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1. 43 out of 126 Grade 10 learners at Malinao National High School were found to have low reading comprehension levels based on a pre-test. 2. The study aims to determine the effects of using story maps on the reading comprehension levels of struggling Grade 10 readers and whether there is a significant difference between students who use story maps (the experimental group) and those who do not (the control group). 3. The participants will be clustered struggling readers from Grade 10 who will be given a pre-test and intervened with story mapping for 6 months before a post-test measures any changes in reading comprehension.
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©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved.
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become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
a. Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this
document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make
your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you
complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
An initial email will be sent to you to confirm your email address.
A completed copy of the document will be emailed to you within minutes of confirming your email address.
3. Submit a completed copy to the appropriate submission space for grading.
©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Candidate
First Name:
Teacher Candidate
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Email Address:
Phone: State:
Program of Study:
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©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
STANDARD 1, PART I
Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.
By understanding the community and school environment and the makeup of the classroom, you will be able to strategically meet the overall needs of your
students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with. You are expected to teach the
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teacher/mentor, or school administrator for this information. You may also use your state Department of Education website for statistical data on community
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become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
a. Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this
document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make
your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you
complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
An initial email will be sent to you to confirm your email address.
A completed copy of the document will be emailed to you within minutes of confirming your email address.
3. Submit a completed copy to the appropriate submission space for grading.
©2022. Grand Canyon University. All Rights Reserved.
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STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Candidate
First Name:
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Email Address:
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Review the geographic, district, and school demographics of your student teaching classroom. Utilize the district or school website, your cooperating
teacher/mentor, or school administrator for this information. You may also use your state Department of Education website for statistical data on community
and school demographics.
Complete STEP Standard, 1 Part I that includes:
A. Geographic Location
B. District Demographics
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APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
a. Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this
document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make
your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you
complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
An initial email will be sent to you to confirm your email address.
A completed copy of the document will be emailed to you within minutes of confirming your email address.
3. Submit a completed copy to the appropriate submission space for grading.
©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Candidate
First Name:
Teacher Candidate
Last Name:
Student ID:
Email Address:
Phone: State:
Program of Study:
STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS
A. GEOGRAPHIC LOCATION
Cooperating School State: If “Other” School State
Selected, Specify:
Cooper ...
Primary teachers and students’ anxiety toward online instruction during COVID...
Primary teachers and students’ anxiety toward online instruction during COVID...Journal of Education and Learning (EduLearn)
The study explored primary teachers and students’ anxiety toward online
instruction during COVID-19 pandemic, the factors affecting anxiety related
to online instruction of students and teachers in primary school. This
research study was designed to collect data from primary teachers and
students on the factors that affect anxiety in online teaching. The informants
were 127 students and 11 teachers based on the purpose of the research.
Questionnaire concerning general student data, such as gender, grade level,
online study equipment, and online learning channels. Factors influencing
anxiety in online education in the context of the COVID-19 pandemic, with
23 items for students and 25 items for teachers. Data is collected by online
inquiries with students and teachers According to the findings, the general
degree of factors influencing anxiety from online instruction in primary
school is at moderate level. Physical and mental elements, evaluation and
course content are the categories of factors that have the most impact on
students’ anxiety toward online learning. Meanwhile, the factors that have
the greatest impact on students’ anxiety toward online learning are
concerning about their grades and courses are extremely recorded. Students
believe that online learning is more challenging than traditional classroom.
At the same time, teachers are worried about online assessment, concerns
about students who are unable to attend online sessions. Teachers who only
use computers to teach online have less anxiety than teachers who use
computers, tablets, and mobile phones. practical research study senior high school
The document summarizes a study that assessed the reading comprehension levels of junior high school students at Zosimo Magdadaro National High School. It discusses the background of the study, statement of the problem, significance of the study, scope and limitations. It also describes the methodology used, including the research design, subjects, instruments and data collection process. Key findings indicated a need for targeted interventions to improve reading comprehension skills. Recommendations included providing more reading exercises and materials, assessing students earlier, and developing instructional tools tailored to their levels.
Jorge Cimentada- Master's thesis
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
BNE 6.ppt
This document provides information about carbohydrates, including what they are, types of carbohydrates, fiber intake recommendations, and tips for choosing "good" carbohydrates with more fiber and fewer added sugars. It discusses complex and simple carbohydrates, recommends choosing whole grains, fruits and vegetables as sources of "good" carbs, and limiting refined carbs and added sugars from sources like sweets, sodas and baked goods.
SAMPLE-PPT-EXPERIMENTAL-FINAL-DEFENSE-PPT.pptx
The document discusses a study that investigated the effects of an Enriched Virtual Interactive Learning Environment (EVILE) on Grade 11 STEM students' problem solving skills and self-efficacy in Basic Calculus. Key findings include:
1) Students exposed to EVILE showed improved problem solving skills from pre-test to retention test, scoring higher than those not exposed to EVILE.
2) Both groups had moderately high self-efficacy before the intervention. After, the EVILE group showed higher self-efficacy in mastery experiences and vicarious experiences.
3) There were significant differences in problem solving skills and self-efficacy between the EVILE and non-EVILE groups in favor
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Parental involvement strategies_vis-a-vis_academic (1)
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- The students' academic performance in mathematics was generally at the "approaching proficiency" level, with 23 students (9.7%) at an advanced level.
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This research aims to examine the relationship between demographic characteristics and academic performance among Grade 7 learners in Camandag National High School. Specifically, it seeks to determine the impact of age, gender, ethnicity, socioeconomic status, and geographical location on students' grades. The study will collect data on these demographic factors and academic metrics like test scores from a diverse sample of students. Statistical analysis will be used to investigate correlations between demographics and performance and identify any significant performance differences between demographic subgroups. The findings could help educators develop more effective policies and support systems.
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©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
STANDARD 1, PART I
Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.
By understanding the community and school environment and the makeup of the classroom, you will be able to strategically meet the overall needs of your
students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with. You are expected to teach the
unit you are preparing by the end of week 8.
Review the geographic, district, and school demographics of your student teaching classroom. Utilize the district or school website, your cooperating
teacher/mentor, or school administrator for this information. You may also use your state Department of Education website for statistical data on community
and school demographics.
Complete STEP Standard, 1 Part I that includes:
A. Geographic Location
B. District Demographics
C. School Demographics
APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
a. Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this
document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make
your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you
complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
An initial email will be sent to you to confirm your email address.
A completed copy of the document will be emailed to you within minutes of confirming your email address.
3. Submit a completed copy to the appropriate submission space for grading.
©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Candidate
First Name:
Teacher Candidate
Last Name:
Student ID:
Email Address:
Phone: State:
Program of Study:
STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS
A. GEOGRAPHIC LOCATION
Cooperating School State: If “Other” School State
Selected, Specify:
Cooper ...
©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
STANDARD 1, PART I
Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.
By understanding the community and school environment and the makeup of the classroom, you will be able to strategically meet the overall needs of your
students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with. You are expected to teach the
unit you are preparing by the end of week 8.
Review the geographic, district, and school demographics of your student teaching classroom. Utilize the district or school website, your cooperating
teacher/mentor, or school administrator for this information. You may also use your state Department of Education website for statistical data on community
and school demographics.
Complete STEP Standard, 1 Part I that includes:
A. Geographic Location
B. District Demographics
C. School Demographics
APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
a. Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this
document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make
your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you
complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
An initial email will be sent to you to confirm your email address.
A completed copy of the document will be emailed to you within minutes of confirming your email address.
3. Submit a completed copy to the appropriate submission space for grading.
©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Candidate
First Name:
Teacher Candidate
Last Name:
Student ID:
Email Address:
Phone: State:
Program of Study:
STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS
A. GEOGRAPHIC LOCATION
Cooperating School State: If “Other” School State
Selected, Specify:
Cooper ...
©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
STANDARD 1, PART I
Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.
By understanding the community and school environment and the makeup of the classroom, you will be able to strategically meet the overall needs of your
students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with. You are expected to teach the
unit you are preparing by the end of week 8.
Review the geographic, district, and school demographics of your student teaching classroom. Utilize the district or school website, your cooperating
teacher/mentor, or school administrator for this information. You may also use your state Department of Education website for statistical data on community
and school demographics.
Complete STEP Standard, 1 Part I that includes:
A. Geographic Location
B. District Demographics
C. School Demographics
APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
a. Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this
document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make
your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you
complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
An initial email will be sent to you to confirm your email address.
A completed copy of the document will be emailed to you within minutes of confirming your email address.
3. Submit a completed copy to the appropriate submission space for grading.
©2022. Grand Canyon University. All Rights Reserved.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Candidate
First Name:
Teacher Candidate
Last Name:
Student ID:
Email Address:
Phone: State:
Program of Study:
STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS
A. GEOGRAPHIC LOCATION
Cooperating School State: If “Other” School State
Selected, Specify:
Cooper ...
Primary teachers and students’ anxiety toward online instruction during COVID...
Primary teachers and students’ anxiety toward online instruction during COVID...Journal of Education and Learning (EduLearn)
The study explored primary teachers and students’ anxiety toward online
instruction during COVID-19 pandemic, the factors affecting anxiety related
to online instruction of students and teachers in primary school. This
research study was designed to collect data from primary teachers and
students on the factors that affect anxiety in online teaching. The informants
were 127 students and 11 teachers based on the purpose of the research.
Questionnaire concerning general student data, such as gender, grade level,
online study equipment, and online learning channels. Factors influencing
anxiety in online education in the context of the COVID-19 pandemic, with
23 items for students and 25 items for teachers. Data is collected by online
inquiries with students and teachers According to the findings, the general
degree of factors influencing anxiety from online instruction in primary
school is at moderate level. Physical and mental elements, evaluation and
course content are the categories of factors that have the most impact on
students’ anxiety toward online learning. Meanwhile, the factors that have
the greatest impact on students’ anxiety toward online learning are
concerning about their grades and courses are extremely recorded. Students
believe that online learning is more challenging than traditional classroom.
At the same time, teachers are worried about online assessment, concerns
about students who are unable to attend online sessions. Teachers who only
use computers to teach online have less anxiety than teachers who use
computers, tablets, and mobile phones. practical research study senior high school
The document summarizes a study that assessed the reading comprehension levels of junior high school students at Zosimo Magdadaro National High School. It discusses the background of the study, statement of the problem, significance of the study, scope and limitations. It also describes the methodology used, including the research design, subjects, instruments and data collection process. Key findings indicated a need for targeted interventions to improve reading comprehension skills. Recommendations included providing more reading exercises and materials, assessing students earlier, and developing instructional tools tailored to their levels.
Jorge Cimentada- Master's thesis
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
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©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved. GR
©2022. Grand Canyon University. All Rights Reserved. GR
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- 1. Reading Comprehension Based on the Pre-Test Result (S.Y. 2022-2023 ): 43 out of 126 G10 learners belong to Frustration Level Proponents: Diofileen Mae L. Bacayan Jenny Lynn F. Macapayag Karen Jean B. Beronque
- 2. The Effects of Story Map in Developing the Reading Comprehension of Grade 10 Learners
- 3. 1. What are the effects of story map in developing the learners’ reading comprehension? 2. Is there a significant difference between story mappers and non-story mappers?
- 4. H0: There is no significant difference between the reading comprehension level of the story mappers and non-story mappers. Ha: There is a significant difference between the reading comprehension level of the story mappers and non-story mappers.
- 5. This study will use a quasi-experimental design to determine the effects of story map among Grade 10 learners. Moreover, this will use cluster sampling.
- 6. Reading is one of the most challenging areas in the education system. In addition, research studies testify that teaching reading strategies can greatly affect reading comprehension and with the initiative of the DepEd Schools Division of Bukidnon schools in the said province are now implementing ‘Care for Bukidnon Readers or Bawat Batang Bukidnon Bumabasa Program (4Bs)’ despite the Covid-19 pandemic.
- 7. Anderson (n.d.) said that reading is a basic and lifelong skill that is applicable in all settings, especially at school. He added that lacking that skill, life opportunities will be greatly affected. Moreover, the Organization for Economic Cooperation and Development [OECD] (2008) supported that literacy level can greatly affect an individual’s career and life quality.
- 8. In addition, many students can read but hard to comprehend or they can read and comprehend, however, they cannot remember the story when they are asked any questions about it. San Juan (2019) published on Philstar.com that the Philippines ranked lowest in reading comprehension among 79 countries in the 2018 Programme for International Student Assessment (PISA).
- 9. The participants of the study will be the identified struggling readers of Grade 10 level from Malinao National High School. These learners were found to have low level of comprehension based on the pre-test result S.Y. 2022-2023.
- 10. The conduct of the study will begin by asking permission to the school head, class advisers and parents of the identified respondents as part of ethical considerations and Data Privacy Act of 2012. Next is administering the pre-test in order to get their level in comprehension. Their pre-test score will serve as the basis of the study. The intervention will be implemented for six(6) months period of time. Lastly, post assessment will be conducted.
- 11. The data will be treated with appropriate statistical tools for analysis. For problem 1, mean and standard deviation will be used. For problem 2, Analysis of Covariance (ANCOVA) will be used to determine if there is significant difference on the comprehension scores of learners under story mapper and non-story mapper of Grade 10 level.