Beruflich Dokumente
Kultur Dokumente
1.0 Introduction
Education is a dynamic and lifelong process. It never ceases but
continues to be modernized and be internationally recognized. Curriculum has
been flexible throughout the years, and now in the advent of K-12 curriculum,
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new changes are expected to happen. New teaching strategies and models,
effective teaching styles, efficient teachings instruction, and good communication
skills has been observed upon the birth of K-12 curriculum. There is a great need
for efficient teaching strategies and education
should meet the needs of variety of
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learners and therefore educational technology is important in meeting these
needs. Also, the academic setting requires individuals to possess technological
literacy to become globally competitive professionals in the near future.
As
stated
by
Uyquiengco
(2015),
the
recent
change
in
the
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curriculum was expected to enhance the quality of basic education in the country
and to help students to be prepared in facing the demands of the 21st century.
This law is also in fact in line with Article XIV, Section 2(1) of the 1987 Philippine
Constitution which states that The State
2 shall establish, maintain, and support
a complete, adequate, and integrated system of education relevant to the needs
of the people and society. (Braza and Supapo, 2014)
According to Sec. Luistro (2012), the Department of Education has been
conducting mass training for public schools and some private schools about K-12
Curriculum. It has been a very good start but DepEd concluded that the
availability of instructional materials, specifically updated references, was the
most frequent concern regarding the implementation.
Mathematics has always played a vital role in education. Mathematics
teachers should therefore be adept at teaching the subject and must be equipped
with the necessary skills or strategies needed. Moreover, it is crucial that their
classroom goals are based on the current curriculum. Knowing its framework
enables the teacher to develop and adapt lessons to suit the needs of the
learners in this globally competitive world. (Braza and Supapo, 2014)
Mathematics teachers are experiencing major changes not only in the
content, but also in the manner of instruction. Mathematics used to consist a
collection of facts and skills to be memorized or mastered by a relatively
homogeneous group of students taught using a lecture approach. Now, teachers
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5. Propose instructional material that may enrich the teaching and learning of
Mathematics in high school.
Conceptual Framework
INPUT
PROCESS
OUTPUT
FEEDBACK LOOP
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Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa
Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
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skills;
database
and
spreadsheet
programs
promote
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In the works of Nelson, Christopher, and Mims (2009), Pierce and Stacey,
(2010), Gadanidis and Geiger (2010) and Project Tomorrow (2011), Mathematics
is viewed to be taught easier with the aid of technologies and multimedia
instruction. Experiences of the learners are enriched through the help of the
information and communication technology tools that can be developed by the
teacher to facilitate the exchange of information as part of the teaching and
learning process.
2.0 Methodology
The research paper used descriptive method in nature which was focused
on the effects of educational technology in teaching and learning mathematics
among secondary schools in K-12 classrooms. This type of research answers the
questions and describes the nature of phenomenon. In order to clarify some
concepts regarding the research study, experts were consulted. For the purpose
of verifying the study, data were collected through library and internet research
and a survey questionnaire. Forty teachers from Batangas National High School
were chosen by the proponents to be the respondents.The respondents of the
study were the Mathematics teachers who answered the questionnaire to gather
the needed data for the study.
Finally, the gathered data were analyzed and interpreted through
employment of statistical tools such as, simple percentage for the respondent's
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Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa
Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
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profile; weighted mean to measure the general response of the survey samples
whether they agree to the given statement or not; and Spearmans ranking for
descriptive statistic which shows positional importance of an item of object
discussed and tested by the proponents. After examining all the gathered data,
the research study revealed the important findings that were observed and tested
by the proponents.
3.0 Results and Discussion
The subsequent sections discuss the effectiveness of using educational
technology in Mathematics teaching and learning in Batangas National High
School.
1. Profile the respondents
The following are the profile of the respondents in terms of age, gender
orientation, religion, highest educational attainment, and length of service.
Table 1
Frequency and Percentage Distribution of the Respondents in Terms of Age
(n=40)
Age
21-25 years old
26-30 years old
31-35 years old
36-40 years old
41-45 years old
46-50 years old
51-55 years old
56-60 years old
Total
Frequency
1
13
6
6
4
5
3
2
40
10
Percentage
2.50
32.50
15.00
15.00
10.00
12.50
7.50
5.00
100.00
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Frequency
8
32
40
Percentage
20.00
80.00
100.00
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Frequency
37
1
2
40
Percentage
92.50
2.50
5.00
100.00
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Frequency
25
9
5
1
40
Percentage
62.50
22.50
12.50
2.50
100.00
Table 5
13
Frequency and Percentage Distribution of the Respondents in Terms of Service
Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa
Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
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(n=40)
Service
1-5 years
6-10 years
11-15 years
16-20 years
21-25 years
26-30 years
31 years and above
Total
Frequency
17
10
3
3
2
4
1
40
Percentage
42.50
25.00
7.50
7.50
5.00
10.00
2.50
100.00
2. Educational Technology
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Frequency
Percentage
Word Processing
13
32.50%
Workbooks
29
72.50%
Reference books
37
92.50%
Magazine Articles
12.50%
Newspapers
7.50%
38
95.00%
LCD Projections
15
37.50%
Opaque Projections
0.00%
Overhead Projections
5.00%
Tape Recorders
0.00%
Radio
0.00%
Phonographs
2.50%
Television
7.50%
Computer Software
22.50%
E-books
10.00%
Diagrams
23
57.50%
Experimental Models
10.00%
Photographs/Illustrations
33
82.50%
Recording
2.50%
Printing
25
62.50%
17
42.50%
Posters
15
37.50%
Modelling software
0.00%
Bulletin Boards
16
40.00%
Museums
0.00%
15.00%
Filmstrips
0.00%
Models
15
37.50%
Motion pictures
2.50%
Videotape
2.50%
Fieldtrips
18
45.00%
Resource person
2.50%
Slide Presentation(PowerPoint)
*multiple responses allowed
20
50.00%
15
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Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa
Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
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in
WM
SD
VI
4.55
0.64
4.58
0.64
4.50
0.64
4.05
4.25
4.20
4.30
4.33
4.30
4.28
4.45
4.08
4.28
0.81
0.63
0.61
0.56
0.57
0.56
0.68
0.64
0.73
0.55
Strongly
Agree
Strongly
Agree
Strongly
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
4.30
4.28
4.35
4.25
4.33
4.18
4.05
4.29
0.69
0.72
0.58
0.59
0.66
0.68
0.93
0.50
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
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(4.50),
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Table 8
Mean Distribution of Responses as Regards to the Issues and Concerns
Encountered By Teachers in Using Educational Technology
Issues and Concerns
1. The teachers are not aware in using
educational technology.
2. The teachers are not exposed in network
activities.
3. The teachers are experiencing lack of facilities.
4. The teachers lack the availability of the
materials.
5. The teachers budget is insufficient.
6. The teachers transition of basic education to
K-12 curriculum.
7. The teachers dont have time to explore
educational technology.
8. The teachers are not equipped with the
necessary skills or strategies needed.
9. The teachers use of educational technology
inside the classroom is very seldom.
10. The teachers references are not up-to-date.
Composite Mean
WM
1.95
SD
1.20
VI
Disagree
2.40
0.90
Disagree
3.85
3.85
1.16
1.03
Agree
Agree
4.35
3.20
1.14
0.82
Agree
Moderately Agree
2.73
0.91
Moderately Agree
2.60
0.84
Moderately Agree
3.18
1.06
Moderately Agree
2.10
3.02
1.19
0.71
Disagree
Moderately Agree
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and
software,
and
acquainting
themselves
with
various
programs. Teachers who are willing to work longer hours to do this often pay a
personal price in burn out and an eventual exit from the
school (Hew & Brush, 2006).
Furthermore, the table shows that teachers were exposed in network
activities (2.40), their references were up-to-date (2.10), and they were aware of
using technology (1.95). The findings indicate that mathematics teachers in
Batangas National High School have a very positive attitude towards educational
technology. They are inclined to use it in teaching mathematics. Technology
provides numerous tools that teachers can use in and out of the classroom to
enhance
student
learning.
(https://www.smu.edu/Provost/CTE/Resources/
Technology, 2016)
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Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa
Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
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5 Click into the title box at the top and add a title or short description for the
task.
6 Click on the insert / edit embedded media button in the toolbar (the film
icon circled on the screenshot above).
7 Set the media type to shockwave flash.
8 Use the browse button (circled red on the screenshot right) to find the
cloze flash file in your project folder. Make sure that you select the .swf.
9 Set the dimensions of the movie. If you are not sure about the size, try 640
x 480 or 800 x 600.
10 Click on the advanced tab at the top of the insert window.
11 Check that the auto play option is ticked.
12 Click on the insert button to add the movie and go back to the edit view of
the page. The Flash movie should be displayed and you can check if the
size seems to be appropriate.
13 Finally, click on the green tick button to close the editing view and
complete the page.
14 Save the project.
To complete the job, use the instruction above to create a new page attached to
the title page, rename it and insert the drag and drop flash movie.
You might want to have a play at inserting more pages to see what the other
iDevices look like.
One point to note is that the Scorm Quiz is the only one that reports the score
back to the LMS.
eXe is quite happy for you to insert activities
28 gererated by other applications.
You should then save the eXe file one last time.
Okay, the final job is to generate the LMS friendly package to upload and try out.
1 In eXe, select File > Export > SCORM 1.2.
2 Use the file dialog that appears to save the package file in your project
folder. The program will automatically add the extension .zip to the
filename you choose. Again, it is good practise to avoid spaces in the
filename.
3 eXe takes all the references to the Flash files and anything else you have
inserted onto its pages and puts everything into the zip. You don't need to
worry about keeping the files in the same location nor do you need to
upload them separately. You only need to upload the zip file to your LMS.
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Geogebra
Description
GeoGebra (www.geogebra.org) is free dynamic mathematics software for
all levels of education that composed geometry, algebra, spreadsheets, graphing,
statistics and calculus in one easy-to-use package. Interactive learning, teaching
and evaluation resources created with GeoGebra can be used and shared by
everyone at www.geogebratube.org.
GeoGebra is one of the most preferred dynamic mathematics software. It
supports STEM education and innovations in teaching and learning around the
world. It has also received various awards in educational software.
The advantages of using Geogebra are as follows:
Free to use software for learning, teaching and evaluation
Fully interactive, easy-to-use interface with many powerful features
Access to an ever-expanding pool of resources at www.geogebratube.org
Available in many languages
A fun way to really see and experience mathematics and science
Adaptable to any curriculum or project
Used by millions of people around the world
Procedure
Step 1: Go to http://www.geogebra.org and click download.
Step 2: There are 3 options for installing Geogebra.
1. Webstart - This is the option to choose if Geogebra will be used offline. It
requires installing the software and asking help for the school's IT
department about getting the setup.
2. Applet Start It allows using Geogebra fully in the web browser as long as
there is an internet connection. 30
3. Offline Install - Use this option to download a Geogebra installer and share
with other if they do not have Internet access.
Step 3: Open Geogebra. It will always look the same in every computer.
Step 4: Making a point. Geogebra opens up with a nice graph all ready to be
used. Click on the New Point Button and then click anywhere on the graph.
Step 5: Making a line. Click the appropriately named "Line through Two Points"
button on the right of the new point button. Then click on Point A and then Point
B on the graph. A new line is formed labeled "a" (labels can be changed
afterwards).
Step 6: Making a perpendicular line. Click the next button to the right called
"Perpendicular Line". It asks to click on a point and a line, so click on either Point
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A, Point B, or create a Point C with the add a new point button from step 4. Then
click on Line A.
Step 7: Once it have printed out a worksheet or drawn something on the board, it
is done and it is difficult if not impossible to play around with it.
REFERENCES
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A. Books
Corpuz, B. (2014),Principles of Teaching 2. Quezon City: Lorimar Publishing,
Inc.
Corpuz, B. and Lucido, P. (2012), Educational Technology 1. Quezon City:
Lorimar
Publishing, Inc.
Lucas, M. and Corpuz B. (2014), Facilitating Learning. Quezon City:
Lorimar Publishing, Inc.
Pila, R. et al. (2013),The Role of Educational Technology in Education. Anvil
Publishing, Inc.
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B. Journals
Becker, H. et al. (2007), Internet use by teachers: Conditions of professional
use
and teacher-directed student use.Irvine, CA: Center for Research on
Information Technology and Organizations.
Education Quarterly. (2009),Educational Technology. Vol. 67 (1), 79-91 U.P.
College
of Education.
C. Unpublished Research Materials
Arce, S. (2005), Performance in Mathematics of Grade VI Pupils: Input to
Proposed
Instructional Materials for Remedial Teaching. Unpublished Graduate
Thesis,
University of Batangas, Batangas City.
De Castro, A. Computer Resources in Teaching Mathematics in Selected
Private
Elementary Schools in Batangas City. Unpublished Graduate Thesis,
University of Batangas, Batangas City.
Dimaano, M. (2009), Proposed Interactive Multimedia Lessons for High
School
Economics Subject. Unpublished Graduate Thesis, University of
Batangas, Batangas City.
Tarcelo, L. (2001),Use of supplementary Instructional Materials
inMathematics for
32
Grade V and VI in the Division of Batangas. Unpublished Graduate
Thesis, University of Batangas, Batangas City.
D. Online Sources
http://wikieducator.org/Authoring_with_eXe/Lesson_1_-_Understanding_eXe
http://archive.alt.ac.uk/alt.newsweaver.co.uk/newsweaver.co.uk/alt/e_article0013
2278264e4.html?x=b11,0,w
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm
http://www.nctm.org/Standards-and-Positions/Position-Statements/Technologyin-Teaching-and-Learning-Mathematics/
http://www.prenhall.com/divisions/ect/app/martinez/pages/Chapter%201.pdf.
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www.elsevier.com/locate/EDUREV
http://www.irrodl.org/index.php/irrodl/article/view/792/1486
http://www.edweek.org/ew/articles/2015/04/01/to-teach-math-study-readinginstruction.html
http://ph.theasianparent.com/advantages-new-k-12-curriculum/
http://www.academia.edu/4661905/INSTRUCTIONAL_MEDIA_FOR_EFFECTIV
E_TEACHING_AND_LEARNING
http://encyclopedia2.thefreedictionary.com/Instructional+Materials
http://lexialearning.com/resources/whitepapers/teacher-effectiveness
http://www.ascd.org/publications/books/109011/chapters/Supporting-theClassroom-with-Materials-for-Instruction.aspx
http://ph.theasianparent.com/advantages-new-k-12-curriculum/3/
http://www.smartparenting.com.ph/kids/preschooler/k-12-101-a-primer-on-thenew-philippine-education-curriculum/page/1
http://cianeko.hubpages.com/hub/The-Implementation-o-the-K-12-Program-inthe-Philippine-Basic-Education-Curriculum
http://www.accralaw.com/publications/10-%E2%80%9Ck-12%E2%80%9D
https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology
https://www.smu.edu/Provost/CTE/Resources/Technology
http://hechingerreport.org/half-teachers-leave-job-five-years-heres/
http://www.nationmaster.com/country-info/profiles/Philippines/Religion
http://study.com/secondary_education_teacher.html
http://www.maa.org/programs/faculty-and-departments/curriculum-departmentguidelines-recommendations/innovative-teaching-exchange/in-class-worksheets
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www.brokenairplane.com/2011/01/geogebra-download-tutorial-math-free.html
http://m.negentropy.store.aptoide.com/app/market/math.helper.lite/3034/3670116/
MathHelper+Lite
http://zeedroid.blogspot.com/2015/10/math-helper-3.html
http://www.kscience.co.uk/animation_toolkit/LMS/exelearning.htm
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APPENDIX
A
LETTER TO THE PRINCIPAL
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Noted by:
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Relative to this, may we humbly ask your time and cooperation in answering
this questionnaire. Rest assured that your answer will be treated with utmost
confidentiality and will be used for research purposes only.
Thank you and God bless!
-Researchers
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APPENDIX
C
QUESTIONANNAIRE
(
(
(
(
) 46 - 50
) 51 - 55
) 56 - 60
) 61 and above
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( ) Female
( ) Adventist
( ) Muslim
( ) Others, please specify
___________________________
____ Recording
____ Printing
____ Maps and Globes
____ Posters
____ Modelling software
____ Bulletin Boards
____ Museums
____ Spreadsheet programs
____ Filmstrips
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____ Models
____ Motion pictures
____ Videotape
____ Fieldtrips
____ Resource person
____Slide
____Others (please specify)
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CURRICULUM VITAE
40
I.
Personal Background
Name: Ian Kristopher D. Macalindong
Age: 18
Birthday: June 14, 1997
Sex: Male
Religion: Roman Catholic
Name of Father: Rexy S. Macalindong
Name of Mother: Rita D. Macalindong
Course: BSED-Mathematics
Address: Tuy, Batangas
II.
Educational Attainment
Primary:
Gregorio Paradero Elementary School
Secondary: Our Lady of Peace Academy
Tertiary:
University of Batangas
Year
2003-2009
2009-2013
2013-present
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III.
Organization/s
Future Educators Union
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CURRICULUM
VITAE
I.
Personal Background
Name: Ma. Angelica F. Manalo
Age: 19
Birthday: August 7, 1996
Sex: Female
Religion: Protestant
Name of Father: Angelito L. Manalo
Name of Mother: Ma. Victoria F. Manalo (+)
Course: BSED-Mathematics
Address: Vergara Street, Batangas City
II.
Educational Attainment
Primary:
Batangas City South Elementary School
Secondary: University of Batangas
Tertiary:
University of Batangas
III.
Organization/s
Year
2003-2009
2009-2013
2013-present
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CURRICULUM
VITAE
I.
Personal Background
Name: Romuel F. Panggo
Age:19
Birthday: September 9, 1996
Sex: Male
Religion: Roman Catholic
Name of Father: Petronilo M. Panggo
Name of Mother: Irene F. Panggo
Course: BSED-Mathematics
Address:San Isidro, Puerto Galera, Oriental Mindoro
II.
Educational Attainment
Primary:
Secondary:
Tertiary:
Year
2003-2009
2009-2013
2013-present
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III.
Organization/s
Future Educators Union
University of Batangas Dance Company
43 VITAE
CURRICULUM
I.
Personal Background
Name:Berlyn A. Sandoval
Age:22
Birthday: November 27, 1993
Sex: Female
Religion: Roman Catholic
Name of Father: Carlito C. Sandoval
Name of Mother: Placida A. Sandoval
Course: BSED-Mathematics
Address:Sta. Maria, Bauan,Batangas City
II.
Educational Attainment
Primary:
Sta. Maria-San Pedro Elementary School
Secondary: Bauan TechnicalHighschool
Tertiary:
University of Batangas
III.
Organization/s
Year
2000-2006
2006-2010
2013-present
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44 TECHNOLOGY IN ENHANCING
THE UTILIZATION OF EDUCATIONAL
MATHEMATICS LEARNING IN K-12 CLASSROOMS IN BATANGAS
NATIONAL HIGHSCHOOL: GUIDE IN DEVELOPING
STUDENT ENHANCEMENT ACTIVITIES
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By
Macalindong, Ian Kristopher D.
Manalo, Ma. Angelica F.
Panggo, Romuel F.
Sandoval, Berlyn A.
March, 2016
APPROVAL SHEET
This thesis entitled, The Utilization of Educational Technology in
Enhancing Mathematics Learning in K-12 Classrooms in Batangas National High
School: Guide in Developing Student Enhancement Activities prepared and
submitted by Ian Kristopher D. Macalindong, Ma. Angelica F.Manalo, Romuel
F.Panggo, and Berlyn A.Sandoval, in partial fulfilment of the requirements for the
degree of Bachelor of Secondary Education Major in Mathematics has been
examined and recommended for oral examination.
________________________
Mr. Richard A. Hernandez
Panel of Examiners
Approved by the committee and oral examination with a grade of passed
on March 11, 2016.
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_______________________
Dr. Edward E. Babasa
_____________________
Dr. Angela C. Napa
______________________
Mr. Christer A. Lopez
DEDICATION
ii
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ACKNOWLEGDEMENT
iv
The researchers wish to convey their deepest gratitude and sincerest
appreciation to the following person who helped in the accomplishment of this
study:
Dr. Richard Hernandez, our adviser, for the guidance, supervision and
constructive criticism in the preparation of this study;
Dr. Edward E. Babasa, Dean of College of Education, for his moral
support and encouragement to finish our research;
Dr. Romell A. Ramos, statistician at the University of Batangas, for his
technical assistance and support in finishing this study;
Dr. Priscilla Mizpah Santillana, grammarian at the University of Batangas,
for helping us in making our research possible;
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TABLE OF CONTENTS
iii
Title Page.. i
Approval Sheet. ii
Acknowlegdement iii
Dedication..... iv
Table of Contents..... v
Abstract.. 1
1.0 Introduction. 1
Objectives Of The Study.. 4
Conceptual Framework. 5
Background of the Study.. 6
2.0 Methodology 9
3.0 Results and Discussion. 10
Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa
Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
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