Classroom management problems of URS Taytay BSE-TLE graduates during their first year of teaching in public schools /
Colis, Angie Licha B.,
Classroom management problems of URS Taytay BSE-TLE graduates during their first year of teaching in public schools / Angie Licha B. Colis, and Versilda C. Palasan. - ©2014. - ix, 63 leaves : illustrations (some colour) ; 28 cm.
Thesis
Includes bibliographical references.
This study focused on determining the classroom management problems of URS Taytay BSE-TLE graduate school year 2010-2012 who are now teaching in different public school.
In accomplishing the thesis utilized the descriptive method in order to assess and describe the extend problems of BSE-TLE graduates.
To determine the problems of the respondents during their first year of teaching the researchers utilized the adaptive questionnaire checklist the purposive sampling technique was used in selecting the respondents.
To determine the profile of the respondents in terms of age, civil status, sex, and year graduated frequency, percentage and rank distribution were used.
To determine the classroom management problems in terms of physical condition of the room, routinary procedure, behavioral problems with the students, and disciplinary problems of the students, weighted mean and standard deviation were used. To determine if there is significant difference on the level of classroom management problems met by the respondents across their profile. One-way analysis of variance (ANOVA) was used.
The result of the study in the profile of the respondents revealed that most of them were female, below 25 years old who graduated in the school year 2011.
In the classroom management problem in terms of physical condition of the room, routinary problems, behavioral problems with the students, and disciplinary problem general average interpretation is not serious problem
In determining the level of classroom management problems of the respondent across their profile, it was found out not serious in terms of age, civil status, sex, and year graduated. Furthermore, there is also no significant difference on the level of classroom management in terms of physical condition of the room, routinary problems, behavioral problems and disciplinary problem, therefore the null hypothesis is accepted.
Based on the findings, it is concluded therefore that different variables such as age, civil status, sex, and year graduated have no significant difference on the problems of BSE-TLE graduates. Only serious problem gleaned from the research was the problem of maintaining a clean and orderly class room and students who talk and whisper during class period, cut classes /absenteeism and "learners did inappropriate behavior during unguarded moment." Based on such findings, BSE-TLE teachers should monitor students learning behavior by imposing, interesting, challenging activities thereby keeping the students busy and motivated in active participation, administrators as well, should ensure that well ventilated classroom and good classroom atmosphere are prepared for the learners. Even the school facilities and materials that students may use in learning must be readily available for students to acquire better learning. Teachers must conduct frequent home visitation and communicate with the parents about their children's tardiness.
BSE-TLE / .C696 2014
Classroom management problems of URS Taytay BSE-TLE graduates during their first year of teaching in public schools / Angie Licha B. Colis, and Versilda C. Palasan. - ©2014. - ix, 63 leaves : illustrations (some colour) ; 28 cm.
Thesis
Includes bibliographical references.
This study focused on determining the classroom management problems of URS Taytay BSE-TLE graduate school year 2010-2012 who are now teaching in different public school.
In accomplishing the thesis utilized the descriptive method in order to assess and describe the extend problems of BSE-TLE graduates.
To determine the problems of the respondents during their first year of teaching the researchers utilized the adaptive questionnaire checklist the purposive sampling technique was used in selecting the respondents.
To determine the profile of the respondents in terms of age, civil status, sex, and year graduated frequency, percentage and rank distribution were used.
To determine the classroom management problems in terms of physical condition of the room, routinary procedure, behavioral problems with the students, and disciplinary problems of the students, weighted mean and standard deviation were used. To determine if there is significant difference on the level of classroom management problems met by the respondents across their profile. One-way analysis of variance (ANOVA) was used.
The result of the study in the profile of the respondents revealed that most of them were female, below 25 years old who graduated in the school year 2011.
In the classroom management problem in terms of physical condition of the room, routinary problems, behavioral problems with the students, and disciplinary problem general average interpretation is not serious problem
In determining the level of classroom management problems of the respondent across their profile, it was found out not serious in terms of age, civil status, sex, and year graduated. Furthermore, there is also no significant difference on the level of classroom management in terms of physical condition of the room, routinary problems, behavioral problems and disciplinary problem, therefore the null hypothesis is accepted.
Based on the findings, it is concluded therefore that different variables such as age, civil status, sex, and year graduated have no significant difference on the problems of BSE-TLE graduates. Only serious problem gleaned from the research was the problem of maintaining a clean and orderly class room and students who talk and whisper during class period, cut classes /absenteeism and "learners did inappropriate behavior during unguarded moment." Based on such findings, BSE-TLE teachers should monitor students learning behavior by imposing, interesting, challenging activities thereby keeping the students busy and motivated in active participation, administrators as well, should ensure that well ventilated classroom and good classroom atmosphere are prepared for the learners. Even the school facilities and materials that students may use in learning must be readily available for students to acquire better learning. Teachers must conduct frequent home visitation and communicate with the parents about their children's tardiness.
BSE-TLE / .C696 2014