Floresta, Chona P. 4 0
Learning competencies in Araling panlipunan and Quipper school towards creating a remedial program / 6 6 Chona P. Floresta. - - - x, 133 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2018.;A master's thesis presented to the faculty of the College of Education, Graduate Program in partial fulfillment of the requirements for the degree of Master of Arts in Education major in Educational Administration.
5
ABSTRACT: The Department of Education, as stipulated in the Division Order 27 s. 2005 Remedial Instruction Programs in High School, is mandating all public high schools to organize and provide remedial instruction programs to increase the chances that all their students complete high school with sufficient mastery of its coverage. Each school is requiring to organize and provide a remedial instruction in Science, English, AP, and Math in addition to regular classes in these critical subjects. The respondents of the study were the sixty (60) grade 7 students in Araling Panlipunan of Camarin High School in the Academic Year 2017-2018. The researcher employed the quasi-experimental design in this study as stated by Gasparrini and Bernal (2015). All respondents before the remedial class intervention scored poorly in the examination both in the traditional method and Quipper School intervention. Majority of the students scored higher and passed the post test after the remedial class. The Quipper School intervention group performed greater than that of the Traditional method group. Among the competencies for both traditional and Quipper the competency about Nasusuri and paghubog at pag unlad ng kalikasan ng mga pamayanan at estado has rank the highest which means that after the remedial class, This is the competency where majority of the students improve. Findings show that there is no significant difference in the learning competencies of the respondents both in the traditional and quipper school intervention. The result of P - value for both the Traditional (0. 116) and Quipper School (0.109) were both more than the significance level of 0.05, therefore, there is no significant difference in the learning competencies of the respondents based on the pre-test and post-test. Also, there is no significant difference in the learning competencies of the respondents based on the posttest utilization both in the traditional and Quipper School. Thus, using any of the method works well in students who are part of any remedial program. Thus, the researcher recommended that school administrators should take part in conducting remedial classes and crafting remedial program in each subject area involved with educational technology in order to revolutionize the teaching and learning culture.
5
2 = =
2
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6 --0-- 2 --------
0 2 --
--20------
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--------20--
----2
/ 2
/ 2
/
/
Learning competencies in Araling panlipunan and Quipper school towards creating a remedial program / 6 6 Chona P. Floresta. - - - x, 133 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2018.;A master's thesis presented to the faculty of the College of Education, Graduate Program in partial fulfillment of the requirements for the degree of Master of Arts in Education major in Educational Administration.
5
ABSTRACT: The Department of Education, as stipulated in the Division Order 27 s. 2005 Remedial Instruction Programs in High School, is mandating all public high schools to organize and provide remedial instruction programs to increase the chances that all their students complete high school with sufficient mastery of its coverage. Each school is requiring to organize and provide a remedial instruction in Science, English, AP, and Math in addition to regular classes in these critical subjects. The respondents of the study were the sixty (60) grade 7 students in Araling Panlipunan of Camarin High School in the Academic Year 2017-2018. The researcher employed the quasi-experimental design in this study as stated by Gasparrini and Bernal (2015). All respondents before the remedial class intervention scored poorly in the examination both in the traditional method and Quipper School intervention. Majority of the students scored higher and passed the post test after the remedial class. The Quipper School intervention group performed greater than that of the Traditional method group. Among the competencies for both traditional and Quipper the competency about Nasusuri and paghubog at pag unlad ng kalikasan ng mga pamayanan at estado has rank the highest which means that after the remedial class, This is the competency where majority of the students improve. Findings show that there is no significant difference in the learning competencies of the respondents both in the traditional and quipper school intervention. The result of P - value for both the Traditional (0. 116) and Quipper School (0.109) were both more than the significance level of 0.05, therefore, there is no significant difference in the learning competencies of the respondents based on the pre-test and post-test. Also, there is no significant difference in the learning competencies of the respondents based on the posttest utilization both in the traditional and Quipper School. Thus, using any of the method works well in students who are part of any remedial program. Thus, the researcher recommended that school administrators should take part in conducting remedial classes and crafting remedial program in each subject area involved with educational technology in order to revolutionize the teaching and learning culture.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/