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040			_aURS _beng _erda
041			_aeng
050	0	0	_aHV2545 _b.T22 2017
245			_aTeaching approaches and strategies used to support students _cAlexis F. Gimena... [et. al]
260			_c2017
300			_a52 leaves : _bcolour illustrations ; _c28 cm.
336			_2rda content _atext
337			_2rda media _aunmediated
338			_2rda carrier _avolume
502			_bThesis (Bachelor of Science in Guidance and Counseling) -- University of Rizal System-Morong.
520			_aEXECUTIVE SUMMARY: This study analyzed the teaching approaches and strategies used to support students with hearing impairment during school year 2016-2017. A total of fifteen (15) students with hearing impairment and fifteen (15) special education teachers were used as respondents, who were described in terms of sex, age, grade level for profile of the teachers and students respondents, disciplinal approach, individualistic approach, teacher dominated approach for the extent of teaching approaches used by SPED teachers and expository strategies and enabling strategies for the extent of teaching strategies use by SPED teachers in terms of disciplinal approach, individualistic approach, teacher dominated approach, interactive approach, collaborative approach and direct teaching approach, frequency, percentage and rank distribution was used, were used to find out the extend of teaching strategies used by SPED Teachers, to determine the significant differences, on the teaching approaches and strategies used to support students differences, on the teaching approaches and strategies used to support students with hearing impairment, mean and one way analysis of variance was used. Based on the gathered data, on the profile of the teacher-respondents, in terms of sex, out of 15 respondents 13 or 85.7 percent are female. In terms of age, out of 15 respondents 10 or 69.2 percent are 31 years old and above. In terms of highest educational attainment, out of 15 respondents 8 or 57.1 percent are with masteral units. In terms of training/seminars attended, out of 15 respondents 5 or 35.7 percent attended the division level training for special education. On the other hand, in terms of the profile of the student-respondents in terms of sex, out of 15 respondents, 4 or 26.7 are grade 7, grade 9 and second year college. Based on the gathered data, on the extent of teaching approaches used by SPED teachers, disciplinal approach obtained an average of 4.16 and verbally interpreted as Often. Individualistic approach obtained an average of 4.16 and verbally interpreted as Often. Teacher dominated approach obtained an average of 3.96 verbally interpreted as Often. Interactive approach obtained an average of 4.13 verbally interpreted as Often. Collaborative approach obtained an average of 4.00 verbally interpreted as Often. On the significant difference on the extent of teaching strategies used by SPED teachers, Expository strategies obtained an average of 4.00 verbally interpreted as Often and Enabling strategies obtained an average of 4.04 verbally interpreted as Often. The F-values obtained are .472 and .492 which are greater than .05 level and which rejects the null hypothesis and therefore found that not significantly related. Based from findings, the following conclusions are drawn that SPED teachers have often used teaching approaches. Also, the extent of teaching strategies used to support students with hearing impairment is Often. Therefore teaching approaches and teaching strategies used to support students with hearing impairment are found not related. Based on the findings and conclusions drawn, it is hereby recommended that the SPED teachers mat intensify the use of teaching approaches and teaching strategies and other variables may be conducted.
650			_aDeaf--Education.
700	1		_aPiñon, Ma. Myke A. _eauthor
700	1		_aRamirez, Emmarson E. _eauthor
700	1		_aVelasco, Joyce Liberty T. _eauthor
856			_3Online Request for Student Unpublished Works _uhttps://forms.gle/7LqvGGkaDrUQqz429
942			_2lcc _cT
999			_c74991 _d74990