Master's Theses
https://hdl.handle.net/20.500.12852/377
2024-03-19T07:41:43ZTiered modular instruction as an approach in teaching polynomials
https://hdl.handle.net/20.500.12852/2358
Tiered modular instruction as an approach in teaching polynomials
Gayola, Mary Joy C.
This experimental study was conducted to determine the effects of tiered modular instruction in increasing students' conceptual understanding of polynomials. This study was conducted during the school year 2021-2022, to sixty Grade 10 Junior high school students in one of the public schools in the province of Iloilo. The experimental pretest-posttest control group design was utilized in this study and a validated and a reliability tested researcher-made test instrument composed of multiple choice and performance task items was used in collecting data. The study found that students who were exposed to the tiered modular instruction performed better in conceptual understanding than those who were exposed to the non-tiered modular instruction. Moreover, students who were exposed to the tiered modular instruction were observed to have improved study habits and had increased engagement with the learning materials, more diligent in doing their assigned task, and were able to submit their modules on time.
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2022-01-01T00:00:00ZProblems encountered in teaching Pilipino in the secondary schools in a non-Tagalog area
https://hdl.handle.net/20.500.12852/2006
Problems encountered in teaching Pilipino in the secondary schools in a non-Tagalog area
Senupe, Columba S.
The constitution of the Philippines provides that Congress shall take steps toward the development and adoption of a common national language. In order to implement this constitutional provision the Institute of National Language was created to study the feasibility of including the teaching of the National language in the school curriculum. When the actual task of teaching this subject was begun in June, 1940, our educators as well as the teachers in the field were at a loss concerning what to do to carry out effectively the provision of Act 184 and how to devise ways and means to carry on the teaching in the classroom.
In spite of the efforts of educational leaders, supervisors and teachers, very little had been accomplished at the outbreak of the war in 1941. When the schools opened after liberation those who were entrusted to carry on the work had to overcome great difficulties, especially the lack of teaching aids and materials, the lack of preparation of most of the teachers and a general resistance to the study of the language in non-Tagalog areas. It is worthy of note that most of the teachers of the subject lacked necessary training and academic background. Almost none of them had any units earned in the language in the high school or college to equip them with the necessary tools for effective training. Besides this, most of the teachers as well as the parents did not see the reason behind the teaching of Filipino. The parents often manifested a hostile attitude and the teachers disliked the idea of the extra load.
These are the circumstances surrounding the teaching of the National Language in the Philippines. It can not be denied that the progress toward full implementation of Act 184 has been very slow. It is only recently that greater strides have been achieved and that people have begun to realize the need for teaching and studying the subject.
With improved supervision, and with the development of interest and even enthusiasm of both supervisors, and teachers, much is being done in the teaching-learning process although, of course, only after overcoming many seemingly insurmountable difficulties.
The teaching of the National Language today has come to the point where we as a people can say that we have a language of our own to express our common feelings and aspirations as a nation, and we do not always need to express ourselves in English, a foreign language for a Moro to use with an Ilocano. Because of this, there seems to be a growing feeling of oneness among Filipinos, and sectionalism, regionalism, and prejudices due to differences in language are no longer so strong. Today as we look about in the cities and even in the rural areas we find that whenever one speaks in Filipino, he is no longer eyed with apprehension and suspicion as if he were a stranger to the place. The teaching of Filipino has greatly helped in realizing unity among our people. This is the contribution which the national language ought to make.
From this situation has developed the problem, the definition of which became the object of this research project. There is a general impression among teachers that teaching Filipino as a required subject in secondary school in a non-Tagalog area is different from teaching it in a Tagalog area because the basis of the language is Tagalog. Teachers handling the subject encounter many problems which are difficult for them to solve and which need study and analysis. Some of these problems and difficulties, such as the lack of qualified teachers and teaching materials, are so basic that effective teaching is quite a problem. One great barrier to learning is reported to be psychological, that is, the attitude of the students, of the teachers of other subjects, and of parents toward the national language. The researcher wanted to find out the true situation regarding these apparent problems.
The problem is important to the field because, aside from being common to all non-Tagalog areas, its definition and remedy should help to improve the teaching of the national language. The findings of the study might warn teachers to look out for the development of those problems in their own teaching, to the end that they would be guided properly in the application of remedial measures.
Statement of the problem
The National Language should be one of the unifying factors in the nation. Since government officials, educators, and laymen are generally agreed on the inclusion of Filipino as one of the subjects in the school curriculum, people of our community should join hands in the propagation of the language and popularization of its use. Because the teaching of Filipino in a non-Tagalog area present special problems, this study was an attempt to investigate the nature of those problems in the secondary schools of such an area.
The teacher of the National Language in a non-Tagalog area meets difficulties quite similar to those in the teaching of English when it was first introduced at the coming of the Americans. English was first resisted because it was a foreign language. Because of its apparent non-utility at home, in business, and in the community, the National Language in non-Tagalog-speaking places, seems like a foreign language and unnecessary to the students, teachers, and community. This study inquired into these attitudes in Iloilo secondary schools.
During the American occupation those in charge of the school program were faced with the problem of finding qualified teachers of English. In the beginning, soldiers were asked to teach; later, American teachers were imported; eventually, the government organized the so-called "aspirants" who were Filipinos who had learned English and could be asked to fill the need. The same problem of qualified teaching personnel is faced in planning for the teaching, of Filipino in non-Tagalog areas. In order to serve the demands of the schools, administrators seek Filipino teachers who have studied in Manila, even if they have no units in the National Language, Since the learning process demands much of the teacher the study also investigated teaching-personnel problems.
The learning process is not confined within the four walls of the classroom. To be functional, it should be useful in the conducting of community affairs. Lessons can be geared to community activities. Learning will be more effective if the teachers tap this rich source of teaching aids. Therefore, evidence of the use of the language outside the classroom was sought. Also because the attitude of parents in the community has a great influence on the motivation of learning, the opinions of parents with reference to the language were studied.
Introduction
1961-01-01T00:00:00ZA study of the educational program of a Philippine milling company
https://hdl.handle.net/20.500.12852/2005
A study of the educational program of a Philippine milling company
Jimenea, Lolita S.
The basic purpose of this study was to find out whether or not a milling company has a contribution to make to education. It aimed to consider the present attitudes and standards of managers toward training. The study, likewise, intended to probe deeper into the kind of attitude inculcated or created in the employee through the training given to him by the company.
To accomplish the purpose of this study, a survey was conducted in Victorias Milling Company, Inc. Various educational units of the industrial complex were also surveyed. Staffing policies and procedures and personnel operation records were examined in the personnel department to see if there was a planned systematic training program for determining personnel requirements in advance of needs. Promotion and transfer programs were carefully evaluated. Data on employee benefit plans were gathered and questionnaires were distributed to ascertain the response of employees towards the various benefit plans extended them by the company. Previous studies made about the company were utilized as background material for the study.
The company believes in training employees but does not appear to have a full understanding of what training should be. It does not allow trainers or experts to make an appraisal of factory conditions before the training proceeds. The most popular method used is "on the job" training. Sometimes it utilizes conferences, committee meetings, study leave and observation tours. The kind of training being extended now to the employees does not predominantly fall within certain accepted principles of industrial training.
The concept and philosophy behind their training program fall below the ideal. The study further revealed that the employee does not receive as much training as he needs. There is only a minimum degree of training being extended to a majority of employee.
The following are suggested recommendations of the study:
1. Top management should be convinced of the necessity for an active part in training.
2. A special kind of training should be encouraged— one that has to do with the development of conceptual skill, imagination and judgment. Instead of being taught a skill that will soon become outmoded the worker should be given an intensive theoretical grounding (by lecture and demonstration) on the basis and purposes of the larger task and should also be acquainted with its various phases. In so doing the worker will think about his job in terms of general concepts and will increase his mental flexibility.
3. The educational program of Don Bosco should be supplemented with supervised internship in which students could accept a training position in the company with continued supervision by faculty members; or students may be required to hold selected jobs during the school term and to prepare reports on their work experiences as part of the collegiate program.
4. Developing and maintaining on a continuous assessment basis realistic qualification requirements for promotion and transfer including knowledge, skills, aptitudes, personal characteristics and physical abilities derived from analyses of duties actually performed and the existing environmental factors.
5. Advice and assistance should be available to employees who are interested in developing themselves.
6. There should be a program for following up all placements. Such follow-ups should be used in effecting necessary job adjustments and in evaluating and improving standards and selection techniques.
7. More attention should be given to the way the workers themselves feel about the satisfaction they are seeking from their jobs realizing that the pay check and tangible job benefits are only a small part of the over-all needs that must be met by the management to create a high level of morale.
Personal needs such as participation, recognition, consultation, opportunity, security, and communication should be given importance by management since these needs are not always consciously felt or explicitly expressed.
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1959-01-01T00:00:00ZA study of the play interests and activities of third grade children in Iloilo City
https://hdl.handle.net/20.500.12852/2004
A study of the play interests and activities of third grade children in Iloilo City
Hiponia, Luz F.
Play appears to be a natural tendency among children and obviously should be closely connected with any system of education. Play is difficult to define. Misunderstanding of the true psychological nature of play activities undoubtedly accounts for many unwise parental and pedagogical practices, While there is no doubt that to be of recreational value to the organism, play should contain a definite element of spontaneity, it would be overly simple to conclude, therefore, that play activities should never be supervised.
In attempting to improve the child's social life, the elementary school needs to reckon with all other social groups or institutions. As far as possible, it should work with and seek to improve all these socializing agencies. Moreover, since the child is being molded by his out-of-school environment, only as the school vitalizes its environment can it effect desirable social changes in the pupils. Extensive group activities, including group play are essential. As Morgan says:
"All training in social adaptation must be by indirect teaching and never by preachments as to the value of acquiring friends. Play is the best way of effecting social contacts without the child being aware that he is adjusting to other children. In play the child learns to take for granted his cooperation with other children and in play he learns to understand them. Adjusting to other children is not presented to him as a virtue; it is all a part of the game. He detects the little things which are not socially acceptable, he sees when he has done a mean thing, and he learns to like the other children without any realization of what is happening to him. In team work he learns the pleasure of being necessary to the others. This is really the ideal way to learn to get along with people."
Play is an expression of the child's mental life. It is his way of learning through experimenting with his environment. Organization and problem-solving in play are correlated with mental development. In the early years, spontaneous play is the child's own way of self-education, since through play he learns skills, learns to use his environment purposefully, and works with the impressions he receives imaginatively and creatively.
Play unquestionably has many functions. In some cases it may represent sheer exuberance or "blowing off steam." Imaginative play may serve as an escape from reality, a means of vicarious experience. But, no matter what the form, through play the child gains experiences and does the thinking that he applies to problem-solving. His insights grow out of his knowledge and experience gained through play. Through play a child learns more than in any other way. He uses his body vigorously, thinks clearly and well in working out his problems, and is happily engaged in situations of his own planning.
Even in the later years of childhood, games and dramatic play have a unique role in giving the child skill and background. The teacher who capitalizes on the child's delight in spontaneous play will discover here a strong motive power to learning. The child's play will also reveal to the teacher his genuine concerns and interests, as well as his needs and problems.
The problem
Every school day a large number of primary school children come pouring out of school after classes in the morning and in the afternoon. What do they feel like doing? Most of them start to run about. They do not move very fast or dodge very well, but they shout and laugh and make a good deal of noise. Two or three children look on, seeming loath to quit the shelter of the railings where they happily lean. Why do these children not join in the fun? By and by a happy chattering guides one to the place where the girls are playing "house." They have set up some old newspapers to cover the space between the fence and the trunk of an old acacia tree. Why do the boys not give a second look at this "silly exercise" as they call it? These questions have prompted the investigator to make this study.
The purpose of this investigation was to find out the play interests of children from the ages of eight to twelve years. Undertaken at the same time was to attempt to discover the sex differences, the influence of the seasons, the environment, or the economic class, on the activities of these children. The following questions formed the basis for this study:
1. What are the interests of children from the ages of eight to twelve years? This is really the problem that has a considerable bearing on the ability of parents and teachers alike to understand their children. Almost everyone will agree that if you understand a child's play interests, you will understand better his needs. What, then, are the play interests of these children?
2. Do all children have the same play interests? Why do the boys call doll play a "silly exercise?" How do the play interests of boys differ from those of the girls?
3. There seem to be games played in some parts of Iloilo City which appear uninteresting to the children in other sections. Does environment have an. effect on the play interests of children?
4. There is also evidence that most games in our city are seasonal. How far is this true?
5. Are all play activities to be encouraged? What things do our children need so that they can enjoy their play better?
The significance of all this is that to understand children, one must be with them, when they are perfectly free to express themselves in any way they choose. Then one may not only observe what they do, but gain some insight into the motives that inspire them end the emotions they experience. One may watch character traits cropping out, developing as the children form wider social contacts. In other words, play, which is surely children's freely chosen activity, is one of the most fruitful fields for an absorbing study for those interested in children.
Introduction
1959-01-01T00:00:00Z