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2 2016 therefore an assessment of some best practices in the implementation of MTBI will certainly contribute to the improvement of the program implementation. This study specifically aims to identify the strategies used by the teachers in the MTBI; determine the reading skills of the learners in terms of reading fluency, listening skills and comprehension skills; and correlates the extent of teachers' implementation of MTBI strategies and the learners' reading proficiency.

4 Results and Discussion

  • Use-of-Imagination Strategy The use-of-imagination strategy has
  • Strategy for Cognitively Challenged
  • Team-Building Strategy
  • Use of Teacher-Made Instructional Materials (IMs)
  • Translating L1 to L2 and Vice Versa
  • Listening with Mother Tongue (MT)
  • Reading Mother Tongue
  • Reading Proficiency in Mother Tongue (MT)
  • Correlation Between Extent of MTBI Strategies and Reading Proficiency

This is one of the challenges that the teachers were confronted with in the implementation of MTB-MLE. What makes this strategy challenging is the actual use of technology in the preparation of the IMs.

Fig  6  shows  the  four  (4)  practices  implemented  in  reading MT.  It is worth noting that reading Visayan sight  words  was  highly  manifested  (mean  =  3.27)  along  with  reading Visayan  short  stories  (mean  =  2.77)  and  reading  Visayan  ne
Fig 6 shows the four (4) practices implemented in reading MT. It is worth noting that reading Visayan sight words was highly manifested (mean = 3.27) along with reading Visayan short stories (mean = 2.77) and reading Visayan ne

5 Conclusions

2 2016 presented technical skills approach literacy and language learning made very little use of the children's funds of knowledge. Consequently, teachers should be exposed to the use of interactive writing and reading aloud to develop children's print knowledge-left-to-right direction. Furthermore, teachers must explicitly teach vocabulary in an integrated, meaningful way and in the context of everyday experiences.

Conflict of Interests

In terms of use during planned read-alouds, for example, teachers should highlight vocabulary words and discuss the book character's thinking, feelings, and actions. Children learn the meaning of most words indirectly, through everyday experiences with oral and written language (Parker, et al., 2000).

6 References

The game: Linguistic diversity, linguistic human rights and mother tongue based multilingual education or linguistic genocide, crimes against humanity and an even faster destruction of biodiversity and our planet. Investigating Best Practice in MTB-MLE in the Philippines MTB-MLE: Phase 1 Progress Report; Strategies and challenges in MTB-MLE implementation in the early years. The effectiveness of the strategic intervention material (SIM) to the achievement in physics of a selected group of public schools.

The Efficacy of the Strategic Intervention Materials (SIM) to the Achievement in Physics of a Selected Group of Public School

Students in Las Nieves, Agusan del Norte

ABSTRACT

1 Introduction

In the SISS, the Philippines ranked near the bottom of the list of seventeen (17) nations that participated in this large-scale assessment of educational achievement. The Philippines ranked third and fourth to last in the list of nations in TIMSS 1999 and 2003 respectively. In the 1999-2000 National Elementary Achievement Test (NEAT), Filipino students answered less than 50% of the science questions correctly (48.61%).

2 Theoretical/Conceptual Framework

It is for this reason that the researcher begins with the development of strategic intervention materials in physics in order to improve learning and correct the least learned or mastered skills of the students. It is assumed that learning is socially constructed from the interactions between the students' innate tendencies and aptitudes and the social context in which the students live. If learning is a personal process, the students are in the best position to measure his/her progress against the benchmark.

3 Statement of the Problem

Null Hypotheses

Psychologist Vygotzky emphasizes that learning is influenced by social influences; therefore suggested the interactive process in learning. Ormrod (2000) stated that a specific strategy that can help develop conceptual understanding in students is the use of authentic activities in which the teacher should incorporate their learning into real-world activities. This was reinforced by Aristotle who said that "What we have to learn to do, we learn by doing".

4 Materials and Methods

A separate instrument was used for the qualitative assessment of the experts of the proposed SIM. Pre-tests and post-tests of the same content were given to the selected group of fourth-year students. Content of the SIM (whether the content is relevant to advance the objectives of the entire SIM); Illustrations (whether the diagrams are attractive and helped to capture students' attention); Learning tasks (whether the tasks are motivating, interesting, challenging and easy to do); Applications (whether the questions and instructions are understandable for the level of the students); and Evaluation, and Instructional Approach (whether the material matches the thinking level of the learners).

Fig 1. The five phases of the ADDIE Model                                  Fig 2. Steps in the Making of SIM
Fig 1. The five phases of the ADDIE Model Fig 2. Steps in the Making of SIM

5 Results and Discussion

Level of previous vs. post knowledge for fourth-year high school students in physics. Results of the T-test on the students' pretest and posttest scores with respect to the ten areas of physics. On the other hand, the relationship between pretest and posttest in physics does not remain significant despite controlling for the pretest in mathematics.

Fig 3.  Correlation Analysis of the Pretest Scores in Mathematics, and Pretest and Posttest in Physics
Fig 3. Correlation Analysis of the Pretest Scores in Mathematics, and Pretest and Posttest in Physics

6 Conclusion

This implies that students who achieved low scores in mathematics in the pre-test (consequently low scores in physics pre-test) achieved high scores in the post-test in physics. Analysis further showed that the correlation between the students' pre-test scores in Physics and their post-test scores in Physics is not significant; that is, pretest performance does not determine posttest performance in Physics. These results imply that the increase in achievement in physics is highly determined by the introduction of SIM in the class and not by the remediation in mathematics.

7 References

After the introduction of SIM, physics performance improved to 'very satisfactory.' It is worth noting that the correlation (Table 5) between students' performance in mathematics and physics is significant at α = 5%, but negative. 2004) TIMSS 2003 International Science Report, TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, USA. The State of High School Physics in the Philippines: Recent Developments and Remaining Challenges for Substantial Improvement.

Mathematical Foundations and Board Examinations Performance: A Case of Caraga State University

2 2016 studied the relationship between the mathematical foundations and the board examination of the graduates of selected programs to determine the importance of this factor and the impact it had on the performance of the graduates in their respective board examinations. The main purpose of this study was to determine the effect of the mathematical foundations among selected programs in the Caraga State University as a basis for the performance in the board examination result. Specifically, this study envisioned to answer the problem if there was a significant relationship between mathematical foundations and board examination performance of the graduates.

2 Materials and Methods

Mathematics has always been considered one of the essential skills that students need to successfully complete a university education (Lee & Lee, 2009). This study attempted to analyze the success of graduates in the board examination among selected programs at the State University of Caraga based on the Mathematical Foundation. Frequency and percentage were used to describe the profile in the graduate degree program as well as the year of graduation.

3 Results and Discussions

Analysis of the data in terms of the Board Exam Performance and Mathematics Foundations using the Logistic Regression Analysis test. The second independent variable that has a significant relationship of the board exam result is the level of mathematics (University). The total units in mathematics and in College/Advanced Algebra do not significantly affect the performance of the board exam result.

Table 3 shows that all of the independent variables are significant to the dependent variable which is the  college having a p-value less than the specified value of the level of significance
Table 3 shows that all of the independent variables are significant to the dependent variable which is the college having a p-value less than the specified value of the level of significance

4 Conclusions and Recommendations

As the board exam does not require higher knowledge in mathematics and it requires only the basic skills and analytical skills to solve word problems. According to the study, a student does not need university level mathematics to pass the board exams. One of the reasons is that the board exam does not necessarily include higher level maths or university level maths such as continuity.

Philippines

One of the main issues and concerns that arise in this situation is poor student achievement. They complain that their students are not interested in the subject, especially Araling Panlipunan or Social Studies. This is also supported by Schug et al. 1984) and Shaughnessy and Haladyan (1985) perceive social studies as boring among their students.

2 Statement of the Problem

They stand at the interface of transmitting knowledge, values ​​and skills in the learning process through the teaching strategies they use in the classroom. This is especially prevalent in social studies classrooms in which students perceive social studies as boring (Schug, Todd, & Berry, 1984; Shaughnessy &. Seeing the Problems intervention is needed to address the problems encountered in teaching social studies.

3 Theoretical Framework of the Study

The level of achievement of students in school depends on the degree of effectiveness of the instructional strategies used by the teacher. Whereas the traditional lecture input method provides only about 25% of the total knowledge discussed by the teacher (Sevilla, et al., 1992). Since the teacher controls the transfer and sharing of knowledge, the teacher can try to maximize the delivery of information while minimizing time and effort.

4 Methodology

Students’ Performance in the Pre-test and Post-test when Subjected to Different Activity- Based Learning Modalities

Respondent pre-test and post-test scores in different activity-based teaching-learning modalities Performance Level Activity-based teaching-learning modalities. However, in the post-test conducted after the activity-based learning modalities, many of the students rose to the excellence level, as evidenced by the higher overall scores of all respondents. All have gained knowledge and skills that are recorded in the increase in respondents' scores from pre-test to post-test.

Tests of Relationship between Teaching Modalities and the Post-Test Scores of Respondents Table 2 presents the results of the tests of significant relationships between learning modalities and post-

The five (5) activity-based teaching-learning modalities are significantly related to the respondents' post-test scores. Therefore, teachers must appropriately select activity-based learning exercises that can arouse interest, enthusiasm and encourage student participation, and they must learn to use various strategies so that boredom among students can be alleviated and prevented. Performance-based learning experiences and achievement of first grade VII students in elementary algebra 1: Effective inputs.

Performance–Based Learning Experiences and Achievement of Grade VII Freshmen in Elementary Algebra 1: Effective Inputs

As a result of this reform, the mathematics teachers receive the lesson guide for the 7th year of Mathematics. It is notable that the learning guide should be improved, be more innovative and at the same time be easily related to the practical experiences of the students. The Education Guide and Student Guide are intended for all teachers and students as a learning aid, both for convenience and as a guide.

2 Theoretical and Conceptual Framework

In a study by Nomi and Raudenbush (2014), it was mentioned that the National Mathematics Advisory Board (2008) emphasized the importance of improving mathematics topics in high school, for example by teaching algebra. From here, students will continue their studies with higher mathematics such as geometry, trigonometry, logarithms, statistics and probability. This prompted the researcher to investigate performance-based learning experiences and achievements and their relationship to student learning in EA.

3 Methodology

Level of Students’ Performance in the Learning Experiences

The result indicated that the respondents achieved a very satisfactory level of knowledge in the area of ​​learning in EA (Table 4). It can also be seen that the respondents were poor in the areas of process, understanding and learning performance. Kolb's theory (1984) supports the learning experience of the student's group activity, that.

Table 2 implies that most of the students have a very satisfactory performance in English VI which is  required in learning grade VII Mathematics since the medium of instruction is English
Table 2 implies that most of the students have a very satisfactory performance in English VI which is required in learning grade VII Mathematics since the medium of instruction is English

5 Conclusions and Recommendations

Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective School Year Experience and Education (New York: MacMillan). Algebra for All: The Effect of Algebra Coursework and Classroom Peer Academic Composition on Low-Achieving Students University of Chicago.

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Fig  6  shows  the  four  (4)  practices  implemented  in  reading MT.  It is worth noting that reading Visayan sight  words  was  highly  manifested  (mean  =  3.27)  along  with  reading Visayan  short  stories  (mean  =  2.77)  and  reading  Visayan  ne
Fig 8.  Pupils’ [A] reading proficiency, [B] listening skills and [C] comprehension skills in mother tongue Similarly, the majority (90%) of the pupils in the primary levels were independent with no students in  the frustration level (Fig 8C)
Fig 1. The five phases of the ADDIE Model                                  Fig 2. Steps in the Making of SIM
Fig 3.  Correlation Analysis of the Pretest Scores in Mathematics, and Pretest and Posttest in Physics
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