scholarly journals Asynchronous-Synchronous Teaching Techniques to Reinforce Achievement in Grade 2 Mathematics

2021 ◽  
Vol 2 (2) ◽  
pp. 99-107
Author(s):  
Arnel S. Travero ◽  
Nancy T. Rubin
Keyword(s):  
Academic Achievement ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
Teaching Techniques ◽  
Learning Modules ◽  
School Year ◽  
Significant Difference ◽  
School Learning ◽  
Achievement In Mathematics ◽  
Achievements In Mathematics

This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary School in Cagayan de Oro City, Philippines for school year 2020-2021. Asynchronous and Synchronous teaching techniques were employed in the class. The instruments used in the study were the School Learning Modules (SLMs) crafted and provided by the Department of Education, the video lessons patterned from the SLMs, the First and Second Quarter grades that represent their achievements in Mathematics, and the Reflection papers submitted by the pupils every grading period for feedbacking. The study was quantitative in nature and data gathered were analyzed using frequency, percentage, and paired sample t-test. Findings revealed that there was a significant difference in the academic achievement of the pupils in Mathematics after exposure to Synchronous and Asynchronous learning as evident in the Second Grading grades. It was disclosed that the intervention employed to reinforce pupils’ achievement in Mathematics is effective in this new normal learning. The researchers recommend that teachers may use this teaching technique to reinforce achievement particularly in Mathematics.

scholarly journals Asynchronous-Synchronous Teaching Techniques to Reinforce Achievement in Grade 2 Mathematics

2021 ◽  
Vol 2 (2) ◽  
pp. 99-107
Author(s):  
Arnel S. Travero ◽  
Nancy T. Rubin
Keyword(s):  
Academic Achievement ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
Teaching Techniques ◽  
Learning Modules ◽  
School Year ◽  
Significant Difference ◽  
School Learning ◽  
Achievement In Mathematics ◽  
Achievements In Mathematics

This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary School in Cagayan de Oro City, Philippines for school year 2020-2021. Asynchronous and Synchronous teaching techniques were employed in the class. The instruments used in the study were the School Learning Modules (SLMs) crafted and provided by the Department of Education, the video lessons patterned from the SLMs, the First and Second Quarter grades that represent their achievements in Mathematics, and the Reflection papers submitted by the pupils every grading period for feedbacking. The study was quantitative in nature and data gathered were analyzed using frequency, percentage, and paired sample t-test. Findings revealed that there was a significant difference in the academic achievement of the pupils in Mathematics after exposure to Synchronous and Asynchronous learning as evident in the Second Grading grades. It was disclosed that the intervention employed to reinforce pupils’ achievement in Mathematics is effective in this new normal learning. The researchers recommend that teachers may use this teaching technique to reinforce achievement particularly in Mathematics.

scholarly journals Comparative Study of Levels of Academic Self Esteem and Academic Achievement in Mathematics among Pupils of Two and Single Parent Families

2020 ◽  
Vol 3 (2) ◽  
pp. 70
Author(s):  
Unamba Unamba ◽  
Okwara Kalu ◽  
Ibe Georgeline
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Single Parent ◽  
Single Parent Families ◽  
Significant Difference ◽  
Comparative Survey ◽  
Achievement In Mathematics ◽  
And Mathematics ◽  
Measurement And Evaluation ◽  
Level Of Significance

The study aimed at comparing levels of academic self-esteem and academic achievement in mathematics among students of two and single parent families. Based on the purposes of the study two research questions and two null hypotheses were formulated and tested at 0.05 level of significance. The design of the study was comparative survey research design. The population of the study comprised all 1,267 SS2 students in Owerri Municipal Council Area of Imo State. The instruments used for data collection were Academic Self Esteem Questionnaire (ASEQ) and Mathematics Achievement Test (MAT) to obtain relevant data. The validity of the instruments was done by experts in Measurement and Evaluation and one expert each from Educational psychology and Mathematics Education. The reliability of the instruments was 0.72 and 0.85, determined using Pearson Product Moment Correlational (PPMC) statistics were used. Data collected were analyzed using t-test at 0.05 level of significance. There is a statistically significant difference in levels of academic self-esteem and academic achievement in mathematics among students from single parent families and those from two parent families.

scholarly journals Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

2021 ◽  
Vol 17 (1) ◽  
pp. 33
Author(s):  
Owodunni Adewale Saka
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Secondary Schools ◽  
Teacher Collaboration ◽  
Control Group ◽  
Significant Interaction Effect ◽  
Junior Secondary ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Achievement In Mathematics

The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

scholarly journals Effectiveness of Strategic Intervention Material in Mathematics as Remediation for Grade 9 Students in Solving Problems Involving Quadratic Functions

2019 ◽  
pp. 1-10
Author(s):  
Myrell P. Dumigsi ◽  
Jem Boy B. Cabrella
Keyword(s):  
Academic Achievement ◽  
Standard Deviation ◽  
Relative Frequency ◽  
Quadratic Functions ◽  
Control Groups ◽  
School Year ◽  
Proficiency Level ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

This study aimed to investigate the effectiveness of Strategic Intervention Material (SIM) in Mathematics as remediation for Grade 9 students in solving problems involving quadratic functions. The SIM was designed as a remediation tool for students in teaching one of the least learned competencies. It was personally conducted by the researcher in Digos City NHS – Igpit HS Annex, Igpit, Digos City, Davao del Sur, Philippines during the School Year 2016-2017. A total of 16 Grade 9 students were the respondents of the study. Quasi-experimental design was used. The data were gathered using the researcher-made pretest and posttest. Frequency, relative frequency, mean and standard deviation were used to describe the academic achievement of students in problem solving involving quadratic functions. One-way analysis of co-variance (ANCOVA) was utilized to test if the significant difference existed between the experimental and the control groups. Findings revealed that the proficiency level of Grade 9 students in the posttest when remediated using the SIM was “satisfactory”; while the students remediated with the Grade 9 Learner’s Material was described as “did not meet expectations.” A significant difference in the academic achievement of students on the topic in favor of the experimental group was noted; hence, the Strategic Intervention Material in Mathematics was found effective as a remediation tool for Grade 9 students in solving problems involving quadratic functions. Recommendations were offered.

scholarly journals Teaching Competence of Public School Teachers in the Light of the Philippine Professional Standards for Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 43-44
Author(s):  
Rodelyn E. Malunes ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School Teachers ◽  
Teaching Experience ◽  
Global Market ◽  
Department Of Education ◽  
Professional Standards ◽  
Public School Teachers ◽  
School Teachers ◽  
School Year ◽  
Teaching Competence ◽  
Significant Difference

The teaching competence of teachers is highly regarded as the core of every educational endeavor. Educators worldwide are greatly challenged to gradually develop a more complex teaching competence due to the demand for highly skilled graduates in the global market. Consequently, the Department of Education adopted the Philippine Professional Standards for Teachers (PPST) as a quality assurance tool in implementing the K to 12 Curriculum. The domains of the PPST comprised the complete competency that guarantees a manifestation of globally best teaching practices. Hence, the paper assessed the level of teaching competence of public elementary school teachers in the Division of Bacolod City during the school year 2019-2020, when grouped according to educational attainment, teaching experience, and assessor's designation. Also, it analyzed whether a significant difference exists in the areas of teaching competence and demographics.

scholarly journals Awareness and Incidence of Bullying among Public High School Students in Antique

2020 ◽  
Vol 3 (2) ◽  
pp. 55-56
Author(s):  
Janice L. Gonzales ◽  
Dennis V. Madrigal
Keyword(s):  
High School Students ◽  
Grade Level ◽  
Living Condition ◽  
Department Of Education ◽  
Public High School ◽  
School Students ◽  
School Year ◽  
Significant Difference ◽  
Philippine Government ◽  
Public High School Students

Bullying is an increasing problem globally, which affects school children over the years.  The students who have experienced bullying have a greater risk of psychological distress. Likewise, the incidence of bullying has been increasing despite the efforts of the Philippine government and Department of Education. Moreover, the problem of bullying was even exacerbated by technology resulting in a new form called cyberbullying. Studies also show that students are aware of the different bullying types, yet high bullying incidence still prevails. Hence, the paper describes the level of bullying awareness and the extent of bullying incidence in a public school in Antique during the School Year 2019-2020. The paper also evaluates if a significant difference exists in the level of awareness and the extent of bullying practices when respondents are grouped according to sex, grade level, birth order, living condition, and family monthly income. Furthermore, it also investigates whether a relationship exists between awareness and extent of bullying incidence.    

scholarly journals STUDENTS` ACHIEVEMENT IN ONLINE TEST AND MEASUREMENT COURSE IN SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING PLATFORM

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Basil C. E. Oguguo ◽  
Christopher A. Ocheni ◽  
Femi K. Adebayo
Keyword(s):  
Academic Achievement ◽  
Distance Learning ◽  
Asynchronous Learning ◽  
Online Test ◽  
Learning Platform ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
E Learning ◽  
Planning Decision

Studies reviewed on student’s achievement in synchronous and asynchronous learning shows mixed results. This study determines whether there exists a significant difference in the achievement of students in online test and measurement course in synchronous and asynchronous e-learning platform. The participants consist of 348 under graduate students of National Open University of Nigeria in online test and measurement course. The researchers employed ex-post facto research design for the study and the instrument used for data collection was the Students Test and Measurement Course Proforma (STMCP). The result revealed that synchronous e-learning improved students` academic achievement more than asynchronous e-learning. It was also found that gender of students significantly influenced their academic achievement in both synchronous and asynchronous learning in favour of the male students. The findings of this study will assist education planners and policy makers in planning decision making process which must come from the students as well as the society in general. Thus, education planners need to review the policies and distance learning curriculum in order to emphasize the importance of distance learning as well as facilitate decisions that will make available relevant and quality distance learning materials which will invariably improve students. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0856/a.php" alt="Hit counter" /></p>

scholarly journals Perception Study of Traditional Korean Medical Students on the Medical Education Using the Dundee Ready Educational Environment Measure

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Hyunho Kim ◽  
Hanyoung Jeong ◽  
Pyeongjin Jeon ◽  
Seungju Kim ◽  
Young-Bae Park ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Medical Education ◽  
Educational Environment ◽  
Descriptive Statistics ◽  
Validity And Reliability ◽  
Traditional Korean Medicine ◽  
Self Perceptions ◽  
School Year ◽  
Significant Difference ◽  
Quantitative Indicators

Background. In Korea, a few studies regarding traditional Korean medicine (TKM) education have been conducted. The aim of this study is to evaluate students’ perceptions regarding TKM education in Korea and compare them with those of other countries using a quantitative scale, Dundee Ready Educational Environment Measure (DREEM). Materials and Methods. We conducted a survey using DREEM in a TKM college. Totally, 325 students responded to this survey and we performed the descriptive statistics of scores in all items, subscales, and total. Additionally, subgroup comparisons according to gender, school year, and academic achievement were analyzed. Results. Mean overall DREEM score was 94.65 out of 200, which is relatively low compared to previous studies. Particularly, perceptions regarding subscales of learning, atmosphere, and self-perceptions were interpreted as problematic. There was no statistically significant difference between genders in spite of some differences among groups based on school year or academic achievement. Conclusions. We could examine students’ perceptions regarding TKM education at a TKM college using DREEM for which validity and reliability were verified. TKM education was perceived relatively poor, but these quantitative indicators suggested which parts of education need improvement. We expect DREEM to be used widely in TKM or traditional medical education field.

scholarly journals EFFECTIVENESS OF DEVELOPED WORKSHEETS TO THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SCIENCE 9 CONCEPTS

2021 ◽  
Vol 9 (4) ◽  
pp. 210-214
Author(s):  
John Manuel Cotares Buniel ◽  
Vilma Agua Monding
Keyword(s):  
Academic Achievement ◽  
Instructional Material ◽  
Department Of Education ◽  
Evaluation Tool ◽  
Development System ◽  
Resources Management ◽  
Significant Difference ◽  
Management And Development ◽  
Printed Materials ◽  
Primary Instrument

The study was carried out to evaluate the effectiveness of developed worksheets as an instructional material for teaching specific concepts in science 9. In particular, the aim of the study is to analyze the evaluation ratings of the worksheets produced and the effect of its implementation. It also examines the significant difference between the respondents' academic performances when supported by the developed worksheets. The primary instrument of the study is a standardized evaluation tool for printed materials from the Department of Education, Learning Resources Management and Development System (LRMDS) Office. Results showed that the validated worksheets are identified as appropriate and commendable by the validators. The achievement performance of the respondents has improved substantially. There is a significant difference between the students' academic achievement using established worksheets compared to conventional approaches. In teaching Science 9 concepts, the developed worksheets are appropriate to use as a material and greatly enhanced the students' efficiency.

scholarly journals Algebraic Skills and Academic Achievement in Mathematics of Grade 7 Students in a Philippine Chinese School

2021 ◽  
Vol 4 (3) ◽  
pp. 57-64
Author(s):  
Nery S. Garinganao ◽  
Francis Jose D. Bearneza
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Teaching And Learning ◽  
Secondary Data ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Chinese School ◽  
Achievement In Mathematics ◽  
The Difference

Mathematics achievement is an essential part of a student's academic achievement. However, teaching and learning mathematics is a significant concern in education, especially in distance learning.  This paper described the algebraic skill level and academic achievement in mathematics of Grade 7 students of a Chinese high school. Also, it determined the difference in their level of algebraic skills according to learning modality. It determined whether a significant relationship exists between algebraic skills and academic achievement. Using the researcher-made questionnaire and students' secondary data (average grade from the first quarter to the fourth quarter in Mathematics), mean, standard deviation, Kruskal-Wallis, and Spearman's rho were used. Results reveal that the level of algebraic skills were average while academic achievement levels were approaching proficient. No significant difference was found in their algebraic skills level according to learning modality. However, the significant low relationship was found between the students’ level of algebraic skills and academic achievement.

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