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_aAchondo, Lara Marie B.; King, Loise Agatha R.; Malenab, Katherine Mae A. and San Juan, Mariah Pilar S.
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_aThe psychosocial effects of homogeneous and heterogeneous sectioning and its impact to the academic competitiveness of students /
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_cAchondo, Lara Marie B.; King, Loise Agatha R.; Malenab, Katherine Mae A. and San Juan, Mariah Pilar S.
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_cOctober 2016.46
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_c28 cm.
_a68 pp.
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_atext
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_aunmediated
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_aUndergraduate Thesis: (Bachelor of Secondary Education Major in Social Studies) - Pamantasan ng Lungsod ng Maynila, 2016.
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_aABSTRACT: Student sectioning is an essential part in molding the classroom environment. Sectioning itself provides benefits for the students academic and non-academic performance. However, individual differences are also affected by the classroom environment. These differences may have been products of the psychosocial effects of the sectioning of the students because being in a section makes them part of a group which can affect their confidence, morale, and even their self-value. Sectioning is an inevitable force that is part of the learning environment. The researchers decided to undergo this study because as future educators, they felt the urge to know more about the psychosocial effects of homogeneous and heterogeneous sectioning to students. Sectioning is an inevitable force that is part of the learning environment. Studying the factors that sectioning creates, the researchers, just like other educators, realize that awareness may be raised about these psychosocial factors and how they affect the academic competitiveness of the students. Moreover, learning more about the things help in the quality that the teachers may be consider. Thus the aforementioned statements contribute to the reasons why they choose to study this endeavor. To achieve the purpose of the study, a total of 128 respondents representing heterogeneous and 128 respondents from homogeneous sectioning of the students. To further complement the study. To gather relevant data and information, a modified questionnaire based on the ideas from the books and internet resources were culled and modified to suit the questionnaire. This was properly validated by researcher practitioners and was employed as the main data gathering instrument to measure the significant difference of the psychosocial effects of homogeneous and heterogeneous to the students. Furthermore to supplement the data generated by the questionnaire, structured interview and observations were also facilitated for the students and teachers.
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