000			02807nam a22002297a 4500
001			9509
003			OCLRC
005			20260730103745.0
008			221212t xxu||||| |||| 00| 0 eng d
040			_aOCLRC
082			_aT 370 2014 0063
100			_aCruz, Vianca Michaella C.
245			_aElementary teacher's perceptions on homogeneous grouping for learners in Parañaque Elementary School Central 2014/ _cVianca Michaella C. Cruz, Haide Cubio, Gamel C. Jacomei, Ma. Jenelie R. Patricio, & Maria Chrystina B. Sese
260			_aParañaque City: _bOlivarez College, _c2014
502			_aUndergraduate Thesis
520			_aThe 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.
700			_aCubio, Haide
700			_aJacomei, Gamel C.
700			_aPatricio, Ma. Jenelie R.
700			_aSese, Maria Chrystina B.
942			_cTHES _jT 370 2014 0063
999			_c9509 _d9509