PARENT- TEACHER EXTENT OF INVOLVEMENT IN THE ACADEMIC PERFORMANCE OF GRADE V - RAMON MAGSAYSAY OF BAGONG NAYON II ELEMENTARY SCHOOL IN THE NEW NORMAL SCHOOL YEAR 2020-2021, BASES FOR A PROPOSED INTERVENTION PROGRAM
Bibliographic record
Abstract
The face-to-face conduct of classes has come to its end in schools and community learning center due to the Covid 19 pandemic. This is one of the biggest problems we encountered in most part of the regions in the country. The government take measures from health protocols, physical distancing, and community quarantine to contain the spread of the virus. The proponent conducted this study because one of the sectors greatly affected by this corona virus is education. This study aimed to determine the extent of parent- teacher involvement in the academic performance of Grade 5 section Ramon Magsaysay of Bagong Nayon II Elementary School. The researcher used a descriptive study utilized quantitative research method. Purposive sampling was used and conducted via online through google forms. Checklist- questionnaire was sent through group chat of 34 parents-pupils and 26 teachers. Standard procedures were used to process and represent findings. The statistical treatment used were percentage, weighted mean, and t-test. Results showed that there is a significant different between parent- teacher conference through distribution of modules and retrieval of outputs, while the second aspect shows that there is no significant different in participation in school performance task. Lastly, it showed that there is a significant difference in the perceptions of parent and teachers in pupil’s supervision during new normal. In addition to the academic performance of pupils, results showed that the average grade level of pupils from first quarter to second quarter is positively high. This implies that there is a positive significant relationship between parent and teacher in the academic performance of pupils in the new normal. Moreover, parents and teachers were able to adapt to the new trend in educating children following the intervention program.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".