BARRIERS IN DELIVERY OF TEACHING ARALING PANLIPUNAN TO LEARNER’S BEHAVIOR AND PERFORMANCE
Notice bibliographique
Résumé
This study was conducted to investigate the effects of barriers in delivery of teaching Araling Panlipunan to learners behavior and performance of the grade 6 students in Santa Cruz Elementary School. This study answered the following questions: (1.) What are the barriers in delivery of teaching Araling Panlipunan in terms of: (1.1) language(1.2) motivation (1.3) social and cultural (1.4) lack of learning materials and (1.5) emotional factors? (2.) What is the level of learners behavior in terms of: (2.1) initiative (2.2) courteousness (2.3) honesty (3). What is the mean performance of the learners in terms of second quarter grade? (4.) Is there a significant effect in the barrier in delivery of teaching Araling Panlipunan and learners behavior? (5.) Is there a significant affect in the barrier in delivery of teaching Araling Panlipunan and learners performance? Descriptive design was utilized to systematically analyze the data. Survey and Research-made questionnaire in the form of a 5-point Likert scale was used in the study. The adapted rubrics and criteria are also used in grading the performance tasks of the respondents. Mean, standard deviation, frequency and percentage were used for the descriptive questions while T-test for the inferential questions. The researcher further reveals the Language, Motivation, Social and Cultural, Lack of Learning Material and Emotional Factor was observed to have any significant effect to the learners behavior and learners performance as to their second quarter grades. In accordance with the findings, the conclusions were made: The research further reveals that the Delivery of Teaching Araling Panlipunan to the Learners Behavior as rated by the group of respondents respectively has significant effect, the first hypothesis was rejected. Therefore, since was observed to have any significant effect the Language, Motivation, Social and Cultural, Lack of Learning Material and Emotional Factor to the learners performance as to their second quarter grade the second hypothesis was rejected. Based on the findings and conclusion of the study, the following recommendations are hereby endorsed. (1) Teachers may pay attention and use appropriate language with the approaches include a safe learning environment, a sense of responsibility, self- discipline and self- motivation to the learning barriers of the students that may affects on their academic performance. (2.) Teachers may implement the flipped classroom model, this methodology was the students complete readings or watch videos to grasp the content of the subject at home and complete activities, which would often be set as homework. It may refer to the changes that student actions can have on the ability to maintain good performance in the classroom. (3.) Teachers may focus on the achievement of students in the classroom. Require a comprehensive strategy of setting high educational standards, challenging students to meet the requirements, encouraging students to ask questions, and making adjustments to meet the needs of every pupil to improve student achievement. (4.) The next research may use other indicators to get more data about the relationship of the delivery of teaching to learners behavior and performance.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».