An assessment of mathematics teaching in the four secondary schools in the division of Pasay: a basis for a proposed training program/ Erlinda V. De Guia.

By: Material type: TextPublication details: Parañaque City: Olivarez College, 2002.Subject(s): DDC classification:
  • T 370 2002 154
Dissertation note: Master Thesis Summary: The study was undertaken to assess the mathematics teaching in the four public Secondary Schools in the Division of Pasay, which will serve as a basis for a proposed training program. Specifically, it sought to answer the following questions: 1. What is the profile of the teacher respondents with respect to the following: a) civil status; b) educational attainment; c) year level presently handled; d) teaching experiences; e) number of students per class; f) seminar-workshop g) performance rating; and h) frequency of supervisor observation? 2. What are the instructional needs of the mathematics teachers with respect to: a) or training attended; Pre-service training; and b) In-service training? 3. How do the teacher respondents deliver the teaching of mathematics with respect to: a) teaching methodologies; b) evaluation used; and c) instructional aids? 4. What are the major problems encountered by the mathematics teacher in the exercise of their functions as mentors in terms of: a) teaching methodologies; b) evaluation used; c) instructional aids; and d) in-service training? 5. Is there a significant difference on the delivery of teaching mathematics with respect to:
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Theses/Dissertation Graduate School Library Olivarez College Learning Resource Center T 370 2002 154 (Browse shelf) Available

Master Thesis

The study was undertaken to assess the mathematics teaching in the four public Secondary Schools in the Division of Pasay, which will serve as a basis for a proposed training program. Specifically, it sought to answer the following questions: 1. What is the profile of the teacher respondents with respect to the following: a) civil status; b) educational attainment; c) year level presently handled; d) teaching experiences; e) number of students per class; f) seminar-workshop g) performance rating; and h) frequency of supervisor observation? 2. What are the instructional needs of the mathematics teachers with respect to: a) or training attended; Pre-service training; and b) In-service training? 3. How do the teacher respondents deliver the teaching of mathematics with respect to: a) teaching methodologies; b) evaluation used; and c) instructional aids? 4. What are the major problems encountered by the mathematics teacher in the exercise of their functions as mentors in terms of: a) teaching methodologies; b) evaluation used; c) instructional aids; and d) in-service training? 5. Is there a significant difference on the delivery of teaching mathematics with respect to:

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