Conceptions of Students at Risk on Behavior Modification Program Create: A Story of One Public School in the Philippines

Barela, Rosalie Nenette S.; Bernardino, Hedivina P.; Ana, Veronida M. Sta.; Feliciano, Analyn C.; Averion, Rebecca F.

doi:10.20319/pijss.2018.33.134152

Cited by 2 publications

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“…Twenty-one (21) Grade 7 mathematics teachers were purposively selected based on the The researcher followed the protocols in seeking permission to conduct the study. In this reason, only willing teacher-respondents were asked to fill up the consent form and affix their signatures to signify their willingness to participate in the interview (Barela et al, 2018) and the videotaping of their respective classes, before the actual classroom observation and interview. To adhere to the policy of the DepEd policy, "no disturbance of classes," teachers were the ones who gave the schedules of the classroom observations and interviews.…”

Section: Sampling Proceduresmentioning

confidence: 99%

The Road Less Taken: Differentiated Instruction (Di) as Practiced by Grade 7 Mathematics Teachers in the Philippines

MAGAYON

Tan

2020

pijtel

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In the K-12 curriculum program applied globally, teachers are challenged to apply the Differentiated Instruction (DI) which is responsive to the needs of all students and facilitates learning. In the Philippines, the Department of Education recently mandated the implementation of DI in the K-12 curriculum. Hence, this study sought to answer research question: What differentiations are practiced by the Grade 7 Mathematics teachers in their classes? Data gathered from lesson plans, interviews, and classroom observations of 21 Grade 7 Filipino mathematics teachers were qualitative analyzed through the Framework Analysis by Ritchie and Lewis (2013).Findings show that Maker's principles of differentiation on content, process, and product were applied in instruction though not to the fullest; and Tomlinson's principles are embedded in the teaching strategies and student's activities, considering student's readiness and interests.

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Section: Sampling Proceduresmentioning

confidence: 99%

The Road Less Taken: Differentiated Instruction (Di) as Practiced by Grade 7 Mathematics Teachers in the Philippines

MAGAYON

Tan

2020

pijtel

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Anti-Bullying Bibliotherapy Intervention (ABBI) Program Manual: Grounding Teachers and Counselors

Resultay,

Tunac,

Macaraeg

2023

Wseas Transactions on Computer Research

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This study addresses the development and validation of an Anti-Bullying Bibliotherapy Intervention (ABBI) Manual which espouses a form of Bibliotherapy that combines two types - developmental and prescriptive. A combination of descriptive research and development methods was used. The manual was developed based on the conducted online survey and comprehensive bibliographic review. The ADDIE model was used as a framework for developing the manual and Echer’s (2005) validation steps were employed. The Manual is valid and could be utilized by teachers and counselors after subjecting it to face and content validity using the Delphi technique. A measure of scale reliability using Cronbach’s Alpha (Intraclass correlation average measures or reliability coefficient) and the level of internal consistency of the raters’ score were used to measure internal consistency, that is, how closely related a set of items are as a group.

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Conceptions of Students at Risk on Behavior Modification Program Create: A Story of One Public School in the Philippines

Cited by 2 publications

References 0 publications

The Road Less Taken: Differentiated Instruction (Di) as Practiced by Grade 7 Mathematics Teachers in the Philippines

The Road Less Taken: Differentiated Instruction (Di) as Practiced by Grade 7 Mathematics Teachers in the Philippines

Anti-Bullying Bibliotherapy Intervention (ABBI) Program Manual: Grounding Teachers and Counselors

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