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Transcript of EDITED 4-5.docx
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Statement of the Problem
Specifically, this study seeks answers to the following questions:
1. What are the characteristics of the following:
1.1 Pupils1.1.1 Gender,1.1.2 Study Haits,1.1.! "ttitude towards #athe$atics,1.1.% Parents& 'ollow()p, and1.1.* "+ailaility of e-took
1.2 eachers1.2.1 "ge,1.2.2 Gender,1.2.! eaching /-perience,1.2.% "ttitude towards #0, and
1.2.* elated rainings Se$inars "ttended2. What are the respondents& le+el of using #0(#3/ instruction ased on:
2.1 4nstructional #aterials
2.2 Strategies!. What is the effect of using #0(#3/ instruction to the teaching of #ath as
regards to: !.1 "ddition, !.2 Sutraction,
!.! #ultiplication, and !.% 5i+ision%. What is the effect of using #0(#3/ instruction to pupils in learning
#athe$atics%.1 Pupils
%.1.1. Gender,%.1.2. Study Haits,%.1.! "ttitude towards #ath,%.1.% Parents& 'ollow(up, and%.1.* "+ailaility of e-took
%.2 eachers%.2.1 "ge,%.2.2 Gender,%.2.! eaching /-perience,%.2.% "ttitude towards #0, and%.2.* elated rainings Se$inars "ttended
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Hypothesis
Prole$s 1, and 2, are hypotheses 6 free.
7n the asis of prole$ !, the following null hypothesis was tested at
8.8* le+el of significance.
Ho1. here is no significant relationship of using #0(#3/ instruction to theteaching of #ath as regards to: "ddition, Sutraction, #ultiplication and 5i+ision.
Chapter 4
PRESENTATION, ANALYSIS AN INTERPRETATION O! ATA
his chapter deals with the presentation analysis and interpretation of data
fro$ 5istrict 4 , 5i+ision of /l Sal+ador 9ity. "$ong the eight schools are San
'rancisco de "sis, Hinigdaan /le$entary School, 0olisong /le$entary School,
alaaylaay /le$entary School, 9ogon /le$entary School, ionon
/le$entary School, 9ity 9entral School and Sinaloc /le$entary School.he data
shows the respondents status and contriutions for each school. he data gather
fro$ research instru$ents through questionnaire(checklist. hese instru$ents
were used to deter$ine the effect of teaching $athe$atics y using #0( #3/.
he data elow were otained fro$ the responses on questionnaire(
checklist answered y the respondents on the prole$s as follows:
Problem "#" $hat are the %hara%teristi%s of the p&pils in terms of'
1.1.1 Gender,1.1.2 Study Haits,
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1.1.! "ttitude towards #athe$atics,1.1.% Parents& 'ollow()p,
1.1.* "+ailaility of e-took and
1.1.; 3anguage )sed at Ho$e
Table "
istrib&tion of P&pil Respon(ents in Terms of )en(er
)en(er !re*&en%y Per%ent
#ale ;1 !;.*!
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'e$ale 18; ;!.%281!?"
large nu$er of literature on education of wo$en clearly suggest that
educating a wo$an is equal to educating a fa$ily and that wo$an are worth
training $ore than their counterparts, $en, in $any respects. Howe+er,
despite the fact that positi+e contriution of wo$en education to the econo$y
and society has long een known, education of wo$en in $any nations,
particularly in de+eloping countries, needs to attract $ore attention.
"ccording to prokelara .co$ >281*?, gender roles are defined y the
social cultural nor$s of any society. 4n $ost of the societies the fa$ily syste$s
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are ased on the gender roles and it is the pre(designed gender roles that help
$e$ers of the fa$ily to run the fa$ily with ound responsiilities.
Table +
istrib&tion of P&pil Respon(ents in Terms of St&(y Habits
St&(y Habits $eihte(
-ean
Stan(ar(
e.iation
/erbal
es%ription1. 4 do $y assign$ents regularly. 2.1% 8.!!@2 So$eti$es
2. 4 e-ert $ore efforts when 4 do
difficult assign$ents.
2.8< 8.2%AA So$eti$es
!. 4 spend $y +acant ti$e in doing
assign$ents.
2.@2 8.2;A< "lways
%.4 study $y lessons, e+en if 4 was
asent fro$ the class.
2.A; 8.!*1@ "lways
*. 4 study harder to i$pro+e $y
perfor$ance when 4 get low grades.
2.@2 8.2;A< "lways
;. 4 study and prepared for quiBBes
and tests.
2.@2 8.2;A< "lways
2.%A? +erally descried as always.
he highest $ean rating >2.@2? fall in ite$ >! # 4 spend $y +acant ti$e in doing
assign$ents.?, 4te$ >*. 4 study harder to i$pro+e $y perfor$ance when 4 get low
grades. 0and 4n 4te$ >;. 4 study and prepared for quiBBes and tests. 0, +erally
descried as always.
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7n the other hand, the lowest $ean rating >1.!*? falls in 4te$ >18. 4 ha+e a
specific place to study at ho$e. ?, +erally descried as ne+er.
he data in the highest $ean i$ply that >2.@2? +erally descried as
always
he data in the lowest $ean re+eal that >1.!*? +erally descried as
ne+er.
#any children in /le$entary School e-perience frustration and failure in
school. 4tDs not ecause they lack aility, ut ecause they do not ha+e adequate
study skills. Good study haits are i$portant for success in school now and
especially in the future. 3isted elow are few resources to assist you in
de+eloping the right study skills.
he highest weighted $ean is >2.@2? they spend ti$e in doing their
assign$ents and +eral description is always. he tale shows in the lowest
weighted $ean is that they don&t ha+e specific place to study their lessons and
the +eral description is ne+er.
Table 1
istrib&tion of the P&pil Respon(ents in Terms of Attit&(e To2ar(s -ath
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Attit&(e To2ar(s -athemati%s $eihte
( -ean
Stan(ar(
e.iatio
n
/erbal
es%ription
1. 4 lo+e to study this su=ect. 2.2; 8.%%1A So$eti$es2. 4 really en=oy this su=ect. 2.2; 8.%%1A So$eti$es
!.his su=ects de+elops Good reasoningaility. 2.!2 8.%2.1.@;? +erally descried as
ne+er.
ale %
istrib&tion of the P&pil Respon(ents in Terms of Parents !ollo2 3 &p
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Parents !ollo2 &p $EI)HTE
-EAN
STANAR
E/IATION
/ER5AL
ESCRIPTI
ON
1. #y parent talks to $y teacher
aout our ho$ework policies.
2.A% 8.!;A8 "lways
2. #y parents and 4 agree to set ti$eto do ho$ework e+ery day.
2.28 8.!@@% So$eti$es
!. #y parents $ake sure that
$aterials needed to do assign$ents
are co$plete and a+ailale.
2.1! 8.!!@2 So$eti$es
%. #y parents guide $e in answering
$y assign$ents.
2.8< 8.2%AA So$eti$es
*. #y parents super+ise $y
ho$ework and study ti$e.
2.1! 8.!!@2 So$eti$es
;. #y parents li$it E +iewing when 4$ake $y assign$ents.
2.1< 8.!!@2 So$eti$es
2.A%? falls in ite$ >1 # #y
parent talks to $y teacher aout our ho$ework policies, +erally descried as
always.
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7n the other hand, the lowest $ean rating >1.%@? falls in 4te$ >18.?,
+erally descried as ne+er.
he data in the highest $ean i$ply that >2.A%? +erally descried as
always. he data in the lowest $ean re+eal that >1.%@? +erally descried as
ne+er.
Table 6
istrib&tion of the P&pil Respon(ents in Terms of a.ailability of Te7tboo8
A.ailability of Te7tboo8 $eihte(
-ean
Stan(ar(
e.iation
/erbal
es%ription
1. #y teacher pro+ides $e ooks
that are related to #ath.
2.2; 8.A1!A So$eti$es
2. #y parents uy ooks in $ath
for $y own use
.
2.*< 8.
%. #y teacher gi+es us so$e
ooks that are useful to us.
2.%% 8.;1;* "lways
*. #y teacher orrows ooks when
we get low score in $ath.
2.11 8.
7+erall 2.%A 8.*A8@ "lways
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he ale shows the distriution of the pupil respondents in ter$s of
a+ailaility of te-took.
"s to a+ailaility of te-took, the o+erall $ean >2.%A? +erally descried
as always. he highest $ean rating >2.@!? falls in ite$ >!##y teacher pro+ides
$e of any $aterials that are related to $ath. ?,+erally descried as always.
7n the other hand, the lowest $ean rating >2.11? falls in 4te$ >*. #y
teacher orrow ooks when we get low score in $ath.?, +erally descried as
so$eti$es.
he data in the highest $ean i$ply that >2.%A? descried as always.he
data in the lowest $ean re+eal that >2.11? descried as ne+er.
PRO5LE- +' What are the characteristics of the eachers as to "ge, Gender,and eaching /-perience, "ttitude towards #0, and elated rainings Se$inars "ttended
TA5LE 9
istrib&tion of the Tea%hers Respon(entsin Terms of Ae
Ae !re*&en%y Per%ent
3ess than !8 and elow ! 2*.8
!1 6 %8 ! 2*.8
%1( *8 ! 2*.8
"o+e *8 ! 2*.8
otal 12 188.8
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ale 2 presents the characteristics of the teachers as to age the
tale shows that according to age that $ost of the teachers are ha+ing equal
age. 3ess than !8 and elow has a frequency of ! and 2*.8 Percent. "ge !1 6
%8 frequency with frequency of ! and 2*.8 Percent. "ge %1( *8 frequency of !
and 2*.8 Percent. "o+e *8 has frequency of ! and has a Percent of 2*.8 and
total of 12 and has a Percent of 188.8
"s shown on age, there is e+en distriution into each age
le+els, with all in >! or 2*.8F?.
Table :
istrib&tion of the Tea%hers Respon(entsin Terms of )en(er
)en(er !re*&en%y Per%ent
'e$ales 12 188.8
otal 12 188.8
ale < shows the eachers espondents in er$s of Gender. he
tale show that all are fe$ale respondents.
4n gender, all >12 or 188.8F? are fe$ales. he data re+ealed that
fe$ales do$inated the sa$ples.
ale A
istrib&tion of the Tea%hers Respon(entsin Terms of Tea%hin E7perien%e
Tea%hin E7perien%e !re*&en%y Per%ent
1(* years ! 2*.88
;(18 years 1 A.!!
11(1* years ! 2*.88
1;(28 years 1 A.!!
21 years and ao+e % !!.!!
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otal 12 188.8
ale A shows the eaching /-perience With regards to teaching
e-perience the $a=ority >% or !!.!F? on 21 years and ao+e, and a +ery few >1 or
A.!!F? on ;(18 years, and 1;(28 years. he data re+ealed that $ost of the
respondents ha+e een teaching within 21 years and ao+e.
"ccording to the data $ost of the teacher respondent is already
e-perienced in ter$s of teaching e-perience than ;(18 years and 1;(28 years.
Table ;
istrib&tion of the Tea%hers Respon(ents
in Terms of Attit&(e To2ar(s -T5
Attit&(e To2ar(s
-T5
$eihte( -ean Stan(ar( e.iation /erbal es%ription
1. #y pupils can
understand easily in
#0.
2.2; 8.A1!A So$eti$es
2. #y pupils can
answer y using
#0.
2.*< 8.
%. #y pupils can
co$prehend the
lessons.
2.%% 8.;1;* "lways
*. #y pupils can
understand #0 than
in 'ilipino.
2.11 8.
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18. #y pupils 4s
updated with present
trends in #0.
2.;; 8.%2.2A? +erally descried as
so$eti$es. he highest $ean >2.@!? falls in ite$ >!.#y pupils can get high
Scores in $ath.?, +erally descried as always. 7n the other hand, the lowest
$ean >2.11? falls in ite$ >*. #y pupils can understand #0 than in 'ilipino.?,
+erally descried as so$eti$es.
he data in the highest $ean i$ply that >2.@!? +erally descried as
always. he data in the lowest $ean re+eal that >2.11? +erally descried as
ne+er.
Table " Le.el of @sin -T5-LE Instr&%tion 5ase(on Instr&%tional -aterials s&%h as !lash%ar(s
A# !LASHCARS $EI)HTE
-EAN
STANAR
E/IATION
/ER5AL
ESCRIPTION
1. 'lashcards is i$portant for
reading re$ediation.
2.A! 8.!A@8 "lways
2. he pupils can easily sol+e
$ath y showing nu$ers.
2.@A 8.21@8 "lways
!. #y pupils can read easily
through flash cards.
2.;* 8.%@28 "lways
%. 4t is easy for the$ to sol+e y
showing flashcards.
2.;< 8.%@21 "lways
*.#y pupils easily read the words
y showing flashcards.
2.;; 8.%@22 "lways
7+erall 2.2.2.@A? falls in ite$ >2 the pupils
can easily sol+e $ath y showing nu$ers.?, +erally descried as always.
7n the other hand, the lowest $ean rating >2.;*? falls in 4te$ >!. #y pupils
can read easily through flash cards.?, +erally descried as always.
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he data in the highest $ean i$ply that >2.@A? +erally descried as
always.
he data in the lowest $ean re+eal that >2.;*? +erally descried as alway
Table "+Respon(ents> Le.el of @sin -T5-LE Instr&%tion 5ase(
on Instr&%tional -aterials s&%h as Pi%t&res
5#PICT@RES $EI)HTE
-EAN
STANAR
E/IATION
/ER5AL
ESCRIPTION
1. he teacher can pro+ide
$aterials for the
lesson.
2.A1 8.!A@8 "lways
2. he teacher can pro+ide
pictures in teaching $ath.
2.A2 8.!A@1 "lways
!. he teacher can pro+ide +isual
aids.
2.A! 8.!A@2 "lways
%. #y pupils can easily identify
the picture that 4 used.
2.@< 8.22A< "lways
6# hey will understand $y
lesson will.
2.;< 8.%@28 "lways
7+erall 2.A2 8.!
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7n the other hand, the lowest $ean rating >2.;
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he data in the highest $ean i$ply that there is effecti+eness in teaching
the real o=ect it is +erally descried as always. he data in the lowest $ean
re+eal that $ost of the teacher did not used $anipulati+e toys in teaching
$athe$atics.
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TA5LE "4
RESPONENTS> LE/EL O! @SIN) -T5-LE INSTR@CTION 5ASE ON
STRATE)IES S@CH AS CASE ST@Y
A# CASE ST@Y $EI)HTE
-EAN
STANAR
E/IATION
/ER5AL
ESCRIPTIO
N
1. eacher used situation that is related to
pupils.
2.*8 8.*228 "lways
2. each students with different acade$ic
ailities.
2.*1 8.*2!8 "lways
!. Willing to teach pupils with special
needs>e .g hearing, +ision, speech
ailities?
2.*2 8.*2%8 "lways
%. he teacher let her pupils to do their
task assigned.
2.@* 8.228@ "lways
*. he teacher let students work
indi+idually.
2.;< 8.%@28 "lways
7+erall 2.;! 8.!*1* "lways
ale 1% presents the respondents& le+el of using #0(#3/ instruction
ased on strategies such as case study.
"s shown on case study, the o+erall $ean >2.;!? +erally descried as
always. he highest $ean rating >2.@*? falls in ite$ >% #he teacher let her pupils
to do their task assigned ?, +erally descried as always.
7n the other hand, the lowest $ean rating >2.*8? falls in 4te$ >1. eacher
used situation that is related to pupils?, +erally descried as always.
he data in the highest $ean i$ply that there is effecti+eness in their task
assigned y the teacher.
he data in the lowest $ean re+eal that that so$e of the teachers did not
used situations that are related to pupils.
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Table "6
RESPONENTS> LE/EL O! @SIN) -T5-LE INSTR@CTION 5ASEON STRATE)IES S@CH AS COOPERATI/E LEARNIN)
5# COOPERATI/E LEARNIN) $EI)HTE
-EAN
STANAR
E/IATION
/ER5AL
ESCRIPTIO
N
1. 4 let $y students e-plain using
thinking process.
2.1< 8.!A@ So$eti$es
2. 4 let $y pupils do practical work. 2.1A 8.!@8 So$eti$es
!. 5id you gi+e ti$e for your
students to render group report
2.1@ 8.!@1 So$eti$es
%. 5id you super+ise your pupils
when they grouped for report
2.*8 8.*22 "lways
*. 5oes your pupils cooperate their
groups
2.*1 8.*2! "lways
7+erall 2.!1 8.%*;!A So$eti$es
ale 1* presents the respondents& le+el of using #0(#3/ instruction
ased on strategies such as case study, cooperati+e learning, and rain
stor$ing.
4n ter$s of cooperati+e learning, the o+erall $ean >2.!1? +erally
descried as so$eti$es. he highest $ean rating >2.*1? falls in ite$ >*. 5oes
your pupils cooperate their groups?, +erally descried as always.
7n the other hand, the lowest $ean rating >2.1
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he data in the lowest $ean re+eal that so$e of the teachers did not let
their students e-plain using thinking process.
Table "9
RESPONENTS> LE/EL O! @SIN) -T5-LE INSTR@CTION 5ASEON STRATE)IES S@CH AS 5RAIN STOR-IN)
C# 5RAIN STOR-IN) $EI)HTE
-EAN
STANAR
E/IATION
/ER5AL
ESCRIPTIO
N
1. How often do you ask students
to e-plain the reasoning ehind the
idea
2.*8 8.*2% "lways
2. How often they represent and
analyBe relationships usingaddition, sutraction, $ultiplication
and di+ision.
2.*1 8.*2* "lways
!he teacher $oti+ate her pupils. 2.@8 8.28A< "lways
%. he teacher gi+es sol+ing
prole$s to the pupils.
2.*2 8.*2* "lways
*. he teacher let the pupils
$e$oriBe $ultiplication tale.
2.;< 8.%@2 "lways
7+erall 2.;* 8.%*%@ "lways
ale 1; presents the respondents& le+el of using #0(#3/ instruction
ased on strategies such as rain stor$ing.
4n ter$s of rain stor$ing, the o+erall $ean >2.;*? +erally descried as
always. he highest $ean rating >2.@8? falls in ite$ >!#he teacher $oti+ate her
pupils0, +erally descried as always.
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7n the other hand, the lowest $ean rating >2.*8? falls in 4te$ >1 .How
often do you ask students to e-plain the reasoning ehind the idea?, +erally
descried as always.
he data in the highest $ean i$ply that $ost of the teachers $oti+ate
their students.
he data in the lowest $ean re+eal that so$e of the teachers did not let
their students to e-plain the reason ehind the idea.
PRO5LE- 1# $hat is the effe%t of &sin -T5-LE instr&%tion to thetea%hin of -ath as rear(s to' A((ition, S&btra%tion, -<ipli%ation an(i.ision?
TA5LE ":
E!!ECT O! @SIN) -T5-LE INSTR@CTION TO THE TEACHIN) O!-ATHE-ATICS AS RE)ARS TO AITION, S@5TRACTION,
-@LTIPLICATION AN I/ISION
E!!ECT O! @SIN) -T5-LE INSTR@CTION TO THE
TEACHIN) O! -ATHE-ATICS
TEACHIN) O!
-ATHE-ATIC
S
CORRELATIO
N
COE!ICIENTS
PRO5A5ILITY
=LE/EL O!
SI)NI!ICANC
E
RELATIONSHI
P
ECISION
ON Ho'
"ddition 8.AA< 8.888 Eery High SignificantSutraction 8.;
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"s shown, a +ery high positi+e relationship e-isted etween the effects of
using #0(#3/ instruction to the teaching of #athe$atics with addition >8.AA
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"ttitude
towards
#athe$atics
8.;!2 8.82< #oderate Significant
Parents&
'ollow()p
8.;C? or "99/P Cot Significant
ale 1A presents the effect of using #0(#3/ instruction to pupils in
learning #athe$atics in ter$s of gender, study haits, attitude towards
#athe$atics, parents& follow(up, and a+ailaility of te-took.
"s shown, $oderate positi+e relationship e-isted etween the effect of
using #0(#3/ instruction to pupils in learning #athe$atics with a+ailaility of
te-took >8.;
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PRO5LE- 4#+ $hat is the effe%t of &sin -T5-LE instr&%tion to Tea%hersin terms of Ae, )en(er, Tea%hin E7perien%e, Attit&(e to2ar(s -T5, an(Relate( Trainins = Seminars Atten(e(?
TA5LE ";
E!!ECT O! @SIN) -T5-LE INSTR@CTION TO TEACHERS IN TER-S O!A)E, )ENER, TEACHIN) EDPERIENCE, ATTIT@E TO$ARS -T5, AN
RELATE TRAININ)S = SE-INARS ATTENE
E!!ECT O! @SIN) -T5-LE INSTR@CTION TO TEACHERSTEACHERS
CORRELATIO
N
COE!ICIENTS
PRO5A5ILITY
=LE/EL O!
SI)NI!ICANC
E
RELATIONSHI
P
ECISION
ON Ho'
"ge 8.? or C7 "99/P Significant.8; and up 6 Cot e=ect >C? or "99/P Cot Significant
ale < shows the effect of using #0(#3/ instruction to teachers in
ter$s of age, gender, teaching e-perience, attitude towards #0, and related
trainings se$inars attended.
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"s shown, +ery high positi+e relationship e-isted etween the effect of
using #0(#3/ instruction to teachers with attitude towards #0 >8.@A2?,
closely followed y teaching e-perience >8.@;%?, and related trainings se$inars
attended with >8.@1!?.
he findings i$ply that ased fro$ the findings of the pre+iously
conducted studies that there is a significant effect of using #0(#3/ instruction
to teachers with attitude towards #0.
4n addition, high positi+e relationships e-isted etween the effects of using
#0 to teachers with age with >.8
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CHAPTER 6
S@--ARY, !ININ)S, CONCL@SIONS, AN RECO--ENATIONS
his chapter presents the su$$ary, findings, conclusions, and
reco$$endations. his chapter is the su$$ary of the study of the researchers
#0(#3/ instruction and its effect on teaching and learning $athe$atics on the
ases of the findings and conclusions.
S&mmary
he study entitled I#0 ( #3/ 4CS)947C "C5 4S /''/9 7C
/"9H4CG "C5 3/"C4CG #"H/#"49S. Was conduced in eight schools
in district 4 of /l Sal+ador 9ity. his study utiliBed the hand($ade test. he hand(
$ade (test was design to the #0 6#3/ instruction and its effect teaching and
learning $athe$atics. his design is used when $aking a study to know the
effect of teaching and learning $athe$atics,. he questionnaires will e the $ain
tool in the data gathering. he instru$ent was a hand($ade test and undergone
the test of +alidity and reliaility. he respondents of the study were the 1;H#9? should handle
se$inar to the teachers with regards to the i$portance of using #0 6
#3/instruction.
!.? " follow(up study will e encouraged to $onitor the use of #0(#3/
to the students.
%.? he teacher should ha+e a se$inar aout instructional $aterials in
teaching $athe$atics.
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ACNO$LE)E-ENT
he researcher e-presses her profoundest thanks to all personnel who in
one way or another who ha+e shared their knowledge and e-pertise to $ake this
research successful.
5r. "l$a . Gurrea, he researcher&s ad+iser and $entor as well, for the
constant guidance, patience in e+ery part of this work. for sharing $e in her est
of e-pertise to finish this work and to eco$e successful.
5r. "l$a . Gurrea, 5irector, 4nstitute of Professional and Graduate
Studies 979 PH4C#" for her inspiring words, encourage$ents and for always
eing their to ha+e ti$e in helping $e.
he Panel of /-a$iners 5r. 9ar$elita 7. /lanuena, 5r. /strella S.
'erenal, and 5r. Pepa E. Pontillas, sharing their ti$e in full e-a$inations of this
work and re$arkale co$$ents, $otherly, sharing their e-pertise and
suggestions on its i$pro+e$ent of this study.
5r. 3ina 9.0e=iga and Gene+ie+e /. 3usterio for their words of
encourage$ent to pursue graduate studies.
Her School 5i+ision Superintendent 5r. 9ora . "sa for the appro+al
and enlighten$ent on the ad$inistration of the study all schools in 5istrict 4.
Her School "d$inistrator 9harlotte J. Ktang, for inspiring $e to study
$asters degree.
he grade two teachers of 5istrict 4 who offered and support to conduct
the test.
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o her 'a$ily, her lo+ale husand 9ecilo 0. Sa$son for his financial
full support to her study and let her inspired. Her one and only son Gelryan .
Sa$son who $ake her inspired, Her aunt and cousin lefe '. Eal$ores who help
her thesis successful.
"o+e all to the "l$ighty God for all the lessings, that $ade this
research work possile.