College of Teacher Education
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Item The Union Christian College : its history development and progress 1947-1974(1975-04) Oribello, Delfina Navalta.The purpose of this study was to: 1. Investigate the philosophy and objectives behind its founding -- 2. Trace the history of the school from the founding date to its present statue -- 3. Determine the progress and growth made in the school since its establishments -- 4. Discover the problems and weaknesses of the school -- 5. Suggest solutions to the problems met for improvement.This thesis serves as a mirror of the school to reflect whether it has fulfilled its objective behind its founding. It serves as a historical record of its founding and development, the past achievements of its founders and benefactors who were interested to see the institution not only as an arm of evangelization but also an institutions of learning for the development of Christian character and services. It gives an inspiration to all concerned to increase their support and draw others to get interested in this institution. If the performance of the school is favorable, it will serve to encourage other church-related schools or other private schools to carry on their mission to educate youth. Lastly, the study may open the eyes of the people to appreciate the efforts made by the institution to answer the challenge of the community and the government in educating the youth of the new social order.Item Accuracy of teachers' judgments concerning the sociometric status of sixth-grade pupils of Baguio City(1977-02) Lacasandile, Benjamin A.The accuracy of teachers' sociometric perceptions was the subject investigated and analyzed in this research paper. Teachers' sociometric perceptions mean the ability of the teachers to judge the social acceptance of their pupils along three social criteria, namely seating, playing and working. The two main problems identified were: 1) How accurate are teachers' sociometric perceptions in general? -- 2) What situational factors influence the accuracy of teachers' sociometric perceptions?Item An Analysis of the oral reading difficulties of Ilocano pupils in grades IV and VI in the public elementary schools, Baguio City 1972-1973(1974-03) Rios, Quirina M.The importance of reading has long been recognized in the field of education. Studies have repeatedly shown as a positive correlation between reading proficiency and achievement in other school subjects, Indeed, the learner’s performances in almost all his school work depends in a great measure on his proficiency in reading. However, in spite of the modern techniques and procedures which were adopted and tried out to revitalize the teaching of reading so as to equip the learner with the needed skills, the performance on reading is still far from satisfactory. Considering this fact that good oral reading is the foundation of good silent reading, the researcher conducted this research to find out the common oral reading difficulties among the Ilocano pupils in grade IV and VI in the public elementary schools of Baguio City. This study attempted to answer the following questions: 1. What are the common oral reading difficulties among the Ilocano grade IV and VI pupils? 2. How do the Ilocano grade IV and VI pupils compare in their oral reading difficulties? 3. What are the possible causes of the common oral reading difficulties of the Ilocano grade IV and VI pupils? The following hypotheses were included to test the reliability of the findings. 1. There is no significant difference between Ilocano grade IV boys and girls in their oral reading difficulties. 2. There is no significant difference between Ilocano grade VI boys and girls in their oral reading difficulties. 3. There is no significant difference between Ilocano grade IV and grade VI pupils in their oral reading performance. 4. There is no significant difference between Ilocano grade IV and grade VI pupils in big and small school in their oral reading performance. This study was limited to the four supervisory districts of the division of city schools in Baguio City. For the purpose of this study, one big school and one small school in each district were selected at random to represent the big and small schools in each district. A big school is one that is under a principal 3 with fifty or more teachers. A small school is one that is under a principal 1 or a head teacher with less that twenty-five teachers. The schools included in this study were South Baguio Central, Magsaysay, Lucban, Rizal, Mabini, Quezon and Laurel Elementary schools. Two hundred Ilocano grade IV and two hundred Ilocano grade VI pupils were selected at random from the eight schools included in the study. The standardized oral reading paragraphs for grade IV and VI by Arthus Grey were used in the individual oral reading test to assess the common oral reading difficulties of the subjects. The oral reading difficulties analyzed and observed were omission, mispronunciation, repetition, substitution, reversal, insertion, mispronounced vowel, disregard for punctuation, word-for-word reading and hesitation. Steps were undertaken to answer the following questions: 1. What are the common oral reading difficulties among the Ilocano grade IV and VI pupils? With the use of the Arthur Gray’s standardized oral reading paragraphs for grades IV and VI an individual oral reading test was given to the 400 cases in this study. The common errors committed by each pupil while reading aloud were noted down by the researcher on the copy of the paragraph used for noting down the errors committed by the National coordinating center for the study of Filipino children and youths. The common errors to be observed and analyzed were substitution, mispronunciation, reversal, mispronounced vowel, omission, insertion, word-for-word reading, disregard for punctuation and hesitation. Frequencies for each error-type were tallied and summed up. Aggregate sum for all frequencies of the different error-type committed by sex and by grade was computed. From the frequencies of each error-type the most common oral reading difficulty to the least common oral reading difficulty was classified and ranked. The Ilocano grade IV pupils committed ten common oral reading difficulties ranked as follows: substitution, mispronunciation, insertion, mispronounced vowel, repetition, omission, reversal, hesitation, disregard for punctuation and word-for-word reading. Similarly, the same procedure was done in grade VI. The findings show that the grade VI pupils committed eight out of the ten error-type committed by the grade IV pupils. They are ranked as follows: substitution, insertion, omission, mispronunciation, repetition, reversal, hesitation and mispronounced vowel. 2. How do the Ilocano pupils in grades IV and VI compare in their oral reading difficulties? The means of the sum and aggregate frequencies of errors were computed by sec and by grade. To find out whether significant difference exists between sexes and grade levels, the means of the sum of the frequency of errors by sec and by grade were compared with the used of the t-test. The same procedure was used to find out whether a significant difference exists between the means of the grades IV and VI pupils in the big and small schools in the public elementary schools in Baguio City. 3. What are the possible causes of the common oral reading difficulties among the Ilocano grade IV and VI pupils? The errors recorded for each reader were classified as substitution, mispronunciation, repetition, omission, mispronounced vowel, word-for-word reading or disregard for punctuation. After having classified the errors, the nature of the difficulties were further analyzed. Attempts were made to ascertain the words commonly substituted, reversed, mispronounced, hesitated or repeated. The position of the errors in the word, that it, whether it was in the initial, medial or terminal position were likewise identified. From this analyzes made in the errors, the following came out to be the possible causes of the oral reading difficulties: poor word recognition, in adequate reading vocabulary, failure to discriminate speck sounds, carelessness, carry-over effect of the home language on the second language and the poor habit in oral reading. 1. The almost identical error-type committed by the grades IV and VI pupils imply that a school reading should include provisions for the development of skills necessary to prevent or at least minimize these reading difficulties in all grade levels. 2. The total frequency of errors in oral reading tests fir both grades show that the most common reading difficulty is substitution. Analyses of the substitution errors seem to point out that poor word recognition and limited vocabulary are the causative factors of this difficulty. The reading program of the schools, therefore, should strengthen the vocabulary development phase of its program to increase the pupils’ reading vocabulary. Increased vocabulary would bring about improved word recognition. Likewise, the teaching of the phonics should be evaluated to find out ways and means of revitalizing it to make it an effective tool in the development of reading skills. 3. The findings reveal that proficiency in oral reading is in a certain measure affected by the length of time the language is taught to the pupils. This justifies the inclusion of English as a subject as early as in grade I. From the findings obtained in this study, the following conclusions should be drawn: 1. Generally, Ilocano pupils in grades IV and VI have common types of oral reading difficulties. These substitution, mispronunciation, insertion, mispronounced vowel, repetition, omission, reversal, hesitation, disregard for punctuation and word-for-word reading. 2. Substitution is the most common oral reading difficulty for both Ilocano pupils in grades IV and VI. 3. There is no sex difference within the grade in oral reading difficulties. 4. Ilocano pupils in grade VI perform better in oral reading than the Ilocano pupils in grade IV. 5. There is no significant difference in the reading performance of the pupils in big and small schools. The results of the study pointed out the need to improve the oral reading proficiency of both grade IV and VI pupils. To this end, the following measures are hereby suggested. 1. The following are already being done in the reading program of the Bureau of Public Schools but stress should be given to develop more proficient readers. a. Diagnostic oral reading test should be given at the beginning of the school year to determine the pupils’ reading level and to determine the nature of error-types committed by them. By doing this errors could be minimized if not prevented. b. There should be a continuing evaluation of the reading performance of the pupils. c. School reading programs should be provide a functional program on remedial reading instructions to help the pupils with reading difficulties. 2. A. Special reading teacher should be assigned in every school. While it is true that all teachers are reading teachers, their competency to diagnose the reading difficulties and to select the appropriate remedial measures for a particular difficulty is still inadequate to produce the desired result. A reading teacher with special training for this task could undoubtedly do better than one who does not have such training. 3. Attention should be given to the developmental skills such as word attack skills through the use of pictures, configuration, context clues and vocabulary skills for independent word recognition; comprehension and study skills for location and interpretative skills. 4. A replication of this study is suggested to find out if the common oral reading difficulties found in this study are common to all pupils in grades IV and VI with different home language.Item A Proposal : a science high school in the city of Baguio(1971-01) Peñera, Feliciana Valdez.A science high school for the city of Baguio that has the following features is proposed: 1. relies on public and private funds for financial support. 2. operates a secondary course on a free scholarship basis consisting of free tuition and books. 3. is an integral part of the Baguio City High School until such time that a full complement of a high school shall have been organized. 4. lays emphasis on the preparation for a science career. 5. develops according to a timetable. 5. develops according to a timetable. Some facts and observations are offered to justify the need. 1. To meet new challenges brought by material progress. 2. To complement those already established in the city financed by the private sector. 3. This is in consonance with the “center-of-learning” idea of the city development board for the city of Baguio. 4. A science high school meets the tenets of democracy which recognizes individual differences quality of opportunity and full development of one’s capacities leading to self-fulfillment. 5. The last congress passed the science and technology act to show concern for the fate of science in the country. 6. The emerging partnership between education and industry demands relevancy of education to the economic development of the country. 7. The director of public schools believes that the pressing need of the times is to produce a corps of scientifically trained people that can participate in any nuclear power project. 8. Baguio city high school is one of the UNICEF-aided high schools and is a recipient of laboratory equipment and scholarships enabling it to have adequate laboratory facilities and a comparatively strong faculty for a starter. 9. Baguio City High School’s prestige was regained. Hopefully, it will attract the better and the gifted students of the community. 10. A science high school can be a continuation school of the special education classes for the gifted and the fast learners organized and started at the Quezon elementary school in 1967. 11. In 1961, the Bureau of public schools issued memorandum no. 82 on the organization of special science classes. This was to become the nucleus of a science high school. 12. The city must keep in step with the curricular changes on the secondary level, once the weakest link, in the educational structure. 13. This will run along with the newer thinking in the Planning Section, Bursae, of Public Schools on region¬alization and decentralization. In this paper, largely descriptive, studies had to be done through a systematic analysis of bulletins, circulars, memoranda, interviews, observations, announcements, school organs, scholar¬ships, school programs, yearbooks and brochures in addition to several books, periodicals and other publications on the latest in science teaching. These studies cover four already established Science High Schools. Over a four-year probationary period the school shall gradually organize special science classes by year levels for a limited number of students who shall be screened according to a prescribed it of rules and regulations on admission and school antic requirements, Funding will depend on a large extent, on the City School Board, and possible external aid. But for the established high school financing will be borne by Congress or the City Council for good measure. A proposed budget in made for the established high school. A director, a guidance counsellor, clerk-registrar, a medical-dental unit, librarian, aside from teachers who have special training in the sciences make up the personnel. A proposed organizational chart is shown. Suggested lists of laboratory equipment and reading materials are offered based on lists from the Philippine Science High School and other criteria mentioned in the text. A school program whose base is the physical sciences and with extended time allotments in science, math and English is proposed. Emphasis is made on the laboratory method and current science and math programs. Contemporary evaluative measures are explored and presented. Four-year targets are offered.Item The Teaching of new social studies in the public and private secondary schools of Baguio City(1977) Peralta, Consuelo B.This study aims at finding out the trends and practices in the teaching of new social studies. Specifically, this study seeks answers to the following questions: 1. How competent are the social studies teachers of public and private secondary schools of Baguio 2. How are the objectives of the lessons formulated? 3. What are the prevailing methods in teaching the new social studies in both public and private schools of Baguio? 4. What techniques are used in teaching the new social studies. 5. What activities are undertaken in the social studies lessons. The rapid changes and unprecedented advances in knowledge and technology have created the problem of curricular reforms in social studies. The “traditional” social studies concentrated on the acquisition of unrelated facts and information. Its main focus especially in the secondary level was history per se, the presentation of chronologically arranged past events. Since it dealt with endless specific facts, it called for the expository method of teaching which resulted in memorization on the part of the students. The teacher poured as many facts and information as he could into the minds of the students which were liked to receptables. There was no challenge for the students to think, discover, reason out and make decision. The present needs a curriculum content that includes ideas which, when developed would give fundamental learning necessary to adapt to change, thus enabling the students to understand the society they live in. This was the reason for the shift from the “traditional” to the “new” social studies. To make social studies effective and functional, a continuing assessment of its objectives, methods of instruction or strategies, techniques and activities should be made. The teachers should be assessed too, for they are the very agents of change as far as the welfare of the students is concerned. (Refer to appendix g.) This study may contribute to the improvement of the secondary social studies teachers’ competence. Findings of this study may provide informative materials for an effective social studies teaching program that will be responsive to the needs of the students. College and universities may also be guided in the revision of their teacher-education programs to conform with the “new” social studies trends so as to graduate fully prepared new social studies teachers.Item Reading interests of sixth grade pupils in public elementary schools of Baguio City(1970) Peralta, Lourdes Bello.It was the purpose of this study to determine the reading interests of sixth grade pupils which may serve as a basis for teachers, parents, and librarians in the selection of proper reading materials for this grade. Specifically, the study sought to answer the following questions: 1. What reading materials outside the basic textbooks prescribed in the curriculum do sixth grade pupils read? 2. What reasons determine the preferences of sixth grade pupils for specific types of reading material? 3. What steps may be taken to develop and broaden the children’s reading interest. “Reading is an indispensable tool in the acquisition of knowledge and information,” Luz Calendrino Bucu wrote in a similar study. Indeed a child cannot be taught all he needs to know even with the concerted efforts of his parents, teacher, and librarian. Thus, those who are most concerned in the education of a child need to utilize all the tools at hand to afford the child a good education that will be of profit to him in adulthood when he comes face to face with the innumerable complexities of life. Reading is one of these tools. To make maximum use of reading as an educational tool, the child must first take an interest in reading and in consequence should develop a reading taste. In this study, an attempt was made to determine whether grade six pupils are interested in reading if they have developed a reading taste.Item Pag-unawa sa pakikinig o pag-unawa sa pagbasa(1973-10) Peña, Guillermina O.Sixty-four grade III boys and girls were selected by means of tests, marks and observation by teachers. These subjects were divided into two levels of high and low ability and were assigned to four tasks, namely: listening, listening + oral reading, listening + silent reading and purely reading by random sampling. Two kinds of materials were presented: the story type and factual stories selected from the basic readers, stories from books of grade IV-VI, magazine and selection compiled by the teachers to the subjects to measure their comprehension. A tape recorder and mimeograph copies of the selection were used to present the materials. Five questions after every selection were answered to measure their comprehension. The results indicated that children who read the selections showed better comprehension than any of the tasks. Similarly, the children who listened and read silently the materials simultaneously did not show a remarkable difference. Listening + oral reading and purely listening did not show relative effectiveness or the same degree of accuracy as the first task. The findings show that reading is effective as proven in the research made and the result suggest that reading in the third grade be developed and be given emphasis in the daily activities to develop and improve further comprehension. Hence, multi-level reading materials should be produced.Item A Survey of the weakness of the grade four pupils of the public elementary schools of Baguio City in the four fundamental arithmetic operations(1971-11) Orpilla, Cosmedin E.The problem of this study is to determine the nature of the weaknesses of an errors committed by the 1968-1969 grade IV pupils of the public elementary schools of Baguio City, in the mastery of the four fundamental operations involving integers, fractions and decimals. And incidental objective, in as much as there are no conclusive studies on sex as a factor in mathematical abilities, is to make a comparative performance of the boys and the girls in this population. The descriptive method of investigation was used in this study with a teacher-made test as the instrument. Consisting of one hundred items, the test comprises six sub-tests, namely: Test I, Addition of Integers; Test II, Substraction of Integers; Test III, Multiplication of Integers; Test IV, Division of Integers; Test V, Addition, Subtraction, Multiplication and Division of Fractions; and Test VI, Addition, Subtraction, Multiplication and Division of Decimals.Item A Study of the written english vocabulary of grade three pupils in public elementary schools of Baguio City(1964) Gutierrez, Virginia P.This study entitled, "A Study of the written english vocabulary of Grade III pupils in public elementary schools of Baguio City", is being made to answer the following questions: 1. What is the size of the written English vocabulary of Grade III pupils in public elementary schools of Baguio City? Is this adequate for the grade level? -- 2. How do the boys and girls compare in size of written English vocabulary? -- 3. What is the extent of the vocabulary according to parts of speech? -- 4. How do the boys and girls compare in quality of written English vocabulary? -- 5. What English words are commonly used and least commonly used? -- 6. What English words are misspelled? -- 7. How do the boys compare with the girls in spelling? -- 8. What is the relation of socio-economic status with the size and quality of written English vocabulary? -- 9. How do theses Grade III pupils compare with American children in pattern of language development?Item The Teaching of modern mathematics in complete elementary schools in five school districts of Western Mountain Province(1974) Guilay, Esteban.The study rims to determine the prevailing status of Modern Mathematics instruction relative to these six problem areas: 1. Academic preparation of teachers of Modern Mathematics. 2. Selection and statement of objectives in teaching Modern Mathematics. 3. Teaching methods or strategies used in teaching Modern Mathematics. 4. Resources and materials for Modern Mathematics teaching. 5. Evaluation of pupil progress and achievement in Modern Mathematics instruction. 6. Problems met by teachers of Modern M4thematics. Specifically, this. study seeks 'to find answers to the following questions: 1. What is the prevailing "status" of Modern Mathematics teaching in the five school districts relative to the six Major problem areas above? 2. What are the most pressing problems met by teachers of Modern Mathematics in teaching the subject? 3. What measures, must be taken to improve the teaching of Modern Mathematics? This study was limited to all complete elementary schools in the five school districts of Western Mountain Province, namely: Sabangan, Sagada, Bauko, Besao, and Tadian. The study dealt on the six major problems above. It involved 200 elementary grade teachers who are teaching Modern Elementary Mathematics. The descriptive-survey technique was used with the questionnaire checklist as the main instrument for gathering data besides school reports and publications such as; the narrative reports of district supervisors on Modern Mathematics teaching, annual narrative reports of the Division Superintendent of Schools, Memoranda, Bulletins, and magazines or manuscripts dealing on Modern Mathematics. In the light of the following conclusions were derived: A. Personal Data. 1. Majority of the Modern Mathematics teachers 14 were of the age group of 35 to 39 years.: The mean age was 37.98 years. They possessed the minimum educational qualifications for the elementary schools, WEED and BSE (Inverted Course) degrees. 2. Most of these mathematics teachers were civil service eligible. The average teaching experiences in the public school service as 13.13 years, how¬ever, their average teaching experiences in teaching Modern Mathematics was 3.6 years. 3. Modern Mathematics was taught in all grades. B. Teaching modern mathematics. 1. Academic preparation of modern mathematics teachers. A. Majority of the mathematics teachers had limited background in modern mathematics education before graduating college. Only 20.00 percent of the 200 respondents has taken the subject “teaching modern mathematics in the elementary grades.” Most of these teachers have acquired their background in teaching modern mathematics from in-service education. 2. Goals and objectives of teaching modern mathematics. a. most teacher-respondents consider primarily the “needs, interests, and abilities of their pupils as basic in planning their lessons. b. Stating objectives of lessons in behavioral terms was adopted by the mathematics teachers. c. The proper development of skills, understanding with reasoning power, critical thinking and efficiency in accomplishing work activities were emphasized rather than mere accumulation of information and memorization of facts. 3. Teaching strategies. a. Varied approaches in teaching modern mathematics were used. The discovery or the inductive method was the most utilized teaching strategy. Review and drill were also used for further development of certain habits and skills. b. The daily type of lesson planning was still common among the modern mathematics teachers. 4. Resource and materials. a. The blackboard was still the most useful device in teaching modern mathematics. New teaching devices and materials for modern mathematics were not utilized because of inadequate supply. b. The supply of textbooks and other references in modern mathematics were inadequate especially in the primary grades. c. Professional magazines personally subscribed by teachers were the main source for materials in teaching modern mathematics. 5. Evaluation program. a. The scheme of continuous progression was unpopular among the teachers This was traceable to the lack of skills in preparing the different criteria of evaluation, The cumulative system was used by the teachers in evaluating progress made by their pupils. b. The paper-pencil test was the most common tool in evaluating pupils’ progress in modern mathematics instruction. 6. Problems met by teachers in teaching modern mathematics. a. The most common problem presented was the lack of textbooks, references, teaching devices, teaching guides and workbooks. b. Teachers more unable to cover the minimum requirements for each grade as prescribed in the graded course of studies. c. Teachers had inadequate pro-service and in-service preparations to teach modern mathematics. d. Pupils lacked mastery of the fundamental operations, could hardly formulate and/or solve problems in Modern Mathematics and had diffi¬culty in expressing their ideas in the language of mathematics. 7. Solutions to problems met. The following major solutions to improve the teacher of modern mathematics were offered: a. More seminar- workshops on the district or division level and demonstration-teachings on modern mathematics should be conducted. b. Competent teachers of modern mathematics should be assigned to big elementary schools to teach modern mathematics. They may serve also as resource persons during school/district teachers professional meetings and convocations. c. The teaching of modern Mathematics should be a must in all grade levels throughout the elementary grades. d. More teaching guides and devices, textbooks, and references should be provided by the divi¬sion office. The following recommendations may prove helpful and presented for consideration. 1. Increase the credit unit requirements for the mathematics in college to at least 12 units especially in the BSEED and BSE degrees. 2. Competent teachers in modern mathematics should serve as demonstration-teachers on the school/district level. 3. Team supervision by principals and head teachers under the leadership of the district supervisor should be introduced in order to provide better supervision of the different subject areas, particularly, Modern Mathematics. 4. Modern Mathematics teachers should be given equal opportunity to attend regional and national conferences, seminars, or workshops on Modern Mathematics. Those with inadequate background in teaching the subject should be encouraged to attend summer classes. 5. Teachers should not be only contented with being educa¬tionally qualified, experienced, or eligible but they must continue to grow professionally through in-service education. They should buy and read professional books. 6. The use of varied teaching approaches and different techniques and tools of evaluation should be encouraged by school officials. 7. The Division Office should provide adequate supply of textbooks, teaching devices, teaching guides, workbooks, and suitable materials and references which could be stacked in school libraries for use anytime by teachers and pupils. The provincial and municipal school boards funds should be used in purchasing these much needed materials. 8. Action researches on Modern Mathematics teaching should he conducted by teachers and school officials as means of improving mathematics instruction. 9. A replication of the study may be conducted in the other non-cultural minority provinces to include the reactions of parents toward the teaching of modern mathematics.
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