MASTERS OF EDUCATION
of Thesis with Abstract
CALL NO. TITILE
MT
MAED
A85
2019
021
ABSTRACT The title of this study is "Activity Based Learning Approach and Achievement Performance of Students: Basis for an Enhanced Curriculum Guide." The main purpose of this study is to examine the relationship of the activity-based learning approach in teaching science with the achievement performance of students, as the basis for an enhancement curriculum guide. Twenty- first century skills, as a student centered curriculum, are a series of higher order thinking skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and to cope with the fast changing technology. Many of these skills are also associated with deeper learning, including analytic reasoning, complex problem solving, and teamwork, compared to traditional knowledge-based academic skills (Cuban, 2015). The target participants are the sixty (60) Grade 8 students of Sapang Palay National High School, with 30 participants each for the control and experimental group with 15 males and15 females respectively. It hoped to enhance the curriculum of Grade 8 Science, through the development of a more responsive program for the academe, and thus make learners to become globally competitive. Furthermore, the researcher sought to determine how his participants be responsive and their acceptability to the new strategies that will be given to them The results were carefully gathered and tabulated to identify the achievement performance of the learners from each group. And the findings will justify the effect on the use of enhancing curriculum guides which were designed by the department. And as to the effect of this innovation on the learners. While it is yet too early to see the benefits of the new curriculum to the students who are expected to be employable even before tertiary education, and the country which in itself would improve the workforce, certain implications on the current implementation processes are already evident, such that the researcher has noted. In the light of the findings of this research, the following recommendations were hereby presented: 1) It is recommended that teachers should innovate and apply the technology more often in our lessons to address the learner's need and interest. Furthermore, various activities based learning approaches could be used to enhance the skills of the students' like; critical thinking skills, and additional interactive simulation could be utilized to achieve high performance of students in Science. 2) Conduct this study to larger samples to confirm or negate results, as well as to further strengthen the acceptability of the study in all areas of the curriculum. 3) For the fact that this study takes on non-random sampling, it is recommended to conduct a true Experimental Design as procedure to increase the generalization of the ABL approach in teaching Science. 4) It can be suggested that teachers should embark researches on Enhancing Curriculum Guide, as the researcher strongly Proposed an Enhanced Curriculum Guide in adapting such changes for the improvement of the students. And lastly, the teacher should be engaged in implementing activity based learning approach research for the betterment and welfare of the students.
MT
MAED
E13
2016
036
ABSTRACT A Perception Based Study on Professional Development and Teacher Performance was conducted and evaluated to primarily determine the relationship between professional development and teachers performance. The impact of professional development and the teachers’ performance were collected and gathered through survey questionnaires among the 115 permanent teachers of Jose P. Laurel High School Manila. Results revealed that 97% of the respondents were able to attend professional development concerning leadership and classroom management. The impact of professional development on the teaching performance was known to be of the magnitude: leadership and management > continuing education > Mastery of the subject> Professional Organization and Engagement, indicating professional development in terms of leadership and management of professional activities has the strongest impact on teachers performance among the four domains of professional development considered. No substantial statistical relationship was found between the impact of professional development as to training, it was found that there is a strong consensus among teachers that they agree to their need of more trainings on student assessment practices, assessment on student with special needs as well as programs on other degrees and certifications related to the subject they are teaching.
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D
DP
P569
2019
012
ABSTRACT The purpose of the study is to determine and investigate the physical activity capability and level of enjoyment of the students with disabilities (SWD) in the special swimming program of the CHILD’S WORLD sped school in Quezon City. The participants of the study answered qualitative – interview guide questions (by 5 parents/guardians, 5 teachers/instructors, and 10 SWD). The profile of the SWD is in accordance with the records of the school Directress and the head counting of the Head Swimming Instructor. And the 110 parents or guardians, administrators, teachers, swimming instructors, and school helpers and maintenance present during the 500 meters swimming activity of 70 SWD answered the quantitative method: survey questionnaire which consists of the Physical Activity Capability Scale (PACAS) and the Physical Activity Enjoyment Scale (PACES). The students with different disabilities are capable of joining special swimming program. They can cross the 50 meter pool 10 times in an hour accompanied by swimming instructors. They can enhance and develop their physical fitness component skills in the swimming program and acquire a higher level of physical activity capabilities. Using Test of Difference or t-test shows that there is a significant difference on the level of physical activity capabilities of SWD with their level of enjoyment before and after the swimming program are being compared. It shows that they enjoy more the special swimming activities after they have acquired a higher level of physical activities capabilities in the water. This could mean also that their level of interest, fun and self-confidence in doing the different special swimming activities had increased because of their increased level of physical capabilities. Using Pearson Correlation or Pearson-r, there is a significant relationship on the level of physical activity capabilities of SWD when their level of enjoyment before and after the swimming program being compared. It shows that they enjoy more the special swimming activities after the swimming program because they have already acquired a higher level of physical activity capabilities. The special swimming program is an effective tool to enhance the level of physical fitness capabilities and level of enjoyment of SWD.
D
DP
P881
2022
013
ABSTRACT School administrators play a crucial part in dealing with crisis. They steer the institution out in any type of crisis; however, their crisis management is largely uninvestigated. This study aims to determine the practices, issues and challenges of school administrators in crisis management. Following the descriptive research design, the researcher conducted in-depth interview with the six school administrators selected through purposive sampling. The gathered data was analyzed through thematic analysis. The results revealed several practices of school administrators in every stage of crisis management. In pre-crisis, school administrators exercise posting safety signages, installing emergency kit, drill exercises, accessible emergency equipment, training staff and risk. During crisis, school administrators conduct training for teachers and parents, activating crisis communication plans and providing health supplements. For post-crisis, school administrators tried to recover through providing remediation, screening learners for face-to-face classes, mental health webinars, establishing policy and learning assessment. The issues faced by school administrators in crisis management are principal-teacher relationship, low morale of teachers, belief of stakeholders and sustainability of partnerships. On the hand, the challenges encountered by school administrators in crisis management are managing resources, technological skills of teachers, building open communication, lacking of legal education and reporting on-site. These emerging themes served as basis in formulating risk management plan intended to aid school administrators in any form of crisis.
D
DP
P935
2022
014
ABSTRACT Principal turnover in the Philippine educational system poses a problem for the principals themselves, and for the teachers, as well. For one, the principals may be fully aware of their transfer, but their readiness for it may not. Same can be said to the teachers As mentioned, this study aimed to ascertain the impact of the principals’ turnover on principal-teacher relationship. Likewise, it aspired to discover how the principals and teachers view the rationale of the principals’ turnover. This study also intended to determine the challenges teachers encountered during the turnover of principals. In determining the number of respondents, the purposive sampling technique was used. Interview Guide for Teachers was constructed, validated and piloted to gather needed data. Utilizing the narrative inquiry method of research, interviews, whether face-to-face or over telephone interviews, were done. Data were transcribed, coded, and then constructed into narratives. Findings were presented into matrix form. For the principals, their turnover had its legal basis, and that their transfer could be done even prior to the mandated five-year stay to their stations. Its purpose was for their professional and personal improvements. As for the teachers, change in leadership entails change in the school climate and environment, as well as having a vacuum in the administration in which they were next in line. Challenges on the part of teachers included change in leadership roles among master teachers, issues on unfinished and hanging programs and projects, issue on favoritism, distrust between teachers and principals, and communication problems. As a response to the conclusions and recommendations, a policy on the smooth turnover of principals had been drafted. This was beneficial for both the principals and teachers in the Schools Division Office of Manila Keywords: principals’ turnover, challenges, effects, principal-teacher relationship, policy recommendations
D
DP
P942
2022
015
ABSTRACT This study focused on identifying the TVET teachers as basis in designing developmental policy. This policy will contribute to the transformation of the whole TVET system by focusing on learning outcomes, industry partnerships, and other activities. The study evaluated how they were programs and practices implemented and exercised by teachers on ground fully contribute to their empowerment and continuous development as educators and employees. This arrived to findings that will support a comprehensive policy framework for TVET educators' continuing professional development and upskilling. The researcher employed the mixed method research (MMR) to conduct the study. This extensively gauged the impact of existing professional development programs on teacher performance and the gaps that emerged out of its lapses. The researcher came up with a holistic interpretation and analysis of the processed data: quantitative input for the RPMS-PPST outcomes identified through the IPCRF and the Professional Development Program (PDP) numeric assessment, the textual assessment of PDP and the professional needs inventory, on the other hand, makes up for the qualitative input. This helped formulate the policy framework for the in-service training that the researcher desires to achieve as the output of the study. This study found out that, majority of the respondents have recommended the extensive implementation of trainings and workshops aligned to their specific needs. This complements their predicaments on the research question being addressed by the preceding item regarding issues on the implementation of practices by the DCS-Quezon City. Practical applications of theories and concepts are also proposed, along with the provision of accessible, relevant, and appropriate learning resources and materials, especially those that correspond to the New Normal setup of education in the country.
D
DP
P946
2022
016
ABSTRACT Understanding and proficiency with the real strategy were crucial components in such situations. School teaching and non-teaching personnel responded more effectively in a real crisis when they knew and understood their jobs. Teachers were supposed to handle emergencies and, if properly prepared, should feel at ease among the kids for whom they are responsible. The rituals and procedures that have been rehearsed are real-world, life-saving events that be executed with skillful accuracy and integrity. The problem addressed within this qualitative study involved exploring and identifying the protection motivation behavior of the teaching and non-teaching personnel of public and private schools. First, identified the threats being experienced by the teaching and non-teaching personnel in the school premises. Second, this study unveiled how the teaching and non-teaching personnel appraise the presence of threat in terms of severity and vulnerability. Third, the coping skills of the teaching and non-teaching prescribed in terms of response efficiency and efficacy were also determined. Fourth, this study also identified the challenges encountered or experienced by the teaching and non-teaching personnel. Lastly, the researcher designed in DRM training program to address the issues and challenges experienced by the teaching and non-teaching personnel. Furthermore, the DRM program will hopefully equip the teaching and non-teaching staff skills in facing emergencies.
D
DP
T226
2022
019
ABSTRACT The technical assistance of the teachers is given by the school heads through upskilling and reskilling mandated in DepEd Order (DO) No. 001, s. 2020 titled Guidelines for NEAP Recognition of Professional Development Programs and Courses for Teachers and School Leaders and the DepEd Memo No.050 3.2020 or known as DepEd Professional Development Priorities for Teachers and School Leaders for School Year 2020-2023. This intensifies the technical assistance of the school heads to teachers. As these mandates the continuous upskilling and reskilling of teachers and school leaders, the technical assistance of the school heads to teachers becomes one of the helpful and promising way to provide quality professional development. In a nutshell, TA is provided to solve problems, improve performance, and get results. In the provision of technical assistance to teachers, formulation of Rationalization (RAT) Plan was formulated initiated by virtue of Executive Order No. 366 on October 2004. FTAD is tasked to strengthen the school divisions to manage the respective schools leading to the achievement of their performance outcomes with the end in view of providing relevant, timely and appropriate technical assistance to schools’ divisions through the coordination of all the units in the Regional Office. However, provision of technical assistance of the division offices is generalized to all the schools. In terms of the individual technical needs of teachers, the school heads being the instructional leaders are tasked have the primary duty to give technical assistance to teachers which is found to be very challenging to them due to the adjustment they also experience and the volume of work load they have to comply aside from guiding and mentoring the teachers. As the DepEd mandated that technical assistance should be given to teachers by the school heads is any form of professional help, guidance, or support to be more effective in the performance of their functions and an active process with steps to follow; makes use of tools, via process consultation, requires specific skills and focuses on achieving set goals. However, as observed by the researcher, the school heads were having difficulties in giving instructional technical assistance to the teachers for two main reasons. First is the volume of workload they have which requires most of their working time, and second is the instructional resources which are greatly needed in giving technical assistance. This resulted to inconsistent provision of technical assistance to the teachers. In other words, deeper and comprehensive study must be conducted to fully extract the needs for the technical assistance of the teachers. This study primarily aimed to address the technical needs of teachers as the basis for Teachers Induction Plan (TIP) for Learning Action Cells (LAC) to help them improve their teaching performances. Using a mixed method (quanti-quali) design, this study covered the school heads' technical assistance in teachers be described in terms of content knowledge and pedagogy, assessment and reporting, curriculum and planning, Personal growth and professional development, the level of teaching performance of teachers in terms of Individual Performance Commitment Review Form, the technical skills of teachers based on the technical need assistance provided in terms of the mentioned four dimensions. This was conducted in five (5) schools in the District I of Division of Paranaque. The participants were the five (5) school heads of the locale. The scope of this study is the technical assistance of the school heads given to teachers for school year 2022- 2023, and the IPCRF performance of the teachers for the same school year. This study covered the school year 2021-2022. The description of the school heads' technical assistance in teachers in terms of content knowledge and pedagogy, assessment and reporting, curriculum and planning and personal growth and professional development, the respondents have provided complete technical assistance to teachers. In content and pedagogy, most of the technical assistance provided were all about the methods and strategies in teaching and learning process. Except research, which was only provided partially. In terms of assessment and reporting, the school heads focused on the provision of assessing the learner's performance such as online assessment and test constructions in terms of curriculum and planning, the respondents provided complete technical assistance in the execution of MELC and provision of guidance in the localization and contextualization. However, they neglected the very basic skills the teachers should have and that is the effective lesson planning. When it comes to professional development, the school heads have provided complete technical assistance to teachers by giving webinars and trainings in the enhancement of teaching performance. In terms of the level of teaching performance of teachers in terms of Individual Performance Commitment Review Form among the five schools, all schools were dominated by the teachers who obtained the very satisfactory performance (3.50-4.49), while only small percentage obtained the outstanding performance (4-50-5.00) and there was no any teacher who performed satisfactorily, below satisfactory and poor. To describe the technical skills of teachers in terms of content knowledge and pedagogy, assessment and reporting, curriculum and planning and personal growth and professional development, in terms of content knowledge and pedagogy, the teachers have limited skills in digital literacy and conducting research, while in assessment and reporting, teachers were adjusting in designing diagnostic, formative and summative assessment strategies consistent with curriculum requirements for online class and have limited skills in designing, evaluation, interpretation and utilization of different types of assessment tools for the improvement of the teaching and learning process. In terms of curriculum and planning, teachers' skills in localizing and contextualizing MELC as well as creating, localized and contextualized online teaching devices has to be improved, while with regards to professional development, majority of the teachers, as revealed by the school heads have poor time management and awareness to work ethics With regards to the technical gaps of the teachers while the last part, in terms of content knowledge and pedagogy, there were 3 gaps found out by the school heads. First, the knowledge gaps in which the teachers do not know or have insufficient exposure to the suitable teaching pedagogies. In terms of assessment and reporting, the school heads revealed that there are instructional technical gaps in the provision of technical assistance to teachers in terms of development of suitable assessment tools and honing them in research and With regards to Curriculum and Planning, the school heads revealed that there is an insufficiency in the provision of technical assistance to teachers in localizing and contextualizing the curriculum and creation of innovations and interventions for learning losses For personal growth and professional development, the respondents revealed that there is a gap in the provision of technical assistance to teachers with regards to time management and work ethics For the Teachers Induction Plan (TIP) as an output of this study, in terms of content knowledge and pedagogy, topics such as classroom management in the new normal, teaching strategies for learning recovery, interventions and innovations and conducting research are the ideal topics to be proposed. For assessment and Reporting, LAC sessions for test construction, feedbacking and assessment result analysis and interpretation are ideal topics to be proposed. As to Curriculum and Planning, the school heads should provide LAC sessions for localization and contextualization from lesson planning, execution and creation of instructional materials and the reorientation of MELC and BE LCP must be conducted as to personal growth and professional development, there must be a provision of LAC sessions about the reorientation of teachers' code of ethics and Magna Carta for Public School Teachers.
D
DP
B464
2022
001
ABSTRACT This study was designed to find out and determine the best practices of Science Teaching in the Division of Pasay City: Pedagogical Analysis Framework Particularly it sought to answer the following questions: 1. What is the best pedagogical practice of Science teaching in selected schools in the Division of Pasay City in terms of: 1.1 Engaging resilient preconceptions 1.2 Organizing knowledge around core concepts 1.3 Supporting meta-cognition and student self-regulation 1.4 Cooperative learning 2. What is the academic performance of students in Science in selected schools in the Division of Pasay City? 3. What are the problems encountered by Science teachers in Science teaching? 4. Based on the findings, what pedagogical analysis can be drawn? The respondents of this study were twenty-one Elementary Science Teachers who came from selected elementary schools which was categorized into small, medium, and big school in the Division of Pasay City. They took the interview regarding their best practices in teaching Science in their respective schools for the researcher to determine their best practices and conceptualized a pedagogical framework to improve teaching and learning. Qualitative and quantitative research design was employed in this study. A researcher made interview guide questionnaire and document analysis wereused to gather data from the respondents. Summary of Findings This study aimed to explore the best pedagogical practices in Science teaching and the teachers' problems encountered in teaching Science at the Division of Pasay. The respondents involved were twenty one Science teachers for both quantitative and qualitative part. The respondents and participants wereselected through a purposive sampling technique where the researcher determined/ selected the respondents of this study. This study was conducted from S.Y. 2021- 2022. 1. What is the best pedagogical practice of Science teaching in selected schools in the Division of Pasay City in terms of Engaging resilient preconceptions is Activating pupil's prior knowledge is done through interactive, drill, review, and motivation activities; Under Organizing knowledge around core concepts is the use of an inductive method in teaching; Supporting meta-cognition and student self-regulation is Employing the use of self-reflection every after synchronous classes and reminding them that they are the ones in-charge of their learning; and lastly, Cooperative learning through Using Game-Based Grouping Activities or Paired activities. 2. Upon looking at the documents presented, the validity or truthfulness of each artifact is relevant, accurate, and sufficient. From small to big School's Mean Percentage Scores results from the matrix, it can be deduced thatsmall, medium, and big schools got a Satisfactory performance. The over- all mean percentage scores of all the school participants showed that our Science performance in SDO-Pasay is Satisfactory Level. 3. The problems encountered by teachers in teaching Science are as follows: Lack of Training, Low Student Attendance and Limited Technological Devices. 4. A pedagogical Analysis Framework
D
DP
C738
2022
002
ABSTRACT This study assesses the four competencies of the principals and the performance of the school in Cluster 2, Division of Las Piñas City for the School Year 2021-2022. This study utilized mixed method type of research. Document analysis is used to analyze the competencies of the principals and performance of the schools. The data were gathered from the principals of Cluster 2. This was done using interview guide and document analysis. The findings of the study revealed that principals performed an outstanding rating on their competencies with a grand weighted mean of 4.82. In terms of dropout rate percentage, all studied schools have a o percent dropout rate percentage except for Lydia Aguilar National High School with a 1.41% dropout rate and Talon National High School with a 0.04% dropout rate. The dropout rate grand average is 0.24%. In terms of promotion rate, that all studied schools have a high promotion percentage. CAA National High School has a promotion percentage rate of 97.7%, Golden Acres National High School has a promotion rate of 86.66%, 98.69% was the promotion rate percentage of Las Piñas National High School Almanza, Las Piñas National High School – DoñaJosefa campus has a promotion rate of percentage of 89.63, Lydia Aguilar National High School has a promotion rate of 96.57% and Talon National High School has promotion rate of 94-43%. The promotion rate grand average is 94.03%. In terms of professional development, all school achieved 100% professional development participation. In terms of school-based management level of practice,, two schools have 'Advanced' SBM levels of practice namely Golden Acres National High School and Lydia Aguilar National High School. The rest of the schools have 'Maturing' SBM levels of practice. The challenges experienced by the principals during the interview indicates the common area of concern such as individual differences of the teachers, the Department of Education's Vision, Mission, and Core Values alignment to the school policies, programs, and projects, formulating training and workshops that will help teachers in equipping 21st century skills, and the late posting of guidelines and inconsistency of the memorandums. This study is conducted to formulate a strategic leadership framework that will help the participants improve their competencies.