2021 IJRSE – Volume 10 Issue 2
Special Luminary Issue on Education and Religion
Available Online: 4 December 2020
Author/s:
Panopio, Jayverlie*
Alalum National High School, Philippines (jayverlie.mangubat@deped.gov.ph)
Abstract:
A teacher guide provides specific guidelines on how to effectively use an instructional material to ensure that learners attain the expected content and performance standards. It offers the teachers with the necessary information on the various ways of presenting lessons in a more creative, engaging, interactive, and effective manner. It makes the delivery of instruction more convenient, and provides ease and flexibility for teachers to adopt different teaching styles, approaches and disciplines. Cognizant of the inherent value of a teacher guide for improved instruction, this study focused on the assessment of Grades 7 and 9 localized mathematics modules and the difficulties met by teachers in utilizing such modules, with an end view of developing a teacher guide to enhance the use of the localized modules. Specifically, this study identified the profile of the respondents in terms of gender, highest educational attainment, years of teaching of mathematics, and mathematics training/seminars attended as well as the teachers’ assessment of the localized mathematics modules in achieving the learning competencies in Grades 7 and 9. In addition, significant differences in the assessment of the localized mathematics modules when grouped according to profile variables were subjected to hypothesis testing.
Keywords: localized modules; teacher guide; ANOVA; learning competencies; learning difficulties
DOI: https://doi.org/10.5861/ijrse.2020.5923
Cite this article:
Panopio, J. (2021). Development of teacher guide for Grade 7 and 9 localized mathematics modules. International Journal of Research Studies in Education, 10(2), 21-56. https://doi.org/10.5861/ijrse.2020.5923
*Corresponding Author