Teachers' level of knowledge and extent of implementation of multi grade teaching in the public elementary schools /
Galzote,Filipinas G.
Teachers' level of knowledge and extent of implementation of multi grade teaching in the public elementary schools / Filipinas G. Galzote - 2019 - xiii, 134 leaves ; 28 cm.
Thesis ( M.A.Ed - Educational Management ) - Mariano Marcos State University,2019.
Bibliography: leaves 105-110.
ABSTRACT GALZOTE, FILIPINAS GACULA. Mariano Marcos State University, May 2019. TEACHERS’ LEVEL OF KNOWLEDEG AND EXTENT OF IMPLEMENTATION OF MULTIGRADE TEACHING IN THE PUBLIC ELEMENTARY SCHOOLS. Major Adviser: Dr. Artemio P. Seatriz. Using the descriptive – correlational reseach dsign, the study described the teachers’ level of knowledge and extent of implementation of the essential aspects of multi grade teaching in the public elementary schools of the Division of Ilocos Norte. It also determined the relationship between the teachers’ knowledge and the extent to which they implement the essential aspects of multi grade teaching. Problems encountered by multi grade teachers were also identified as well as their best practices in the implementation of multi grade education. One hundred thirty-seven (137) multigrading teachers from public elementary schools in the Schools Division of Ilocos Norte were involved in the study. Their level of knowledge and extent of implementations were determined using a validated researcher-made questionnaire. Data were analyzed using frequency counts and percentages, mean, standard deviation, t-test for dependent samples and Pearson r and point-biserial correlation. In all test of significance, the level of significance was set at the .05 probability level. Results revealed that the teachers have highly adequate on the six essential aspects of multigrade teaching, namely: philosophy, principles, requirements, procedures, and processes, curriculum and facilities. Meanwhile, both the teachers and their school administrators perceived that multigrade in the public elementary schools in the Division of Ilocos Norte have been implemented to a great extent. The administrators have observed that the teachers put into practice the essential aspects as multigrade teaching. Results further revealed that the teachers’ socio – demographic characteristics are not significantly related to their knowledge and extent of implementation of the multigrade teaching. On the other hand, the teachers’ level of knowledge and extent of implementation on the six essentials aspects of multigrade teaching are significantly related to one another. Thus, the teachers; level of knowledge greatly influences their implementation of multigrade in their respective classes.
Teachers' level of knowledge and extent of implementation of multi grade teaching in the public elementary schools / Filipinas G. Galzote - 2019 - xiii, 134 leaves ; 28 cm.
Thesis ( M.A.Ed - Educational Management ) - Mariano Marcos State University,2019.
Bibliography: leaves 105-110.
ABSTRACT GALZOTE, FILIPINAS GACULA. Mariano Marcos State University, May 2019. TEACHERS’ LEVEL OF KNOWLEDEG AND EXTENT OF IMPLEMENTATION OF MULTIGRADE TEACHING IN THE PUBLIC ELEMENTARY SCHOOLS. Major Adviser: Dr. Artemio P. Seatriz. Using the descriptive – correlational reseach dsign, the study described the teachers’ level of knowledge and extent of implementation of the essential aspects of multi grade teaching in the public elementary schools of the Division of Ilocos Norte. It also determined the relationship between the teachers’ knowledge and the extent to which they implement the essential aspects of multi grade teaching. Problems encountered by multi grade teachers were also identified as well as their best practices in the implementation of multi grade education. One hundred thirty-seven (137) multigrading teachers from public elementary schools in the Schools Division of Ilocos Norte were involved in the study. Their level of knowledge and extent of implementations were determined using a validated researcher-made questionnaire. Data were analyzed using frequency counts and percentages, mean, standard deviation, t-test for dependent samples and Pearson r and point-biserial correlation. In all test of significance, the level of significance was set at the .05 probability level. Results revealed that the teachers have highly adequate on the six essential aspects of multigrade teaching, namely: philosophy, principles, requirements, procedures, and processes, curriculum and facilities. Meanwhile, both the teachers and their school administrators perceived that multigrade in the public elementary schools in the Division of Ilocos Norte have been implemented to a great extent. The administrators have observed that the teachers put into practice the essential aspects as multigrade teaching. Results further revealed that the teachers’ socio – demographic characteristics are not significantly related to their knowledge and extent of implementation of the multigrade teaching. On the other hand, the teachers’ level of knowledge and extent of implementation on the six essentials aspects of multigrade teaching are significantly related to one another. Thus, the teachers; level of knowledge greatly influences their implementation of multigrade in their respective classes.