A comparative study of the scholastic performance of selected grade six, section one pupils in Baclaran district III, Paranaque City Division SY 2001-2002: implications on early childhood education programmes/ Teresita Avedillo,Carmen P. Alidon.

By: Material type: TextPublication details: Parañaque City: Olivarez College, 2002.Subject(s): DDC classification:
  • T 370 2002
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 or training attended; g) performance rating; and 5. h) frequency of supervisor observation? 2. What are the instructional needs of the mathematics teachers with respect to: a) 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? 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 163 C.2 (Browse shelf) 2 Available
Theses/Dissertation Graduate School Library Olivarez College Learning Resource Center T 370 2002 162 C.1 (Browse shelf) 1 Available

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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 or training attended; g) performance rating; and 5. h) frequency of supervisor observation? 2. What are the instructional needs of the mathematics teachers with respect to: a) 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? Is there a significant difference on the delivery of teaching mathematics with respect to.

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