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Makabayan integrative thematic approach as perceived by subject teachers and its implications to teaching / Lazaro P. Torres, Jr. 6

By: Torres, Lazaro P. 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 28 cm. xiii, 119 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Action note: In: Summary: ABSTRACT: The ultimate concern of this was to analyze the perceptions to Makabayan Integrative Thematic Approach by subject teachers in four selected public secondary schools in Pasig City and the implications that can be derived from the findings. The method used in this study was descriptive method. It utilized perception questionnaire, interview guide and teaching-learning observation guide for survey. The four schools involved in this study were Rizal High School, Pinagbuhatan High School, Eusebio High School and Sagad High School. One hundred two teachers of Rizal High School were 50% randomly stratified, whereas one hundred percent of teachers in Pinagbuhatan, Eusebio and Sagad High Schools were used as respondents. The total number of respondents in the three schools were 126. The total number of teacher-respondents were 228. The teacher-respondents were teachers of Social Studies (AP) and Values Education (EP), Technology and Livelihood (TLE) and Music, Arts, Physical Education and Health (MAPEH). After the data were gathered, tallied, computed and interpreted, it was revealed that the perceptions of Makabayan subject teachers in the four selected public secondary schools in Pasig City was satisfactory on re-clustering and modes of teaching. In contrast it was moderately satisfactory in curriculum support system. On the other hand, the perceptions of subject teachers was moderately effective on integrative thematic approach, competency in teaching and strategies in evaluating. In general, the perceptions on instructional requirements and practices were serious to some extent. There was significant mean difference in the perceptions in terms of reclustering and curriculum support system. Contrarily, there was no significant mean difference in modes of teaching and on problems in instructional requirements. On the other hand, there was significant mean difference in integrative thematic approach, teaching competency and on problems in instructional practices. In contrast, there was no significant mean difference in evaluation strategies. The findings of this study were used to derive significant implications to teaching. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2805 .T67 2006 (Browse shelf)	Available		G640
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2805 .T67 2006 (Browse shelf)	Available		G641

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Previous	LB 2805 .T48 1988 A comparative analysis of the civics curricula of the Technological University of the Philippines Laboratory High School and the Yokohama National Attached Junior High School SY 1985-1986 /	LB 2805 .T67 2000 The status and prospects of basic accounting instruction to tourism and hotel and restaurant management students as perceived by accounting professors in selected schools in Metro Manila /	LB 2805 .T67 2000 The status and prospects of basic accounting instruction to tourism and hotel and restaurant management students as perceived by accounting professors in selected schools in Metro Manila /	LB 2805 .T67 2006 Makabayan integrative thematic approach as perceived by subject teachers and its implications to teaching /	LB 2805 .T67 2006 Makabayan integrative thematic approach as perceived by subject teachers and its implications to teaching /	LB 2805 .T75 2006 The relationship of personality adjustment patterns of single parents and the self concept of preschoolers: basis for classroom management strategies /	LB 2805 .T75 2006 The relationship of personality adjustment patterns of single parents and the self concept of preschoolers: basis for classroom management strategies /	Next

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2006.;A thesis presented to the Graduate School of Arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration. 56

ABSTRACT: The ultimate concern of this was to analyze the perceptions to Makabayan Integrative Thematic Approach by subject teachers in four selected public secondary schools in Pasig City and the implications that can be derived from the findings. The method used in this study was descriptive method. It utilized perception questionnaire, interview guide and teaching-learning observation guide for survey. The four schools involved in this study were Rizal High School, Pinagbuhatan High School, Eusebio High School and Sagad High School. One hundred two teachers of Rizal High School were 50% randomly stratified, whereas one hundred percent of teachers in Pinagbuhatan, Eusebio and Sagad High Schools were used as respondents. The total number of respondents in the three schools were 126. The total number of teacher-respondents were 228. The teacher-respondents were teachers of Social Studies (AP) and Values Education (EP), Technology and Livelihood (TLE) and Music, Arts, Physical Education and Health (MAPEH). After the data were gathered, tallied, computed and interpreted, it was revealed that the perceptions of Makabayan subject teachers in the four selected public secondary schools in Pasig City was satisfactory on re-clustering and modes of teaching. In contrast it was moderately satisfactory in curriculum support system. On the other hand, the perceptions of subject teachers was moderately effective on integrative thematic approach, competency in teaching and strategies in evaluating. In general, the perceptions on instructional requirements and practices were serious to some extent. There was significant mean difference in the perceptions in terms of reclustering and curriculum support system. Contrarily, there was no significant mean difference in modes of teaching and on problems in instructional requirements. On the other hand, there was significant mean difference in integrative thematic approach, teaching competency and on problems in instructional practices. In contrast, there was no significant mean difference in evaluation strategies. The findings of this study were used to derive significant implications to teaching.

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