Elementary teacher's perceptions on homogeneous grouping for learners in Parañaque Elementary School Central 2014/ (Record no. 9509)

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001 - CONTROL NUMBER
control field 9509
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260730103745.0
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040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 2014 0063
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Cruz, Vianca Michaella C.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Cubio, Haide
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Jacomei, Gamel C.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Patricio, Ma. Jenelie R.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Sese, Maria Chrystina B.
245 ## - TITLE STATEMENT
Title Elementary teacher's perceptions on homogeneous grouping for learners in Parañaque Elementary School Central 2014/
Statement of responsibility, etc. Vianca Michaella C. Cruz, Haide Cubio, Gamel C. Jacomei, Ma. Jenelie R. Patricio, & Maria Chrystina B. Sese
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Name of publisher, distributor, etc. Olivarez College,
Date of publication, distribution, etc. 2014
502 ## - DISSERTATION NOTE
Dissertation note Undergraduate Thesis
520 ## - SUMMARY, ETC.
Summary, etc. The purpose of this research study was to determine elementary teachers' perceptions in regard to the academic and social outcomes of the various homogeneous grouping arrangements utilized in Parañaque Elementary School Central for learners. This study explored the various ability grouping arrangements utilized with elementary learners, how these arrangements are determined, and what instructional modifications are present with each arrangement. The researcher conducted face-to-face interviews with 10 elementary teachers employed in the Parañaque Elementary School Central System in Parañaque. Content analysis was used to analyze data. It was found that academic outcomes of learners are greater in a homogeneous grouping arrangement than in a heterogeneous grouping arrangement because the curriculum is more rigorous. While there is no proof whether the positive academic outcomes as seen in test scores are attributable to the grouping itself, test scores are not solely what is important when evaluating academic outcomes of gifted students because some true academic outcomes may not show up for years to come, such as interest in pursuing a certain field of study. Next, a homogeneous grouping arrangement allows students to bond with their like-minded friends, feel higher levels of security, develop a sense of belonging, and exhibit more receptivity to each other's' different ideas. The positive social outcomes associated with homogeneous grouping tend to be more important than the positive academic outcomes. Next, even though teachers' delivery models are driven by state and district requirements, the delivery models allowed at the elementary level in Paranaque are ones that in effect provide for homogeneous groupings. Lastly, homogeneous grouping has a tremendous impact on the ability to offer appropriate instructional modifications, such as differentiated content and a differentiated learning process, that heterogeneous, cooperative grouping cannot remotely compare.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2014 0063
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Price effective from Koha item type
        Olivarez College Learning Resource Center General Reference And Serial Section 07/30/2026   T 370 2014 0063 07/30/2026 07/30/2026 Theses/Dissertation