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MARC View

Academic Term

January - May | 2nd Semester 2025

Proverbs 2:11: Discretion shall preserve thee, understanding shall keep thee:
 
 

MARC View

LabelTagIndicatorsSubfieldContent
Leader00000998nam a2200205 a 4500
Date and Time of Latest Transaction005 20240314101742.0
General Information008 020517s2000 000 0 eng d
Agency-assigned identifier035 _a(0000000000)46824
Agency-assigned identifier035 _a825C567C250F4BFF8299A189FC53A98F
Main Entry - Personal Name1001 _aPilapil, Edgar M.
Title2451 0_aTeachers performance behaviors and pupils' achievement in mathematics /
Title2451 0_cEdgar M. Pilapil.
Publication, Distribution, etc. (Imprint)260 _c2000.
Phys Description300 _axi, 85 leaves ;
Phys Description300 _c27 cm.
General Note500 _aThesis (M.A.)--Adventist University of the Philippines, 2000.
Summary Note520 _aThe purpose of this study is to find out the factors contributed by the teachers to the mathematics learning of the pupils. This study employed quantitative features and was supplemented by qualitative data. On the quantitative research design, the researcher used two sets of questionnaire a 40-item pupils' evaluation of the mathematics teachers questionnaire and 27 item mathematics teaching attitude scale questionnaire. Classroom observation, narratives of the pupils and interview with the pupils and teachers are the sources of qualitative data. The respondents were the grade VI pupils and elementary teachers of Adventist University of the Philippines - Northeast Luzon Camps Elementary, Baesa Adventist. Elementary School and Lipa Adventist Elementary School during the school year 1999-2000. STATISTICAL TREATMENT The Descriptive statistics was used to serve as gratification of the extent each student has evaluated their teachers per particular item on the teachers' evaluation scale and each teacher has evaluated himself per particular item on mathematics teaching attitude evaluation scale. Correlation coefficient was used to test whether there is a relationship between the mathematics learning of the pupils and teachers' personal qualities, teachers' strategies and procedure, teachers' classroom management style, teachers' knowledge of the mathematics subject and teachers' attitude towards mathematics teaching. And finally, the step-wise multiple regression was used to identify the factors which account for the variance in mathematics learning. FINDINGS There are 124 pupil respondents and 29 elementary teacher respondents. Most teachers liked to teach mathematics, contrarily, most pupils don't like mathematics. As evaluated by the pupils, elementary mathematics teachers have good personal qualities, they get the interest of the pupils by demonstrating different teaching styles, they can handle the class well and they have a good knowledge of the subject. However, evaluation of the pupils as well as teachers' evaluation of themselves show that teachers don't have a very positive attitude toward mathematics teaching. Teachers' personal qualities, teachers' strategies and procedures, teachers' classroom management style, teachers' knowledge of the subject and teachers' attitude toward mathematics teaching are all directly related to mathematics learning. Among these five variables, classroom management of the teacher and teachers' attitude toward mathematics entered the regression or account for variance in mathematics learning. Teachers' mastery of the subject is another variable found that affects mathematics learning. CONCLUSION 1. Teachers' personal qualities, teachers' strategies and procedures, teachers' classroom management style, teachers' knowledge of the subject and teachers' attitude toward mathematics teaching all affect mathematics. 2. Classroom management style of the teachers and teachers' attitude toward mathematics teaching are the two factors that contribute most to the mathematics learning of the pupils. RECOMMENDATIONS 1. Elementary teachers must undergo specialized training in mathematics teaching. 2. All elementary schools must adopt the departmentalized teaching; those teachers who are inclined to teach mathematics must be the one to teach mathematics. 3. Adventist University of the Philippines being the center of education of seventh-day Adventist in North Philippine Union Mission must conduct seminars and specialized training that will accommodate the problems and needs of elementary teacher in mathematics teaching. 4. Similar studies must be undertaken considering other areas in mathematics learning. 5. Assessment must be done in elementary mathematics program considering the topics taught by the teachers followed by module production. 6. The College of Education of Adventist University of the Philippines must restructure the curriculum of Bachelor of Science in Elementary Education (BSEED) in a way that the problems and needs in elementary mathematics Leaching will be catered.
Subj: Topical650 7_xAttitudes.
Subj: Topical650 7_2sears
Subj: Topical650 7_2sears
Subj: Topical650 7_xInstruction and study (Elementary)
Subj: Topical650 7_aMathematics
Subj: Topical650 7_aMathematics teachers
Subj: Curriculum658 _aMaster of Arts in Education.
Subj: Curriculum658 _2local
AE: Pers Name7001 _aRole, Elizabeth M.,
AE: Pers Name7001 _dAdviser.
Electronic Location and Access8564 _uhttp://jldmlibrary.aup.edu.ph/opac/thesis_abstract/pdf/Pilapil,%20Edgar.pdf
Electronic Location and Access8564 _zAbstract (PDF)

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