...MATHEMATICS COMPETENCIES OF GRADE 7 STUDENTS IN THE SECOND CONGRESSIONAL DISTRICT OF QUEZON PROVINCE A Title Proposal Presented to DR. JOCELYN CASTILLO In Partial Fulfillment for the Requirements in EDUC 501 – RESEARCH METHODOLOGY By JUDITH L. PESTIJO CHAPTER I THE PROBLEM RATIONALE Mathematics is one of the most important school subjects in the curriculum worldwide. It is a subject that cut across primary and secondary school as compulsory subject. Mathematics is also a subject that has a direct relationship with other subjects, particularly technical and sciences. Therefore, Mathematics, as a school subject must be learned comprehensively and with much depth. Everyone has the ability to learn the subject, although some people learn and make connections more quickly than others. It is a familiar notion that people learn mathematics in different ways. Some people remember best what they have seen. Others are good in words. Some may be competent in solving problems but have difficulty learning mathematics formula. There are students who are good with their hands or who have creative, artistic talent and flair but who have difficulty with more formal mathematics learning and who do not see themselves as able learners at all. Learning the subjects requires a high level of motivation and emotional involvement on the part of the students. Students with positive attitudes toward learning mathematics are likely to be motivated and prepared to learn, participate...
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...ACHIEVEMENT OF GRADE 10 STUDENTS IN SOCORRO NATIONAL HIGH SCHOOL An Undergraduate Thesis Presented to The Faculty of College of Education Bucas Grande Foundation College Socorro, Surigao del Norte In Partial Fulfillment Of The Requirements for the Degree BACHELOR OF SECONDARY EDUCATION Major In English DINGDING, CRISNA D. PIEDAD, JESIRYL V. CHAPTER I THE PROBLEM AND ITS BACKGROUND Rationale English, the second language in Philippines plays an important role as a means of communication in many parts of the world, and is considered important in order to absorb and develop technology, art and culture and also to maintain good relationship with foreign country. English is also the tool to communicate and interact with foreign people and international audiences. English has been acknowledged as the medium of great deal of the world’s knowledge (Crystal, 1999). In this case, the educational institution plays an important role in supporting the teaching of English. In learning English, there are four language skills that have to be mastered by learner. According Ronny (2009), we have to learn at least four language skills: (1) listening (2) speaking (3) reading (4) writing. Every aspects on the process of teaching and learning, assessing students, giving instruction, even the books are in English. That is why the students are supposed to be master in English to make them easy to understand another lesson – in this case it is Mathematics. Students have to take...
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...TOWARDS UNDERSTANDING STUDENT ACADEMIC PERFORMANCE IN SOUTH AFRICA: A PILOT STUDY OF GRADE 6 MATHEMATICS LESSONS IN GAUTENG PROVINCE A REPORT PREPARED BY THE HUMAN SCIENCES RESEARCH COUNCIL (HSRC) WITH STANFORD UNIVERSITY (IN PARTNERSHIP WITH A CONSORTIUM OF SOUTH AFRICAN UNIVERSITIES AND JET Education Services) 24 APRIL 2008 Table of Contents Research Team, ii List of Tables, iii List of Boxes, iii List of Figures, iv List of Abbreviations, v Note on Terminology, vi INTRODUCTION, 1 1. THE CONTEXT OF THE STUDY, 3 Profiling Public School Teachers in South Africa, 3 Teachers in Gauteng, 8 Curriculum policy, 10 Teacher education, 12 Teacher supervision and evaluation, 16 Socio-economic context of the schools, 17 CONCEPTUAL FRAMEWORK AND METHODOLOGY, 21 General Conceptual Framework, 21 Data collection, 24 RESULTS, 29 Learner and Teacher Mathematics Knowledge, 29 Teacher Content and Pedagogical Content Knowledge, 32 School Socio-economic Level, Teacher Mathematics Knowledge and Student Performance, 35 Teaching Practice and Proficiency in Gauteng Province, 43 Results: Time Segment Summaries, 46 The Mathematical Content of the Lessons, 50 Mathematical Proficiency, 51 Level of Cognitive Demand, 53 The Teacher’s Observed Knowledge, 54 The Relation between Overall Teaching Quality Rating and Teacher, Content and Pedagogical Knowledge, 56 School Principal Results, 58 Regression Estimates of Student Achievement Outcomes, 60 CONCLUSIONS, 68 REFERENCES, 73 APPENDIX 1 : INSTRUMENTS...
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...TOWARDS UNDERSTANDING STUDENT ACADEMIC PERFORMANCE IN SOUTH AFRICA: A PILOT STUDY OF GRADE 6 MATHEMATICS LESSONS IN GAUTENG PROVINCE A REPORT PREPARED BY THE HUMAN SCIENCES RESEARCH COUNCIL (HSRC) WITH STANFORD UNIVERSITY (IN PARTNERSHIP WITH A CONSORTIUM OF SOUTH AFRICAN UNIVERSITIES AND JET Education Services) 24 APRIL 2008 Table of Contents Research Team, ii List of Tables, iii List of Boxes, iii List of Figures, iv List of Abbreviations, v Note on Terminology, vi INTRODUCTION, 1 1. THE CONTEXT OF THE STUDY, 3 Profiling Public School Teachers in South Africa, 3 Teachers in Gauteng, 8 Curriculum policy, 10 Teacher education, 12 Teacher supervision and evaluation, 16 Socio-economic context of the schools, 17 CONCEPTUAL FRAMEWORK AND METHODOLOGY, 21 General Conceptual Framework, 21 Data collection, 24 RESULTS, 29 Learner and Teacher Mathematics Knowledge, 29 Teacher Content and Pedagogical Content Knowledge, 32 School Socio-economic Level, Teacher Mathematics Knowledge and Student Performance, 35 Teaching Practice and Proficiency in Gauteng Province, 43 Results: Time Segment Summaries, 46 The Mathematical Content of the Lessons, 50 Mathematical Proficiency, 51 Level of Cognitive Demand, 53 The Teacher’s Observed Knowledge, 54 The Relation between Overall Teaching Quality Rating and Teacher, Content and Pedagogical Knowledge, 56 School Principal Results, 58 Regression Estimates of Student Achievement Outcomes, 60 CONCLUSIONS, 68 REFERENCES, 73 APPENDIX 1 : INSTRUMENTS...
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...FACTORS AFFECTING MATHEMATICS PERFORMANCE OF GRADE-10 STUDENTS AT MALVAR NATIONAL HIGHSCHOOL S.Y. 2015-2016 A Research Proposal Presented to the Malvar National High School Malvar, Batangas In Partial Fulfillment Of the Requirements for Grade 10- Mathematics By: Elwin Grace Pillarda Ellaine Joyce Villegas Maureen Vanguardia Allysa Jane Soriano Sarah Jane Lagrana Dhanna Carandang Ritchie Anne Buli Cairrine Pedraja Lara Sophia Cea Nicole Castillo Leah Valencia CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction Since 2012, K-12 program has already started. Philippine’s Basic Education has been enhanced and now, 12 years of education is required. There were some adjustments made. And now, teachers, parents & students need to participate well in in this changes. We live in a mathematical world. Whenever we decide on a purchase, choose an insurance or health plan, or use a spreadsheet, we rely on mathematical understanding. The World Wide Web, CD-ROMs, and other media disseminate vast quantities of quantitative information. The level of mathematical thinking and problem solving needed in the workplace has increased dramatically. In such a world, those who understand and can do mathematics will have opportunities that others do not. Mathematical competence opens doors to productive futures. A lack of mathematical competence closes those doors. Students have different abilities, needs, and interests. Yet everyone needs to be able...
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...Urisha Rajpal Student No: 3622-660-2 EDMHOD-R Assignment No: 01 Unique No: 893049 TABLE OF CONTENTS ContentsPage No Introduction 2 Part 1: briefly discuss each intelligence 2 Linguistic 2 Logical-Mathematical 2 Spatial 3 Music/Rhythmic 3 Physical/kinaesthetic 3 Interpersonal 3 Intra-personal 4 Naturalistic 4 Part 2: Explain how you will apply any four of intelligence in 4 classroom Lesson plan 4 Learning outcome 4 Assessment Standard 5 Assessments: Informal 5 Formal 5 - Assessment tools 5 rubric grid checklist Homework 6 Conclusion 6 Biography 7 -2- QUESTION 3: Introduction: This is a biopsychological potential for processing information. It varies in degrees of strength, skill and limitation. When you hear the word Intelligence the concept of IQ testing may immediately come to mind. Intelligence is often defined as our intellectual potential, something that we are born with, something that can be measured and a capacity that is difficult to change Multiple Intelligence is embedded in us all, but there is a specific intelligence that is more powerful in us than the other intelligences. There are 8 Multiple Intelligence that will be discussed about and enlightened more on how it will be applied in the classroom. PART 1: Briefly Discuss each of the Intelligence Linguistic/verbal Intelligence: Linguistic intelligence...
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...“THE EFFECTS OF DEPED MTAP PROGRAM TO REGIONAL SCIENCE HIGH SCHOOL FOR FIRST YEAR SCTION AMETHYST” A Research Project presented to Ms. Loreta Figueroa In Partial Fulfilment of Requirement In Research I (Technical Writing with Basic Statistics) By Ellah Kim D. Reyes April 2011 “THE EFFECTS OF DEPED MTAP PROGRAM TO REGIONAL SCIENCE HIGH SCHOOL III FOR FIRST YEAR SECTION AMETHYST” By Ellah Kim D. Reyes Regional Science High School III April 2011 ACCEPTANCE AND APPROVAL This Research paper entitled, “THE EFFECTS OF DEPED MTAP PROGRAM TO REGIONAL SCIENCE HIGH SCHOOL III FOR FIRST YEAR SECTION AMETHYST”, in partial fulfilment of the requirements in Research I (Technical Writing with Basic Statistics) is here by prepared and submitted. Ellah Kim D. Reyes Researcher __________________________________________________________________ ACCEPTANCE AND APPROVAL, in partial fulfilment of the requirement in Research I (Technical Writing with Basic Statistics). Ms. Loreta Figueroa Research Adviser April 2011 ACKNOWLEDGEMENT First of all, to God be the glory, a grateful thanks to Him. For all the wisdom and knowledge that He has given to me. And also thank you, for giving e the strength and health to do this project work until it done. Not forgotten to my family for providing everything, such as money, to buy anything that are related to this project work and their advice, which is the most needed for this project. Internet, books, computers...
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...CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE® MATHEMATICS SYLLABUS Effective for examinations from May–June 2012 CCSLC /M/03/12 Published in Jamaica, 2012 by Ian Randle Publishers 11 Cunningham Avenue P O Box 686 Kingston 6 www.ianrandlepublishers.com © 2012, Caribbean Examinations Council ISBN --------------------------------------- (pbk) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Cover and book design by Ian Randle Publishers Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica Telephone Number: + 1 (876) 630-5200 Facsimile Number: + 1 (876) 967-4972 E-mail Address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2012 by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CCSLC /M/03/12 ii This document CCSLC/M/03/2010 replaces NSP/M03/2006 issued in 2006. Please note that the syllabus was revised and amendments are indicated by italics. First Issued 2006 Amended 2012 Please check the website, www.cxc.org for updates on CXC’s syllabuses. CCSLC /M/03/12 iii Contents INTRODUCTION………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………i ...
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...United States Students Lag in Math and Science United States high school seniors scored near or at the bottom of a multinational study of student performance in science and mathematics, according to results released on February 24, 1998. Final results from the Third International Mathematics and Science Study (TIMSS), said to be the most comprehensive ever, also showed that U.S. students' aptitude for mathematics and science declines as they get older. Conducted in 1995, TIMSS tested student abilities in general mathematics, general science, advanced mathematics, and physics. In general mathematics and general science the Netherlands and Sweden took top honors, while the United States ranked 19th and 16th, respectively, in a field of 21 nations. Top-level U.S. students fared even worse, finishing 15th out of 16 countries in advanced mathematics and placing 16th—dead last—in physics. France and Norway, respectively, finished first in those disciplines. Asian nations scored highest in earlier TIMSS studies of fourth and eighth graders, but chose not to participate in the high school study. United States Secretary of Education Richard Riley called the results “entirely unacceptable” and said they “confirm our need to raise our standards of achievement, testing, and teaching.” Students must be encouraged to “understand the importance of math and science,” Riley said. Only 25 percent of U.S. high school students take physics and only 10 percent take calculus, Riley said. Meanwhile...
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...2014 Admissions to Master’s degree Master of Science in Economics and Business Applicants with an appropriate Finnish Administration or non-Finnish university or university of applied sciences degree may apply directly to a Master’s degree programme to take the degree of Master of Science in Economics and Business Administration at the Aalto University School of Business. The Master of Science (Economics and Business Administration) degree is a higher academic degree (second-cycle degree) in Finland and equals to 120 ECTS credits which corresponds to two years of full-time This admission guide covers only admissions studying. The student may also be assigned to Master’s degree and gives you information supplementary studies (max. 60 ECTS credabout the Master’s admission requirements, its). Studying towards the Master’s degree does not suit students working full time. the application and selection process and some general information regarding studying Depending on the course, the lectures may be during the daytime or sometimes also in the and living in Finland. The Aalto University evening. reserves the right to make changes to the names, contents and details of the degree programmes to further develop education. Admission criteria for admission round 2014 have been decided and cannot be changed. Application period begins 16 Dec 2013 and ends 31 Jan 2014 at 4:15 pm (GMT +2:00). Application form is available online only during the application period at: https://apply.aalto...
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...Reading Competencies of Grade 1 Pupils of Kids At Heaven Christian Academy by Almira B. Delos Reyes Master of Arts in Education Major in Educational Administration Abstract This study aimed to observed the development of the pupils in Kids At Heaven Christian Academy reading comprehension skills during this period. Four measurements were conducted during this period, and four tests were used as indicators. . 1. Introduction There is not an area in the school curriculum that does not demand an ability to read. Reading skills are an important tool that pupils need to become academically successful. Good readers are better students than poor readers in every subject area.Even when a pupil is studying practical or mathematical subjects he or she has to read instructions before starting to solve the task. When reading a text the goal is to understand its content. It is a process that exceeds decoding, and includes comprehension processes of the word, sentence, and text level. A child who does not learn to read and comprehend in the early school years has severe difficulties also in studying other school subjects. (Bowyer-Grane & Snowling 2005, 190; McGee & Johnson 2003, 49.) An important goal of literacy teaching is to awaken pupil’s interest in language and literature and also give them a lasting positive attitude towards reading. The aim is to support the development of pupil’s ability to read, interpret and use different texts. Each pupil should adopt...
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...Explaining Student Performance Evidence from the international PISA, TIMSS and PIRLS surveys Final Report November 2005 Explaining Student Performance Evidence from the international PISA, TIMSS and PIRLS surveys Jens Henrik Haahr with Thomas Kibak Nielsen, Martin Eggert Hansen and Søren Teglgaard Jakobsen www.danishtechnology.dk jens.henrik.haahr@teknologisk.dk This study was carried out on behalf of the European Commission’s Directorate-General for Education and Culture. Views expressed represent exclusively the positions of the authors and do not necessarily correspond to those of the European Commission. Contents Index 1. .......................................................................................................................... 2 2. 3. 4. Executive Summary................................................................................................. 4 1.1. Education Systems and Basic Skills................................................................. 4 1.2. Student Background Characteristics and Basic Skills.................................... 10 1.3. School Characteristics and Basic Skills ......................................................... 13 1.4. Individual Student Characteristics and Basic Skills....................................... 17 1.5. New Analysis and Data Collection Activities................................................ 19 Introduction........................................................................................
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...Explaining Student Performance Evidence from the international PISA, TIMSS and PIRLS surveys Final Report November 2005 Explaining Student Performance Evidence from the international PISA, TIMSS and PIRLS surveys Jens Henrik Haahr with Thomas Kibak Nielsen, Martin Eggert Hansen and Søren Teglgaard Jakobsen www.danishtechnology.dk jens.henrik.haahr@teknologisk.dk This study was carried out on behalf of the European Commission’s Directorate-General for Education and Culture. Views expressed represent exclusively the positions of the authors and do not necessarily correspond to those of the European Commission. Contents Index 1. .......................................................................................................................... 2 2. 3. 4. Executive Summary................................................................................................. 4 1.1. Education Systems and Basic Skills................................................................. 4 1.2. Student Background Characteristics and Basic Skills.................................... 10 1.3. School Characteristics and Basic Skills ......................................................... 13 1.4. Individual Student Characteristics and Basic Skills....................................... 17 1.5. New Analysis and Data Collection Activities................................................ 19 Introduction....................................................................
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...Kelly will turn 5 this summer and will be a bit on the young side in the fall when he starts kindergarten. The school where Kelly will attend kindergarten has started a kindergarten prep session over the summer that lasts for a couple of weeks and involves group as well as individual work on letters, numbers, etc. You enroll Kelly at the age of 4 years, 10 months. He is assessed by one of the kindergarten teachers, who observes him during free play and tests Kelly one-on-one. Then the teacher sits down with you and your partner and gives the following report: The teacher thought Kelly was doing well with the peer group. He made several little friends in the kindergarten prep session. He could read a few short words and write his name and could name most of the letters on sight at the time of testing. He also showed an age-appropriate understanding of phonological awareness (e.g., deciding whether two words started with the same sound, picking out the two words that rhymed from a list of three words). The teacher recommended continuing to enjoy reading and writing activities - Kelly was well-prepared for literacy activities in kindergarten. The teacher noted that Kelly had no difficulty adapting to the "practice" kindergarten activities the children were asked to do. Kelly was generally cooperative, avoided getting distracted, and stayed on task. Kelly did not get upset when mild stress occurred (such as an instruction to hurry up). The teacher recommended that Kelly be given...
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...c o m / l o c a t e / l i n d i f Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population Tatiana V. Kornilova, Sergey A. Kornilov ⁎, Maria A. Chumakova Department of Psychology, Moscow State University (Lomonosov University), Mokhovaya St., 11/5, 125009, Moscow, Russian Federation a r t i c l e i n f o a b s t r a c t The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N =300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 50% of its variance. The obtained pattern of results is presented via structural equation models and interpreted within a dynamic regulative systems framework suggesting the importance of further studying complex sets of achievement predictors that include ability, personality and mediating constructs. © 2009 Elsevier Inc. All rights reserved. Article history: Received 12 November 2007 Received in revised form 7 August 2009 Accepted 10 August 2009 Keywords: Achievement Implicit theories Intelligence Subjective evaluations Academic self-concept 1. Introduction A vast...
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