was School C.
Grade 6 Profile According to
Attitude towards Mathematics
Table 6 on the next page shows the percent
distribution of Grade 6 pupils in Mathematics according to
attitude towards Mathematics in the District of Valladolid,
Division of Negros Occidental.
Table 6. Percent Distribution of Grade 6 Pupils in
Mathematics According to Attitude towards
Mathematics and by School in the District of
Valladolid, Division of Negros Occidental.
10. 79
Attitud
e
towards
Mathema
tics
Elementary Schools
Tot
al
Perc
ent
%
School
A
School
B
School
C
School
D
School
E
School
F
School
G
School
H
N % N % N % N % N % N % N % N % N %
Strongl
y Agree
(4.5 -
5.0)
1
5
53.
57
6
46.
15
4
40.
00
1
8
60.
00
1
1
57.
89
8
47.
06
4
8
62.
34
3
2
54.
24
142
56.1
3
Agree
(3.5 -
4.4)
1
0
35.
71
4
30.
77
3
30.
00
9
30.
00
5
26.
32
6
35.
29
2
3
29.
87
2
2
37.
29
82
32.4
1
Undecid
ed
(2.5 -
3.4)
1
3.5
7
1
7.6
9
1
10.
00
1
3.3
3
1
5.2
6
1
5.8
8
3
3.9
0
2
3.3
9
11 4.35
Disagre
e
(1.5 -
2.4)
1
3.5
7
1
7.6
9
1
10.
00
1
3.3
3
1
5.2
6
1
5.8
8
2
2.6
0
2
3.3
9
10 3.95
Strongl
y
Disagre
e
(0.5 -
1.4)
1
3.5
7
1
7.6
9
1
10.
00
1
3.3
3
1
5.2
6
1
5.8
8
1
1.3
0
1
1.6
9
8 3.16
TOTAL
2
8
100
.00
1
3
100
.00
1
0
100
.00
3
0
100
.00
1
9
100
.00
1
7
100
.00
7
7
100
.00
5
9
100
.00
253
100.
00
Out of 253 student-respondents, there were 142 Grade 6
pupils or 56.13 percent answered strongly agree; 82 or
32.41 percent answered agree; 11 or 4.35 percent answered
undecided; 10 or 3.95 percent answered disagree; and 8 or
3.16 percent answered strongly disagree.
By school, School A, 15 Grade 6 pupils or 53.57
percent answered strongly agree; 10 or 35.71 percent
answered agree; one (1) or 3.57 percent answered undecided;
one (1) or 3.57 percent answered disagree; and one (1) or
3.57 percent answered strongly disagree. School B, six
(6) or 46.15 percent answered strongly agree; four (4) or
30.71 percent answered agree; one (1) or 7.69 percent
11. 80
answered undecided; one (1) or 7.69 percent answered
disagree; and one (1) or 7.69 percent answered strongly
disagree. School C, four (4) or 40.00 percent answered
strongly agree; three (3) or 30.00 percent answered agree;
one (1) or 10.00 percent answered undecided; one (1) or
10.00 percent answered disagree; and one (1) or 10.00
percent answered strongly disagree. School D, 18 or 60.00
percent answered strongly agree; 9 or 30.00 percent
answered agree; one (1) or 1.33 percent answered undecided;
one (1) or 1.33 percent answered disagree; and one (1) or
1.33 percent answered strongly disagree. School E, 14 or
57.89 percent answered strongly agree; five (5) or 26.32
percent answered agree; one (1) or 5.26 percent answered
undecided; one (1) or 5.26 percent answered disagree; and
one (1) or 5.26 percent answered strongly disagree. School
E, 14 or 57.89 percent answered strongly agree; five (5) or
26.32 percent answered agree; one (1) or 5.26 percent
answered undecided; one (1) or 5.26 percent answered
disagree; and one (1) or 5.26 percent answered strongly
disagree. School F, eight (8) or 47.06 percent answered
strongly agree; six (6) or 35.29 percent answered agree;
one (1) or 5.88 percent answered undecided; one (1) or 5.88
percent answered disagree; and one (1) or 5.88 percent
answered strongly disagree. School G, 48 or 62.34 percent
12. 81
answered strongly agree; 23 or 29.27 percent answered
agree; three (3) or 3.90 percent answered undecided; two
(2) or 2.60 percent answered disagree; and one (1) or 1.30
percent answered strongly disagree. School H, 32 or 54.24
percent answered strongly agree; 22 or 37.29 percent
answered agree; two (2) or 3.39 percent answered undecided;
two (2) or 3.39 percent answered disagree; and one (1) or
1.69 percent answered strongly disagree.
The result shows that Grade 6 pupils in School G
obtained the highest percentage as to their positive
attitude towards Mathematics, whereas, School C obtained
the lowest. As a whole, the Grade 6 pupils showed positive
attitude towards Mathematics.
Grade 6 Profile According to the
Used of Technological Gadgets
Table 7 on the next page presents the percent
distribution of Grade 6 pupils in Mathematics according to
technological gadgets in the District of Valladolid,
Division of Negros Occidental.
Table 7. Percent Distribution of Grade 6 Pupils in
Mathematics According to the Used of
Technological Gadgets and by School in the
District of Valladolid, Division of Negros
Occidental.
13. 82
Technological
Gadgets
Elementary Schools
TOTA
LSchool
A
School
B
Schoo
l C
Schoo
l D
Schoo
l E
Schoo
l F
Schoo
l G
Schoo
l H
Cellular Phone 13 13 10 24 16 13 13 13 112
MP 3 Player 10 1 4 0 0 0 10 4 21
Cable TV 2 0 3 0 0 0 2 0 6
PSP 1 1 0 2 0 0 1 5 8
Personal
Computer /
Laptop
1 0 2 0 2 3 1 12 24
Others 20 2 4 5 10 4 20 13 63
MODE 112
Out of 253 Grade 6 pupils, 112 pupils used cellular
phones, 21 used MP 3, 6 used Cable TV, 8 used PSP, 24 used
Personal Computer/ Laptop, and 63 other gadgets like;
tablets, phablets and digital cameras were used.
By school, School A, 13 pupils used cellular cell
phones, 10 used MP 3, two (2) used Cable TV, one (1) used
PSP, 1 used Personal Computer/ Laptop, and 20 other gadgets
like; tablets, phablets and digital cameras. School B, 13
used cellular phones, one (1) used MP 3, one (1) used PSP,
and two (2) other gadgets like; tablets, phablets and
digital cameras. School C, 10 used cellular cell phones,
four (4) used MP 3, three (3) used Cable TV, two (2) used
Personal Computer/ Laptop, and four (4) other gadgets like;
tablets, phablets and digital cameras. School D, 24 used
cellular phones, two (2) used Personal Computer/ Laptop,
and 10 other gadgets like; tablets, phablets and digital
cameras. School E, 16 used cellular phones, three (3) used
Personal Computer/ Laptop, and four (4) other gadgets like;
14. 83
tablets, phablets and digital cameras. School F, 13 used
cellular phones, 10 used MP 3, two (2) used Cable TV, one
(1) used PSP, three (3) used Personal Computer/ Laptop, and
four (4) other gadgets like; tablets, phablets and digital
cameras. School G, 13 used cellular phones, 10 used MP 3,
two (2) used Cable TV, one (1) used PSP, one (1) used
Personal Computer/ Laptop, and 20 other gadgets like;
tablets, phablets and digital cameras. School H, 13 used
cellular phones, four (4) used MP 3, five (5) used PSP, 12
used Personal Computer/ Laptop, and 13 other gadgets like;
tablets, phablets and digital cameras.
The results revealed that cellular phones obtained the
highest gadget used by Grade 6 pupils among eight (8)
schools. The results conformed in the study conducted by
Norman (1993) stating that technology has a pivotal role in
students’ research. There is a dominant usage of cell
phones and internet among students.
Teachers’ Profile According to Gender
Table 8 below presents the percent distribution of
Grade 6 teachers in Mathematics according to gender in the
District of Valladolid, Division of Negros Occidental.
15. 84
Table 8. Percent Distribution of Grade 6 Math Teachers in
Mathematics According to Gender and by School in
the District of Valladolid, Division of Negros
Occidental.
Gender
Elementary Schools
T
o
t
a
l
Percent
%
School
A
School
B
School
C
School
D
School
E
School
F
School
G
School
H
N % N % N % N % N % N % N % N % N %
Male 1
9.0
9
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
3
27.
27
0
0.0
0
4 36.36
Female 0
0.0
0
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
7 63.64
Total 1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
4
36.
36
1
9.0
9
1
1
100.0
0
Out of the 11 teacher-respondents, there were four (4)
males with 36.36 percent and 7 females with 63.64 percent.
By Schools, School A has one (1) male Math teacher or
9.09 percent; School B, one (1) or 9.09 percent female;
School C, one (1) or 9.09 percent female; School D, one (1)
or 9.09 percent female; School E, one (1) or 9.09 percent
female; School F, one (1) or 9.09 percent female; School G,
three (3) or 36.36 percent males and one (1) or 9.09
percent female; and School H, one (1) or 9.09 percent
female.
As a whole, there are more female Math teachers than
male teachers in the District of Valladolid, Division of
Negros Occidental. Whereas, in the other schools, the
number of male and female Math teachers is equal. (Urquiza,
2014)
Teachers’ Profile According to
16. 85
Educational Qualification
Table on the below presents the percent distribution
of Grade 6 teachers in Mathematics according to educational
qualification in the District of Valladolid, Division of
Negros Occidental.
Table 9. Percent Distribution of Grade 6 Math Teachers in
Mathematics According to Educational
Qualification and by School in the District of
Valladolid, Division of Negros Occidental.
Educatio-
nal
Qualificat
ion
Elementary Schools T
o
t
a
l
Percent
%School
A
School
B
School
C
School
D
School
E
School
F
School G
School
H
N % N % N % N % N % N % N % N % N %
Doctoral
Degree
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0 0.00
Doctoral
Units
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0 0.00
Master’s
Degree
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
1
9.0
9
0
0.0
0
1 9.09
Master’s
Units
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
2
18.
18
1
9.0
9
8
72.7
2
Bachelor’
s Degree
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
1
9.0
9
0
0.0
0
2
18.1
8
Total 1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
4
36.
36
1
9.0
9
1
1
100.
00
Out of 11 teacher-respondents, one (1) teacher or 9.09
percent earned a Masters’ Degree, eight (8) or 72.72
percent had obtained units in Master’s Degree, and two (2)
or 18.18 percent were Bachelor’s Degree holder.
By School, School A, one (1) teacher or 9.09 percent
earned units in Masters’ Degree. School B one (1) or 9.09
percent earned Masters’ Units. School C, one (1) or 9.09
percent earned their Masters’ Units, and one (1) or 9.09
percent were Bachelor’s Graduate holder. School D, one (1)
17. 86
or 9.09 percent earned their Masters’ Units, and one (1) or
9.09 percent were Bachelor’s Graduate holder. School E,
one (1) or 9.09 percent earned their Masters’ Units.
School F, one (1) or 9.09 percent earned their Masters’
Units. School G, two (2) or 18.18 percent earned their
Masters’ Units, and one (1) or 9.09 percent were Bachelor’s
Graduate holder. School H, one (1) or 9.09 percent earned
their Masters’ Units.
Over-all, the result shows that most Math teachers
earned units in Master’s Degree. Only School G has
Master’s Degree Math teacher.
Teachers’ Profile According to Length of Service
Table 10 presents the percent distribution of Grade 6
teachers in Mathematics according to length of service in
the District of Valladolid, Division of Negros Occidental.
Table 10. Percent Distribution of Grade 6 Math Teachers in
Mathematics According to Length of Service and by
Schools in the District of Valladolid, Division
of Negros Occidental.
Length
of
Servic
e
Elementary Schools
Tota
l
Percen
t %
School
A
School
B
School
C
School
D
School
E
School
F
School G
School
H
N % N % N % N % N % N % N % N % N %
20
years
1 9.0
9
0 0.0
0
0 0.0
0
0 0.0
0
0 0.0
0
0 0.0
0
1 9.09 1 9.0
9
4 36.36
18. 87
and
above
15-19
years
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0 0.00 0
0.0
0
0 0.00
10-14
years
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
1
9.0
9
1 9.09 0
0.0
0
2 18.18
5-9
years
0
0.0
0
1
9.0
9
0
0.0
0
1
9.0
9
1
9.0
9
0
0.0
0
2
18.1
8
0
0.0
0
4 36.36
4
years
and
below
0
0.0
0
0
0.0
0
1
9.0
9
0
0.0
0
0
0.0
0
0
0.0
0
0 0.00 0
0.0
0
1 9.09
TOTAL 1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
4
36.3
6
1
9.0
9
11 100.00
Out of 11 teacher-respondents, there were four (4)
teachers 36.36 percent belonged to 20 years and above
length of service, two (2) or 18.18 percent belonged from
the range of 10-14 years, four (4) or 36.36 percent
belonged from the range of 5-9 years, and one (1) or 9.09
percent belonged from 4 years and below of teaching
Mathematics in the District of Valladolid, Division of
Negros Occidental.
By school, School A, one (1) or 9.09 percent belonged
in 20 years and above. School C, one (1) or 9.09 percent
belonged from the range of 5-9 years, and one (1) or 9.09
percent belonged from 4 years and below. School E, one (1)
or 9.09 percent belonged in 20 years and above and one (1)
or 9.09 percent belonged from 4 years and below. School G,
one (1) or 9.09 percent belonged in 20 years and above, one
(1) or 9.09 percent belonged from the range of 10-14 years,
and two (2) or 18.18 percent belonged from the range of 5-9
years. School H, one (1) or 9.09 percent belonged in 20
19. 88
years and above, and one (1) or 9.09 percent belonged from
the range of 10-14 years.
As a whole, there were more Math teachers who taught
Mathematics for 25 years and above. It was followed by 5
to 9 years in eight (8) schools, District of Valladolid,
Division of Negros Occidental.
Teachers’ Profile According to
Seminars and Trainings Attended
Table 11 on page 89 presents the percent distribution
of Grade 6 teachers in Mathematics according to seminars
and trainings attended in the District of Valladolid,
Division of Negros Occidental.
Table 11. Percent Distribution of Grade 6 Math Teachers in
Mathematics According to Seminars and Trainings
Attended and by Schools in the District of
Valladolid, Division of Negros Occidental.
Seminars,
Trainings and
Workshops
Attended
Elementary Schools
School
A
School
B
School
C
School
D
School
E
School
F
School
G
Schoo
l H
Total
20. 89
International
Level
0 0 0 0 0 0 0 0 0
National
Level
1 0 0 0 0 1 0 0 2
Regional
Level
0 1 0 0 0 1 0 1 3
Provincial
Level
0 1 0 0 1 1 0 0 3
Division
Level
0 0 1 0 1 1 3 1 6
School Level 1 1 1 1 1 4 1 1 11
Out of 11 teacher-respondents, there were 11 teachers
attended school-based seminars, trainings and workshops,
six (6) attended division level, three (3) attended
regional and regional level, and two (2) attended national
level. As a whole, the result shows that Mathematics
teachers from eight (8) elementary schools in the Division
of Negros Occidental had the highest number of seminars,
trainings and workshops attended with 11 numbers of times.
This means that the schools offer an in-service training
for their teachers for their enhancement of skills and
knowledge in teaching Mathematics subject as well as for
their professional growth.
By school, School A, one (1) teacher attended
seminars, trainings and workshops in national level and one
(1) school level; School B, one (1) regional level, one
(1) provincial level and one (1) school level; School C,
one (1) division level , and one (1) school level; School
D, one (1) school level School E, one (1) provincial level,
(1) division level, and one (1) school level; School F,
21. 90
one (1) national level, one (1) provincial level, one (1)
division level and one (1) school level; School G, three
(3) division level; and School H, one (1) regional level,
and one (1) regional level, and one (1) division level, and
one (1) school level.
As a whole, more Math teachers attended seminars and
trainings within Division Level. Other teachers attended
seminars and trainings in Mathematics within Provincial
Level, Regional, and National Levels.
Teachers’ Profile According to Styles
and Strategies in Teaching Mathematics
Table 12 on the next page shows the percent
distribution of Grade 6 teachers in Mathematics according to
styles and strategies in teaching Mathematics in the
District of Valladolid, Division of Negros Occidental.
Table 12. Percent Distribution of Grade 6 Math Teachers in
Mathematics According to Styles and Strategies in
Teaching Mathematics and by Schools in the
District of Valladolid, Division of Negros
Occidental.
22. 91
Out of 11 teacher-respondents on the level of teaching
styles and strategies, eight (8) teacher or 72.73 percent
answered strongly agree, and three (3) or 27.27 percent
answered agree in the manipulative style of teaching; six
(6) or 54.55 percent answered strongly agree, and five (5)
or 45.45 percent answered agree in the instructional
approach of teaching; three (3) or 27.27 percent answered
strongly agree, and eight (8) or 72.73 percent answered
agree in the cooperative learning style; five (5) or 45.45
percent answered strongly agree, and six (6) or 54.55
percent answered agree in the lecture method; six (6) or
54.55 percent answered strongly agree, two (2) or 18.18
percent answered agree, two (2) or 18.18 percent answered
Scale
Styles and Strategies in Teaching Mathematics
Manipula-
tive
Style
Instructi
o-nal
Coopera-
tive
Instructi
o-nal
Materials
Lecture
Method
Memoriza
-tion
Portfolio
Competi-
tive
Grouping
Teacher-
Centered
TOTAL
N % N % N % N % N % N % N % N % N % N % N %
Strong
ly
Agree 8
72.7
3
6
54.5
5
3
27.2
7
5
45.4
5
6
54.5
5
6
54.
55
5
45.4
5
6
54.5
5
5
45.4
5
1 9.09 51
46.3
6
(4.5
-5.0)
Agree
3
27.2
7
5
45.4
5
8
72.7
3
6
54.5
5
5
45.4
5
2
18.
18
3
27.2
7
5
45.4
5
6
54.5
5
3
27.2
7
46
41.8
2
(3.5-
4.4)
Undeci
ded
0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 2
18.
18
3
27.2
7
0 0.00 0 0.00 0 0.00 5 4.55
(2.5-
3.4)
Disagr
ee
0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 1
9.0
9
0 0.00 0 0.00 0 0.00 7
63.6
4
8 7.2
(1.5-
2.4)
Strong
ly
Disagr
ee 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0
0.0
0
0 0.00 0 0.00 0 0.00 0 0.00 0 0
(0.5-
1.4)
TOTAL 110
23. 92
undecided, and one (1) or 9.09 percent answered disagree in
the memorization approach of teaching; five (5) or 45.45
percent answered strongly agree, three (3) or 27.27 percent
answered agree, and three (3) or 27.27 percent answered
undecided, in the portfolio assessment; six (6) or 54.55
percent answered strongly agree, and five (5) or 45.45
percent answered agree in the competitive activities style;
five (5) or 45.45 percent answered strongly agree, and six
(6) or 54.55 percent answered agree in the grouping by
ability approach; and five (5) or 45.45 percent answered
agree; and one (1) or 9.09 percent answered strongly agree,
three (3) or 27.27 percent answered agree, seven (7) or
63.64 percent answered disagree in the teacher-centered
instruction.
Of all the styles and strategies used in teaching
Mathematics, majority of Math teachers used manipulative
style. It was followed by lecture method, memorization,
competitive, portfolio, instructional and grouping.
Teacher centered approach obtained the lowest number among
styles and strategies used applied by Math teachers. As a
whole, Math teachers used different styles and strategies
in Mathematics.
National Achievement Test Performance
of Grade 6 Pupils in Mathematics
24. 93
Figure below shows the National Achievement Test
Performance of Grade 6 pupils for eight (8) schools in the
District of Valladolid, Division of Negros Occidental for
school years 2011-2012 to 2013-2014.
Figure 2. National Achievement Test Performance of Grade 6
Pupils in the District of Valladolid, Division of
Negros Occidental from School Years 2011-2012 to
2013-2014.
Table 13. National Achievement Test Performance of Grade 6
0
10
20
30
40
50
60
70
80
90
100
SchoolA SchoolB SchoolC SchoolD SchoolE SchoolF SchoolG SchoolH
2012
2013
2014
25. 94
Pupils in Mathematics by Schools in the District
of Valladolid, Division of Negros Occidental.
The table above showed the average MPS of National
Achievement Test performance of Grade 6 pupils in
Mathematics District of Valladolid for three (3) years
(S.Y. 2011- 2012, 2012-2013 and 2013-2014) was 73.07 which
is Moving Towards Mastery Level. By school, school that
obtained the highest MPS result was School E with 78.91 for
school years 2011- 2012, 2012-2013 and 2013-2014. It was
followed by Schools A, G, B, F, C, D and H with 75.71,
74.83, 74.81,73.89, 67.43 respectively with moving towards
mastery. The lowest MPS was obtained by School H with
58.50 considered as average.
Schools in
the District
of
Valladolid
MPS of Grade 6 Pupils in Mathematics (S.Y. 2011 -13
to S.Y. 2013-2014
Mean
Descriptive
Equivalent2011-
2012
Interpre-
tation
2012-
2013
Interpre-
tation
2013-
2014
Interpre-
tation
School A 72.22
Moving
Towards
Mastery
68.65
Moving
Towards
Mastery
82.70
Moving
Towards
Mastery
75.71
Moving
Towards
Mastery
School B 74.63
Moving
Towards
Mastery
67.61
Moving
Towards
Mastery
75.18
Moving
Towards
Mastery
74.81
Moving
Towards
Mastery
School C 59.06 Average 73.98
Moving
Towards
Mastery
84.17
Moving
Towards
Mastery
67.43
Moving
Towards
Mastery
School D 61.24 Average 80.63
Moving
Towards
Mastery
76.02
Moving
Towards
Mastery
66.17
Moving
Towards
Mastery
School E 75.72
Moving
Towards
Mastery
80.98
Moving
Towards
Mastery
85.29
Moving
Towards
Mastery
78.91
Moving
Towards
Mastery
School F 73.11
Moving
Towards
Mastery
83.18
Moving
Towards
Mastery
72.45
Moving
Towards
Mastery
72.89
Moving
Towards
Mastery
School G 66.64
Moving
Towards
Mastery
67.21
Moving
Towards
Mastery
91.20
Moving
Towards
Mastery
74.83
Moving
Towards
Mastery
School H 53.33 Average 58.72 Average 69.75
Moving
Towards
Mastery
58.50 Average
TOTAL 66.99
Moving
Towards
Mastery
72.62
Moving
Towards
Mastery
79.60
Moving
Towards
Mastery
73.07
Moving
Towards
Mastery
26. 95
By school year, school year 2013-2014 obtained the
highest MPS with 78.91 higher than S.Y. 2012-2013 and S.Y.
2011-2012 with 72.62 and 66.99 respectively. It shows that
there is an increasing result in the past three (3) years.
The increased on MPS annually is perceived to be brought
about by interventions made by the school.
Relationship between National Achievement Test
Performance of Grade 6 Pupils and Gender
The table below shows the relationship between the
National Achievement Test performance of Grade 6 pupils in
Mathematics and their gender in the District of Valladolid,
Division of Negros Occidental.
Table 14. Relationship Between National Achievement Test
Performance of Grade 6 Pupils in Mathematics and
Gender in the District of Valladolid, Division of
Negros Occidental.
Gender
Level of National Achievement Test Performance
Mastered
Closely
Approximately
Mastery
Moving
Towards
Mastery
Average Low Total
Male 0 0 62 38 6 106
Female 0 0 90 49 8 147
Total 0 0 152 87 14 253
df = 4
X².05 = 9.49
X² = 0.01
H0 = Accepted
As shown in Table 14, 62 Grade 6 pupils of the 106
male and 90 female of the 147 pupils who were rated to have
a moving towards mastery level in their National
Achievement Test performance in Mathematics; 38 of the 106
27. 96
male and 49 females who were rated to have average level in
their division unified test performance in Mathematics, and
six (6) male and eight (8) female who were rated low in
their National Achievement Test performance in Mathematics.
As a whole, 152 of the 253 who were rated to have a
moving towards mastery level in their National Achievement
Test performance in Mathematics; 87 of the 253 who were
rated to have average level in their national achievement
test performance in Mathematics; and 14 of the 253 who were
rated to have a moving towards mastery level in their
National Achievement Test performance in Mathematics.
Using the chi-square test, a computed value of 0.01
was obtained. Since the computed value is lower than the
tabular value, the null hypothesis was accepted.
Therefore, there was no significant relationship between
National Achievement Test (NAT) performance of the Grade 6
pupils in Mathematics and gender in the District of
Valladolid, Division of Negros Occidental. This means that
the gender does not affect the National Achievement Test
(NAT) Performance of Grade 6 pupils in Mathematics. It
shows that girls perform similarly with boys.
The result confirmed with the statement of Hyde (2009)
stated that girls are not innately worse at Math than boys.
28. 97
Relationship between National Achievement Test
Performance of Grade 6 Pupils and Economic Status
The table below shows the relationship between the
National Achievement Test performance of Grade 6 pupils in
Mathematics and their economic status in the District of
Valladolid, Division of Negros Occidental.
Table 15. Relationship Between National Achievement Test
Performance of Grade 6 Pupils in Mathematics and
Economic Status in the District of Valladolid,
Division of Negros Occidental.
Economic Status
Level of National Achievement Test
Performance
Mastered
Closely
Approximately
Mastery
Moving
Towards
Mastery
Average Low Total
Extremely High
(Php 25,001 and
above)
0 0 2 4 1 7
Very High
(Php 20,001 –
25,000)
0 0 4 1 1 6
High
(Php 15,001 –
20,000)
0 0 9 6 2 17
Average
(Php 10,001 –
15,000)
0 0 5 3 1 9
Low
(Php 5,001 –
10,000)
0 0 14 32 1 47
Very Low
(Php 5,000 and
below)
0 0 118 41 8 167
TOTAL
0 0 152 87 14 253
df = 20
X².05 = 31.41
X² = 4.877
H0 = Accepted
29. 98
As shown in table 16, three (3) of the 8 pupil-
respondents belonged to a extremely high economic status
who were rated to as moving towards mastery level in their
National Achievement Test (NAT) performance in Mathematics;
four (4) belonged to a very high economic status who were
rated to as average level; and one (1) was rated as low
level.
Likewise, four (4) of the 6 pupil-respondents belonged
to a very high economic status who were rated to as moving
towards mastery level in their National Achievement Test
(NAT) performance in Mathematics; one (1) belonged to a
very high economic status who were rated to as average
level; and one (1) was rated as low level.
Also, nine (9) of the 17 pupil-respondents belonged to
a high economic status who were rated to as moving towards
mastery level in their National Achievement Test (NAT)
performance in Mathematics; six (6) belonged to a very high
economic status who were rated to as average level; and two
(2) were rated as low level. Moreover, five (5) of the nine
(9) pupil-respondents belonged to a average economic status
who were rated to as moving towards mastery level in their
National Achievement Test (NAT) performance in Mathematics;
three (3) belonged to a very high economic status who were
rated to as average level; and one (1) was rated as low
30. 99
level. Then 14 of the 47 pupil-respondents belonged to a
low economic status who were rated to as moving towards
mastery level in their National Achievement Test (NAT)
performance in Mathematics; 32 belonged to a very high
economic status who were rated to as average level; and one
(1) were rated as low level. Lastly, 118 of the 167 pupil-
respondents belonged to a very low economic status who were
rated to as moving towards mastery level in their National
Achievement Test (NAT) performance in Mathematics; 41
belonged to a very high economic status who were rated to
as average level; and 8 were rated as low level.
Using the chi-square test, a computed value of 4.877
was obtained. Since the computed value is lower than the
tabular value, the null hypothesis was accepted.
Therefore, there was no significant relationship between
National Achievement Test (NAT) performance of the Grade 6
pupils in Mathematics and economic status in the District
of Valladolid, Division of Negros Occidental. This means
that economic status does not affect the National
Achievement Test (NAT) Performance of Grade 6 pupils in
Mathematics.
Results do not agree with the findings of Guo and
Harris (2000). They found out that the economic status of
parents has significant effects on Mathematics achievement
31. 100
during early childhood, but its effects have been shown to
be as noteworthy as during later childhood. Similarly,
the study of Urquiza (2014) showed that economic status
affects the academic performance of students in Mathematics.
Relationship between National Achievement Test Performance
of Grade 6 Pupils and Study Habit
The table on the below shows the relationship between
the National Achievement Test performance of Grade 6 pupils
in Mathematics and their study habit in the District of
Valladolid, Division of Negros Occidental.
Table 16. Relationship Between National Achievement Test
Performance of Grade 6 Pupils in Mathematics and
Study Habit in the District of Valladolid,
Division of Negros Occidental.
Study Habit
Level of National Achievement Test Performance
Mastered
Closely
Approximately
Mastery
Moving
Towards
Mastery
Average Low Total
Strongly Agree
(4.5 - 5.0)
0 0 37 31 4 72
Agree
(3.5 - 4.4)
0 0 82 45 6 133
Undecided
(2.5 - 3.4)
0 0 6 3 2 11
Disagree
(1.5 - 2.4)
0 0 19 5 1 25
Strongly
Disagree
(0.5 - 1.4)
0 0 8 3 1 12
Total 0 0 152 87 14 253
df = 16
X².05 = 15.388
X² = 1.596
H0 = Accepted
32. 101
Table 16 showed, 37 of the 72 pupil-respondents
answered strongly agree on study habit who were rated to as
moving towards mastery level in their National Achievement
Test (NAT) performance in Mathematics; 31 belonged to
average level; and 4 (four) were rated as low level;
followed by 82 of the 133 pupil-respondents answered agree
on study habit who were rated to as moving towards mastery
level in their National Achievement Test (NAT) performance
in Mathematics; 45 belonged to average level; and 6 (six)
were rated as low level; six (6) of the 11 pupil-
respondents answered undecided on study habit who were
rated to as moving towards mastery level in their National
Achievement Test (NAT) performance in Mathematics; three
(3) belonged to average level; and two (2) were rated as
low level; 19 of the 25 pupil-respondents answered disagree
on study habit who were rated to as moving towards mastery
level in their National Achievement Test (NAT) performance
in Mathematics; five (5) belonged to average level; and one
(1) were rated as low level; and eight (8) of the 12 pupil-
respondents answered strongly disagree on study habit who
were rated to as moving towards mastery level in their
National Achievement Test (NAT) performance in Mathematics;
three (3) belonged to average level; and one (1) were rated
as low level.
33. 102
Using the chi-square test, a computed value of 1.596
was obtained. Since the computed value is lower than the
tabular value, the null hypothesis was accepted.
Therefore, there was no significant relationship between
National Achievement Test (NAT) performance of the Grade 6
pupils in Mathematics and study habits in the District of
Valladolid, Division of Negros Occidental. This means that
the study habit of Grade 6 pupils does not affect their
National Achievement Test (NAT) in Mathematics.
This finding was supported by Yoloye (1999) where he
stressed out that successful achievement in any form of
activity is based upon study, interpretation and
application; and that study should have a purpose. It
therefore depends on individual to decide why he or she
wants to study either to gain new ideas or to find out
relationship between two different things. What one learns
as a result of study depends on the degree at which one
succeeds in achieving that aim or purpose.
Relationship between National Achievement
Test Performance of Grade 6 Pupils and
Attitude towards Mathematics
The table on page 103 shows the relationship between
the National Achievement Test performance of Grade 6 pupils
34. 103
in Mathematics and their attitude towards Mathematics in
the District of Valladolid, Division of Negros Occidental.
Table 17. Relationship Between National Achievement Test
Performance of Grade 6 Pupils in Mathematics and
Attitude towards Mathematics in the District of
Valladolid, Division of Negros Occidental.
Attitude towards
Mathematics
Level of National Achievement Test
Performance
Mastered
Closely
Approximately
Mastery
Moving
Towards
Mastery
Average Low Total
Strongly Agree
(4.5 - 5.0)
0 0 91 45 6 142
Agree
(3.5 - 4.4)
0 0 46 32 4 82
Undecided
(2.5 - 3.4)
0 0 6 4 1 11
Disagree
(1.5 - 2.4)
0 0 6 3 1 10
Strongly Disagree
(0.5 - 1.4)
0 0 3 3 2 8
Total 0 0 152 87 14 253
df = 16
X².05 = 26.30
X² = 6.038
H0 = Accepted
Table above showed, 91 of the 142 pupil-respondents
answered strongly agree on attitude towards Mathematics who
were rated to as moving towards mastery level in their
National Achievement Test (NAT) performance in Mathematics;
45 belonged to average level; and 6 (six) were rated as low
level; while 46 of the 82 pupil-respondents answered agree
on attitude towards Mathematics who were rated to as moving
towards mastery level in their National Achievement Test
(NAT) performance in Mathematics; 32 belonged to average
level; and 4 (four) were rated as low level; then six (6)
35. 104
of the 11 pupil-respondents answered undecided on attitude
towards Mathematics who were rated to as moving towards
mastery level in their National Achievement Test (NAT)
performance in Mathematics; four (4) belonged to average
level; and one (1) was rated as low level; followed by six
(6) of the 10 pupil-respondents answered disagree on
attitude towards Mathematics who were rated to as moving
towards mastery level in their National Achievement Test
(NAT) performance in Mathematics; three (3) belonged to
average level; and one (1) was rated as low level; finally,
three (3) of the 8 pupil-respondents answered strongly
disagree on attitude towards Mathematics who were rated to
as moving towards mastery level in their National
Achievement Test (NAT) performance in Mathematics; three
(3) belonged to average level; and two (2) were rated as
low level.
Using the chi-square test, a computed value of 6.038
was obtained. Since the computed value is lower than the
tabular value, the null hypothesis was accepted.
Therefore, there was no significant relationship between
National Achievement Test (NAT) performance of the Grade 6
pupils in Mathematics and attitude toward Mathematics in
the District of Valladolid, Division of Negros Occidental.
This means that the attitude toward Mathematics does not
36. 105
affect the National Achievement Test (NAT) Performance of
Grade 6 pupils in Mathematics.
This finding conformed to Nicolaidou and Philippou
(2003) study which showed that negative attitudes are the
result of frequent and repeated failures or problems when
dealing with mathematical tasks and these negative
attitudes may become relatively permanent. According to
these authors when children first go to school, they
usually have positive attitudes towards Mathematics.
However, as they progress their attitudes become less
positive and frequently become negative at high school.
Relationship between National Achievement
Test Performance of Grade 6 Pupils and
Teachers’ Gender
The table on the next page shows the relationship
between the National Achievement Test performance of Grade
6 teachers in Mathematics and their gender in the District
of Valladolid, Division of Negros Occidental.
37. 106
Table 18. Relationship Between National Achievement Test
Performance of Grade 6 Pupils and Teacher’s
Gender in the District of Valladolid, Division of
Negros Occidental.
Gend
er
National Achievement Test
(NAT) Performance
df
Tabular
Value(X².05 )
Computed
Value
(X²)
Deci-
sion
Interpreta-
tion
Male
Fema
le
Mastered
Closely Approximately Mastery
Moving Towards Mastery
Average
Low
Very Low
Absolutely No Mastery
7 6.346 12.790 H0 =
Rejec
ted
Signifi-
cant
As shown in the table, the computed chi-squared value
was 12.79 which was higher than the tabular value of the
statistics. Therefore, the null hypothesis was rejected. It
means that there is significant relationship between the
National Achievement Test (NAT) performance of Grade 6
pupils in Mathematics and Grade 6 teachers’ gender. This
means that the teachers’ gender affected the performance of
students in Mathematics.
The result is supported by the study of Beilock
(2010). He examined the relative effectiveness of male and
female teachers on the achievement outcomes (Math and
reading) of male and female students. These affect the
quality of teaching in Mathematics and as well on the part
of the learners. If the Math anxiety hypothesis is the
main factor behind the negative effect of female teachers
on female student Math achievement as these authors claim,
then we should not see any impact of having a female
38. 107
teacher (relative to having a male teacher) on reading for
female students or test scores (reading or Math) for male
students.
Relationship between National Achievement
Test Performance of Grade 6 Pupils and
Teachers’ Educational Qualification
The table below shows the relationship between the
National Achievement Test performance of Grade 6 teachers
in Mathematics and their educational qualification in the
District of Valladolid, Division of Negros Occidental.
Table 19. Relationship Between National Achievement Test
Performance of Grade 6 Pupils in Mathematics and
Teacher’s Educational Qualification in the
District of Valladolid, Division of Negros
Occidental.
Educational
Qualificati
on
National Achievement
Test (NAT) Performance
df
Tabula
r
Value
(X² .05
)
Compute
d Value
(X²)
Decisio
n
Interpreta
tion
Doctoral
Graduate
Doctoral
Units
Masters’
Graduate
Masters’
Unit
Bachelor’s
Degree
Mastered
Closely Approximately
Mastery
Moving Towards Mastery
Average
Low
Very Low
Absolutely No Mastery
28 27.336 20.070 H0 =
Accep-
ted
Not
signifi-
cant
As shown in the table, the computed chi-squared value
was 20.07 which was lower than the tabular value of the
statistics. Therefore, the null hypothesis was accepted. It
means that there is no significant relationship between the
39. 108
National Achievement Test (NAT) performance of Grade 6
pupils in Mathematics and Grade 6 teachers’ educational
qualification. This means that the teachers’ educational
qualification did not affect the performance of students in
Mathematics.
The result disagrees with the statement of Cochran-
Smith (2001) when he concluded that there is a relationship
between teacher qualification and student learning.
Relationship between National Achievement
Test Performance of Grade 6 Pupils and
Teachers’ Length of Service
The table below shows the relationship between the
National Achievement Test performance of Grade 6 teachers
in Mathematics and their length of service in the District
of Valladolid, Division of Negros Occidental.
Table 20. Relationship Between National Achievement Test
Performance of Grade 6 Teachers in Mathematics
and Length of Service in the District of
Valladolid, Division of Negros Occidental.
Length of
Service
National Achievement
Test (NAT) Performance
df
Tabula
r
Value
(X².05)
Computed
Value
(X²)
Decision
Interpreta
tion
20 yrs &
above
15-19 years
10-14 years
5-9 years
4 years and
below
Mastered
Closely Approximately
Mastery
Moving Towards Mastery
Average
Low
Very Low
Absolutely No Mastery
28 27.33
6
34.860 H0 =
Rejec-
ted
Signifi-
cant
40. 109
As shown in the table, the computed chi-squared value
was 34.860 which were higher than the tabular value of the
statistics. Therefore, the null hypothesis was rejected. It
means that there is significant relationship between the
National Achievement Test (NAT) performance of Grade 6
pupils in Mathematics and Grade 6 teachers’ length of
service. This means that the teachers’ length of service
affected the performance of students in Mathematics.
The result was similar to the study of Klitgaard &
Hall (1974) and Murnane & Phillips (1981), when they
mentioned that teacher experience and student learning have
found a positive relationship.
Relationship between National Achievement
Test Performance of Grade 6 Pupils and
Teachers’ Seminars and Trainings Attended
The table on page 110 shows the relationship between
the National Achievement Test performance of Grade 6
teachers in Mathematics and their length of service in the
District of Valladolid, Division of Negros Occidental.
41. 110
Table 21. Relationship Between National Achievement Test
Performance of Grade 6 Teachers in Mathematics
and Seminars and Trainings Attended in the
District of Valladolid, Division of Negros
Occidental.
Seminars
and
Trainings
Attended
National Achievement
Test (NAT) Performance
df
Tabular
Value
(X².05 )
Computed
Value
(X²)
Decisio
n
Interpreta
tion
National Level
Regional Level
Provincial
Level
District Level
School Level
Mastered
Closely Approximately
Mastery
Moving Towards Mastery
Average
Low
Very Low
Absolutely No Mastery
28 27.336 31.232 H0 =
Rejec-
ted
Signifi-
cant
As shown in the table, the computed chi-squared value
was 31.232 which were higher than the tabular value of the
statistics. Therefore, the null hypothesis was rejected. It
means that there is significant relationship between the
National Achievement Test (NAT) performance of Grade 6
pupils in Mathematics and Grade 6 teachers’ seminars and
trainings attended. This means that the teachers’ seminars
and trainings attended affected the performance of students
in Mathematics.
The result was similar to the study of Jacob and
Lefgren (2004), professional development activities can be
conducted by many different organizations, in school and
out of school, on the job or during sabbatical leave. On
these occasions, practicing teachers update their content
knowledge and teaching skills so they can meet the
42. 111
requirements of new curricula, consider new research
findings on teaching and learning, and adapt to changes in
the needs of the student population, and so on. Criticism
has been levelled against the episodic nature of these
activities and concern expressed that very little is known
about what these activities really comprise and involve.
Significant Difference on National Achievement Test
Performance of Grade 6 Pupils in Mathematics among
Schools in the District of Valladolid, Division of
Negros Occidental
The table below shows the significant difference on
the National Achievement test performance of Grade 6 pupils
in Mathematics among schools in the District of Valladolid,
Division of Negros Occidental, school years 2011-2012,
2012-2013 and 2013-2014.
Table 22. Significant Difference on National Achievement
Test Performance of Grade 6 Pupils in Mathematics
among Schools in the District of Valladolid,
Division of Negros Occidental.
Sources of
Variations
df
Sum of
Squares
Mean
Squares
F - Value
Between Group 2 637.59 318.80
2.73Within Group 14 1370.74 97.91
Total N-1 16 2008.33 3.26
Computed Value = 3.26
F- Value = 2.73
Ho = Rejected
43. 112
The elementary schools in the District of Valladolid,
Division of Negros Occidental, obtained the average mean
percentile score of 3.26 with the sum squares of 2008.33
and with degree of freedom of 16. Using the F-test, a
computed F - value of 2.73 was obtained. Since the computed
value is higher than the tabular value, the null hypothesis
was rejected. Therefore, there is significant difference
on the National Achievement Test performance of the Grade 6
pupils in Mathematics in 8 schools in the Division of
Negros Occidental varies.
Table on the next page shows the comparison of
schools’ National Achievement Test Performance of Grade 6
pupils for eight (8) schools in the District of Valladolid,
Division of Negros Occidental for school years 2011-2012 to
2013-2014, there are schools where Grade 6 pupils performed
well in Mathematics compared to the other schools in the
District of Valladolid for three (3) school years.
44. 113
Table 23: Comparison of National Achievement Test
Performance of Grade 6 and by Schools in the
District of Valladolid for School Years 2011-2012
to 2013-2014.
Between School F
(F.05)(K –1)
(2.73) (2)
Interpretation
School A vs. School B 41.28 5.46 Significant
School A vs. School C 38.25 5.46 Significant
School A vs. School D 48.56 5.46 Significant
School A vs. School E 4.63 5.46 Not Significant
School A vs. School F 59.77 5.46 Significant
School A vs. School G 138 5.46 Significant
School A vs. School H 0.89 5.46 Not Significant
School B vs. School C 272 5.46 Significant
School B vs. School D 68 5.46 Significant
School B vs. School E 2.60 5.46 Not Significant
School B vs. School F 136 5.46 Significant
School B vs. School G 27.20 5.46 Significant
School B vs. School H 1.24 5.46 Not Significant
School C vs. School D 30.22 5.46 Significant
School C vs. School E 2.55 5.46 Not Significant
School C vs. School F 11.83 5.46 Significant
School C vs. School G 25.5 5.46 Significant
School C vs. School H 1.25 5.46 Not Significant
School D vs. School E 2.70 5.46 Not Significant
School D vs. School F 13.45 5.46 Significant
School D vs. School G 30.99 5.46 Significant
School D vs. School H 1.20 5.46 Not Significant
School E vs. School F 8.87 5.46 Significant
School E vs. School G 5.45 5.46 Not Significant
School E vs. School H 0.43 5.46 Not Significant
School F vs. School G 116.57 5.46 Significant
School F vs. School H 0.71 5.46 Not Significant
School G vs. School H 0.84 5.46 Not Significant
The above table shows that there is a significant
difference between School A and Schools B, C, D, F and G;
between School B and Schools C, D, F, and G; between
Schools C and Schools D, F and G; between School D and
Schools F and G and between Schools E and F; and between
School F and G.
45. 114
Likewise, there is no significant difference exist
between School A and Schools E and H; between School B and
Schools E and H; between School C and Schools E and H;
between School D and Schools E and H; between Schools E and
Schools G and H; between School F and School H; and between
School G and H. School G shows an impressive result for
school year 2013-2014 NAT results while school H shows
lower NAT results for three consecutive years.
This implies that, there are schools perform better
than other schools in terms of pupils’ performance on
National Achievement test (NAT)for school year 2011-2012 to
2013-2014.